Viper Bird Scenario: A Collaborative Planning and Management Exercise, Study notes of Communication and Presentation Skills

A collaborative planning and management exercise called the viper bird scenario. The objective is to simulate a real discussion forum and practice communication, facilitation, and conflict resolution skills. The scenario is designed for a group of 6 people and can be run in an 80-minute class. Participants are assigned roles and must analyze their role beforehand. Instructions on setting up the classroom, rules for the exercise, and roles and responsibilities of the facilitators.

Typology: Study notes

2013/2014

Uploaded on 01/30/2014

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Collaborative Planning and Management
Viper Bird Scenario
Objectives:
Simulate a real discussion forum
Practice communication, facilitation and conflict resolution skills
Preparation
Brief Assignment: Role and Stakeholder Analysis
Supplies:
o Markers, and masking tape
o Easels and easel paper or Self-Stick Easel Pad (with own cardboard stand)
o Scenario handouts
Viper Bird Scenario
o Distribute roles before this class
o Works best if they must analyze role before class (to learn the content)
o Facilitators may need to discuss strategies with instructor before class
o Designed for 80 minute class—can extend or spread over two classes
o Scenario is designed for 6 people
Can run multiple groups at once
Can run 5 or 7 person options
Can eliminate a role and see how it affects the group
Readings:
None—refer to previous readings
Lecture Overview
Timing Topic Sub-topics
5 Introduction
Class and Schedule
5 Instructions
Set-up
Timing and Rules
65 Team role playing
Allow to operate without interruption
Observe groups and take notes
5 Quick debrief
80
2 Lecture Option
1 Introduction
Setup and role playing
2 Continued
Continue role playing and debrief
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Collaborative Planning and Management

Viper Bird Scenario

Objectives:

 Simulate a real discussion forum  Practice communication, facilitation and conflict resolution skills

Preparation

Brief Assignment: Role and Stakeholder Analysis  Supplies: o Markers, and masking tape o Easels and easel paper or Self-Stick Easel Pad (with own cardboard stand) o Scenario handouts  Viper Bird Scenario o Distribute roles before this class o Works best if they must analyze role before class (to learn the content) o Facilitators may need to discuss strategies with instructor before class o Designed for 80 minute class—can extend or spread over two classes o Scenario is designed for 6 people  Can run multiple groups at once  Can run 5 or 7 person options  Can eliminate a role and see how it affects the group

Readings:

 None—refer to previous readings

Lecture Overview Timing Topic Sub-topics 5 Introduction (^)  Class and Schedule

5 Instructions  Set-up

 Timing and Rules 65 Team role playing  Allow to operate without interruption

 Observe groups and take notes 5 Quick debrief (^)  (^80) 

2 Lecture Option 1 Introduction (^)  Setup and role playing

2 Continued  Continue role playing and debrief

I. Introduction

A. Announcements

B. Where we are

1. Discussed principles

2. Focusing on process

C. Today

1. Role playing scenario

2. Idea is to simulate real world

II. Setup

A. Group(s) organized in class

1. Group members should be close together (especially if

multiples groups are operating)

2. Ask facilitator how they want them organized

a) Around a table b) Facing a flip chart

3. Instructor should provide materials

a) markers and butcher paper b) Name tags (call characters by name)

B. Classroom setup

1. Will need enough space between groups

a) They may overhear each other b) They may find it hard to concentrate

2. May want multiple classrooms

III. Instructions

A. Scenario

1. It is complex

2. There is no single solution

3. There is a good chance you won’t reach agreement

B. Once the scenario begins

1. Your facilitator is running the show

2. I will not answer questions

3. I will observe and take notes for our discussion

4. I will not intervene unless there is inappropriate behavior

C. Roles

1. You have the information in front of you

2. Don’t make up new information, but you can interpret

3. [If you have more than one group operating]:

a) Will compare outcomes for your character to other groups b) Imagine going to your peers and explaining the outcome c) In other words: think about who you are representing