keys teambuildingtoolkit
DESCRIPTION
Keys Team building toolkitTRANSCRIPT
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TeamBuildingToolkitKEYS-KeystoEnhanceYourSupervisorySuccessUniversityofCalifornia,BerkeleyDevelopedbySuzyThormanandKathyMendoncaTalent&OrganizationalPerformance
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TableofContents
StagesofTeamDevelopment.................................................................................................4
TeamBuildingataGlance......................................................................................................5
HowtoRunSuccessfulTeamBuildingActivities-TipsfortheFacilitator...............................12
AllStages–TeamBuildingToolsandExercise.......................................................................14StaffMeetingCheck-ins.....................................................................................................................14
MeetingOpener–PackupYourTroubles..........................................................................................16
LivingtheOperatingPrinciples...........................................................................................................17
FormingStage-TeamBuildingToolsandExercises...............................................................23
SharedValues.....................................................................................................................................23
CreatingaSharedVision....................................................................................................................25
DevelopingaMission.........................................................................................................................27
SettingTeamGroundRules................................................................................................................29
ProjectCharter...................................................................................................................................31
ProjectCharterTemplate...................................................................................................................33
HiddenTreasure.................................................................................................................................39
GroupResume....................................................................................................................................41
APennyforYourThoughts.................................................................................................................43
SweetStories......................................................................................................................................44
StormingStage–TeamBuildingToolsandExercises.............................................................46LeaderActionsforDysfunctionalTeamMemberBehaviors..............................................................46
GraffitiFeedbackBoard......................................................................................................................50
ThatGuy&ThisGuy...........................................................................................................................51
BlameGame.......................................................................................................................................55
Labels..................................................................................................................................................57
NormingStage–TeamBuildingToolsandExercises..............................................................59WaystoEngageParticipants-CreativeThinking&Dialogue............................................................59
WisdomfromGeese...........................................................................................................................62
TossMeSomeFeedback....................................................................................................................64
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HandShakeItUp................................................................................................................................66
CelebrationsThatReverberate..........................................................................................................67
PerformingStage–TeamBuildingToolsandExercises..........................................................68SixThinkingHats®..............................................................................................................................68
RAPID®................................................................................................................................................70
GradientsofAgreement.....................................................................................................................71
TurningPressureintoPerformance...................................................................................................73
Picture-BasedScavengerHunt...........................................................................................................74
Kudos..................................................................................................................................................76
RecognitionCelebrations...................................................................................................................77
AdjourningStage–TeamBuildingToolsandExercises..........................................................78ProjectLessonsLearnedSession........................................................................................................78
ProjectLessonsLearnedTemplate.....................................................................................................79
MyMessagetoYou............................................................................................................................81
GifttotheTeam.................................................................................................................................82
AdditionalResources.............................................................................................................83
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StagesofTeamDevelopmentOneofthemostinfluentialmodelsofteamworktheorywasfirstdevelopedbyDr.BruceTuckmanin1965.Tenyearslater,herefinedthemodeltoincludeafifthstage,Adjourning.Understandingitsfivestagescanhelpyoudevelopahighperformingteam.
Themodelshowsthatasateamdevelops,relationshipsbetweenmembersbecomesmorestableandtheteamincreasesitsabilitytoperform.Theamountoftimethatateamspendsinanyonestageandthenumberoftimestheycyclebackthroughthestageswillvarydependingonthemake-upoftheteam,theenvironmentandtheleadership.Basedonwhatstageofdevelopmenttheteamisin,theleaderwillchangetheirleadershipapproachtobestmeettheneedsoftheteam.
Forming:IntheFormingstage,teammembersaregettingtoknowoneanother,andunderstandingtheteam’spurposeandtheirroles.Storming:IntheStormingstage,politenessbeginstowearoffanddissensionoccursoverbasicmissionandoperatingprocedures.Norming:Whenteammembersrecognizetheirdifferencesandhavedealtwiththem,theymovetoNorming,thestagewhentheyask,“Howarewegoingtoaccomplishourwork?”Performing:Thisisthefinalstageofteamdevelopment.Ahighperformingteamisexactlythat,ahighlyeffective,problem-solvingunit.Adjourning:Asaprojectcomestoanendorateammemberleaves,theteammovesintotheAdjourningstage.Thisisnotadevelopmentalstage.Itisthestageofclosure.
