Team Building: Creating Effective Teams
Download as PPT, PDF62 likes84,683 views
The document outlines a two-day team-building workshop led by Dr. John Persico, focusing on the characteristics, dynamics, and skills necessary for high-functioning teams. Participants will engage in activities and discussions on team definitions, selection processes, dysfunctions, leadership, and development to enhance effectiveness and collaboration. Key objectives include understanding team dynamics, establishing ground rules, and fostering lifelong learning traits among team members.
Team Building: Creating Effective Teams
- 1. Team Building: Creating Effective Teams Dr. John Persico 612-310-3803
- 2. Agenda: • Welcome • Learning Objectives • Introduction of the participants • Team Definitions • Team Selection Processes • Characteristics of High Functioning Teams • Overview of Consensus • Behaviors in Effective Teams • Team Development Wheel 2
- 3. Agenda: • Team Building Activity – The Robbery • Five Dysfunctions of Teams • Team Assessment/Discussion • Making Team Decisions • Team Leadership • Roles & Responsibilities • Activity: The Sinking Ship 3
- 4. Welcome Describe the best team you ever worked on •What made it a good team •What did your team accomplish •What did you learn from your experience •How could you replicate that team
- 5. Introduction of Participants • Who are you? • Why are you here? • What are you most proud of in your educational career to date? • Tell about a time you lost a job. • What would you like to take away from this two day session?
- 6. Learning Objectives • Participants will learn the definitions of teams • Participants will understand the purpose and types of teams • Participants will familiarize themselves with ideal skills associated with successful teams • Participants will learn the characteristics and behaviors of high functioning teams • Participants will identify the different roles within teams • Participants will be able to identify several types of teams 6
- 7. Learning Objectives • Participants will learn team groundrules and team values • Participants will be able to describe the Five Dysfunctions of a Team • Participants will overview the four stages of team development • Participants will understand the team charter process • Participants will participate in several teambuilding activities • Participants will learn the value of team longevity and team closure 7
- 8. Promote Lifelong Learning You can develop lifelong learning traits: • By showing curiosity about human nature and how the world works. • By seeking and valuing diversity. • By persisting in seeking out new solutions. • By using your unique talents and intelligence to promote positive change. • By learning and applying technology tools to solve problems.
- 9. Show Respect • Value yourself. Be honest and ethical, and practice strong moral values. • Treat all members of the school community with politeness and respect. • Honor the ideas and opinions of others. • Offer to help. • Be responsible for keeping an open mind.
- 10. Policies • Ask questions at any time. • Listen to all ideas and opinions. • Leave for restroom when needed. • Please be back from lunch and breaks on time. • Let us know if the day is not working for you.
- 11. “Teambuilding is a set of activities whereby members of a work team 1) begin to understand more thoroughly the nature of group dynamics and effective teamwork, particularly the interrelationship of process and content (task) and, 2) learn to apply certain principles and skills of group process toward greater team effectiveness.” -William Burke 11
- 12. Team Definitions • Team Two or more members Specific performance objective Coordination of activity amongst members is a must Mutually Accountable • Pseudo-Team Same as a Team Lacks collective focus Does not perform together, rather individually Individual Accountability 12
- 13. Definitions, Cont. • Working Group No joint performance required Mutual Accountability not expected Organization driven work group EXAMPLES: Team: Minnesota Vikings St. Paul Chamber Orchestra Pseudo-Team: Real Estate Office Working Group: School Department 13
- 14. Team Selection “Teamwork: simply stated, it is less me and more we.” Team Skills List: •Project Management •Collaboration •Communication •Creativity •Detail •Team Leadership 14
- 15. It doesn’t take a team to change a light- bulb -Unknown • The Purpose of Teams Creativity Innovation Synergy Strategic Thinking Problem Solving Decision Making 15
- 16. Team Selection Matrix Skill Name Name Name Name Name Name 16
- 17. Characteristics of High Functioning Teams 1) A Clear, Elevating Goal 2) Results-Driven Structure 3) Competent Team Members 4) Unified Commitment 5) Collaborative Climate 6) Shared Standards of Excellence 7) External Support and Recognition 8) Principled Leadership 17
- 18. Behaviors of Effective Teams Members listen intently (to ensure understanding) Work at understanding what others are saying Ask others to repeat and clarify Paraphrase what is heard and ask if it is heard correctly Members say things clearly (respectful dialogue to ensure understanding) • Elaborate/give illustrations • Ask listener to paraphrase what s/he has heard • Repeat/restate statements to ensure increased correct input reception • Ask for confirmation as to whether the other heard correctly Members are open to share feelings and ideas (deeper understanding) • Discuss own strengths and weaknesses • Let non-verbal expressions reveal joy, boredom, anger, sorrow, etc. Members listen to and are open to other’s ideas • Seek/accept help from others • Ask others to be sincere and honest and show evidence that s/he means it 18
