DISCLAIMER Š 2016 SCAD DMGT 732 Facilitating Creative Thinking Team All images were created by the DMGT 732 Facilitating Creative Thinking team unless otherwise noted. Facilitating Creative Thinking is the official process book of the Savannah College of Art and Design graduate Design Management course: DMGT 732 Facilitating Creative Thinking and was created entirely by the students enrolled in this course. Its editorial content does not necessarily reflect the views of the Savannah College of Art and Design. It was produced in the Spring Quarter of 2016 and covers the period between March and June 2016. The 2016 Spring Quarter DMGT 732 process book features 10 sections: Course Overview, Stages 1&2, Stage 3, Stage 4, Stage 5, Stage 6, Stage 7, Appendices, References and List of Figures. Apple Macintosh OS X computers using Adobe Creative Cloud software (InDesign, Photoshop and Illustrator) were used to design this book.
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TABLE OF CONTENTS COURSE OVERVIEW Course Overview .................................................. iv Mentor ................................................................. v Book Introduction ................................................ vi Team Members .................................................... viii Team Performance Model .................................... x
STAGE 5 Overview .............................................................. Activities ............................................................... Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ....................................................
31 32 36 37 38
STAGES 1 & 2 Overview .............................................................. 1 Activities ............................................................... 2 Detailed Design .................................................... 6 Peer Feedback Summary ...................................... 9 Team Reflection .................................................... 10
STAGE 6 Overview .............................................................. Activities ............................................................... Detailed Design .................................................... Peer Feedback Summary ...................................... Team Reflection ....................................................
41 42 48 51 52
STAGE 3 Overview .............................................................. Activities ............................................................... Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ...................................................
STAGE 7 Overview .............................................................. Activities ............................................................... Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ....................................................
55 56 60 61 62
STAGE 4 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ....................................................
13 14 16 19 20
23 24 26 27 28
References ......................................................... 64 List of figures ........................................................ 65
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COURSE OVERVIEW DMGT 732 Facilitating Creative Thinking successful design managers need to be able to create the conditions for creative thinking and innovation within an organization composed of a wide variety of professionals who may or may not be familiar with design thinking. This course prepares students to lead teams in the envisioning of new ideas and solutions by developing skills in framing projects, imaging outcomes and group interaction as they apply the process of design conceptualization outside of the familiar studio setting. In a series of simulations and group exercises, the students acquire experience in idea facilitation through working successfully with people not necessarily familiar with the design process and creative ways of working non-linearly.
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Savannah College of Art and Design, 2015-2016 online catalogue.
Figure 2. Artifacts.
MENTOR “I am a creative entrepreneur and trans-disciplinary scholar-practitioner working at the nexus of design, business, and engineering. My colleagues describe me as progressive, creative, innovative, generous, and industrious. As a bi-cultural, bi-lingual, and bi-national I live in Europe and also in the US, currently on a sub-tropical island near Savannah, Georgia, where I teach Design Management at the Savannah College of Art and Design.” —Regina Rowland, Ph.D.
Figure 3. Prof. Regina Rowland.
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BOOK INTRODUCTION This book serves to document the work of 12 graduate students in DMGT 732, Facilitating Creative Thinking at the Savannah College of Art and Design over the course of the 2016 Spring Quarter. The class utilized the Drexler/Sibbet Team Performance Model (TPM) as a framework to actively learn the skills necessary to become effective team leaders. Accordingly, the students themselves operated as a team, using one another as test subjects in the process: based on the TPM, the students experientially role-played each of the seven steps in the model as classroom activities. Each role-play session was designed and led by one or two student facilitators, after which the class exchanged structured feedback to review and record what was experienced, what worked well, and what could be improved upon. vi
This book contains the seven stages of the TPM divided into five parts: Overview, Activity, Detailed Design, Peer Feedback Summary and Team Reflection. Overview This section introduces the stage, and the purpose and desired outcome of the activity. Activity This part includes the intent and description of the activities for that stage. Detailed Design This part includes the detailed design for facilitators of the activities for that stage. Peer Feedback Summary The feedback is from the participants. Feedback is based on the performance, language and successful facilitation skill demonstration. Reflection In this section facilitators self-reflect upon their own experience and performance and note potential future improvements. Figure 4. Team work.
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TEAM MEMBERS
viii
Figure 5–16. Design team portraits.
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TEAM PERFORMANCE MODEL
x
Figure 17. Drexler/Sibbet Team Performance Model®.
Over many years of working with teams, Allan Drexler and David Sibbet came to appreciate that team challenges are somewhat predictable, and arise from repeating sets of concerns that all teams face during stages of their work. The model illustrates the recurring challenges teams face, and the indicators that inform if a team has successfully addressed them. What is not common to all teams is how leaders respond to these challenges. This is the area of best practices, and has grown steadily over the years since the TPM was first developed (The Grove
Consultants International, 2008).
Figure 18. Outdoor team work.
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STAGE 1 & 2
Figure 19. Drexler/Sibbet Team Performance ModelÂŽ stages 1 & 2.
Stage 1 “The key question for the Orientation stage is Why am I here? Part of the answer has to do with the team’s purpose. A satisfactory answer would explain why the team exists and what is expected of it. This is why setting direction and clarifying charters is so central to team leadership. To the extent that members embrace that purpose, they begin to identify as a team. To the extent that the purpose is vague or at odds with what the members care about, they withhold their allegiance and feel disorientation, uncertainty and maybe even fear” (The Grove Consultants International, 2008, p. 28).
This section integrates stages 1 and 2 corresponding to orientation and trust building. The reason for this integration is that the two amalgamate well and help build a strong relationship amongst the participants. In most facilitation activities the two stages are presented under one session because of their goal overlap.
Stage 2 “Trust is a measure of one’s willingness to work together with others for something important. Because team members have to depend on each other in order to be successful, trust is essential, in direct relation to how much interdependency exists. Initially trust involves some risk and uncertainty about dealing with strangers. This is why the key question is Who are you” (The Grove Consultants International, 2008, p. 29).
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ACTIVITY 1. PASS IT AROUND INTENT
The purpose for this activity is to break the ice between the team and provide a common goal to achieve. By establishing a clear goal, even when reaching the goal is impacted by obstacles, team members work together to achieve it while building trust and having fun.
DESCRIPTION
The participants stand in a circle and collaborate to pass around a bowl with water. When the activity begins, the facilitators bring obstacles to the game by turning some participants around, blindfolding a couple of them and only letting them use one hand to pass the bowl around.
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Figures 20–23. Pass it around activity.
ACTIVITY 2. ORGANIZE CARDS INTENT
This activity is designed to have groups work in teams toward a common goal. The goal is reached twice; the first time without any time for planning, and the second one allows time for planning and strategizing with the members.
