Teamwork and Team Building Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................4 What is Courseware? ................................................................................................................................ 4 How Do I Customize My Course? .............................................................................................................. 4 Materials Required ................................................................................................................................... 6 Maximizing Your Training Power .............................................................................................................. 6 Module One: Getting Started .............................................................................................................8 Housekeeping Items.................................................................................................................................. 8 The Parking Lot ......................................................................................................................................... 9 Workshop Objectives ................................................................................................................................ 9 Pre-Assignment Review .......................................................................................................................... 10 Action Plans and Evaluation Forms ........................................................................................................ 10 Module Two: Defining Success ......................................................................................................... 11 What is a Team? ..................................................................................................................................... 11 An Overview of Tuckman and Jensen’s Four-Phase Model .................................................................... 12 Module Two: Review Questions.............................................................................................................. 14 Module Three: Types of Teams ......................................................................................................... 15 The Traditional Team .............................................................................................................................. 16 Self-Directed Teams ................................................................................................................................ 17 E-Teams .................................................................................................................................................. 18 Module Three: Review Questions ........................................................................................................... 20 Module Four: The First Stage of Team Development – Forming ......................................................... 23 Hallmarks of This Stage .......................................................................................................................... 23 What to Do As a Leader .......................................................................................................................... 24
What to Do As a Follower ....................................................................................................................... 27 Module Four: Review Questions ............................................................................................................. 29 Module Five: The Second Stage of Team Development – Storming ................................................... 30 The Hallmarks of This Stage ................................................................................................................... 30 What to Do As a Leader .......................................................................................................................... 30 What to Do As a Follower ....................................................................................................................... 32 Module Five: Review Questions .............................................................................................................. 34 Module Six: The Third Stage of Team Development – Norming.......................................................... 35 The Hallmarks of This Stage ................................................................................................................... 35 What to Do As a Leader .......................................................................................................................... 35 What to Do As a Follower ....................................................................................................................... 37 Module Six: Review Questions ................................................................................................................ 38 Module Seven: The Fourth Stage of Team Development – Performing ............................................... 39 Hallmarks of this Stage ........................................................................................................................... 39 What to Do As a Leader .......................................................................................................................... 39 What to Do As a Follower ....................................................................................................................... 41 Module Seven: Review Questions ........................................................................................................... 43 Module Eight: Team Building Activities ............................................................................................. 44 The Benefits and Disadvantages............................................................................................................. 44 Team-Building Activities That Won’t Make People Cringe ..................................................................... 45 Choosing a Location for Team-Building .................................................................................................. 47 Module Nine: Review Questions ............................................................................................................. 48 Module Nine: Making the Most of Team Meetings ........................................................................... 49 Setting the Time and the Place ............................................................................................................... 49 Trying the 50-Minute Meeting................................................................................................................ 50 Using Celebrations of All Sizes ................................................................................................................ 51
Module Ten: Review Questions .............................................................................................................. 53 Module Ten: Solving Problems as a Team ......................................................................................... 54 The Six Thinking Hats .............................................................................................................................. 54 Encouraging Brainstorming .................................................................................................................... 58 Building Consensus ................................................................................................................................. 59 Module Ten: Review Questions .............................................................................................................. 61 Some Things to Do .................................................................................................................................. 62 Some Things to Avoid ............................................................................................................................. 62 Some Things to Consider......................................................................................................................... 63 Module Eleven: Review Questions .......................................................................................................... 65 Module Twelve: Wrapping Up .......................................................................................................... 66 Words from the Wise .............................................................................................................................. 66 Parking Lot .............................................................................................................................................. 66 Action Plans and Evaluations.................................................................................................................. 67
Learning is a treasure that will follow its owner everywhere. Chinese Chinese Proverb Proverb Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a takehome reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
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If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
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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 Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
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.
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Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold. o
Use examples, case studies, and stories that are relevant to the group.
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Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
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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.
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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.
And now, time for the training!
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Coming together is a beginning; keeping together is progress; working together is success. Henry Ford Module One: Getting Started For most of us, teamwork is a part of everyday life. Whether it’s 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.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
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.
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, that’s how we learn!
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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: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. 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, let’s 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 consensusbuilding approach to solving team problems
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List actions to do -- and those to avoid -- when encouraging teamwork
Pre-Assignment Review The purpose of the Pre-Assignment is to get participants thinking about their current set of Teamwork and Team Building skills. You will also find a PreAssignment handout in the Activities folder.
