1. Distribute copies of the ‘Much in Common’ Activity form to every team member. Ask each team member to find a partner and instruct them to find out as many things in common as possible within 2-3 minutes.
2. At the end of time ask them to find a new partner and repeat the process two more times.

1. Select a volunteer from the team and ask them to come to the front. Give him or her Diagram 1. The volunteer must sit with his or her back turned to the team, but in such a way that they cannot see the diagram.  The volunteer describes the diagram in detail so that the team members can draw the diagram as described. They may not ask any questions. The volunteer decides when he or she has given them enough information.
2. When this step is completed, share the results of the team members and compare it with the original. Did anyone get it right?
3. Select another volunteer from the team and ask them to come to the front. Give him or her Diagram 2.  This time the volunteer can face the team, but in such a way that they can not see the diagram.  The volunteer describes the diagram in detail so that the team members can draw the diagram as described. However this time the team may ask as many questions as they like and seek clarification. Again, no communication other than oral communication is permitted. The team decides when they are satisfied and have no more questions.
4. Share the results and compare with the original.

1. Team members need to imagine that they have just been marooned on a desert island. This is an unusual desert island and they are able to select six well known people to come with them. These may be well known personalities from public life or television to be marooned with. Team members have five minutes to write down the names.
2. Each member in turn then tells the rest of the team who they selected and their reasons for making such a selection. Write the names on the flip chart.

1. Distribute one blank Bingo card to each team member. If there are not enough, two or more people may need the same card (in which case there may be more than one winner for a particular game).
2. Read out the quotations randomly from the list (if you like you can cut up the quotes and draw them out of a container). Wait until team members have had time to digest the significance of a quotation. You may like to discuss each quotation as you go. After each, read out the author. If team members have that name on their card they can cross off that name.
3. The first person to complete their card wins.

1. Hand out a Population Control Worksheet to each team member and ask them, without discussing with anyone, to rank the countries in order of population size from 1 (highest) to 15 (lowest).
2. Divide the team into groups of five or six persons each and ask them to discuss and come to a group consensus on the right answer.
3. If you like you can record the group results on a flip chart.
4. Hand out the answer sheet.

Instructions:

1. Distribute blank copies of the ‘Coat of Arms’ to each team member on A3 paper, or ask team members to draw their own on a sheet of flip chart paper.

2. Sometimes teams can have difficulty getting started on unfamiliar creative tasks – so the activity leader should prepare one or two ideas to get the discussions started.

3. Ask the team member to draw their personal Coat of Arms as follows:

• In space 1 – ask the team as a whole to draw something that characterises a recent peak performance (e.g. a project completed, school built).

• In space 2 – draw something about yourself that few people know (e.g. I can play the trumpet).

• In space 3 – draw a symbol of how you like to spend your spare time.

• In space 4 – draw something that stands for your own personal beliefs and values (e.g. honesty above all).

 4. After 10 minutes ask each person to pair up and discuss their Coat of Arms with their partner.

5. Ask as many team members as you have time for to describe their Coat of Arms to the rest of the group.

Prior to the session put the following questions on a flip chart:

• Does the team really seek to make decisions that are acceptable to all team members?
• Are differences of opinion freely expressed or are decisions made by one or two team members?
• What impact does this have?
• Does the team think it is important to make sure everyone has an influence?
• Are there some decisions that should only be made by one or two people?

1. The activity leader discusses the importance of striving for decisions that are acceptable to all team members and the likely impact this has on team performance.
2. Think back to recent projects or tasks and the way the team has made decisions in the past and answer the questions on the flipchart honestly.

1. Distribute the Post-it notes or wall cards to every team member and ask each team member to write their name on it and two skills that they bring to the team, e.g. how to prepare a budget, language skills etc.
2. After 3 minutes ask each team member to stick the Post-it notes or wall cards on a wall and ask everyone to read all the comments.
3. Then ask each team member to write out two different skills that they do not normally use or talk about in work, e.g. playing a musical instrument, being a great cook, coaching or playing a particular sport really well, leading a youth group, etc.
4. After 3 minutes ask each team member to stick the Post-it notes on a wall and ask everyone to read all the new Post-it comments.

1. The activity leader asks everyone to take some wall cards or Post-its. 
2. Ask each team member to write on one or more cards any learning activity they have undertaken in the 12-month period. It should be a reasonably substantive learning experience. It need not be only restricted to workshops, but could include coaching, self-study or another form of learning activity (see the attached list of options).  There should be one activity only per card.
3. Also ask each team member to on the cards or competencies they would like to learn or improve in the coming 12 months. One Activity per card.
4. The cards should be put on the wall. You can sort the second group into subject clusters if you wish.
5. The activity leader then facilitates a debriefing session.

1. Distribute a copy of “How do you like your recognition?” handout to each team member.
2. Ask each team member to identify those items in the list that they would like to receive and also identify two which would be, for them, the most welcome.
3. Ask each team member to indicate on the chart the two recognition factors that they think are the most important.
4. Try to identify what it is that makes the most popular selections special.
5. As a team, ask each person to discuss their results and to talk specifically about how they want to be recognised by the team
6. (Optional) The activity leader can also lead a discussion about motivation.