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TeamBuildingataGlanceTools,Exercises&ResourcesforEachTeamDevelopmentStage
FormingStageFocus:OrientationTeamBehavior:DependenceonleaderLeaderRole:Direct
LeaderActivities:• Outlineobjectives,roles,working
procedures
• Communicateexpectations
• Establishgroundrules
• Learnaboutyourteammembers
• Provideopportunitiesforteamto
getacquainted
TeamExercisesandTools:• HowtoRunSuccessfulTeamBuildingActivities,
pgs.12-13
• Exercise–StaffMeetingCheck-ins,pgs.14-15
• Exercise–MeetingOpener–PackUpYour
Troubles,pg.16
• Exercise–LivingtheOperatingPrinciples,pgs.
17-22
• Exercise–SharedValues,pgs.23-24
• Exercise–CreatingaSharedVision,pgs.25-26
• Exercise–DevelopingaMission,pgs.27-28
• Exercise–HiddenTreasure,pgs.39-40
• Exercise–GroupResume,pgs.41-42
• Exercise–APennyforYourThoughts,pg.43
• Exercise–SweetStories,pgs.44-45
• Tool–SettingTeamGroundRules,pgs.29-30
• Tool–ProjectCharterInstructions&Template,
pgs.31-38
Resources:Talent&OrganizationalPerformancefor
organizationalconsulting,includingsupport
OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/Leader%20Toolkit%202013.pdf
CalAdventures(outdoorteambuilding
sessions–feebased)
UniversityHealthServices–UCBerkeleyGuidetoHealthyMeetingsandEventshttp://uhs.berkeley.edu/facstaff/
healthmatters/healthymeetings.shtml
OEProjectManagementMethodology
(tool&templates)
http://oe.berkeley.edu/resources/project-
management-tools
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KEYSworkshop,seeUCLearningCenter:
• CreatinganInclusiveWork
Environment
• CommunicationSkills:Listeningand
Feedback
• CommunicatingGoals
andExpectations
• LeadingChange
Additionalteambuildingresources–see
TeamBuildingToolkit,pgs.83-84
StormingStageFocus:ClarificationTeamBehavior:ConflictLeaderRole:CoachandMediate
LeaderActivities:• Encouragedirectandfrequent
communication
• Establishcommunicationguidelines
• Appreciatedifferences
• Surface,mediate,andresolve
conflict
• Reassureteamthisbehavioris
normal
TeamExercisesandTools:• HowtoRunSuccessfulTeamBuildingActivities,
pgs.12-13
• Exercise–StaffMeetingCheck-ins,pgs.14-15
• Exercise–MeetingOpener–PackUpYour
Troubles,pg.16
• Exercise–LivingtheOperatingPrinciples,pgs.
17-22
• Exercise–GraffitiFeedbackBoard,pg.50
• Exercise–ThatGuy&ThisGuy,pgs.51-54
• Exercise–BlameGame,pgs.55-56
• Exercise–Labels,pgs.57-58
Resources:CAREServicesforFacultyandStaff
510-643-7754
www.uhs.berkeley.edu/facstaff/care
OmbudsOffice
510-642-7823
http://staffombuds.berkeley.edu/
Talent&OrganizationalPerformancefor
WholeBrainonsiteworkshop-recognizing
andappreciatingworkstyles
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• Tool–LeaderActionsforDysfunctionalTeam
MemberBehaviors,pgs.46-49
OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/
Leader%20Toolkit%202013.pdf
UniversityHealthServices–UCBerkeleyGuidetoHealthyMeetingsandEventshttp://uhs.berkeley.edu/facstaff/
healthmatters/healthymeetings.shtml
OEProjectManagementMethodology
(tool&templates)
http://oe.berkeley.edu/resources/project-
management-tools
KEYSworkshops,seeUCLearningCenter:
• CommunicationSkills:Listeningand
Feedback
• RunningEffectiveMeetings
• LeadingChange
• CoachingforPerformanceand
Development
• ConductingDifficultPerformance
Conversations
• DealingwithDisputesand
Disagreements
Additionalteambuildingresources–see
TeamBuildingToolkit,pgs.83-84
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NormingStageFocus:Communication
TeamBehavior:CooperationLeaderRole:Facilitate
LeaderActivities:• Supportmembersintheiremerging
roles
• Enableeffectivecommunicationand
flowofdata
• Focusonlisteningandsummarizing
agreements
• Providepositiveandconstructive
feedback
• Reinforcecollaborativework
relationships
• Arrangeateam-buildingevent
TeamExercisesandTools:• HowtoRunSuccessfulTeamBuildingActivities,
pgs.12-13
• Exercise–StaffMeetingCheck-ins,pgs.14-15
• Exercise–MeetingOpener–PackUpYour
Troubles,pg.16
• Exercise–LivingtheOperatingPrinciples,pgs.
17-22
• Exercise–WisdomfromGeese,pgs.62-63
• Exercise–TossMeSomeFeedback,pgs.64-65
• Exercise–HandShakeItUp,pg.66
• Exercise–CelebrationsThatReverberate,pg.67
• Tool–WaystoEngageParticipantsinCreative
Thinking&Dialogue,pgs.59-61
Resources:OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/Leader%20Toolkit%202013.pdf
UniversityHealthServices–UCBerkeleyGuidetoHealthyMeetingsandEventshttp://uhs.berkeley.edu/facstaff/
healthmatters/healthymeetings.shtml
OEProjectManagementMethodology
(tool&templates)
http://oe.berkeley.edu/resources/project-
management-tools
KEYSworkshops,seeUCLearningCenter:
• CommunicationSkills:Listeningand
Feedback
• CoachingforPerformanceand
Development
• RunningEffectiveMeetings
Additionalteambuildingresources–see
TeamBuildingToolkit,pgs.83-84
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PerformingStageFocus:ProductivityTeamBehavior:InterdependenceLeaderRole:Delegate
LeaderActivities:• Allowahighlevelofautonomy
• Turnoverday-to-dayresponsibility
• Acknowledgesuccessesand
contributions
• Encourageprofessional
developmenttoenhanceskillsand
motivatetheteam
TeamExercisesandTools:• HowtoRunSuccessfulTeamBuildingActivities,
pgs.12-13
• Exercise–StaffMeetingCheck-ins,pgs.14-15
• Exercise–MeetingOpener–PackUpYour
Troubles,pg.16
• Exercise–LivingtheOperatingPrinciples,pgs.
17-22
• Exercise–TurningPressureintoPerformance,
pg.73
• Exercise–Picture-BasedScavengerHunt,pgs.
74-75
• Exercise–Kudos,pg.76
• Tool–SixThinkingHats®,pgs.68-69
• Tool–RAPID®Tool,pg.70
• Tool–GradientsofAgreementTool,pgs.71-72
• Tool–RecognitionCelebrations,pg.77
Resources:Talent&OrganizationalPerformance
• BusinessProcessImprovement
workshopforintactteams
• MyersBriggsTypeIndicator(MBTI)
forintactteams
• TheResultsCurveworkshop(priority
andtimemanagement),seeUC
LearningCenter
OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/Leader%20Toolkit%202013.pdf
UniversityHealthServices–UCBerkeleyGuidetoHealthyMeetingsandEventshttp://uhs.berkeley.edu/facstaff/
healthmatters/healthymeetings.shtml
OEProjectManagementMethodology
(tool&templates)
http://oe.berkeley.edu/resources/project-
management-tools
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KEYSworkshops,seeUCLearningCenter:
• DelegationSkills
• CoachingforPerformanceand
Development
Onlineprofessionaldevelopmentresources:
(foraccessinstructions,seeTeamBuildingToolkit,pg.86)
• ManagementExcellentResource
Center(MERC)
• SkillSoftOnlineCourses
• Books24/7
Additionalteambuildingresources–see
TeamBuildingToolkit,pgs.83-84
AdjourningStageFocus:ClosureTeamBehavior:Lossordisengagement
LeaderRole:Support
LeaderActivities:
• Evaluateandreviewresults
• Acknowledgeandcelebrateachievements
• Bringclosuretotheproject/team
TeamExercisesandTools:• HowtoRunSuccessfulTeamBuilding
Activities,pgs.12-13
• Exercise–StaffMeetingCheck-ins,pgs.
14-15
• Exercise–ProjectLessonsLearned
SessionandTemplate,pgs.78-80
• Exercise–MyMessagetoYou,pg.81
• Exercise–GifttotheTeam,pg.82
Resources:CAREServicesforFacultyandStaff
510-643-7754
www.uhs.berkeley.edu/facstaff/care
UniversityHealthServices–UCBerkeleyGuidetoHealthyMeetingsandEventshttp://uhs.berkeley.edu/facstaff/
healthmatters/healthymeetings.shtml
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• Tool–RecognitionCelebrations,pg.77
OEProjectManagementMethodology
(tool&templates)
http://oe.berkeley.edu/resources/project-
management-tools
Additionalteambuildingresources–see
TeamBuildingToolkit,pgs.83-84
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HowtoRunSuccessfulTeamBuildingActivities-TipsfortheFacilitatorStep1.Before:Selectanactivitythat'sgoodforyourteam
• Startwithaclearobjectiveinmind.• Planonthisactivitybeingoneofmanysmallsteps.• Matchyourgoaltotheactivitythatwillbesthelpyougettheresultsyouwant.
Step2.Before:Prepareforyourteam-buildingactivity
• Readthroughtheactivityseveraltimes.• Obtainallnecessarymaterials.• Practicewhatyouaregoingtodoandsay.• Setuptheroom.• Anticipatepotentialproblems.
Step3.During:Explaintheactivitytotheteam
• Setthemood.• Explaintheactivityandwhyyouaredoingit.• Outlinetheactivitiesrulesorsteps.• Distributethematerialsafteryouhavefullyexplainedtheactivity.
Step4.During:Checkforunderstandingbeforebeginning
• Makesureyourteamunderstandstheactivity.• Whentheactivitywillresultinoneormorewinners,makesureeveryoneisclearonwhat
criteriawillbeusedtodeterminewhowins.• Declareupfrontthatyouarethefinaljudgeonalldisagreementsaboutwhowins.
Step5.During:Runtheactivity
• Oncetheybegintheactivity,seethatyourteamisfollowingthestepsorrules.• Encourageandsupportthemall.• Makeyourselfavailabletoclarifystepsorredirecttheteam.• Throughouttheactivity,watchforthingsyouwillwanttobringuplaterduringtheDebrief.• Iftheactivitytimed,watchtheclock,andgivea"timecheck"occasionally.• Don'tstoptheactivityunlessitreallyrunsamuck.
Step6.During:Debrieftheactivity
• AsktheDebriefQuestionsoutlinedintheactivity.• Trynottocallonanyonebynameunlessyouhaveto.Becomfortablewithsilence.• Watchforheadnodding,smiles,andotherindicationsthattheyagreewithwhatisbeing
saidbyothers.• Ifanyonegivesanoff-the-wallresponseoronethatisjustplainwrong,asktheteamhow
theyfeelaboutitratherthancorrectingsomeone.• Eveniftheactivitydidnotgoaswellasplanned,mostparticipantsprobablylearned
something.
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Step7.After:Reinforcethelearningbackonthejob• Displayanythingtheteamcreatedfortheactivitybackintheworkplace.• Refertotheactivityandthelessonslearnedoftenwhenyouarecoaching,givingfeedback,
orconductingstaffmeetings.• Watchforexamplesofhowtheparticipantsusedwhatwaslearnedintheactivityandgot
betterresults.• Askparticipantsinyournextstaffmeetingtosharewhatimpacttheactivityhashadon
them.• Iftheactivitywasagreatsuccess,youmaywanttorepeatitsoon.AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(chapter1)
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AllStages–TeamBuildingExercise
StaffMeetingCheck-insObjective:
• Usethisactivityatthebeginningofanymeetingsasice-breaker.
Materials:
• Nomaterialsarenecessaryforthisactivity.
Instructions:
1. Atthebeginningofeachstaffmeeting,beforemovingontootheragendaitems,goaroundthetableaskingeachpersontobrieflyanswerapre-selectedquestion.
