These collated exercises on leadership may help to nravel your leadership skills.

1. Leadership
Exercises
Collated by
Masilamani R

2. Creativity Exercise
• 1. Age
• Gopal who is twelve years old is three times as
old as his sister Jothi.
How old will Gopal be when he is twice as
old as Jothi?
• OPTIONS:
• 13 years - 16 years - 17 years - 19 years - 22
years

3. Creativity Exercise
• 2. Sequence Problem
• In this sequence below, each term after the first
is determined by multiplying the previous term
by x and then adding y. What number is n?
• OPTION:
4, 13, 40, 121, n

4. Creativity Exercise
• 3. Replace X
• Which number should replace X?
• OPTIONS:OPTIONS:
• a) 3 b) 5 c) 9 d) 18a) 3 b) 5 c) 9 d) 18
7 9 4 4
16 8 3 8
10 2 2 6
19 16 7 X

5. Creativity Exercise
• 4. Find the Letter
• What letter should replace the
question mark?
F D O
C B B
E C H
B G ?

6. Creativity Exercise
• 5. Bakers' Cookies
• It takes 5 bakers, 250 minutes to
make 500 cookies.
• How many minutes would it take
for 2 bakers to make the same
amount of cookies?

7. Problem-Solving
Skills
• Description: Write down common teen
problems, one problem per note card. In this
activity participants will play the game of
charades. Have a student come to the front
of the room, pick a note card and then
silently role-play the problem situation on the
card. The student actors should try to use
very detailed facial expressions and body
language to convey the problem on their
card. The audience guesses until the correct
problem is guessed. After each problem is
acted out and guessed correctly, answer the
questions below.
• Discussion Prompts:
• What were the clues that led you to define
this problem?
• Has anyone had this problem before?
• Based on the clues, what are some of the
alternatives for solving this problem?
“Read the Clues, Discover
the Problem”
It is important to clearly
define a problem you are
having before you attempt
to solve it. Defining the
problem includes what is
said and done. Often non-
verbal communication can
give you better insights
into the problem than
words.
Objective: Encourage
participants to read non-
verbal clues in order to
define a current problem
Materials: Note cards,
pen/pencil

8. Problem-Solving Skills
•
“Freeze”
• Being in front of a group of people and adapting quickly to a new
situation takes quick thinking and the willingness to take a risk.
Adapting to something different and out of the ordinary is very difficult
for some people and can be a frightening experience. However, in order
for someone to change the things that are happening in his or her own
life, that person must take big risk and be able to adapt to new
situations.
• Objective: To learn about the importance of being able to adapt to a
new situation, to be flexible and change if needed, and to be able to
interact with others. To look at how different people like to be the
center of attention while some shy away from it. To explore the art of
drama as a interest to be pursued to increase self-esteem.
• Group size: 5 or more
• Materials: none

9. Problem-Solving
Skills
• Description: Divide the group into two equal
teams. Have each team stand behind a starting
line (tape on floor), which are placed about 15
feet apart. Between these two lines, place two
additional lines of tape on the floor, about five
feet long. Place a pack of alphabet flash
cards/index cards on the floor in front of each
of the center tape lines in front of the group.
Give the following instructions to the teams…
• The challenge for the teams is to correctly spell
the word this is called out using the alphabet
cards that are in front of them.
• Only as many people as there are letters in the
word may cross the start line for each team.
• The word must be correctly spelled, letters
facing the same direction with each team
member’s toes on the tape line.
• The team correctly spelling the word first wins a
point.
• There is a two minute team meeting between
words to allow planning strategy.
“Under the Spell of Leadership”
Time: 15 minutes
Materials: Open space or gym
Masking tape (to make 2 long lines
about 12 feet long, and 2 shorter lines
about 5 feet long)
Several packs of alphabet flash
cards/index cards with letter of
alphabet on each (make sure you have
duplicates of vowels)
Suggested words to use:
Meetings Goal Setting (they must use
a blank card in-between)
President Teamwork
Evaluation Leadership
Integrity Communication
Discussionrompts:
What groups were most effective at
problem solving? Why?
Did any groups change strategies
drastically during the activity?
Did any groups “borrow” another
group’s ideas to get the job done?

