Problem Solvers

All Aboard
All Toss
Balloon Frantic
Can Pass
Catch as Catch Can
Channels
The Clock
Don't Touch Me
Keypunch
Knots
Marshmallows
Mergers
Overhand Knot
Puzzled
Traffic Jam
Warp Speed

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All Aboard
Focus	Build a shared vision; Share the space
Materials	Tarp or old blanket
Difficulty	Easy/Medium
Directions	Use a tarp or old blanket for this activity. Explain to members that they are a research team stationed in Greenland and they have been studying glaciers for the past year. One of their missions is to measure the rate that the glacier breaks off and falls into the ocean. On a recent outing, they met disaster when the piece of ice they were standing on broke off and fell into the water. Luckily, no one was injured and they are now floating on the iceberg. Unfortunately, they have caught a current due south and are heading toward warmer climes. This means that they must figure out how to fit everyone on an ever-shrinking piece of ice until they can hail a passing ship. Task: Begin with the tarp fully open. Everyone must fit on the tarp/blanket while standing on their feet (no stacking of people). Each foot must be on the tarp, no overlapping onto the floor/ground. Once everyone is on, count to five. They can then step off while the tarp is folded a bit smaller for the next round. Repeat the process until it is obvious that they have to struggle to keep everyone on the tarp. Generally, a group can fit on a smaller space than anyone thinks is possible.
Sample processing questions (All Aboard)	How did the task change from start to finish? What was different about it? As the task changed, how did you adjust to the changes? What did the group need to do differently? What was the shared vision you had to create? How did you create that shared vision? What skills did you use as individuals to make that possible? Was it necessary to create a shared vision? Why? As the task changed, how did you have to change in order to share the space? What might have happened if people had refused to share the space? What are some examples that you have experienced of people who want to try one thing while others want to try something else? Why might that happen and how might a group deal with it?
Facilitation notes	At the beginning, this is an easy task, almost too easy, because it lulls the group into believing that they don't need to work together on it. As the task becomes more difficult, it is necessary for the group to formalize a plan so that they are all working toward a common goal. This initiative sometimes lends itself to disorganized decision making, with one or two people blurting out suggestions, then acting upon them without checking in with the group. Make sure to spot this activity carefully as the tarp gets smaller. Ask participants to step off of the tarp in an orderly fashion, rather than in an uncontrolled manner. Top
All Toss
Focus	Build models: Try it, change it ... then try again
Materials	A throwable object for each person
Difficulty	Medium
Directions	The group stands in a circle and everyone is given a throwable object. Everyone puts their object down except one person. On the count of three, that person throws the object into the air and someone attempts to catch it. If it is caught, another person picks up an object. At the count of three, both people with objects throw them and two other people in the group attempt to catch the objects. If they are both caught, a third person picks up an object and the process is repeated. If an object hits the ground, that object is taken out of play for that round. Whatever is left is thrown and caught. If they are caught, one object is added to each round. The goal is to try to work up to having all of the objects thrown and caught at once. There are only two rules: A thrower cannot throw to either oneself or to the person on either side of him/her. All objects in play must be thrown simultaneously.
Sample processing questions (All Toss)	Describe the sequence of events. What did you try first, second, etc.? What was the difference between your first few attempts and your last ones? What did you change? What caused you to choose to change your methods? Why was it necessary to change? Imagine that you had not changed anything from your first attempt. What do you think the result would have been? As the activity got more complicated, how did you adapt? Give some examples of simple tasks/decisions that you make everyday. What are more complicated ones that may call for more collaboration?
