.Category
{E/I Exercise}
.Stage
{Beyond Basics}
.Title
{Speak Up/Bite Your Tongue}
.Minimum
{3 - 4 Es and 3 - 4 Is}
.Ideal
{6 - 8 Es and 6 - 8 Is}
.Maximum
{50 people (If larger see Trainer Tips - Dealing with Large Groups.)}
.Mintime
{45 minutes}
.Maxtime
{75 - 90 minutes (Time will vary by group size.)}
.Objective1
{To highlight and experience the differences between E and I behavior in a constructive setting}
.Objective2
{To develop methods that will help the E's modify type behavior (e.g. to listen first) and the Is to modify type behavior (e.g. to speak freely)}
.Objective3
{To develop criteria and methods to support the development of desired new behaviors}
.Materials1
{Flipchart paper (several sheets) for each group}
.Materials2
{Markers}
.Materials3
{Masking tape}
.Materials4
{<I>E/I Highlights<N> or <I>Good E/I Words<N> handouts (Optional)}
.Instruct1
{Separate the participants into groups according to their preference score or preference clarity. (See Trainer Tips).  Provide each group with flipchart paper and markers.}
.Instruct2
{Give the participants the following instructions:}
.Instruct21
{"For Es: Brainstorm areas in your life where you feel that you could modify your Extraverted behaviors.  For Is: Brainstorm areas in your life where you feel that you could modify your Introverted behaviors.  You have 20 minutes to list these and to also rank order them in terms of what Es can modify and what Is can modify."}
.Debrief1
{Have each group share their results.}
.Debrief2
{Solicit interactive dialogue between the Es and Is by asking the following questions:}
.Debrief21
{What is important on your list and why?}
.Debrief22
{What on the others' list is important to you?}
.Debrief23
{What on the others' list is not important to you?}
.Debrief24
{What seems really absurd or out of reach on the others' list and why is this the case for you?}
.Debrief3
{At the end of the discussion ask the Es and Is to return to their original groups to list what they have learned about others' reactions to their preferred behavior and what modifications they will attempt, based on the discussion.  Also, ask them how they can reinforce the desired behavioral changes, (e.g. a phone call with a colleague to discuss the changes, journaling or taping a message to yourself on voice mail to reinforce learning).}
.Debrief4
{To complete the group debriefing, give a brief presentation and a handout to reinforce E/I differences and group learnings.  (See <I>Good E/I Words<n>, <I>E/I Highlights<n>, or <I>E/I Strengths and Weaknesses<n> handouts.)}
.Caution
{In this exercise it is important for the trainer to keep the E and I groups focused on learnings about themselves.  Often in this type of exercise, groups want to talk about what they don't like about the other group rather than what they need to do to change their own behavior.}