DESCRIPTION
The team is divided in two groups. Each group receives a shuffled deck of cards that needs to be organized in a specific order explained by the facilitators. The first group that accomplishes the task wins. The facilitators mark the time. The activity is run again, but in the second round, the facilitators provide time for planning. When the second round is finished, facilitators compare the time and talk about the difference between pursuing goals with planned strategies and communication, and without any kind of alignment.
Figures 24–27. Organize cards activity.
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ACTIVITY 3. MASTER POST-IT® INTENT
The activity is designed to get everyone geared up to be attentive during ongoing activities, fostering attention to other team members’ actions.
DESCRIPTION
A randomly picked person is secretly assigned to be the Master Post-It®. Every participant has a Post-It® placed next to him/her. During the course of the session, the Master has to act in the least noticeable manner and place the Post-It® on his/her forehead. Once other participating members realize the PostIt®on the Master’s forehead, they do the same, as fast as they can. The member who does it last is asked to wave their left hand every time he/she talks.
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Figure 28. Master Post-it® activity.
ACTIVITY 4. WHY ARE WE HERE? INTENT
The intent of this activity is to learn about team members’ vision about their goals and purpose of studying at SCAD. Disclosing these personal intentions leads to create common ground between team members.
DESCRIPTION
The facilitators distribute paper and markers, and ask the participants to draw a simple composition that represents their purpose of attending SCAD. Each team member places his/her drawing in a bowl. Thereafter, the bowl is passed around and each person picks the drawing of another team member to interpret. After the interpretation, the author of the drawing elaborates on its meaning further. The action is repeated until every team member has shared his/her vision. The facilitators invite the participants to reflect on the commonalities that emerged in this activity and to reflect on that realization.
Figures 29–32. Why are we here activity.
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DETAILED DESIGN TIME
INTENT
Date: Apr.05.2016 11:25 – 11:33 a.m. (8 minutes)
The intent of the activity is to break the ice between the team and to provide a common goal for the team to achieve. By establishing a clear goal, even when impacted by obstacles, the team can work together to achieve it.
11:33 – 11:36 a.m. (3 minutes)
The intent of this step is to provide participants with closure and explain benefits of the activity.
11:36 – 11:44 a.m. (8 minutes)
This activity is designed to have groups work in teams toward a common goal. The goal is reached twice; the first time without any time for planning, and the second one allowing time for planning and strategizing with the members.
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METHODS AND STEPS Pass it around 1. Ask participants to stand on a circle at arm’s length. 2. Explain the activity. Tell the participants that they should pass the bowl around clockwise for 3 minutes as many times as possible. 3. Explain that they should not move their feet from where they are, that they can not speak and that they might be given individual instructions to follow. 4. Give the bowl of water to one person to start and set your timer. 5. As participants begin to pass the bowl around, approach some of them and ask them to only use one hand, to turn around (while still participating) or blindfold them. 6. Ask the participants how they felt during and after the activity.
MATERIALS Bowl, water, blindfolds and timer
SET UP Fill the bowl with enough water. Take participants to an open space.
Thank participants for engaging in the activity. Invite them to go to the workspace and to actively participate in the next activity.
Organize cards 1. Divide the team into 2 groups and give each group a shuffled deck of cards. 2. Explain to the groups that the goal of this challenge is to finish completing the task faster than the other group. As soon as one team is finished they should raise their hands and say out loud ‘Done!’. The other team should continue working until the solution provided by the first team is verified. 3. Make sure each group is set up around a table and with a set of cards placed in the middle of the table. 4. Finally, explain to the teams that they have to lay out the cards on the table, next to each other and in four rows. Each row should be sorted by suit and in numerical order starting with A, 1-10, J, Q and K. The suit order should be: Clover (first top row), Diamond (second), Hearts (third) and Spade (fourth bottom). Draw the order on the board as a guide. 5. Once the instructions are clear, you can inform the teams to start and you may start your timer.
Two decks of cards, timer, whiteboard and marker
Have two tables cleared of any objects and without any chairs around. Have a whiteboard that everyone can see.
DETAILED DESIGN TIME
INTENT
METHODS AND STEPS
MATERIALS
SET UP
6. When the first team finishes, mark the time. Visit their table and verify that the order is correct, before naming them winners. If order is not correct, they should reorder. 7. Make sure you take note of the time for both team’s performance and write them on the whiteboard. 8. Once the round is finished, let the teams know that the activity will be repeated. Have both teams pick up the cards and shuffle the deck for 30 seconds while they strategize their approach for the next round. 9. Once the cards are shuffled, repeat Step 4–7. 10. Now, compare the time difference between the first and second round for both teams. Did they take longer? Did they take less time? Ask them why they think that might have happened. 11. During the debrief prompt participants to realize that even when a goal is clear there might be many ways of getting it. Discuss how important it is to communicate with your team, organize yourselves, have clear expectations and develop a strategy that you all know about and can follow. 11:44 – 11:46 a.m. (2 minutes)
The intent of this step is to provide participants with closure and explain benefits of the activity.
Thank participants for engaging in the activity. Invite them to go to the workspace and to actively participate in the next activity.
11:46 a.m.– 12:01 p.m. (15 minutes) This activity will run parallel to Why are we here activity.
The activity is designed to get everyone geared up to be attentive during ongoing activities, fostering attention to other team members actions.
Master Post-it® 1. Randomly pick a person to be the Master. Do it without letting the participants notice it. 2. Ask participants to keep an accessible area on the table clear of any item. 3. Distribute Post-it® notes, one per person placed right in front of participants, on the table only. 4. During the course of the session, the master has to act in the least noticeable manner and place the post-it on his/her forehead. 5. Once other participating members realize the post-it on the Master’s forehead, they should do the same, as fast as they can. 6. The member who performs Step 5 last will be asked to wave his/her left hand every time he/she talks. 7. The activity will continue with everyone placing their post-its back on the table. 8. Return to step 4 until the team decides to finish the game
Post-it® notes
Every participating member should have a clear accessible space in front of them, on the table where they can place the Post-it®.
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DETAILED DESIGN (Continued) TIME
INTENT
11:46 a.m.– 12:01 p.m. (15 minutes)
The intent of this activity is to learn about team members’ vision about their goals and purpose of studying at SCAD. Disclosing these personal intentions leads to create common ground between team members.
12:01 – 12:16 p.m. (15 minutes)
The intent of this step is to express gratitude and receive feedback from the participants.
Total: 150 mins
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METHODS AND STEPS Why are we here? 1. Ask participants to clear the table. 2. Distribute the materials, one sheet and one marker per person. Place the bowl in the middle of the table. 3. When every person has the materials, start the instructions. 4. Ask the participants to write their names on the sheet and to draw a simple composition that represents their purpose of attending SCAD. They have 3 minutes to execute this task. 5. When the time is up, ask the participants to fold their drawings and place them in the bowl. 6. Take the bowl and give it to one of the participants. Tell him/her to take one of the folded sheets. Now, tell him/her to try to interpret the drawing on the sheet. 7. When the participant finishes interpreting the drawing, the owner of the drawing will share the actual vision to compare the real intent to the interpretation. Then, he/she will take a drawing of the bowl and will repeat the same activity. Wrap up 1. Thank the par participants for their a en on and engagement and invite them to give feedback for the session. 2. Ask them to divide the paper in 4 quadrants. Tell them to name each quadrant as follows: — What I expected. — What I actually experienced. — What I appreciated. — What I would have liked more of. 3. Ask them to fill out the form.
