ACTIVITY: TAKE AS MUCH AS YOU NEED

Content: Icebreaker Difficulty Rating:

* Duration: 10 minutes

Number of Participants: 3+ LEARNING TARGETS

Icebreaker or end of week reflection activity

DESCRIPTION OF ACTIVITY

This is a fun icebreaker to help teams get to know each other.

Facilitator Notes:

This icebreaker activity should be selected during the first week to build team
cohesion and cooperation by participants getting to know each other more
intimately. This game can also be played again at the end of the week as a
reflection activity and have each participant share something they learned or one
thing they are going to do different for each square of toilet paper. Instead of toilet
paper, candy can be used.

OBJECTIVES

The object is for each person to share things about himself or herself with the
group

SAFETY MEASURES None.

MATERIALS

Roll of toilet paper or bag a candy

INSTRUCTIONS

1. Have the group form into a circle.

2. Without telling them any of the details of the activity, pass around a roll of toilet
paper (or a bag of candy) and tell them to take as much as you need.

3. Once everyone has taken some, ask them to Please now share one fact about
yourself for every square of toilet paper (or candy) you took, Go around the circle,
allowing each member his or her turn to talk. Either start of finish with yourself.
Once they have finished, they may eat their candy as a reward!
Debrief Questions:

What are some interesting things you have learned about each other?

Additional Debrief Questions for the End of the Week Reflective Activity:

How can some of these things you have learned strengthen the way you take care
of women and babies?

In what ways can they strengthen the team?

CONCLUDING REMARKS

One of the things that we have seen is that this group is comprised of interesting,
diverse individuals. This diversity strengthens the team! The more we come to
know each other and trust one another, the more cohesive we will be as a team.

ACTIVITY: BACK TO BACK DRAWING

Content: Closed-Loop Communication (Call-Out and Check-Back)

Difficulty Rating: ** Duration: 15 minutes

Number of Participants: 2 or more

LEARNING TARGETS

Closed-Loop Communication Call-Out Check-Back

DESCRIPTION OF ACTIVITY

This activity is a great icebreaker that can be utilized in groups of 2 or more. It

teaches the importance of giving clear instructions when presenting information,
and the use of Call-Out and Check-Back communication techniques to ensure that
the information is appropriately delivered and received.

Facilitator Notes:

Between Round 1 and Round 2, you will introduce and/or review the concept of
Closed-Loop Communication using the Check Back.

OBJECTIVES
 The objective of this activity is for one person to describe a shape to a second
individual who must interpret the instructions and draw the shape. In round one,
the person who draws cannot say anything. In round two, the person who draws
can use Check-Back to find out if he/she has interpreted the instruction correctly.

SAFETY MEASURES None.

MATERIALS

Laminated copies of sample drawings Paper A hard surface to write on

Something to draw with pencils, pens, crayons, or markers

INSTRUCTIONS

Round 1

1. Divide the group into pairs (if an odd number of participants, have one participant
play the role of the observer). 2. Have the pairs sit or stand back-to-back. 3. Give
one person the describer a drawing (use template provided). 4. Give the other
person the drawer paper and pencil. 5. Give the following instructions: The
person holding the picture must give verbal instructions to your partner on how to
draw the shape, without telling your partner exactly what the shape is. For
example, don't tell your partner to draw a square, instead give instructions on how
to draw a square. The drawer can only say one sentence please repeat. 6. Tell
the partners to begin. 7. After they are done, the partners compare drawings.

Debrief Questions:

What was it like to give directions? What was it like to receive instructions? Did
the drawer interpret the instructions correctly? Was it difficult not being allowed
to ask additional questions? How?

FACILITATOR NOTES: 1. After round 1, explain Call-Out and Check-Back

communication. 2. Closed-Loop Communication is a way of ensuring that
information or instructions are understood by the person receiving them. This is
important so that errors are avoided. 3. Give an example: One example might be a
time when you are telling your daughter how to make Paneer Tikka. You Call-Out
the instrctuons: Use 1 thumb tip of chili powder. When you taste the Paneer, you
find that it is extremely spicy, and you ask her how much chili powder she used.
She says that she did exactly what you told her 1 thumb worth. 4. Discuss this
example and demonstrate how the error might have been avoided using Check-
Back communication. Call-Out: For making Paneer Tikka, use 1 thumb tip of chili
powder. Check-Back: One thumb tip of chili powder. Yes, 1 thumb tip. 5.
Discuss how using Check-Back in an emergency situation can help avoid medical

ACTIVITY: BALLS IN THE AIR

Content: Situation Monitoring, Mutual Support

Difficulty Rating: **

Duration: 10 minutes

Number of Participants: 3 or more participants

LEARNING TARGETS Situational awareness Mutual support

DESCRIPTION OF ACTIVITY

This is a fun teambuilding activity that requires an active awareness of the situation.
Participants will be asked to throw objects back and forth to one another as they call
out names.

Facilitator Notes:

If you have a large group (more than 10) you may decide to split the group in half
and set up the activity like a competition between the 2 groups. This activity
should be done outdoors to ensure that nothing indoors gets broken!

OBJECTIVES

The goal of this activity is to keep all the balls in the air without dropping them.
SAFETY MEASURES Throw underhand.

MATERIALS

3 balls

INSTRUCTIONS

Phase 1 1. Ask the group to form into a circle. 2. Indicate to the group: I am
going to begin this activity by throwing the baby to someone whose name I will call
out. That person must catch the baby and throw it to another person and say that
persons name out loud. The game will continue like this until each person in the
circle has received the baby. You must remember who threw the baby to you, and
whom you threw it to. We will go around two times without dropping the baby. 3.
After the baby has gone around to everyone 2 times, phase one is completed.
Phase 2 1. Indicate to the group: Sometimes in our work, we have to juggle
multiple tasks at the same time. This time around, we are going to have more than
one object to juggle. Continue to throw to the same person, saying their name as
before, and in the same order as before. 2. Throw the baby to the same person
that you threw it to in the first round, saying their name. After the third person has
received the baby, throw the next object to the first person. After the third person
has received this object, throw the third object. Continue following the same order.
3. The activity is completed once the group has juggled all three items without
dropping an object.

Debrief Questions:

How did your group do with this activity? What communication techniques did
your group use? What happened when someone in the group fell behind or was
going ahead in the activity? How was the rest of the group affected when one
person dropped an object? Did you see improvement with practice? What can
we learn from this activity that may be useful during an emergency?

CONCLUDING REMARKS

During an emergency you may feel like you have too many balls in the air.
Communicating effectively as a team helps us to remain calm and remember the
steps to follow during an emergency.