Facilitation notes	A salient feature of this activity is that it gets progressively more challenging and complicated; therefore, it is necessary to change the solution as it gets more complex. There is usually much discussion about trying different techniques. Generally, after some attempts at random throwing, the group develops a model that is more organized, where each person is part of the solution and understands the task. When everyone is in sync, the results can be impressive. Top
Balloon Frantic
Focus	Build a shared vision Build models: Try it, change it ... then try again Celebrate successful collaborations
Materials	Balloons and a stopwatch
Directions	You will need two or three balloons per person for this activity (large balloons are best) and a stopwatch. Ask everyone to blow up their balloons as large as they want and tie them off. They then keep one balloon and pile the rest in a space near the group. On a signal, everyone begins bouncing their balloons in the air and the time is started. The balloons must be bounced; they cannot be held. Every five seconds, another balloon is added to the group. The object is to see how long the group can keep the balloons bouncing before receiving six penalties. A penalty consists of a balloon hitting the floor, or once on the floor, not getting it back into play within five seconds. Every time a penalty is assessed, the facilitator shouts out which number it is. So, when the first balloon touches the floor the facilitator shouts, "One." If another one touches the floor or that same balloon sits for five seconds, the facilitator shouts, "Two." When the facilitator gets to "Six" the time is stopped. After some discussion time, the group tries to better its record with another attempt.
Sample processing questions (Balloon Frantic)	How did your strategies (models) change with each attempt? As you became more experienced with this task, what did you do to share some of the responsibilities? Describe some of the feelings you had when it got frantic. What caused it to be frantic? As a group, how did you get that under control? What are some responsibilities you have in your life? What are some strategies you use to juggle all of the responsibilities in your life? Do you ever feel overwhelmed with the responsibilities? When working in groups, how can you share responsibilities? How do you know when a group is collaborating successfully? How did you work together to make this successful?
Facilitation notes	This activity can get truly frantic, especially during the first few attempts and a group rarely makes it very far. Once members agree to organize, then they can make it much longer. It helps to have two people facilitating this activity, one to add balloons every five seconds, the other to watch for penalties. The number of attempts can either be open-ended, with members deciding when they have achieved their best time (i.e., setting a goal for themselves), or they can have a finite number of attempts. Generally, a group needs at least five attempts in order to fine-tune its strategies. Balloon Frantic is a wonderful metaphor for the frantic pace of many people's lives. Participants can label their balloons with some of the responsibilities they have in life. As everyone organizes, they see that other people can help them with some of their responsibilities, instead of having to juggle everything themselves. Top
Can Pass
Focus	Shares the space
Materials	Large tin can
Difficulty	Low
Directions	You will need a large (#10) tin can for this activity. Ask the group to sit down in a circle. Put the can on your own foot and then tell the group that they are to pass this can around the circle using only their feet. If the can falls, they must start over. After accomplishing that task, then ask the group to stand up and try it again. The final step is to have the group try the same task (standing), but begin by spreading out around a larger area. They must pass the can to the same person they passed it to in the previous two trials.
Sample processing questions (Can Pass)	Which of these three tasks was the hardest? Why? When the group was spread out, how did that change the task? How many people did it take to get the can passed from one person to another? Why that many people? Why not more or less? How might it be counterproductive to always collaborate on every point when working in a group? What are some examples of tasks in your own life that may be done with one or a few people, rather than a whole group decision? Have you ever been in a group where every detail was haggled over? What might be a more efficient method of decision making?
Facilitation notes	This is a quick and easy initiative. It can be quite easy or quite difficult for a group, depending on whether or not they are willing to try some different ideas and whether they are willing to help each other out. Some groups figure out a system and stick with it, while others keep changing their style with every pass. Top
Catch as Catch Can
Focus	Build models: Try it, change it ... then try again. Let others amplify their abilities. Remember that following and leadership are equally important. Celebrate successful collaborations.
Materials	Many soft throwable items (two per person)
Difficulty	Low/Medium
Directions	Two people are chosen to stand in the middle of a circle, back to back. Everyone else is holding two soft throwable items. On the count of three, they throw the items in the air and the two people in the center try to catch as many as possible. The group then strategizes to beat their own record. The only rules that must remain are that the objects must be thrown simultaneously. Members may use only props that they are wearing and the objects cannot be handed to the two in the center, they must be thrown.