- 19. Behaviors, Cont. Members’ feedback to others • Share views of others with them • Check/seek awareness of whether others are ready to receive their views • Feedback to others when they have been helpful Members contribute to team’s awareness of itself • Call attention to what is happening in group • Invite others to give feelings and perceptions of what is happening in group Members contribute to problem definition and root cause identification • Suggest ways of diagnosing/identifying what helps/hinders in team problem identification • Aid team productivity by offering alternative ways of reaching group goals Members keep alert to ways in which they can support others in the team • From time to time take on various roles and functions to increase team maintenance Members act in the team by using a diagnostic approach • Use ability to understand why things happen 19
- 20. “The strength of the team is each individual member...the strength of each member is the team.” -Phil Jackson 20
- 22. • Team Groundrules-overview list Have teams you have worked on started with groundrules? • Team Values-overview list How are values useful when putting together/chartering a new team? 22
- 23. Activity: The Robbery OBJECTIVE: To provide a participatory learning exercise demonstrating the value of consensus decision making SYNOPSIS: A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up and the man sped away. A member of the police force was notified promptly. 23
- 24. The Robbery: Answers 1. ? 2. ? 3. False 4. ? 5. ? 24
- 25. Answers, Cont. 6. True 7. ? 8. ? 9. ? 10. ? 11. ? 25
- 26. Five Dysfunctions of a Team Dysfunction #1: Absence of Trust Dysfunction #2: Fear of Conflict Dysfunction #3: Lack of commitment Dysfunction #4: Avoidance of accountability Dysfunction #5: Inattention to results Lencioni, 2002 26
- 27. Team Assessment Trust Complete Lack of Trust-------------------------------------------------------High Level of Trust Conflict Avoidance of Conflict----------------------------------------------------Conflicts Managed Well Commitment No Commitment to Team-----------------------------------------------------Total Commitment Accountability No Accountability---------------------------------------------------------------High Accountability Focus on Results Inattention To Results-------------------------------------------------------------Results-focused 27
- 28. Discussion Questions • What is working well in your team? • What needs improvement? • How can you make the changes needed? 28
- 29. Making Team Decisions • Types of Decisions Minority Majority Unanimous Consensus 29
- 30. Consensus • Consensus is Finding a proposal acceptable enough that all members can support it, and no one opposes it • Consensus is NOT A unanimous vote A majority vote Everyone totally satisfied • Consensus requires TIME ACTIVE PARTICIPATION • The involvement, either by an individual or a group of individuals, in their own governance or other activities, with the purpose of exerting influence 30
- 31. Team Leadership Exhibit 10-1. Factors in Team Leadership Team Leader External Factors Internal Factors Purpose Balance of Authority Individual Performance Problem Solving and Conflict Resolution Team Spirit Team Focus on External Relationships (critical others) Team Performance Team Image 31
- 32. Team Leadership Definitions • External Factors Team Performance Team image • Internal Factors Balance of authority • Directive • Consultative • Collaborative • Delegative 32
- 33. TL Definitions, Cont. • Individual Performance • Problem solving and conflict resolution • Team spirit • Trust Contractual Trust Communications Trust Competence Trust 33
- 34. Defined Roles and Responsibilities • Sponsor • Team Leader • Team Member • Facilitator • Recorder • External Facilitator (when needed) • Subject Matter Expert (when needed) 34
- 35. Activity: The Sinking Ship OBJECTIVE: The objectives for this lesson are to discuss the value of building commitment and synergy and to review some activities that build teams 35
- 36. Sinking Ship: Discussion 1. Who emerged as the leader(s)? How did the leaders feel about their role? How satisfied were the other group members with their leadership? 2. What role did you play in this survival activity? 3. What helped and what hindered success or failure of this task? 36
- 37. Team Longevity The two major team distinctions are: •Natural Work Team •Project Team 37
- 38. Team Longevity, Cont. • Teams may work together indefinitely as a unit within the larger organization or come together to collaborate on a specific project. • Team “Endings” Closure Celebration 38
- 39. New Team Charter: • Groundrules • Vision • Mission • Goals • Implementation Plan • Resources Needed • People/Skills Needed • Status Updates • Recognition and Celebration 39
Editor's Notes
- #2: This is the second module in the Core Leadership Skills series. It is an eight hour session on teambuilding and related principles necessary to further develop the 21st century education system.
