Mid-Cities Creativity
Team Manager
Reference
Destination
ImagiNation®
A collection of ideas and resources
to help you manager your DI team
00-TeamManagerManualCover.doc updated 11/18/08
Team Manager Manual
Table of Contents
Getting Started
General introduction for the Team Manager.
Team Manager
Philosophy, guidelines.
Sample agendas for first meetings.
Timelines, etc.
Planning Team Meetings
How to plan a team meeting.
Interference
The Challenge Solutions should come only from the team.
Solving the Challenge
Ideas for organizing and solving the challenges
Instant Challenge
Ideas on training the team for Instant Challenge
Team Building
Team Building exercises and tools
Creative Problem Solving Tools and Techniques
Various tools and techniques that teams can utilize to brainstorm,
generate ideas, scripts and how to make a plan for implementing the
ideas generated.
Conflict Resolution
Ways to resolve conflict on the team.
Improv
Introductory information about improv.
Tournament Forms
Hints on filling in tournament forms.
Tournament Tips
General tips for the Tournament.
Resources
Resources fo DI Teams
INTRODUCTION
What is Destination ImagiNation®?
Destination Imagination, Inc. is a non-profit organization offering a global, youth-centered,
creative problem-solving program. Destination ImagiNation® emphasizes creativity, problem
solving and teamwork. DI Challenges have open-ended answers, empowering participants to
create solutions that are imaginative, original, divergent and ingenious! Students work together in
teams to tackle these challenges under the direction of a team manager. Once team members
develop a solution, they present it in a performance. The team designs and creates, without adult
assistance, all props, costumes and other artistic and technical elements necessary to bring the
solution to life. The team challenge solution can take from several weeks to several months to
develop. But the team's solution is not complete until they receive the final improv component
from the appraisers just before the presentation! Teams showcase their solutions at a
tournament that is conducted by a DI affiliate. The local competitions are held in January,
February or March. State and country finals are held in April of each year, and the Destination
ImagiNation® year culminates with a Global Finals Competition, where the best of the best match
wits, imaginations and personalities to become world champions. Team managers are merely as
facilitators since this program is "hands on" for kids and "hands off" for adults.
What is the purpose of Destination ImagiNation®?
DI's mission is to foster the development of creative thinking and problem-solving skills.
Importantly, DI teaches that great minds don't necessarily think alike and often march to different
drummers; that there is not one right answer; that a solution often creates more "challenges" to
solve along the way; and that creative solutions come from teamwork, cooperation and risktaking.
What are the benefits of DI for my student?
The greatest benefit is that DI rewards creativity and divergent thinking. Kids are allowed to
"think outside the box" since there are many "right" answers. But Destination ImagiNation® is
also the type of problem solving that incorporates long-term project management along with the
instant challenge, brainstorming portions of problem solving. DI shows children how to solve
various problems with a minimum amount of time and money. DI is modeled on interscholastic
sports with fun-filled mental gymnastics. Students work on one of 5 team challenges for three to
five months. They learn to work together as a team to solve problems many people would easily
give up solving. Destination ImagiNation® has many indirect benefits to the corporate world.
These competitions allow children to develop their marketing, planning, presentation and sales
skills, as well as very important organizational and management skills. But the prime benefit is
that your student will have FUN using skills that would seem like "work" if they heard us talking
about all these benefits!
GETTING
STARTED
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Getting Started as a Team Manager
Managing a team can be one of the most rewarding and dynamic experiences you can have. We
hope the following information helps you understand your important role in our program. We
know you want to be the best TEAM MANAGER possible. Your team will learn the most, feel the
most accomplishment, and have the happiest memories of their experience if you do your part as
a responsible manager. Please review the following guidelines carefully. Each member school
may have their own particular guidelines for managers, please check with your school’s program
coordinator to find out guidelines particular to your school.
ETHICS
The intention of the Program is to provide creative challenges that must be solved
by only the team members. The problem solution must be the work of the current
team and not part of any solution from previous years, or including ideas presented
by non-team members.
The manger should help set a good example of adult behavior, sportsmanship, and
team spirit. Help students understand that winning is not the goal. The process of
getting there is the important thing!
Guide the team using appropriate questioning techniques and allow discovery
through experience of trial & error, research & skill learning.
Avoid through direct instruction, any interference from parents who wish to give
their ideas or solutions to a team.
GOOD MANAGING GUIDELINES
DO:
teach your students the creative problem-solving process.
try always to answer a question with a question.
be a quiet guide on the side not the sage of the stage.
help them give and take constructive criticism of ideas without insulting and
insensitive remarks.
help them learn how to evaluate their ideas and progress.
help them organize and learn the importance of keeping a schedule and meeting
deadlines.
help students recognize the abilities of each member and encourage them to
capitalize on the individual strengths of ALL.
help them expand their minds and brainstorm more creative ideas
encourage growth through new experience.
be willing to admit you don’t know everything and encourage your team to seek other
resources.
DON’T:
tell them how to solve the challenge, but ask questions which help them think it
through.
allow criticism of teammates personalities or physical attributes.
step in on all of their disagreements, let them try to work it out as part of learning to
work on a team, but also, don’t hesitate to mediate disagreements so they have
constructive outcomes.
limit creativity by setting parameters which reflect your ideas.
get upset when they make mistakes this is part of the learning process.
make them feel like they failed if they don’t score highly. Kids only fail when they
haven’t tried.
complain about other teams, managers, or appraisers.
allow your team to prepare a solution which knowingly goes against the intent of the
challenge.
hesitate to ask for help, NO ONE can do this job alone!
forget to have FUN with your team!
MAJOR OBJECTIVES OF THE TEAM MANAGER
Help the team take the time to think about which Team Challenge would be the most
fun to work on. There can be a tendency to make this decision quickly. Allowing
enough discussion and "acceptance time" before the final decision is made will help
the kids to feel comfortable with the decision. This is an excellent time to introduce
systematic approaches to decision making.
Be sure the kids determine what is drawing them to each of the challenges. It is
always possible for the kids to add elements that aren't explicitly requested in a
problem. This makes it possible to pull the enticing elements from several Team
Challenges into the solution they create for the one challenge they choose to solve.
Have them spend the time to discuss and agree to the level of effort they are willing
to commit to. It is often a good idea to involve parents in this decision. This should
include a discussion as to what will happen when other activities (like sports) begin.
Destination ImagiNation programs are about the process of preparing the solution -not the result of a competition. Consequently, it is generally counter-productive to try
to set goals like "winning the Competition". Instead, verify that the kids are
interested in solving all the scored elements well -- and get them to set goals for
solving each scored element with a high degree of creativity, style and competence.
This way, the kids can feel they have met their objectives for the year regardless of
the outcome of the competition.
Parents can be either a big help or a big problem for a team. It is generally a good
idea to have at least one additional adult to help out with younger teams. Some
school districts require 2 adults at all team meetings. With young children, it is often
useful to break them into groups working on small enough elements of the over-all
Challenge that decisions can be made and implemented in a single meeting. It is
often useful for an adult to over-see each group to keep them focused on the task at
hand and supplied with materials. Everyone who works with a team must
understand the goals of the program and the Interference rules. Getting Parents
involved by setting up Instant Challenges, providing snacks, doing skills workshops,
taking the kids on Field Trips, etc. - helps to spread the workload and will make the
Parents more appreciative of what the program is accomplishing for their kids. With
some parents, it will be important to define the limits of their role -- namely that the
Team Manager has the final word on how the Team should be run.
Set up a regular meeting schedule and give a written copy to all the parents. You
might find a weekly schedule to work the best once the season is in full swing. We
often supplement these with "committee meetings" (i.e. Prop committee, script
committee etc.) of less than the full team who are working on aspects of the solution
that don't require the whole team to be there.
Team-building is important. It is difficult to be creative "on schedule". Sometimes,
just letting the kids have some fun together will allow them to develop better
communication and respect – which will lead to smoother progress when work
resumes.
Respect for Team mates is important. It is a good idea to create Team Rules such
as "Team members can disagree with a proposed idea, but should never call each
other names". The process of creating these rules can be a nice "team building"
exercise.
MANAGER RESPONSIBILITIES
Communication:
Maintain a close contact with your membership contact person and your regional
director. All Global and State information will be channeled through these people.
Know who your school membership coordinator is, get the name and phone number.
Know who your Regional Director is, get the name and phone number.
Be sure you get copies of all newsletters, registrations forms, regional and state
information.
Be sure you get a copy of the all of the guides included in the Destination
ImagiNation packet, these may be copied within a membership, and you can’t do
your job without them! You should receive a CD with all of the materials in PDF
form.
If possible, meet regularly with other Team Managers from your membership to
share ideas, discuss problems & plan for tournaments.
Contact your regional director when you need to, for extra training, resources, use of
items in a regional lending library, etc.
Maintain close contact with parents. Parents are an asset (if they understand the
program.)
Meet with parents to be sure they understand the programs philosophy, goals, &
general rules.
Give parents copies of the Guides.
Provide parents with all tournament plans. They will need copies of maps,
schedules, and procedural information.
Enlist the help of parents.
Maintain contact with the school administration.
Good public relations with administrators and boards of education will help gain their
support & cooperation.
Keep administrators, board of education members and staff aware of the team’s
progress, news coverage, and success they should not be the “last to hear”.
FIRST YEAR REALIZATIONS
So as not be become overwhelmed, try not to manage more than one team.
Team Manage a challenge that you feel most comfortable with. Managing a
challenge you know the least about will actually make managing EASIER. You are
less likely to help & offer Interference.
Co-Team Manage with another parent/volunteer. Generally it is best if your co-team
manager is not your spouse.
Do not lose sleep at night worrying about your teams solution in comparison to
others. Their work is not a reflection on your managing abilities.
Do not rack your brain to think of your own solutions...you cannot give these ideas to
your team anyway. This makes managing more frustrating than it already is.
There is help and support for you, call the regional director when you have a problem
or a question. Your regional director may have a lending library of additional
materials. Ask for special training and demo sessions when you need them!
Attend all Team Manager training and information sessions.
You cannot do your job without the proper materials, make sure you have your own
copy of the National Guides (Rules of the Road, Team Manager Guide, etc.) Check
clarifications regularly. You will be glad you did!
DEALING WITH PARENTS
Parents are valued as spectators and supporters. Out of genuine concern, they often
become actively involved in the team’s activities. Due to the fact that the program
ultimately leads to competition, be aware that competition can generate emotions that
can be harmful to the program's philosophy. In order to avoid negative feelings a Team
Manager should meet with parents and review the following:
Parents CAN act as a resource to teach team members skills needed to solve their
challenge.
Parents CAN attend the tournament to support and applaud their team’s
accomplishments.
Parents CAN help with fundraising, carpools, refreshments, and other non-problem
solving activities.
Parents CAN help with Instant Challenge practice.
Parents CANNOT become actively involved with the challenge solution. The team
will receive an Interference deduction but even worse, that parent is robbing the
team of their feeling of accomplishment and learning experience.
Parents CANNOT in any way interfere with the progress of any tournament.
Parents CANNOT help any team member with their hair, makeup, costuming, or
repair of any props.
PARENTS CANNOT APPROACH AN APPRAISER, CHALLENGE MASTER, OR
CALL FOR A DIALOG AT ANY TOURNAMENT.
Team Managers should communicate to parents and team members the value of
appreciating other team solutions rather than resenting them in comparison to their own.
If a team needs the motivation of a common enemy, we encourages that the ‘enemy’ be
the challenge to be solved, and that teams should understand that every team faces that
same ‘enemy’.
FORMING A TEAM
Memberships form teams in many different ways. The program can be beneficial to any
child, regardless of achievement or skill level. We encourage your membership to place
all students with a desire to participate on a team. Every student can benefit from
learning creative problem solving skills. All students can benefit from learning
collaboration, cooperation and team building skills.
The program can develop many of the following characteristics in team members.
However, as a new Team Manager it would be best to enlist students with the following
traits:
motivation
task commitment
imagination
creativity
self-confidence
cooperation
leadership
multiple skills
We recognize that there is creativity in all students and recommend team selection
be open to the entire student body.
For the sake of the team, be sure all team members want to be involved and are not
forced to be on a team by an over zealous parent.
Teams can be selected by sign-ups, application, try outs, or whatever criteria your
membership chooses.
Managing a team with your own child as a member takes a great deal of self
control. A team manager in this position must possess the greatest understanding
of the program's Philosophy and will find it more difficult to step back and let the
team do it’s problem solving. We have a long history of many successful parent
managed teams...but be aware of the added burden to you and your child!
In general, teams should probably consist of a mixture of boys and girls. This offers
a wider range of ideas and promotes mutual respect & understanding. However,
there have been many successful single gender teams.
Be sure all applicants understand their commitment as a team member and
have schedules that allow them to actively be part of the team.
SPECIFICS – THE TEAM MANAGER’S JOB!
The job of the Team Manager is to:
Attend training sessions/workshops
Organize and Schedule meetings of the team
Set rules and regulations for behavior at meetings
Facilitate preparation of a timeline for task completion
Keep team on task at meetings
Guide activities
Be sure the team has updated clarifications
Secure materials requested by the team
Secure experts to demonstrate/teach the team new skills. Remember someone may
teach basic wiring or how to work with a sewing machine, but the team members
(and only the team members) must apply those skills to their solution themselves!
Meet with parents to explain rules, philosophy and your meeting schedule. Stress
the importance of each member’s attendance.
Make sure that the team completes all all paperwork for the tournament(s).
Distribute all info on tournaments, directions, and schedules to parents and relatives
Secure adults to volunteer as appraisers and tournament helpers. Your team’s
participation at each tournament requires that you provide the tournament director
with the name of one such person.
It is your SOLE responsibility to instill the program's spirit in your team.
Remember, if you emphasize the score as a measure of their success, you
could be setting up your team to feel like failures. Please emphasize that the
learning process, the experience, and the FUN are the worthwhile goals to
achieve.
You will be the best TEAM MANAGER in the world if your team is proud of their
accomplishment at the end of their experience....no matter what ranking they get from the
appraisers!
MANAGING HINTS:
Once a team has chosen a challenge, SUGGEST they brainstorm and choose a
theme for style, often, a theme inspires a team to create their solution and provides
direction for their work.
Urge your team to READ and REREAD the Team Challenge and the Guides! We do
not want teams to receive deductions or be disqualified for overlooking limitations
and deductions! For younger students, you may wish to draft a simplified list of these
items and post them at all team meetings!
Have a member MAKE A LIST of what needs to be done before the tournament.
Post the list and have members cross off items as they are completed.
PRACTICE Instant Challenges at every meeting. Use this format to generate lots of
ideas for solving the challenge as well. Practice a variety of Instant Challenges.
REMEMBER, even if a G/T teacher in your team’s school works with students on
Instant Challenge solving, YOU are the ONLY TEAM MANAGER your team has and
it is YOUR RESPONSIBILITY to make sure your team is well prepared!
Always have your team use an accurate stopwatch in practice.
Have your team REHEARSE their solution presentation from start to finish many
times. Have them go through the presentation without stopping for mistakes, they
will NOT be able to stop time at a tournament when things go wrong! Time all
performances. Team members should act as appraisers during practice. Team
members should critique the performance and look for areas of improvement!
Take pictures of the team at work and their solution at various stages. Perhaps one
team member can keep a pictorial history of your team. Bring these to the tournament
for excellent documentation of your teams work. ENJOY YOUR TEAM! HAVE FUN!
MAKE SURE THE TEAM IS HAVING FUN!
What Makes a “Good” DI Team?
By Rosemary Bognar
First, you must define a “Good” DI team. A “Good” team can be defined as the one that takes on
of the top places at the tournament, or a “Good” team can be defined as the one that knows it has
done a good job. The first definition is what many teams initially strive for. However, the second
definition, in the long run, is by far the most important.
Out of the thousands of teams who will start out at the beginning of the year, only a few ultimately
become first-place winners. Therefore, why do so many students, team managers, parents and
schools put the hours into the program? Ask a team as it ends the year and they will talk to you
about the feeling of pride in their final solution. It was unique to them. It was THEIRS.
Some teams have a greater sense of satisfaction that others about their final solution, regardless
of how they officially “placed” in the competition. The question then arises as to how to maximize
the feeling of accomplishment for a DI team. After interviewing many managers and teams, the
following emerged as factors necessary to create a “Good” team – a team that feels great pride
about what it has done.
Work, Work, and Work
You get out of something what you have put into it. Commitment is a key word. The more a
team is willing to commit the time and effort, the better they will feel about their final product.
Teamwork
Team members have to develop and function as a TEAM. That’s more than just working on the
same problem. It’s a real job for both a manager and a team to get the right combination of kids
and keep working toward a common goal. Group pride in accomplishing a goal is very satisfying.
A manager knows that he/she has a TEAM when the team starts getting together on a non-DI
night for fun. Members of a TEAM know that they can count on one another to deliver their BEST
EFFORTS consistently. Any they count on one another to complete things when they say they
will.
Diversity in Team Members
A team works well together that has diverse talents – technical, artistic, musical, writing, and or
presentation skills. A diverse team makeup quickly fosters an appreciation for other people’s
skills. Everyone can feel needed and a part of this group. On a truly diverse team, there is little
attention paid to “who does more” or “who gets the most attention.” Each member’s skills are
important at different times.
The Team’s Own Solution
A “Good” team has to solve the challenge and create the solution itself. If the manager or parents
solve the challenge and make the props, the team members know it is not their solution and,
accordingly, the win or loss will not be theirs either. A “Good” team has real pride in ITS solution
and can’t wait to show it off to the judges.
Teach the Concept of “No Limits” to What You Can Do
A “Good” team should be taught to conceive the “biggest and best,”, the “ideal” solution it would
love to have and then be encouraged to go out and do it. They should be taught that lack of
knowledge in a certain technique should be no deterrent to them. They simply have to find a
book or a person to teach them the basics of that skill, and then apply the basic skill learned to
their own solution. This is where a manager’s attitude is critical. A manager must foster this idea
that “if they want to badly enough, they will figure it out.” Once a team has a positive, forwardmoving attitude, not even the sky is the limit.
Perseverance
A “Good” team must learn not to give up if something doesn’t work the first time and be willing to
do things over and over until it is right. Thomas A. Edison is credited with saying “Genius is 1%
inspiration, and 99% perspiration.”
Spend Enough Time on the “Front End” – The Incubation Period
Most of the time, it is not the first idea or the tenth idea or the fiftieth idea that is the best, most
creative idea. It may be “Modification # 72.” It is very important not to stop a team from changing,
enhancing, and refining its solution. Many teams solve the basic problem and then start to
enhance it. It is that enhancement that gives the team’s solution its uniqueness and creativity.
“Good” teams are never quite satisfied.
SUGGESTED TIMELINE FOR TEAMS AND MANAGERS
OCTOBER
Meet with interested students and parents
Meet with potential team members
Interested students meet and practice problem solving techniques
Students learn how teams will be selected
Meet with your school’s membership coordinator
Attend a TEAM MANAGER training session
Enthusiasm abounds!
Everyone’s hopeful!
NOVEMBER
Teams formed & select Challenge
meetings begin with a team and parents meeting
Contact membership coordinator regarding materials acquisition
Brainstorming for a solution and theme
Definition of a team calendar
practice Instant Challenges
Contact regional director to borrow materials from lending library
or arrange additional training for your or your team.
Everyone’s got a million ideas!
DECEMBER
Schedule learning sessions, trips, speakers, research
begin costumes, script and construction
practice Instant Challenges
Send team registration for Regional Tournament to Regional Director
We’re getting sick of looking at each other!
JANUARY
Define, redefine, and refine long term solution
Finalize presentation
Work on costumes, props & other construction continues
Practice presentation
Practice Instant Challenges
How much longer until the competition?
FEBRUARY
Complete your solution
Practice Instant Challenges and Presentation
Present a dress rehearsal in front of an audience
Copy and distribute tournament info to all parents
Arrange for presentation to students and parents
Nerves are taking over....tempers are short!
MARCH
Young teams will decide to “change everything”
Keep an even keel!
Keep practicing
Arrange transportation to Regional Tournament
REGIONAL TOURNAMENT
Host end-of-season party for team and parents OR begin preparation for State Finals!
All craziness breaks out!
APRIL - STATE FINALS
MAY/JUNE - GLOBAL FINALS
SUGGESTED GOALS FOR FIRST 5 MEETINGS
(Please note that this is just a suggestion on the flow – your meetings will not follow
this pattern. Most teams take several months to get to the Fifth meeting stage.)
FIRST MEETING - with parents and students
Meet with parents and students to fully explain the program & types of Challenges,
EMPHASIZE that being on an team means a commitment from both parents and
team members!
Review general rules and program Philosophy
Discuss Interference rules and ask team members to police this themselves. Usually
team members will want the problem solution to be THEIRS and theirs alone! They
are the best ones to reprimand parents, Team Managers, friends etc. from assisting.
Discuss students and parents goals and expectations. Why do you want to be team
member? is a good discussion starter. This is a good time to discuss the difference
between ‘winning’ and ‘succeeding’...you many find yourself repeating this at every
meeting!