Sample processing questions (Catch as Catch Can)	What different strategies did you try? How did it change from beginning to end? How did the larger group help the two in the middle to improve? How did you choose the two in the middle? Why were they chosen? What did you consider successful? How might goal setting help in recognizing when you have been successful? How did you work together to make this successful?
Facilitation notes	A group will generally try a few different solutions to this problem, including throwing the objects higher, changing the size of the circle, changing the people in the middle, and using clothing as catching nets. This is a fun initiative, with a relatively low frustration level. Top
Channels
Focus	Shares the space Let others amplify their abilities Remember that following and leadership are equally important
Materials	Channels made with 1/2 inch PVC pipe, ball bearing to fit in channel, tin can
Difficulty	Medium/High
Directions	Channels are made with 1/2 inch PVC pipe, cut lengthwise with a band saw, in 12- to 18-inch sections. You will also need at least one ball bearing that will fit in the channels and a tin can. Every participant is given a channel. The task is to move the ball bearing across a predetermined area and into the can. It is important to make the area to cover longer than the group can get to by standing next to each other. The rules are: No one may touch the ball bearing with their skin or clothing. The ball bearing may not touch the floor. If either of the above happens, the group must start over. When an individual has the ball bearing in his/her channel, that person may not walk. Channels may not be made into tunnels by putting two channels together. Each person must remain in possession of his/her own channel.
Sample processing questions (Channels)	How did you decide to organize your group in order to accomplish this task? Why not spread out more? Given the nature of the task, could this have been accomplished alone? How were you able to accomplish this task, in a group, when you could not have done this easily alone? How was each person a leader and a follower in this activity? What strategies worked for you? What did not work?
Facilitation notes	This task is harder than it appears and a group must have the capacity for patience. It is common for the ball bearing to fall more than once, with the group having to start over many times; thus, the frustration level can get high. This usually happens when communication breaks down and people stop working together. If this happens, it provides good fodder for discussion, with a focus on how to recognize the need for direction and how to provide structure for a group when facing a difficult problem. Top
The Clock
Focus	Build models: Try it, change it ... then try again Celebrate successful collaborations
Materials	Stopwatch
Difficulty	Low
Directions	This is a timed event, with the group starting in a circle. One person is designated as 12 o'clock. The object is to stay in the same order and move in a circle. The time is started when the group starts moving in a clockwise direction. When everyone is back in their original place (and the person at 12 o'clock is back), the time is stopped. The group then attempts to achieve its best time, by trying different solutions.
Sample processing questions (The Clock)	How did your solutions change from your first attempt to the last? What worked and what did not work for you? Why did you make the changes you did? How did you know when you were successful? Did you set goals? How did you feel when you broke a previous record? How did you work together to make this successful?
Facilitation notes	Groups will generally experiment with the size of the circle to achieve the best time. There is an optimal size, generally in between a large and small circle. As the times become more difficult to beat, the group can get more intense about solving the task. The greater challenge causes the group to celebrate more enthusiastically, even if they shave only a second or less off their time. This activity is a good warm up for more complicated initiatives. Top
Don't Touch Me
Focus	Build models: Try it, change it ... then try again Celebrate successful collaborations
Materials	Stopwatch, Hula hoop
Difficulty	Medium
Directions	This is similar to the Clock, where group members must figure out how to change places while being timed. The group starts in a circle. A hula hoop or other marker is placed in the middle of the circle. Every group member identifies a partner across the circle from themselves. No one may have more than one partner nor have a partner who is right next to them. On a signal, the time is started and everyone attempts to switch places with their partner without touching anyone in the process. Each person must, at some time during the switch, put at least one foot in the hula hoop. This rule makes it impossible for the group to solve the problem like the Clock. When the last person is in place, the time stops. A five-second penalty is assessed for any touches.
