Balloon team evaluation game. Psychological game "Hot air balloon disaster" Role-playing game hot air balloon

psychological exercises for training

business games, exercises:

Game "Balloon Journey"

Purpose of the game: provide the opportunity to observe in a group the processes occurring during the discussion and adoption of a collective decision.

1. Invite the game participants to choose a profession: (doctor, engineer, teacher, artist, etc. Ask one participant to be an observer).
2. All participants in the game are asked to imagine that they are members of the same crew in a hot air balloon. The ball begins to fall and there is very little time left until it falls into the sea. To prevent this from happening, someone must jump out of the basket.
3. The group must make a general decision about who will jump out of the basket, based on which of them would be less useful if the balloon lands on a desert island.
4. After the discussion is completed, the group's work is evaluated.

The expert reports his observations on the course of the discussion: the use of compelling arguments, arguments in defense of “his” profession, the ability to listen to each other, “authoritarian manners,” etc.

Ruslan

Maria

Konstantin

Anna

Victoria

Olga

SSS

Dima

Tatyana Dmitrievna

Rustam

Sasha

Moore

Elena

Julia

Yuri

SG

Victor

Romana

Asya

Elena

Darina

Tamara

Anna

Marina

Thurman Uniom

Team Evaluation Game "Balloon"

I would like to give an example of another game from my practice.
The "balloon" game was used to assess cohesion and identify individual qualities of the store team, i.e. employees who have been working with each other for some time.
Goals: to teach game participants to make collective decisions in conditions of uncertainty, to master effective interaction, and to teach cooperation.
Procedures:

1. making individual decisions,
2. developing a collective decision in groups,
3. intergroup interaction: discussion,
4. analysis of results and summing up.

Time: 45 min.
At the end of the game, it is advisable for each team to formulate a lesson to be learned for the future.

Information for game participants:

Imagine that you are the crew of a scientific expedition returning in a hot air balloon after completing scientific research. You carried out aerial photography of uninhabited islands. All the work has been completed successfully, and you are already preparing to meet your family and friends. You fly over the ocean to the nearest landmass 500-550 km.

But the unexpected happened: for unknown reasons, a hole formed in the balloon’s shell through which gas escapes. The ball began to descend. You immediately threw overboard all the bags of ballast (sand) that were stored in the balloon gondola for this occasion. The fall slowed for a while, but did not stop. After 5 minutes, the ball began to fall at the same, rather high, speed.

The entire crew gathered in the center of the gondola to discuss the situation. You need to decide what to throw overboard and in what order in order to be able to land alive.

The following items remained in the gondola:

1. Rope - 50 m.
2. First aid kit with medicines - 5 kg.
3. Hydraulic compass - 6 kg.
4. Canned meat and fish - 20 kg.
5. Sextant (device for determining location by stars) - 5 kg.
6. Rifle with an optical sight and a supply of ammunition - 25 kg.
7. Various sweets - 20 kg.
8. Sleeping bags (one for each crew member).
9. Rocket launcher with a set of flares - 8 kg.
10. 10-person tent - 20 kg.
11. Oxygen cylinder - 50 kg.
12. Set of geographical maps - 25 kg.
13. Canister with drinking water - 20 l.
14. Transistor receiver - 3 kg.
15. Inflatable rubber boat - 25 kg.

The task: decide what and in what order you should throw away. First, each participant in the game makes an individual decision. Then we divide the audience into teams of 5-7 people, and each team discusses the problem situation and develops a collective solution.

We announce the rules of the game:

o You cannot calculate percentages: how much is “for” and how much is “against”.

o You cannot “put pressure” on your partner (“do as I said!”).

o It is advisable to achieve consensus through negotiations, and in case of conflict of opinions, a compromise.

o Any crew member can express their opinion.

o The number of statements made by one person is not limited.

o The decision is considered made only when all crew members agree with it.

o If at least one crew member objects to this decision, it is not accepted and the group must look for a new way out or new argumentation and persuasion technologies.

o Decisions must be made regarding the entire list of objects and things.

o When determining the significance of objects and things, that is, the order in which you will get rid of them, you need to keep in mind that everything is thrown away, not part of it (for example, all the candy or sleeping bags, and not part of them).

