Group dynamics: group animation techniques

The following group animation techniques allow different results to be obtained, depending on the purpose of each, either to break the ice, so that each individual in the group knows the others or to form work teams and problem solving, among others. The group dynamics presented are classified into:

1. Presentation Techniques

1.1. Identification with animals

They are placed in a circle and the person who considers himself to be free is asked to introduce himself by saying his name, age, the animal with which he identifies himself and why and the animal with which he does not identify himself and why. To continue the group dynamic, when your presentation ends, you must choose someone to introduce yourself, and so on.

1.2. The classified notice

Participants are asked to make a classified ad, selling it. Then they are put in inner and outer circles and show each other the notices until they make a complete turn. Then someone is chosen to start by saying who they would buy from and why.

1.3. Name String

You have to say the name and then the person on the right says his name and repeats the names of those who previously showed up. Memory game. It can be varied using, in addition to the name, an animal or even the sound they produce (for boys it is very good).

1.4. Presentation party with variations

• Material: pencils, pins, sheets, etc. They are given 10 minutes to express themselves with any of the following variations:
  1. Cartoons of himself, drawing, comic strip, etc. Cake chart, where each of the aspects of life (family, work, fun, etc.) is located proportionally. Description of himself as classified advertisement.
  One is thrown object to some of the participants of the circle and it must say his name and edad.Se form rows and are passed from one and writes the name on the board.

1.5. Presentation in pairs

The members of the group are asked to choose a person to work in pairs (preferably a stranger and of the opposite sex), the participants locate each other with their partner and for a couple of minutes (5) they discuss their name, marital status, place etc. When the talk about their lives ends, a circle is made and each one must present to the group what their partner told them.

1.6. Presentation with value

Anyone considered to be an easy person will be asked to stand in the center of a circle and take (3) a few minutes to introduce themselves expressing what happens under the focus of their conscience. While this “determined” person speaks, the rest of the group is asked to try to analyze what their personality is like and how they express themselves through their posture, movement, tone of voice, etc. The group coordinator will be able to stand in the center and do a demonstration.

1.7. Earthquake

Two people hold hands (house) and put another in the middle (tenant). When the coordinator yells "house," the house is changed to "tenant." When the coordinator yells "tenant," he changes houses; and when he shouts "earthquake", everything is disarmed and reassembled.

1.8. Name - Quality

• Objective: to know the name and some characteristics of the people.Materials: members.Development: each participant says his name and a personal characteristic that begins with the first letter of his name.

1.9. The spiderweb

• Objective: presentation.Materials: ball of wool, members.Development: a person takes the tip of the ball, says his name and throws the ball to another person and so on. After the reverse process is done, whoever has the ball will return it to whoever has it.

1.10. Welcome

Each participant will have 11 equal letters and while they appear they will have to exchange the rest of the letters with the rest of the members of the group, in order to form the word welcome, the first one that wins the form.

1.11. Match

Each person who comes will have to light a match and speak for as long as it is lit.

1.12. Jump to range

• Objective: Presentation Materials: Group members, pencil, paper and adhesive tape Development: name and their age, then they are placed in a row and in rank position, the last one begins to jump to the rest of his classmates trying to read the names and ages, so on with the rest of the participants. Once finished, each one must remove the paper from the back and each one must say the name and age of the people who remember and the one who says the most is the winner.

1.13. The Dance of the Chairs

• Objective: presentation Materials: Members, chairs and music Development: In the middle of the room there is a circle with the chairs (one less than the people who participate), with the seat facing out, the members must make a circle outside of the chairs. Once the coordinator puts on music they all start to turn to the right, when the music turns off the members must sit down and ask their partner on the right and the one on the left for their names and ages, if they sit together more than once, other questions are asked. The one who stood still loses but before leaving his teammates must ask him personal questions to get to know them. The game ends once a single participant remains seated.

1.14. Bingo

• Objective: Presentation Materials: Group members, sheets with boxes. Development: Each participant must have a sheet and for five they have to fill in the box placing the name and age of their classmates. Then they are located in their places and the coordinator must ask the participants their name and their age, the rest will cross out the names that coincide with the sayings and those that are written on their sheets, the one who fills the sheet stops playing, until everyone fills their sheets. You can also play with triplet and quintine.