10. Problem Solving
Skills
• Description: Find a surface that is flat
with edges that people can stand on, or
make an area on the ground marked off
with masking tape. The area should be
big enough that everyone can fit in it, but
small enough that not everyone’s feet
can easily stand in the area. Challenge
the group to fit everyone onto the area
without anyone touching the outside
area or falling off and to stay on for at
least ten seconds.
• Discussion Prompts:
• How did your group decide what needed
to be done during this activity?
• Did each person do his/her own thing, or
was everyone working with one another?
Why?
• What happens on a team when everyone
is doing his/her own thing?
• What happens on a team when everyone
is contributing to the problem-solving
process?
“Pile”
Objective:
To build trust and team
cohesion by asking everyone
to work together on a
challenging task.
Group size:
6-20 is ideal
Materials:
Any flat surface with edges
that people can stand on (i.e.
a large stump, desk,
surfboard, piece of plywood,
old shirt, or bench) or a roll
of masking tape

11. Problem-Solving Using RISK Skills
• Description: This is a fun drama game that gets people to
take risks and change a situation. Start with two people who
stand up and are in front of the group on the “stage.” The
rest of the group is watching and in the “audience.”
• Instruction
Give the two people in the front a scene, location or situation
that they must act out. For example you may tell them they
are fishing at a lake, and they must in their own way create
this scene, act it out, dialog and do whatever they want with
it. While they are acting it out they may change positions (i.e.
they both are fishing, then they are both trying to reel in a
really big fish together).

12. Problem-Solving Using RISK Skills
• While the scene is being acted out the audience members should be
looking for an opportunity to become involved in the drama by raising
their hand and yelling “freeze” at anytime when they see a place that
they want the scene to freeze.
• At this point, the two people on the “stage” need to stop acting and
pose in the position that they are in when they hear “freeze.” For
example if the two were reeling in a big fish together, they must be
frozen in that position.
• The person who yells freeze then chooses whose place s/he wants to
take and puts him/herself in that place and resumes the scene. S/he
must then change the scene with dialog, and the other person must
follow his/her lead to create a new scene that is then acted out.
• So, two people reeling in a fish may suddenly become two firemen with
a big hose, a team playing tug-o-war, or two cowboys trying to rope a
cow together. The scene goes on until the next person yells “freeze”
and changes it.
• Note: For younger kids it is sometimes a good idea to make them wait for ten seconds
before yelling freeze because they are all so eager to get in on the action.

13. Problem Solving
Skills for Children
Description: Write down common teen
problems, one problem per note card. In
this activity students will play the game of
charades. Have a student come to the front
of the room, pick a note card and then
silently role-play the problem situation on
the card. The student actors should try to
use very detailed facial expressions and
body language to convey the problem on
their card. The audience guesses until the
correct problem is guessed. After each
problem is acted out and guessed correctly,
answer the questions below.
Discussion Prompts:
• What were the clues that led you to define
this problem?
• Has anyone had this problem before?
• Based on the clues, what are some of the
alternatives for solving this problem?
“Read the Clues, Discover the Problem”

14. Proactive
Leadership
• There was once a grasshopper who
loved life. He spent his time lazing in
the sun, eating when he wanted to,
sleeping when he wanted to,
generally enjoying himself all the
time. He lived like he did not have a
care in the world.
• One day as he was sun-bathing, he
saw an ant pushing a bread crumb
across the ground. The grasshopper
asked, "Hey brother! What are you
doing?" The ant replied, "I am
gathering food for the winter while
the weather is still warm. Once winter
sets in, I am going to stay home and
just eat from my stock of food."
The Ant And The
Grasshopper Story:
Would you like to
explain the
importance of
proactive behaviour
using a story? At the
end of the story, ask
yourself the
question: 'Are you an
ant or a
grasshopper?'

15. 15
Proactive Leadership
• The Story Of The Ant And The Grasshopper- cont…
• The grasshopper made fun of the ant's dull life and went on
sun bathing saying, "There's enough time for such boring
work. You should take time to have fun like me." Soon the
summer passed and the winter started to set in.
• As the weather became colder, it became harder for the
grasshopper to get out. However, he soon started to feel
hungry. He decided to brave the weather and find himself
some food.
• When he stepped out, everything was covered with snow
and he could not find anything to eat. He continued to
search for food everyday. He did not find anything. Finally,
he grew weak and died of hunger.
• Proactive Leadership - The Lesson: Which of the two was
Proactive?

