Broken squares
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The document describes an exercise called "Broken Squares" which is intended to: 1) Analyze cooperation in solving group problems and 2) Sensitize participants to behaviors that help or hinder problem-solving. Participants are divided into groups where they must rearrange puzzle pieces into squares without speaking. Observers monitor cooperation, willingness to help others, and problem-solving effectiveness. The goal is to build understanding of teamwork through a challenging nonverbal task.
Broken squares
- 1. BROKEN SQUARES: NONVERBAL PROBLEM-SOLVING Goals 1. To analyze some aspect of cooperation in solving a group problem 2. To sensitize participants to behaviors which may contribute toward or obstruct the solving of a group problem Group Size Any number of groups of six participants each (there are five participants and an observer/judge in each group) Time Required Approximately forty-five minutes Materials A set of broken squares (prepared according to directions following) for each group of five participants One copy for each group of the Broken Squares Group Instruction Sheet One copy for each observer of the Broken Squares Observer/Judge Instruction Sheet Physical Setting A table that will seat five participants is needed for each group. Tables should be spaced far enough apart so that no group can see the puzzle-solving results of other groups. Process The facilitator begins with a discussion of the meaning of cooperation; this should lead to hypotheses about what is essential to successful group cooperation in problem-solving. The facilitator indicates that the group will conduct an experiment to test these hypotheses. Points such as the following are likely to emerge: Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA. University Associates, Inc., 1974. BROKEN SQUARES - 1
- 2. Each individual should understand the total problem Each individual should understand how he can contribute toward solving the problem There is a need to recognize the problems of other individuals in order to aid them in making their maximum contribution Groups that pay attention to their own problem-solving processes are likely to be more effective than groups that do not The facilitator forms groups of five participants plus the observer/judge. These observers are each given a copy of the Broken Squares Observer/Judge Instruction Sheet. The facilitator then asks each group to distribute among its members the set of broken squares (five envelopes). The envelopes are to remain unopened until the signal is given to begin work. The facilitator gives to each group a copy of the Broken Squares Group Instruction Sheet. The facilitator reads these instructions to the group, calling for questions or questioning groups about their understanding of the instructions. The facilitator then tells the groups to begin work. It is important that the facilitator monitor tables during the exercise to enforce rules established in the instructions. When all groups have completed the task, the facilitator engages the groups in a discussion of the experience. Observations are solicited from observers/judges. The facilitator encourages the groups to relate this experience to their “back-home” situations and stages of team building. Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA. University Associates, Inc., 1974. BROKEN SQUARES - 2
- 3. DIRECTIONS FOR MAKING A SET OF BROKEN SQUARES A set consists of five envelopes containing pieces of cardboard cut into different patterns which, when properly arranged, will form five squares of equal size. One set should be provided for each group of five persons. To prepare a set, cut out five cardboard squares, each exactly 6”X6”. Place the squares in a row and mark them as below, penciling the letters lightly so they can be erased. A D F B E C C A F G I H J A A The lines should be so drawn that, when the pieces are cut out, those marked A will be exactly the same size, all pieces marked C the same size, etc. Several combinations are possible that will form one or two squares, but only one combination will form all five squares, each 6”X6”. After drawing the lines on the squares and labeling the sections with letters, cut each square along the lines into smaller pieces to make the parts of the puzzle. Label the five envelopes, 1,2, 3,4 and 5. Distribute the cardboard pieces into the five envelopes as follows: envelope 1 pieces I, H,E; 2 has A,A,A, C; 3 has A, J; 4 has D, F; and 5 has G,B,F,C. Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA. University Associates, Inc., 1974. BROKEN SQUARES - 3
- 4. Erase the penciled letter from each piece and write, instead, the number of the envelope it is in. This makes it easy to return the pieces to the proper envelope, for subsequent use, after a group has completed the task. Each set may be made from a different color of cardboard. Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA. University Associates, Inc., 1974. BROKEN SQUARES - 4
- 5. BROKEN SQUARES GROUP INSTRUCTION SHEET Each of you has an envelope which contains pieces of cardboard for forming squares. When the facilitator gives the signal to begin, the task of your group is to form five squares of equal size. The task will not be completed until each individual has before him a perfect square of the same size as those in front of the other group members. Specific limitations are imposed upon your group during this exercise: No member may speak No member may ask another member for a piece or in any way signal that another person is to give him a piece (members may voluntarily give pieces to other members) Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA. University Associates, Inc., 1974. BROKEN SQUARES - 5
- 6. BROKEN SQUARES OBSERVER/JUDGE INSTRUCTION SHEET Your job is part observer and part judge. As a judge, you should make sure each participant observes the following rules: There is to be no talking, pointing, or any other kind of communicating Participants may give pieces directly to other participants but may not take pieces form other members Participants may not place their pieces into the center for others to take It is permissible for a member to give away all the pieces to his puzzle, even if he has already formed a square As an observer, look for the following. Who is willing to give away pieces of the puzzle? Does anyone finish “his” puzzle and then withdraw from the group problem- solving? Is there anyone who continually struggles with his pieces, yet is unwilling to give any or all of them away? How many people are actively engaged in putting the pieces together? What is the level of frustration and anxiety? Is there any turning point at which the group begins to cooperate? Does anyone try to violate the rules by talking or pointing as a means of helping fellow members solve the problem? Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA. University Associates, Inc., 1974. BROKEN SQUARES - 6