2. Dividing techniques

Group dynamics and group animation techniques. Source: Andreola, Balduino A., Group dynamics, Editorial SAL TERRAE, 1984

2.1. First letter of the name

• Objective: to unite people to get to know each other or to do some work Materials: none Development: to bring together all the people whose name begins with the same letter or who have the same vowel on the first syllable Variants: people with the same sign. People who turn years the same month.

2.2. Cardboards

• Objective: to form groups Materials: cardboard of various colors (as many as groups want to form) Development: to put pieces of cardboard of different colors in a bag. Each member of the group takes one out and they are divided according to the color they got.

2.3. Towns and cities

Each participant will be given a piece of paper with the name of a town or city and must be put together with the one with the same town or city. After a while, other roles with names of various places are redistributed and quartets are formed and presented to each other.

2.4. Divide song

Both folded papers and participants are located in the center of the room. The name of a song is written on each piece of paper and to form the groups each participant must sing the song out loud until they join the rest of the participants. There will be as many songs as there are subgroups I want to form.

2.5. Sayings

Sayings are delivered in strips and cut according to the number of people I want to make up the group. It can also be done with geometric figures, colored balloons, etc.

2.6. Show me your shoe

• Objective: Form working groups Materials: Group members Development: The groups will be formed according to the participants' shoe size, for example: a group will be from 34 to 36, from 37 to 39, etc.

2.7. Bring me your chair

• Objective: To form work groups Materials: Group members, chairs and drawings Development: A drawing will be pasted under the seat of each chair, the participant who have the same drawing should join together carrying the bench with those who have the same drawing.

2.8. Let's go to the cinema

• Objective: Form working groups Materials: Group members, names of films, actors and actresses Development: Each participant will take a piece of paper with the name of a film, actor or actress out of a bag. The groups will be formed by joining those with the name of the film with those who have the names of the main couple, for example, Pretty Woman with Julia Roberts and Richard Gere.

3. Disinhibition games

3.1. The chatterbox

• Objective: that anyone can function. Materials: members. Development: the group asks a person to speak on a topic defined by the group for a few minutes.

3.2. Do you like your neighbor

• Objective: to know the name of each person.Materials: chairs, members.Development: a round is formed and whoever starts (usually, the coordinator) asks someone "do you like your neighbor?". The person responds with YES, NO or MORE OR LESS. If the answer is YES, they all stay in the same place; if the answer is NO, they all change places, and if they answer MORE OR LESS only that person is changed with any other.

3.3. List of names

• Objective: to get to know each other among the members of the group.Materials: paper and pencil or blackboard and chalk.Development: a person writes their name and they go by doing "posta". Each one who passes takes one of the letters of the name and writes a word or sentence referring to the person who wrote the name.

3.4. Say it with mime

• Objective: to develop psychomotor skills Materials: groups of people Development: standard

3.5. Sale of absurd things

• Objective: To develop oral ability, to argue and to become disinhibited in front of the group Materials: Group members and cards with absurd objects, for example, bibs for giraffes, comb for peeling, etc. Development: each member of the group to have a card each, after one they will go to the front and for a minute they will have to try to sell it arguing in favor of its sale.

3.6. Dramatize a saying

• Objective: To develop understanding, the ability to understand messages and the ability to transfer meanings to concrete situations Materials: Work groups and sayings Development: Each group will be given a saying, which they will have to represent in front of the group. The rest of the group will be able to participate guessing the dramatized sayings.

3.7. Tell a story with your feet

• Objective: To develop wit and body expression.Materials: Cards with sentences, for example, I slipped when stepping on a banana peel; Today, walking, I got gum stuck in my shoe, etc. Development: Each one of the participants will come to the front and count with their feet the phrase that they have touched. Your classmates will be able to guess them.

4. Techniques for knowledge

4.1. A better world

Each group will discuss how human coexistence must be to achieve a better world. The same will apply to your group. She will make an action plan to achieve this at this meeting. He will immediately comply with it.

Each group dialogues: how should human coexistence (world, nation, community, etc.) be in order for it to be a realizer of man.