Have team members and parents read & sign a contract, a sample contract can be
found in the Team Manager’s Guide.
Point out parental responsibilities and restrictions
Ask for parent volunteers to help with transportation, refreshments, or as resource
people.
SECOND MEETING
(team members only from this point on)
Discuss the pros & cons of working as a group
Explain how all ideas must be considered and not judged
Explain Instant Challenge and brainstorming, practice a few!
Have team read and discuss the various Team Challenges. Remind team members
that all Challenges offer opportunities for construction, performance, music, special
effects, etc.
Make a list of special skills and strengths of the team. Decide what skills must be
learned to solve the various challenges. Do an “interest inventory” with team
members, have them make a list of “things I’m good at, Things I don’t like to do, and
Things another team member is good at”
Try to narrow down challenge choices for the next meeting
THIRD MEETING
(Note...new teams might need more meetings to reach this point...or less!)
Have team decide on a Challenge & brainstorm solution and theme ideas
Encourage kids to visualize their solutions & to compromise their ideas with others
Have the team narrow their ideas down to their 3 favorite ideas
Elaborate on each of the 3 favorite ideas
Select ONE idea from the 3 to be their final solution theme
Practice Instant Challenges solving
FOURTH MEETING Generate a list of tasks necessary to complete solution
TEAM MANAGER should facilitate team’s preparation of a timeline for task
completion
Make a list of necessary materials
Make a list of skills needed to complete the solution and how to learn them
Set up a schedule of field trips, shopping trips and necessary research to be done
Practice Instant Challenges
Make a master calendar of your timeline, tasks, and field trips, assign a team
member(s) to each task
FIFTH MEETING Begin accomplishing tasks
Practice Instant Challenges
Sample Agenda for first team meeting
(This meeting should be held with team members and parents)
Introductions:
Introduction of team manager, team members, parents, etc.
General Rules and Philosophy: General discussion of Destination ImagiNation®, the philosophy
of the program, the types of challenges. There is information
available in the team handbook and from the Destination
Imagination Website (www.dini.org)
Interference:
Review Interference. Make sure parents know that the solution
needs to be the teams and the teams alone. Ask team members
to police themselves, the team manager(s) and their parents
Time Commitment:
Make sure every team member knows the time commitment
required.
Team/Team Manager Contract: The Team Manager Guide has a sample contract. Many subregions/regions also have a sample contract. Make sure parents
and team members know that once the team has started working
on a solution, a team member that drops cannot be replaced –
which places an additional burden on the remaining team
members.
Schedule:
Discuss meeting schedule (if not already established)
Team Rules:
Team Manager may have an initial set of rules prepared or you
may have the team help brainstorm a set of rules
Skill Inventory:
Have team members fill out a skill inventory. You may give this
to them to complete and bring back to the next meeting.
Instant Challenge:
Have the team do one or two Instant Challenges. You may want
to let the parents do them also.
Challenges:
Read the challenges (either the synopsis or the complete
problem) and have team discuss which challenges they like.
Give them copies of the challenges to review and reread prior to
the next meeting.
Team Roster:
Complete Team Roster Information with T-shirt sizes, email
addresses, etc. Note that getting email addresses can cut down
on the amount of time you spend on the phone
You may want to dismiss the team to the care of your co-manager and have the co-manager practice some
Instant Challenges or play some Improv games while you continue meeting with the parents
Time Commitment
Re-emphasis to parents that being on a DI team requires a
commitment from both the parents and team members. With
only 7 members, it is vital that every member be present at every
meeting. As tournament date nears, the schedule will become
more intense. Parents need to be prepared to help team
members manage their school, DI team and other activity
schedules during this hectic time.
Expenses
Discuss how expenses will be handled on the team
Volunteers
Solicit parent volunteers for snacks, assistance at meetings,
phone tree chair, shopping, etc.
Forms
Have parents complete applicable school district forms.
Comments on First Meeting with Team and Parents
It is good to prepare a packet for each of the Team Members and Parents (see below)
Alternate first meeting AGENDA:
Handouts
What makes a good DI Team?
Three Components of DI (Central Challenge, Side Trips, Instant Challenge)
Possibly have a parent – team member – team manager contract
(see below)
Everyone introduce themselves
General information on DI
How will meetings be structured
Fun way to learn new things
Use of tools
Rules about Interference
Do a Quick Instant Challenge
Send Kids off – Plain Talk with Parents
Go over Life-Long Skills – Benefits to Kids
Commitment to meeting schedules, promptness, and attitude/discipline
Schedule considerations and preliminary calendar
Enlist help – plan snack schedule (if you want snacks), make phone calls as
needed, etc.
Collect money for supplies and special events (workshops, etc.)
Reiterate how Interference works and how they MUST let the kids OWN their
solutions!!
Pass a signup sheet with parents names, home/work/cell phone #s, ways they
can assist (special talents they could teach team – sewing, tools, painting, etc.)
1st Meeting - Team Packet Suggestions
Introduction to DI
Team Roster / Phone Tree
Team Rules
Parent Guide (from DI National)
Misc. Parent Information
Team Skills Survey
Copies of Challenges
Student Registration Form
T-Shirt Order Form
Other School District Specific forms (Volunteer applications, meeting locations,
drivers, extracurricular activity, etc.)
I Like to Do . . .
Team Survey
Things I’m Good At . . .
I Don’t Like to Do . . .
Things I’m Not So Good At . . .
Team
Meetings
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A GUIDE TO PLANNING TEAM MEETINGS
(What do I do with these guys for an hour and a half?)
A common complaint Team Managers have regarding teams sounds like this: “All they do is goof
around at meetings!” If this sounds familiar, read on.
Left to their own devices, it is unlikely that 5, 6 or 7 Elementary, Middle School, or High School
kids will accomplish much in a team meeting, particularly in the initial stages of the team’s
progress. Making the most out of that hour and a half depends on how you structure it. Here are
some suggestions.
RISING STAR TEAMS
Elementary school teachers know that young children have short attention spans. Plan your
meetings so that, from the moment they begin, you have more (fun) activities than you need so
that there is little or no down time. In other words, Hit the Ground Running.
TIPS
Allow 10 to 15 minutes per activity. Thats right. Remember the attention spans.
Start with a brainstorming warmup, and wait until they’re really warmed up before
you work on solving the challenge.
Keep the meetings fairly short, especially at the beginning.
Try to end every meeting with a silly, just-for-fun activity that has nothing whatsoever
to do with the team’s challenge. This way they will leave the meeting feeling great
about the challenge and about their team. That’s why they joined up after all.
Above all, remember that these are kids.
That’s why we don’t call them “adults.”
Kids do not do things like grownups.
ELEMENTARY TEAMS
The biggest difference between rising star teams and elementary teams is the “competition
factor”. Now that they’ve hit the bid leagues, there are real, honest-to-goodness deadlines and
the work they do will be judged. So Competition + Deadlines + Appraisers = BIG TIME STRESS
for some kids. The key with these kids is perspective. As a manager, your biggest job is to help
the kids keep perspective. After all, this is supposed to be FUN. The world is not going to end if
things aren’t letter perfect. And whatever they create will probably not really look like they
envisioned it, and this will disappoint some kids. If you have ever worked with perfectionist, and
there are a lot of them in creative problem solving competitions, you know that they are never
satisfied with their creations. You job, then, is to help them maintain the playfulness and fun that
is so important in this organization.
TIPS
Plan your meetings much as you would for Rising Star teams (above.) The attention
spans are only marginally longer.
De-emphasize the competitive aspect of the program, and do not forget the FUN.
Work on team building by going on field trips, having pizza together, choosing an
item for team identity, such as a team hat, pin, etc.
As the tournament date approaches, try to exude confidence that everything will be
done in time, they will be wonderful, etc. This probably isn’t true but teams can pick
up on your stress level if you start worrying.
Communicate with parents. They can be invaluable, but they can’t read your mind.
Tell then what you need.
Meetings should be tightly structured so that their time (and yours) is not wasted.
Make a special effort to draw out the strengths of quieter kids and insist that
everyone is involved and mutually respected.
The last two weeks before the tournament can be very intense. Help them relax by
holding a dress rehearsal with their parents followed by a celebration. Tell them
they’re wonderful. Let the inconsequential stuff go — it is not important.
And above all — never, never let them see you sweat!
MIDDLE LEVEL (JR HIGH) TEAMS
Take all of the above, add a liberal dose of hormones, and a couple of broken hearts, and you
have a middle level team in a nutshell (or a nuthouse, as the case may be.) The key term to keep
in mind that applies to nearly all middle level teams is lack of focus. These guys tend to “take
the long way” to the tournament, but they do get there eventually. No matter how well you plan
your meetings, they probably won’t accomplish anywhere near what you would have liked them
to. But that’s OK, because what they can do that the younger teams can’t is punt. When the
clock on the scoreboard is about to run out of time, they come to life and put together truly
astonishing things. So the most important thing for you to do as a coach is relax, and buy stock
in Pizza Hut, Domino’s, or Little Caesar’s, and keep the Advil handy. And if you are a really
organized type person who likes lists, you may want to reconsider coaching an middle level team.
TIPS
If you want to get a lot accomplished at meetings, keep them short, just like the Primary
teams. Sometimes you can accomplish more in two 1-1/2 hour meetings than you can in
one 3 hour meeting.
To keep conflicts to a minimum, consider dividing the team into specialized work groups
for some meetings. These “sub-groups” meet to work on one specific thing, such as
costumes or script development. One technique that some team managers use is to
have the team meet in smaller groups. For instance, schedule ½ of the team for the first
1-1/2 hours and the other ½ of the team for the next 1-1/2 hours. In most cases they will
accomplish much more than having everyone together for 1-1/2 hours. It may take a
little more of your time at first but the time is more productive which may reduce the time
needed later down the road.
Team building is a must. Get away from the usual meeting place once in a while, and go
somewhere completely different.
Read them a “Team Manager’s Bill of Rights”, and have the team write their own.
Then enforce it.
If you managed them when they were younger, forget how dedicated and excited they
were. These are different kids now, with different priorities. Recognizing that and
accepting that are the keys to long life and happiness as an Intermediate team manager.
They still get excited . . . but just not about anything you say or do.
End meetings early if they are unproductive. It will save you from losing your temper,
and besides, you don’t want to lose it until you really need to.
SECONDARY (HIGH SCHOOL) TEAMS
In creative problem solving competitions there is a sort of unofficial motto, and that is “We can do
it all ourselves.” The “we” refers, of course, to the kids, not the team managers. When dealing
with High School teams, the manager’s role is far less evident than with the younger teams. By
the time they are in high school, we truly do want the kids doing every facet of the problem
solution, as well as the organizational tasks, themselves. The more they accept ownership of the
challenge, the better. At this age team members are certainly capable of solving the challenges
themselves, but the organizing of the team into a cohesive unit is another story. Learning when
to lead, when to follow, when to delegate, and when to accept the authority of a peer is difficult
work — adult work. They aren’t quite there yet, and that’s were you, the manager, come in. Your
job is, to use a popular term from the 70’s, to facilitate this team, serve as its watchdog, if you will.
The idea is to intervene in the process as little as feasible, leaving every possible decision up to
them.
TIPS
Remember how very different a ninth grader is from a senior. Don’t expect the same
level of ability and commitment from all members of the team. It is called diversity
and it really does make the team more interesting.
These kids simply do not have the same amount of time to devote to the competition
that they did when they were younger. Allow for that. Many secondary level team
managers report that they may go several meetings and never have all of the team
together.
Emphasize things that are important in a real world job – like being on time, being
prepared for work, etc. – are things you should gently emphasize. If we are
preparing them for the real world, let’s get them used to the real world’s
expectations.
Be a good role model. There are too few of them around these days, and any adult
who is willing to spend this much time working with kids sets a wonderful example.
Have them set their own agenda for meetings, their own deadlines and delegate their
own responsibilities. Then just sit back and see how they handle it. Avoid the
temptation to make their problems your problems.
Don’t forget to enjoy them. Marvel at their intelligence, wit, and unlimited potential.
As they say in the commercial, “It doesn’t get any better than this.”
Long meetings may work for SL teams: By the time they are in high school, most
team members are used to an occasional all-nighter. If you can handle it, let them
schedule one.
HELP THE KIDS WITH ORGANIZATION, PLANNING AND PRIORITIZATION
Time management, dividing tasks between team members, prioritizing tasks and
allowing time for practicing, problem solving and integration of all the elements into a
consistent whole are all areas kids will likely over-look. It is entirely appropriate for a
team manager to assist in high-level time management and task prioritization. Kids
can become caught-up in one element of a Challenge to the exclusion of all others.
Helping the kids to create a plan that will allow all the elements to be completed to a
level they can feel proud is an important part of the TM's job.
It is a good idea to encourage the kids to keep track of all the ideas they have. If the
Team does not have to backtrack or revisit an area because one of their ideas didn't
work out, they probably aren't being as "off the wall" as they might be in the solutions
they are considering. Encourage the kids to take risks and look at problems in an
indirect way. Let them know that exploring paths that turn out not to work are an
integral part of approaching the challenge correctly.
When an idea fails to pan out, it saves a lot of time to be able to go back to the
notes from the last time the issue was discussed. It is best if the kids keep their own
workbooks and act as their own scribes. For very young teams, it might make sense
for the Team Manager to perform this function. It is very common for kids to say
something slightly different than what they mean. A Team Manager/Scribe MUST
NOT INTERPRETt what the kids say. Instead, have them discuss it among
themselves and record what they say word for word. Having a couple of the kids
keep their own workbooks allows differences in interpretation to become fresh
brainstorming opportunities -- so a bit of duplication isn't a bad thing.
While it is appropriate for the Team Manager to act as the facilitator in idea
generating sessions, they must be VERY CAREFUL to not take control of the
creative process.
Risk assessment is critical. Some scoring elements don't have to function perfectly
to receive a score (i.e. those scored on creativity or artistry). However, other scoring
elements are purely a measure of whether a task is completed. For the task-oriented
aspects of a Challenge, the Team should spend a fair amount of time considering
what might go wrong, how they can guard against these events and what they might
do to recover from them. One of the most empowering feelings a Team can have is
to overcome some minor catastrophe. One of the most deflating can be to have
something pop up that leave them "dead in the water" in the middle of their
presentation. Even if nothing goes wrong, having contingency plans to allow the
"show to go on" in spite of equipment failures will help a Team to feel that much
more confident.
One approach to Risk Assessment is to select approaches which are most likely to
perform reliably. However, if the Team is drawn to a solution that solves the
Challenge particularly well (when it works) -- or solves it with a unique flair they
enjoy -- the Team can choose to go with that solution KNOWING that it might not
work! The program encourages kids to take risks and generally tries to reward
sensible risk taking. Be sure the team lets the appraisers know (through their forms,
talking to the appraisers before and in post-presentation discussions) when the
Team has elected to go with an elegant solution in spite of the risk. For many
Teams, the pride of creating an elegant solution is more important than whether it is
guaranteed to work at a specific competition. Encourage them to make these
decisions explicitly and help them to feel proud of what they've done BEFORE they
go into the competition.
As a general rule, the Team should start by looking at the criterion the appraisers will
use to measure a given aspect of the Challenge. They should then balance how
likely a solution is to work, how well it will work and it's "WOW” factor when choosing
between alternative approaches. Sensible risk taking includes assessing risk vs.
reward.
HOW TO DEAL WITH MEETING MONSTERS
Overly talkative: Interrupt with “That’s certainly a point. Now let’s see what the
rest of the team thinks.”
Highly argumentative: Honestly try to find the merit in his/her statements. Try
humor: “I respect your right to be wrong.” Try sarcasm: “I hate people who beat
around the bush.”
Rambler: Say “Your point is interesting, but we need to move on to the next
agenda item.”
Obstinate, rigid: Throw his/her point to the team for consideration. Say that
time is short and ask that the group’s viewpoint be accepted for the moment.
Say the team can come back to discuss it later.
Griper, whiner: Point out that the rules of the Challenge cannot be changed at
the meeting; “So let’s try to figure out how we can best operate under the present
rules.”
Side conversation: Call one of them by name, restate the most recent opinion
and ask for his/her opinion. Refer to your team norms about no side
conversations.
Definitely wrong: Try: “That’s one way to look at it,” or “I see your point, but did
you know that the Rules of the Road do not allow that or school rules do not
allow that?”
Off the subject: Try: “Something I may have said may have lead you to think
we are discussing______________, but right now we are considering
______________. Try using a “parking lot” to hold the off subject topic.
Silent: Ask the person next to him/her a question and then ask the silent person
to comment on the answer. If the silent person is near you, ask his/her opinion
on a subject that you are sure he/she knows a great deal about.
These ideas are general ideas for meetings and not specifically designed for DI
Team Meetings.
Adapt the ideas filtering through the Team Managers
responsibility to not interfere with the team’s solution.
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Interference
What is considered interference?
(The most asked question by new Managers!)
Interference is considered help from a team manager, parent,
adult, or another child not on the team...ANYONE!
It is outside assistance if anyone other than a team member:
SUGGESTS or CHOOSES the theme, music, costumes, props, etc.
SUGGESTS or MAKES any part of the solution or style materials
OFFERS IDEAS or solves the problem for the team. Note: It is considered outside
assistance if a structure team is instructed as to what shapes or designs support the
most weight. It is not interference for someone to teach a team general principles of
structure design. No direct info on design can be discussed. As with all interference
the discovery & learning process is destroyed.
FILLS OUT any of the paperwork for the team. Exception is Rising Star and
Elementary teams, and even here, the form should be completed in the team’s
choice of words!
ASSISTS in applying makeup, repairing materials, or hairstyling.
ASSISTS the team in any way once they have left the staging area judge at a
tournament.
ANSWERS questions addressed to the team by an appraiser.
SIGNALS or assists the team in ANY WAY while they perform at a tournament.
REMEMBER: teaching skills is encouraged & important.
Let the team demonstrate those skills on their solution.
WHEN IN DOUBT....call the regional director!
Things to think about.
Other than making sure there is no interference, it is a good idea to do some role-playing to give
the team a chance to practice answering the kinds of questions they will be asked after their
solution presentation. Team members often say things differently than what they mean. A
member could answer an appraiser’s question as to why something was made a certain way with
“my team manager told me to” when, in fact, the team manager had simply told them it was time
to work on props.
Have the team remember whose idea different aspects of the solution were. Be prepared to give
specific names, i.e. John built the straw house, Sarah wrote the music, etc. Even if the team
worked together on most aspects of the solution, usually one person had the initial idea. It is OK
for a team member to say that they don’t know who a certain prop was constructed. If an
appraiser asks Sarah how the straw house was built it is perfectly acceptable for Sarah to say “I
don’t know but you can talk to John because he built it.”
One good guideline is that a Team Manager should only touch material that goes in to the
presentation area to help move it around.
Some managers think that anything written in a book is OK to share or that anything phrased as a
question is OK to say. Don’t trust this. Questions can be asked in a way that directs the process
(“Why don’t you paint this blue?” is NOT a question.) Similarly, books can be used to direct the
process (“See how they solved that problem here on page 13”) The only cliché that will
guarantee that interference has not been given is that the solution presented must come from the
minds and hands of the team members. This does not mean that a Team Manager cannot go to
the library and check out several books on a topic and give them to the team for research.
Interference becomes an issue if the Team Manager directs the team to certain books or sections
of books.
Some Horror Stories
by Mo Guy and Jill Schoonmaker
updated by Charles Compton
Introduction
We like to think that experience is a priceless asset, and in most cases it is. In Destination:
ImagiNation®, for example, a team manager’s rookie year will often be overwhelming, with a
greater proportion of time spent on crisis management than one would like to admit. Most
experienced managers would say that the more years one manages a DI team, the easier it
becomes. After the first year, team managers can see the big picture and can devote time to
aspects of DI that they neglected the first year. Most experience managers are more valuable
than gold – they can relax and enjoy the process, not worrying too much about the end product.
The kids on their teams thrive. They come back the next year.
However, in DI, as in any competitive endeavor, there are always a few managers who lose their
perspective and allow their own goals and desires to take precedence over the team’s goals and
desires. There are always a few managers who “just don’t get it,” who allow their own ideas to
filter into the team’s solution in hopes of a higher score. They lose sight of the central vision of
DI, which is that empowering the kids to do it all themselves empowers them for a lifetime
of solving problems.
We would like to share with you a few horror stories about experienced managers who somehow
lost their way. We find them scary, because they are good people who think of themselves as
good team managers. They haven’t noticed the way they have come to manipulate their team’s
decisions. These stories are true. We have substituted names. (If you recognize yourself,
however, kindly change your ways.)
“But Rachel has morals . . .”
Rachel had been on teams for years, and so when her family moved to a new city, she promptly
joined DI at her school. Her new team manager, Priscilla, took some getting used to. Up until
then, none of Rachel’s managers had ever intervened in the team’s challenge solution. Priscilla,
however, tinkered with their solution by asking very leading questions, and by not letting the team
make decisions unless it was the decision she wanted to hear. If fact, Priscilla confided to
Rachel's mother that, “I can usually get them to do what I want. I just keep guiding them towards
my idea.”