The time available to the crew is unknown. How long the decline will continue largely depends on how quickly the participants in the game make a collective decision.

If an agreement cannot be reached, the crew will “perish.”

After making decisions in groups, their presentation and justification begin, then during the discussion the most acceptable solution for the current extreme situation is developed (objects and things remain in the gondola to signal their plight and to support their physical condition).

At the end of the discussion, the presenter sums up the game. To determine the effectiveness of interaction, you should pay attention to the following characteristics:

What contributed to your success?

Level of competence of game participants. Constructiveness of interaction. Culture of controversy.

Common goals (individual and group).

The effectiveness of using interaction strategies (compromise, concession, cooperation).

Clear organization of discussion. Ability to listen to partners. Desire to win, etc.

What prevented the team from working effectively?

Weak competence in the significance and capabilities of the subjects discussed in the current situation.

Ineffective interaction strategies (competition, avoiding disputes, yielding to aggressive partners).

The prevalence of personal goals (to pursue one’s line, to show oneself) over group goals. Weak leadership of the discussion by a formal leader or lack thereof. Low culture of argument, poor command of verbalization.

Undeveloped emotional culture, etc.

The breakdown into teams is based on the following criteria: 1-who is the Deepest in the group - the Wise? 2-who is the most Kind - Heartfelt - Compassionate?, 3 - the most Hard Worker - Hard Worker?, 4 - the most Wild Barbarian? (select these leaders)

4 TEAMS are formed: SAGES - WORKERS - HUMANISTS - BARBARS.

How good it is to be among friends! Each team is now in the balloon basket. You rise above the ground, you can no longer see the faces below, houses become like children's blocks, roads turn into strings - and you fly under the clouds. You are flying over cities and forests, the wind is strong, and now you are over the ocean. The ocean is restless, you can see the white caps of the waves from above, but what do you care about this, your balloon confidently carries you into the distance. But what is it? A small dot appears on the horizon, and this car is approaching! This is a giant eagle, he looks at you with evil eyes! It circles above you, soars over the ball, disappears from your field of vision - and suddenly you hear a squeal, scratching on the lining of the ball, blows and hissing. You have a rifle, one of you shoots for luck - and the eagle, losing blood, slowly slides to the side and down on its wide wings. But your ball also begins to lose height. The balloon's basket can float on the water, but if there is a storm, the balloon will capsize. In the distance, in the direction of the wind, there are several islands, apparently uninhabited. There is a chance to be saved if you get rid of unnecessary things and fly to the islands. But what to throw away? After all, some things may be useful to live on these islands, but no one knows how long they will have to live there. Nothing is known about the climate in these latitudes: it’s warm there now, but what is winter like?

Everyone opened their eyes and found themselves in their group. Everyone will now receive a list of things in the ball's basket, and will sequentially throw things away in order to fly to the island. The first number marks what you decide to throw out first, the second number – the second, 17 – what you decide to throw out last. The work is completely independent; you cannot discuss anything with your neighbors. All work is given 10 minutes. After everyone has made their choice, a task is given for the whole team:

“Death has surrounded you on all sides, the only hope is to fly to the island and survive on it. If you don’t throw anything away, you will fall and drown in the sea. If you make the mistake of throwing away the right thing, you will die. Throwing everything away at once is tantamount to death. Everyone has made their choice, now each team must develop a common decision, but not by voting, but by unanimous consent. If even one person is against it, the decision is not made. In this case, you lose time: you can die, you have 20 - 30 minutes. Previously, they decided that you would have more things left. After finishing the work, sum up the results and find out whose individual decision will be closer to the group one. Then we will find out whose individual decision was the wisest or who is best at convincing others.” Team work lasts 30 minutes.