According to this: how should we live the present meeting? The group sets rules for coexistence: few, concrete, immediate action, accepted by all. What must each contribute to achieve the goals that the group sets?

4.2. My philosophy

Each one writes on paper their philosophy of life: principles or foundations of action, their personal regulations, their favorite sayings, etc.

Each one exposes his work to the group, which questions the objectivity of all that or of some part.

4.3. Obituary

The coordinator asks each to write his obituary for the press announcing his own death according to this model:

• NN died yesterday… He was… At the time of his death he was working for… He will be remembered for… He will feel his loss especially in… He wanted… but he never got… The body must be… The place of flowers is asked to… In his grave the next epitaph will be put…

These proposals are presented to the group and the discussion begins.

4.4. Here is my photo

The coordinator makes photos of human beings in different activities and gestures available to the participants. Each participant chooses the selected photo or crop. Explain why you think it represents you. It says how he feels inside in front of that photo or cutout.

The members of the group question the speaker. Any comment that means disrespect for people will be left aside.

4.5. If I were

Each participant is asked to complete such sentences:

• If I were a tree it would be ……….. because ………. If I were a part of the geography (river, mountain, forest, etc.) it would be …………. because …………..If I were a machine it would be ……….. because ………… If it were a climatic state (rainy, cloudy, sunny, windy, etc.) it would be ……….. because ……… … If it were an animal it would be …………… because …………… If I were a car it would be …………….. because …………… If I were perfume it would be …………….. because… ……… If I were fruit it would be …………….. because …………… If I was color it would be …………….. because ………….. If I was material it would be …………… ……. because …………… If I were a weather season it would be …………. why…………

4.6. If i were

One of the participants (volunteer) leaves the room. The remaining members of the group decide which of them will be answered, that is, which of the participants should be answered. Once this is defined, the one who left is entered, he will begin to interrogate the group alternately. This volunteer can risk 3 names trying to discover the participant of the group that is being talked about. If you don't guess, you are given a garment. The questions can be:

• If it were a tree, what would it be? Why? If it were a part of geography, what would it be? Why, if it were a machine, what would it be? Why, if it were a climatic state, what would it be? Why, if it were an animal, what would it be? Why, if it were a car, what would it be? Why, if it were perfume, what would it be? Why, if it were fruit, what would it be? Why, if it were color, what would it be? Why, if it were material, what would it be? Why, if it were a weather season, what would it be? why?

4.7. Personality

Material: pencil and sheets of paper.

The purpose of this exercise is to promote a better knowledge of oneself in a reflection on one's reality, captured by oneself and by others. Subgroups of 6 to 8 people are organized; each participant takes sheets and writes:

• Who do I think I am? What do my classmates think I am? What would I want to be? What would others want me to be? What is there in common in what everyone positively says about me? What is in common? in what everyone says negatively about me? Reflecting on everything: who am I?

Freely, each participant can present in the group the synthesis of what they answered. Then a mutual help or deepening conversation is made.

4.8. Exercise to take advantage of group opinions

5 or 6 participants will play, the rest are observers.

Slogan: imagine that you are a committee of managers in charge of choosing a director from a list of candidates (candidates can volunteer). The committee can solve the task as the participants see fit. Each participant receives a copy of "Candidate for the position of Director".

The group must choose and comment on the characteristics of the candidates. The one who is considered most suitable to perform the task is chosen.

4.9. Fancy dress ball

A member of the group leaves. The rest talks about the costume that suits them, the person who went out, to go to a costume party, taking into account their habitual behavior, their attitude towards the group, their way of being, their most notorious characteristic, etc. Thus the costume can be of a person, animal or thing. The one who came out enters and the members of the group give him an account of the costume chosen for him. Now he is asked to find out why he is disguised as such. Afterwards, the members of the group tell him why they decided to disguise him like this.

4.10. The candidacy

Each group chooses one of its members as a candidate for a certain mission. The group takes an inventory of the candidate's qualities and starts the campaign. The candidate and the group evaluate the results. Each member of the group should write on a sheet of paper the strengths and weaknesses they see in the candidate for the position and indicate how the campaign should be carried out. The group shares what each wrote about the candidate. A synthesis is made. The group establishes propaganda campaigns and their content (slogan). If there is time, the campaign is carried out. It can be repeated in others so that they also know its values.

