Activity:
Leadership Skill:
What To Do:
Giving Directions
Communicating – Verbal
Practice Giving Directions
Instructions for Group Leader:
Prior to the group meeting, write several sentences of the directions to complete a task, one set
to one 3- by 5-inch card. Here are some ideas for tasks: lining up in a formation, building
something or doing a simple exercise. Make sure there is quite a bit of detail on each task card.
Divide the total group into smaller groups of about five. Each group should select a leader.
Ask each small group leader to come to the front of the room, read the directions and then
return the card. They should return to their group and give directions for completing the task
described. When each group is through, members should signal the large group leader. Another
person in the small group should pick up the card and read it to the group.
Interpreting: Were the directions clear as the small group leader gave them? What variations
happened? What conclusions can you make about when directions have to go
through more than one person? In what ways does the small group leader’s
ability affect the group’s work?
Norman, Marilyn and Mary K. Munson, Leadership Skills You Never Outgrow. Project Book III (MC0634),
University of Illinois Extension. Revised November 1992.
Alternative Activity: Giving Directions
Before you begin the activity, make five to ten note cards with step-by-step directions for
completing a simple task that is written on each. Following are some examples: Tying a shoe,
sharpening a pencil, opening a carton of milk, wrapping a package with paper and tape, closing
a jacket zipper, or opening a can with a can opener.
Explain that this activity will provide experience in giving directions. One at a time, each person
in the group draws a card and reads it. He/she then gives the directions to the group in his/her
words without telling what the task is. Tell them not to use their hands with their directions.
Now ask a person from the group to demonstrate the task following the directions just given and
using imaginary props. Have the group members guess what the task it. Ask each group
member to take a turn giving a new set of instructions and repeat the other steps.
Looking Back: How could you tell if the directions given were correct? How could you tell if the
directions were clear? How did you decide what information to include when writing the
directions? How did you decide the order in which to place the information? What did you learn
about creating directions?
Godke, Margaret Severinson and Mary K. Munson, Leadership, Skills You Never Outgrow. Project Book1
(MC0630), University of Illinois Extension. Reprinted June 1996.
University of Illinois • U.S. Department of Agriculture • Local Extension Councils Cooperating
University of Illinois Extension provides equal opportunities in programs and employment.
Tying a shoe
Sharpening a pencil
Opening a carton of milk
Wrapping a package with paper and tape
Closing a jacket zipper
Opening a can with a can opener
Activity:
Leadership Skill:
What To Do:
Getting Feedback
Communicating - verbal
Practice Getting and Getting
Instructions for Group Leader:
This exercise will demonstrate why feedback is important to help others communicate and listen
accurately. First find a volunteer who will try to communicate with the others without the use of
feedback or non-verbal signals.
Pass out blank sheets of paper to the group and explain the following task:
The volunteer will give the group directions to copy a simple drawing. The volunteer has as
much time as he or she needs to communicate the directions for making the drawing, using only
verbal directions. Give the volunteer a copy of Figure 1.You need to create your own Figure 1.
He or she is seated away from the group and may not use his or her hands for directions. The
group is instructed to ask no questions and to make no comments.
As the volunteer directs the drawing of Figure 1, be aware of the reactions of the group
members as well as those of the volunteer. Also note the length of time it takes to complete the
drawings.
Have each member indicate on their sheets whether they think they have made an accurate
drawing. Then ask the volunteer if he or she has communicated the information accurately.
Ask for a second volunteer to direct the drawing of Figure 2. You need to create your own
Figure 2. This time the volunteer will be allowed to receive feedback and use non-verbal
information (body language). Then pass out a second sheet of blank paper to each person in
the group.
Provide Figure 2 to a second volunteer and give the following directions to everyone:
The volunteer will direct the group in drawing Figure 2. He or she faces the group this time and
is allowed as much time as necessary to give thorough directions. The volunteer is also
permitted to use any non-verbals needed. Anyone from the group can ask anything they wish to
help them complete the drawing.
Again observe the group and the volunteers and note how much time it takes to complete the
drawing. After the group finishes, show the two figures and on newsprint keep score of how
many people copies Figures 1 and 2 accurately.
Interpreting: How did the volunteers feel during the exercise? How much time did each part
take to complete? What was the difference in accuracy between Figure 1 and Figure 2? How
can this experience be related to other communication situations? What can be done about it?
Godke, Margaret Severinson and Mary K. Munson. Leadership Skills You Never Outgrow. Project Book1
(MC0630), University of Illinois Extension. Reprinted June 1996.
University of Illinois • U.S. Department of Agriculture • Local Extension Councils Cooperating
University of Illinois Extension provides equal opportunities in programs and employment.
The 4-H Name and Emblem are Protected Under 18 U.S.C. 707.
Project Talk
Activity:
Leadership Skill:
What To Do:
Communicating: Speaking
Give A Project Talk
Volunteer to “show and tell” something about your favorite project at your local 4-H club
or at school. Your subject may be something you made in the project, a tool you use, or
an activity you do. Tell why you picked this project, what you have learned, what you
like best about it, and how to make or use the item you brought. For example, you could
tell about a birdhouse made in woodworking or a picture taken in photography. After the
project talk, discuss the following questions with your Helper.
Looking Back:
Why did you choose to talk about this project? How did you feel about speaking
in front of a group? What would you do differently in your next talk? What
questions did people in the audience ask? What did you do to get and keep their
interest? Describe your audience’s reactions to your talk. Judging by those
reactions, what did the audience learn from your talk?
Godke, Margaret Severinson and Mary K. Munson. Leadership Skills You Never Outgrow. Project Book I
(MC0630), University of Illinois Extension. Reprinted June 1996.
Alternative Activity
Bag Demonstration
This is an excellent way to encourage younger members to give a talk or demonstration.
Place familiar items in paper bags. Let each member select a bag. The member must
then look inside the bag and identify their item. Give them 2-3 minutes to think about
their item and then create a talk. The talk should include an introduction, body, and
summary. The item can be used as a visual for the talk. This activity could also be
done in pairs.
University of Illinois • U.S. Department of Agriculture • Local Extension Councils Cooperating
University of Illinois Extension provides equal opportunities in programs and employment.
The 4-H Name and Emblem are Protected Under 18 U.S.C. 707.