Objective:
- To attempt to solve a difficult problem (but not necessarily to do so)
- To communicate with and propose actions to a colleague
- To explore responses to challenging situations
Overview:
This activity starts with and extends the âhandcuffs taskâ where pairs of students are presented with a challenging situation and must communicate with each other in order to solve the problem and separate themselves from being âhandcuffedâ with string. The extension of the task explores reflection, communication styles, and âhelpfulâ and âhinderingâ thought processes. Activity: The âhandcuffs taskâ is a commonly used team-building exercise where pairs of students are âhandcuffedâ together using looped pieces of string which are tied around each studentâs wrists so that they are connected together as shown below.
Image from https://loquiz.com/blog/2014/11/handcuffed-exercise-solution-and-ideas/
There are three rules (and three rules only) to the task:
1. You cannot break the string
2. You cannot take your hands out of the loops
3. You cannot untie the knots in the string
Students are given a set period of time (e.g. 10 minutes) to try to separate themselves from each other. This can be extended. Whilst pairs are working together, the lecturer (and/or additional students) walk around the groups taking verbatim notes on what is being said. At the end of the time period, the solution to the task is given and feedback on the task is provided.
Example feedback can be given as follows:
1. There were only three rules. There were no other rules. So, for example, there was no rule that said that the pairs could not ask for help. Did any of the pairs ask for help? Did they watch other pairs for inspiration? Did they look up the solution on the internet? A discussion can follow on expectations and ârulesâ for asking educators and others for help in the future.
2. Although it may not have felt so at the time, the task was not impossible. Educators can now explain that we will not knowingly set students an impossible task to complete (unless you are an educator who does set impossible tasks!).
3. How did students approach the task and communicate with each other? Did they act immediately? Or spend some time thinking first? Why did they act how they did? Do they always act this way? Is this the best way of acting? How do they know?
4. How did the task make students feel? This can lead to a discussion on the power of emotion for learning. It can also lead into discussions on the use of reflection.
5. Finally, and perhaps most importantly here, a discussion can follow on the impact of âhelpfulâ and âhinderingâ thoughts which are concepts used in business coaching. Helpful thoughts are those which support problem solving and positive action planning (e.g. âtry thisâŚâ, âwe almost had it when we did thisâŚâ, âwhat havenât we tried yetâŚâ). Hindering thoughts are those that stifle problem solving and lead to giving up on the task (e.g. âthis is impossibleâ, âwhy are we bothering with this?â, âthis is boringâ). Phrases used by the pairs can be read out here and categorised into âhelpfulâ, âhinderingâ, and âit dependsâ to aid the discussion.
Skill Development:
1. Communication skills
2. Problem solving skills
3. Resilience (it can be hard to keep going when the task feels impossible)
4. Reflection
Resources:
- String
- Sufficient space for at least one pair of students to work together whilst others watch. More pairs can take part as the space available increases.
References:
1. There are multiple write-ups of the handcuffs tasks available on the internet â one example is https://loquiz.com/blog/2014/11/handcuffed-exercise-solution-and-ideas/
3. The concepts of helpful and hindering thoughts used here were adapted from work by Go Mad Thinking for leadership and management. For example, see https://www.gomadthinking.com/blog/5-ways-to-think-in-a-more-solution-focused-way/