2. Giveparticipantsaminuteortwotothinkofsomethingtosharebeforebeginning.
PossibleQuestions:
1. Ifyoucouldpickathemesongforyourself,whatwoulditbe?2. Whatdoyoumostadmireaboutthepersontoyourleft?3. Whatdoyouconsidertobethebestthingeverinvented?Why?4. Whatisonethingyoulearnedfromyourparents?5. Ifyoucouldmoveanywhereforoneyear,wherewoulditbe?6. Whatisyourmostcompulsivedailyritual?7. Whatistheoddestjobyouhaveeverhad?8. Whatisyourfavoritewaytospendarelaxingweekendday?9. Whatareyourbehavioralpetpeeves?Whatmostannoysyouorpushesyourbuttons?10. Inwhatway(s)areyousuperstitious?11. Whoisafamousperson,livingordead,fictionalorreal,political,artistic,etc.whomyou
wouldliketohavedinnerwith?Why?12. Whathaveyounotdonethatyouhavewantedtodoforyears?13. What’syourdreamjob?14. Whatarethemostimportantqualitiesyoulookforinafriend?15. Whatonegoal(personalorprofessional)wouldyouliketoaccomplishthisyear?16. Whatpartofyourpersonalitywouldyoumostliketochange?17. Whatisonefearyouwouldliketoovercome?18. Whatisyourfavoritequotation?19. Whatisthemostbeautifulplaceyouhaveeverseen?20. Whatnegativeexperiencehaveyouhadthatturnedouttobeforthebest?21. Iftalentweren’tanissue,whatcareerwouldyouchooseforyourself?22. Whatdoyouwishyouhadtimetodoeveryday?Howcouldyoumakethattime?23. Whatisyourfavoritevacationspot?Why?24. Ifmoneywasn’tanissue,whatcareerwouldyouchoose?Why?25. Whatpersoninyourlifehashadthegreatestimpactonyou?Inwhatway?26. Whatisyouroneguiltypleasure?27. Whathaveyoudoneinthepastyearthathasbeencompletelyoutofcharacterforyou?
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AllStages–TeamBuildingExercise
28. Explainthesignificanceofonethingyouarewearingoronethingyouhaveonyourperson?
29. Whatisthethingyouarethemostinterestedinrightnow?30. Whatisthemostcomforting(non-religious)thingyouown?31. Whathaveyoulostthatyouwouldmostliketoretrieve?32. Whatwasthebesttoyyouhaveeverowned?33. Whatisthesinglegreatestactofkindnessyouhaveeverreceivedfromastranger?34. Whatisoneofthesimplepleasuresoflifethatyoutrulyenjoy,andwhydoyouenjoyitso
much?35. Whatwasyourfavoriteboardgameasachildandwhydidyoulikeitsomuch?
DevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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AllStages–TeamBuildingExercise
MeetingOpener–PackupYourTroublesObjective:Thepurposeofthisactivityisto"letgo"ofcontinuingdistractingconcernsorproblems,atthesametimeprovidingavehicletoenableotherteammemberstosuggestsolutionstothoseissues.
Materials:• Paper• Pencils• Empty/cleanreceptaclesorwastebaskets
Instructions:Thisactivitycanbeusedatanytimeduringtheregularstaffordepartmentalmeeting,teammeeting,oranyothertypeofmeeting.
1. Introducetheexercisebyacknowledgingthatmostofustendtohave"nagging"workproblemsorconcerns,orotherdistractionsthatjustwon'tgoaway.Tellyourteamthatthisisthetimeto"packup"thoseproblemsandtossthemawayforawhile.
2. Askeachpersontothinkofsuchaproblemorconcern--eitheronthetopicorsubjectbeingdiscussedoronanyothergeneralworkissuethatisbotheringthem.Cautionagainstitemsofaninterpersonalnature,e.g.frustrationwithboss,disagreementswithaco-worker,etc.
3. Eachpersonthenwriteshis/herproblemonanotepadorsheetofpaper.Theythen"packup"theirtroubles,i.e.,crumpleupthepapersandtossthemintothewastebasket.
4. Afterallthepapersareinreceptacles,formgroupsofthreeandhaveonepersonfromeachgrouppickoutacrumpledsheetfromthebasket.
5. Thetrionow"owns"thatproblemandisgiventhreeminutestowritedownanddiscussasmanypossiblesolutionsastheycaninthattimeframe.
6. Eachgroupthenreadstheirproblemtothewholeteamandreportstheirsolutions.Solicitadditionalsuggestionsfromothersintheteam.
7. Repeatthisprocessastimeallowsoruntilallproblemsareaddressed.AdaptedfromNewstrom,JohnW.,andEdwardE.Scannell.TheBigBookofBusinessGames:Icebreakers,CreativityExercises,andMeetingEnergizers.NewYork:McGraw-Hill,1996.Print.(page81)
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AllStages–TeamBuildingExercise
LivingtheOperatingPrinciplesObjectives:
• UsePART1ofthisactivitytomakepersonalandorganizationalconnectionstoUCBerkeley’sOperatingPrinciples.
• UsePART2tobegindefiningwhateachOperatingPrinciplemeanstoyourteamandtheactionstowhichtheteamiswillingtocommit.
Materials:
• OperatingPrinciples• CultureCards• ValueLabels
Instructions:
PART1(willrequire20minutes)
1. Atthebeginningoftheteammeeting,remindtheteamaboutyourorganizationalgoalsandstrategiesandask,“Howcanweensureweareachievingthesegoalswhileatthesametimehavingapositiveexperienceatwork?”
2. Say,“Weallspendmoretimehereatworkthanwedowithourownfriendsandfamily.That’swhyourworkcultureissoimportant.AtBerkeley,10,000employeeshelpedshapeourOperatingPrinciplestodescribetheworkculturetheywanted.”(HandouttheOperatingPrinciples)
3. SpreadtheCultureCardsaroundthetableandasktheteamtopickacardthatispersonally
importanttothem.Askpeopletopairupandsharewiththeirpartnerwhythatprincipleisimportanttothem.
4. SticktheValueLabels(AlwaysValues,SometimesValues,Neutral,SeldomValues)inarowon
thewall.5. AsktheteamtoplacetheirchosenCultureCardundertheappropriatevalue.(e.g.Isthe
“Together”cardtheychosesomethingtheyfeeltheteamalwaysvalues,sometimesvalues,isneutralabout,orseldomvalues?)
6. Invitecommentsfromtheteamonanythemesorinsightsthatemerge.
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AllStages–TeamBuildingExercise
PART2(willrequire30minutes)
1. TotransitionfromPART1toPART2,say,“We’vejustexploredcomponentsoftheOperatingPrinciplesandwhatwevalueindividuallyandasateam.ThenextstepistomaketheOperatingPrinciplesuniquelyoursanddecidewhatactionswearegoingtocommittoasateam.”
2. Forthissession,chooseoneOperatingPrincipletoexploreasateam.
3. Onaflipchart,drawthisgraphicandcaptureanswerstothefollowingquestion,“Asateam,ifweweretobecomefantasticatthisOperatingPrinciple,whatactionswouldwetrytoAlwaysdoandwhatactionswouldwetrytoNeverdo?
4. Asateam,decideon3-5actionsineachcolumnforwhichtheteamagreestoholdone
anotheraccountable.Thenleteveryoneknowthesecommitmentswillbetypedanddistributed.
5. UsefuturemeetingstofocusontheotherOperatingPrinciples.DevelopedbyKiaAfcari,Learning+OrganizationalDevelopment,UCBerkeley,2014.
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AllStages–TeamBuildingExercise
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AllStages–TeamBuildingExerciseCultureCards:
TOGETHER
We cultivate trust.
TOGETHER We treat one another with respect.
TOGETHER We include different perspectives.
TOGETHER We work cooperatively within and
across departments.
TOGETHER We celebrate diversity.
TOGETHER We are committed to equity, inclusion
& equal access to all.
INNOVATE We develop sustainable solutions that
meet campus goals.
INNOVATE We are willing to take intelligent risks,
make mistakes, and learn from our experience.
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SIMPLIFY We reduce unnecessary steps to make it
easier to get things done.
SIMPLIFY Our solutions are common where they
can be, custom where it counts.
ACCOUNTABILITY We measure supervisor, individual and
team performance.
ACCOUNTABILITY We make transparent decisions.
ACCOUNTABILITY We follow through on our commitments.
ACCOUNTABILITY We recognize excellence.
ACCOUNTABILITY We give and receive constructive feedback
at all levels to help us improve.
SERVICE We provide timely, excellent service to
students, staff, faculty, alumni, and other stakeholders.
SERVICE We emphasize service over bureaucracy
whenever possible.
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AllStages–TeamBuildingExerciseValueLabels:
ALWAYS VALUES
SOMETIMES VALUES
NEUTRAL
SELDOM VALUES
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FormingStage–TeamBuildingExercise
SharedValuesObjective:
Thepurposeforconductingasharedvaluesactivityisforteammemberstocometoagreementonthemostimportantvaluestheyshare.Thisisusefulwhenbeginningasignificantprojectorworkeffort;whenindividualsfeelthatothersarenotlisteningwithopenminds;orwhenteammembersneedtobondtogether.Materials:
• Paperandpens• Onepieceofflipchartpaperforeachsub-team• Coloredmarkers
Instructions–Part1:
1. Haveeachparticipanttaketwominutestowritedownwhathe/shefeelsarethethreemostimportantvaluestoyourorganization,departmentorteam.