What qualities do you feel make up a good team? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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 handouts, available in the activities folder. 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.
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The ratio of We's to I's is the best indicator of the development of a team. Lewis B. Ergen Module Two: Defining Success Success is determined by a wide range of factors. When we are given a project or an assignment we are also usually given a metric to which we can gauge the success of it. Having a strong team will benefit any organization and will lead to more successes than not.
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.
Estimated Time
10 minutes To list the attributes and characteristics that make a team successful in achieving a goal
Topic Objective To provide an experiential recollection that helps set the stage for later work on team development concepts Topic Summary
What is it about the collective team that enables it to be successful?
Materials Required
None
Planning Checklist
Conduct a large group discussion. Ask: “What elements or characteristics do you think make a team successful in
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achieving a goal?”
Activity Debrief
Record the results on the flip chart or white board (or ask a volunteer do this). Explain that we’ll be exploring a specific model later
Stories to Share
Delivery Tips
When 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. It’s 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 Jensen’s 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.
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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 team’s dissolution is unplanned. The first four stages are the most commonly used parts of the process.* * Smith, M. K. (2005) 'Bruce W. Tuckman - forming, storming, norming and performing in groups, the encyclopedia of informal education, www.infed.org/thinkers/tuckman.htm. © Mark K. Smith 2005
Estimated Time
10 minutes To describe the four stages of team developmental process
Topic Objective To prepare for in-depth learning about each process The Tuckman Four-Stage Model of Group Development Tuckman described four stages of team or group process :
Topic Summary
Forming
Storming
Norming
Performing
Materials Required
Handout: The Four Stages of Team Development
Planning Checklist
Write the stage names on the flip chart Overview the characteristics of each stage with the large group.
Recommended Activity
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 Tips
Remind participants to consider adding an item to their action plan.
Review Questions
Reiterate that there are four stages, name them, and mention that we’ll be working with them again soon.
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Module Two: Review Questions 1) What is the same for each team member a) b) c) d)
Education Skills Position Goal
2) An organized effort to improve team effectiveness is called: a) b) c) d)
Team boosting Team building Team reinforcement Team modification
3) What is the second phase of Tuckman and Jensen’s model? a) b) c) d)
Norming Forming Storming Performing
4) Bruce Wayne Tuckman is: a) b) c) d)
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Psychiatrist Educational psychologist Economist Manager
Gettin' good players is easy. Gettin' 'em to play together is the hard part. Casey Stengel 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. Role Team Leader
Team Facilitator
Note:
Responsibilities Moves the team to accomplish its task Provides a conducive environment for getting the work done (location, resources) Communicates with the team Makes things happen with ease Helps the group with the process Enables the group to produce the "how" decisions 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
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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
The Traditional Team There are several characteristics common to traditional teams.
A team gains a shared understanding and purpose among team members, as distinguished from a group.
Teams require mutually agreed-upon operating principles such as agendas, procedures, and decision-making processes.
A team is interdependent; everyone works for the good of the team, not for oneself.
Effective teams distinguish task from process. How they do things (the process) is just as important, if not more important, than what they do (the task).
Estimated Time
10 minutes To work as a team to achieve a goal
Topic Objective To provide an example of team process used to complete a task Build a Paper Tower Topic Summary
Work as a team using only a sheet of paper to construct the tallest freestanding structure possible
Materials Required
One sheet of paper per team Write the assignment on the flip chart:
Planning Checklist
Construct the tallest possible free standing structure using only the sheet of paper you were given Divide participants into groups of four to six. Give the assignment: Using the sheet of paper only, construct the tallest free-standing structure. No other materials are allowed. You have 5 minutes.
Recommended Activity Debrief the exercise In the large group. Make sure the following observations are mentioned, either by team members, or by you: Team Goal. Were all team members on board with the task goal? Collaboration. Did the team work together? Page 16
Process. What methods did the group follow to solve the challenge? Task solution: The optimal solution to this task requires the construction and use of connectable tubular rolled or triangular telescopic sections, made from lengthways strips of the sheet. Using this technique, it is possible to make a tower at least three times higher than the length of the sheet. The exercise can be adapted to suit your situation. For example, allowing a few more minutes for the task and providing an extra practice sheet of paper may increase the depth and complexity of the task -- and make the debrief richer.
Delivery Tips
Remind participants to consider adding an item to their action plan.
Self-Directed Teams A self-directed team is a team that is responsible for a whole product or process. The team plans the work and performs it, managing many of the tasks supervision or management might have done in the past. A facilitator (selected by the team or an outside individual) helps the group get started and stay on track. The facilitator’s role decreases as the team increases its ability to work together effectively.