Sample processing questions (Don't Touch Me)	Explain your trial-and-error approach. As you experimented, what did you find that worked or didn't work? How did you change your strategies as you learned more about the problem? Did you have a "breakthrough" attempt, where you suddenly knew how to solve this problem? If so, what steps did you take to get to that point? How did you know when you were successful? Did you have any goals? How did you work together to make this successful?
Facilitation notes	This is another good trial-and-error initiative. It appears easier to solve than it actually is and members must discover that as they attempt to better their time. Most groups try to organize themselves into halves or quadrants and then race off toward each other through the hula hoop. What they find is that the end of the lines are in their way and that they must then account for that in subsequent attempts. As with the Clock, the group can get more and more intense as their time decreases, causing much celebration as fractions of seconds are shaved from their time. Top
Keypunch
Focus	Build a shared vision Build models: Try it, change it ... then try again Let others amplify their abilities Remember that following and leadership are equally important Celebrate successful collaborations
Materials	30 spot markers numbered from 1 to 30, boundary marker (rope, tape, gym lines), stop watch
Difficulty	High
Directions	A large space (two separate rooms are ideal) is necessary for this activity. In the far end of a gym (or other room), mark off an area about the size of a basketball key with rope or tape. Inside the marked area lay down 30 markers (gym spots, paper plates, tape) with a number from 1 - 30 on each one. This is done randomly. The group should not be able to see this from where they are gathered. Inform the group that they have been chosen to participate in a computer "debugging" exercise. Their job is to figure out the sequence from lowest to highest and actually touch all of the "keys" (markers) on the keypunch pad (marked off area), in order from lowest to highest. They have five attempts or 30 minutes (whichever comes first) to get their best time. The time will start when the first person leaves the room (or starting line) and will stop when the last person returns. In between each round, the group has time to strategize. Here are the rules: The keys must be touched in sequence (if touched out of sequence, a ten-second penalty will be assessed for each one touched out of sequence). Only one person may be on the keypunch pad at a time (a ten-second penalty for more than one). A person's whole body must be within the keypunch pad boundary in order to touch a key (ten-second penalty if only part of a body is within the pad boundary). When someone is inside the keypunch pad, he/she may step between the keys at anytime. It is not necessary to leap from one key to another. Points of clarification: The keys must be touched in sequence only once. It is not necessary for each person to touch each number. Also, the group may not look at the keypunch pad between rounds. If they choose, they may use their first round as a fact finding mission, but may not go over to look at it before the clock starts.
Sample processing questions (Keypunch)	How did your solution evolve as you moved through your attempts? Did the finite number of attempts influence your decisions? When people had ideas, how did you make space for them to be heard (or not)? Did you include each member of the group to accomplish this task? Do you think this could have been done as quickly and efficiently by one person acting alone? Try it to see. What might have happened if everyone had wanted to be on the keypunch pad at once? How did you settle who would be on the pad and when? How did you know when you were successful? How did you work together to make this successful?
Facilitation notes	There are a variety of solutions for this initiative. A group can choose to have one person touch all the numbers, while the rest of the group points to them. They can choose to have everyone assigned to a number or two and hop in and out when it is their turn. In some cases, groups have chosen to have the three fastest people do the initiative alone, while the rest of the group stayed behind and chatted. Whatever the method, the group has much to talk about when it's over. The group will be confused at first, which is to be expected. They will understand the task as soon as they see the keypunch pad. Top
Knots
Focus	Share the space; Remember that following and leadership are equally important; Celebrate successful collaborations
Materials	2 - 4 foot lengths of rope (optional)
Difficulty	Medium
Directions	This activity can be done with groups of 8 - 12 participants. The difficulty level rises with the number of participants. The addition of a short rope (2 - 4 feet long) for each person is optional, but helps to spread the group out for ease in discussion. Ask the group to stand in a circle. Then ask them to grab the hand of two other people in the group; they must be different people and they cannot be on either side of the participant. No one moves from their original place when grabbing hands. If using ropes, ask them to grab the rope of the people. The object, then, is to untangle the knot without letting go of hands or ropes. Participants are allowed to change an uncomfortable grip.
