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 .................................................. Mentor ................................................................. Book Introduction ................................................ Team Members .................................................... Team Performance Model ....................................
STAGE 5 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ...................................................
STAGES 1 & 2 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ...................................... Team Reflection ....................................................
STAGE 6 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ...................................................
STAGE 3 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ...................................................
STAGE 7 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ...................................................
STAGE 4 Overview .............................................................. Activity ................................................................. Detailed Design .................................................... Peer Feedback Summary ..................................... Team Reflection ....................................................
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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 x. 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 x. Prof. Regina Rowland.
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BOOK INTRODUCTION This book serves to document the work of 11 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 x. Team work.
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TEAM MEMBERS
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Figure x. Design team portraits.
Figure x. Design team portraits.
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TEAM PERFORMANCE MODEL
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Figure x. Dexler/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 tell you if a team has successfully addressed them. What is not common to all teams is how you as a leader respond to these challenges. This is the area of best practices, and has grown steadily over the years since the TPM was first developed. It is a job you will need to take on personally as you develop your own repertoire. The Grove Consultants International (2008). Team Leader Guide: Strategies and Practices. San Francisco, C A.
Figure x. Outdoor team work.
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STAGE 1 & 2
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Figure x. Dexler/Sibbet Team Performance ModelÂŽ stages 1 & 2.
The Grove Consultants International (2008). Team Leader Guide: Strategies and Practices. 28-29. 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.
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.
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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 x-x. 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 is to accomplish 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 x-x. 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 x. Master Post-it® activity.
ACTIVITY 4. WHY ARE WE HERE? INTENT
The purpose of this activity is to learn about team members’ vision about their goals and purpose of studying in the Design Management program. 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 Design Management program. 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 x-x. 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)
Breaking the ice between the team and to provide a common goal for the team to achieve. By establishing a clear goal, even when affected by obstacles, the team can work together to achieve it. The exercise is translated to the real life and to the TPM Stage 1 Orientation where the team comes together and starts creating a common goal.
11:33 – 11:36 a.m. (3 minutes)
Provide participants with closure, explain benefits of the activity.
11:36 – 11:44 a.m. (8 minutes)
This actvity 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 as many times as possible for 3 minutes. 3. Explain that they should not move their feet from where they are, that they can’t 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. When time is up take the bowl and let them know how many laps they got. 7. Ask the participants about their feelings during the activity.
MATERIALS SET UP Bowl, water, blindfolds, timer
Fill the bowl with enough water. Take participants to an open space.
2 Decks of cards, timer, whiteboard and marker
Two tables cleared of any objects and without any chairs around. A marker and a whiteboard where everyone can see it.
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.
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. To conclude, explain 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) 11:46 a.m.– 12:01 p.m. (15 minutes) This activity will run parallel to Why are we here activity.
Provide participants with closure, explain benefits of the activity. Get everyone geared up to be attentive during ongoing activities, fostering attention to other team members actions.
Thank participants for engaging in the activity. Invite them to go to the workspace and to actively participate in the next activity. 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 possible noticed 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 decide to finih 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)
Understanding team members’ vision about their goals and purpose at SCAD Design Management program, leading to create common ground between team members.
12:01 – 12:16 p.m. (15 minutes)
Close the activity expressing gratitude and having 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 a ending SCAD Design Management program. 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 cipants 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 appriciated. — 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 connection 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 we 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 reason for being part of this team together.
Figure x. 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 task and requirements over the team learning experience. From our failures we learnt 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 x. Dexler/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). Team Leader Guide: Strategies and Practices, p. 30
Figure x. The Five Bold Steps Map
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ACTIVITY 1. FORCE-FIELD ANALYSIS INTENT
The activity is designed in order 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 x. 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 our original subgrouping, silent reflection, and filling the last backup elements of the map. Figure x-x. Vision and bold steps landscape activity
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DETAILED DESIGN TIME
INTENT
Date: Apr.19.2016 11:00 – 11:15 a.m. (15mins)
We will discuss the client objectives and decided if we should go forward with that partnership.
