M.7. Winding Up A Group Games

M.19. About Problem Solving

Problem solving is often used in leadership groups to help members learn from each other about how to resolve specific kinds of problem and therefore offers a useful means of addressing those fears or adjustment needs facing the adjourning group.

Whether through discussion of ideas or full role play, the idea is to collect a pot pourri of relevant issues and allow pairs or small groups to come up with creative or derivative ideas to be presented to the larger group. The leader will need to be on the ball with the process as it happens and constructive inputs after presentation. The leader can also balance this process with wishlist/dream games.

A clear distinction should be made between this relatively simple process and Socio- or Psychodrama, which go much further with situations and the people in the group.

See also (with appropriate adaptation): Related Games

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M.20. Pot Luck

(Adjustment – role play)

The leader asks pairs of participants to write down (anonymously) on separate slips of paper the top one or two problems they anticipate that group members might face with others in their life, after the program/group winds up. [Hint: Studies, home, community, new environment, different friends…] They should fold up the slips and to place them in a hat or bowl.

A volunteer is asked to shuffle the papers and the leader hands one slip to each group member. To address problems, the leader asks members to form pairs, or groups of three. If someone receives a problem that he or she put into the hat, a substitute slip is given and the original placed back in the hat. If someone receives a problem that is very similar, the same applies.

Each pair (triad) now has two (three) problems to address and is allowed five minutes to prepare each one. The task is to discuss how best to resolve the issue and present it in a role play. Both topics should be addressed and role plays prepared.

One partner will role-play the group leaver, and the other will be the person with whom they interact. They should try this both ways, to get maximum inputs. For the presentation, they will need to act out the problem and their idea of how the group member should address it, after it presents. In a triad, the actual role-play is conducted in the small group, while third person plays the observer and will report to the entire group on the different ideas brought forward, the investment of effort, the degree of satisfaction and success in this process.

For each public role play, or discussion, the topic is presented by those who addressed it. No interruptions or criticism is allowed. If similar topics arose, all related role plays should be presented in sequence, without discussion.

Review:
Discussion should address whether there are other inputs which might contribute to resolution and how members felt about playing the role of someone outside the group. After 5 or 6 role plays, the group needs a break.

The final discussion should relate to the interaction between group members and others in their environment, and the best modes or ideas for addressing problems: What happens when one side is interested in adjustment, but not the other side; how members can convey needs; what happens when both sides try to work it out.

Finally, review whether this exercise has given members the opportunity to address their concerns and if it has helped them practically, boosted their self-confidence.

Variation:
Time is often short as groups wind up, but the simulation and issues exploration offered through role play is important. If discussion is substituted, it should be done with as much lateral input as possible.

Each pair contribute one problem to the hat and receive only one problem to work on. Partners will offer one or two solution options, rather than acting them out, and the entire group may add ideas. All ideas are listed and the group votes for the one they believe is most helpful.

After all the presentations have been completed, the leader asks the group to summarize the ideas and modes of address used by participants. Following this, the leader asks what happens when one side invests in adjustment, but the other side does not and continues as above.

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M.21. About Ceremonies and Celebrations

The last night show, group journal, photo album, video, CD, etc. leave the group with emotional and even tangible memories of the program, project, or time together. Very little needs to be said about them, or about official certificate ceremonies. Regardless of the way in which the group will close, here are a few ideas that go beyond the usual tokens in their symbolic or tangible impact.

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M.22. Awards Ceremony

Whether the program is accredited, or awards internal certificates, an unofficial certificate or award system is a means of recognizing the contribution of each participant to the group and lightening the mood.
- Everyone receives an award (or certificate), therefore everyone wins.
- Titles can be serious and/or funny and may preceed, or follow, official proceedings.

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M.23. Motion: This House Believes ...

Volunteer groups, informal education programs, working groups… many groups can benefit from collective recognition of their existence and/or achievement. This can be done through a formal resolution that a job has been well done, that a group shall be disbanded forthwith, that an alumni association is constituted herein – with officers (formulation as appropriate).

The motion should have a chairperson, presenter, a second; an opposer, a second. Statements and Questions from the floor are permitted, as relevant to the proposed resolution.
A vote is taken on the motion – and the officers (as appropriate).