Sample processing questions (Knots)	What did you need to do in order to keep this activity safe for everyone? Was it necessary to take turns when moving or could you have multiple moves going at once? How did you decide who would move and when? How did you know if you had accomplished the task? Were you ever frustrated or did you ever feel left out? Why or why not? How did you work together to make this successful?
Facilitation notes	Ideally, the group will end up in one circle at the end. Other configurations to expect are two or more separate circles or joined circles. There are times when a solution is reached quickly, but usually the group struggles after a few initial untangling successes. The joined circles are the most frustrating because the group does not readily recognize it and there is no way to untie them without letting go. If it appears that this may be the case, have the group spread out for a better look or have them start a hand squeeze to see if there is more than one circle. If all else fails, offer the group "knot aid," where they are allowed to break the grip of one pair and rejoin under or over the trouble spot. The group must agree about which grip to unclasp before it is actually done. Top
Marshmallows
Focus	Build a shared vision; Let others amplify their abilities; Remember that following and leadership are equally important; Celebrate successful collaborations
Materials	8 - 12 "marshmallows" (made from paper plates, gym spots, or boards, cut into pieces of one to two feet in length), boundary markers
Difficulty	Medium
Directions	Mark off a boundary on the floor or ground that spans 12 - 20 feet. It is necessary for the group to be able to cross the span with the given number of "marshmallows." Have the group stand behind one boundary marker and offer a scenario, such as: "You have been shrunk in a lab accident and wish to get to the phone to call for help. Unfortunately, you are on the kitchen counter and must cross the stove to get to the phone. A boiling kettle of hot chocolate is in your way. The only way across is to use the marshmallows that are on the counter. You will need everyone's strength in order to lift the phone off the hook." Here are the rules of the marshmallows: If anyone loses contact with the marshmallow, it is lost (i.e., they cannot be thrown or left unattended in the hot chocolate, because they will float away). It is also necessary to get as many marshmallows to the other side as possible, in case the group must return to the other side. No one may scoot the marshmallows along or attach them to their feet, because they will melt. If anyone falls into the hot chocolate, the entire group must return to the beginning to administer first aid and try again.
Sample processing questions (Marshmallows)	What type of planning did you do before starting this task? Was it useful/ enough/necessary? How did you decide what your strategy would be? How did you help each other across the hot chocolate? Was it necessary to help each other out? How did you choose who would go first and last? Did more than one person want to take on these roles? What might you need to consider when more than one person wishes to take on certain roles in a group? What was necessary for the group/individuals to do in order to make this a successful challenge? What got in the way of making it to the other side? What didn't work? What can we learn from this task that might be helpful in other group situations? How did you work together to make this successful?
Facilitation notes	Marshmallows is a classic initiative that appears much easier than it is. A group must exercise an enormous amount of control to keep in contact with the marshmallows. Any split second of impulsiveness causes the marshmallow to be left untouched and it is therefore taken away. A group's usual mistake is to rush, thereby losing many marshmallows, especially when they reach the end. The typical solution to this problem is for someone to lay a path out to the other side, while touching each marshmallow until the person behind them steps on it. They form a line until the last person picks up the marshmallows. How efficiently a group communicates is key to the successful solution to this problem. For a more challenging problem, divide the group in half and have each smaller group start on opposite sides with half of the marshmallows. Each side must end on the opposite side from where they started and they must cross in the middle, they may not accomplish the task as separate groups. The same rules apply. Top
Mergers
Focus	Build a shared vision Shares the space Celebrate successful collaborations
Materials	Different size lengths of rope, 3 - 12 feet in length
Difficulty	Medium
Directions	Each member of the group is given a length of rope and asked to tie it into a circle using any type of knot. They then are asked to put the circle on the ground and stand in it so that their feet are entirely within the circle. On a signal, everyone in the group must move to another circle. When done, everyone must have their feet entirely within the new circle. The catch is that each time the group moves, one circle is taken out. They must then all fit their feet within a circle; no one is ever eliminated.