11:15 – 11:25 a.m. (10mins)
The activity was designed in order to work in different teams, as a strategy that forced the team members to align with different perspectives and use new methods for supporting change.
11:25 – 11:55 a.m. (30mins)
Teams will review others teams work to have a better understanding of that team’s dynamics and thinking patterns. They will write supports and challenges that the original team might face. These ideas will then be ranked to express the new teams constructive feedback. This activity fascilitates the process of coming up with new insights and ideas. The original teams will have a clarity and validation.
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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. Teams are organized on a round table and the team will be given instructions 2. Teams will be divided based on pre-determined diverse new match-ups 3. Members will start analyzing previous work and gather essential information 4. using different methods to move forward. 5. Members enable an open discussion about the new information gathered in 6. order to establish the supports and challenges.
Force- Field Analysis Part 2 1. With the information analyzed and clustered, the team members start to the map might face during the process. 2. The team write on a post it notes the supports and challenges and allocate them in the respective parts of the map. 3. Each team shares the challenges and supports to the whole group.
MATERIALS SET UP Open Minds White Board Makers
Table with Chairs White Boards
Map, team integration, post its, tape, pens markers, printed agenda
Tape map and support callenge board
Map, team integration, post its, tape, pens markers, printed agenda
Tape map and support callenge board
DETAILED DESIGN TIME
INTENT
11:55 a.m. – 12:10 p.m. (15mins)
Break Time
12:10 – 12:25 p.m. (15mins)
A Self reflection is completed on the Force Field Analysis. Did participants feel angry, unsettled, excited about mix up of the teams? Were they confused by the work they encountered? Do they feel they gave constructive and positive feedback to the orginial team? Silent review of step one allows participants to review the work of the new team on their own work. This is done without conversation between members to allow participant to be uninfluenced by others thoughts of ideas on the new information they are introduced to.
12:25 – 12:40 p.m. (15mins)
Break Time
METHODS AND STEPS
Self Reflection 1. After the break, the whole team is set up around a table and with a piece of paper and a pen. 2. Each member in a calm reflection writes down on the paper about the experience of changing groups and trying a new methods to approach to the supports and challenges part of the map. 3. Each member shares their opinions and perspectives. 4. Discuss how important it is to work with different team members and how to enable a good team environment in order to work towards a common goal.
MATERIALS SET UP
Paper, Markers, and pens
Tape map and support challenge board
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DETAILED DESIGN (Continued) TIME
INTENT
12:40 – 1:10 p.m. (30mins)
Original teams will meet and discuss ideas about the new information that was given to them. Hopefully teams will have a better idea of how others understand their vision and are stimulated to view the challenges and supports in a new way. Fears and Dreams will be discussed keeping the supports and challenges in mind.
1:10 – 1:30 p.m. (20mins)
Participants will give written feedback using a 2x2 map answering questions about their experience. This will be followed up with verbal feedback using the love and delta model.
Total: 38 mins
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METHODS AND STEPS Dreams and fears analysis 1. Original teams are integrated together again 2. Teams visualize the map and review the contribution of the previous team about the supports and challenges. 3. Focused on the challenges and supports the team reflect and thinks about howthis contribution can help generate the next step which is the fears and dreams. 4. Ideas of the next step (dreams and challenges) are wrote on a post it note for future discussion.
Feedback 1. Participants are seated with a written feedback using a 2x2 map that is provided by the facilitators. 2. Participants start to fill the feedback answering questions such as: How they felt changing teams? what they think is the real purpose of seen new team perspectives and opinions in working with different team members. 3. After answering the 2x2, each participant reflect about their experience. 4. Participants taking into account the post reflection just made, start to frame their feelings in a verbal feedback framework that uses Love and Delta (What I observed or Experience, The impact on me and my suggestion for improvement). 5. Participants share with the team verbally using the previous described framework.