If there is bickering in groups, then it is necessary to intervene: “everyone has closed their eyes. Time has stopped. You are observing the situation from the side. A holey balloon hangs over the sea. The blue sea is choppy, it’s easy to turn over in a basket, and big hungry sharks are impatiently waiting for this moment. And there are conversations going on in the basket, and the longer they go on, the lower the basket falls. I wonder if these people will be able to survive? And on whom does it depend? Time starts again. We work

Those groups that came up with a solution first make up the list of discussion winners. It's done like this. Everyone has their own list, and there is a group-wide list. For each item it is necessary to calculate the difference module. If on item 1 someone has a rank of 3, and the group put it in 5th place, then on this item the difference is 2. By adding up this difference between the individual and general decision on each item, it is easy to determine how far the overall decision of one was from group, and compare whose decision was closer to the group one. You can discuss with the group: what is more important in their opinion - the ability to prove that you are right or to work as a whole to save the group. It is important to discuss everyone’s contribution to the discussion: which of us saved and vice versa (whoever you flew with).

List of things

1. Bowls, mugs, spoons………………………….9 kg

2. Rocket launcher with flares…………..6 kg

3. Maps and compass...................2 kg

4. Canned meat...................................................20 kg

5. 5.Axes, knives, shovels..................................12 kg

6. Canister with drinking water...................................20 l

7. Cotton wool, bandages, hydrogen peroxide, brilliant green......7 kg

8. Rifle with a supply of cartridges.......................30kg

9. Chocolate........................................................ .......10 kg

10. Gold, diamonds...................................25 kg

11. Big dog...................................55 kg

12. Fishing tackle............................................1 kg

13. Dressing mirror, awl, soap and shampoo...3 kg

14. Salt, sugar, set of vitamins........................9 kg

15. Medical alcohol...................................10 l

Purpose of the training : development of communication competence, training in the use of verbal and non-verbal means of communication.

Training plan

1. Exercise - activator “Yes, no, we don’t say”

2. Greeting. Introductory conversation.

3. Exercise “Bus”

4.Exercise “I See the Difference”

5.Exercise “Blow off some steam”

6. Exercise “Damaged phone”

7. Exercise "Balloon"

8. Reflection.

Exercise “Yes - we don’t say no”

Communication skills are communication skills, the ability to listen, express your point of view, come to a compromise solution, argue and defend your position.

Communication skills include:
Description of behavior, i.e. reporting what is observed without evaluation and without attributing motives.
Communication of feelings is a clear message about your inner state. Feelings are expressed through body movements, actions, and words.
Active listening is the ability to listen carefully to a partner and understand his point of view.
Empathy is an adequate understanding of what is happening in the inner world of another person.

In addition to the described communication skills, in your future work you will need business communication skills, such as:
Establishing contact;
Problem orientation;
Argumentation of your point of view, defending your interests;
Decision-making skills, finding a compromise.

Establishing contact.
In order to establish good contact, it is important to win over the interlocutor, to arouse his trust and interest in you. For this we have non-verbal and verbal means.
Non-verbal – smile, eye contact, organization of communication space (distance)…
Verbal – compliments, “ritual” phrases (how nice the weather is).

Progress of the lesson:
Exercise "BUS"
Two people are selected and sit in the center of the circle.
Situation: you are traveling on a bus, and suddenly you see a person in the oncoming bus whom you have not seen for a long time. You want to arrange to meet him at a certain place and time. You have one minute at your disposal while the buses are at the traffic lights.

After the non-verbal playback, the training participants share information about how they understood each other.

Description of behavior
“Behavioral description” means reporting the observed specific actions of other people without judgment. This is the ability to observe and report your observations without making judgments.
For example: “Lena, you are a slob” is an insult, an assessment.
“Lena, you didn’t make your bed” - a description of behavior.

Exercise “I SEE THE DIFFERENCE”
One volunteer will stay behind the door for a while. The rest of the training participants are divided into two groups according to some selected criterion. The sign must be visually visible (for example, the color of outerwear). The two resulting groups sit in different places in the room to be designated in space. The returning participant will have to determine on what basis the group was divided into two parts.

