Communication Ice Breaker (Listening)

Objectives

• An ice breaker (traditional parlour game, with the option of a subject/specialism focus)
• Highlight the importance of communication skills, especially listening

Overview

The activity can is best used as an ice breaker as it is a fun method to start participants communicating. The activity is really simple and can be adjusted depending upon group size, age - for example forming two groups and running in competition.  It has immediate impact and engagement with groups as many remember playing the “parlour” game of “Chinese Whispers” upon which this is based, however it is flexible enough to become subject/discipline based and competitive within a time constraint or against other teams.

Activity

Using prepared statements or drawing upon module/programme facts to create short statements,

1. Ask participants to form a circle
2. Give a sheet with a statement written on it to a member and ask them to whisper what is wrote on the paper to the person next them.
3. The second person is then to whisper what they heard to the person next to them
4. The process is to be repeated until the last person, who then has to write what they heard on a piece of paper
5. Compare the difference in the two pieces

Whilst this game might be familiar to the students are being the “childhood parlour” game of “Chinese Whispers”, this format can also be used at the start of a course or programme to determine the knowledge base line for facts (equations; Universal Laws; features or traits of characters or entrepreneurs etc) and by running this several times with competing groups you can add a degree of competition and time pressure.

A further development of this is to add in “deliberate mistakes” and see if the groups will adjust or amend to provide you with correct information at the end.  By running several statements through the group, it is possible to test core knowledge by awarding marks (success) to correct communication and also any amends or corrections to the statement/equation.  This can either be done by awarding the “final” player in the chain, the power to overrule what they heard, or that the submit their list of facts and then confirm as a team whether they agree with them or not, for additional points.

Skill Development

Whilst this primarily tests listening and communication skills in a light hearted way, the lessons of team work and haste/accuracy etc can all be explored as a group to explore the results of this “parlour game”.  It is important to review how information was exchanged and how could information be better communicated (visual as well as audio for example) and explore how to limit mistakes.

With the additional subject based knowledge test as an extension, you can also explore how the group make the decision as to who was their “final” player or how they would agree amend the facts and what was the basis for this group agreement.   Exploration of this consensus building can also form an important part of their reflection and discussion as to how to identify team roles or come to consensus in future situations (did they ‘trust’ one player as more knowledgeable than the others; or did it come to a vote? How were differences handled?)

Resources

2 pieces of paper  
2 pens 
Prepared statements / course materials that can form 1 sentence and be shared.