Estimated Time
5 minutes
Topic Objective
To benefit from the experience of a participant who has worked within a self-directed team Self-directed Team Experience Sharing
Topic Summary
Learn the impressions of course participants who have worked within a selfdirected team
Materials Required
None
Planning Checklist
None
Recommended Activity
Share the definition of a self-directed team with the large group. Ask: Has anyone in the room been a member of a self-directed team?
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(If there is no response, ask about working on a task force.) What was the objective of the team? What were your personal experiences with the process? How was it different from your experience as a member of a traditional team
Stories to Share
Minnesota-based 3M is among an increasing number of companies that involve employees in the daily management of their business through work teams. These teams are empowered to take corrective actions to resolve day-to-day problems. They also have direct access to information that allows them to plan, control, and improve their operations. In short, employees that comprise work teams manage themselves.
Delivery Tips
Remind participants to consider adding an item to their action plan.
E-Teams An e-team is a group of individuals who work across space and organizational boundaries with links strengthened by webs of communication technology. Members have complementary skills and are committed to a common purpose, have interdependent performance goals, and share an approach to work for which they hold themselves mutually accountable. Geographically dispersed teams allow organizations to hire and retain the best people regardless of location. An e-team does not always imply telecommuters, individuals who work from home. Many virtual teams in today’s organizations consist of employees both working at home and in small groups in the office, but in different geographic locations. The benefits of an e-team approach are:
Workers can be located anywhere in the world
Virtual environments can give shy participants a new voice
Members have less commuting and travel time, so they tend to be more productive
Companies gain an increasingly horizontal organization structure, characterized by structurally, and geographically distributed human resources.
There are a few caveats when using e-teams. They frequently operate from multiple time zones, so it is important to make sure that there is some overlapping work time. In addition, unless a camera is used for meetings, working virtually means that there is no face to face body language to enhance communications. Therefore, intra-team communications must be more formal than with a team whose Page 18
members meet physically. Care also needs to be taken to make sure no one is left out of the communications loop just because he or she is not visible. E-teams demand a high trust culture.
Estimated Time
10 minutes To insure understanding of the three types of teams
Topic Objective To decide which team types are appropriate for a given situation The Right Team for the Job Topic Summary
The type of team that is formed depends upon many factors. This exercise explores several hypothetical needs for teams Handout: Traditional Team Roles
Materials Required Worksheet: The Right Team for the Job Planning Checklist
Write the three team types (traditional, self-directed, and e-teams) on the flip chart for this exercise. Share the definition of an e-team either Distribute Handout One to the large group and discuss the roles held by team members. Break participants into small groups. Ask groups to
Recommended Activity
1. Review the team goals and member roles [Worksheet One) 2. Decide which type of team best fits the job 3. Provide reason(s) for the decision. Debrief the groups’ work with the large group. Have the group re-state the three team types.
Review
Regardless of the team type, it’s important for the individual who chartered the team to choose the right type of team, monitor the results of the team’s work, and make adjustments, if necessary.
Delivery Tips
Remind participants to consider adding an item to their action plan.
Review Questions
Have the group recap the three team types.
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Module Three: Review Questions 1) According to Merriam Webster Dictionary, team members are associated by: a) b) c) d)
Their goals Their skills and abilities Their work or activity Their working position
2) Which of the following is not a facilitator’s responsibility? a) b) c) d)
Making things happen with ease Helping the group with the process Enabling group to produce the ‘how’ decisions Documenting team’s process
3) Traditional team is: a) b) c) d)
Externally dependent Interdependent Independent They can be any of the above
4) Effective traditional teams distinguish task from: a) b) c) d)
Process Means Tactics Techniques
5) A self-directed team is a team that is responsible for: a) b) c) d)
The main solution The meeting’s outcome The whole process or product Final decisions
6) Who helps self-directed teams to stay on the track? a) b) c) d)
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Team leader Time keeper Team recorder Facilitator
7) Which of the following is the biggest problem about E-teams? a) b) c) d)
The atmosphere is rather unprofessional Different time zones The camera doesn’t fully transmit body language and emotions Some team members are shy with the cameras
8) Telecommuters are: a) b) c) d)
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E-team members Temporary team members People who work from home E-team administrators
END OF FREE PREVIEW FULL WORKSHOP AVAILABLE EXCLUSIVELY AT:
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