4.11. On a lonely island

• Objectives: to provide participants with an opportunity to talk about themselves and about significant aspects of their lives. It also offers the possibility of promoting the imagination, expressing the friendship or dependence of other people, offering an opportunity to criticize others without hurting them and indirectly talking about values. Note: “Imagine that you must spend the rest of your life on a remote island. In it you will not have problems to satisfy your needs for food, housing and clothing. Six other people will have to spend the rest of their lives with you, people you did not know before. ”You must determine:
  • Age, sex and appearance of each of them, their main qualities, what they would like to do and what not, indicate why you chose them.
  As a group activity, you must first of all imagine the advantages and disadvantages, difficulties and possibilities that await the seven people in their common life on the island.
  • Variant: Choose to fulfill each of the functions requested below, one of your colleagues: I choose to ……..in case of having to stay a long time on an island because ……… I choose to ……..in case of needing good advice and guidance because ……..I choose to ……..in case I need help in a moment of urgency because ……..I choose ……..to laugh and have fun with him because ……. I choose ……..to defend myself in case of serious danger, because ……..I choose ……..to save something valuable that belongs to me because ……..I choose ……..to save a secret because ……..Write a name and add whatever you like, I choose ……… because ……..

4.12. Contacting

Sit face to face with a person and don't talk to them. Just look at your partner's face for a couple of minutes and really try to see that other person. Don't make this a staring competition and don't waste your time imagining what your partner is like. Look at your partner, noticing every detail of his face.

4.13. Listening to what surrounds us

Look around you and more or less realize what is around you. Really contact your surroundings and allow each thing to tell you about itself and its relationship with you. She also says “I am messy and full of work that you have to do. Until you order me I will irritate you and prevent you from concentrating "A wooden sculpture says:" Look how I can flow even when I am rigid. Stop to discover my beauty. ”Take about five minutes to allow things in your environment to speak to you.

Carefully attend to the messages you get from all around you.

4.14. Essay and Anguish

Close your eyes and keep them closed until instructed to open them. In three minutes I will ask one of you to get up and, before this group, talk about yourself going into some details, with sincerity, things that you never said to anyone, prohibited things.

I want you to imagine that you are the person I will call. I'm giving you a chance to rehearse and decide what to say. Really imagine you are standing in front of the group and looking at people, what would you do? Make contact with your body and now, what sensations do you experience? What type of tension, nervousness, or excitement do you feel?

Now stay in touch with your body and notice any changes as I say that I am not going to ask anyone to stand up and speak in front of the group about themselves, to realize what is happening in their body now… Very well… Open your eyes. ”

Now I want to say some words that can be useful to understand this experience. I deliberately threatened them with a future situation. I asked you to jump into the future and prepare to speak to the group about yourselves. In this way his energy and excitement increased in order to understand some symptoms: the heart beating, some muscles getting tense, etc. If the task had been carried out, all excitement could have manifested itself in activity: movement of the body, speaking, gesturing, etc. But since it was just a challenge, all the excitement has nothing to do, so what you experienced was anxiety or fear of the public. Some probably envisioned sinister failures and consequences that only excite and stir horrible catastrophes that only exist in the imagination,your concern interferes with the task itself and may even lead to failure.

There is a story that illustrates the waste that this commitment to the future implies.

A young man has just arranged a date with a very attractive girl, for the night. That noon and tomorrow morning you have to take an important exam. What's going on? All afternoon his mind is busy thinking about the date night and he cannot study. Then, at night, when he is with the girl, he is worried about the exam of the following day that he cannot enjoy the company of her.

I am sure you can recognize yourselves in this story. Any concern about the future reduces your contact with what exists now and can completely nullify it.

4.15. To know us better

Have no more than three members for each sentence:

• Why is an object particularly interesting to us? What are the characteristics of a person we call special? Telling a positive experience. Counting a negative experience.

  Mix the sheets and give one to each participant to read. Analyze the different impressions this causes in the participants.

4.16. I have a question

Write questions such as:

• Who has the biggest shoes? Who has a phone? Who has the largest family?

