Teamwork and Team building Training

1.0 Introduction

Team building is an important topic in the current business climate as organizations are looking to team-based structures to stimulate further improvements to their productivity, profitability and service quality. Most team training courses focus on the mechanics of effective teams problem solving, meeting skills, and decision-making. Although these skills are critical to team success, they ignore a major issue for all teams how to interact with each other. To work together, team members must develop their interactive, communication, and interpersonal skills. This workshop focuses on six crucial interpersonal skills that team members must have if they are to function as a high performance work team. Teams work most effectively when they have a clear purpose; good communication; co-ordination; protocols and procedures; and effective mechanisms to resolve conflict when it arises.

The active participation of all members is another key feature. Successful teams recognize the professional and personal contributions of all members; promote individual development and team interdependence; recognize the benefits of working together; and see accountability as a collective responsibility Team building is very important if you wish to extract the best out of your workforce. Employees are urged to work smarter and not just harder, in an effort to deliver the desired results. Though it definitely contributes in its own way, individual brilliance does not singlehandedly decide the fate of an entire project. Almost always, it is the joint efforts (or the lack thereof) of the whole team that eventually decide the success or failure of a project. In such cases, team building in the workplace becomes absolutely essential for a number of reasons.

Team building in an office helps to foster better and open communication between the employees themselves, as well as between the employees and the higher management. It goes a long way in improving professional relations, understanding and co-operation, and this is very much reflected in the quality of work being done. Team building in the workplace significantly contributes towards employee motivation and building trust among the employees, thereby ensuring better productivity. Well-developed guidelines for team building in the workplace help to increase goal achievement, process efficiency and worker satisfaction. Clarifying group goals, setting up clear structures and roles, and establishing clear channels for communication and task completion are important steps. When workers have clarity about their roles and feel confident about their contributions to the overall goal, workplace tasks tend to progress more efficiently and effectively. Here are some strategies for developing guidelines for team building in the workplace.

2.0 Background of Issue

This is seen and occur anywhere organization it will raise the issue to the administration or support group. Working as a team sometimes it does not bring a positive thing at times it is viewed negatively. Effective teams are rewarding and share many common characteristics. Respect for other team members is essential for team effectiveness. Valuing the strengths of teammates, while minimizing their weaknesses, promotes team cohesion. Cooperating as a team requires trust, focusing onand believing inthe end goal, arguing less and exploring more.

This issue was chosen as the module because I get to see most of several factors may be indicative of the need for team building. Some of these include; negative reactions to the manager; decreased productivity; apathy and lack of involvement; complaints about quality of service; lack of initiation, imagination, innovation; routine actions taken for solving complex problems; conflicts or hostility among staff members; ineffective staff meetings, low participation, minimally effective decisions; decisions misunderstood or not carried through properly; confusion about assignments, missed signals, and unclear relationships as well as complaints of discrimination or favouritism

In a voluntary or non-profit organization, think about all the people that you come into contact: colleagues, board members and other volunteers, donors, clients, the general public and so on. With this large network of people connected to your organization, learning how to work well together is vital. A team brings together individuals with similar interests and objectives. Teamwork originates with, and builds relationships among, a group of people who share a common interest or purpose. Working in teams allows individuals from different areas (e.g. programs, fund raising, marketing) with different roles (staff, volunteer, client/consumer/customer) and perhaps from different organizations to work together on issues of interest to team members. A team focuses its work on common objectives and finding solutions to shared problems. It uses formal processes such as record keeping, facilitation and scheduled meetings to achieve its objectives.

Our goal and focus is to help our members, learn and apply practical skills to deal with the opportunities and issues in your life. This series of modules is not designed to deal with "theoretical" issues, but rather to provide a practical "hands on" approach. Each of these modules is to be used, written in and applied. We can learn skills on your own, or join with others in a collaborative learning venture. Each module contains an instructor's guide in addition to a separate participant's guide which can be duplicated as often as necessary to supply the needs of your Club members.