2. Explainthatvaluesincludethingssuchascommitmenttocustomers,integrity,teamwork,leadership,qualityfocus,innovation,efficiency,respect,creativity,learning,andsoforth.
3. Dividethegroupintosub-teamsoffourtosixparticipants.4. Haveeachparticipantsharehis/herthreevalueswithinthesub-team.5. Fromallthevaluesshared,haveeachsub-teamagreeontheirtopthreemostimportant
values.
Instructions–Part2:
1. Provideeachsub-teamwithapieceofflipchartpaperandsomecoloredmarkers.2. Givesub-teams10-15minutestocreateaposterwithwords,symbols,and/orpicturesthat
reflecttheirthreevalues.
Instructions–Part3:
1. Haveeachsub-teampresenttheirpostertotheentireteam.2. Asateam,identifypatternsandthemesthatemerge,anddecideonaunifiedsetofvalues
fortheteam.
DebriefQuestions:
1. Ifsomeonenewtotheorganization/department/teamsawthislistofvalues,howdoyouthinktheywouldexpectpeopletobehave?
2. Dowebehavelikethis3. Whatcancauseustolosesightofourvalues?Whatcanwedowhenthathappens?4. Howwouldlivingthesevalueshelpusmeetourgoals?5. Whatimplicationdoesthishaveforusbackonthejob?
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FormingStage–TeamBuildingExercise
TipsforSuccess:
• Encouragethesub-teamstobecreativeintheirrepresentationofthevalues.• Ifasub-teamdoesnotfinish,askwhatpreventedthemfromdoingso.Otherswilllearn
fromtheirdifficulties.Thenaskhowthosebarrierscouldhavebeenavoidedordealtwitheffectively.
• Inthecomingdays,periodicallyaskwhichvaluesarebeingdemonstratedonthejob.• Ifyourteam/departmentdoesnothaveavisionstatement,havetheteamcreateashared
visionstatementinafutureteambuildingsession(seefollowingpages).• Ifyourteam/departmentdoesnothaveamissionstatement,havetheteamdevelopa
missionstatementinafutureteambuildingsession(seefollowingpages).
AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page42)
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FormingStage–TeamBuildingExercise
CreatingaSharedVisionWhatisaVisionStatement?
Avisionstatementisanaspirationaldescriptionofthepreferredfutureateam/organizationseekstocreate.Itanswersthequestion,“Whatdowereallywant?”Visioninggeneratesacommondirection,hope,andencouragement;offerspossibilityforfundamentalchange;andgeneratescreativethinkingandpassion.Aclearvisionservesasthefoundationforamissionstatement,goalsetting,andactionplanning.
AVisionStatementShould:
• Becreatedbasedonthe“future”state• Motivateandinspire• Encompassfundamentalbeliefsandvalues• Leadtodistinctiveness• Besuccinct,clear,andunambiguous• Besupportedbythemission,goals,andorganizationalculture
OptionsforCreatingaVisionStatement:
Youcanbegincreatingavisionwithyourteambyimaginingtheidealfuturestatefortheteamororganization.Identifywhatyoureallywanttoaccomplishandwhatwouldinspirepeopleandmakethemfeelproud.
Option1–CreativeExercise
• Step1–IndividualExpression:Haveeachteammembercapturetheirvision,utilizingacreativemethodthatiscomfortableforthem.Examplesinclude:drawing,poetry,storytelling,etc.Thismaybeastretchforsome,butitisimportantbecausevisioningisbornfromthecreativeprocess.
• Step2-IdentifyThemes:
Cometogetherasateamtoshareindividualcontributionsfromthecreativeexercise.Useflipchartpapertolistpatternsandthemesthatemerge,lookingforcommonwordsandimages.Asateam,discusshowthesethemesmightfittogethertocreateaunifiedvision.
• Step3–WriteVisionStatement
Asateam,writeavisionstatement,basedonthepatternsandthemesthatemerged.
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Option2–LargeGroupBrainstorm
• Step1–IndividualPreparationAsanindividualexercise,askteammemberstocompleteaworksheetincludingatleastthefollowingfourquestions.Individualsmaylistanywords,phrases,orideasthatcometomind.Thisexercisecanbedoneaspre-workoratthebeginningofyourvisioningmeeting.
o Howwilltheteam/organizationlook?o Howwilltheteam/organizationfeel?o Howwilltheteam/organizationoperate?o Howwilltheteam/organizationact?