16. Proactive
Leadership
• He did not know himself, potentials or
strengths. He thought he was bigger than the
ant and so nothing could happen to him. He
was big enough to carry his food
singlehandedly. He did not know the severity
of the event that was going to visit him - the
winter. He did not know the 'limitedness' of
the resources at his disposal. He had no
teammates and before he could say 'Jack
Robinson' the summer had passed.
• Also get a monthly e-zine 'Stories for EL' free
for stories that you can use to emphasise
experiential learning. Stories and their
lessons are easily remembered. They can also
be used to communicate a concept
effectively. They add the 'aha' or 'Eureka' or
'got it' factor to presentations and lectures.
They are great tools to use in debriefs of
games, to drive home a crucial point.
The ant of course. What are the
characteristics of Proactivity
present in the ant?
He knew himself, potentials and
strengths: that he was tiny; that
with the help of his teammates,
there was nothing he could not
achieve - it did not matter how big
the morsel of food was.
He knew the event that was coming
on him: the winter and its severity.
He knew the resources at his
disposal: his teammates and time
available to him in the summer
Proactive Leadership - Another
Lesson:
What are the characteristics of non-
Proactivity present in the
grasshopper?

17. 17
Proactivity
(GAME)
Description
• This game helps participants to
recognize the need for being
proactive in addressing
problems rather than
procrastinating, hoping things
will change or avoiding the
problems altogether.
• Participants will make decisions
about which problems (from a
given set of scenarios) to
address with their limited time
and resources.

18. Proactivity
(GAME)
• Audience
• Teens, Adults
• Time
• 30 minutes
• Scriptures-for reference, if only relevant
2 Samuel 13-18 (for the story of Amnon’s rape
of Tamar, Absalom’s revenge and coup against
David and the war that followed – Had David
intervened early in the conflict, much of the
destruction and loss could have been avoided.)
• Materials
• o Copies of the worksheet, “Proactivity – Game
Card” (one per participant. This document can
be found on the Lesson and Material
Downloads page at (www.teachingthem.com.)
• o Bible (if you choose to look at the Bible
verses mentioned above to give context for the
game)
• o Prize for the winner (optional)
• Preparation
• o Print out the “Proactivity – Game Card”
worksheet (one per participant)
Procedure
Use the following script (or modify to
suit your needs):
“We’re going to play a game called
‘Proactivity.’”
“The purpose is to show you how
important it is to address problems at
the early stages before it gets
unmanageable or cause too much
disruption.”
“On your worksheet, there are six
different problems.”
“They are each at a different level of
intensity on a scale of 1-10.”
“A level 1 problem is not causing
much tension or having much
impact.”
“A level 5 problem is causing
measurable tension and negative
impact.”
“A level 10 problem is totally
disruptive and requires immediate
attention.”
“The game is played in four rounds.”

19. Proactivity
(GAME)
• “For example, if one problem starts at a level 3,
increases three levels in the second round,
increases two levels in the third round and
increases four levels in the forth round, your total
score for that problem would exceed the
maximum level of 10 (unless you used an
intervention during one or more rounds.)”
• “If your score reaches or exceeds the maximum
of 10 points, you incur a 5 point penalty for that
problem.”
• “In the same example, if you used an
intervention on the second (3 pts) and fourth
rounds (4 pts), you don’t have to count those
points in your total. Your score for that problem
would only be 5 pts (3 pts in the first round and 2
pts in the third round).”
• “The trick is anticipating which problems are
about to escalate the most in the coming round
so that you can avoid the points by using an
intervention.”
• “What questions do you have before we begin?”
(Answer questions. Then, follow the process
outlined below.)
“At the beginning of each round, you
have an opportunity to make an
intervention on two of the six
problems.”
“You ‘intervene’ by placing an ‘X’ over
the square for the upcoming round on
two of the problems.”
“This indicates that you have taken
action to prevent the problem from
getting worse.”
“If I announce during the next round
that the problem has gotten worse and
that it has increased in levels, you do
not have to count those extra levels on
your sheet. You prevent them from
happening.”
“In the following round, you can choose
to use your two interventions for the
same two problems, for two new ones
or for a mix of one new and one old.
It’s up to you.”
“Your goal is to finish with the lowest
overall score, and your score will be
determined by adding up the levels
from each round for each problem.”