Future modules will deal with individual as well as group-oriented skills, all of which are designed to help individual enhance their personal leadership ability in any chosen field of activity, i.e., employment, home, school, and volunteer activities. This is a significant development for our organization in its service to its own members, and we hope that participants will provide feedback about each module to the International Headquarters (c/o Leadership Development). In this way, we can maintain our focus on providing meaningful leadership training to Districts, Clubs and individuals throughout our organization. We truly hope all staff enjoy the journey to self-improvement. Module effective team building in the workplace aimed at all staff working in private and public companies in Malaysia, which is limited to 80 people and it will run for 2 days (weekends) at Hotel Istana, Kuala Lumpur. This module is for the employees to produce quality and efficiency not only in terms of knowledge, but in terms of soft skills, especially to improve the performance of the team, communication skills and effective leadership in the construction workforce. Its aim is to bring out the best in a team to ensure self-development, positive communication, leadership skills and the ability to work closely together as a team to problem solve.

3.0 Objective of the Module

It will provide information and tools to successfully organize and conduct training sessions for staff team building and public or private employees can be applied in everyday life, whether at work or in ordinary life. As explained later, it can also be used as a self-study program. The program has two main objectives of the other. First, by increasing the ability of members to build and deliver the high performance, effective team, this program will optimize the participation of its members and promote the fun and festivities provided by the participating groups. After all, it is "fun" to be a member of a "team effect". Effective teams achieve worthwhile things. Doing so is very self-satisfying. Second, improve the ability for members to build an effective team will help the organization better meet its goals and objectives. High-performance team that will better help the members will respond to the specific needs of their local communities. Dedicated individuals, working through effective team, achieving things in their communities to ensure the success of the group.

3.1 Learning Objectives

Identify and practice new methods of dealing with others that promotes team spirit, cooperation, and open communication.

Develop simple techniques for creating cohesive work groups by recognizing and praising each other.

Practice and perfect active listening skills.

Learn to take feedback from others without becoming defensive or angry.

Gain skills that allow positive action to be taken on group performance problems without causing conflicts or tension.

Learn to give criticism in a way that helps the individual and the work group to develop as a team.

4.0 Materials Required

All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Student Training Guide, and that you review each module before training to ensure you have any special materials required. We include worksheets in the Appendix at the end of this manual that can be reproduced and used where indicated. If you would like to save paper, these worksheets can often be transferred to flip chart paper, instead of having individual worksheets. We recommend these additional materials for all workshops:

Laptop with projector, for PowerPoint slides

Tips and Tricks Tutorial for students to take home

Timer or watch (separate from your laptop)

Masking tape

Blank paper

5.0 Maximizing Your Training Power

We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.

MAKE IT CUSTOMIZED. By tailoring each course to your participants, you will find that your results will increase a thousand fold.

Use examples, case studies, and stories that are relevant to the group.

Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.

Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)

MAKE IT FUN AND INTERACTIVE. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures.

MAKE IT RELEVANT. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.

KEEP AN OPEN MIND. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.

6.0 Module One: Getting Started

For most of us, teamwork is a part of everyday life. Whether its at home, in the community, or at work, we are often expected to be a functional part of a performing team. This workshop will encourage participants to explore the different aspects of a team, as well as ways that they can become a top-notch team performer.

Icebreaker

PURPOSE

To help participants get to know each other.

MATERIALS REQUIRED

None

PREPARATION

Prepare a list of categories, such as:

i. Vegetables

ii. Celebrities

iii. Cartoon characters

iv. Kitchen gadgets

v. Historical figures

vi. Office supplies

ACTIVITY

Have participants stand in a circle. (If there is not enough room, they may stay seated, but the circle formation is better for team building. If there are more than 80 participants in the workshop, divide the class into smaller groups.) Then, name one of your chosen groups, and explain that each participant must name an object that belongs to that group and why they are like that object. For example, you may choose office supplies for this round, and you say, I am like a paperclip because I like bringing everything together. Everyone else in the group must then choose an office supply and explain why they are like that object. Once everyone has spoken, choose a new category and start again.