Rachel was conflicted about the solution the team was working on, because she felt that it had
been tainted by the manager’s input. When she screwed up her courage to discuss it with her
manager and team, Priscilla’s response was, “Well, I guess we can’t sign the Declaration of
Independence form. It seems Rachel has morals.”
Rachel never participated in the program again. Priscilla has been managing a team for 5 years.
“I’m just trying to save some time . . .”
Everyone regards Eric as a terrific DI team manager. He has been managing his daughter,
Jeffifer’s, team for several years, and they usually do fairly well at the regional meet. A couple of
times, the team has even advanced to the state meet. He never pressures his team to win, and
is supportive of the kids’ decisions, even if he privately disagrees with them. By all accounts, he
is a model DI manager.
One night, after the team’s evening meeting had ended, Jennifer came upon here father busily
cutting out the props that the team had designed on a refrigerator box.
“Dad, what are you doing?”
“I’m just trying to save some time at the next meeting, honey,” he replied.
“But Dad, Mike was going to cut those out.”
“I know, but it will take him forever. If he didn’t already know how to use a utility knife, I would
want him to have the experience. But he does already have this skill… I’m just saving time, that’s
all. It’s not Interference, because he already knows how to do it.”
Jennifer lost some sleep that night.
“You’re on Your Own . . . ”
Anne was excited to be managing her team’s dramatic challenge. She was a Liberal Arts major
in college, and used to do a fair amount of theater before she had children. She doesn’t have
time for it anymore, and perhaps that’s why she enjoys working with a dramatic team. No matter
what the specific challenge is each year, whether it deals with ancient civilization or music or art
or literature, she feels right at home. After all, it’s her specialty.
One year, the challenge dealt with artifacts of an ancient civilization. Anne decided that here team
should learn about pottery. She contacted an artist friend of hers who offered to let the team hold
its meetings in her studio. Anne told the friend that the challenge dealt with artifacts from an
ancient civilization, and asked her friend to teach the team how to make pottery decorated with
figures in relief.
The team spent a great deal of time in the art studio, and no one can remember when it was
decided to put the pottery in the skit. It seemed like a foregone conclusion.
When the team began discussing the design of the scenery, Anne presented them with pictures
of columns and showed them how to make their own. With her stage experience, she was eager
to show them how to paint the columns so that they would look like marble. The kids thought
they looked cool, and decided to use them in their skit.
When the team practiced its skit, Anne told them they were on their own. As the kids rehearsed,
Anne made a point of sitting on the sidelines. She never said anything, but if she couldn’t hear
someone, she would cup her hand to her ear. If someone had his back to the audience, Anne
would cough loudly. If they were taking too long setting up, she would tap her feet impatiently.
But she never said anything. She didn’t want to encroach on their solution.
When her team competed at Regionals, the judges awarded the team an award for the quality of
their artwork. They were especially impressed that third graders could have created such
sophisticated pottery and such professional-looking columns.
Anne was proud of her clever team. She couldn’t wait to find out what next year’s challenge was
about.
Scary, aren’t they?
Have you met any of these team managers?
If you have been around creative problem solving for a while, you probably have, and the sad
thing is that surprisingly often, experienced managers are guilty of subtly influencing their team’s
solutions. Usually, it is not that they deliberately set out to steer the team one way or the other.
More often than not, it is a slow eroding of the vigilance that preoccupied them throughout their
first year of managing a team. They become comfortable with the creative problem solving
process enough that they become a little bit complacent. Experienced managers should be worth
their weight in gold – but beware of Fool’s Gold.
Did you see yourself a little bit?
If you did, congratulations! Recognizing bad habits is essential to improving your management of
a team. Now, step back and LET THE KIDS DO IT!!!!
The most difficult job for every manager is to step aside and allow the team to do the thinking, to
work through the challenges, to find the solutions, and to make mistakes all by themselves. It is
critical that the manager understands that his or her role is to be a facilitator and perhaps a go-fer
for the team, but not a participant in the solution process, and especially not a resident expert
waiting to share knowledge.
Destination: Imagination®, in its simplest form, means that
the kids do all the work, come up with all the ideas,
and use their own ingenuity to solve the challenges
If you are an expert in some areas that ties in with your team’s challenge (like Anne) of if you
think you know how it should be done (like Priscilla), you are at risk of influencing your team’s
solution unless you practice vigilance.
There is a fine line between providing information of a general nature that the team requests –
like what a team could read in a book or get from another similar resource – and providing
information custom-tailored to the team’s problem. And its never okay to do it form them to save
time (like Eric.)
Be the TEAM MANAGER, not the team’s PERSONAL TRAINER!!! Be a consultant that a team
invites to a meeting for some general knowledge and information, and then leaves. If the
manager becomes the resident expert, constantly monitoring and teaching the team, then she/he
is probably guilty of interfering.
The kids on your team will, with good managing, solve their own challenge. Their solution
will look nothing like you envisioned. That’s the whole point, isn’t it.
Here is an easy test to determine if you are interfering in
your team’s solution: You are probably interfering if the
team’s solution is starting to look like what YOU think it
should look like.
SOLVING
THE
CHALLENGES
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TEAM CHALLENGES
THOROUGHLY UNDERSTAND THE CHALLENGE
Thoroughly understand the objectives, rules and scoring criterion for the Challenge.
Help the kids to understand the Challenge as thoroughly as you do. It will generally
take several readings (and occasionally clarification requests) before the challenge
can be completely understood.
Be sure kids get all published clarifications. Otherwise, the challenge they solve
might be different than the one the appraisers measure at the competition!
Help the kids to feel comfortable sending in clarifications. Encourage them to send in
for a clarification whenever there is any doubt about whether their solution conforms
to the rules. Some of the "best" solutions will sit on the edge of what is legal and
what is not. A formal clarification is the ONLY method to be sure that a given
solution will not be subject to deductions. Clarifications will generally be answered
"Yes or NO". Many times the response to a clarification will be to refer the team to a
specific section of the rules. The Clarification process is not there to validate
solutions.
Encourage the kids to specify all their assumptions, give plenty of details and phrase
the questions to accommodate simple answers.
Recognize that all rules, deadlines, etc. that are specified are inflexible. A limit of 8
inches does not mean that 8.1 inches will probably be OK. In some cases, missing a
critical dimension can mean that the kids will either have to modify the offending item
or not be able to use it in the competition. This can be VERY stressful for the kids if
they discover it at the competition. You owe it to the kids to help them be sure that
they strictly adhere to ALL specifications and restrictions.
Understand that the limit of 7 kids to a team means that if a couple of kids "drop out",
they can not be replaced. The only exception is that as long as work on the
Challenge has not begun, there shouldn’t be a problem. Consequently, it's often
good to start with practicing Instant Challenges and general team-building until it's
clear that all the kids are interested and actually show up to meetings. Contact your
coordinator should you have questions.
APPROACH PROBLEM SOLUTION CREATION AS A FUN GROUP
ADVENTURE
Encourage the kids to develop skills that will allow them to have more options in the
solutions they create. You don't have to wait for the kids to ask to offer opportunities for
the kids to learn general skills. How to use specific tools, sewing, carpentry, welding and
even general engineering and art techniques can all be taught without risking
Interference -- as long as they are taught PURELY as general skills. If a skill is taught
with the "context" of how they can be applied to the specific Challenge the kids are trying
to solve, it stops being a general skill and becomes Interference. Consequently, it is a
good idea if those leading the training do now know the specifics of the Challenge. It is
also a good idea for someone to "filter" questions the kids ask to be sure they don't get
specific advice on how to solve their Challenge. The kids must be the one to decide IF
and HOW they apply a given skill to their Challenge.
Encourage the kids to not settle on the first solution they come up with. The Challenges
can typically be solved in many different ways. The simplest, most obvious solution
might not be the most effective (or the most likely to give the kids a sense of pride in
making it work). Similarly, the most complex solution might not be feasible (or effective).
Encourage them to keep thinking until they find something that really excites them. That
is usually a sign that they've stepped off the "well traveled path".
You can expect that once kids have invested a sizable amount of time in a solution, they
will become less willing to consider alternative paths. Consequently, it's a good idea to
encourage the kids delay construction of their "final solution" until a great deal of brainstorming, "quick and dirty" testing and risk assessment has been performed. It's easy to
save the really difficult bit until the end. If everything has to be thrown out if that bit fails,
it's best to try to start with the hardest parts first.
Encourage the Team to learn how real-world problems are solved. Again, care must be
taken to not imply that the kid's solution should look like the real-world solution(s) they
see. It is useful to show how the same problem is often solved in many different ways in
the "real world".
Help the kids to understand brainstorming techniques and encourage them to brainstorm
thoroughly before settling on an approach. Adopting an "alternative approach" to
something with an "obvious answer" is an excellent way to make their solution stand out
from other solutions.
Often it helps a team to redefine the challenge in other terms. This
technique is useful both in the Team Challenge and Instant Challenge
portion of the competition.
For instance if the challenge is to
“Design a new toothbrush”,
it could be redefined as
“Find a better way to clean teeth”.
Steps for Solving the Challenge
(These tips can be applied to any challenge but the Improv challenge
has different requirements which requires a different process to solve.)
1. Once the team has selected a challenge they should read the challenge several
times to make sure they really understand it. The team may want to divide up
the challenge into sections and have small groups concentrate on each section.
2. Have the team rewrite the requirements of the challenge in their own words. This
shows how THEY understand the challenge.
3. Review the scoring. A good idea is to create a wall chart with the scoring
elements and point values listed out. The team should refer to this often.
4. The team should decide what the most important parts of the challenge are. In a
technical challenge, most of the points are in the technical components. In the
structure challenge, most of the points are in the structure. In performance
challenges the major scoring items are in the performance.
5. Have the team create a list of things they need to learn and research in order to
solve the challenge. For instance, if the challenge requires building a battery
operated vehicle then they probably want to research that topic.
6. Have the team prepare a check list of things that they believe they need to
accomplish. For instance if a team has chosen the structure challenge a
simplified check list might read like this. This list may be revised several times as
the team works through the challenge.
a. Learn about structure design
b. Select a story or theme
c. Write a script
d. Make costumes
e. Make props
7. Generate and test ideas for solutions
8. Create a script or story
a. Develop the theme/conflict or problem
b. Create characters and their personalities
c. Outline the script
i. Introduction: Present all characters. Introduce the conflict.
ii. Body: Hit the key scoring elements
iii. Conclusion: Solution to the conflict
Many of these steps may be taking place simultaneously. In a technical challenge, some of the
team may dedicate their time to solving the technical elements while other team members work
on the story, props and costumes. In a performance challenge the team may divide up into
groups working on script, costumes and props. The team has to find what works best for them
and what best utilizes the strengths of their team.
Solution Themes
Every presentation needs to have some type of conflict to be resolved. Otherwise the team is just
talking for 8 minutes.
It is important to introduce characters as quickly as possible so that Appraisers know what is
happening.
Teams need to remember that the Appraisers only have 8 minutes to watch the solution
presentation and a few minutes to talk with the team afterwards. If the presentation doesn’t
immediately explain things quickly and simply, the Appraisers may not see the creativity of the
teams solution. A team may elect to use a Pok-e-mon theme. While kids in the audience may
know who and what certain characters are – more than likely the appraisers will not. The team
should (although they may decide not to) approach the presentation as if they have to explain
everything to the appraisers during the 8 minute presentation.
SOLVING THE IMPROV CHALLENGE
The Improv Challenge is unique and requires a different process than solving one of the other
challenges since the solution is created at the tournament.
1. Read the challenge several times to make sure they really understand it. The
team may want to divide up the challenge into sections and have small groups
concentrate on each section.
2. Have the team rewrite the requirements of the challenge in their own words. This
shows how THEY understand the challenge.
3. Review the scoring. A good idea is to create a wall chart with the scoring
elements and point values listed out. The team should refer to this often.
4. The improv challenge always involves a research component. At this point the
team should probably divide up the research components and complete research
on all the topics.
5. After the team has completed their research have them select the topics that the
wish to concentrate on for the tournament.
6. Start practicing with the materials that can be taken into the stuDIo. The team
can only select a limited number of these items and they need to determine
which items they wish to take with them.
7. Start practicing the challenge by having the team draw the random items from
the challenge and give them a 30 minute stuDIo time to put together a
performance. Practicing Time Management from the very start.
Creativity Models
There are many different ways of looking at the creative process. As a Team Manager you may
have to try many approaches before you find the one that works best with your team. The
following model defines five skills that teams should be trained to use.
Creativity is influenced by:
FLUENCY
The ability to generate a great number of ideas.
Many times when teams are generating ideas you will find that the team will only generate one or two
ideas per person. Teams need to be trained to generate lots of ideas. They need to learn to switch
categories quickly and easily. The team manager can encourage this during brainstorming and practice
by assigning categories to team members (i.e. sports, food, clothing, places, etc.). The team members
can only brainstorm items within their category. They need to learn to build off each others ideas.
FLEXIBILITY
The skill that allows us to produce a variety of ideas.
Sometimes the Team Manager who has trouble staying focused is the one who is best at this exercise.
For instance the team is brainstorming about frogs. “Well, frogs live on Lily pads. I knew a girl named
Lily…..”. It may seem the team has gotten way off course but there is a connection
ORIGINALITY
The talent to think of unusual ideas.
Originality is not thinking of something that has never been thought of before. By that definition there is
probably very little original thought. Originality is taking things that already exist and combining and
using them in new and different ways.
ELABORATION
The process of filling in all the details.
Many students think that elaboration means more. Elaboration does not necessarily mean more.
Elaboration means adding details and specifics that relate to the theme. Elaboration is filling in details
that enhance the solution or experience of the audience.
EVALUATION
The process that allows us to select, test, and revise ideas.
Teams need to be taught to evaluate everything that they do. A team should never be surprised by a
score they receive. They should look at everything as an Appraiser and know what they can expect as
a score. They may not know a specific numeric score but they should be able to tell which of their three
side trips will get the highest score. Evaluation means: Does this make sense? Does it add to the
theme? Does it generate a score?
Team Managers should teach teams these terms. The team should know these terms and what
they mean so that during work sessions if the Team Manager says “Fluency” they should know
they need to work on generating more ideas. If the team manager says “Elaboration” they begin
thinking of how to fill in the details. “Evaluation” means looking critically at the solution and
mentally scoring it against the challenge scoring matrix.
CLARIFICATIONS
If the team has any doubt about a solution, part, action, material, etc. of their Team Challenge,
they should request a clarification. Clarification requests are being submitted via the DINI
website at www.idodi.org and should be returned quickly.
DO NOT call your regional director for clarifications, THE ONLY SOURCE FOR
CLARIFICATIONS IS OUTLINED ON THE Destination ImagiNation website at
www.dini.org No one else may give clarifications. Refer to the DINI website for the
proper procedure for requesting a clarification.
Clarifications may be asked for by any of the team members.
Try to word your question in such a way that a “yes” or “no” will answer your
question. EXAMPLE: Can I use silk to make my costume? or, Is this drawing
(insert drawing) of a lamination legal? DO NOT write a clarification calling for a long
explanation, as those answering might consider this Interference.
If your question deals with the Challenge site, set up, or tournament contact your
regional director. The regional director may not be able to answer specific site
questions. In general the regional director will try to provide a site that meets the
minimum requirements listed in the challenge. IF there is a specific site issue the
regional director will generally send out a note to all teams explaining the specifics of
problem sites.
It is important that your team obtains up-dated clarifications regularly. These can be
found at the clarifications link at www.idodi.org
Read your clarifications carefully. Sometimes clarifications make changes to the
specific requirements of the challenge.
Find out your clarification cut-off date. Often it is two weeks before a tournament.
Teams advancing to state and global finals competition must obtain & adjust to any
new clarifications.
BRING COPIES
TOURNAMENT!
OF
ANY
CLARIFICATIONS
YOU
RECEIVED
TO
THE
Present the clarification form to the prep area judge when your team is being
checked in just prior to your long-term performance.
If a clarification is particularly important to your solution, the team should point it out
to the appraisers.
SIDE TRIPS
Teams enhance their challenge solution with Side Trips. Side Trips are elements not specifically
required by the challenge but are added to the solution to enhance the presentation of the
solution. There are 60 possible Side Trip Points. This is an important scoring component of
every challenge but the Improv challenge. Many times, side trips fall under the category of
elaboration of the solution.
ELABORATION
Elaboration is that which is added to the solution of the challenge and relates to the nature of the
challenge or solution, but is not required to solve the challenge. Elaboration is what makes
watching a Tournament more enjoyable and entertaining. Although every team may solve the
given challenge each presentation will be unique. Elaboration of the solution enhances it
creatively.
Most students tend to think that Elaboration means more. Elaboration does not necessarily mean
more. Elaboration means adding details to the presentation that fit in with the theme of the
presentation.
Possible Elaboration Areas
Painting(s) - on things, backdrops, people, props etc.
Costumes - reflecting the theme or emotional impact of the skit; drama, humor, or
tragedy
Auditory Accompaniment - sound effects, music, rhythm, sound, poem, chant,
and/or rhyme
Patterned or Controlled Movement - dance, exercise, march
Descriptive Prose - story, play, narrative
Lighting and Creative Equipment - things that do things, props, scenery
Decoration on things
Make-up on people
Details on required things
Making it even more elaborate:
The team should be sure all voices, music, effects, can be heard. The team should
be sure all props, crucial detail, scenery can be seen. Videotape a practice
presentation and have the team watch the performance. Ask the team members to
critique their style .. to evaluate their performance like an appraiser!
Are there visual or auditory distractions?
Is the presentation smooth with good transitions from one segment to another?
Is the humor funny or does it get silly? Have your team try to seek a higher level or
humor from slapstick. Remember, humor should not be racial, sexist, or degrading in
any way. Wit, parodies, and spoofs are suggested.
Are all performers acting or reacting (never have anyone just standing and
watching)?
Do all performers stay in character?
Does the music enhance, integrate or synchronize well?
Three-dimensional objects are eye-openers!
Does the script have a definite beginning and end?
Performing and/or non-performing Team Members
All team members are allowed to present the teams solution during the tournament and are
encouraged to do so. Certain team members may elect not to participate in the team’s solution
presentation. In most cases, the team should be able to find tasks for any team member – even
though those team members who do not wish to perform. There have been many solutions
where one or two team members essentially stay in the background the entire performance
making sure that all the technical effects go off without a hitch. A team must have at least 5
team members presenting the team’s solution presentation. If the team is comprised of less than
5 team members then all team members must be involved in the presentation.
Teams should also consider how they will deal with the performance should a particular team
member be unable to make it to the tournament. It doesn’t happen very often but it does happen.
If the team makes the decision that all team members will not participate in the solution
presentation, there are many things that the non-performing team member can do. The nonperforming member(s) can understudy the various parts. They can be “stage managers”,
“costume manager”, or “production manager”.
Also, remember that the only people who can give feed back about how the performance can be
improved are team members. This means they have a critical role as critic, stage manager, or
director. They can watch each practice session with an eye for how a first-time viewer of the
presentation, and how the presentation can be modified for maximum impact. A video camera is
a nice tool to allow the whole team to have a chance to evaluate the presentation.
The non-performing member(s) can also instigate mini “disasters” by unplugging microphones,
knocking over (carefully) props and backdrops, removing a key prop from the performance, etc.
so that the performance team can practice solving problems within the time constraints of the
solution presentation.
If a team does elect to not use all team members in the presentation, it is important to emphasize
that ALL team members can positively contribute to its preparation. Non-performing team
members will rejoin the team during the team’s interview time with the appraisers after the team’s
solution presentation.
Instant
Challenge
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INSTANT CHALLENGES
Although many teams work for months to prepare a solution to their Team Challenge, it is the
Instant Challenge that most often determines the most creative teams and advances them to the
next level of competition. This can be frustrating to many new TEAM MANAGERS whose teams
concentrated solely on their Team Challenge presentation. It is VERY IMPORTANT to teach
teams how to solve Instant Challenges creatively. This can be done through the use of different
techniques and PRACTICE! The Instant Challenge portion of the Program is the essence of
problem solving. After all, aren’t a lot of the challenges we need to solve in life spontaneous?
Because the Instant Challenge isn't known prior to the Competition, it is a particularly challenging
element for which to prepare. Unlike the Team Challenge, there really aren't any restrictions on
the kinds of assistance a TEAM MANAGER can provide in preparing their team for Instant
Challenges. There are many activities that can help a Team be prepared:
All team members are encouraged to participate in Instant Challenge but it is not required. At
least 5 team members must participate in Instant Challenge. If a team has less than 5 team
members then all must participate in Instant Challenge. Teams will not be told the type of instant
challenge they are receiving before they are asked if there are any team members who are not
participating.
TYPES OF INSTANT CHALLENGES
VERBAL
Generally, straight verbal challenges are not used in competition. Verbal challenges require the
team to orally give answers to a prompt.
It could be as simple as “Name things that are blue.” COMMON RESPONSES: sky, blueberries,
blue jeans. CREATIVE RESPONSES: Blue Lagoon, sad people, code blue.
Even though verbal challenges are not used in competition it is important for the team to practice
these challenges. It helps build fluency (giving lots of responses). It also helps the team to “gel”
and learn to build off each other’s responses. They are excellent warm up activities.