MATERIALS Paper, markers and bowl
Paper and markers
SET UP Set the room with 1 table and enough chairs for every participant. Have the paper,markers and bowl ready on the table.
PEER FEEDBACK SUMMARY WHAT WAS EXPECTED?
WHAT WAS EXPERIENCED?
Participants expected to break the ice in the group, to get to know their peers better, build empathy and have fun with the team.
Team members perceived the activities as engaging and fun. Also, they built connections and empathy towards their peers.
WHAT WAS APPRECIATED?
WHAT WOULD WE HAVE LIKED MORE OF?
Participants appreciated the energy and engagement of the group and facilitators. They also appreciated the variety and novelty of the activities.
Team members expressed that they would have liked more time to develop the activities, a closure to reflect about what happened in each of them, making the activities’ transition easier and smoother.
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TEAM REFLECTION From the feedback gathered from the participants we observed that the activities were successful in engaging the group and tackling the goal set for Stages 1 and 2. The activity, Pass it around, triggered its first dive into the interaction amongst participants and teamwork. Each member had to understand the obstacles that constrained other members in order to overcome those and reach the common goal. The activity was engaging, task-oriented and fun; it energized the group for the upcoming activities. The second activity, Organize cards, led the groups to work together towards organization and planning. This activity also gave them the opportunity to learn from their experience, evaluate their skills, and reframe their strategy. Having completed the two activities we introduced Master Post-itÂŽ. 10
It was short, highly engaging and a fun task which made the group agile and pay attention to detail. The last activity for the session was Why are we here, which helped define a common ground and generate understanding between peers. This common ground defined our mission and reasons for being part of this team.
Figure 33. Team in the classroom.
An important and common observation was that the pace of each activity was fast and the transition time between each was short. The rush attributed to each activity in comparison to the total time of the session challenged our capabilities to balance the time and closure with feedback for each activity. This lack of balance might have resulted in us unconsciously prioritizing our tasks and requirements over the team learning experience. From our failures we learned that time constraint is not as important as providing the team with learnings from each activity.
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STAGE 3
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Figure 34. Drexler/Sibbet Team Performance ModelÂŽ stage 3.
“Sometimes teams have precise charters that specify what they are responsible for accomplishing. More often, they are given a broad mandate and need to make choices about how they will translate it into goals. What are we doing is a more immediate question than the larger question of purpose asked during [Stage 1]� (The Grove Consultants International, 2008, p. 30).
Figure 35. The Five Bold Steps Map.
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ACTIVITY 1. FORCE-FIELD ANALYSIS INTENT
The intent of this activity is to work in different teams, as a strategy that helps the team members to align with different perspectives and use new methods to support change.
DESCRIPTION
The group is divided into different work teams in order to see the maps from a different perspective and be able to work with different members. After analyzing what each group wants to convey in the vision on their map, a brainstorming activity is conducted within each new team, in order to enable an open discussion and to identify clearly the support and challenges to achieve the vision. At the end of the activity, the facilitators will invite the participants to reflect and discuss the results.
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Figure 36–39. Force-field analysis activity.
ACTIVITY 2. VISION & BOLD STEPS LANDSCAPE INTENT
The activity is designed to reach an agreement on an over-arching vision of where the team is heading in this project and the four or five bold steps necessary to provide a clear, high-level framework for action.
DESCRIPTION
In order to bring explicit assumptions, clear integrated goals, and a shared vision, subgroups are formed and each creates a strong vision linked to immediate steps to create organizational tension and drive creative action. These first steps require the teams focused attention for more than one group session. So as to focus the increasing creative tension the next step is to reassemble the subgroups and enable a straightforward analysis on what each group wants to convey in the vision of their map. Next, they co-create the supports and challenges for every vision. The last step includes going back to the original subgrouping, silent reflection, and filling the last backup elements of the map. Figure 40–43. Vision and bold steps landscape activity.
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DETAILED DESIGN TIME
INTENT
Date: Apr.19.2016 11:00 – 11:15 a.m. (15 mins)
The purpose of this step is to make a decision regarding the partnership with the client.
11:15 – 11:25 a.m. (10 mins)
The intent of this activity is to work in different teams, as a strategy that helps the team members to align with different perspectives and use new methods to support change.
11:25 – 11:55 a.m. (30 mins)
The purpose of this activity is to facilitate the process of coming up with new insights and ideas by mixing up the original teams.
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METHODS AND STEPS Client discussion 1. Present the conundrum. 2. Have an open discussion in the class. 3. Decide what client we will move forward with. 4. Close the discussion with a final decision about the client. Force-field analysis (part 1) 1. Organize teams on a round table and give the instructions. 2. Divide the teams based on predetermined diverse new match-ups. 3. Have participants analyze previous work and gather essential information using different methods to move forward. 4. Encourage participants to have an open discussion about the new information gathered in order to establish the supports and challenges.
Force-field analysis (part 2) 1. Encourage the participants to analyze the information provided by the other team. 2. Give the participants a stack of Post-it® notes and ask them to write the support and challenges they think they will encounter. Have the group allocate the notes in the map. 3. Ask the teams to share the challenges and supports with the rest of the group.
MATERIALS SET UP White board and makers
Have the room set up with tables, chairs and whiteboards.
Map, Post-it® notes, tape, pens markers and printed agenda
Tape maps and set area for supports and challenges.
Map, Post-it® notes, tape, pens, markers, and printed agenda
Tape maps and set area for supports and challenges.
DETAILED DESIGN TIME
INTENT
11:55 a.m. – 12:10 p.m. (15 mins)
Break time
12:10 – 12:25 p.m. (15 mins)
The purpose of this activity is to allow participants to reflect on their experiences individually and later as a group.
12:25 – 12:40 p.m. (15 mins)
Break time
12:40 – 1:10 p.m. (30 mins)
The purpose of this activity is to have teams look at their maps from a new perspective and keep working upon the ideas provided by the other group.
METHODS AND STEPS
Self reflection 1. Organize the whole team around a table and provide members with a piece of paper and a pen. 2. Ask each member to write a reflection about the experience of changing groups and trying a new method to develop the supports and challenges of the map. 3. Ask each member to share his/her opinions and perspective. 4. Discuss with the participants how important it is to work with different team members and to enable a good team environment in order to work towards a common goal.
Dreams and fears analysis 1. Re-organize groups into original composition. 2. Ask participants to review the contribution of the previous team about the supports and challenges. 3. Ask the teams to reflect on the other team´s contribution and how it can help them define their fears and dreams. 4. Encourage the team to write down ideas for dreams and challenges for future discussion.
MATERIALS SET UP
Paper, markers, and pens
Tape maps and set area for supports and challenges.
Paper, markers and pens
Give to each team member paper and Post-it® notes.
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DETAILED DESIGN (Continued) TIME
INTENT
1:10 – 1:30 p.m. (20 mins)
The intent of this activity is to gather feedback from the participants using the love and delta model.
Total: 38 mins
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METHODS AND STEPS Feedback 1. Hand participants a feedback form with questions about their feelings when they changed teams and what they felt was the reason for it. 2. Participants start to fill the feedback answering questions such as: How they felt changing teams and what they think is the real purpose of seen new team perspectives and opinions in working with different team members. 3. After answering the form, ask each participant to reflect about their experience. 4. Guide participants through a feedback session using the Love and delta framework. The frame includes three expressions. What I observed, the impact on me and my suggestion for improvement. 5. Participants share with the team verbally using the previous described framework.
MATERIALS Paper, markers and pens
SET UP Give to each team member paper and Post-itÂŽ notes.
PEER FEEDBACK SUMMARY WHAT WAS EXPECTED?
WHAT WAS EXPERIENCED?
Participants expected to identify their goals with the team, complete their maps, and have fun with the team.
Team members perceived the activities as constructive and engaging. They experienced a collaboration process between different teams. In addition, they experienced a good exercise to build on others’ ideas and obtain new ideas from other perspectives.
WHAT WAS APPRECIATED?
WHAT WOULD WE HAVE LIKED MORE OF?
Participants appreciated the team´s creativity and time management. They also appreciated to be given a chance to work from a different perspective and the meditation part with music.
Team members expressed that they would like to have more time to discuss their feelings and reflections, a conclusion of Goal Clarification, and a closure to reflect about what happened to them.
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TEAM REFLECTION From our feedback, we collected that the activities were successful in clarifying our team goals and thus accomplishing the objectives of stage 3. At this stage we wanted to sort out assumptions, develop a shared vision, and articulate clear goals about the work ahead. Clarifying the shared vision of our group was highly empowering, and has helped build the motivation and creative tension to tackle all the challenges and problems that will inevitably arise. Having clear, integrated goals will undoubtedly help us achieve team success. Writing clear goals involved crafting key elements of the group’s vision into specific, measurable statements that can be put into action. The first activity Force Field Analysis triggered a new light into the process we were already engaged in Vision & Bold Steps Landscape. By mixing the sub-group members and allowing them to confront new perspectives, the group was able to align and understand their vision at a deeper level. The activity consisted of three parts: understanding the feeling and intent of the map, facing supports and challenges, and silent reflection. The activity was engaging, task-oriented and energizing; connection and alignment were reinforced. 20
The second activity involved completing the Vision & Bold Steps Landscape. Three steps were taken to finish the map: silent review of the previous supports and challenges by other team members, dreams and fears analysis, and written and verbal post reflection with the four quadrant feedback form. The activity came natural and with flow, maybe because of the energy carried from the previous activity. It helped define a common ground between different sub-groups as well as individuals. Observations directed towards the facilitating team emphasized successful qualities in time management as well as clarity and understanding of the activity at hand. The different methods for reflection, such as written and spoken, allowed team members to reflect on their own before listening to their peers, thus creating a collaborative feedback as well as individual. However, an element to improve is the communication of instructions, making them simple and clear is of the utmost importance. For future activities, we have learned that each facilitator must own a specific part of the process, and provide clear instructions in his or her own words.
Figure 44. Working on the force-field analysis.
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STAGE 4
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Figure 45. Drexler/Sibbet Team Performance ModelÂŽ stage 4.
“When goals are clear and options have been identified, the team is eager to act. The question becomes, How do we do it. This stage is the point of greatest constraint, because making the choices implied by this question requires team members to commit to a specific course of action� (The Grove Consultants International, 2008, p. 31).
Figure 46. The beginning of the Gameplan.
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ACTIVITY 1. GRAPHIC GAMEPLAN INTENT
The purpose of the game-plan map is to design a clear visual plan of action based on the five-bold steps map.
DESCRIPTION
The game plan map is used to layout the necessary deliverables for each step to be completed. Participants start this activity by taping up The Five Bold Steps and Gameplan maps onto the same wall. This is so both maps can be seen simultaneously. The vision and bold steps are transferred onto the Gameplan map so participants can visually plan what needs to be done to accomplish each step. On the arrow, where the steps are placed, participants will add tangible related substeps vertically to the map. At the bottom of each category a success factor is placed as a determinant for the completion of each task. Team resources, objectives, personal objectives and challenges are also added as supporting evidence and forethought to the plan.
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Figures 47–49. Graphic gameplan activity.
DESCRIPTION (Continued)
There is no right or wrong way to go about completing the map other than to add all relevant information. The completion of the game-plan map is to prepare for the more in depth Road Map that participants will complete in the next stage.
Figure 50. Working on the Gameplan.
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DETAILED DESIGN TIME
INTENT
METHODS AND STEPS
Date: Apr.21.2016 12:00 – 1:30 p.m. (90 minutes)
The purpose of the Gameplan map is to design a clear visual plan of action based on the Five Bold Steps map.
Gameplan
Total: 90 mins
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1. Ask participants to tape the completed Five Bold Steps map and the blank Gameplan map on to the same wall so both are visible. The Gameplan map should ideally be placed on the right side of the set up for easy readability during planning. 2. Explain the objective of completing this map. 3. Show how Post-it® notes can be used to transfer ideas. 4. Explain that the vision and bold steps will be transfered into the Gameplan map and be used as starting points to fill out the map. 5. Have participants add objectives, team/resources, challenges, tangible deliverables, and success factors to the map. Remind them that these do not need to be done in any particular pattern and that some may even be left blank based on the team’s needs. 6. Wrap up the activity by having each team explain their map.
MATERIALS Gameplan map, Five Bold Steps Map, Post-it® notes, markers and tape
SET UP Clear wall space to tape up two maps for each team.
PEER FEEDBACK SUMMARY What was expected?
What was experienced?
Participants expected that the maps could help them to determine their vision. Also, they expected the maps to be a helpful tool to keep track of the while aligning it towards a goal.
Team members experienced a good team performance, a well organized facilitation, a learning experience and good constructive communication. They also felt they could speak up and express their thoughts clearly, directly and respectfully.
What was appreciated?
What would participants have liked more of?
Participants appreciated sharing their ideas so they could create a successful communication within the team. They also appreciated finishing the map in mixed groups.
Team members expressed that they would have liked more examples and variations of similar maps to see the differences between different industries. They would have also liked to have more discussions and team-mixing while creating the maps to promote collaboration and the exchange of different perceptions.