20. Proactivity (GAME)
• “When I announce the changes, you don’t have to write
any change in these two places, because you have taken
action to prevent them from getting worse.”
• “Here are the changes for Round 2. As I read these, write
the number of points in the box on Row 2 for each
problem.”
–ROUND 2
• i. Problem #1 – The couple won’t work on a
project team together. Add 2 points.
• ii. Problem #2 – No change. Add 0 points.
• iii. Problem #3 – The staff member missed
an important deadline. Add 2 points.
• iv. Problem #4 – The project team is
forecasting that they will go over budget. Add 2 points.
• v. Problem #5 – You can’t eat out of that
side of your mouth. Add 3 points.
• vi. Problem #6 – Your spouse made several
sarcastic jokes at a party about you being “home for a
short visit” in between trips. Add 1 point.
• “You should have something in every box on Row 2 now.
Two squares will have an ‘X,’ and the rest will have a
number.”
• “Before I announce Round 3, mark an ‘X’ in two boxes on
the third row to show that you are doing an intervention
on those problems.”
• “Here are the changes for Round 3.”
“Here are the six problems you are currently
facing.” (They can read what you are
saying on their Game Cards.)
“Problem #1: Two staff members are in a
relationship, but they are currently not
speaking to one another. This is currently at
a Level 2.”
“Problem #2: Two senior leaders are
having a conflict with one another. This is
currently at Level 4.”
“Problem #3: A staff member has shown
up late to work several times this week.
This is currently at a Level 3.”
“Problem #4: A project has missed two of
the early deliverables. This is currently at
Level 5.”
“Problem #5: You have a sore tooth. This
is currently at Level 2.”
“Problem #6: Your spouse is irritated that
you are working too many hours. This is
currently at Level 3.”

21. Proactivity
(GAME)
–ROUND 3
• i. Problem #1 – The couple had a
loud argument at the office. Add 4 points.
• ii. Problem #2 – The senior leaders’
teams are taking sides. Add 3 points.
• iii. Problem #3 – No change. Add 0
points.
• iv. Problem #4 – The team
reworked the budget and got the costs back
under the limit. Subtract 2 points. (If a team
used an intervention on this problem for this
round, they can put an ‘X’ over the 2 points in
Round 2.)
• v. Problem #5 – A piece of tooth
fell out. It’s hard to focus on anything. Add 4
points.
• vi. Problem #6 – You had a fight
about your travel schedule. Add 4 points.
• “All the boxes on the third row should have
something in them now.”
• “Before I announce Round 4, mark an ‘X’ in two
boxes on the fourth row to show that you are
doing an intervention on those problems.”
• “Here are the changes for Round 4.”
“Before I announce
the changes for
Round 2, pick two of
the problems that
you want to
intervene on (i.e.,
take action on to
prevent them from
getting worse).
Place an ‘X’ on Row 2
in the column for
that problem.”
(Allow them a
moment to mark
their “X’s.”)

22. Proactivity
(GAME)
• “Here are the changes for Round 4.”
–ROUND 4
• i. Problem #1 – The female member of the couple filed a
sexual harassment lawsuit. Add 5 points.
• ii. Problem #2 – Staff on both teams are sabotaging the
efforts of the others. Add 5 points.
• iii. Problem #3 – The staff member missed three days of k in
the last two weeks. Add 3 points.
• iv. Problem #4 – A major milestone has been missed. Add 3
points.
• v. Problem #5 – Your tooth is abscessed, and you need a
root canal. Add 4 points.
• vi. Problem #6 – Your spouse took the kids and left to stay
with her parents. Add 6 points.
• “Now it’s time to add up your scores.”
• “If any of your scores is equal to or greater than 10, you have
to add a 5-point penalty for allowing that problem to blow up
on you.”
• “Anytime you ignore something important for long enough, it
will be both urgent and important to get your attention.”
• “Add this penalty to your Total to get your New Total.”
• “After you’ve added each column, add each of those totals
together to get your Grand Total.”
• (You might want to award a prize for the lowest overall
score. Afterwards, have them discuss the Debrief Questions
below.)
Debrief Questions
What was
challenging about
the game?
What are some of
the major teaching
points?
How will you apply
them to your life
and work?

24. Listening Ability and
Confidence/Patience
• Blind Count Off
• Arrange group members in a circle.
• Get the group members to turn around so that
their back is facing the middle of the circle. Tell
group members to count as high as they
possibly can out loud with only one person
saying a number at a time.
• There can be no planning and everyone must
speak once before someone can say another
number. If two people say the same number at
the same time or a number is said twice, the
group must start over again.
• Variations .
• Get group members to count to a specific
number.
• Alternatively get them to name something
relating topics such as chocolate bars or even
Football clubs etc.
• Equipment
• None
Summary
Group members are facing
away from each other and
they have to count as high as
they can out loud with only
one person saying a number at
a time.
Group Size
5-100 people depending on
the size of the area used.
Time
Total time - 15 mins
10 Activity time
5 minutes Review
Learning Targets
Active listening skills.
Confidence building.
Patience and persistence.