PERFORMANCE BASED
Performance based instant challenges involve the team “performing” a solution for the appraisers.
A good outline for the team to remember when solving Performance Based ICs
9. Develop the theme/conflict problem
10. Create characters and their personalities
11. Outline the script
a. Introduction
Present all characters
Introduce the conflict
b. Body
Hit the key scoring elements
c. Conclusion
Solution to the conflict
TASK BASED
Involves the team using materials to move, build, change or protect objects.
EXAMPLE: Using 2 mailing labels and scissors, move 10 cottonballs to a container on the other
side of the room without touching the cotton balls with any part of your body.
EXAMPLE: A team may be presented with a table full of props, given a situation and/or a
location, and then given 6 minutes to prepare a three minute scene to resolve the situation
presented.
Task Based challenges will generally fall into one of these categories
Communication
Verbally or nonverbally communicating instructions between team members
Construction (Tower, Bridge, other)
Using a variety of materials to build a tower as high as you can or to hold weight or a
bridge to span a gap and/or hold weight. Materials can include anything you can think
off: newspapers, toothpicks, rubber bands, mailing labels, straws, marshmallows,
spaghetti, envelopes, etc.
Transportation
Building a vehicle or other device to move or to move something from one place to
another.
Obstacle
Construct an obstacle to keep something from happening or build something to overcome
an obstacle
Protection
Build a device to protect an object (egg, light bulb) from damage during a drop, toss, etc.
Teams will not be told what type of Challenge they are being given.
They should listen to and read the challenge when it is presented and
see where the points are. This will let them know what type of
challenge they are solving and where they need to focus their efforts.
Preparing for Instant Challenges
Have each Team Member act as an appraiser while the others perform an Instant Challenge.
This will give them additional insights into the process and what needs to be done to score the
most points.
Have them practice "piggy backing" answers. This technique is a terrific way to come up with
responses when their own well has run a bit dry.
Even Performance and Task based instant challenges can be further broken down into subclasses of problems. For example, "building something that supports weight" is one "class" of
task based challenge, while "directing a team member without verbal communication" is another.
Understanding these broad classes can help to develop generic approaches and can save a
great deal of time during a competition. Moreover, even if the challenge presented at a
competition is different than anything they've seen before, understanding how to interpret the
"crux" of a challenge will help the Team to respond quickly and confidently.
Appraisers may not hear quiet voices. If the appraiser has to ask the team member to repeat
something, valuable time is lost. It is very important that team members speak loudly and clearly.
Teams should not argue during an Instant Challenge. This not only wastes time but will lower a
score if the challenge calls for the judges to evaluate ‘how well the team works together’. Most
instant challenges include teamwork as a scoring component.
Teams should ask questions if they are unsure of the challenge. The appraisers will probably
refer the team to a specific item in the challenge. Do not ask unnecessary questions as this
comes off your thinking time!
Have team members take turns scoring and timing Instant Challenge sessions.
Review the rules for generating ideas with your team. Remember criticism is not allowed! Refer
to the Creative Problem Solving section of this manual for guidelines for generating ideas.
Practice IMPROV. Encourage teams to use the SCAMPER technique!
Discuss the pressures and emotions of being ‘stuck’. It happens to everyone! Remind them that
they are a team and encourage team understanding!
PRACTICE PRACTICE PRACTICE
Use games like “Scattegories”, “Pictionary” “Outburst” “Password” and “Charades” to practice
Instant Challenges.
Your coordinator may have access to books containing challenges. Borrow them and USE them!
AS TEAM MANAGER YOU ARE RESPONSIBLE TO PREPARE YOUR TEAM FOR INSTANT
CHALLENGE SOLUTION! Don’t leave this to someone else! Ask a parent or you co-team
manager to have practice Instant Challenges prepared for every meeting.
Parents should be encouraged to practice Instant Challenges with their children. Suggest the
above games as good family activities and excellent holiday gifts for team members!
REMEMBER your team should be ready for any type of Instant Challenge. EVERY team meeting
should include Instant Challenge practice! INSTANT MEANS "ON THE SPOT"...BE READY
FOR ANYTHING!
There is NO CORRELATION between the team’s Team Challenge and the team’s
Instant Challenge. Teams doing a Performance type challenge may receive a
building or technical Instant Challenge and teams doing a technical Team Challenge
may receive a Performance type Instant Challenge.
USE SCAMPER TO PREPARE FOR THE INSTANT CHALLEGE!
Substitute
What can I substitute for this, or this for?
Combine
How can I combine this with something else to make it more
effective or better?
Alter
How can this be altered to improve
Modify, Magnify, or Minify
Encourage teams to view things larger, smaller, differently than
usually used.
Put to new uses
The program always uses things for other purposes!
Eliminate
Try eliminating parts of an object to give you ideas.
Reverse
Rearrange the parts of the problem or object for new ideas.
Improv
Improv is an important part of Instant Challenge no matter what type of challenge the team is
given.
There are 7 aspects of improv that teams need to be taught
Games
Play lots of Improv games with the kids. There are a multitude of websites that have
games that teams can play.
Approval/Disapproval
Don’t kill or ignore another team members response. In Improv things must keep going.
Be willing to take risks (and to possibly fail).
Staging
Where is the remainder of the team? Don’t just line up in a line on stage. Turning your
back takes you out of the scene (which can be a good thing at times).
Audience
Know where the audience is
Theater techniques
Talking loudly so they can be heard. Don’t turn your back to the audience. (Although
one theater technique they should know is that a team member can “disappear” by
turning their back to the audience).
Use of Daily Life
During improv it is important to use things that everybody understands. The time is so
limited that if the team has to explain something they have already lost too much time.
Everyone knows about brushing teeth, combing hair, driving a car. Not everyone knows
who or what PikaChu is. Appraisers and audiences need to be able to immediately relate
to what is happening.
Physicalization
Teams need to become comfortable with each other so that they do not mind being close
or even touching each other if that is what the performance requires. Do some team
building activities that require some physical contact so that they learn to trust each other.
If the team needs a chair then a team member can be the chair. If we need sliding doors,
then 2 team members can become sliding doors. Do you need a dais to stand on – then
a smaller team member can stand on the back of another team member laying on the
floor. Teams needs to feel comfortable using their bodies for props, to make a scene, to
provide support for other team members.
Team Exercises / Warmups
Fun with Index Cards: Have the team practice building structures out of a specified number of
index cards. This helps the team learn about strength and balance in structures.
Penny Tossing: Practice throwing pennies and other small objects (poker chips, buttons) into
cups, onto paper plates, etc. This ‘skill’ can be applied to a variety of problems
What Could Go Wrong? This is good preparation for the Teams Challenge. Give 3 minutes to
think, 5 minutes to respond. What can go wrong during a skit and what can be done to recover
from the problem? Serious responses, 3 points. Intentionally silly responses, 1 point. Derivative
answers encouraged. Use a tape recorder so the team can use the responses later.
Use Instant Challenges to help solve the Team Challenge: The ideas listed are intended to
be run as Instant Challenges, with each team member giving an answer in turn. The goal is to
help the team come up with ideas they can use for their Team Challenge Solution. This is the
brainstorming process which Instant Challenge is supposed to teach. The responses should
come as quickly as possible, with no editing. Tape record the responses so the ideas generated
can be used.
Name things you are interested in and would like to learn more about
Name things you can obtain for free
Name things that cost under $1.00
Describe ways to attach two things together
You are moving things around and setting things up. What can you do to keep the
audience entertained while this is going on?
Name things you know how to do or are good at doing. Can you think of ways to
incorporate what you’re already good at into your solution?
You have (insert object here) only. How many ways can use it in a presentation?
Try this problem with different common and unusual objects: a cardboard box,
piece of wood, toy car, skateboard, bag of leaves, computer, 3D glasses, vacuum
cleaner, etc.
Name things that can be worn.
People often wear things that say something about themselves. For instances, a
policeman carries a badge, a fireman wears a red helmet, a businessman has a tie.
Think of different kinds of people and what you’d need to wear in order to pretend to
be that kind of person.
Think of ordinary things that can make sounds.
Watch a movie. How do sounds and music enhance the story? How would the feel
of the movie change if the sounds and music were different?
How can you convey a place? Choose a place and think about its essential
characteristics. Is it indoors or out? Bright or dim? Noisy or quiet? Are there
certain kinds of furniture or styles of buildings? Is it best depicted with detailed
cardboard scenery flats or with a single piece of furniture? Or a sign? How could
you depict the area in pantomime? Could it be shown using sound alone? What
about smell?
Advertisers often take ordinary products and use creative ways of promoting them.
Think of TV commercials for ordinary products like soda, cereal, sneakers, etc. How
do they add pizzazz and excitement to the product? How do they make you
remember the product? Can you use this method to add to your solution?
Name thinks that someone who is 40 likes and then dislikes. Name things that
someone your age likes. How are they different from what older people like?
Create your Own Task Based Instant Challenges
You want to practice Instant Challenges with your team. You've used every problem in every
book you can find. Out of ideas? Try this! Take one or more items from the first column, choose
a type of creation from the second, and choose an objective from the third.
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Judging Team Work in Instant Challenges
Some Instant Challenges will include judging for team work. The following are general guidelines
that could be used by Judges to score team work.
When observing team work, the following elements become evident:
1.
2.
3.
4.
5.
6.
7.
Cooperative spirit
−
Positive attitudes and reinforcement of all team members
−
Absence of negativism
Team Identified Roles
−
Tasks may be divided equally among the team
−
A leader’s role is identified immediately or at some point in time
−
Roles may have been pre-assigned prior to arrival at problem site
Acceptance of idea of others
−
Sharing of ideas
−
Acceptance of ideas of others
Diversity of Ideas:
−
Numerous ideas
−
Ideas discarded and implemented
Ability to work through disagreements in a constructive rather than destructive manner.
Ability to work on a solution together utilizing the combined skills of all team members.
Ability to come to a consensus for the purpose of solving a problem
SCORE RANGE: 1 – 10 points
1-3
4-7
8-10
Dominating individual who limits participation of others
−
Cooperation is minimal
−
Little sharing of ideas
Some evidence of individual team member roles
−
Some cooperation
−
Some evidence of accepting ideas of others
Leadership and team roles are easily identified
−
Diversity of skills mutually respected and evident
−
Team dynamics are exemplary
SCORE RANGE: 1 – 20 points
1-5
6-10
11-15
16-20
Dominating individual who limits participation of others
−
Cooperation is minimal
−
Little sharing of ideas
Some evidence of individual team member roles
−
Some cooperation
−
Some evidence of accepting ideas of others
Acceptance of team roles above average
−
Good cooperation
−
Sharing and acceptance of ideas of others
Leadership and team roles are easily identified
−
Diversity of skills mutually respected and evident
−
Team dynamics are exemplary
Playing With Your Food!
(French Fry Instant Challenge)
compiled by Cherie’ Moen (ND)
Have a team meeting at McDonalds or other fast food restaurant. You can come up with all types
of Instant Challenges.
1)
The old standby: “Say something to or about this fry.” (or this group of fries.)
2)
See if the restaurant will provide a few extra cups and straws and let them build a structure
as tall as possible that would support 5 average Fries
3)
Build a structure out of your packet of fries which will support one Big MAC ™ at least two
inches off the table. Scoring:50 points for each inch off the table minus one point for each
fry (or partial fry) used.
4)
“Before you, in your packet, you see the French Fry Family reunion. Each person is to pick
a fry, tell how they traveled to the reunion, and then eat the fry.” Score 1 pt. for common, 3
pts. for creative responses.
5)
Each person is to take turns constructing a picture out of fries. Each person lays down one
fry, then the next lays down one fry, and so forth. When each team member has laid down
six fries, the picture is complete. Score on creativity of the picture.
6)
When the above picture is complete, the team has five minutes to discuss and then three
minutes to present a story about the picture.
7)
Using the french fries and other items on the table, you have ten minutes to discuss and
three minutes to perform a play. Score on teamwork and creativity.
8)
Build a structure with fires that can support the box they came in. Award points for height
9)
Creatively decorate a fires with ketchup, and whatever else is available (salt, paper, pepper)
10) Like # 7 or # 9, but the team is prohibited from using ketchup as blood.
11) Build tallest structure - allow breaking of fries, but no “glue”.
12) Describe how to divide fries equally among the kids before the fries get cold.
13) Spell words
14) Make pictures
15) Put the potato back together.
16) What do French Fries think of during their “life”
17)
“Show different uses for this French Fry. My kids came up with lots of fun answer. The last
kid smashed the fry with his fist and said, “A worm after its been run over by my Mom’s car.”
One GREAT thing about fast-food places is they have plenty of straws!! Have them build towers
out of ONLY straws. Have them build bridges between tables (You may need to provide some
mailing labels for this one). Have them create “creatures” out of the trash left over from their
meals.
The weird looks they get from the other patrons help the kids to “get over” any shyness they
might have about performing in front of others. Of course, if you are at the next table trying to do
“one better” on whatever task you’ve assigned, it helps to take some of the embarrassment away.
Try not to be too formal (no real time limits, no formalized scoring).
Where to find Sample Instant Challenges
There are sample Instant Challenges in the National Team Managers Manual.
Visit various affiliate websites and you will find links to sites with Practice Instant
Challenges. You can buy CD’s at www.shopdi.org that contain sample Instant
Challenges. Contact your school coordinator and they may have books you can
borrow. Talk to experienced Team Managers and they will generally have
sample challenges. Write your own challenges.
Team
Building
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Personality Styles
DI Teams are often made up of a variety of personalities. Refer to the document “What Makes a
Good DI Team” elsewhere in the Getting Started section of this manual. Having different
personality types can lead to conflicts within the team because the different types sometimes
have trouble working with each other. It is the job of the Team Manager to try and recognize the
different styles that the team members have and teach them to work with each other.
There is a very simple Personality Style worksheet at the end of this section. This is an
unscientific way to categorize Personality Styles. Have each team member complete this
worksheet and have them identify what personality style they exhibit.
The next page is entitled Four Styles of Communication. This table helps define how each of the
Personality Styles Communicate. After each Team Member has identified their Personality Style
it would be useful to study this table so that each team member understands how their other team
members communicate.
The next page deals with Communication Tendencies. There is no “test” to determine what
communicator type a team member falls into. However, a Team Manager can use this table to
learn something about their team members.
The page with the tables labeled “How to Communicate with the Four Styles” and “How to
Increase Flexibility with the other styles” could be shared with the team after they have identified
their own styles. Understanding this chart could help team members as they try to share ideas
with each other.
Following these charts are some Team Building Exercises and a chart showing the normal stages
that a team goes through as it is forming.
Page 1
TEAM BUILDING EXERCISES
Monster Relay:
The team has to get from point A to B with only 4 legs and 4 arms touching the ground. You get
all kinds of walking : human pyramids or things where they're on each other's shoulders or such.
It takes a fair amount of organizing: and usually the first couple of tries collapse in a pile of
laughing kids. This is probably more of an outdoor activity. It can be done with four to seven.
Instead of teams, make it a group problem with no competition. You might want to lessen the
number of arms and legs for fewer people. Or start with 4 -if they get that try 3 etc.
Circle in a Circle Place your arm through a rope loop or hula-hoop. Now have everyone join hands, have the team
move the loop around the human circle. If you break hands start over again. When the team
gets back to where it began the goal has been reached.
When your group gets really good at this game place 2 or 3 hula hoops in a circle. Then the
team tries to have a 2nd hula-hoop catch the first, etc.
Letters and Numbers
Give the each persona letter or number to make using only members of the group. Everyone
must be included in the solution. Have the group make several shapes or letters
Lighthouse
Pick a player to become a lighthouse and a ship. The rest of the players are rocks. Blindfold the
ship. In the boundary area (ocean) have the rocks set in a spot and freeze. Stand the lighthouse
at one end of the ocean and the ship at the other end. Have the lighthouse guide the ship, by
giving verbal directions through the rock hazards to safety. Make sure the rocks spot the ship in
case of it sinking on the rocks.
Stretch
"Choose two objects about 20 feet away from each other. Have the team s make a solid line,
holding hands between the objects. As a group, team s stretch out as far as possible trying to
reach the other side. Keep challenging the group with further distances.
Skin the Snake
All players line up behind one another. Reach between your legs with your LEFT hand and take
the RIGHT hand of the person behind you while reaching forward with your RIGHT HAND.
Without breaking the chain, start the game.
The last person in line lies down on their back. The rest of the line backs over them (Be careful
not to step on them) as each person reaches the end of the body
Page 2
Magic Shoes
Set the boundaries lines about 4 feet apart. Have the team stand behind one boundary, while
facing the other.
Tell the team all the directions. The entire team must get from one boundary to the other In
between boundaries is a pit. The only way to get across is by using the invisible magic shoes
(any pair of shoes). All players end up on the other side.
Rules:
•
•
•
•
1. Everyone must wear the shoes one time going one way.
2. Shoes may not be tossed back to the other side
3. Once you have worn the shoes you may not wear them again
4. the same person must wear both shoes.
Let everyone work as a team to figure out a solution.
Caterpillar Relay
Each team forms a long line and each team member must hold the waist of the team member in
front of them. They may stretch out as far as possible so long as they do not separate. When the
whistle blows, the team member at the back goes done on their hands and knees and must crawl
through the legs of the whole group. When they get to the front the team member jumps up, their
waist gets grabbed, and the team member who is now the back goes through. You can either do
this down to the finish line or down and back (by reaching the turning point and having all team
members spin around so they are facing the way they came.)
Standing Twister or Knots
Put each group in a huddle. Each person extends his right hand and grabs the hand of another
person in the huddle. Each person then extends his left hand and grabs a different person's
hand. No two people should be holding the same hand. The object is to have the group untangle
themselves slowly without ever letting go of hands. Some people will have to step over other
people, some will go under people, some will get twisted and have to untwist and turn to unravel
themselves.
Knots
Stand in a circle, shoulder to shoulder. Ask everyone to reach out and grab two other hands. (You
cannot have both hands of one person, and you cannot have the hands of persons on each side
of you.) If possible, try not to criss-cross. Now untangle so that all are standing in a round circle
again.
Page 3
Blind Build
You need floor space, and varied shaped and colored blocks, paper, or Tinkertoys. You will
create sets of 8 or 9 for yourself, and each group of 4-5 players (sets must be identical to one
another). You will then build a sculpture or a flat arrangement of them and place it where it is
hidden from view. Each group has a “runner” whose task it is to look at your hidden model, then
run back to the group and attempt to tell them how to construct the model with their set.
The catch is that the groups cannot use any of the following:
• shapes of any kind
• any color whatsoever
• the words “above,” “below,” “left,” or “right” a
• the group may not ask any questions
• the runner is not allowed to point.
The runner may look at the model as many times as possible but may not take notes or speak to
the group until he or she is sitting with the group
This is an interesting game because when you take the obvious communications devices away
from the group, they establish their own “language” without any help from you. They simply must
communicate and so they often agree to name or number the pieces so that they can refer to
them, and find new ways to describe directions. I deliberately place kids together who have
nothing in common because I find that when they focus on the object of this game, they forget
they have nothing in common and the atmosphere of my class automatically improves.
Alligator Attack
Each team is given a piece of cardboard just big enough for all group members to stand on. All
teams are at one end of the field or gym. All members must have a hand in carrying the
cardboard (their "boat"). The leader will have a choice to two commands: "Go" means the team
may advance forward, holding their boat, at any speed: "Attack" means that the team must place
their boat on the ground and all members must get aboard and stay there. If one member should
fall off the boat, the whole team is a goner. The last team on their boat is eliminated or must take
a chunk out of their boat before the next "Go" command. See how many teams make it to the end
of the field or gym.
Life Boat
Tape a square on the floor smaller than an area where the whole team could stand. Tell the team
there will be a flood in the next 5 minutes and the only safe place is in the square (lifeboat). This
feat can be accomplished by each team member putting one foot in the lifeboat and holding
hands with the person across the boat, everyone balancing through the use of teamwork. Don't
give the answer, let the team struggle to figure it out.
Stepping Stones
Hand the team four blocks 2"x6"x6". Tell them they have to get the whole team across the gym
without touching the floor. Any team members who touch the floor must go back to the starting
point. There are no right or wrong solutions, but teamwork must be utilized.
Blanket Ball
Two blankets and at least one ball are the equipment. Students gather around three sides of each
blanket. A ball is tossed between blankets. Teams must work together to catch and throw the ball.
Page 4
As students become better at blanket toss, they may trade two balls simultaneously, and they
may begin longer distance tosses, moving a pace further apart at each catch and a pace closer
together at each miss. Go outside and do this with water balloons.
Pencil in a Bottle
Students face back-to-back in pairs. A string is tied around their waists so that they are separated
by approximately 3 or 4 feet. A pencil on a string is tied to the middle of the first string so it hangs
vertically. A soda pop bottle is placed below the pencil. The goal is to get the pencil in the bottle.
Variation: use a coffee can, blindfold the pair, and have the teammates provide the clues.