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TEAM REFLECTION From our feedback, we gathered that the performed activities for stage 4 in the The Team Performance Model were successful in resolving purpose, team identity, and membership. At this stage we went through the Five Bold Steps map from The Grove to guide us into understanding the process of the model. The team divided into subgroups and created visions from the previously defined team values. Having both maps, Five Bold Steps and Gameplan, visually accessible allowed the group to bound around articulating ideas and real actions to develop in a timeline with dates and allocated tasks, reinforcing trust and showing a clear path. Time management and clear instructions allowed participants to understand and perform the activities. Also, participants addressed that the mix-up between teams brought new perspectives on the generation of supports and challenges. Participants suggested that they would have liked to finish the agenda for the client meeting but due to external factors it couldn’t be completed.
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Figure 51. Thinking about the Gameplan.
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STAGE 5
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Figure 52. Drexler/Sibbet Team Performance ModelÂŽ stage 5.
“The key question a team in [Stage 5] asks is Who does what, when, and where. The concern is the sequence of work. A clear schedule, strategy or process liberates the team to move into action confidently. Conflicts and confusion arise when there is commitment but no clear way forward� (The Grove Consultants International, 2008, p. 32).
Figure 53. Team bonding time.
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ACTIVITY 1. ROADMAP INTENT
The purpose of the activity is to align all members towards the execution of the bold actions by defining responsibilities and the timeline for each.
DESCRIPTION
Participants gather in front of the map and copy-paste the vision and supporting steps in the given space. Once this is done, they should place the bold steps on the map giving responsibilities to each person or group. With this, the overall dates and deadline for the project should be defined and broken down to significant dates throughout the timeline. Each group or person working on the project should define the breakdown of tasks that would help them approach the final goal and fit them into the timeline. Space provided below the timeline is to list the challenges and the team should be able to define them and list ways to overcome them.
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Figures 54–57. Roadmap activity.
ACTIVITY 2. SCRIBBLE INTENT
The purpose for this activity is to break the ice and promote participants to relax and focus their mental energy to think in the next process steps.
DESCRIPTION
The participants remain seated with a letter size piece of paper ready and a pen. The participants are asked to set the pen on the paper, close their eyes and start scribbling randomly and carelessly. Then after a minute they will be asked to open their eyes, see what they have scribble and use color markers to make sense of their drawings by making connections. At the end participants will share their outcome.
Figures 58–61. Scribble activity.
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ACTIVITY 3. MAGIC CARPET INTENT
The purpose of this team building activity is to encourage members to trust each other while working towards a common goal.
DESCRIPTION
Have participants stand on a sheet preferably outside in the grass. The sheet area should be calculated as 1.5 feet or 18inches length and width per participant. Example: 5 participant=90in or a 90inx90in square. Once all participants are standing on the sheet prompt participants to imagine they are all on a magic carpet high in the sky. Now the carpet must be turned over without anyone falling, or stepping, off of the carpet or they must start the task over. Participants will work together and rely on each other to flip the sheet over as a team. Allow participants multiple lives, or opportunities, to complete the task. Ask participants to explain how they overcame their challenge and how this can be adapted in to their group work.
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Figures 62–65. Magic carpet activity.
ACTIVITY 4. MY MANE INTENT
The goal of this activity is to have team members express their values three dimensionally using the symbols with meanings provided. This will encourage members to visually relate to each others values.
DESCRIPTION
In 15 minutes using the symbols with meanings provided, participants will create individual sculptures out of pipe cleaners to represent their values. By using the same symbols participants will be encouraged to think about relationships of the symbols and the sculptures created as well as relate them to their own sculptures. In conclusion participants will explain their sculpture.
Figures 66–69. My mane activity.
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DETAILED DESIGN TIME
INTENT
Date: Apr.28.2016 11:00 a.m. – 12:30 a.m. (90 minutes)
The purpose of the activity is to align all members towards the execution of the bold actions by defining responsibilities and timelines for each.
Date: Apr.26.2016 11:25 – 11:33 a.m. (8 minutes)
This activity promote participants to relax and chill. Boost creativity and to think outside the box. Also enhance interaction with the participants by sharing what they created.
Date: May.05.2016 11:30 – 11:45 a.m. (15 minutes)
The purpose of this team building activity is to encourage members to trust each other while working towards a common goal.
1:00 – 1:15 p.m. (15 minutes)
The goal of this activity is to have team members express their values three dimensionally using the symbols with explanations provided. This will encourage members to visually relate to each others values.
Total: 128 mins
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METHODS AND STEPS Roadmap 1. Participants should place the bold steps on the map and list down responsibilities to each person or group for the same. 2. With the overall dates and deadline for the project, they should define and breakdown achievable significant dates throughout the timeline. 3. Each group or person working on the project should define the breakdown of tasks that would help them approach the final goal and fit them into the timeline. 4. The team list their challenges and list ways to overcome them below the timeline. Scribble 1. Introduce the activity and ask participants to sit with the sheet of paper and pen ready. 2. Ask them to scribble randomly in the paper free and loose for 1 minute. 3. Ask them to stop drawing and look at their scribble and connect the scribble to make a drawing that makes sense. 4. Tell the participants to share what was their final outcome of the scribble. Magic carpet 1. Have participant stand in a circle while introducing the activity 2. Ask participants to stand on sheet and complete the task 3. Ask participants to explain how they overcame their challenge and how that can be adapted into their group work. My mane 1. Have participants clear the table. 2. Pass out and explain the origins of the symbols. 3. Pass out pipe cleaners and have participant start building. 4. Have participants talk about their sculpture by using the symbols and there meanings as references.
MATERIALS
SET UP
Roadmap chart, marker and Post-it® notes
Have participants gather around the map. Encouraging them to collaborate and participate.
Letter size paper, pen and color markers
Have participants seated with enough space, and with paper and a pen.
One sheet calculated which is 1.5X18 in per participant
Have participants stand in a circle, preferable outside in the grass.
Ashanti African symbol print-out and pipe cleaners
Have participant sit around a clean table
PEER FEEDBACK SUMMARY What was expected?
What was experienced?
Participants expected to have fun activities which would involve in refreshing our minds getting the group back together to explore new creative ideas.
Team members not only experienced laughter and fun activities which connect all team members together but also experienced an open mind and a sense of changing their perspectives.
What was appreciated?
What would participants have liked more of?
Participants appreciated the simplicity and fun of the activities which provided a positive side and different perspectives. They also appreciated that they learned more which they would have never expected as an outcome.
Team members expressed that they would have liked more physical experience and a longer time dedicated to these activities. They want to hear everyone’s voice.
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TEAM REFLECTION From our feedback, we collected that the activities were successful in achieving an overall goal of unifying the team. At these stage we wanted to create an environment of high-achieving, confident team members prior to the upcoming facilitation session. Creating a sense of partnership with our colleagues was highly empowering and undoubtedly helped build the motivation necessary to successfully achieve our goals. Our previously cleared and integrated goals were a key element that continuously proved valuable throughout the process. The Scribble, Magic Carpet, and My Mane activities proved successful in engaging participants into creative thinking, being introspective and thoughtful yet very vocal about their thought processes. The activities triggered new light into the transformation of concepts and abstract thought into different medium. From sheets of paper, colors and forms into values and tridimensional representations. Communicating verbally and nonverbally to encourage trust within team members always with a clear goal in mind. The activities were engaging, task-oriented and energizing; connection and alignment within the team was reinforced. 38
Figure 70. Rebecca and the roadmap.
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STAGE 6
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Figure 71. Drexler/Sibbet Team Performance ModelÂŽ stage 6.
“High performance is a WOW state, as a team masters its processes and begins to experience the ability to change goals as well as achieve them. You can feel when it happens and observe its effects, but not necessarily control it. The team has achieved the ow state where high trust guides the group competency. In a state of high performance, boundaries and individual limits are eliminated, everything moves together, and everyone responds as if they were part of a whole� (The Grove Consultants International, 2008, p. 33).
Figure 72. Team playing with the sacks.
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ACTIVITY 1. HOW YOU FELT INTENT
This activity is a comprehensive and personal analysis of how the students felt during the quarter and how it influenced their performance within the team.
DESCRIPTION
This activity aims for a personal reflection from team members about their journey in the class. Each team member chooses an object from the nature that represents them, how they felt during the quarter and key learnings. By having a physical representation of their journey the participants express in a different matter their experience.
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Figures 73–76. How I felt activity.
ACTIVITY 2. MY SWOT INTENT
An individual reflection based on peer evaluation and leadership map, so that participants identify personal strengths, weaknesses, threats and opportunities. This activity also allows the participants to reflect upon team’s performance and find opportunities for improvement.
DESCRIPTION
The activity helps students do a self evaluation gathering and reflecting about the information from the TPM arch, the peer feedback and their personal leadership map. By compiling all these information the participants make comments and create a SWOT analysis for themselves.
Figures 77–80. My SWOT activity.
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ACTIVITY 3. TEAM IN THE SACK INTENT
This fun activity will serve as an energizer to make everyone move around, relax, cooperate and shift their mindsets from individual work to group work.
DESCRIPTION
This activity is a relay contest where the goal is to work as a team by crawling under teammates legs and jumping inside a sack to cross a path and grab puzzle pieces. At the end the first team that puts together all the pieces will win.
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Figures 81–84. Team in the sack activity.
ACTIVITY 4. A NEW MAP INTENT
The intent of this activity is a team reflection so that participants identify opportunities for improvement and successful experiences that might be repeated in the future.
DESCRIPTION
Using a what worked and what could improve map the participants are asked to write down their ideas without talking and then pin them in the respective section of the map. The activity gives an overview of how the group felt, and leads to the next activity where participants share and reflect throughout a drawing.
Figures 85–88. A new map activity.
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ACTIVITY 5. DRAWING THE FINISH LINE INTENT
With this activity the team members learn to identify the characteristics of a high performance team and how it feels to be part of one.
DESCRIPTION
After creating the previous map participants share their thoughts. Then each participant expresses what he/she considers is a high performance team. As a group, participants create and unify all reflections in a drawing; which expresses how they felt working in such team. While they are drawing each three minutes the participants switch places and build up in other’s art piece. At the end one big drawing consolidates all participants thoughts and reflections.
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Figures 89–92. Drawing the finish line activity.
ACTIVITY 6. WRAPPING UP INTENT
This activity offers an overall and personal reflection of the learnings throughout the quarter that will allow students to grade themselves understanding the entire process. This activity also helps to find out opportunities for improvement as facilitators for stage 6 and what participants liked about the activities.
DESCRIPTION
The participants are asked to spread out and fill in the self grading sheet. And then fill out the feedback form for the facilitators based on what they experienced in the different activities.
Figures 93–96. Wrapping up activity.
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DETAILED DESIGN TIME
INTENT
METHODS AND STEPS
MATERIALS SET UP
Date: May.26.2016 11:00 – 11:05 a.m. (5 mins)
The purpose of this step is to get ready for the activities and start getting team members comfortable with the materials that will be used during the day.
Hello! 1. Welcome participants. 2. Ask participants to place the peer feedback for each team member inside the envelopes that will be situated in the park stage. Every envelope will have all the peer feedback, a copy of TPM map and each participant leadership map. 3. Every envelope will have also have chocolates that will represent a gesture of gratitude from the team.
Envelopes with the name of each participant and scissors
Have each participant envelopes with names and have every team member bring their peer feedback printed and cut.
11:05 – 11:25 a.m. (15 mins)
The intent of this activity is to encourage a comprehensive and personal analysis of participant´s feelings and performance within the team.
Objects from nature and honk
Have a big area were participants can form a circle and share their objects.
11:25 – 11:50 a.m. (25 minutes)
The purpose of the activity is to reflect on peer evaluation and leadership maps in order to identify personal strengths, weaknesses, threats and opportunities.
Envelopes, copies of each participant´s peer evaluation and vision map, copy of the TPM arc, markers and Post-it® notes
Provide participants with their personal envelope and an open place to reflect
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How I felt 1. Ask the participants to form a circle. 2. Give instructions for the activity before the start of the activity. These instructions are: A. Every team member will have 10 minutes to find an object from nature that represents their experience throughout the quarter. B. After they select the object, they will share with the other team members why it represents how they felt throughout the quarter. 3. Facilitators will honk in the following other: when 3 min remain, when 1 min remain and at the end of the activity. 4. Ask if any participants have questions regarding the activity. 5. Initiate the activity. 6. Manage time accordingly. My own SWOT 1. Ask each team member to grab the envelope with their name. 2. Encourage each member to find a quiet place where he/ she feels comfortable to open the package. It contains the peer evaluation, personal leadership map and the TPM arc map. 3. Once comfortable, ask participant to read the peer review and reflect on how they feel about it. 4. Then ask them to open the leadership map and read their personal goals and vision.
DETAILED DESIGN TIME
INTENT
METHODS AND STEPS
MATERIALS SET UP
5. Ask them to reflect on what has been accomplished and what is still being worked on and what was on the peer evaluation that the participants didn’t consider when they were building the vision map. 6. Encourage participants to look at the TPM arc map and reflect about their personal performance during each stage. 7. Finally ask the participants to develop a SWOT analysis based on their personal analysis. 8. Wrap-up this activity. 11:50 a.m. – 12:00 p.m. (10 mins)
Break time
12:00 – 12:15 p.m. (15 mins)
The purpose of this activity is to make everyone move around, relax, cooperate and shift their mindsets from individual work to group work.