  Give each participant a question. These should cause the participants to observe and interact with each other.

4.17. Personality "D"

Each participant receives a form with the questionnaire that will be answered individually, skipping the questions that they do not want to answer.

• Which fruit do you like more? What kind of music do you like the most? What kind of cinema do you like the most? What kind of landscape do you like the most? What time of day do you like the most? What day of the week do you like the most? What month of the year do you like the most? Less? Which color do you like the most? What food do you like the most? What less study subject do you like the most? Less? Do you work better day or night? What is your favorite entertainment? When are you most moved? When are you most irritated? What distracts you the most? What tires you the most? What is the most common impression people have of you?

When preparing the form, expressly leave little room for the answers so that they are concrete.

4.18. Likes Model "H"

All participants will take out three things that they carry in their wallet or pocket. Then, each one will tell the others in the group, why he carries such things (practical, emotional reasons, etc.). Indicate which of the three objects has the greatest affective value for him and why. Others may ask you questions.

4.19. Likes Model "F"

Each participant must elaborate two days of his life, placing as many details as possible, such as:

• In what season of the year and with whom, with what sounds, smells, actions, meals, jobs, landscapes, encounters, sensations, can you describe it within a story that contains sequences, dynamism, epilogue, etc.

5. Techniques to encourage participation

5.1. The gift of joy

• Objective: Promote a climate of personal trust, of appreciation of people and of positive encouragement of the group. Give and receive positive feedback in a group setting. Materials: Paper and pen, a room with desks according to the number of participants and will be held with a single group or several subgroups of six to ten people; They will have five minutes of time per participant. Development:
  1. The animator forms the groups and distributes the paper. Then he gives a short presentation: “Many times we appreciate a small gift more than a big one. Many others, we are worried about not being able to do big things and we leave small things aside although they would have perhaps a great meaning. In the experience that follows we are going to be able to make a small gift of joy to each member of the group. ”The animator invites the participants to each write a message of this type to each partner in their subgroup. Message that tends to awaken in each person positive feelings about himself. The animator presents suggestions, trying to encourage everyone who sends a message to each member of their subgroup, even for those people for whom they may not feel great sympathy. Regarding the message, it must be very specific,specified and adjusted towards the person to whom it is addressed, and which is not valid for anyone; that each one send a message to all, even if one does not know him thoroughly, in all he will be able to find something positive; try to say to each one something that you have observed in the group, their best moments, their successes, and always present your message in a personal way; tell the other what you find in him that makes you happier. Participants can, if they want, sign. Written messages, they fold and gather in a box, leaving the names to those who are directed out.try to say to each one something that you have observed in the group, their best moments, their successes, and always present your message in a personal way; tell the other what you find in him that makes you happier. Participants can, if they want, sign. Written messages, they fold and gather in a box, leaving the names to those who are directed out.try to say to each one something that you have observed in the group, their best moments, their successes, and always present your message in a personal way; tell the other what you find in him that makes you happier. Participants can, if they want, sign. Written messages, they fold and gather in a box, leaving the names to those who are directed out.

     Everyone is given their messages. When everyone has read their messages, there is a commonality with everyone's reactions.

5.2. Discussion led

It consists of an exchange of ideas between several participants who have previously worked on a topic that can be analyzed from different positions. It should not be used in groups of more than twenty-five people.

• Objective: This technique focuses on deepening knowledge through a critical analysis of the topics and stimulating interpersonal communication, tolerance and teamwork. Preparation: Days before using the technique, the moderator will decide the topic to be treated based on of the interests of the group and will prepare information that contains all the information that may be useful to the participants. It will also provide them with various questions prepared to start and guide the discussion and will set the date for it. Development: It will facilitate participation if the moderator asks for their opinions, granting turns to speak and allowing any clarifications that may arise. As the comments are exhausted, the moderator will make a summary of what was discussed, to end with an overview,without ever leaning in favor of one or other opinions.

5.3. Seminar

The group of participants studies a topic in depth but, unlike the previous technique, they do not receive information already prepared, but must research and study the topic in meetings, presenting at the end a report with the data obtained. The group should have no less than five components and no more than twelve, and all should have a similar level of knowledge and homogeneous interests.