Sample processing questions (Mergers)	When did you realize that you would need to share circles? Did you feel it might be necessary to eliminate people instead? If this was an elimination exercise, how might it have been different? What do you think are the values of competition? When might competition get in the way of accomplishing tasks? In your life, when do you think competition is appropriate and when might it be detrimental? When did you know that everyone would fit inside the circles? When the group all fit, how did you feel? How did you work together to make this successful?
Facilitation notes	There are two main changes a group must make in this activity. One is that they must share circles. The other is the realization that their whole body does not have to fit in the circle, but only their feet. This means that people can sit on the ground outside of the circle, placing only their feet in the circle. At the end, everyone will be crowded around one circle. It is important to make sure the larger ropes are available toward the end. If the final rope is too small, give the group the option of choosing any rope they wish. It is not, however, necessary to leave the biggest rope as the final one. The more challenging the task, the more the group must strategize. This is a good activity for the end of a group's time together. It is also a good activity if a group is feeling the need to compete with each other within the group. It can serve is a useful metaphor for joining together and sharing space. Top
Overhand Knot
Focus	Build a shared vision Build models: Try it, change it ... then try again Remember that following and leadership are equally important Celebrate successful collaborations
Materials	Short ropes (at least four feet in length)
Difficulty	Medium/High
Directions	This should be done with smaller groups of, at most, eight people. The group is asked to stand in a line, shoulder to shoulder and then spread out a little. Short ropes are added between everyone and they hang on to them. This means that everyone is joined by a rope, with the end people only hanging on to one rope each. The object is to tie an overhand knot in the middle rope without letting go. It is necessary to show the group an overhand knot so that they can visualize it. An overhand knot is the first knot used when tying a shoe (the one just before the bow).
Sample processing questions (Overhand Knot)	What were the steps you went through to solve this problem? Describe your first attempt, second attempt, etc. How did your solution change as you became more experienced? What did you have to agree on before it was possible to solve this problem? In essence, half of the group did not really have to do anything physically. Were they still involved in solving the problem? Did you feel you could "see" the solution for this? If not, what did you do? If so, what did you do? How did you feel when you accomplished this task? How did you work together to make this successful?
Facilitation notes	This problem is much more difficult than it appears. Group members intuitively think that they must walk over each other's hands to make the knot. The real solution, however, entails making a loop in the middle rope, and having half of the group walk through it. A group can work on this for quite some time or they may get it right away. Patience is an essential ingredient in solving this problem. Top
Puzzled
Focus	Build a shared vision Let others amplify their abilities Remember that following and leadership are equally important Celebrate successful collaborations
Materials	An easy, pre-made puzzle (10 - 15 pieces) or a Mr. Potato Head doll
Difficulty	Medium/High
Directions	The object of this activity is to put together an easy puzzle or a Mr. Potato Head doll with everyone blindfolded. Each group of 4 - 8 people is given an opportunity to look at the finished puzzle first. They may not handle it in any way until their blindfolds are in place. It is then dumped out, mixed up, and the group begins to put it together. When using a Mr. Potato Head doll, the group looks at the box and decides on the form Mr. Potato Head will take when finished. They then don the blindfolds, dump out the pieces in the box, and begin.
Sample processing questions (Puzzled)	What kind of communication problems did you experience? Did you find it easier to remain quiet and wait for directions or find it more important to talk and make suggestions? What if everyone had decided to remain quiet? What if everyone felt it was important to make suggestions? How might it have been different? Since everyone had pieces of the puzzle, how did you work together to make a whole picture? Try putting a puzzle together in the same way, but without seeing the finished product first. Was this easier or more difficult? Why or why not? Why might it be helpful for a group to see/agree on the end product before trying to get a job done (shared vision)? How did you agree that the task was completed (or not)? How did you work together to make this successful?