Blind Maze
One student from each group shuts his/her eyes. Beanbags, paper, or other markers are placed
about the area in a random arrangement. The blind student must step on each marker. The rest
of the team can call one direction at a time and then must allow the blind student to carry out the
whole direction before calling out another direction. This game can be timed and students can try
to beat their own record.
Balance Beam
Place a long board on two cinder blocks. Have as many students as possible stand on the board.
They are told they are in a lifeboat and there are alligators in the water. If any of them fall in, the
alligators will know they are there and they will all die. Have students line themselves up by
height, birthday, the second letter of their first name, etc.
Dragon'
s Tail
Students form the dragon by standing in a line, hands on the hips of the person in front. A
handkerchief (dragon's tail) is placed in the back pocket of the person in the back of the line. Now
the dragon lets out a few yells and at a signal the dragon tries to catch its own tail. Of course, the
tail tried to avoid being caught. When caught, the tail becomes the head and the game begins
again.
Compiled by Grace La Torra, NM from Odyssey Listserver
Group Up
Leader calls out a trait or characteristic and group regroups accordingly. Start with age, grade,
favorite foods, and generic groupings. Categories for DI might be “Who plays an instrument?
Who has used a power saw?” ...likes to draw or do art, ...likes to build with Legos, ...has made a
mask or costume without any sewing, ...has built a model airplane or car, etc. Variation: Try
having them line up according to birthdays (youngest to oldest) or tallest to shortest without any
talking.
I, Me, My
Give out 10 beans (candies, peanuts, etc.) each and have the group converse and mingle. If
anybody says the words “I”, “Me”, “My” they must give up a bean to the person they’re talking to.
Whoever was able to get others to open up about themselves and has the most beans in five
minutes is the winner.
Page 5
Cooperative Musical Chairs
Played just like the classic except that when the music stops and a chair is taken away, the team
members must make sure that everyone can still sit down. First they share a chair or three
people share two chairs, but as time goes on they must sit on laps or in piles. Some players may
even decide to become chairs themselves!
People of the Mountain
In the old King of the Mountain game the object was to keep everyone else off the hill. In this
version, you set a piece of posterboard on the floor (2 ft X 3 ft) and the king must help each
member stand on the mountain with him. As with musical chairs they must pile up and/or snuggle
up for this to work.
Mr. and Mrs. Right
This activity teaches listening and cooperation. Each person is given a penny and grouped into a
circle. Explain that every time they hear one of those two direction words they pass the penny
that direction. The first time you do this they will get all confused and some will end up with
several pennies and some with no pennies. The goal is for everyone to have a penny at all times.
This game points out that the goal is to listen and pass with the group – not to hold on if you think
you are “right”. Here is the story:
Mr. Wright tried to call Mrs. Wright from his office because he had left his briefcase right
next to the kitchen door. Since Mr. Wright couldn’t reach his wife, he left right in the
middle of a meeting to go right home to retrieve his briefcase from where he had left it.
However, Mr. Wright bumped into Mrs. Wright just as she left the elevator. Mrs. Wright
walked right up to Mr. Wright and left him with his briefcase. Mr. Wright kissed Mrs.
Wright on her right cheek and then left her in the hall and went right back to the meeting
he had left.
Electronic People Machine
Variation One: Tell the team that they are a machine that makes zippers (or anything else
you think up). Each team member adds himself on to the machine one person at a time.
Variation Two: The team decides what machine they are and then puts it together.
Variation Three: One team member stands up and starts being a part of a machine. In turn,
each team member adds him or herself on to make the next part of the machine. They
decide at the end what they are doing/making.
Page 6
Make a Picture
Start each teammate with a piece of 9 X 12 construction paper and a glue stick. Then put a piece
of poster board on the table and have the team line up facing it. Blindfold everyone. Tell them
that they must make a picture of some object. They must tear the paper to make their part of the
project and paste it on.
Variation One: Whisper in each person’s ear what part they are putting on the picture. You can
let them figure out if they want to line up in order or not.
Variation Two: Make it completely non-verbal and let them figure out what comes next and add it
on.
Count to 10
As a group – individually! Only one person can say one number at a time until the group has
collectively counted to ten. If two or more say a number at the same time the group must start all
over again. MUCH HARDER than it sounds. May take a few days to even count to five!
Songs by Syllables
Start with pairs of team members. Pick a song everyone knows by heart (Row, Row, Row Your
Boat). Each person sings just one syllable of the song alternating back and forth and keeping up
the rhythm so that it sounds like one voice. Keep going until you are really in rhythm and sync
with each other. Then try it as a whole team. This is a good activity to bring out every once in a
while when you need to get everyone focused again.
Never is Heard a Discouraging Word
If the team is swirling into a full-fledged gripe session with lots of negativity, try requiring any
complaints to be sung – any tune will do – operatic singing makes it even funnier! Can’t stay mad
or negative when you are laughing!
Cat’s Concert
Variation One: Each team member decides independently on a song to sing. When the team
manager signals, everyone sings his/her song simultaneously. See how long it takes for some to
switch to another teammate’s song.
Variation Two: Pick one song. Each team member is a instrument of his/her choice. They can
even act out the action of the instrument as well as the sound.
Variation Three: Now have one person start singing a song and the other team members join as
instruments or harmony singers to make pretty music. No one can do the exact same thing as
anyone else.
Let’s Meet in the Middle
Blind fold two people and start them from opposite sides of the room. The objective is to meet in
the middle and shake hands. This is a good mediation diversionary tool.
Variation One: The remaining team must direct and encourage them verbally.
Variation Two: The team has a minute or two to determine a non-verbal communication system
to direct them. Will you allow movement of the others? Can they use other senses, like scent or
taste?
Variation Three: (hard) Allow no planning and the remaining teammates must non-verbally direct
them.
Page 7
Role Reversal
Use made up scenarios or a scene from a common storyline (like Cinderella talking with her
stepmother, Dorothy and the Wicked Witch, or the Grinch and Cindy Lou Who). Pick two team
members to act out the storyline. But keep it short! Then, just as they get to the conflict part,
make them switch characters and finish the scene. This can also be used when two teammates
are in conflict – have them role play the problem they are having then switch to the other’s point
of view. Talk about how that feels and what solutions might be agreed upon.
Good Things Session
If the team is bickering and not saying many good things about each other, have a “good things”
session where the team sits down and each team member states one or two things that they
appreciate about everyone else in the circle. it can be a real eye opener that there are others in
the team who value you and that you may bring something to the table that you hadn’t even
realized!
Page 8
STEPS TO TEAM BUILDING
1. Forming
2. Storming
3. Norming
Uncertain, tentative
Conflict surfaces
Serious topics and
feelings avoided
Team is still
organizing
Conflicts worked out
Management direction
may be unclear
Goals may still be
unclear
Harmony becomes the
norm
Goals and
expectations unclear
Hostility
defensiveness
Sense of team
competence and pride
Talk a lot
Disagree with one
another
Feel comfortable –
sense of belonging
May vie for
information
leadership
Share willingly
Polite
Throw out opinions to
see how others react
Fearful, anxious
Optimistic
Looking for sense of
belonging and
acceptance
Provide clear
direction
Get members
acquainted
Create positive
atmosphere
Give straightforward,
simple tasks to
perform
Feel demands of team
work – may resist
commitment to task
Open up conflict
Move toward
negotiation and
consensus
Get members to
assume more task
responsibility
Negotiate rules
Be sensitive to team
members need for
direction
Very little work gets
done
Output is still low
Members committed
to task
Feel pleasure in
working together
Team members fully
functional and
interdependent
Team organizes self
in highly flexible
ways
Innovation and
experimentation in
problem solving
Function well
individually and as a
team
Empathetic with one
another
Work earnestly
Experience personal
growth
Let team provide own
task direction
Participate, consult
and inspire
Provide direction in
building solid
relationship, trust
Be involved in tasks
as needed
I told celebrations
Encourage team to
review own goals and
progress
Keep communication
and information
flowing
Reinforce and
celebrate achievement
Be a listener,
facilitator
Provide new vision
Moderate to high
Very high
Adapted from Bruce Tuckman
Page 9
4. Performing
Four Styles of Communication
FROM
Relaters:
COMMUNICATING AT WORK BY TONY ALESSANDRA AND PHIL HUNSAKER
Socializers:
(Phlegmatic, Watcher, Blue)
• Indirect
• Supporting
• People oriented
• Dislike interpersonal conflict
• Relatively unassertive, warm,
reliable
• Works slowly and logically
• Excellent ability to gain support
from others
• Dislikes risks
• Likes data and anecdotal info
• Concerned with stability
• Seeks security
• Likes close personal contact
(touchy-feely, warm-fuzzy)
• Sincere
(Sanguine, Talker, Orange)
• Direct
• Supportive
• Friendly
• Enthusiastic and energetic
• Creative thinker
• Be where the action is
• Fast-paced
• Priority on relationships over tasks
• Seldom concerned with the facts
and details
• Most persuasive
• Stimulating, talkative and
communicative
• Risk-takers
• Base actions and decisions on
intuition
• Don’t like being alone
• Dislike conflict
Thinkers:
Directors:
(Melancholy, Analyzer, Green)
• Indirect
• Controlling
• Primary concern is accuracy
• Emotions take a back seat
• Security conscious and avoid risks
• High need to analyze data and
facts
• Work slowly and precisely by
themselves
• Avoid conflict
• Likes to contemplate
• Dislikes involvement
• Loves to investigate, delve into a
problem or puzzle
(Choleric, Worker, Gold)
• Direct
• Controlling
• Inner need to take charge of
situations
• Concerned with bottom-line results
• Fast-paced
• Priority on tasks and goals over
relationships
• Tend to exhibit great administrative
and operational skills
• High achievers
• Likes change
• Works well alone
• Not afraid to challenge people
• Likes “the rules” as long as they
agree with the rules
Page 10
Communication Tendencies
FROM COMMUNICATING AT W ORK BY TONY ALESSANDRA AND PHIL HUNSAKER
Indirect or Direct
Describes observable behavior
Communicate by asking or observing
instead of stating or showing
Communicate by stating and showing
Ask many questions and listen more than
they talk
Ask questions later or leave that for
someone else
Seem self-contained
Are outspoken communicators who often
dominate business meetings
Appear objective, quiet and reserved
Focus their attention on the environment
Allow others to take the social initiative
Are more talkative and dominant
Are very risk-conscious
Enjoy taking risks and want results now
Are less confrontational, less demanding
and less assertive
Are not afraid to confront, demand and be
assertive
Value predictability
Are slow-paced, low-key and sometimes
perceived as meek
Become impatient when things don’t move
fast enough
Speak slowly and cautiously
Speak in loud, gregarious, and sometimes
aggressive tones
Generally conservative in appearance
Present a bold visual appearance
Supporting or Controlling
Describes why we do the things we do
Are motivated by their relationships and
feelings
Are motivated by goals and the task at hand
Are emotionally open
Are emotionally reserved
Talk with their bodies, using vocal
inflections and eye contact
Have a restricted range of verbal, vocal and
visual expression
Respond to the interests of others to aid the
development of relationships
Are more interested in working through
people than with them
Have a time perspective organized around
the needs of people first
Have a time perspective organized around
the tasks first
Experience life by tuning in to the feeling
states and reacting to them
Focus on the tasks or ideas in question and
respond primarily to those not the person
Page 11
HOW TO INCREASE FLEXIBILITY
WITH THE OTHER STYLES
How to Communicate with
the Four Styles
How to communicate with a Relater:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Be warm and sincere
Show personal interest
Assume they’ll take everything personally
Listen actively
Allow them time to trust you
Move along informally and slowly
Compliment their teamwork
In a group setting this person may get feelings
hurt easily or may remind the group to consider
another’s feeling
How to communicate with a
Thinker/Analyzer:
•
•
•
•
•
If you are a Relator:
You must say no occasionally
Try not to be overly sensitive to the feelings of
others or your own
Be willing to reach beyond the comfort zone to
set goals that require stretch and risk
Delegate to others
Recognize that a brusque or attention grabbing
attitude of someone else does not diminish you
If you are a Thinker:
Be thorough and well prepared
Ask questions and let them show you what they
know
Be systematic, exact, organized and thoughtful in
you approach
Support their need to be accurate and logical
Allow time for deliberation
List advantages and disadvantages of any plan
Don’t get defensive if they seem to find fault with
your idea or plan – they are thinking through the
obstacles or imperfections
If they are quiet in a group setting you may need
to draw them out by asking their opinion
How to communicate with a Talker
/Socializer:
•
•
•
•
•
•
•
•
•
•
•
Show concern for and appreciation of others
Try shortcuts and time savers
Try to adjust to change and disorganization
Work to initiate new projects
Try to improve timely decision-making
Use compromise
Don’t be afraid of the possibility of making
mistakes
Question less and accept more when the stakes
are not too high for you
Consider others’ feelings
Try not to be too rigid
If you are a Talker/Socializer:
Support ideas, dreams, opinions
Be interested in them
Avoid conflict and arguments
Compliment their energy, charisma
Make notes of specific agreements
Be willing to play “second fiddle” to their
entertaining way of communication
OK to be animated, flirty, entertaining, witty in
response
In a group setting this person may be on to the
next big idea before the group is finished working
out the current plan
How to communicate with a
Worker/Director:
•
•
•
•
•
•
•
Control time and emotions
Develop a more objective mindset
Spend time checking, verifying, organizing
Concentrate on the task
Try to reduce attention-grabbing behaviors
Try to listen to other’s input logically and
unemotionally
•
If you are a Worker/Director:
Support their goals
Be willing to keep communication to the task at
hand
Talk about desired results
Keep personalities out of relationship (recognize
ideas rather than the demanding way they
present those ideas)
Be well organized
Argue on facts not feelings
Recognize that they may speak brusquely in
response to you or may rush you to make your
point
Page 12
•
•
•
•
•
•
•
•
Practice active listening
Work on projecting a more relaxed image
Develop patience, humility, sensitivity
Recognize some are slower thinkers or decisionmakers and help them see your point
Use caution, show concern
Identify more as a team player
Be aware of existing rules or conventions
Go back to the top of that email and add a
greeting and opening sentence to soften your
message
!
Working across the worksheet, quickly select the description that bests describes you.
Do not spend time thinking about it – go with your “gut” reaction.
"
#
!
$
%
!
$&
!
$
%
$
Outgoing
Dominating
No-Nonsense
Easy Going
Cluttered
Trophies, Awards
Books, Laptop, Charts
Relics and Keepsakes
People Oriented
Results Oriented
Facts Oriented
Process Oriented
#
Friendly
Restless
Reserved, Aloof
Warm, Caring
0
Drifting
Impatient
Selective
Willing
About Ideas
About Achievement
About Organization
About People
#
Empathetic
Commands
Assesses
Sympathetic
'
Quick, Impulsive
Quick, By the Books
Objective, Fact Based
Emotional
Short Attn. Span
In a Hurry, To-Do List
Gets Lost in Research
Slow and Considered
Enthusiastic
Fast
Controlled
Steady
&
Animated
Direct
Reserved
Low Key, Warm
1
Open, Lots Used
Targeted, Precise
Closed
Touchy-Feely
'
Stylish, Creative
Classic, Businesslike
Restrained, Simple
Casual, Frilly or Comfy
Friendly, Outgoing
Forthright
Evaluating
Accepting
Big Ideas
Bottom-Line
Facts
Feelings
*
!
Page 13
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Page 14
Creative
Problem Solving
Techniques
Page 15
This Page Left Blank
Page 16
CREATIVE PROBLEM SOLVING
This section of the manual is not a tutorial on Creative Problem Solving
Techniques. The purpose of this section is to expose the Team Manager to
different techniques and ideas that they may wish to explore and use with
their teams.
ASK THE RIGHT QUESTIONS!
Learn to phrase questions that offer a wide range of creative thinking and not limit your team to
accepted ideas. For example: ‘How can you build a better mousetrap?’ would make students
picture an already designed mousetrap. Rather, ask ‘How can you get rid of mice?’. This allows
more divergent thinking.
REDUCE FUNCTIONAL FIXEDNESS
Functional fixedness is when a person sees only one use for an object, the one it was intended
for. For example: A pen is used to write with and some will only see it used this way. Team
members are encouraged to see it as many items; a back scratcher, an ice pick, a hole puncher
etc. We want teams to develop flexibility in their thinking.
GENERATING IDEAS:
The focus of Generating is to come up with as many potential solutions as possible
before trying to select the best ones:
Clearly state the problem to be solved. For complex problems, it is best to try to break
them down into smaller, independent problems and solve them separately.
Generate as many potential solutions as possible WITHOUT judging whether they are
good, bad or meet all known constraints. It is VERY important that ideas NOT be
judged during this idea generation phase as that will tend to stifle additional ideas.
Test generated ideas to determine if they are possible. Prune (or modify) ideas that do
not meet known constraints. Critical constraints include the resources of available
time, finances and skills.
Evaluate the ideas to determine which are the most promising.
Conduct experiments or "feasibility studies" to validate assumptions of analysis.
Focus energy on "best few" approaches, refining to "best one" with time.
Page 1
QUESTIONING TECHNIQUES FOR PROBLEM SOLVING
Problem solving is not a singular event. It is a series – a sequence – of solution finding using
different techniques, one following another. One method may give you part of the answer and
then a second or third may finalize a solution.
What the team is doing is thinking – or learning how to think. It is difficult, painful and time
consuming. Essentially, the must research and implement multidimensional problem-solving
techniques, organize their thoughts and become great planners.
For our purposes, we will concentrate on how to develop both you and your team members into
professional questioners. Teams must ask the right questions to get the right answers. You must
generate a huge number of questions until, by logic or luck, you stumble across the question(s)
that unlocks the secrets they seek.
Think about this. Nothing new is learned until a question is asked. You begin with a blank white
sheet of paper and create knowledge. You work, work, and work until the inspiration hits.
The team should begin by asking itself
What exactly is it what we must do?
How can we rewrite the problem in our own words to make it real and useful to us?
Can we do this?
What research would help give us the background we need?
What additional question(s) will our research generate?
Concentrate on the target points – those elements of the problem by which the team will be
judged.
Following are questioning principles and sample questions that you should use during practice.
Distribute this list to your team members and encourage frequent use.
Page 2
Questioning Principles
Isolate the specific problem you want to solve.
Ask many questions, in a series, about the process, subject, thing, etc.
Have a team member ask each question listed below
Don’t be too general or vague. Try to be specific, narrow the questioning
Restate questions as statements and hypotheses, if needed.
Questions
What should be done?
When should it be done?
Why is it necessary?
Where should it be done?
Who should do it?
How should it be done?
What about . . . ?
What if . . .?
Can this be tested?
What if this were enlarged?
What kind of tests are best?
What if this were smaller?
What could be omitted?
What could be carried to extremes?
How about miniatures?
What if this were lower?
How about less length?
How could this be done faster?
How could we make this lighter?
How else can this be arranged?
What if we change the order?
What should come next?
What about cause and effect?
What are the opposites?
What are the negatives?
Why not up instead of down?
Should we turn it around?
Suppose we leave this out?
Why not fewer parts?
What should be left unsaid?
How can this be streamlined?
What if this were divided?
Should it be stronger?
What can we add?
How about a bigger package?
How about more time?
What if this were done more often?
What color would be better?
What idea does it suggest?
What else can we do with sound?
How about changing the shape?
Can we combine ideas?
What else can be made from this?
Who’s style can we emulate?
What can we substitute?
Would an assembly line work?
How can we improve the appeal?
Could we make it cheaper?
Who else could do this better?
How can we add more value?
How could we make this stronger?
How about saying it in reverse?
Page 3
DIamonds are Forever.
Successful DI teams Generate and Focus Ideas in a Diamond
Pattern. During the Generating Phase the team will generate many
ideas, deferring judgment (positive or negative) of all ideas
generated. (The Diamond grows large). Then the team Focuses on
a solution by evaluating all ideas, slowly narrowing the field to the
single best idea.
RULES FOR USING THINKING TOOLS
TO GENERATE OPTIONS
There are rules for brainstorming that your team should follow. REMIND YOUR TEAM:
Use Deferred Judgment: Do not evaluate ideas while generating ideas. A poor idea
may trigger a good idea for someone else. There should be no criticism of ideas
while generating ideas and options.
Seek Quantity: The larger the number of ideas, the greater the chance for reaching the
best solution!
Freewheel: The wilder the ideas, the better. Offbeat, silly ideas may trigger practical
breakthroughs that might not otherwise occur! It is sometimes easier to “tone down”
a wild idea than to “jazz up” a mundane idea.
Look for Combinations (Encourage Hitchhiking): Team members should be
encouraged to combine ideas. They might get an idea from a teammate and change
it slightly. This is called ‘hitchhiking’. One idea builds on another. This leads to the
improvement of ideas.
RULES FOR USING THINKING TOOLS
TO FOCUS OPTIONS
There are rules for brainstorming that your team should follow. REMIND YOUR TEAM:
Use Affirmative Judgment: Look at all ideas from a positive perspective. If there are
problems with the suggestion then look for ways that it could be made to work. The
“ALoU” tool is good for this. Look for the Assets of the idea. What are the Limitations
that we need to overcome. What is Unique about this idea.
Be Deliberate: Evaluate every idea.