• Objectives: They are related to the acquisition of knowledge through the discovery of the different aspects.
  • Meetings must be planned; their duration will not exceed three hours; in the first meeting, a coordinator and a secretary are chosen and a work plan is designed.
  Phases:
  1. Individual search for information. Sharing and establishing conclusions. Preparation of the summary report of the group's conclusions.

5.4. Phillips 6/6

The group is divided into subgroups of a maximum of six components who will discuss for six minutes to answer a question or solve a problem or case formulated by the moderator.

• Objective: This technique is often used to support other group techniques when for some reason it is needed: quickly promote the participation of the whole group, obtain many opinions in a short time; solve a problem in a creative way and discover the divergences existing on a specific topic. Development: The groups meet in different rooms and each member presents their opinion for one minute. A secretary designated by the group will take note of the contributions, and at the last minute, a summary of the opinion of the subgroup is made. A spokesperson for each group presents their results in the common classroom, which, once compared with those of the rest of the subgroups, will be synthesized by the moderator and noted on the board.If there are still points to be addressed, the process is repeated until all aspects have been worked on.

5.5. Brainstorming or "Brainstorming"

Brainstorming, brainstorming or brainstorming, is a technique in which participants express with absolute freedom everything they can think of about a topic or as a solution to a problem. Without any analysis or filter on their quality, they are noted on the board. Only at the end, when the production of ideas is exhausted, is an evaluation made of them.

• Objective: The brainstorm allows to develop creativity above all and is used to discover new concepts, solve problems or overcome conformism and monotony. Development: Before the storm begins, the problem is exposed and the rules are explained: ideas are they express regardless of their quality; No idea will be valued until the last sentence is said; It is recommended to freely associate your own ideas with those already exposed; the more interventions, the more possibilities of finding valid possibilities; speaking turns will be granted indiscriminately. In the end, three or four people who have not participated in the production phase will analyze all the ideas to assess their usefulness based on the objective that was intended with the use of the technique.

5.6. Nominal Group Technique (TGN)

The members of the group interact very little and contribute their decisions individually, later adding their results and using voting as a means of achieving a group assessment. With more than twelve members, we will work in subgroups to select some ideas before continuing with the entire group.

• Objectives: Exchange information, common decision-making, achieve a high degree of consensus, balance the degree of participation among group members and obtain a clear idea of ​​the group's opinions. Development: After the problem is described by the moderator, the rules are set forth: respect silence during the established time and do not interrupt or express our ideas to another participant until the moderator indicates it. For a few minutes (between four and eight), the participants write down all their ideas in silence; After that time, a round is held in which each participant presents a single idea each time, although the only possible interaction is between moderator and participant, and to clarify the idea that the first one will write on the board. When all the ideas are written,A discussion has already started between the participants to clarify any doubts that may exist about what has been written, and some contribution can now be modified. Again in silence, each assistant, using some cards, hierarchically orders the contributions that seem most important to them. All the individual votes are added together and a hierarchy of ideas is obtained with which the process is repeated again until the final vote is reached.All the individual votes are added together and a hierarchy of ideas is obtained with which the process is repeated again until the final vote is reached.All the individual votes are added together and a hierarchy of ideas is obtained with which the process is repeated again until the final vote is reached.

6. Planning techniques

6.1. Let's look beyond

• Objective: To support a group to organize, organize and plan their work when executing specific activities. Materials: Sheet and pencil for each participant, blackboard. It takes a long time and can be applied in several sessions. Development:
  1. Each participant responds in writing to a question prepared in advance by the organization. Groups and their coordinators are formed to share the answers and make an ideal model. This model would be detailed. The coordinators meet, where each one presents their ideal model written on the board. Whoever coordinates the groups should write down everything that is in common and aspects that may be missing. Based on the discussion of each model, one can be chosen because it is the one that has the greatest number of qualities or because it is feasible to carry out. Focusing on the chosen model, we go on to detail the most urgent needs to be solved and tasks that can be done. Then a plan is drawn up of how other tasks could be fulfilled to reach the ideal model (actions, controls, evaluations, managers…),these actions are then specified. With an elemental plan, the immediate actions are entered with the following guide:
     • What is to be done, for what, how, who, with what means, when, where, deadlines.