Facilitation notes	This task does have the potential for a high degree of frustration. Specific communication is essential in order to complete the puzzle. Sometimes there are quiet individuals who are holding a crucial piece and do not speak up. Other times someone believes they have a necessary piece, but do not, and refuse to believe it. This is a good exercise in learning about how sharing of information can be important in group work. A variation on this activity is to have everybody except one person in the group blindfolded. That person may give verbal directions, but may not touch the puzzle pieces. The blindfolded members may touch the pieces, but may not give any verbal directions. They may, however, ask questions of the person giving directions. Top
Traffic Jam
Focus	Build models: Try it, change it ... then try again Remember that following and leadership are equally important
Materials	Place markers (paper plates, taped areas, spot markers)
Difficulty	High
Directions	This is an initiative for small groups of about 6 - 10 people. It is necessary to have an even number of people. The markers are placed in a line. Group members are divided into two sides and they line up facing each other. An empty spot separates the two groups. 1 2 3 4 A B C D The object is to trade places with the other side, by following the rules below: A person may move into an empty space in front of him/her. A person may move around a person from the opposite side into an empty space (i.e., anyone facing him/her). A person may not move backwards. A person may not move around someone from his/her side (i.e., anyone facing the same direction). Only one person may move at a time.
Sample processing questions (Traffic Jam)	What strategies did you use to solve this puzzle? What worked and what did not work for you? How did you choose the leaders for this task? Was there one leader or many? Did you feel you should speak up or sit back to accomplish this task? How does it feel to be a leader/follower? Which role did you choose for yourself in this activity? Why?
Facilitation notes	This can be a highly frustrating problem, especially since the group is in a line and has a difficult time visualizing the problem. Some groups have chosen to have one person step out of the line to direct the group, while others have sat down with coins or colored pieces of paper to figure it out. In the end, it is a particular pattern that works. It can be viewed as a mathematical solution: A12ABC1234ABCD1234BCD34D Top
Warp Speed
Focus	Build models: Try it, change it ... then try again Remember that following and leadership are equally important Celebrate successful collaborations
Materials	One throwable object and a stop watch
Difficulty	Low/Medium
Directions	The group stands in a circle. A throwing pattern is established by having each person throw the object to someone who has not had it yet. Once everyone has had the object, it returns to the first person. From then on, the object must go in the same order. The only rules are: It must touch everyone in that same order and It must begin and end with the same person. Once the pattern is established, the item is thrown in order and it is timed. That is the base time and the group is asked to strategize to decrease the amount of time. Eventually, some groups get the time lower than five seconds.
Sample processing questions (Warp Speed)	What caused your time to drop? Many times we try to change things over which we have no control. What did we control in this activity? In general, what do you think we control when working in groups and over what do we not have control? How can we identify what we can control when working in groups? Once you changed places, how did you fine-tune your solution? What steps did you go through? Was there more than one idea? How did you choose the ideas you used? What were the roles you each had to take in this activity? There were times when your idea (or the one you thought was best) was not used. How did you deal with that? How did you know when you were successful? Did you set any goals?
Facilitation notes	There is a paradigm shift that must be made in order to shave seconds off the group's time; members must decide to change places so that they are standing next to the person to whom they throw. This simple act reduces the number of errors and miscues and shaves much time off the base time. Once they have made that shift, group members can then choose to have the first person run around the group, touching everyone with the item. Some groups consider this "cheating" because it is technically touching the runner in between each person. Other groups feel it is okay. Some groups have everyone stand in a line and touch the item with their feet as they run by. Others try to make a ramp with their hands and roll it around the circle. Whatever the final solution, they arrive at it only after much experimentation. Top