.Category
{S/N Exercise}
.Stage
{Basics}
.Title
{Let's Take a Walk}
.Minimum
{1 (works as an individual exercise)}
.Ideal
{6 to 12}
.Maximum
{20 (the logistics of this exercise make more than 15 participants challenging and more than 20 quite difficult)}
.Mintime
{25 minutes}
.Maxtime
{45 minutes (variance is in the time spent processing exercise data)}
.Objective1
{To highlight and experience the differences between S and N perceptions}
.Objective2
{To begin to understand the role of the S and N preferences in the communication process}
.Objective3
{To underscore the concept that the combined reported perceptions of both preferences are more comprehensive than either preference by itself}
.Objective4
{To help participants validate an S or N preference}
.Objective5
{To provide participants a unique and lively exercise design}
.Materials1
{Flipchart paper}
.Materials2
{Markers}
.Materials3
{Masking Tape}
.Instruct1
{Before you begin this exercise, plan how you want the group broken out to produce your exercise data.  An effective division is:}
.Instruct1a
{Group 1: Moderate to Very Clear Sensors}
.Instruct1b
{Group 2: Moderate to Very Clear iNtuitives}
.Instruct1c
{Group 3: Slight preferences for either (these will be your observers)}
.Instruct2
{Without separating participants into S/N groups or even mentioning the dichotomy, assemble the group into a single-file line—one person in front of another—with about three feet between each person (the participants can be in any order). }
.Instruct3
{Once the line has been formed, give the participants the following instructions:
{“Let's take a walk.  I will lead you all on a brief walk.  While on the walk, please stay in this line and don't speak.”}
.Instruct4
{At this point, position yourself at the head of the line and take a walk outside the training room that lasts somewhere between 2 to 5 minutes.  If possible, take the group outside, by groups of people, artwork, landmarks or the like to give them different kinds of data to collect.  Within a few minutes of its starting, the walk should end up back in the training room.}
.Instruct5
{Once all participants have re-entered the training room—still in line and quiet, quickly sort the participants into the pre-arranged groups.}
.Instruct5a
{Position Group 1 (Sensors) at a flip chart}
.Instruct5b
{Position Group 2 (iNtuitives) at a flip chart across the room.}
.Instruct5c
{Group 3 (observers) assemble in the middle of the room.}
.Instruct6
{Groups 1 and 2 get these instructions:}
.Instruct6a
{“Describe our walk.”}
.Instruct7
{Group 3 gets these instructions:}
.Instruct7a
{“As independent observers—you need not work as a team, float between Groups 1 and 2 and see how they do this exercise differently.  Look at both what they talk about and what goes up on the flip chart pages. Do not interact with either group—even if they interact with you.”}
.Instruct8
{This data generation should be at least 5 minutes long and no longer than 10 minutes.}
.Instruct9
{Participants take their original seats.}
.Debrief1
{Start with Group 1—ask the group to share with the class their description of the walk.  Then ask Group 2 to do the same.}
.Debrief2
{Before pointing out any differences in the two lists, ask anyone from Group 3 to share her/his observations of the two groups.  Exhaust their insights and contributions before stepping in and making points yourself to increase the relevance of their role and to have the learning insights coming from inside the group—rather than from you.}
.Debrief3
{Then have the large group discuss the following questions:}
.Debrief3a
{What similarities and differences do you observe?}
.Debrief3b
{What kinds of issues do the differences present and how significant are they?}
.Debrief3c
{What are the strengths of each group? }
.Debrief3d
{How can the groups' differences be used constructively? (If you are working with an intact team ask: “What changes can the team make in order for it to be more effective?”)}
.Option
{It is also suggested that the trainer collect all of the flipchart paper and compile it into a handout for participants to reinforce learning.}