6.2. The planning deck

• Objective: Know and order the steps to be followed in a planning process in a specific work plan. Materials: Large cards (15 x 25 cm.) On which the steps of a planning process are written, as if they were playing cards of a deck.Development:
  1. The participants are divided into groups of four people each. A complete set of cards is made for each group, and an additional one. All the cards are shuffled and nine are distributed to each team, leaving the rest in the center. Each team must dispose of their repeated cards and have nine different cards in hand (that is, the nine basic steps for planning).It is played as in a deck (card) game: a group discards one repeated and the place in the center, up, taking the top of the group. Only one card can be changed at a time. If the group on the left needs that card that is above, they take it, if they do not take the next card from the group and it is discarded from a repeated one. And so it goes on.Once the group has the nine different cards, they must order them according to what they think should be the ordered steps of the planning process. When any of the teams considers that their ladder is well ordered it says: Ladder. The coordinator will act as a judge, making the rest of the group discover whether or not there are errors. Upon discovering an error, the team that has proposed must rearrange their deck. The order proposed by each team must be discussed in order to defend and sustain it in front of the group. The first team that restores the correct order is the one that wins. It is discussed together and whyUpon discovering an error, the proposed team must reorder their deck. The order proposed by each team must be discussed in order to defend and sustain it in front of the group. The first team that restores the correct order is the one that wins. It is discussed together and whyUpon discovering an error, the proposed team must reorder their deck. The order proposed by each team must be discussed in order to defend and sustain it in front of the group. The first team that restores the correct order is the one that wins. It is discussed together and why

     the order of each planning step.

6.3. Reconstruction

• Objective: To analyze the organizational capacity of a group and analyze the role of leadership at work. Materials: Paper and pencil for each participant, large paper and markers. Development:
  1. Groups are formed (maximum four) The coordinator gives an explanation The participants have 30 minutes to reach a decision (s).Once the time is up, they go to the plenary, where each one presents the conclusions they reached written on a flipchart. It is not necessary to discuss the content of the conclusions, the main thing of this technique is to reflect on:
     • What were they based on to reach certain conclusions? How were they organized to work? Difficulties in reaching decisions?

7. Organizational techniques

7.1. Integration into a hostile group

• Goals:
  1. Create in the group, considered hostile, a positive climate. Join a group that resists entering the exercises.

     It can be applied to any number of participants in a large room and its duration is one hour.

  Development:
  1. The monitor asks the group to form subgroups of three people with whom they are closest. Distribute to each group a sheet on which they must answer this question: "How do you feel here?" Each subgroup makes a list of their reasons and appreciations in this regard. Then the animator invites each subgroup to read their list, which will be written on the board or on the cardboard, pointing out the points that are considered positive and those that are considered negative Next, the same trios are asked this other question: "How do you feel about my presence here?" Again they read the answers and write them on the board or on the cardboard, also pointing out the positive and negative ones.. Go to the third question: "How do you feel about the person who sent you to this course?" Answers are read and written as before,also pointing out the positive and negative. It ends with a plenary session in which the answers given in the three questions are analyzed.

     Generally it can be seen that in the answers to the first question the negative aspects predominate and in the answers to the second and third more positive aspects appear, which shows that there has been a change of climate in the course and that there are possibilities of greater integration.

7.2. The people need

• Objective: Analyze the principles of the organization. The role of the leader, spontaneous action and planned action. Development:
  1. The coordinators or two classmates in the group prepare a list containing a minimum of six tasks. The

     Tasks can be searching for objects or creating some kind of thing. Participants are divided into groups (of at least five people each). Each group is organized as they see fit to complete the tasks. A precise time is granted (for example 10 minutes), depending on the group and the tasks. The tasks are read to the group as a whole, after the reading each group is dedicated to completing the tasks. The first to finish, the one who will win. When the team has all the tasks, they are represented to the colleagues who are coordinating so that they can be reviewed and verified that they are correct. Once the winning team has been declared, the rest of the teams, shows the tasks you were able to perform. It is evaluated how each team was organized to execute the tasks.