- #3: Overview of the agenda for the day. Breaks are noted on the Trainer Outline but can be scheduled as determined by individual class needs. Include the welcome and recap following this slide.
- #5: Welcome students and introduce facilitators and the logic for this class as shown on the Welcome slide. This slides shows what is the process for change in an organization. The facilitator can explain how the course materials relate to this slide. The needed skill area for educators is leadership.
- #6: At this point, it is time to ask the participants to introduce themselves. This slide is used to help challenge students and to start a process of disclosure and transparency to help them be more comfortable as they interact with the other class participants.
- #7: This is what will be conveyed over the course of todays workshop
- #9: This is still introductory material and is used to show the rationale for this training session.
- #10: Class room etiquette is briefly described in this slide. Facilitators may add to his list at their discretion.
- #11: Continuation of class room etiquette and expectations.
- #17: Use this slide as a guide for the participants to fill out their own. The directions for the guide are in the trainers manual
- #18: Use the intro paragraph on the manual to lead into this section. Follow up each of the characteristics with a few descriptions of each
- #19: Read from the trainer manual and guide the participants through each of the subheadings in this table, it will be continued on the next slide
- #22: Once again, use the manual to address each of these four stages, since the font for the descriptors is too small please have the participant follow along
- #24: Read along the directions with the participants and read the synopsis then have them answer the questions, give 5-10 minutes to answer questions, after reading the synopsis advance to next slide so participants cannot see the answers
- #25: Animations are set to show the answers on the second click, leave the screen blank while everyone finishes their quiz and then reveal the answers once everyone has finished, the following slide is set up the same way
- #26: Following the conclusion of the test and answers, discuss why each answer was correct, debrief with the group and see what they were able to take out of the exercise. Debrief questions: What worked in the team, was there a leader, was there disagreement, how did they decide which answer they wanted for their small group? What impacted their small group’s success or failure?
- #27: Provide short descriptions for each dysfunction and have participants think about when they have experienced this themselves in a team setting. This could be used for a small group sharing exercise.
- #28: Have participants fill out their own form from their manual and ask them to rate it about their current work team then follow with discussion questions
- #29: Have them fill out their answers but also provoke a discussion amongst the participants about their experiences in their team
- #30: Introduce the topic with the paragraph below the main heading and then provide other further detail about the other types of decisions, then have the participants fill in times when they have made each types of these decisions. Get examples from the crowd for each of the 4 decisions
- #31: Elaborate on the last section via trainer manual. Ask participants when they have experience consensual decision-making at work.
- #32: Address this table and then with the following slides go over the definitions
- #33: Provide a small summary for each of the headings
- #34: Same as before, provide a small summary for each of the headings, the participants should be able to follow along with their manuals
- #35: Provide definitions/examples for each heading
- #36: Similar to the first activity, provide the directions and then have small groups do this exercise. Be sure to have put masking tape “boats” on the floor in advance.
- #37: Engage an open discussion about the experiences of the participants in the activity
- #38: Provide definitions for the two different types of team longevity