Ground Rules

Take a few moments to cover basic housekeeping items.

Let participants know where they can find washrooms, break facilities, and fire exits.

Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.

Take this time to encourage the group to ask questions and make this an interactive workshop.

Tape a sheet of flip chart paper to the wall (or use an area of a white board) and mark it Parking Lot. Explain that any questions that cant be answered, or that are more appropriate for a post-workshop explanation, will be placed here and addressed at the end of the day.

Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, thats how we learn!

The Parking Lot

Explain the concept of The Parking Lot to participants.

The Parking Lot is a visible place where you will park ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.

At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.

Suggestions for the trainer:

i. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating.

ii. Its a good idea to note the name of the contributor along with the parked item.

iii. Items noted on the parking lot can be useful to you later as you plan future training sessions.

Workshop Objectives

Research has consistently demonstrated that when clear goals are associated with learning, the learning occurs more easily and rapidly. With that in mind, lets review our goals for today. By the end of this workshop, you should be able to:

Describe the concept of a team, and its factors for success

Explain the four phases of the Tuckman team development model and define their characteristics

List the three types of teams

Describe actions to take as a leader and as a follower for each of the four phases (Forming, Storming, Norming and Performing)

Discuss the uses, benefits and disadvantages of various team-building activities

Describe several team-building activities that you can use, and in what settings

Follow strategies for setting and leading team meetings

Detail problem-solving strategies using the Six Thinking Hats model -- and one consensus-building approach to solving team problems

List actions to do -- and those to avoid -- when encouraging teamwork

Action Plans and Evaluation Forms

Explain the action plan to participants: During this course, you will be adding ideas to your personal action plan. The plan uses the SMART system. This means that your goals must be Specific, Measurable, Attainable, Realistic, and Timely. Pass out the participant action plans and evaluation hand outs, available in the appendix of this manual. Ask participants to add information throughout the day as they learn new things and have ideas about how to incorporate the concepts being discussed into their work or personal lives.

6.1 Module Two: Defining Success

What is a Team?

A team is a group of people formed to achieve a goal. Teams can be temporary, or indefinite. With individuals sharing responsibility, the group as a whole can take advantage of all of the collective talent, knowledge, and experience of each team member. Team building is an organized effort to improve team effectiveness.

Factors for Success

Estimated Time30 minutes

Topic Objectivei. To list the attributes and characteristics that make a team successful in achieving a goal

ii. To provide an experiential recollection that helps set the stage for later work on team development concepts

Topic SummaryWhat is it about the collective team that enables it to be successful?

Materials RequiredNone

Planning ChecklistConduct a large group discussion. Ask:

What elements or characteristics do you think make a team successful in achieving a goal?

Activity Debrief Record the results on the flip chart or white board (or ask a volunteer do this).

Explain that well be exploring a specific model later

Stories to ShareWhen geese fly in formation, the flapping of each bird's wings results in an uplift for the birds that follow. The entire flock adds 71% greater flying range when moving in a V formation rather than if each bird flew alone.

Delivery Tips Its best to withhold judgment on answers. Make sure to keep the contributions moving along.

Remind participants to consider adding an item to their action plan.

An Overview of Tuckman and Jensens Four-Phase Model

Educational psychologist Bruce Wayne Tuckman, Ph.D. was charged by his boss at the Naval Medical Research Institute, Bethesda MD with a review of 50 articles about team behavior. From this body of work, Dr. Tuckman conceived his theory of group developmental processes in 1965.

The Forming stage. Groups initially concern themselves with orientation accomplished primarily through testing. Such testing serves to identify the boundaries of both interpersonal and task behaviors. Coincident with testing in the interpersonal realm is the establishment of dependency relationships with leaders, other group members, or pre-existing standards. It may be said that orientation, testing and dependence constitute the group process of forming.

The Storming stage. The second point in the sequence is characterized by conflict and polarization around interpersonal issues, with concomitant emotional responding in the task sphere. These behaviors serve as resistance to group influence and task requirements and may be labeled as storming.

The Norming stage. Resistance is overcome in the third stage in which in-group feeling and cohesiveness develop, new standards evolve, and new roles are adopted. In the task realm, intimate, personal opinions are expressed. Thus, we have the stage of norming.

The Performing stage. Finally, the group attains the fourth and final stage in which interpersonal structure becomes the tool of task activities. Roles become flexible and functional, and group energy is channeled into the task. Structural issues have been resolved, and structure can now become supportive of task performance. This stage can be labeled as performing. In 1977 Dr. Tuckman, collaborating with Mary Ann Jensen, proposed an update to the model, termed Adjourning. It describes the process for terminating group roles, task completion, and the reduction of dependencies. This stage has also been called mourning, especially if the teams dissolution is unplanned.

Estimated Time40 minutes

Topic Objective To describe the four stages of team developmental process

To prepare for in-depth learning about each process

Topic Summary The Tuckman Four-Stage Model of Group Development

Tuckman described four stages of team or group process :

Forming

Storming

Norming

Performing

Materials RequiredHand out One: The Four Stages of Team Development

Planning Checklist Distribute Hand out Two

Write the stage names on the flip chart

Recommended Activity Overview the characteristics of each stage with the large group.

Ask the group to share their own experiences about work teams in which they have participated where they can recall evidence of one or more of the four phases.

Stories to Share(Items of interest in the discussion above may emerge.)

Delivery TipsRemind participants to consider adding an item to their action plan.

Review QuestionsReiterate that there are four stages, name them, and mention that well be working with them again soon.

6.2 Module Three: Types of Teams

The Merriam Webster Dictionary defines a team as a number of persons associated together in work or activity. Teams are formed for many purposes. Examples include project teams, ad-hoc teams, quality improvement teams, and task forces. Sometimes the team is formed to work on a goal as an adjunct to a traditional hierarchy in an organization. At other times, the team is designed to replace the hierarchy.

Several roles help to keep a team operating smoothly.

RoleResponsibilities

Team Leader Moves the team to accomplish its task

Provides a conducive environment for getting the work done (location, resources)

Communicates with the team

Team Facilitator Makes things happen with ease

Helps the group with the process

Enables the group to produce the "how" decisions

Note: Facilitators may be members or non-members of the team.

Team Recorder Writes down the team's key points, ideas and decisions

Documents the team's process, discussions, and decisions

Time Keeper Monitors how long the team is taking to accomplish its tasks

Provides regular updates to the team on how well or poorly they are using their time

Collaborates with the team leader, facilitator and others to determine new time schedules if the agenda has to be adjusted

Team Members Displays enthusiasm and commitment to the team's purpose

Behaves honestly; maintain confidential information behind closed doors

Shares responsibility to rotate through other team roles

Shares knowledge and expertise and not withhold information

Asks questions

Respects the opinions and positions of others on the team, even if the person has an opposing view or different opinion

Session objectives

Agree as a group on the definition and purpose of teams in the work context

Describe characteristics of effective teams

Session guide

Topics FormatTiming

1. What are teams?

2. Characteristics of effective teams Plenary discussion

Paired interviews15 min

45 min

Total: 1 hour

Materials

Flipchart and colored markers

Slides

i. 2Definition of Teams

ii. 3Characteristics of Effective Teams

Hand out 1--Effective Teams: What Makes Them Successful?

Notes

1. What are teams? Explain that, in this session, we will talk about types of teams, characteristics of effective teams, and how teams develop. Ask the group, What is a team? Allow a few responses. Then ask, Of course, there are many different types of teams. What types are you familiar with? What is their purpose? Again, allow a short discussion. (Example responses: sports, social, organizational, project, department, etc.) Turn the discussion to the organizational level. Now lets look at teams within NGOs. Is an organization/department/project (adapt to the audience) the same as a team? (Possible response: An organization is a team because it is committed to a common vision and mission. However, it may be more diffuse in larger organizations that may comprise several teams through departments, projects, etc.) Ask the group for words/terms it associates with or describes a team. You can list ideas on the board.

2. Characteristics of effective teams: Explain that most people have experience both positive and negative with teams. We will study their experiences of success to better understand the characteristics of effective teams or teams that are able to achieve their purpose. Participants will have the opportunity to talk to one another and share stories of successful teams. Distribute TB Handout 1--Effective Teams: What Makes Them Successful? Ask participants to pair with the person across the table or room from them (this is to mix up the pairs.)They will have 30 minutes to discuss the questions, take turns talking and listening to one another so that they both have the opportunity to share their answers. Throughout the conversation, they should be listening for common themes of what made the stories possible.

6.3 Module Four: Building and Maintaining Teams

Session objectives

Identify the two functions of team maintenance and how to balance them

Describe the four stages of team development and appropriate management actions in each stage

Discuss differences in roles and perspectives and how the combination can create a strong team

Session guide

TopicsFormatTiming

1. Follow the directions

2. How teams form and function

3. Supporting team development

4. Differences in team members

5. Piecing together our teamWarm-up exercise

Plenary presentation

Small group exercise

Plenary discussion

Group exercise10 min

20 min

30 min

75 min

45 min

Total: 3 hours

Materials

Flipchart and colored markers

One piece of 8x10 or A4 paper per person

Facilitators drawing for Follow the Directions exercise

Notes

1. Follow the directions

Hand each participant a sheet of paper. Explain that you are going to give directions. Participants will replicate a drawing through simple verbal instructions. There are two rules: 1) Each person must remain silent throughout the exercise; and

2) no one may ask a question.

Here are your instructions:

Draw a circle

Draw a triangle inside the circle

Draw a square in the corner

Write your name on the paper

Have all participants hold up their picture. Most will be different in some way. Ask participants why their drawings werent similar. Everyone heard the same message, yet everyone perceived the message differently. Comments may include, We could only be silent and not ask questions; the instructions were basic with no detail; the instructions were quick. Tell participants that none of their pictures matches, so we will try this again. Ask the group to flip over the paper and start again. Use the following directions:

Draw a circle 4 inches in diameter in the center of your paper

Draw a triangle inside the circle so that all three corners are touching the circle

Draw a 1-inch square on the bottom-left corner of your paper

Write "your name," spelled out Y-O-U-R-N-A-M-E, on the bottom-right side of the paper

Have all participants hold up their papers and hold up one you prepared in advance. They should match. Close by saying that a team needs to communicate and listen to get the results intended.

2. How teams form and function

Task and Maintenance Functions: Explain that all teams are made up of humans, which can make them complex at times. As in the previous exercise, simply giving instructions was not enough. Listening and checking in to see how team members perceived those instructions was also important. In order to be effective, teams must achieve their purpose and meet their responsibilities (task). We are all familiar with tools such as project planning, staff meetings, etc., that help us with task functions. Yet, human beings are more than just our work. We also need support to maintain positive relationships. Things we do on this side include socializing, celebrating holidays, sharing meals together, and even having ways to resolve conflict. These two functions are interconnected and must work together in balance, like the wheels of a bicycle. If one tire or the other is flat, the entire bicycle is affected. Discussion questions: What happens when the task function wheel goes flat? The support wheel? Point out that the biggest pitfall to the task function is unclear assignments or tasks; the biggest pitfall to the support function is lack of feedback. Lack of good leadership can affect both. How? Ask the group to think about the task and support functions that are present in their team. How do participants ensure that both are working optimally? Starting with the task column, have participants list what they do to ensure that side is working well. Write their contributions on the slide (possible responses include setting objectives, work planning, meeting deliverables, monitoring, etc.) Then do the same for support functions (possible responses include giving/receiving feedback, personnel review, building trust, celebrating birthdays, the coffee room, etc.)

Stages of Team Development: --Stages of Team Development (hide the discussion questions with a piece of paper.) Introduce the slide by saying that teams do not instantly exist the day they are named. Even though every team is unique, each team goes through very similar stages of development. Describe each stage that every group will go through in part or in whole. Each stage is critical to the teams development as a high-performing teamwithout the first three stages there may not be high performance. Every time there is a change in team membership, these stages will be repeated. However, the more the group members know each other and have worked together before, the less time is spent in the first three stages. When finished, reveal the discussion questions. In pairs, participants discuss their answers to the questions for 10 minutes. At the end, lead a plenary discussion to hear different points of view on the teams development.

Discussion questions:

When did your team form, and what were the circumstances?

How have you seen these stages take place in your team?

What stage would you place your team in now?

What does it need to get the next stage?

6.3.1.Team Formation: Form, Storm, Norm, Perform

When teams and other groups of people come together, they typically go through a number of developmental stages. This process can take a few days or easily stretch over six months or longer. Note that the stages can play out simultaneously or in different order so it is important to be aware of the signs and signals of each stage. The leader or team manager supporting team formation cannot jump straight to perform but must instead facilitate the group through this process and bring the group through the four stages. The role of the leader is to help resolve issues and move the team toward performance if it gets stuck at any point.

A. FORMING STAGE

When people first come together, they are initially polite. They find out about one another and the work to be done. There is typically a honeymoon period when people are excited about the newness and potential of being on the team. Some may also be fearful or timid in response to the change. Forming is best done with high task and low support to provide structure while the new group develops. Introduce people to one another with an orientation of how everyone will work together. Allow opportunities for people to socialize. Clearly communicate the vision and goals of the work to be done to help the team understand what is to be achieved. Do not overwhelm people with too much detail or expect perform behavior at this stage. Engage all team members and draw out quiet ones.

B. STORMING STAGE

As the initial politeness fades and people start to work, tension forms around things that were vague or left unsaid in the last stage. Conflicts may arise regarding roles or procedures. Members may appear confused and dissatisfied. Output is generally low. Storming can be very strong if roles or objectives are unclear; the team faces external challenges, or if there is competition for formal or informal leadership. Managing the storming stage productively requires both a high-task and high-process focus. The manager asserts his/her role as leader to surface and resolve differences. Work goals and individual roles and responsibilities may need review and clarification. The key is not to let disputes continue to block team cohesion. Use the stage to develop new methods for collaboration and addressing conflicts.

C. NORMING STAGE

As roles and personal conflicts are sorted out, the focus returns to the task and what needs to be done. Objectives are clarified and the detail of work is laid out. Group rules develop and people start to collaborate as a team. Team identity emerges. Internal clashes may be replaced with external conflicts. Managing the process requires a higher focus on process than task to provide opportunities for group members to take responsibility for people and for work. Work planning is directed toward goal accomplishment. This is more productive as people feel comfortable with the objectives and in their roles. Team members take more responsibility for forging group norms and behaviors. Emergence of regular venues for socializing and creating a family environment may begin.

D. PERFORMING STAGE

Finally, the optimal level of performance is achieved. The team works interdependently and feels like a family. There is a strong sense of team achievement and pride. Mutual accountability is maintained, and personal differences are largely kept under control. Leaders can take a lower task and support role by increasing delegation of responsibilities as the need for direction decreases. Social activities and celebrations of success are important support functions. However, this is not the time to relax but rather to focus on sustaining high performance. An ongoing balance is needed between task and support functions to keep both achievement and motivation high.

6.4. Module five: Monitoring Team Development

Session objectives

Craft a vision of the ideal team

Assess current team performance against participants ideas and to prioritize areas for improvement

Formulate goals and an action plan for strengthening and monitoring team development

Session guide

TopicsFormatTiming

1. How to strengthen teams?

2. Visioning our ideal team

3. Assessing team performance

4. Our team development planPlenary discussion

Small group exercise

Small group activity

Plenary discussion5 min

45 min

40 min

30 min

Total: 2 hours

Materials

Flipchart and colored markers

Slides

6.4.1--Create a Shared Vision

6.4.2--Team Effectiveness Action Planning

Flipcharts

Team Assessment Gridwrite the groups Characteristics of Effective Teams (Session 2) on a flipchart with three columns for High, Medium, Low next to each.

Action plan template on flipchart.

Note

1. Introduction: How to strengthen teams?

Introduce the session by reviewing the different components of the workshop understanding teams and what makes them effective and practicing good team skills of communication and conflict resolution. Now participants will have the opportunity to look at their own team and develop a plan for making it stronger. (If helpful, use the analogy that we go to a gym not because there is something wrong with our bodies but because we want to be as healthy and strong as possible. The same is true with teams.)

2. Visioning our ideal team

Lead participants in guided visioning on imaging their team at its ideal. Ask them to sit comfortably in their chairs and relax and tell then to close their eyes or look down. Read the following, allowing pauses between sentences so that participants may follow with their thoughts. Imagine what your team looks like at its ideal to you. Imagine that in the next year, all your wishes come true. What does that look like? Picture your interactions as clearly as possible how you work togetherand how it feels to be part of such an effective team. Specifically, reflect on the following:

1. We know the team has succeeded because we see and hear

2. What is the great job we have done? What are people saying?

3. What has been the key to our success?

4. Our success in achieving our team purpose is important because

Allow participants a few minutes to record some notes to themselves on their responses. Divide participants into small groups of four to five people. (If the team is smaller than five people, ask participants to work together as one group.) Give them 30 minutes for the small group task on Slide 6.4.1 and ask them to be prepared to report their work to the others. When each group is finished, allow two to three minutes per small group to present the groups ideal vision with the whole team as well as the groups statement describing the picture. Ask the groups to post their statements all together. Note the similarities and differences. Ask if all can agree on one statement or even merge a few to create one common vision statement for their ideal team.

3. Assessing our team effectiveness

Once they have made any needed adjustments to the characteristics, provide participants with the opportunity to give themselves a quick check-up on the status of their team. This is not to see if they are good or bad; it is akin to visiting the doctor for a quick check-up to see where improvement is possible. (Note that the results are strictly for participants and will not be used for any other purpose.) See at the appendix.

4. Our team development plan

Ask participants as a group to determine the three-to-five characteristics they would like to improve upon in the coming year. The characteristics may be things they do poorly now and need to improve or something they already do well that is critical to their success and therefore want to make even stronger. Facilitate agreement on their priority list. (Note: You can follow the group; do not press them to select five if they feel strongly about three or limit them to three when they feel strongly about five.) Show Slide 6.4.2. Post the model action plan grid on the wall (without the notes on progress column).

Ask participants to form small groups around the priority characteristic that they are most passionate about or interested in. Allow 30 minutes for them to identify two or three actions they could take to improve their team effectiveness under this characteristic. As much as possible, ask participants to complete the other columns of the action plan (see example of the action plan template with model steps). At the end of the allotted time, groups present their action plan steps. Allow time for discussion after every groups presentation as well as at the end of the session for everyones comments on the plan. Be sure that the action plan is clear and accurate and that that all participants assigned a responsibility agree to the actions described. Explain to participants that the last column on the templatenotes on progressis for monitoring the groups action plan. Over time, the group will be able to record how its goals are being achieved. Alternatively, the group may need to explain obstacles it is encountering and efforts to overcome them.

