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{<BI>Experiential Nature of Exercises.<N>  In introducing exercises it is important for participants to understand that an experiential exercise (those in which participants are engaged in an experience to learn by observing their own behavior and type) will illustrate the differences in type in a more meaningful way than a verbal illustration of type differences.  The learnings from an experiential exercise are also integrated more quickly than those from other approaches.  Tell groups this up front as this establishes a mind-set for the remainder of the workshop and allows you to deal with people's discomfort if it emerges early in the workshop.  Even if an exercise does not show type differences (this rarely happens) it will give the participants a chance to be active and involved in the training.}
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{<BI>When to Return Results.<N>  It is best to tell the participants that their scored results will be returned later in the workshop, after they have completed exercises or a discussion on all of the preference dichotomies.  This is suggested because often participants are very anxious to see their results.  Also, not knowing their type helps participants to remain objective and open to you and to the experience.}
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{<BI>Logistics With Large Groups.<N>  The larger the group, the more time necessary to explain instructions, answer questions, move participants into groups, and report out and process each group's work.  Plan for this extra time in your workshop's design.}
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{<BI>How Long to Run an Exercise.<N>  In all group exercises, use your best judgment to determine how long to continue the experience.  If the group is lively, noisy and actively involved, you may choose to run the exercise a few extra minutes.  At the same time, if the group is lackluster, quiet or has finished early, feel free to move on even if the set time has not elapsed.}
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{<BI>Small Group Reports.<N>  When you are asking for small groups to report to the large group, it is a judgment call as to whether or not to hear from all groups individually before managing the large group discussion.  If you have multiple small groups reporting, process only a few at a time so that the total group's response is as fresh and relevant as possible.}
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{<BI>Small Group Spokesperson.  <N>Groups should be instructed to assign a spokesperson to report the results of their exercise.  Although this works well, sometimes it is important to directly ask others who participated if they have anything to add to the report.  This often produces valuable insights into the dynamics of the group and the preference being discussed.}
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{<BI>Trusting the Process.  <N>It is very important for you to trust that the process or exercise(s) chosen will produce the results desired.  Although this trust will grow naturally with experience and positive feedback from your groups, it is something that trainers must often remind themselves of.

Sometimes when discussing an experiential exercise, the small group's result is very confusing and not what was expected (e.g., the S description is very similar to that of the Ns).  When this happens, ask the group to describe the process by which they developed their results.  Often there are major clues in this that help the group to see the differences desired in the SN reports.  Having faith that type differences will emerge in either the group's product or how they achieved their result is called "trusting the process."  Trusting the process also requires that the trainer be aware of group dynamics and be open to what is emerging in the workshop or in debriefing an exercise.  Everything that is happening is data for you to process to demonstrate type implications for the group.}
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{<BI>Feedback to Participants.  <N>In addition to the feedback participants receive when they discover their four-letter type, you may also need to give participants feedback about their behavior in the workshop.  When this happens, be aware that there is always a thin line between a person not wanting to accept something about themselves and perceiving the feedback as valid.  Then it is at their discretion as to what to do with the feedback.  You need to be helpful in keeping people open and allowing them to be the final judge.  Also, recognize when, for whatever reason, the person just cannot deal with the feedback at that time.}
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{<BI>Participant Projection.  <N>In processing any exercise, be aware that participants can, for any number of reasons, be critical or project their own issues on you, another participant, or the entire group.  For example, someone in the group who may be talking a lot may comment in an evaluation:  "The workshop would have been better if a person in the class was not so dominant."  Or a participant with high control needs may tell you that you should take charge more often of the group's discussion.  Sometimes just knowing that this happens can help you manage the situation.}
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{<BI>Group Observation.  <N>It is always possible that when conducting an exercise designed to highlight a particular preference, a group also demonstrates its other preferences.  This sometimes can blur the distinction you were looking for.  When this occurs, acknowledge during the debriefing of the exercise that the other preference is impacting the group and re-focus the debriefing on the preference you are highlighting.  For example, "I heard you talking about structure and closure in your discussion, and your group had three Js in it.  Let's think about what you said in terms of the S/N function."}
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{<BI>Copyright Laws.  <N>Be careful not to violate Copyright Laws in the materials that you use in your handouts and overhead transparencies, etc.}
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{<BI>Small Group Instructions.  <N>When dividing the participants into small groups for an exercise, it is best to get them settled in the groups before giving instructions.  Write the instructions so they can be seen on flipchart paper or give clear verbal instructions.  Be very "S" in giving instructions.  Exact language is often needed to set up the exercises properly.  It is a good idea to check on groups when they start an exercise to see if they understood the instructions.  Often groups will ask to have the instructions repeated.}
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{<BI>Fishbowl Format.  <N>One option is to use a fishbowl format when conducting an exercise.  In a fishbowl, several participants participate in an exercise while the others observe them.  Fishbowls are best used when you want the entire group to be actively involved in the learning but the group is so large that it is difficult to use other sub-group formats.  Some of the exercises included in The TypeWatching ToolKit suggest a fishbowl format.}
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{<BI>Application of Learnings.  <N>Be aware that any exercise, particularly if that exercise worked well for a group, can easily be modified in its content and then used as a template for deeper understanding at an individual level, as well as for more sophisticated organizational problem solving, and learning.}
