Leadership Inspirations Activities

Keypunch

All 30 of the numbered “keys” must be physically touched in sequence as quickly as possible – your team will have up to five attempts to get the best time possible

Duration

20-30 minutes

Team Stage

Storming, Norming, Performing

Type Of Activity

Experiential Activity

Materials

Ropes Or Cones For Boundaries, Pieces Of Plates/Paper/Polyspots With The Numbers 1-30 Written On Them

 

SUMMARY

Groups will have to use creative thinking and problem solving in order to physically touch all 30 numbered keys in proper sequence as quickly as they can. The fate of the world depends on them!

SET UP

  • You will need to set up boundaries and the 30 numbered keys before giving instructions – see diagram.
  • Then, give your group the following information:
    • Situation: A group of computer hackers have introduced a terrible computer virus into many of the major computer systems around the world. If the virus is not stopped soon computer records will be lost or damaged causing major havoc. Your team has been called in to stop this virus before it’s too late.
    • Objective: All 30 of the numbered “keys” must be physically touched in proper numerical order as quickly as possible.
    • Time Allotment: Your team has 25 minutes or five attempts, whichever comes first. Your time period begins the moment the facilitator claps.

INSTRUCTIONS

  • The entire team must begin and finish behind the start line. The stopwatch starts as soon as the first person steps over the line. The watch stops when the last person crosses back over the line.
  • Anytime the team or a member of the team crosses the start line, it is considered an attempt. Only one person can be on the ‘keyboard’ at a time (only one person can be inside the boundary rope). If two or more people are inside the rope simultaneously, a glitch occurs and a penalty time of 10 seconds is added to the score.
  • If any number is touched out of sequence (for example, 3 then 5) or more than once (14 then 14), this infraction causes the computer to crash and a penalty time of 10 seconds is added to the score.
  • The team cannot return to the keyboard between attempts in order to study the number set up (or for any other reason). All planning must occur behind the line where the team starts each round. “Scouting trips” are not permitted.
  • The numbered “keys” may not be moved. Rope boundaries may not be moved.
  • Non compliance to these guidelines may result in a penalty (up to facilitator discretion).

VARIATIONS

  • Include a rule that every person must touch a key (must still be in proper sequence) before anyone can take another turn inside the computer.
  • If you have more time, you don’t have to give them a time limit or number of tries. Challenge them to get the fastest time and send groups back to the start line each time they break a rule. The group will get to determine when to stop when they’ve reached their personal best time.
  • To increase participation with larger groups, divide them into smaller groups and have them play simultaneously (you will need more than one facilitator to do this effectively).

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?

Alignment

  • 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.?

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?

Teambuilding

  • When has your group worked well together in the past? When have they not worked well together?
  • When has (something that happened in the activity) happened in the past with your group?
  • What habits or actions make a successful or effective team? What does your group do well as a team? What are your group’s opportunities for growth when working together?
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?

*Leadership Lesson*

If your group is going through the Adjourning stage, try some of these activities to help your group transition and adjust: