15–30 minutes (Use as an opener. Time depends on group size; conduct the debriefing later in the day.)
General M–H P, D
1. To involve the participants in the design and direction of their learning
2. To provide the facilitator information on group chemistry and expectations
3. To provide objective data that can be examined relative to terminal and instrumental values
• 3 × 5 index cards
• Flipchart and marking pens (optional)
1. After initially greeting the group, acknowledge that individuals have come to this training with their own set of expectations. As the facilitator, it is your desire to provide the best training session/workshop possible and to meet both individual and group needs. To better understand their individual and group preferences, you will need their help.
2. Distribute a 3 × 5 index card to every participant.
3. Write on a flipchart or ask participants directly, “What is one thing that you personally hope to learn from this workshop? You will have two minutes to think about this and to write your response on this card.”
Note: Here are two alternative questions that might be used: “What is one question you hope to have answered today?” “What is one major concern or anxiety you have about this workshop?”
4. At the end of two minutes, ask participants to stand up and find a partner. Each pair will read both cards. As a team, they now have two minutes to choose one card or to combine the ideas in a way that meets both partners’ needs. At the end of two minutes, the pair moves on to find another pair. The 4 team members read both cards. They again have two minutes to decide which of the two cards they can agree on or to combine the ideas to meet everyone’s needs. (Note: At this time, with a group of 32, you will have 8 group expectations.)
5. Then ask each group of 4 to share and post their card. Combine similar cards into one. Now review all of the expectations with the group and commit to meeting them to the best of your ability. If there is any posted expectation that you know you will not be able to address during the session, share that with the participants at this time to avoid unmet expectations at the end of the day.
Note: This activity provides an opportunity to observe group dynamics as well as gather information on group expectations. It involves people early in the day, forcing them to think about their responsibilities for identifying/achieving their own needs. Take care about how you introduce the combining/eliminating of expectations so that individuals aren’t left feeling like their expectations or ideas were not valued if they were eliminated.
Note: This activity is not debriefed until later in the day when you actually conduct a values module, lecture, or discussion. Remind people of this early activity and review the group cards that remained at the end of the activity.
1. What kinds of behaviors were used to decide which card(s) to keep or discard? Did you use cooperation or competition strategies? Direct or indirect communication? Relationship or task approaches?
2. How did you feel during this activity? Why?
3. What values were represented in the behaviors used to make decisions? What values are represented in the posted cards?
4. What have you learned?
5. How can you apply the learning from this activity to your daily work?
Values form the foundation of our behaviors, our decisions, and our perceptions, even in an activity as “simple” as identifying expectations for a workshop.
Adapted from an activity presented by Sivasailam Thiagarajan at The Summer Institute for Intercultural Communication, 2000.