Leadership Inspirations Activities

Is, Does, Says, Does Not

Get on the same page about expectations for your group


30-45 minutes

Team Stage

Forming, Storming, Norming

Type Of Activity

Experiential Activity


Poster paper, printer paper, pens/markers etc.




In this activity, group members will brainstorm and share expectations to get on the same page about what it means to be “great” in their role as a leader, teammate or group member.



  • Divide a poster paper into four quadrants and label them “Is”, “Does”, “Says” , “Does Not”
  • Place it on a focal point in the room so that your whole group can see
  • Decide on something you would like your group to define together like
    • A great leader…
    • A great teammate…
    • A great student…


  • Give each participant their own piece of paper and have them copy the chart that you made on the poster paper
  • Ask them to think about what makes a great [whatever you’ve chosen to define]. What are they, what do they say and do, what do they not do?
  • Give them a few minutes to fill in each box on their own with at least 3 ideas. Example:
    • A great leader is someone who helps others
    • A great leader does stay organized
    • A great leader says encouraging words
    • A great leader does not break promises
  • After everyone has a chance to brainstorm on their own, bring the discussion to the large group. Ask for people to share what they wrote down. Record what is shared on the poster you created.
    • Facilitator Note: It might be helpful to have someone help you record ideas so that you can focus on your group while they share.
  • After you’ve recorded everyone’s ideas, ask them to rate themselves honestly (scale 1-5) on each of the qualities that are on the poster.
  • After they are done have them get with a partner to share why they rated themselves the way that they did.
  • Discuss as a group
    • Why it’s hard to be a great (leader/teammate/student) all the time? What gets in the way?
    • What can we do to live up to our own expectations?
  • End by agreeing on commitments you can make as a group to uphold your expectations of each other


  • You can facilitate this activity as one large group brainstorm instead of having everyone complete the chart on their own first.
  • This activity is paired well with other activities like Card Triangles and Stepping Stones that ask participants to explore the traits they discussed in action. Agree on expectations and then complete the activity and discuss before going back and ranking qualities.


  • 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?


  • What are you currently accountable for as an individual and a group? Who holds you accountable?
  • What is effective accountability? Are our methods as a group effective?
  • What role do you play in your own accountability and the group accountability?


  • Are we the only ones that define our purpose? What or who influences our purpose?
  • How do we communicate our purpose to new members or people outside of our group?
  • Why is it important that we all understand the purpose of our group/activity/etc.?


  • Why is feedback important? What kind of feedback is important?
  • What does constructive/effective feedback look like?
  • How did positive/negative/or no feedback affect your success?


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?