25. Communication
Ability
Rules ofthis game are as follows:
• No moving backwards
• A person can only move forward to an
empty space
• A person can not “jump over” their own
team mate
• Only one person may move at a time
• One spot per person, no sharing
• If any of these rules are broken, the group
must begin again
• Starting Order .
• A B C D - 1 2 3 4
• Ending Order .
• 1 2 3 4 - A B C D
• Total Time: 55 mins
• 5 minute brief and set up
• 40 minutes to achieve outcome
• 10 minutes Review
Traffic Jam
Split participants into
two groups.
Both of these groups
must be in a vertical line
(one behind the other)
with side A and B facing
each other with a free
space in between
separating the groups.
All participants should
have a cone next to them
and there should be a
free cone in the centre.
The goal of the game is
to get side A to side B
and Side B to side A, all
facing forward

26. Communication Ability
• Summary
• Traffic Jam is a real, "Brain
Buster" that requires much
thinking and communication.
This exercise is very similar to
a human chess game. Group
members are split in 2 groups
and have to cross each other
in this challenge based Team
Building activity. Cooperation
and planning are essential to
complete this task.
Traffic Jam
Group Size
8-12 participants. No more than 20
in a group (even numbers only)
Time
Total time - 55 mins
5 minute intro and setup
40 minutes activity time
10 minutes review
Learning Targets
Strong communication
Ability to work with others
Leadership
Equipment
Cones/Floor Markers
Answer/Solution Sheet (Download)

27. Traffic Jam

28. Traffic Jam Solution
T1
• Step 1 D moves forward to empty base
• Step 2 1 moves around D to empty base
• Step 3 2 moves forward to empty space
• Step 4 D moves around 2 to open base
• Step 5 C moves around 1
• Step 6 B moves forward to open base
• tep 7 1 moves around B
• Step 8 2 moves around C
• Step 9 3 moves around D
• Step 10 4 moves forward to open base
• Step 11 D moves around 4 (D completes
switch)
• Step 12 C moves around 3
T2
• Step 13 B moves around 2
• Step 14 A moves around 1
• Step 15 1 moves forward (1
completes switch) S
• Step 16 2 moves around A (2 finishes)
• Step 17 3 moves around B
• Step 18 4 moves around C
• Step 19 C moves forward (C finishes)
• tep 20 B moves around 4 (B finishes)
• Step 21 A moves around 3
• Step 22 3 moves forward (3 finishes)
• Step 23 4 moves around A (4 finishes)
• Step 24 A moves forward (the task is
complete)
A C D 1 2 3 4EMPTYB

29. Communication
• Description
Divide the group into smaller groups of three to
six members each. Supply each person in each
group with a piece of paper and writing utensil.
Instruct the groups that they are to create an
original comic strip and each person in the
group must draw one frame of the strip (if
there are four people in a group, the comic strip
will contain four frames). The group must
decide what to draw, the story line and who
will draw what (there is a lot of communication
involved in this one)!
Once the discussion has taken place about the
comic strip and the decisions have been made,
each person draws the frame s/he is
responsible for on his/her own piece of paper.
Everyone should be drawing at the same time
and not taking turns with their group members.
If you want to make it really challenging, don't
allow group members to see each others'
papers when they are drawing.
After the comic strips are completed, allow
time for sharing and give each group a chance
to show their comic strip to the other groups.
Crazy Comic
Creating a good concept can
take a really long time, and lots
of thought must be put into it.
When there is a large group of
people working on the idea,
the task may suddenly become
easier because there is more
brainpower working on the
project. However, if people
can't communicate their ideas
with each other and make
group decisions, many
problems may arise. This
activity is a simple task, but a
great deal of communication is
needed if a group is to be
successful when attempting to
work together to create an
original idea.

30. Communication
• Objective
To communicate ideas with others
and make group decisions based
upon discussion.
Who
People who need to work on
communicating ideas with other
people and who need to learn how to
make a group decision by
compromising on the ideas given.
Group Size
3 or more
Materials
Paper
Pens or pencils
Colored markers, crayons, or colored
pencils
Crazy Comic
Discussion Prompts
1. What different communication skills
were needed for this activity?
2. How important was communication
during this activity?
3. What was the most difficult part of this
activity for you?
4. Did your comic strip flow? Why or why
not?
5. When involved in part of a group
process, do you want things to always go
your way or do you allow others to
contribute ideas?
6. Why is it important to be able to make
decisions with other people?
7. What things do you need to do when
making decisions with others?
8. In your life, when is it important to be
able to communicate clearly with others?
Variation
Give them some ideas about what
characters or settings to use in the comic
trips.
(From the book 104 Activities That Build:)

31. Be creative, Proactive
and Communicate well to
be a LEADER