Petra and Volker Witzleben, Stephan Eckert, Christan Ohmann
Overview
The aim was to hold a team training session for around 60 trainees and eight trainers from the company Oppel in the German towns of Plauen and Ansbach. The goal was for trainers and trainees to get to know each other better, receive input on how to improve collaboration, and spend a fun day together.
The original plan was abandoned due to bad weather conditions (non-stop rain). Instead of an orienteering tour in four groups with four different tours and different interaction activities, we had to reschedule at short notice. We added three tents to the already existing hut and carried out the following learning projects in four groups on a rolling basis in the morning: The Maze, StackMan, CollaborationPuzzle, and EasySpider.
As the heavy rain showed no sign of letting up and we did not want to endanger the health of the participants, we changed our plan again. In the afternoon, we booked a seminar room in the hotel at short notice and conducted two communication tasks in two groups: CommuniCards and RealityCheck. These tools are ideal for illustrating and jointly elaborating the requirements, challenges, instruments, and solutions of effective communication.
Topic
The goal of the afternoon training session with CommuniCards and RealityCheck was to playfully teach the 60 trainees how difficult effective communication is and what possibilities there are for communicating clearly. The aim was to achieve a lasting effect.
Staging
Staging tailored to the needs of the participants is a crucial factor for the success of the learning process as well as for maintaining the attention of the participants. Since the participants were car dealership trainees, the staging of the two tools focused on conversations with customers to clarify work being done on customers’ vehicles.
a. Preparation „CommuniCards“
“Even in the working world, it is not always possible to make eye contact with the person you are talking to. This challenge is encountered in day-to-day business, for example, in telephone conversations with customers. Since this is an extremely difficult challenge, we will practice it in the following learning project and try to achieve a perfect result. Please remember that communication without eye contact is also necessary every day at work, for example when making an appointment or clarifying a work order on the phone.
In our learning project, each of you will be handed a part. The number of colors times the number of shapes equals 30 pieces for a complete set of parts. You have 28 of these parts, I have the two missing parts. Your task is to use focused and concerted communication to figure out the shape and color of the two missing parts. Since you are not able to see, we will tell you the color of your piece when you lift it up. It is crucial for you to work in a coordinated manner. Good luck!”
a. Preparation “RealityCheck”
“The challenging thing about the world of work is that communication involves different perspectives. In your case, as a car dealership and repair shop, these perspectives are: warehouse, repair shop, administration, sales, and management. In the following task, you need to use effective communication to unite the different perspectives, much like in a ‘communication puzzle.’
Your task is to form a logical sequence from the 32 pictures. You must not show your pictures to each other, but only describe what you see in your pictures. When you are sure that you have figured out the logic of the pictures through effective communication, you will place them face down on the floor in the order that you think is correct. Good luck in completing this task.”
b. Performance, part 1
The training participants were divided into two groups of 28 trainees (Group A) and 32 trainees (Group B). At first, RealityCheck was carried out with Group A, while Group B did CommuniCards.
c. Progression, part1
During the first round, both groups made mistakes:
• Group A (RealityCheck): two mistakes.
• Group B (CommuniCards): one part correct, one part incorrect.
Transfer to the real World
| Elements in the learning project | Elements in the real world |
|---|---|
| Blindfolds (CommuniCards) | Workshop order from the customer (coordinate the desired scope of work from different perspectives) |
| Puzzle pieces (CommuniCards) | Telephone calls with customers |
| Picture sections (RealityCheck) | Different views of the departments, customer perspective |
| Goal (impeccable communication) | Understand customer needs, 100% customer satisfaction |
Reflection
After the performance phase, the tasks were evaluated in a self-critical manner and goals for delivering the second task were defined. In addition to the topics that worked well, the following areas for optimization were defined:
• Listen more carefully
• Only one speaks, all others listen attentively
• We define a sequence and stick to it
• We describe our pictures and figures in a very detailed way
• No hasty interpretations
• From time to time, one person summarizes what has been said
b. Performance, part 2
The groups changed rooms and tasks after the evaluation. Group A (first task: RealityCheck) changed to the seminar room for the second task (CommuniCards: four observers in the group of 32); Group B (CommuniCards) relocated to the hut (for RealityCheck).
c. Progression, part 2
The implementation of the goals developed by each of the groups in the first task was phenomenal: both groups achieved 100% goal attainment in each case, as both groups solved the tasks without making any mistakes.
d. Finish
The insights gained from the six activities they carried out were immediately transferred to everyday working life in the evaluation phases. In particular, the last two tasks described above on the topic of communication would help the trainees and trainers better manage their daily working lives with more effective, attentive and harmonious communication.
Conclusion
We believe that one of the key success factors is constantly giving thought to the staging phase prior to starting the learning project. The trainees are much more concentrated and focused than they would be if they were to perceive the learning project as merely a game.
It is extremely important to always have a plan B (or even C) both in the back of your head as well as in the trunk of your car. As outdoor trainers, we are used to having enough material and tools with us. A major insight for us is how the two tools, which take up little space and are ideal for use even with larger groups, managed to save the day.
Despite the adverse weather conditions (most of the trainees were soaked to the skin because they had spent the better part of the morning outdoors and their clothes were not really designed for bad weather), all the trainees were motivated and wanted to figure out the solution together.
Considering the number of participants and the adverse conditions, we were more than thrilled with what was achieved. And the trainers, who were all in the role of observers, once again recognized the enormous potential of their trainees and the possibilities offered by the EOL method. It is always impressive how motivated people are when they have to develop solutions together!
Despite the extreme conditions, the feedback from trainees, trainers, and managers was positive across the board. Our client thanked us for the flexibility and the weather-related changes we had made.
Susanne Oppel, Managing Director of Oppel: “What you made of the training despite the adverse weather conditions was truly commendable. Fortunately, the weather is no match for our employees – they are made of sturdier stuff.”
Quite a few of the trainees expressed their thanks for the “wonderful” day which had gifted them so many insights.
A second-year apprentice: “We learned a lot about communication, how what I say affects the other person, and how it can be easily misinterpreted. It was also great to experience how to describe things correctly so that the other person understands what I mean, and how important that is when asking questions!”