Communication of feelings
Feelings are most often conveyed indirectly, through nonverbal behavior. Therefore, human trust is required.

Exercise “Blow off some steam”
Instructions: “Now you will have this opportunity. Each of you can tell the others what bothers him or what he is angry about. Please contact a specific person when doing so. For example: “Ivan Ivanovich, I’m offended when you say that women cannot master computer work” or “Maria Petrovna, I lose my temper when you make comments to me about the duty of my class in front of everyone.” Don't make excuses for those who will complain about you. Just listen carefully to everything they want to tell you. Each of you will have a turn to “blow off steam.”
If one of you has absolutely nothing to complain about, then you can simply say: “I haven’t got anything boiling over yet and I don’t need to let off steam.”

Active listening
Active listening involves a person taking responsibility for what they hear. Listening helps you understand how similar your opinions, interests, and goals are with your interlocutor. Often people strive to talk others down rather than listen and understand others. This position prevents them from reaching an agreement.

Exercise “BROKEN PHONE”

First version of the game.
5 people participate, the rest are observers.
Four people are asked to leave the room, warned that they will be called one by one to convey information. The text is read to the first participant:
“When cosmonaut Leonov first went into outer space, he broke away from the ship and began to return, and could not do anything, since in outer space he had nothing to push off from. Then, he finally caught the rope, but then he encountered a new problem: his spacesuit
swelled in outer space, and he was unable to squeeze back into the ship. He did it by force."
After this, the presenter calls the second participant into the audience, and asks the first to convey the information that he remembered. Then the second passes to the third, etc. The latter's information is checked against the source text. During the transfer of information, the remaining training participants record who missed the information, distorted it, or brought in their own. The results are discussed in a group of participants.

Second version of the game.
You select five people from the audience, four of them leave the room. To the fifth person you give the text: “The father had 3 sons.” The eldest was a smart kid, the middle one was so-so, the youngest son was not himself.” He must show this text without words to the fourth person, then to the third, then to the second, and then to the first. Then, starting with the very last person, you ask what the story text was about.

Exercise "Balloon"
Instructions: “I ask everyone to sit in a large circle and listen carefully to the information. Imagine that you are the crew of a scientific expedition that is returning in a balloon after carrying out scientific research. You carried out aerial photography of uninhabited islands. All the work was completed successfully. You are already preparing to meet your family and loved ones, fly over the ocean and 500 - 550 km to the ground. The unexpected happened - for unknown reasons, a hole appeared in the balloon shell through which the gas that filled the shell escapes. The balloon begins to rapidly descend. All bags with ballast (sand) were thrown overboard, which were stored for this occasion in the gondola of the balloon. For some time the fall slowed down, but did not stop. Here is a list of objects and things that remained in the balloon basket:

