Leadership Inspirations Activities

Dot Dot Dot

Group members try to sort themselves by the dots on their foreheads that they cannot see

Duration

20-30 minutes

Team Stage

Storming, Norming

Type Of Activity

Experiential Activity

Materials

Small Color-Coded Stickers

 

SUMMARY

This activity demonstrates how we sometimes act on assumptions and simulates how we act according to expectations.

 

SET UP

  • Tell the participants that they will be closing their eyes and you will be placing a sticker on their forehead. They should not touch it, unless it feels like it is falling off, then they may hold it in place without looking at it.

INSTRUCTIONS

  • Tell the group that once everyone’s eyes are closed, there will be no talking or mouthing during the rest of the game. When you are done placing the stickers, you will give further instructions.
  • When you are ready tell the group they may open their eyes, but they may not speak. Their objective is to get into groups and that is all.
  • When the group decides they are done dividing up, have them sit down in a circle staying in their groups.
  • Discuss with the group why they placed themselves in the groups that they did, how the process was for them, if they would do anything differently next time etc.
  • Facilitators Note: There is no right or wrong way for participants to group themselves. The purpose of this activity is to have participants think critically about their perceptions of the instructions given and the expectations they had of the activity that led them to group themselves the way that they did.

VARIATIONS

  • You can facilitate several rounds of this activity, adding or taking away stickers as you see fit.
  • You can perform this activity with any variety of stickers you have available.
  • You can perform this activity while letting the participants see their stickers.

SAMPLE DEBRIEFING QUESTIONS

What?
  • What was the goal of this activity?
  • Did your group do well? What could have improved?
  • How did your group make decisions? Was it effective or ineffective?
  • How did your group manage conflict that arose?
So What?

Inclusion and Involvement

  • What does it mean to be inclusive or exclusive?
  • What did we do as a group that was inclusive? That was exclusive/not inclusive?
  • Why is inclusion and involvement important for our group?

Project Planning

  • What has worked in other projects you have done? How have you dealt with setbacks?
  • How do you connect with the process of planning? Do you like it/not like it? How does this impact you/your group?
  • How do we manage our time? How does that affect our ability to complete our projects?
Now What?
  • What does this activity tell you about the strengths of your group? The areas for improvement?
  • What’s one commitment each person can make?
  • What are three lessons the group has learned that they can continue to work on?
  • How can we implement these lessons in our school/organization?
  • What can you do differently moving forward?