  Conclusions: The discussion begins when the groups tell how they organize themselves to carry out the tasks, the problems they had, how they felt, the experience. Together they have to detect what are the roles of

  the leaders, the importance of the division of tasks to be more effective, the importance of being clear about what is wanted in order to defend it, and spontaneous actions. We can also refer the discussion to how these aspects occur in the daily life of the participants, or of an organization, as in this case is the company.

7.3. Creative solution to a problem

• Objective:
  1. Observe group attitudes in solving problems. Explore the interpersonal influences that occur in solving a problem.
  Development:
  1. The monitor explains that it is about coming up with a creative solution to a problem; for which you must reach consensus. Everyone should pay close attention to the discussion process, because in the end it will have to be analyzed in a group. Next, he exposes the problem that the subgroups will have to solve in about ten minutes: “Years ago a London merchant was a debtor of a large amount of money to a person who had made a loan. The latter fell in love with the young and beautiful daughter of the merchant. And he proposed an agreement: he would cancel the debt if he married his daughter. Both the merchant and his daughter were shocked because they did not want him. The lender proposed that they leave the solution in the hands of Providence. He suggested that they put a white stone and a black stone inside an empty money bag;the young woman should take one of the two stones out of the bag. If she took out the black stone, she would simply become her wife and the father's debt would be canceled. If she took out the white, she stayed with her father and the debt was also canceled. If he did not accept this providential game, the father would go to prison and the daughter would starve. Although compelled by the situation, the merchant and his daughter accepted. They came out onto a path in the garden that was full of stones. The lender bent down to pick up the two stones and deftly managed to fit two black stones into the bag. The young woman realized the stratagem. Then, the lender asked the young woman to take out the stone that was going to decide both her luck and that of her father «.If he took out the black stone, he would simply become his wife and the father's debt would be canceled. If she took out the white, she stayed with her father and the debt was also canceled. If he did not accept this providential game, the father would go to prison and the daughter would starve. Although compelled by the situation, the merchant and his daughter accepted. They came out onto a path in the garden that was full of stones. The lender bent down to pick up the two stones and deftly managed to fit two black stones into the bag. The young woman realized the stratagem. Then, the lender asked the young woman to take out the stone that was going to decide both her luck and that of her father «.If he took out the black stone, he would simply become his wife and the father's debt would be canceled. If she took out the white, she stayed with her father and the debt was also canceled. If he did not accept this providential game, the father would go to prison and the daughter would starve. Although compelled by the situation, the merchant and his daughter accepted. They came out onto a path in the garden that was full of stones. The lender bent down to pick up the two stones and deftly managed to fit two black stones into the bag. The young woman realized the stratagem. Then, the lender asked the young woman to take out the stone that was going to decide both her luck and that of her father «.the father would go to jail and the daughter would starve. Although compelled by the situation, the merchant and his daughter accepted. They came out onto a path in the garden that was full of stones. The lender bent down to pick up the two stones and deftly managed to fit two black stones into the bag. The young woman realized the stratagem. Then, the lender asked the young woman to take out the stone that was going to decide both her luck and that of her father «.the father would go to jail and the daughter would starve. Although compelled by the situation, the merchant and his daughter accepted. They came out onto a path in the garden that was full of stones. The lender bent down to pick up the two stones and deftly managed to fit two black stones into the bag. The young woman realized the stratagem. Then, the lender asked the young woman to take out the stone that was going to decide both her luck and that of her father «.the lender asked the young woman to remove the stone that was to decide both her fate and that of her father «.the lender asked the young woman to remove the stone that was to decide both her fate and that of her father «.

     It is, at this point, that the group give a solution that the young woman found to be able to stay in the company of her father and that the debt be canceled. (Solution: the young woman in the story reached into the bag, took one of the two stones and when she took it out, without looking at it, and as if inadvertently, dropped it among the other stones on the road, being mixed with them).

As a complement to what has already been exposed in the text, we suggest the following playlist through which you will be able to know some group dynamics that are useful for various situations and objectives, such as: presentation and integration of the participants or decision-making, problem solving and team building, among others (Grupo RE, 17 videos).

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