7.0 Workshop Closure : Evaluation

Session objectives

Recap progress and decisions made during the workshop

Develop an action plan for continuing momentum

Make individual commitments to support the newly strengthened team

Session guide

TopicsFormatTiming

1. Action planning

2. Circle of promise

3. EvaluationPlenary discussion

Plenary exercise

Individual writing20 min

10 min

Total: 30 min

Materials

Action plan grid flipchart or slide

Piece of rope approximately 10 feet in length

Stick (or object to be used as a talking stick)

Evaluation sheets

Note

1. Review of workshop progress

Quickly review the progression of the workshop participants discussed the definition of a team and characteristics of effective teams; they looked at how teams developed and determined the stage and appropriate action needed for their own teams development; they practiced skills needed for positive interaction; and they developed principles and a plan for achieving their vision of their team at its ideal. Ask the group to review the action plan and identify the next steps they are committed to taking to get their plans underway. Focus on the next four weeks. What needs to happen? Who will do it? Complete the action plan grid on either a flipchart drawn in advance or a slide.

2. Circle of promise

Tie a knot in a strong piece of rope to form a circle as big as the circle of participants. Ask everyone to stand on the outside of the rope and grasp it with both hands as it is lying on the ground in front of each person. Everyone stands up at the same time by pulling on the rope. (The rope, formerly limp, will suddenly become full of strength and feel as if it were pulling up individuals, rather than the other way around.) How is this like our team? Have an object that can be used as a talking stick. As it is passed around, each person makes a promise of what s/he will do as a result of the workshop to keep the momentum going, e.g., listen carefully to others, give positive feedback, etc. The facilitators and the appropriate leader from the organization make some closing remarks to end the workshop.

3. Evaluation

Ask participants to complete an evaluation hand out to give feedback on the workshop. Use the following questions or adapt them to the group:

1. What was the highlight of the workshop? When was it and what did you learn?

2. What will you take back with you from this workshop?

3. How would you like the next gathering to build on this one? What would be the focus?

4. What are your three wishes for the workshop organizers that would have made the event even better?

5. What feedback would you give to your team mates on their contribution to the event?

8.0 References

AJ. Spencer (2014). Team Building for the Workplace: ppt

Brower, M.J. (1995). Empowering Teams: What, Why and How, Empowerment in Organizations, vol. 3, no. 1,

Dianna (2006) Teams: Teamwork and Teambuilding, Prentice Hall, New York.

Edited by Ali, BR, Lunagirl10101, Jacob (2014). How to Develop Guidelinesf For Team Building in the Workplace. The Article

Employed and unemployed full- and part-time workers by age, sex, race, and Hispanic or Latino ethnicity. Bureau of Labor Statistics Current Population Survey Table Web site. http://www.bls.gov/cps/cpsaat08.htm. Accessed July 6, 2012.

Fapohunda, Tinuke,M(2013).Towards Effective Team Building in the Workplace: International Journal of Education and Research, Vol.1.

Geneva(2007). Team Building: World Health Organization

Model of Globalised Self-Managing Work Team Effectiveness, Academy of Management Review

Munnell, AH, Sass, SA, and Soto, M. (2006) Employer Attitudes Toward Older Workers: Survey Results. Boston, MA: Center for Retirement Research at Boston College.

Team Building Skills; Cornelius & Associates. Article

Tintin:http://www.6422le.com/articles/team-building-in-the-workplace.html

http://bama.ua.edu/~jrichard/Team_Skills/Files/Teams/Guidelines_for_Team_Building.htmlhttp://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_tetrix_preview/fundamentals/projectmanagement/documents/Team_Building.pdf

http://hrcouncil.ca/about/overview.cfm: Workplace that Work.

9.0 Appendix

Workshop Evaluation Sheet

Date/Day:_________________________________________________________________

Title and Location Training:___________________________________________________

Trainer: ___________________________________________________________________

Please complete the following questions to give feedback to the organizers of this workshop:

Thank you for your participation!

1. How well were your expectations met for the workshop?

High

Medium Low

2. What was the highlight of the workshop? When was it and what did you learn?

3. What will you take back with you from this workshop?

4. How would you like the next gathering to build on this one? What would be the focus?

5. What are your three wishes for the workshop organizers that would have made the event even better?

6. What feedback would you give to your team mates on their contribution to the event?

7. What did you like most about this training?

8. Please share other comments or expand on previous responses here:

Thankyouforyourfeedback!