Team in the sack 1. Divide the group in 2 teams of four. 2. Give the instructions: This activity will be a relay contest between the two teams. The team has to set in a straight line. The last person has to cross under his/her teammate’s legs, reach the front, step into the sack and then jump towards the bucket that will contain 4 envelopes with puzzle pieces. 3. Each team member will grab one envelope and bring it back jumping in the sack. Once they get back, they should give the sack to the next player and that player has to do the same until they have gathered the 4 envelopes. As a team they have to complete the puzzles to win. The team that finishes first is the winner. 4. Start the activity. 5. Congratulate the winner.
Four sacks, four envelopes with pieces to solve two puzzles and two buckets
Provide an open space to organize teams of 4 in a straight line.
12:15 – 12:45 p.m. (25 mins)
The intent of this activity is to have participants work as a team to identify opportunities for improvement and successful experiences that might be repeated in the future.
A new map 1. Put up the evaluation poster (what worked and what could improve) on the ground. 2. Introduce the purpose and the value of this activity to the class. 3. Encourage people to write their personal opinions on Post- it® notes individually, starting with what worked. 4. Let everyone share their personal opinions on what worked with the class and put them on the poster. 5. Let everyone share their personal opinions on what could improve with the class and put them on the poster.
The evaluation poster, Post- it® notes markers and tape.
Place the new map on the ground and secure it and give everyone Post- it® notes and markers.
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DETAILED DESIGN (Continued) TIME
INTENT
METHODS AND STEPS
MATERIALS SET UP
6. Make sure all problems are brought up in the group rather than in the hall 7. Encourage everyone to have a look at other’s opinions on the poster without evaluation or discussion. 8. Acknowledge each contribution without evaluation. 9. Feedback. 12:45 – 1:05 p.m. (20 mins)
The purpose of this activity is to help team members learn to identify the characteristics of a high performance team and how it feels to be part of one.
Drawing the finish line 1. Situate a long white paper and markers on the floor. 2. Ask the team to reflect and discuss how they felt about being part of a high performance team. 3. Ask participants to do one drawing as a group representing the previous reflection. 4. Ask participants to share and explain their drawing. 5. Encourage a big round of applause.
White paper and markers
Situate the white paper on the floor and distribute the markers.
1:05 – 1:25 p.m. (20 mins)
The purpose of this activity is to reflect on the learnings throughout the quarter and to provide facilitators with the feedback about the activities.
Wrap up 1. Gather the team and ask them to make a circle 2. Tell them to look again at the different materials and reflect on every activity of the day 3. Ask them to fill in the self-grading sheet. 4. Ask them to fill the feedback form.
Feedback forms
Gather the team in a circle and they should have their package with all the materials.
1:25 – 1:30 p.m. (5 mins)
The intent of this step is to provide the instructions for next class and get ready for the stage 7 activity.
Secret Santa (part 1) 1. Introduce the agenda of the activities of stage 7 2. Ask every participant to bring 12 dollars for the next class to pay for the salsa classes, provide the address and time. 3. Let every participant choose a piece of paper with a name from the bag. 4. Ask them to bring a dessert for the person whose name was on the paper and to write a message for that person that is writing down in the paper they chose previously (ask for any allergies). 5. Hand out the field trip for next class. 6. Thank everyone.
Small papers with the name of each participant and one bag
Gather everyone and have ready the papers on the bags and the field trip forms.
Total: 140 mins
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PEER FEEDBACK SUMMARY What was expected?
What was experienced?
Participants expected creative and fun activities that involved team performance evaluation, personal and peer feedback and reflection about key learning obtained during the quarter.
Team members experienced well-planned series of activities, which made them feel engaged and participative within the team. They also experienced activities that fostered introspection and team reflection.
What was appreciated?
What would participants have liked more of?
Participants appreciated the natural environment were the activities took place, and everyone’s openness to collaborate. They also appreciated the improvisation of the facilitating team to move to a quieter place, maintaining the track of the agenda.
Team members expressed that they would have like more teamwork activities and time to reflect during the SWOT activity.
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TEAM REFLECTION This activity was an opportunity to share and open up with others expressing true feelings and attaching bonds. As facilitators, we also participated in some activities under the invitation of other team members, which gave us an opportunity to experience and test the quality of the activity making the results more integral. Since this activity took place in the park instead of the classroom, we noticed that the attitude and energy that everyone showed during the activity was different. Comparing with having class indoors, the outdoors class and activities make people feel more interactive and relaxing. For example, the drawing activity became one of the most outstanding activities during that day because it gave every team member an opportunity to collaborate with each other to finish a task that was not related to the project. Since everyone needed to work on other’s drawing, new connections were created between each other, which might lead to a higher level of team trust. However, this relaxing environment may also make participant distracted. We noticed that during the new poster activity, which needed every participant to keep silent and think deeply, some participants 52
could not concentrate on the activity but kept talking with other people, which influenced the quality of the results. The same situation took place in the first activity as well. At first participants were doing superficial reflections, and then when we asked them to close their eyes they took it seriously. After conducting the session and reading the team members feedback form we realized that the participants enjoyed the environment that was created by being outside of class and they were happy. The feedback also told us that they wanted Regina, our professor, to participate in more activities. After all, it was a good session and was a great way to give closure to quarter´s feedback.
Figure 97. VB drawing.
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STAGE 7
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Figure 98. Drexler/Sibbet Team Performance ModelÂŽ stage 7.
“Over time the conditions that initially set your team in motion may change. High performance is demanding. Don’t be surprised if people ask Why continue. This key question reminds us that team performance is an ongoing process, and must be renewed by returning to [Stage 1] and reassessing if the work is still needed, worthwhile, and has some personal value and meaning� (The Grove Consultants International, 2008, p. 34).
Figure 99. Salsa class.
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ACTIVITY 1. LET´S DANCE SALSA INTENT
The purpose of this activity is to encourage a cultural exchange where participants get to learn about Latin culture and have fun as a team.
DESCRIPTION
This activity aims to build bonds between multicultural teams through the exchange of traditional customs. All team members meet in Salsa Savannah Studio where an expert dancer teaches salsa lessons. Participants will learn salsa fundamentals and the importance of teamwork to have a great time.
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Figures 100–103. Let´s dance salsa activity.
ACTIVITY 2. SHARE THE SWOT INTENT
The purpose of this activity is to learn from other’s reflection and build team empathy.
DESCRIPTION
This activity works as a wrap up of the SWOT activity that participants made in stage 6. All participants share how they felt doing the personal SWOT, reading the peer feedback and important takeaways for their personal and professional lives.
Figures 104–107. Share the SWOT activity.
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ACTIVITY 3. LUNCH INTENT
The intent of this activity it to have lunch together in a different environment in other to augment and tune connections between the participants.
DESCRIPTION
Have lunch as a group is an activity that provides a relaxing environment, increases interaction between participants and provides them a space to create personal relationships. Chose location and time and ask participants to be ready to share with their team.
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Figures 108–111. Lunch activity.
