Week 1 presentation
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This document outlines the structure and goals of a team building course. It includes an introduction to teams and teamwork. The class will be divided into groups of 3 to research and lead team building games. Students will work together on a class project and evaluate each other's contributions. The project goals and evaluation criteria are described. Reflection papers will also be assigned. The document provides learning outcomes and contact information for the teacher.
Week 1 presentation
- 1. 9/6/12 C H I L D R E N ’ S E N T E R T A I N M E N T TEAM BUILDING
- 2. Teams A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. -- The Wisdom of Teams Jon R. Katzenbach & Douglas K. Smith
- 3. Intros Pair up in groups of 2. Interview each other for 2 minutes each. Then introduce the other to the class. Questions: What is their name? What they want to get out of the program? What unique trait do they bring to the group?
- 4. Teacher Intro: Miriam Verburg Artist turned Web designer turned Project manager turned Teacher Connect to me on: My LinkedIn: http://www.linkedin.com/in/miriamverburg Twitter: @mirverburg
- 5. Class Rules 1. Absolutely no insults. In a class about power and leadership it is very counterproductive to use insults or mockery. 2. Participate! Learning to communicate effectively is the main purpose of this class. If you know you have issues around speaking in public please come talk to me and we'll figure out a way to make it easier for you. 3. Be here! You can't learn to communicate well if you are at home staring at your Facebook wall. If you have to be absent for a class inform me & your teammates.
- 6. What makes a good leader or manager?
- 7. What makes a good teammate?
- 8. Pick your partners Find 1 person you haven't talked to yet. They are your partner. Blind Drawing: 1. Decide who is the blind partner. 2. The 'sighted' partner goes to the front of the room, gets an illustrated card & a blank page from Miriam. 3. Sit so the 'blind' partner can't see the image on your card. Give the blank card to the 'blind' partner. 4. Sit back to back, the sighted partner describes the image on the card to the 'blind' partner while he or she tries to draw what you are describing. When you are done, compare the two images.
- 9. Debrief What made that difficult? What type of communication was used in attempting to solve the problem? What communication methods might have worked better? What non-verbal factors might have made that easier? What real life activities are similar to this activity?
- 10. MacGruber is a terrible leader http://www.youtube.com/watch?v=lHPRl05J0DM
- 11. Course Description: Action & case oriented with a hands-on component in each class. Graded assignments: 1. Team building game 15% 2. Participation %10 3. Contribution to class project 50% 4. Reflection on class project 25%
- 12. 1. Team Building game: • Teams of 3 chosen at random • Each team will research and find a team building game on the web. • Each week they will lead the class in the game. • Marks will be assigned to the team as a whole by the class. • Discuss this grading rationale. Will it impact the cohesiveness of your team, is it a positive or negative impact?
- 13. 2. Participation: • Answer questions • Respond to another student’s input • Stay awake in class. • Keep your phone in your pocket. • Bring up points, ideas or situations relevant to the discussion at hand • Be responsible and accountable to your fellow students during project work • Volunteer to chair meetings
- 14. 3. Class Project Class must organize and execute an event of some sort to take place during week 8 of the team building course. You will be evaluated on: • Roles taken • Communication and collaboration • Event success • Peer evaluation The event must be legal, non-discriminatory and safe.
- 15. 3. Class Project continued Potential events include: • Talent show • Fundraiser • Conference • Hackathon • Auction Must include all members in the class and planning process must be documented through the use of online collaboration tools.
- 16. 4. Reflection paper Following the event, write a short personal paper (4 – 5 pages) reflecting on the experience of working with class as a team. Questions to address: • What did I think it would be like going in? • What unexpected things happened? How did I cope? • How did I feel about my contribution compared to the rest of the class?
- 17. Find cool team games online http://www.businessballs.com/teambuildinggames.htm http://www.gogamestorm.com/ Or do a search on: 'Team Building Games', 'Brainstorming Games’ If you are worried that the game may not be suitable please send me the description via email. Unsuitable games include anything that requires gasoline & a match – includes slurs or insulting speech, or required jumping from great heights.
- 18. Course Learning Outcomes The student will reliably demonstrate the ability to: • Evaluate one’s own behavior while acknowledging differences among team members • Assess and support stages of team formation • Use techniques to strengthen team cohesiveness • Participate in delivery of a team project