How to Build Your Team

with Izzy Gesell

Team Building Exercises

3 Common, 1 Unique
Details: Groups of 4–6 people; 10 minutes

Objective: To uncover three things all members of this small group have in common. (Other than the
obvious things such as you work for the same company, live in the same town, and are human!) For
example, everyone has been to California, all have siblings, all like golf. Also to reveal one thing that is
unique to each person in the group. For example, only one is an only child, only one was born in a foreign
country, etc.

Method: Appoint (or let the members self-select) one player in each group to be the scribe. Give the
following instructions: “For the next 3–5 minutes we are going to look for three things each member of
the group has in common and one thing that is unique to each member of the group.”

The scribe will write them down. For the unique part, you don’t have to be the only person in the world
who has the trait, just the only person in the group. So, if everyone in the group has a sibling and you are
an only child, that is a unique trait within the group.

When finished, ask each scribe to report on the similarities and uniqueness. They don’t have to to be
associated to group members, but they can—either way is OK.

Debrief: Every person you meet has something in common with you and something new to offer. This is
great information to have as you look for ways to overcome obstacles in the workplace and your life. The
outcome is that people feel closer to each other and find connections.

HOW MANY THINGS?

Details: Groups of 3–5 people; 5–15 minutes

Objective: Each group works independently and lists as many examples as possible for a chosen word.
The results are combined for a new perspective on creativity.

Method: Appoint (or let the members self-select) one player in each group to be the scribe. Give the
following instructions: “For the next 3 minutes, each team will come up with as many uses as possible for
a chosen word. We will choose the word in a few moments. Each team’s scribe will write down the team’s
suggestions. Word examples might be ‘sharp,’ ‘light,’ or ‘play.’ When I reveal the word, your 3 minutes
starts. Ready?”

Choose the word and communicate it to the group. Start the activity. After 3 minutes, stop the activity and
have each group read their lists out loud. Group 1 reads their entire list; group 2 reads only what’s on their
list that group 1 did not mention. Group 3 reads only its content that groups 1 and 2 left out. Continue

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until all groups have shared their efforts. As the groups are reading their lists, keep track of the number of
items. If group 1 had 16 items and group 2 added 11 and group 3 added 9, then your total would be 36
uses of the original word.

Debrief: Teams are able to be more creative than individuals because when more people are looking at a
situation, more ideas and perspectives are being generated.

Cooperation Machine
Details: Groups of 4–6 people; 15–20 minutes

Objective: Individuals co-create a simulation of a machine with moving parts

Method

Part I: Line up players on one side of the room. Give one of the players the following instruction, but make
sure everyone in the room can hear: “Step up to the front of the room and begin to make a sound and
add a motion that you can easily continue to do for about 1 to 2 minutes.”

Give that player a few seconds to think of a sound and motion and demonstrate it. About 45 seconds
after the first player started, approach the next player on the side of the room with the following
instruction: “You are going to enter the space with a different sound and different motion than the first
player. Your intention is to be in sync and cooperative with the person already there.” Once players one
and two are both in action, repeat the instructions for the third player and any others in line.

When all players have entered the scene, allow them to continue for a few seconds and announce: “Ladies
and gentleman, I give you the COOPERATION MACHINE!” Encourage a round of applause.

Part II: Using the same players, or different ones, repeat the exercise with the same instruction for player
one. When it is player two’s turn, give the following instruction: “Enter the space with a different sound
and different motion than the first player. Your intention is to be out of sync and uncooperative with the
person already there.” Repeat the pattern until all players have entered the scene. Announce to the entire
room: “Ladies and gentleman, I give you the UNCOOPERATION MACHINE!” Encourage a round of
applause.

Debrief: Have the players and audience discuss the differences between the in-sync and out-of-sync
“machines.” What effect did the intention to cooperate or the intention to disrupt have on those involved
as participants or observers? On teams, there are advantages and drawbacks to being both in sync and
out of sync.

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