After 5 minutes, the ball began to fall at the same, very high speed. The entire crew gathered in the center of the basket to discuss the situation. You need to decide what to throw overboard and in what order.
Your task is to decide what should be thrown away and in what order. But first, make this decision yourself. To do this, you need to take a sheet of paper, rewrite the list of objects and things, and then on the right side next to each name put a serial number corresponding to the significance of the item, reasoning something like this: “In first place I will put a set of cards, since it is not needed at all, on second - an oxygen cylinder, third - sweets, etc."
When determining the significance of objects and things, i.e. in the order in which you will get rid of them, you need to keep in mind that everything is thrown away, not part, i.e. all the candies, not half. When you make an individual decision, you need to gather in the center (in a circle) and begin to develop a group decision, guided by the following rules:
1) any crew member can express their opinion;
2) the number of statements made by one person is not limited;
3) a decision is made when all crew members, without exception, vote for it;
4) if at least one object to this decision, it is not accepted, and the group must look for another way out;
5) decisions must be made regarding the entire list of objects and things.
The time available to the crew is unknown. How long will the decline continue? It largely depends on how quickly you make decisions. If the crew unanimously votes to discard an item, it is considered discarded, and this may slow down the fall of the ball.
I wish you successful work. The main thing is to stay alive. If you can't agree, you'll break up. Remember this!"
Recommendations for the presenter. All the rules should be explained to the participants in great detail and the situation in which the crew found themselves should be described. At the same time, you can show your own imagination, based on the characteristics of the composition of the group. It is necessary to answer all the questions, but not suggest a way out of the current situation. Students must find it themselves. During work, the presenter does not interfere in the discussion process and does not answer questions from participants, but only monitors the implementation of the rules, especially voting.
Time to play: 20 – 25 minutes. But you can increase the time if the group is very sluggish in joining the discussion, especially at the initial stage. You can reduce the time to 17 - 18 minutes if she is immediately very actively involved in the work. If the group managed to make all 15 decisions with 100% voting, the participants should be congratulated and asked to think about the reasons for successfully overcoming such a critical situation.
If they were unable to make all 15 decisions within the allotted time, then the presenter announces that the crew crashed and asks them to think about the reasons that led to this disaster. An analysis of the results and progress of the game can be carried out immediately after its completion, or in the next lesson, giving the opportunity to more deeply understand the reasons for success or failure, analyze mistakes and try to come to a common opinion.

Reflection.
Participants answer the questions:
1. What new things did you learn during the training?
2. What skills acquired can be used in your teaching activities.
3. What new teachers would like to hear from a psychologist at the next training.

Sections: School psychological service

When moving to the senior level, problems may arise: several groups have formed in the class, conflicts constantly occur, students cannot find a “common language”, it is impossible to hold a collective event - which can lead to difficulties in the further process of schooling and in the possibility of personal self-realization in a school environment. Therefore, it is important to create psychologically comfortable conditions for the development of intra-group relationships, where special attention must be paid to the rapid establishment of positive relationships between children, mastering the techniques and skills of effective interpersonal communication.

1. create conditions for organizing and uniting the children's team,
2. development of the skill of constructive group interaction (the ability to listen and understand another, to establish cooperation), regardless of the diversity of manifestations of their individuality;
3. developing the skill of making collective decisions;
4. reduce the level of anxiety and emotional stress.

The expected psychological result is the creation of a favorable psychological climate and each participant gaining experience of joint decision-making and interaction, awareness of their importance in the team, and the creation of positive relationships between peers.

Plot built on the basis of an unusual journey. Students are offered a trip in a hot air balloon, during which a disaster occurs and they find themselves on a desert island. Children are left alone with themselves.

Time for game and discussion 1.5 – 2 hours.

Participants: 10th grade students (15 years old); 10 - 15 people; 1 person acts as a “leader” (psychologist); the class teacher acts as an “observer”.

The class teacher can use the skills acquired by students to build his work with children in organizing collective activities.

Stage 1. Introduction to the game.

1. mood for the game
2. awakening interest,
3. creating a gaming atmosphere.

Material: Indoor tables are arranged in the center in the shape of a circle. The chairs are placed in a semicircle. On the table are signs with the names of the cities whose representatives are present on the stage. Chair for the presenter. Each participant has a badge indicating their name and city.

Host: Good afternoon, ladies and gentlemen! A few months ago, a unique trip around the Earth in a hot air balloon was announced. Qualifying rounds were held in all cities. We have gathered you here because you have won the casting to take part in an incredible journey - you are the best of the best. You have to fly around the earth in a hot air balloon. You will stop at designated places and explore the sights. So, bon voyage.

Stage 2. Unforeseen disaster.

1. developing the ability to quickly make optimal decisions,
2. defend your point of view.

Material: Slides with sights of some countries, sheets with a list of items (according to the number of participants).

Leading: Our journey has begun. You have already visited Greece - the Acropolis of Athens. In Italy - the Colosseum, the Cathedral and St. Peter's Square in Rome. France – Eiffel Tower, Notre Dame Cathedral. England - the famous Bic Bon - slides are shown along the list (the set of slides can be any). Your path lies to the shores of America, across the Atlantic Ocean. There is still a long way to go, but a hole has formed in the ball and it begins to slowly fall. The fall slowed down after being freed from ballast, but it becomes necessary to lighten the ball by throwing out other objects.

