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BARNGA In Five tricks, your purpose is twofold:

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Presentation on theme: "BARNGA In Five tricks, your purpose is twofold:"— Presentation transcript:

1 BARNGA In Five tricks, your purpose is twofold:
Win as many tricks as possible Gain insight into challenges for building global community Barnga: A Flexim on Cultural Clashes BARNGA, created by Sivasailam (Thiagi) Thiagarajan and Barbara Steinwachs, 1990, available from: Intercultural Press, ISBN $24.95 PO Box 700 Yarmouth, Maine U.S.A. (U.S.) FAX web: This is a simulation that takes about 60–90 minutes to run. It can be played by 12–40 people, but requires card tables where four can play and sufficient space for people to move from table to table. If there are 1–3 persons who cannot make up a team of four, designate them as observers. Other materials required: stopwatch, one deck of cards for each group playing. Suggested: numerals to identify each table; a diagram drawn on the chalk or white board to show how teams will progress from table to table after each round of play; blank 3x5 cards for each person. The game is fully described and options provided in the backup material provided with purchase. In brief, the card game is called Five Tricks, the announced purpose of which is for individuals and two-person teams to win as many card tricks as possible and gain insight into challenges of building global community. Cultural Purpose: to provide an opportunity for individuals to experience culture clash and to observe their own and others' responses to differences in cultural rules The game is easy to learn and play, but there are some rules to follow

2 BARNGA INSTRUCTIONS: 4 persons at each table practice the game, resolve any uncertainties After you’ve taught each other how to play, instructions are removed and we begin the game IN SILENCE and REMAIN SILENT throughout No talking or writing in any language; all communication must be nonverbal—no mouthing of words When you win a “trick,” write that down on your index card; total partner tricks at the end of each round; partners with most total tricks move to the next table Efficiency is important because we begin a new round as soon as first winner groups are settled at the new table Organize tables of four persons; if there are not enough to make an additional table of 4, ask those students to play the role of “observer.” Sets of four individuals at each card table receive their instructions and have about 10 minutes to practice the game after which time the entire group plays the rest of the game in silence. What players do not know is that each table has received a different set of "rules" for play. Fun ensues as "winning" two-person teams rotate between tables. While the four person teams are learning their rules, take the observers out of the room, explain the game and ask them to be recording individual behaviors in each round of play. It helps to have them write down behavior and the name of the person; during the observer’s feedback to the group people need to be named to recognize their own behavior. Let people play together for about three minutes per “round” then call a time out and ask that the winners move as quickly as possible. Enhance pace by starting to time a new session as soon as the first group sits down. Time three rounds, then ask people to return to the table where they started (the same group) and play another round. After the last round, remain in silence but ask students to turn over the index card and write on it answers to the questions found on the next slide.

3 Remain silent and write on index card:
1. How or what were you feeling? How did you interpret others’ behaviors? 3. What can you learn about yourself from this activity? Debriefing notes are provided with the simulation. I like to debrief at two levels: how they felt and what they thought was occurring. To do this, first I ask people to remain silent and invite each to write answers to three questions on the 3x5 card provided: How or what were you feeling? How did you interpret the behavior of others? What can you learn about yourself from this activity? After they have written their answers on the cards, then people are allowed to talk to each other at the table about what they experienced (the volume in the room rises dramatically). After they have talked for 5–6 minutes, call to order and tell students: This game was not about winning; it’s about how you play the game. Specifically it is about how each of us reacted when we thought the cultural rules were the same and they were not. Things each person should think about: how did you behave? What did you feel? What did you assume about others?

4 Observer(s): Describe what you saw happening
Typical responses are: Round 1: laughing, some need for resolution but most interactions were pleasant and people were helpful to one another; speed increased with learning. Round 2—sat down quickly and began to play with confidence; then more effort to talk out loud; hand signals—pointing, laughing, eye rolling. Round 3: quieter, more serious; head shaking; withdrawal; efforts to communicate before sitting down. Last round: relief to be back where rules are known.

5 How or what were you feeling?
Feelings described: Frustrated Confused Upset Resigned Trying to figure out new rules Self-doubt Doubts about the “other” Winners “rule”

6 How did you interpret the behavior of others?
“They” were wrong, a problem. “They” can learn if we teach them. They are dumb; pounding the table top. Behavior got more cautious over time. Confrontative behavior increased with confidence in “own” rules.

7 What does the simulation demonstrate/explain:
How cultural rules function and are imbedded in values and reflected in behaviors Explains why cultural groups stick together when they are in a new environment Shows how you react when in a new culture What else did you learn from it?

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