Stay on Course
“Do what you are doing.”
management tools to stay on the current discussion.
Page 4
Use meeting
Consider Novelty: Is this a new way to do something? Has it been done before? Has
it been done before – but not like this? There are not very many NEW ideas, but
there ARE many new ways to combine things in a novel and unique way.
The SCAMPER Technique
The use of an idea checklist is an easy way to improve your ideas during a generating session.
The following words (S.C.A.M.P.E.R.) are designed to serve as triggers for new ideas. Teach
your team this technique, and they’ll have more creative ideas.
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RESOLVING PROBLEMS USING BRAINSTORMING
Clearly identify what needs to be decided
Brainstorm ALL possible issues that might impact the decision
Prioritize those issues
Identify which are “critical”, “desirable”, … on down to “irrelevant”
Brainstorm possible experiments – including measurements
Conduct experiments
Evaluate the results
Loop back through the process if the results aren’t acceptable
Page 5
2
2
The Creative Thinking Skills Process
I.
Recognize the problem (knowledge)
II.
Define the problem (Comprehension)
III.
Gather ideas and Data (Application)
IV.
Rank Ideas and Data (Analysis, Synthesis, Evaluation)
V.
Test the ideas, draw conclusions, evaluate conclusions (Analysis,
Synthesis, Evaluation)
Page 6
Formalized Decision Making
Formalizing the decision making process is not something that comes naturally. It is not easy to
do well and "wrong" answers can result if care isn't taken. The chief benefit these methodologies
offer are that they allow much of the emotion associated with decisions to be suspended and
logical discussion to predominate. This allows people who originally disagree on a decision to
discuss the alternatives without it becoming "personal". Moreover, these methods encourage
looking for additional alternatives. Often, the "best" solution when considering two alternatives is
to uncover the aspects of those alternatives that make them desirable and then discover and
adopt a third, as-yet-unconsidered alternative. Most importantly, emotional arguments can go on
forever -- and make those involved LESS willing to work together. Logical discussion focused on
the merits of the ideas generally bring the parties closer together by understanding each others
values and allow decisions to be made quicker and more amicably.
The following is one method for making decisions – you may want to research other methods.
Matrix Decision Making
The focus of Matrix Decision-Making is to systematically evaluate a limited number of alternatives
to determine which one(s) hold the most promise.
Clearly state the problem. A clear statement is key for any problem solving method to
work.
Generate a list of all the desired outcomes that can be affected by the decision. Put these
along one axis of a matrix (i.e. write them in the first column down the left side of a piece
of paper).
Generate a list of feasible solutions. Typically, brainstorming approaches are used to
generate a list of "best few" alternatives before applying matrix methods to evaluate
them. Put these along the other axis of a matrix (i.e. write them across the top of the
same piece of paper).
Score each solution by how well it accomplishes the desired outcomes (i.e. give it a rank
of 1 - 10). Typically, it is a good idea to include an outcome that measures how
easily a solution can be solved using the available resources.
Spend some time evaluating which of the outcomes are the most important. While it is
often difficult to explicitly weight the outcomes, it is usually possible to rank them
from "most important" to "incidental" -- or break them into broad "bands".
Focus on those solutions that score highest on the most important outcomes.
In practice, the PROCESS of laying out the outcomes and alternatives will make it clear which alternatives
hold the most promise – without having to get into detailed weighting and scoring. It is important that
"outcomes" like "This solution is one others will not have thought of" are included and given a reasonable
weight. However, it is CRITICAL that the solution be feasible. A BRILLIANT idea that can't be completed is
not as good as a CLEVER idea that CAN! It is often necessary to do some experimenting to determine
whether a potential solution is feasible. Don't let the kids throw out the "excellent, but might not work" ideas
without testing them first -- these are often the ones that work out best.
Another important aspect is that there is a limited amount of time. At some point, the decision has to be
made that analysis is over and it's time to start producing something! Finally, it is often possible to borrow
aspects of the brilliant ideas and fold them into the feasible approaches to give them a bit more pizzazz. As
always, the best solution is often the one that hasn't been considered. In general, it takes a less time to
brainstorm subtle alternatives to an aspect of a problem that isn't working out than it does to build and test
every possible solution.
Page 7
For some Challenges, it's impossible to know whether it will work until it's built. In these cases, building
something "quick and dirty" (without worrying about meeting all the details and constraints) is a good way to
test out an idea. If it can't be made to work relaxing some of the more difficult constraints, then it certainly
can't be made to work with the constraints in place.
Ideas for generating a script
1) Divide the team in half (or a 3 – 4 combination if there are 7). Use self-adhesive colored dots
in three colors. Give out (for example) two blue, two yellow, and three red dots for team
members to put on their hands (one each).
2) Blue dots – Think of an interesting character.
3) Yellow dots – Think of an interesting setting.
4) Red dots – Think of some type of problem or situation.
5) Put together a blue, a yellow, and a red dot (or two). There will be two groups. Each group
must develop a story using their character, setting, and problem.
6) Now switch the characters. The group must let the “new” member know what their story is,
and then incorporate the new character as an addition to the original story.
7) Now switch the problem. They must incorporate the problem into the story.
The “skit” has basically written itself, using the ideas of all the participants.
After the above is completed, tell the stories.
These stories will probably not become the exact basis for the final script/style, but several
components and ideas might provide the germ for a new way of thinking.
This technique allows all team members to have input into the story and even the kids who
sometimes avoid the “writing” part are able to contribute.
The activity is not only good for helping to develop script/style, but it is good for team building.
And it can be a lot of fun!
Page 8
EXPLAINING TECHNICAL ELEMENTS TO TEAMS
(from James Gruetzner)
Sometimes teams (especially young ones) have trouble dealing with technical elements. Here
are two techniques for dealing with a difficult to understand term.
1) Replace the word with some nonsense syllables. For example, last year’s problem didn’t
require a Technical Element, it required a Hanworo. A Hanworo is “a task performed by or
with the aid of a force other than a team member.” Sometimes avoiding a specific word that
has all sorts of connotations makes getting at a specific destination easier.
2) Change a noun to a verb or vice versa. So, instead of a “a task performed …. member”,
perhaps “moving something without a team member moving it.” So “task performed by …a
force” becomes “moving something…”, which focuses on acting and doing, and not the state.
This may not always work, but they do often enough to be work considering.
Page 9
Creativity Models
There are many different ways of looking at the creative process. As a Team Manager you may
have to try many approaches before you find the one that works best with your team. The
following model defines five skills that teams should be trained to use.
Creativity is influenced by:
FLUENCY
The ability to generate a great number of ideas.
Many times when teams are brainstorming you will find that the team will only generate one
or two ideas per person. Teams need to be trained to generate lots of ideas. They need to
learn to switch categories quickly and easily. The team manager can encourage this during
brainstorming and practice by assigning categories to team members (i.e. sports, food,
clothing, places, etc.). The team members can only brainstorm items within their category.
They need to learn to build off each others ideas.
FLEXIBILITY
The skill that allows us to produce a variety of ideas.
Sometimes the Team Member who has trouble staying focused is the one who is best at this
exercise. For instance the team is brainstorming about frogs. “Well, frogs live on Lily pads. I
knew a girl named Lily…..”. It may seem the team has gotten way off course but there is a
connection
ORIGINALITY
The talent to think of unusual ideas.
Originality is not thinking of something that has never been thought of before. By that
definition there is probably very little original thought. Originality is taking things that already
exist and combining and using them in new and different ways.
ELABORATION
The process of filling in all the details.
Many students think that elaboration means more. Elaboration does not necessarily mean
more. Elaboration means adding details and specifics that relate to the theme. Elaboration
is where
EVALUATION
The process that allows us to select, test, and revise ideas.
Teams need to be taught to evaluate everything that they do. A team should never be
surprised by a score they receive. They should look at everything as an Appraiser and know
what they can expect as a score. They may not know a specific numeric score but they
should be able to tell which of their three side trips will get the highest score. Evaluation
means: Does this make sense? Does it add to the theme? Does it generate a score?
Team Managers should teach teams these terms. The team should know these terms and what
they mean so that during work sessions if the Team Manager says “Fluency” they should know
they need to work on generating more ideas. If the team manager says “Elaboration” they begin
thinking of how to fill in the details. “Evaluation” means looking critically at the solution and
mentally scoring it against the challenge scoring matrix.
Page 10
Fluency
Fluent thinking is the mental flow of ideas and thoughts. It is the ability to produce a large
quantity of creative ideas. Fluency activities may ask the learner to generate answers to
questions of how many, what kinds, or what else. Fluent thinkers produce lots of ideas.
Fluency tasks cause a search through the learner’s private collection or storehouse of knowledge
and experiences for all possible responses. For example, brainstorming in small groups
promotes fluency, as one person’s idea triggers more responses from other members of the
group. It’s important in fluent thinking exercises to withhold all judgment of right or wrong,
appropriate or inappropriate, because the attention is placed on quantity rather than the quality of
the responses. This allows for an uninterrupted flow of thoughts and ideas and a search for all
possibilities. The rationalization of promoting fluent thinking is that the more responses that are
produced - the greater are the odds of producing an original idea or of producing a satisfactory
solution. If you have twenty ideas to choose from, you have a greater probability of having a
quality idea within that group than if you have only two ideas.
Encourage fluent thinking by asking:
How many ______ can you think of?
In what ways might we ______?
What are all the ways you could _________?
Make a long list of things that______?
How many different examples (reasons, solutions, etc.) can you think of?
How many ways can you think of ______?
What are all the things that are ______?
What comes to mind when you think ______?
How long a list can you make?
Flexibility
Flexible thinking extends fluent thinking. Flexibility results in many different kinds of ideas. It
is the ability to look at things from different angles, see the situation from several perspectives. It
is the ability to shift trains of thought and produce a variety of ideas. The flexible thinker produces
original ideas by forcing associations not usually thought of in a given context. A student who
thinks flexibly often redefines mental sets by viewing things from other perspectives. The flexible
think responds well to the question, “What else is possible?”
If asked what ways an empty paper towel tube could be used, a flexible response might be to use
it as a measure for spaghetti or as a tunnel for ants. When asked what one dangling earring
could be used for, the learner might suggest using it as a chandelier in a doll house or as a
fishing lure. The flexible thinker will be able to produce a variety of ideas. From this ability to see
things from many different angles comes the ability to produce a larger quantity of ideas (fluency)
and more unique ideas (originality).
The purpose of flexible thinking is to generate and promote responses that deviate from the
normal thought patterns. Flexibility allows for invention and the discovery of new or untested
ideas. Flexible thinkers see things in a different ways and can find uses for almost anything. This
shift in direction and perspective comes through breaking of mind sets, the brave world of the
flexible thinker.
Encourage flexible thinking by asking:
Can you think of a different way to________?
What else might be happening?
Page 11
What other things are possible?
What are all of the possibilities?
What are some different ways to look at this?
How would _________ look at this?
What are some different reasons for _____?
What if _______?
What ideas can you get about ______ by thinking about ______?
______ is to ______ as ______ is to _______ (analogy)
What else could you use _______ for?
In what ways are ______ and ______ alike?
What relationship can you think of between _____ and ______?
Originality
Originality is the creative thinking behavior that produces new or novel responses. Originality
is often the by-product of other creative thinking behaviors. For example, when working through
a fluency exercise, some learners will produce ideas not thought of by anyone else. The more
ideas that are produced (fluency), the better are the chances that there will be original responses.
In a flexibility exercise, some learners will produce novel ideas as a result of thinking in different
ways from other learners. These unique responses are examples of originality.
The most original idea can be the first generated or it can be the one that comes when learners
are pushed for one more response. Original responses might come in tandem with fluent
thinking, elaboration, flexibility or perseverance; or possibly in a combination with several thinking
processes. The more Team Managers stress creativity and divergent thinking, the greater the
likelihood of original responses. Students will learn to value original thinking when Team
Managers provide activities that facilitate original responses and also accept and recognize
original thinking. Since original ideas may be distinct departures from the norms, the team must
blend tolerance and open-mindedness with the ability to evaluate whether the idea not only
stands out from the ordinary, but also meets the state criteria.
You can encourage team members to be original by asking, “What else, or what more?”. These
questions, designed to promote fluent thinking, let team members know that we want them to
stretch their minds even more. Originality will happen with most teams when team managers
provide regular experiences in fluent and flexible thinking.
Other questions and statements to elicit original thinking include:
Can you think of a different way to________?
How could you make it different?
What can you think of that no one else will think of?
Can you invent a new _______?
How can you change _______ to make _______?
How can you combine _____ and ________ to make something new?
How can you use _____ and _____ to solve the problem of _______?
Devise a new way to ______?
Create and ideal ______ for a _______.
Elaboration
Elaboration is the creative thinking behavior that results in adding to or embellishing an idea. It is
the ability to add details, fill in the gaps, build groups of related ideas and expand ideas. By
adding onto a drawing, a sentence, a thought, or a story, the team is making it a more complete,
more interesting finished product. The purpose of elaboration is to expand or stretch; to add
to our existing knowledge or the original idea.
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Elaboration is a creative thinking skill because the team is required to ask more questions and
seek more answers than are generally given, or to take a simple idea and develop a more
complex thought. Students elaborate when they change a simple sentence like “The dog ran” to
a more complex sentence like “The mangy brown dog ran quickly away from the mischievous
group of young boys.” It is also elaboration (and originality) when a simple doodle is made from
letters or lines. The more the team elaborates on the original drawing, the more complex and
creative the doodle becomes.
You have your team elaborate every time you ask questions like:
What else can you tell me about ______?
What can you add to make it more interesting / complete?
Using these guidelines, what can you develop?
Using these basic elements, what can you create?
How can you complete this?
What could be added to _______ to make a new ________?
What new ideas can you add?
Evaluation
Evaluation is the process of analyzing ideas against a set of criteria. In Destination ImagiNation®
the criteria a team should use for evaluating their ideas is the scoring components of the Team
Challenge, side trips or the teams Instant Challenge. Every idea that a team uses needs to go
through this evaluation process.
Teams should ask themselves these questions when evaluating their ideas:
Does this idea fit in with the overall theme of our solution presentation?
How does this idea help us to meet the scoring criteria of the Team Challenge or Instant
Challenge?
If this idea does not meet a central challenge requirement, can it be used as a side trip
and how does it meet the criteria for side trips?
Team may decide that they wish to use ideas that fail this evaluation process. Many teams will
decide they have an idea they wish to use even though it does not specifically pass this
evaluation process. This is their choice.
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HOW TO CONSTRUCT A PRIORITIZED MASTER CHECKLIST
Construct a thorough list that includes every conceivable detail or task that needs to be
accomplished to properly solve the problem. This should be a flexible checklist that visually lays
out your goals. Initially, stick to the larger question: “What must we accomplish?” This is your
starting point. The team first lists the major tasks. Eventually this will become the master
checklist. Subdivide each task into smaller, more manageable parts. Prioritize the tasks by
listing what must be done and what can be done (i.e. “must do” and “may do” tasks.) Next, group
them into two or three major categories – team challenge, side trip, and possibly improv. Each
category should be further divided into (a) what must be done and in what sequence, such as #
1,2,3, etc. and (b) what may be done later. Teams lists will vary, as different challenges have
different requirements.
Further refinements may be made by subdividing each task into mini-tasks, for instance, the
background set can be broken down into areas such as (a) the story board, (b) design drawings
for the construction, (c) listing and obtaining materials, (d) assembly, (e) engineering, etc. Do not
overlook these important organization details. Make a large chart out of the prioritized master
checklist following. The team should neatly outline the tasks and refer to this chart frequently as
you progress. This entire list should be displayed as a large chart placed prominently in the work
area.
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C
H
A
L
L
E
N
G
E
S
I
D
E
T
R
I
P
I
M
P
R
O
V
TASK
RANK
MUST DO
1
2
3
4
5
6
7
8
9
MAY DO
1
2
3
4
WHAT TASK
WHO
PRIORITIZED MASTER CHECKLIST
ASSISTANT
HOW
MUST DO
1
2
3
4
5
MAY DO
1
2
3
MUST DO
1
2
3
MAY DO
1
2
3
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MATERIALS
NOTES
COMMENTS
TIMELINE
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Check Lists
Following are sample check lists that a team may wish to use during the creation of their solution.
These check lists include:
Object Checklist – used to define characteristics of objects the team is creating for
their solution
Script Component Form – used to help the team cover all the required elements of
a script
Place Description Checklist – to help define the characteristics of places/locations
the team is wishing to portray in their presentation
Character Description Checklist – to help define (or elaborate on) the characters
the team is creating for their solution.
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OBJECT CHECKLIST
OBJECT:
COLOR
SHAPE
SIZE
FUNCTION
WEIGHT
TEXTURE
COST
TEMPERATURE
SMELL
TASTE
SOUND IT MAKES
STATE OF MOTION
HOW IT WORKS
LIST OF COMPONENTS
A team can use this form to define the characteristics of objects they wish to build for
their performance
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SCRIPT COMPONENTS FORM
Situations wanted
Obstacles, materials to
overcome
Conflicts, problems
Location, setting, place
Goals, achievements
Villains, antagonists,
evil characters
Heroes, Heroines,
Good Characters
Emotions Involved
Audio/Visual, special
effects, sound, light
Additional Characters,
parts, ideas to add
Other
Teams can use this form to make sure they include all components of a complete script.
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PLACE DESCRIPTION CHECKLIST
Name of Place:
General Shape
Height
Width
Outside Appearance
Colors
Function of the Place
Things in the Place
Climate
Sounds in the Place
Smells in the Place
Temperature
Material Used
Arrangement of things
Where the place is
What it is near
What it is next to
What is across from
Scenery surrounding it
Mood of the Place
People in the Place
Develop locations with this form
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CHARACTER DESCRIPTION CHECKLIST
Character
Height
Complexion
Weight
Birthmarks/Freckles
Age
Glasses (shape/color)
Hair Color
Posture
Hair Texture
Hand Size
Hair Style
Foot Size
Eye Color
Fingernails (appearance)
Shape of Eyes
General Appearance
Shape of Nose
Speech Patterns
Shape of Mouth
Habits
Teeth
Personality
Shape of Ears
Intelligence
Shape of Face
Jewelry
Distinguishing Features:
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CONFLICT
RESOLUTION
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CONFLICT RESOLUTION
Every team, every group, has conflicts. Conflict is part of “developing” a team. It is NORMAL. A
team does not start as a team. It takes time to develop a team and to maintain a team. As a
team develops there will be conflicts. It is reassuring to know that conflict is normal but it is also
helpful to know some techniques for dealing with conflict when it does arise.
Some of the standard methods of conflict resolution are:
MEDIATION
Give each team member a chance to tell his/her story without interruption. The person speaking
should tell their side as calmly as possible, with the subject matter only on the present situation,
not on the past or the future. They should explain how they feel, without making negative
remarks about the other person. After each person has expressed his/her point of view, they
should then try to think of solutions until they think of one that will satisfy all involved.
If only a few team members are involved in the conflict, the other team members (if they can act
unbiased) can help to “mediate” the dispute.
REFLECTIVE LISTENING
Sometimes you need to find out exactly what the team members are thinking. This technique
reflects back to the speaker what he/she has said. This give the team members(s) a chance to
agree or disagree with your perception. It allows you to identify the real problem, what they think
and what they feel about it. Sometimes just listening to what is “really wrong” is enough to
resolve the conflict. Some phrases to use are:
Sounds like ________________
In other words, ________________
You’re saying _________________
Sounds like you feel ______________ because ___________
This can be combined with Mediation. After Team Member A and B have expressed their view
points, team member A must then state team member B’s position to B’s satisfaction and team
member B must state team member A’s position to A’s satisfaction. This helps each member
really understand the other side.
ROLE PLAYING
Have the team members act out the conflict, but keep it short! Then, when they reach the point of
the conflict, freeze the role-play. Ask the other team members for suggestions and then discuss
the suggestions. Ask questions like how the argument could have been prevented, how they felt,
and if they had any other solutions that haven’t already been discussed.
Page 1
ROLE REVERSALS
Have the team members start with a role-play and freeze it when they reach the point of conflict.
Then have the disagreeing team members change roles and redo the role-play. Stop it when
they get a good feel for the other point of view. Then discuss how they felt and what solutions
might be agreed upon.
SEND THEM TO THE “WORK OUT” CORNER
Sometimes children, especially younger children, look to an adult to resolve their differences. An
effective technique to get them to come to their own solutions is to have them go to a quiet corner
and try to come to a resolution to the problem within five minutes. They will, over time, come
back to you very proud that they have come to an agreement themselves.
TECHNIQUES
Every team manager develops his/her own techniques for conflict resolution, depending on the
circumstances and the children involved. Some techniques developed by managers over the
years are:
TEAM RULES
Set “Team Rules” at one of the beginning meetings. Post them and refer to them when needed.
Have the team establish the rules versus an adult. However, if they forget an important one or
two, suggestions might be helpful, but let the list mainly come from them. Some rules established
by teams include:
We can disagree but we can’t call each other names.