Participants are offered a list:

• First aid kit – 25 kg.
• Compass – 2 kg.
• Canned food – 25 kg.
• Spyglass – 1 kg.
• Gun and cartridges – 25 kg.
• Candies – 20 kg.
• Sleeping bags – 30 kg.
• Flare gun and flares – 10 kg.
• Tents – 20 kg.
• Oxygen cylinder – 50 kg.
• Cards – 5 kg.
• Drinking water cylinder – 20 kg.
• Inflatable boat – 25 kg.
• Video camera – 5 kg.
• Video cassettes – 3 kg.
• Tape recorder – 3 kg.

Task: Decide what to throw away and in what order. First, everyone thinks for themselves, then together they need to find a common solution and write it down.

Conditions for fulfillment: everyone must speak out, the decision is made by unanimous vote. If there is one abstention, the proposal is cancelled. The decision must be made on the entire list of items.

Presenter: Remember, the time the ball falls is unknown, but the speed of the fall increases.

Stage 3 “Presentation of individuality”.

Objectives: developing the desire to understand the individual differences of others.

Host: Despite all your efforts, the balloon still fell on one of the islands in the Atlantic Ocean. You miraculously escaped, and besides, you managed to send an “SOS” signal. True, it is unknown when they will start looking for you and when they will find you. It's time to get to know each other better.

Assignment: participants take turns calling their names and their inherent personal qualities, the names of which begin with one of the letters of their own name (both positive and negative qualities).

Stage 4 “How to live on an island.”

1. show the inevitability of conflicts,
2. develop skills for constructively solving situations by making a collective decision,
3. developing a sense of responsibility.

Material: sheets with a list of questions that need to be solved; paper; pens; markers.

Host: So, you find yourself on a desert island with rich flora and fauna, including poisonous plants and predatory animals. The second day has passed, and there is no help. There is a need to organize your living space, distribute roles between you and adopt rules for living together.

Assignment: you are offered sheets with a list of questions that need to be discussed. The result of the discussion will be a “Code” of 10 rules that would ensure your survival.

Questions:

1. Who will do what?
2. Who will be responsible for what?
3. How will decisions be made?
4. Who will lead?
5. How will food be distributed (equally; according to labor contribution; give more to the strong so that they work better, or to the weak so that they survive)?
6. How to deal with those who break the rules?

Stage 5 “Joint Actions”.

Objectives: developing the ability to negotiate with each other, the ability to act together.

Materials: bag, 2 tubes, 2 sheets of paper, plastic cup, some tape and thread, raw egg.

Host: The time has come to try to work together.

Assignment: you need to pack a raw egg using the set provided so that it does not break when dropped.

Execution condition: all participants discuss how this can be done and choose 1 person who will complete the task. (Checking the quality of the task - a person stands on a chair and throws a packaged egg).

Stage 6 “How old am I?”

Objectives: to show that each person performs different “roles” and can behave differently in different situations.

Materials: paper, pencil, scissors.

Host: A few days on the island are behind us. Help is at hand. What did everyone learn about themselves while living on the island?

Task: a sheet of paper is folded several times, after which the silhouette of one person is cut out. By unfolding a sheet of paper, students receive either individual human figures or a ribbon of them.

Students are asked to write on each of the figures they receive, “What kind of person can I be?” and “What wishes would you make to each of these little people?”

How the world is changing! And how I myself am changing!
I am called by only one name -
In fact, what is called me
I'm not alone. There are many of us, I am alive!

N. Zabolotsky.

Stage 7 “Back home”. Discussion.

Objectives: developing the ability to distinguish between one’s feelings and experiences, and to assess the situation.

1. What feelings did you experience while playing?
2. What turned out to be difficult? Why?
3. What did you like? What didn't you like?