MATERIALS SET UP Paper, Markers, and pens
Hand out paper
Paper, Markers, and pens
Hand out paper
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 creative team management and time management. They also appreciated to be given a chance to work from a different perspective. They also appreciated 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 workgroup 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. We accomplished this through three steps: 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 subgroups as well as individuals. Observations directed towards the facilitating team emphasized succesful 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 the 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 x. Working on the force-field analysis.
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STAGE 4
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Figure x. Dexler/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). Team Leader Guide: Strategies and Practices, p. 31
Figure x. The beginning of the gameplan.
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ACTIVITY 1. GRAPHIC GAMEPLAN INTENT XXXX
DESCRIPTION XXXX
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Figures x-x. Graphic gameplan activity.
Figure x. TBD
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DETAILED DESIGN TIME
INTENT
METHODS AND STEPS
MATERIALS SET UP
XXX
XXX
GAMEPLAN
XXX
XXXXX
Total: 38 mins
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XXXXX
PEER FEEDBACK SUMMARY What was expected?
What was experienced?
Participants expected that the maps can help us to determine our vision. And also the maps would be a helpful tool in which a team can be tracked and work aligned towards a goal.
Team members experienced a good team performance, a well organized facilitation, a learning procedure and good constructive communication with each member that they could speak up and express their thoughts clear and directly and with the respect for others.
What was appreciated?
What would participants have liked more of?
Participants appreciated that all members shared their ideas, because that helped to have a successful team communication. Also teams shared their different perspectives to move forward and then to do the last map together was a great finale.
Team members expressed that they would have more examples and variations of similar maps to see the difference between different industries. Also, having more discussion and more of mixed teams across different maps would be a wonderful idea to foster cross-collaboration and understand other’s perceptions and perspectives.
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TEAM REFLECTION From our feedback, we gathered that the activities realized under stage 4 in 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 parting from the previously defined team values.
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Figure x. Thinking about the gameplan.
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STAGE 5
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Figure x. Dexler/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 foreward. The Grove Consultants International (2008). Team Leader Guide: Strategies and Practices, p. 32
Figure x. 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 timelines for each.
DESCRIPTION
Participants gather infront 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 for the same. 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 x-x. Roadmap activity.
ACTIVITY 2. SCRIBBLE INTENT
The purpose for this activity is to break the ice and promote participants to relax and focus the participants mental energy to think in the next process steps.
DESCRIPTION
The participants will remain seated with a letter size piece of paper ready and a pen. The participants will be asked to set the pen on the paper, close their eyes and start scribbling on the paper, randomly and carelessly. Then after a minute they will be asked to open their eyes, see what they have scribble and use the color markers to make sense of their drawings by making connections. At the end participants will share their outcome of making the connections.
Figures x-x. 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 imagin 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 x-x. 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 individule sculptures out of pipecleaners 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 x-x. 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 eachother 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 explinations 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 dow 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 pipcleaners and have participant start building. 4. Have participants talk about their sculture by using the symbols and there meanings as references.
MATERIALS SET UP Roadmap chart, marker, postit’s
Have participants gather around the map. Encouraging them to collaborate and participate.
Letter size paper, pen, color markers
Have participants seated with enough space, and with paper and a pen.
one Sheet Calculated which is 1.5X18ins per participant.
Have participants stand in a circle, preferable outside in the grass.
Ashanti African Symbol Print-Out Pipecleaners
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 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 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 x. Rebecca and the roadmap.
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STAGE 6
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Figure x. Dexler/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). Team Leader Guide: Strategies and Practices, p. 33
Figure x. 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 choose 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 x-x. 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 x-x. 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 put together all the pieces will win.
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Figures x-x. 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 x-x. 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 express what they consider is a high performance team and as a group 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 x-x. 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 x-x. Wrapping up activity.
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DETAILED DESIGN
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STAGE 7
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Figure x. Dexler/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). Team Leader Guide: Strategies and Practices, p. 34
Figure x. TBD.
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