ACTIVITY 4. SECRET SANTA INTENT
The activity is designed to have team members complement each other for the different learnings they brought in other’s lives throughout the quarter and have an emotional closure.
DESCRIPTION
As conclusion for the last stage, it is important to strengthen bonds between team members while they share how they felt through the collaboration experience. Team members will exchange presents and personal messages.
Figures 112–115. Secret Santa activity.
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DETAILED DESIGN TIME
INTENT
METHODS AND STEPS
MATERIALS SET UP
Date: May.31.2016 11:00 – 11:45 a.m. (45 mins)
The purpose of this activity is to encourage a cultural exchange where participants get to learn about Latin culture and have fun as a team.
Let’s dance salsa 1. Latin Cultural Lesson at Salsa Savannah Studio, 428 Bull Street (Before leaving the studio, tell everyone to wait for the instruction for next step once they arrive to the O house café)
Salsa instructor and open space
The set up is defined by Salsa Savannah Studio.
11:45 a.m. – 12:00 p.m. (15 mins)
The purpose of this step is to relocate the group to have lunch.
12:00 – 12:15 p.m. (15 mins)
The purpose of this activity is to learn from other’s reflection and build team empathy.
Share the SWOT 1. Once participants get to J. O’s, ask them to sit in a big table 2. Ask participants to share how they felt during and after doing the Swot analysis exercise conclusion (The Swot activity helps you to get to know yourself better as a professional and have a deeper understanding of the valuable things you can provide to an organization).
Participant´s SWOT analysis
Sit around a big table were everyone can see each other.
12:15 – 1:15 p.m. (60 mins)
The intent of this activity it to have lunch together in a different environment in other to augment and tune connections between the participants.
Lunch 1. Lunch at J.O.’s, 201 West Oglethorpe Avenue
1:15 – 1:30 p.m. (15 min)
The activity is designed to have team members complement each other for the different learnings they brought in other’s lives throughout the quarter and have an emotional closure.
Total: 150 mins
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Change locations 1. Way to O House. Participants walk to O House SCAD amenity building.
Secret Santa (part 2) 1. Let everyone finish their lunch and clean the table 2. Select a random team member to start the Secret Santa activity. 3. Ask the chosen member to reveal the secret name on their tag and share with the team what they learned from them throughout the quarter. Encourage participants to share a hug and give the selected person the dessert. 4. The person that receives the dessert must then reveal their secret name tag and proceed as the first person. 5. The activity ends when everyone receives their dessert. 6. Give paper towels as some tears might show up. Next, devour the dessert.
Sit around a big table were everyone can see each other.
Desserts and tissues
Have a clean table.
PEER FEEDBACK SUMMARY What was expected?
What was experienced?
Participants expected a wrap up of the course with fun activities and celebration.
Team members experienced engaging activities that allowed them to learn new things about others and reinforce connections and bonds.
What was appreciated?
What would participants have liked more of?
Participants appreciated well prepared activities and the opportunity to comment and share how they felt reading the peer feedback. They also appreciated that activities were different and everyone was involved.
Team members would have liked more time for feedback between activities in order to know how team members from different countries felt sharing with other cultures.
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TEAM REFLECTION This activity worked as a wrap up of the Team Performance Model ArcÂŽ. In this last stage team members had the opportunity to bond and build connections through culture exchange. As facilitators we conveyed the joy and engaging attitude all team members had during the quarter. We think it was a great idea to do different activities for us to bond as a team, the salsa classes were phenomenal and everyone had a great time. The salsa instructor did a good job by paring us up and making us exchange dancing partners. The environment felt relaxed and comfortable. When it was time for lunch we were chatting and sharing stories about ourselves. It was a moment all of us appreciated. The feedback form confirmed that team members felt good about engaging with their peers. Finally the Secret Santa activity was really valuable as it encouraged everyone to thank to one of his/her peers and to congratulate the team for the passion and commitment it had throughout the class experience.
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A great experience ends and we are grateful for what we have shared as a team in the Facilitating Creative Thinking Class. Special thanks to our mentor for her skills, trust and talent.
Figure 116. Hugging.
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REFERENCES Sibbet, D. (2011). Visual teams. Hoboken, NJ: John Wiley & Sons. Grove Consultants International (nd). Team performance model overview. Grove Consultants International (nd). Team leader guide. American Psychological Association. (2009). Publication manual of the American Psychological Association, sixth Edition. American Psychological Association.
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LIST OF FIGURES Figure 1: Cover ...................................................... Figure 2: Artifacts .................................................. Figure 3: Prof. Regina Rowland ............................. Figure 4: Team work .............................................. Figure 5-16: Design team portraits ....................... Figure 17: Drexler/Sibbet Team Performance Model® ................................................. Figure 18: Outdoor team work ............................. Figure 19: Drexler/Sibbet Team Performance Model® stages 1 & 2 ............................. Figure 20–23: Pass it around activity .................... Figure 24–27: Organize cards activity ................... Figure 28: Master Post-it® activity 4 ...................... Figure 29–32: Why are we here activity ............... Figure 33: Team in the classroom ......................... Figure 34: Drexler/Sibbet Team Performance Model® stage 3 ..................................... Figure 35: The Five Bold Steps Map ..................... Figure 36–39: Force-field analysis activity ............ Figure 40–43: Vision and bold steps landscape activity ............................................ Figure 44: Working on the force-field analysis ..... Figure 45: Drexler/Sibbet Team Performance Model® stage ........................................ Figure 46: The beginning of the gameplan ........... Figure 47–49: Graphic gameplan activity .............. Figure 50: Working on the gameplan .................... Figure 51: Thinking about the Gameplan ..............
i iv v vi viii x xi xii 2 3 4 5 10 12 13 14 15 20 22 23 24 25 28
Figure 52: Drexler/Sibbet Team Performance Model® stage 5 .................................... Figure 53: Team bonding time .............................. Figure 54–57: Roadmap activity ............................ Figure 58–61: Scribble activity .............................. Figure 62–65: Magic carpet activity ..................... Figure 66–69: My mane activity ........................... Figure 70: Rebecca and the roadmap ................... Figure 71: Drexler/Sibbet Team Performance Model® stage 6 ..................................... Figure 72: Team playing with the sacks ................ Figure 73–76: How I felt activity ........................... Figure 77–80: My SWOT activity ........................... Figure 81–84: Team in the sack activity ................ Figure 85–88: A new map activity ........................ Figure 89–92: Drawing the finish line activity ...... Figure 93–96: Wrapping up activity ...................... Figure 97: VB drawing .......................................... Figure 98: Drexler/Sibbet Team Performance Model® stage 7 ..................................... Figure 99: Salsa class ............................................ Figure 100–103: Let´s dance salsa activity ............ Figure 104–107: Share the SWOT activity ............. Figure 108–111: Lunch activity ............................. Figure 112–115: Secret Santa activity .................. Figure 116: Hugging ..............................................
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