Don’t criticize other team members ideas – instead ask why that idea would be
helpful
Everyone should get a chance to tell an idea
Support each other – each of us is needed to make a “team”
Be on time
Cleanup before the team leaves (OK – this one was from the team manager)
SPLIT INTO SMALLER GROUPS
Split the team into smaller groups with each team member feeling important about his/her task
CONTROL THE “EXCESSIVE TALKER”
Use a “talking stick” – a team member cannot talk if the stick is not in their hand
Use the “tossing yarn.” When a team member talks, the ball of yarn should be in
his/her hands. When the next person talks, the ball of yarn is tossed to them (but
hold onto the yarn). If the yarn is predominately going between two people, the yarn
“trail” will quickly show the two people doing most of the talking. All of the team
members should be included in the discussion.
Page 2
HAVE A GOOD THINGS SESSION
If a team is bickering and not saying many good things about each other, have a “good things”
session when each team member must tell two good qualities about each of the other team
members. Each team member is pleased to hear good qualities about themselves and is
sometimes surprised to know that others think that of him/her.
BRING CONFLICTING MEMBERS TOGETHER
If two team members do not seem to have much respect for each other, some managers have
those two team members come separately and have them work on a project together. This is a
way to start to form a “team” between those two children.
FIND OUT WHAT IS REALLY WRONG
If a team member doesn’t seem like him/herself that day, check to see if the dispute is “really”
what is wrong. Perhaps there is something bothering that child about home or school, and not
the team.
DIFFICULT TEAM MEMBERS
Sometimes you can keep the difficult team member from causing conflict by giving them a special
responsibility – one that they can definitely handle. Some children have never felt successful at
anything because expectations of them have been so high.
TAKE A BREAK
Sometimes a team reaches a plateau or is just tired or working and need a “break.” All of us
have been there at one time or another. At that point, stop the team’s activities and just have
some FUN. At least 15 minutes of each meeting should be just fun.
PLAY GAMES
Play games that encourage cooperation. These games should be games where everyone wins
and everyone gets to play. These should be games where they are encouraged to work together.
Some “cooperation” games are:
Keep me safe! One person leads another person (blindfolded) through an
imaginary situation, with or without obstacles, e.g. a snowstorm (over drifts,
streams, or boulders). The leader should be encouraged to be thoughtful, gentle
and kind.
We’re all Kings! How many can you get in one place? How many team
members can you get “on a hill” without anyone falling off. Hills, snow banks,
milk crates, chairs, low desks, a piece of board, etc. can be used.
Silence Rules! Have them get everyone in a line from tallest to shortest or in
order of their birthdays, or the largest to smallest feel – without talking.
Tug of Togetherness. Lay a rope in a circle and then have the team members sit
around it and grab on to it. Then have them all (as a group) try to stand up by
pulling the rope. If anyone falls, the GROUP just starts over again.
Page 3
ENCOURAGE TEAM FEELINGS
Encourage from the start that they are a team. There is no “I” in the word “team.” That it takes
many types of skills and talents to get a well-rounded solution. Teams should understand that:
the TEAM is developing the solution, not one or two people; that the solution they will present
comes from the TEAM’S ideas and the TEAM’S work and that you are very proud of them. If they
are made to feel important and very special from the start, there will be less conflict and more
cooperation.
By Rosemary Bognar
NEGOTIATION & MEDIATION
(By Kris Shearer)
Negotiation and mediation involve getting two or more people to reach agreement based on their
satisfying a mutual goal. When you negotiate, you are a participant in the process and represent
your own interests. When you mediate, you help others negotiate successfully. Typically team
managers should engage in mediation and not negotiation. Team Managers should not inject
their own ideas into reaching an agreement on any topic.
The team manager must be able to negotiate and mediate successfully, and to know when each
is required. Early in the team development process, the manager will negotiate with the team
frequently. As the team develops, the manager becomes the mediator.
For critical team issues, it is important to reach consensus. Consensus is achieved when
everyone on the team can fully support a decision. Discussion and negotiation proceed until all
team members can say they are “comfortable with”, “can live with”, or “agree to at least 80% of” a
position. Once they achieve this level of agreement, they must all commit to support the decision
100%.
In successful negotiations, there are no losers. All participants feel they got what was most
important to them. This is possible for two reasons: different people always have different
priorities and there are always several ways to accomplish the same objective.
When the team is negotiating, keep the discussion on the facts and the issues, not on the people.
The team manager should avoid having one-on-one discussions about the project or team issues
with individual team members. These may have the effect of undermining the effectiveness of
the team.
Work with the team to reinforce the new team behaviors and skills. They will feel awkward at
first, and will revert to more familiar behavior unless they are reminded.
Page 4
KILLER Statements and Gestures
•
Conduct a discussion around the following questions:
“Have you ever worked very hard at something you felt was not
understood or appreciated? What was it? What was said or done that
made you feel your efforts were not appreciated?”
“Have you ever wanted to share things – ideas, feelings, something you’ve
written or made – but were afraid to? Were you afraid that people might
put you or it down? What kinds of things might they say or do that would
put you, your ideas, or your achievements down?”
•
Introduce the concept of “KILLER Statements and Gestures” to the team.
All of us have many feelings, thoughts, and creative behaviors that are
killed off by other people’s negative comments, physical gestures, etc.
Some “KILLER Statements” that are often used (even by teachers and
team managers) are:
We don’t have time for that now.
That’s a stupid idea. You know that’s impossible.
You’re really weird.
Are you crazy? Kidding me? Serious?
Only girls/boys do that!
Wow, he’s strange, really strange!
That stuff’s for sissies.
•
Tell the team that they’re going to be the social science teachers for the
day. Ask them to keep a record of all the “KILLER Statements” they hear
in school, at lunch, at home and/or at play. Discuss the findings with them
during the next meeting. You could also discuss why people use “KILLER
Statements” such as feeling bigger about themselves. You could also
discuss statements to use instead.
•
Utilize the lessons learned from this exercise when “KILLER Statements”
surface in subsequent meetings.
Page 5
Six Ways to Fix it Quick
Are you angry?
Is someone else mad?
Does it look like there might be a fight?
Sometimes you can fix it quickly. Here are six things you can do to solve
problems and keep the peace.
1. Walk Away
If someone else is fighting mad, you can just walk away. No one can make
you fight.
2. Share
Do you both want the same thing? Maybe you can share?
3. Talk it Out
You don’t have to argue. Just talk about it – see what you can work out.
4. Flip a Coin
If it’s not too important, let the coin decide.
5. Laugh it Off
If you get into an argument about something silly, laugh about it! Make a
joke. Lighten up.
6. Say You’re Sorry
If you did something that upset somebody, it’s OK to say you’re sorry. A lot of
times, that makes the other person feel better, and you avoid a fight.
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“Praises Phrases”
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Thanks for helping
That’s worth a triple WOW!
I’m proud of you.
Truly an improvement: good!
Terrific work!
Marvelous!
Very sharp. I’m impressed
That’s really clever
You made a good point
Out of sight!
You handled that well.
Congratulations!
SUPER! SUPER! SUPER!
Very creative
Truly great
Keep it up, you’re doing fine.
I like what you are doing.
Much better, keep it going.
BEAUTIFUL!
You did very well, Nice going.
Now you’ve got it!
Your comment was interesting
You made that look easy.
You are very good at that.
You’ve just about got it.
You are learning fast.
You’re getting better every day.
You really make my job fun.
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That was first class work.
FANTASTIC! WOW!
Well look at you go!
Thanks for working together.
Nicely done!
Good Effort!
I admire the way you keep trying.
You should be quite proud of
yourself.
You should feel very pleased about
your work.
That looked very difficult to me.
Thanks for getting settled quickly.
I’m really pleased with your work.
You are very important to so many
people.
I’m proud of the way you worked
today.
It’s a pleasure to see how courteous
you are.
You do that well enough to help
someone else learn that.
You’re such a joy to me!
I couldn’t have done that without
you!
I really appreciate how you help us.
You really planned ahead, didn’t
you.
Thank you for letting me watch you.
I appreciate your thoughtfulness.
Posters and pages you may want to prepare for
your Team Meetings
Adapt them for your own team.
Page 2
Rules for Fighting Fair
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7
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9
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:
Blaming
Getting Even
Hitting
Making Excuses
Name Calling
Bossing
Not Listening
Teasing
Put-downs
Threats
Page 3
How to Solve Conflicts
1.
Find a good time and place to talk it out
2.
Talk about the problem
3.
•
Get all the facts
•
Use good listening skills. Show you’re
interested, pay attention, and don’t
interrupt.
•
Tell how you feel and what would make
the situation better for you.
•
Don’t name call, threaten, blame or
insult
Brainstorm Solutions
•
Be willing to compromise
4.
Choose a solution that works for everybody
5.
Try the Solution
•
If it doesn’t work, go back to Step Three
and try again.
Page 4
I am a Problem Solver
I WILL NOT BLAME. Blaming will not help me to tackle my fear/obstacle. It is a waste of time. I will
put my energy into working out a solution.
1. Define the Situation.
• The fear/obstacle is: ______________________________________________
2. Generate Options
• I can try 1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
3. Discuss Disadvantages of options.
This may not be very good because:
•
Option 1. ___________________________________________________
•
Option 2. ___________________________________________________
•
Option 3. ____________________________________________________
4. Discuss Advantages of options.
This may be good because:
•
Option 1. ___________________________________________________
•
Option 2. ___________________________________________________
•
Option 3. ____________________________________________________
5. Select a Solution.
• I have chosen option number _____ to try, because I think it is the best one at this
time.
6. Follow-up (later) – How did it go?
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Page 8
IMPROV
Improv is an important part of Destination ImagiNation®. Most team challenges
have an improv element of some type that requires the team to improvise during
their team challenge presentation.
Learning Improv techniques is also important for the team in their Instant
Challenge. In Instant Challenge teams often must create a skit in a limited
amount of time. Improv helps them to fill in the gaps in their skit during the
presentation.
Following are a list of resources that will assist you in teaching your teams
Improv techniques and getting them comfortable with Improvisational acting.
IMPROV RESOURCES
WWW links
Improv Encyclopedia: http://www.improvencyclopedia.org/index.html. This website lists over 500
Improv games that teams can play to practice improv.
Books
Improvisation: Use what you know – make up what you don’t!, Brad Newton, Gifted Psychology
Press, Inc., Scottsdale, AZ, 1999, ISBN 0-910707-31-6
Improvisation Starters, Phillip Berardi, ISBN 1-55870-233-4
Comedy Improvisation, Delton T. Horn, ISBN 0-916260-69-0
Theatre Games for Young Performers, Maria Novelly, ISBN 0-916260-31-3
Improvisation in Creative Drama, Betty Keller, ISBN 0-916260-51-8
Other
The TV Show “Whose line is it anyway?” is a great demonstration of Improv
games and techniques. The humor is often off-color so you may want to tape
and edit the show before showing it to your team.
Page 9
Improv Games
Visit the improv websites listed and you
can find rules to most of these games.
Warm ups
Beep – the warm up to the warm ups
Zig Zag Zog – reaction game
Bunny Bunny – loosen up some – a dose of the sillies
Letter Point – enhances ability to react and access information
Connections – similar to letter point – allows students to practice accessing their knowledge base
Give and Take – demonstrates the need for cooperation and team work
1-20 – helps a team build “feel” for timing and what the group is doing
Mirror – think about the Patti Duke show
Yes, but or Yes and – focus team on elaborating upon limited information through careful
listening
What are you doing? – helps team disassociate physical action and mental thought (verbal
equivalent of pat your head – rub your tummy)
Professor – helps team think together – quick thinking
The Blob – similar to the Professor but all answer together
Story Time – five authors tell a story – pay attention to the director and the other authors – builds
a student’s observation skills, creative thinking skills and sharpens the
memory
Taxi – pantomime skills, staging, observation
Where Game – plant trees and the audience joins in
Page 10
IMPROV
vocabulary terms defined
Improv n. (from improvise) 1. Producing music, verse, drama, etc. without previous thought or
preparation. 2. To contrive or construct from whatever comes to hand. 3. To produce anything
extemporaneously.
Accepting
Embracing each Offer made by other players to advance the scene. A
good thing.
Blocking
Rejecting information or ideas offered by another player. Blocking stops
the scene from advancing and it is boring to watch. It can be manifested
as a direct “NO” or ignoring an offer. Not the same as Ignoring. Blocking
is one of the most common problems experienced by beginning
improvisors.
Building
Totally accepting what a fellow actor has done or said and then adding to
it. Without the presence of building there is no progress. Building allows
for all participants to be part of the solution.
Canceling
Canceling is destroying what has been established. Better is to use all
elements that have been introduced - see Reincorporating .
Chivalry
Chivalry means not clinging to your own ideas, your own Status , or even
your own life (as a character). Chivalry is daring to give up control. Players
should allow themselves to be changed by other players. Be happy to be
forced to change, and change . Obviously a good thing.
Commenting
Stepping out of the scene and commenting on what's going on. Use
sparingly.
Conflict
Conflict usually makes a story; once you've established a Platform you will
probably use a conflict to advance the scene. A good thing if the conflict
fits within the platform, and if it advances the scene, but you usually do not
want to start a scene with Instant Trouble.
Focus
Where an actor’s (and the audience’s) attention is drawn at any given
moment. The focus in improv should be on the reality of “here and now”
and involves concentrated listening and purposeful responses.
Gagging
Joking, doing funny things, using Verbal wit without advancing the scene.
Might make you popular with the audience but not with your fellow players.
Not a good thing.
Gossiping
Talking about the action instead of doing it. Or talking about what other
people do, or about things in the past or the future. Not a good thing. Try
and stick to the motto "Play it, don't say it".
Humor (exclusive)
This exists when humor is used to marginalize or separate a person or
group from another group or the culture in general. Improv, when
performed successfully, never employs exclusive humor.
Humor (inclusive)
Inclusive humor brings people together in a positive manner. Because
everyone feels positively involved, new ideas are generated and learning is
facilitated. Inclusive humor provides its audience with a fresh perspective
Page 11
Ignoring
Ignoring others' offers. Not a nice thing to do. Note that this is even worse
than Blocking
Joining
Having the same reactions as your fellow players. This is basically a
security blanket that avoids changing the Status between players. A quote
from Keith Johnstone : "Never accept joining as proof that the players are
working well together." See Mr. Nice Guy , Tilts and Status
Justification
To demonstrate the validity of a particular action or choice. Often it is
necessary for an actor to make sense of a chosen characteristic or
direction in a scene. Justification is essential to the creative process
Mr._Nice_Guy
A good improv player is one that makes it easy for other players to play
with him or her. This encompasses Accepting what your fellow players
have to Offer , and some Chivalry . This does not mean you always need
to play nice characters. You can still be an evil character and be easy to
play with! Also known as Mrs. Nice Girl.
Offer
Any dialog or action which advances the scene. Offers can be verbal or
non-verbal. Offers should be accepted.
Overloading
Overloading is throwing unnecessary elements into a scene; this will
usually lead to Sidetracking . Another common cause of overloading is
often the introduction of a new and un-needed character, which will usually
prevent whatever was going to happen from happening.
Platform
The who, what and where of a scene. Success of a scene often depends
on a solid and clear platform, so we probably want to establish the platform
as early as possible. You probably want to stick to your platform, to avoid
Sidetracking .
Postponing
Postponing is the opposite of advancing. Not a good thing to do. There are
2 kinds of postponing:
Waffling by lack of ideas
Wimping , as if being afraid to do anything with the other players' offers
Questions
Questions are generally frowned upon in improv, though they are not
always a bad thing. A question that gives no information and leaves the
rest of the action/the story to be defined by the other players is a form of
Wimping . But a question that implies a lot of information about how the
story might continue can be quite useful - assuming of course, that all
replies to questions are positive, in the sense of Accepting the information
in the question.
Reincorporating
Recycling or re-using ideas or situations from earlier in the scene, or from
previous scenes. While it's always interesting to use elements that were
introduced earlier and were neglected or forgotten, you don't want to
overdo this, and turn things into running gags.
Sidetracking
Sidetracking is changing the main story line for no reason. Happens
usually for one of 2 reasons:
Overloading because of introduction of unnecessary characters/elements
Gagging
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Status
Status is a character's sense of self-esteem. When building characters,
make sure to play different statuses. And allow your status to be changed
(see Chivalry); a lot of interesting stories are built around status
transformations
Storytelling
In any scene we (and the audience) will want to see something happen, or
a story developing. In Improv Handbook for the Actor , Greg Atkins states
the improv is 'Storytelling on your Feet'. More accurately, improv should be
'Storytelling on each other's Feet', as several players will be trying to build
one story, although none of them will know which direction the others might
be going. In that respect, improv is Group storytelling. For most stories,
we will want to know who/what/where we are ( Platform ), and then
something should happen ( Tilts , Conflict ), that perhaps changes the
Status between characters. Finally we want a solution, to conclude the
scene. Since we are playing theatre, we should not be afraid of a little
Truthfulness in our stories. After all, the truth is funny.
Tilts
Interesting twitch to advance a scene, or to cause status change. A classic
tilt would be a couple at the breakfast table, where the woman announces
out of the blue that she's pregnant.
Truthfulness
We play theater, and theatre is supposed to somehow touch the audience,
and that's usually done by creating recognizable situations. Audiences
naturally laugh when they recognize things they do, or things they know
others do. Hence keeping things truthful is pretty powerful. Absurdity is
usually cheap and not very interesting
Waffling
Failing to make decisions. Postponing by lack of ideas. Babbling on in the
hope that you’ll have an idea. Talking about what you’re going to do
instead of doing it. Blocking an offer through unproductive questioning.
The waffling actor appears to passively accept the offer while
simultaneously sidetracking it. Ex. A: Our family bought a new car. B:
Was it new when you bought it?
Wimping
Accepting an offer but failing to act on it. Akin to blocking, when an offer is
resisted but not denied. Examples are asking questions thus leaving the
action to be decided by the other player. Ex. A: Our family bought a new
car. B: What new car? Also similar to Waffling.
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Page 14
TOURNAMENT
FORMS
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DON’T FORGET YOUR PAPERWORK!!
General Hints
Always consult the current year’s rules to verify tournament form requirements. This section is
general in nature. The program materials always take precedence over anything included in this
manual.
Try to have the team complete all paperwork at least two weeks before the tournament.
Make at least one extra copy of the teams paperwork. Give one to your Co-TM or a parent so
that if one is lost you have a backup copy. Keep one set at home so that you have them for the
team to use or modify should the team advance to the next level.
Look for Fill in versions of program required paperwork (Declaration of Independence, Expense
Report, Tournament Data Forms, etc.) at www.idodi.org. This are generally posted in January of
each program year.
The Declaration of Independence
The Declaration of Independence can be found in the Rules of the Road. This form is signed by
each member of the team and by the Team Manager(s). By signing the form each person is
certifying that the teams solution contains only the team’s ideas, workmanship and talent. You
need 2 copies of this form at the tournament – 1 for the Instant Challenge Appraisers and one for
the Central Challenge Appraisers.
Expense Report
The Expense Report is found in the Rules of the Road. Teams doing the improv challenge are
not required to complete an Expense Report. Rising Star challenges do not have a cost limit and
an Expense report is not required. However, we encourage Rising Star teams to follow the Rules
of the Road and come to the tournament with an Expense Report completed using $50 as the
cost limit.
Every team must present one expense report cost form to the staging area appraiser. It is a good
idea to keep an additional copy at your house to use to prepare for the next tournament.
All rules concerning cost are listed in the Rules of the Road. Certain items are exempt from cost.
Review the Rules of the Road carefully.
Cost forms must be completed by Middle, Secondary and University level team
members. Elementary level team members may have adults complete the form
using the teams words. Team Managers can assist Rising Star teams in completing
their paperwork but we encourage Team Managers to treat Rising Star teams as
Elementary teams and just write down the words of the team. This prepares them
for the competitive program that they will compete in the next year.
Select a team member to save all receipts and make copies to provide
documentation for your team. Leave original copies of your receipts at home. It is a
good idea to bring copies for the appraisers to review.
Appraisers may have questions regarding the cost form and they have the right and
responsibility to question the team about certain items.
Total cost should never exceed the cost limit of your problem. Teach your team to
solve their problem within this limitation.
THE VALUE OF ALL ITEMS THE TEAM USED IN THEIR PERFORMANCE MUST
BE LISTED ON THE COST FORM!
Page 17
Some items are exempt from cost: audio-visual equipment, musical instruments,
standard school furniture, etc. CHECK THE RULES OF THE ROAD FOR A FULL
LIST OF EXEMPT ITEMS.
Items used in small amounts such as glue, nails, tape, paperclips, etc. may be
grouped together and calculated as MISCELLANEOUS.
If a portion of an item was used, calculate the cost of the portion and list it (e.g. 1/2
sheet of plywood @ $30/sheet; actual cost =$15)
Items owned by team members, donated, or borrowed must be accounted for.
These can be accounted for at YARD or GARAGE sale prices. The prices MUST
appear reasonable to the appraisers. There is no hard and fast rule for determining
garage sale prices for items. A rule of thumb is that garage sale prices run from 10%
to 50% of new prices depending on the item. It is against the Spirt of the cost limit
requirements for a parent (or anyone) to purchase a new item and donate it to the
team and for the team to account for it at garage sale prices.
Freight and sales tax are not included on the Expense report.
There is nothing that prevents a team from being aggressive in the collection of junk.
THE ACID TEST OF COST USED BY APPRAISERS: Can another team recreate the same
solution for the same money? If the answer is “NO” the team needs to reassess the cost!
EXAMPLES: Team #1 has a team member with an uncle in the used car business, they have
built their vehicle using parts purchased at a total cost of $50 from Uncle Joe. Can Team #2, with
no relations in the car business purchase the same parts for the same $50 ???? This example,
however, does not mean that a team cannot use their ingenuity to keep their costs down. A team
may have a construction site near their meeting place and get permission to salvage lumber from
the on-site dumpster. The fact that another team may NOT be near a construction site and thus
does not have access to scrap lumber does not mean that the first team cannot use salvage or
scrap costs for the lumber they salvaged. Teams in other areas may have ready access to
different materials that other teams cannot duplicate. An extreme example is that teams on the
coast may have easy access to sea shells. Since these can be picked up on the beach there is
no cost associated with them even though a team in the interior of the United States would have
to purchase those shells if they wanted to use them in their solution and would be required to put
the cost of those shells on their Expense Report.
Consult the RULES OF THE ROAD for questions on cost
More Expense Form Hints
Teams may find it easier to create a separate listing for each prop, costume, etc.
the appraisers will see (i.e. include paint, tape and cardboard for every item that
uses these).
Items must be valued at what they can be attained used OR at the one-day rental
value.
Clothing or jewelry that enhance the solution must be included on the Expense
form.
Kids LOVE to go junk collecting. Rather than busting your budget buying new
things, let the kids rummage garages and junkyards to find what they need. Just
looking through piles of unknown stuff will often generate new ideas. Be aware
that most Appraisers are more appreciative of discarded or recycled items used
creatively in a solution than a solution that appears "professionally done".
Page 18
TOURNAMENT DATA form.
The Tournament Data Forms are found in the back of the Team Challenge. Rising Stars teams
complete a similar form called the “Starry Showcase form.” Teams must present at least 3 copies
of the Tournament Data form at a competition. Consult the Challenge and the Rules of the Road
to verify the exact number of copies needed. Sometimes you may need as many as 5 or 6 copies
of the Tournament Data Form. Always have extra copies with you. A few extra copies is much
better than having to hand write copies at the tournament.
Improv teams cannot complete the Tournament Data Form in total until they arrive at the
tournament. Portions of the form are completed during the teams time in the StuDIo.
Make sure your team chooses “backup” items to be scored as side trips in case one of their
selections cannot be used, the Prep area is no place to decide this....decide what you will use
before the tournament!
The Tournament Data form must be completed by the team members. In Elementary Level the
Team Manager may type or write it but the words and ideas MUST be the teams! Team
Managers may complete the form for Rising Star teams but we encourage Team Managers to
treat Rising Star teams as Elementary teams.
Each challenge has it’s own requirements each year.
Tournament Data Forms are:
Some general comments on the
We encourage teams to use the on-line fill-in versions of the forms because it makes
it easier for the appraisers to read them. However, if the team completes the form
themselves they should take extra time on the form so that it is legible to the
appraiers.
Do not write too much. The appraisers only have a limited time to read the forms.
Too much information to read can be as bad as not enough information Be very
specific in what you write.
The Forms are there to direct the appraisers to what you want them to watch for or in
the case of side trips – to be scored.
They also serve as reminders to the
appraisers when they begin recording their scores.
Be SPECIFIC and write it clearly so that the appraisers will understand what to score
… don’t say “costumes” if you really mean “the clown costume.”
The forms help the appraisers evaluate the teams solution but the majority of points
for many challenge items are awarded during the team interview process.
SUGGESTIONS ON SELECTING SIDE TRIPS
Do not include items evaluated as part of the Team Challenge. Whatever you
choose, the appraisers must be able to see and recognize it! A Side Trip cannot
be an integral part of an element required by the Central Challenge. It may be
part of the required element if it is easily identifiable (i.e. the central challenge
requires the team to make a vehicle – the team could paint a picture on the side
of the vehicle and ask this to be scored as it is easily identified apart from the
actual vehicle.)
The more unique and creative the more likely it is to be remembered by the
appraisers!
The more elaborate - the more noticed!
Unexpected things will be remembered, surprise is usually well scored!
Ask to be scored on your strengths. Many teams have very creative parts to their
presentation but don’t list them to be scored! This is unfortunate and frustrating to
Page 19
the appraisers who may not give points for these strengths unless you help them!
Ask your team “ARE ALL YOUR STRENGTHS RECEIVING POINTS
SOMEWHERE?”
Remember, Elementary Team Managers MAY ONLY write what the team
members verbalize!
Hints for Completing the SIDE TRIP portion of the Tournament Data Form
Be sure to focus the Appraisers attention on the VERY BEST elements of the
Team's solution. If there are 3 costumes and one is clearly better, the team
should specify the specific costume rather than just "costumes" on the Side Trip
form. Appraisers WILL NOT automatically make this adjustment – they will score
all of the costumes in aggregate – not the “best” costume.
Try to give the appraisers some of the background WHY the solution chosen is
special, and how it relates to real life skills.
Appraisers continue to formulate their opinions about scoring during the
discussions that go on with the Team after the performance. The kids should be
excited about their solution and seek out the appraisers to tell them why what
they did was special -- instead of passively answering the questions the
appraisers ask.
Appraisers have only a few minutes to evaluate the Team's solution. Appraisers
WANT to give the kids all the points they are entitled to. Make it easy for the
Appraisers to understand and appreciate the solution by providing well-focused,
easily understood descriptions.
The SIDE TRIP section of the form offers limited space for describing each
element. The team should be prepared to elaborate on the selections after the
performance. It is best to not attach additional sheets because appraisers
probably do not have time to read additional documentation. However, a team
might want to have a notebook of notes and pictures to show the appraisers
during the interview period of the teams presentation.
Understand that Appraisers are not experts in all areas. If the Team is asking a
subtle or technically complex aspect of their solution to be evaluated as a SIDE
TRIP, the Appraisers will need substantial background information to appreciate
it fully.
UNFOCUSED FORMS ARE A COMMON ERROR FOR NEW TEAMS.
Presentation Summary
Some Challenges may have a requirement for a summary of the teams solution. This is an
additional opportunity for the team to “sell” their solution to the appraisers. The summary should
give a brief outline of the story line of the presentation. This summary may be read to the
audience before the team’s performance begins.
Other
Certain challenges have requirements for additional documentation or paperwork. It is the
responsibility of the team to review the requirements and provide all paperwork requested.
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TOURNAMENT
TIPS
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General Comments about the Tournament
We hope your team will find attending a Tournament a great experience. Teams are very proud
and excited to share their solutions with other teams and receive recognition for their teamwork
and problem solving abilities. However, it is also very important for Team Managers and parents
to set an example of sportsmanship and ethics. Please consider the following:
There are always a mix of experienced teams and new teams at the tournament. All
teams deserve support and appreciation for their efforts. Have your team recognize
and support other teams rather than resent them as “competition”. Your team knows
better than anyone else knows the hard work that went into every solution.
NO ONE may interfere with another team’s props, solution or presentation to the
Appraisers.
Complaining or making disparaging remarks about another team or sites could result
in a “Poor Sportsmanship Deduction”.
Teams may not approach Appraisers to discuss another team.
Only the Team Manager may approach the Appraisers, and only when the head
Appraiser invites him/her, and then only to discuss his/her team’s performance.
Presentation sites are set up as best provided and can not be altered.
Tuning the presentation.
Questions to ask your team:
What more could you do to make your presentation more interesting?
What more could you do to make your presentation more colorful?
What more could you do to make your presentation more unusual?
Do you have a script to practice with?
Have you thought about using music?
What kinds of costumes will you have?
Have you thought about using scenery or props?
What kind of make-up will you use?
Can you include some (more) humor?
Did you remember that presentations should be visual as well as verbal (or visa
versa)?
Could you include rhythm or dance as part of your presentation?
Is your presentation within the time limit?
Are you tournament forms completed?
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FAILURE PROOFING YOUR TEAM
Have the team list all the things that could go wrong!
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•
•
•
Use team brainstorming to think of all the things that might go wrong!
Write everything down!
Ask open-ended questions to prompt ideas!
Do not edit ideas at the time.
Determine how the potential problems are related to each other!
•
Group the problems from the brainstorming e.g. props, people, equipment
Add new things to your list!
•
•
•
Look for additions to your list
Combine items the team thinks are really the same
Do not delete anything unless the team is UNANIMOUS!
Rank the problems for the trouble they could cause!
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•
•
Rank the potential problems for the seriousness of the result
Remind the team that small things can sometimes have disastrous results
Review each group and make any adjustments
Think of all the ways to prevent the problems or minimize them!
•
•
•
For each problem ask "if this happens we could....?"
Discuss problems that cannot be prevented, e.g. weather, crowd noise, etc.
Encourage your team to HAVE FUN, and be creative with their ideas... adlibbing
always scores well!
Prepare a plan of action!
•
•
•
Include who, what, when, where and how!
Review the "disaster plan" periodically
A designated team member can cause 'spontaneous' mishaps during practice to
allow the team to practice the plan! A good example is deliberately leaving the
batteries out of the tape player, or knocking over a backdrop (if it will not be
damaged) during a rehearsal.
DO IT!! As with everything in life success comes with
Practice...Practice....PRACTICE!!!
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REMEMBER THIS:
Never assume your site will be a stage, gym, or enclosed room.
performances are presented close to each other.
Sometimes
Lighting at a site cannot be altered.
Never assume the area will be free from background noise. There may be other
presentations heard, applause, humming ventilating systems, and spectators talking
or moving in hallways.
Microphones will not be available. If a team wants to use a microphone and amplifier
– they must bring there own and set it up during their presentation time.
All props must be able to fit through a STANDARD doorway. Refer to the Rules of
the Road for the definition of a standard door.
Your team is responsible for clean up. Leave the site as you found it, or risk a
deduction!
Keep the schedule in mind! Be ready to perform when you are called, be willing to
wait when you are asked, clean up as quickly as possible when you have finished
your performance....parents and others may help the team with clean up!
The regional director does their best to choose challene sites, however schools were not
designed for Tournaments! We know many sites are less than perfect. All teams must adapt to
the same surroundings and conditions, that is also part of the problem solving process.
COMPLAINTS WILL CHANGE NOTHING EXCEPT YOUR TEAM’S POSITIVE ATTITUDE!
You as the Team Manager, are responsible for the behavior of all team members!
parents and siblings of appropriate tournament behavior!
Advise
General Tournament Procedures
All teams are scheduled for both a Challenge and a Instant Challenge presentation at each
tournament. The typical procedure for presentations follows:
The TEAM MANAGER, or team captain registers the team for competition upon
arrival at the tournament site.
Props are brought into the building prior to their presentation time. If there is a prop
storage area all props must be placed there. If there is not a designated prop
storage area then as a general rule teams should not bring their props into the
building until about 1 hour before their scheduled time. Refer to specific tournament
instructions.
At least 15 minutes before their scheduled long term presentation teams (with their
props) should report to the PREP AREA. All team members and the TEAM
MANAGER(s) should be there on time! Refer to specific tournament instructions for
exact times.
Teams meet the prep area Appraiser, answer questions, and turn in all necessary
paperwork. Teams have the opportunity to ask questions at this point, if you have
any questions....ask them now!
Once the prep area Appraiser has checked your team in he/she will send two copies
of your side trip forms to the Appraisers and introduce the timekeeper. NOTE: if the
Appraisers have questions regarding what you wish to be scored on they will come
to the prep area to clarify your choices with you at this time.
The timekeeper may ask for the name of your TEAM MANAGER, and the correct
pronunciation of your membership name.
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An appraiser will ask the TEAM MANAGER(s) to take designated seat(s) in the
audience at this time.
The timekeeper/announcer will then introduce your team to the audience.
After the introduction, the timekeeper will ask your team if they are ready.
The team replies that they are ready and the time keeper will say something to
indicate that time has started. The team should quickly move all props out of the
prep area into the presentation area at this time.
The team has a designated amount of time to set up and perform. Refer to the
challenge for specific information. In general, all challenges except the improv
challenge have an 8 minute time limit. The improv challenge typically has a 6 minute
time limit. Occasionally, a challenge may have a Stop time period in the middle of
the performance. An appraiser will call time when time expires.
After your team’s performance they will meet with the Appraisers to answer
questions. Parents and others are encouraged to assist with cleanup and removal of
props once the Appraisers have finished interviewing the team.
Once the appraising team is finished, and the team has been thanked. A Team
Manager should come back to the site in approximately 20-30 minutes (an Appraiser
may give you direction on this) to receive the teams RAW scores. If your team is
one of the first three teams of the day you will have to wait longer to receive your raw
scores.
The Head Appraiser will call the TEAM MANAGER when the scores are ready and
go over the RAW SCORE with the TEAM MANAGER or a TEAM MAMBER. Only
the TEAM MANAGER or TEAM MEMBER may approach the Appraiser! Ask all
questions & concerns you may have at this point! Get any paperwork that can
be returned to you (playbills etc.)
The Head Appraiser will record the time on the top of the score sheet before he/she
gives you a copy. THIS TIME IS CRITICAL...any appeal of the score must be made
within 30 minutes of receiving the scores!
FOR INSTANT CHALLENGES:
Your team should report to the INSTANT CHALLENGE HOLDING ROOM at least 15 Minutes
before your INSTANT CHALLENGE time. Refer to specific tournament instructions. One Team
Manager MAY enter this room at the Team’s option. TEAM MANAGER’S, parents and others are
asked to arrange a meeting place with the team to avoid clogging this hallway!
The team (and optionally one team manager) will be escorted from the INSTANT CHALLENGE
holding room to a competition room when the Appraisers are ready for the team.
Your team will be greeted by their appraising team. Team Managers and any non-participating
team members will be asked to take a set. The Appraisers will then read the challenge to the
team. The appraisers will announce that time has begun and the team will follow the instructions
given to solve the challenge. At the conclusion of the IC, the team will be reminded not to talk
about the challenge until after Global Finals. DO NOT ASK YOUR TEAM ABOUT THE
CHALLENGE, OR ALLOW THEM TO TELL YOU ANYTHING ABOUT IT! An Appraiser will escort
the team back to the INSTANT CHALLENGE holding room and they are free to go. Some
tournaments may have a “Chill” room where teams can sit and debrief their IC solution.
Some Comments on Competition Day:
The day of Competition is probably more stressful for the TEAM MANAGER than it is for the
Team. Our focus is generally to do what we can to help things go smoothly for the kids. We also
try to help them to stay focused on the fact that what matters is that they have done their best and
feel good about their solution. We encourage them to experience and enjoy other Team's
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solutions, but we also try to insist that they spend time to calm down, focus and plan so they do
their best in their own presentation. A bit of physical play, stretching and deep breathing are a
nice combination to loosen the kids up and then relax them before it's time to focus for a specific
element of the Competition.
Make sure you have asked a Team Parent to take photographs and/or video.
For the last few weeks before the Competition, whenever the Team practices their presentation,
the environment should be made as close to the Competition setting as possible. This should
include moving all props into a staging area, practice reviewing paperwork with a Prep Area
Appraiser, moving all props out into the Presentation Area and keeping time. Moving props out
into the Presentation Area will take longer than expected, electrical connections will become
disconnected, batteries will die, props will fall over in the middle of presentations, etc. This is the
time to recognize that things will go wrong, anticipate them, and accommodate them and practice
"rolling with the punches". This is also the time to set the expectation that "things go wrong" and
that this is simply part of presenting a complex solution. If the kids view the Competition as
simply another presentation of a solution they are proud of, it will take some of the tension out of
the event.
It's often a good idea to create opportunities for them to present to groups. The kids will learn
from how their presentation is received, but it is clearly Interference to get direct feed-back from
these groups how the presentation can be improved.
Spend the time to learn as much about the environment as possible. For some problems, the
floor surface, noise level, or amount of available space in the Presentation Area can be critical. It
is entirely appropriate for the Team to request information about any environmental factor they
feel might impact their performance.
Be sure to give Parents an extra warning about Interference. A "helpful Parent" can inadvertently
generate a deduction if they aren't warned.
In general, Team Managers should try to become "invisible" at the Competition. The Appraisers
are human. A TEAM MANAGER who openly directs the kids or does anything else to attract
attention to themselves risks giving the "wrong impression" to the Appraisers. Let the kids "run
their own show" and simply do what they request.
Everyone involved in the Competition is a Volunteer. They deserve to be treated with courtesy
and respect.
It is NEVER appropriate to degrade another Team's presentation. Sadly, We've heard more
hurtful statements come from TEAM MANAGER and Parents than from the kids. We should
encourage the Parents to be good models.
Teams should prepare and have a toolbox available with all the supplies necessary to repair
broken props. The team MUST go on at their scheduled time. If something breaks (or must be
modified for failing to meet constraints), no allowance is made to give the Team extra time to
correct things. If they are not ready to go on at the appointed time, they will generally not be
allowed to compete.
Parents and TEAM MANAGERS CAN help to move props into the Prep Area. They are NOT
allowed to touch anything once time begins. Moreover, it is a good idea to check with the
Appraisers before helping to clear the Presentation Area after the performance (sometimes
Appraisers like to have a prop available to help question the Team).
Some Appraisers feel it is important that a Team member hand the required paperwork to the
Appraisers. Rather than worrying about this, it is simpler to have one Team member be
responsible for this task.
When the Presentation of the Challenge is over, congratulate the kids on the things that went
well. Help them to feel they "did their best" and should feel proud of their accomplishment.
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It's a good idea to get the team together well before the Team goes in for the Instant Challenge
portion of the Competition. Have them do so warm up exercises to "get the juices flowing".
When they are done for the day, encourage the Team to seek out excellent solutions other
Teams are presenting and compliment them. It helps to "put things in perspective" to see the
quality of other solutions and puts the focus on sharing the experience rather than worrying about
the outcome.
If your team should advance to the next level of competition, it is Interference to take ANY of the
ideas they see at the competition and incorporate them into their solution. Since the Challenges
are different each year, it is generally NOT Interference to derive their solution from ideas seen in
previous years -- but many Appraisers continue from year to year and will likely not be impressed
by a recycled idea.
SCORES
The score your team receives at a tournament should NOT be the deciding factor to their feeling
of success. Teams are usually not scored on teamwork, adaptability, effort, and how much they
learned. Discuss these with your team. Have your team rate themselves on these items. Make
sure your team understands that these are very important to the creative problem solving
process. Remember, EVERY TEAM THAT COMPLETES A SOLUTION TO THESE DIFFICULT
CHALLENGES IS A WINNER! Project this to your team from the first meeting on and you will
find that your team will be happier and more motivated to do their best!
At tournaments, teams are scored based on the specifics within each problem. COMPLETE
SCORING INFORMATION IS AVAILABLE IN THE CHALLENGES AND RULES OF THE ROAD PLEASE REFER TO THAT FOR A DESCRIPTION OF ALL SCORING. The highest possible
Team Challenge score is 240 points. The score you receive from the Head Appraiser will be the
RAW SCORE. This raw score is sent to the tabulation room where it is compared to other scores
from your division and problem. The highest raw score of the day receives a FINAL score of 240
points, all other final scores are a percentage of the highest long-term score. Note that some
technical challenges have special scoring categories that are scaled independently. For instance
the structure challenge typically has the score associated with the weight held scaled before the
final adjustment of scores for the Central Challenge.
Most regions post scaled scores on their regional website within a day or so of the regional
Tournament. If not, your Regional Director will make some provision for you to see your team’s
scores in relation to other teams.
REMEMBER, your RAW SCORE means very little in isolation; if an item is worth from 1-30
points and your team receives a 15 that may not look very good, but if the 15 is the highest points
given for that item all day....it looks different! Please wait for the FINAL scores to discuss your
teams performance in specifics! The RAW SCORE is only a piece of the puzzle!
Some scores are subjective. Subjective scores are based totally on the Appraisers interpretation
and may not be challenged. You do not receive a total score until you receive the FINAL scores
after the tournament. Again, the raw numbers mean very little as these scores are converted to a
FINAL score based on the highest score of the day. The highest score of the day (within problem
and level) receives the full allotment of points, all other scores are a percentage of that score.
Instant Challenge scores are not shared with the team until after the award ceremony. Again,
there will be a raw score and a FINAL score calculated once all teams have competed.
THE AWARDS CELEBRATION!
We consider the awards ceremony a time for celebration, there might be music and dancing,
along with the handing out of ribbons, medals and trophies. Please have a good time, but
remember to give performing groups (i.e. bands, speakers etc.) the attention and appreciation
they deserve. When your team’s name is called please come to the podium with your team to
accept the applause of the audience. YOU HAVE EARNED IT!
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Resources
In lieu of a printed list of resources we
refer you to DISC’s
(Destination ImagiNation Support Committee)
comprehensive resource website
at www.idodi.org/disc/resources.htm
This website is kept much more up to date than we can keep a printed document.
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