• Step2–FlipChartCapture
Foreachquestionontheworksheet,useatleastonesheetofflipchartpaperandhaveteammemberscalloutideasthatrelatetothatquestionfromtheirindividualpreparation.Donoteditatthispoint.Suggestionsshouldbenotedandrecordeduntiltheenergylevelintheroombeginstodroporastimepermits.
• Step3–IdentifyThemesPostlargesheetsofcaptureditemsaroundtheroomandgiveeveryonetheopportunitytolookateachsheet.Asateam,identifypatternsandthemesthatemerge,lookingforcommonwordsandrepetition.Discusshowthesethemesmightfittogethertoformaunifiedvision.
• Step4–WriteVisionStatementAsateam,writeavisionstatement,basedonthepatternsandthemesthatemerged.
VisionStatementExamples:
Tomakeacontributiontotheworldbymakingtoolsforthemindthatadvancehumankind.-Apple
Tobethegold-standardspecialtycoffeeandteacompanyintheworldwithbrandsthatattractahighlydedicatedandloyalcustomerfollowing.–Peet’sCoffeeandTea
Ourvisionistoleaveasustainableworldforfuturegenerations.-TheNatureConservancyDevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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FormingStage–TeamBuildingExercise
DevelopingaMission
WhatisaMissionStatement?
Amissionstatementisawritten,specific,easy-to-remembersentence,shortlistofbulletpoints,orparagraph(50wordsorless)illustratinganorganization’spurposeandgoals.Themissionstatementfunctionsasaguidingtoolforcriticaldecisionsthataffectthedirectionofyourteam/organization,andarticulatethespecificaction(s)necessarytorealizethevision.
AMissionStatementShould:
• Expressyourorganization’scorepurposeinawaythatinspiressupportandongoingcommitment
• Motivatethosewhoareconnectedtotheorganization• Bearticulatedinawaythatisconvincingandeasytograsp• Useproactiveverbstodescribewhatyoudo• Befreeofjargon• Beshortenoughsothatanyoneconnectedtotheorganizationcanreadilyrepeatit
CreatingaMissionStatement:
Whendevelopingamissionstatement,besensitivetotheprocessaswellastheendresult.Brainstormingandcreativitytaketime,sodon’trushtheprocess.Herearefivestepstohelpyou:
• Step1–IndividualPreparationUsingaworksheetwithatleastthefollowingthreequestions,askindividualstolistanywords,phrases,orideasthatcometomindwithrespecttotheteam/organizationandthesequestions.
o StatementofPurpose:Whataretheopportunitiesorneedsthatweexisttoaddress?Whodoweserve?
o StatementofStrategy:Whatarewedoingtoaddresstheseneeds?Whatisouruniquecontribution?
o StatementofValue:Whatprinciplesorbeliefsguideourwork?
• Step2–FlipChartCapture
Foreachquestionontheworksheet,useatleastonesheetofflipchartpaperandhaveteammemberscalloutideasthatrelatetothatquestionfromtheirindividualpreparation.Donoteditatthispoint.Suggestionsshouldbenotedandrecordeduntiltheenergylevelintheroombeginstodroporastimepermits.
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FormingStage–TeamBuildingExercise• Step3–IdentifyThemes
Postlargesheetsofcaptureditemsaroundtheroom,andgiveeveryonetheopportunitytolookateachsheet.Asateam,identifypatternsandthemesthatemerge,lookingforcommonwordsandrepetition.Discusshowthesethemesmightfittogethertoformamissionstatement.
• Step4–Sub-teamDrafts
Createsub-teamsof3-4memberstoeachwriteafirstdraftmissionstatementfortheteam,basedonthepatternsandthemesthatemerged.
• Step5–LargeGroupDraft
Bringtheentireteamtogethertosharethesub-teammissionstatements,andthenbuildfromthoseasinglemissionstatementfortheentireteam.Iftimeallows,theteammaycontinuethediscussiontoarriveatafinal,polishedversionofthestatement.Equallyeffective,asub-teammaybeassignedtomakerevisionsandbringthestatementbackatalatertimeforfinalapprovalbytheentireteam.
MissionStatementExamples:
Appleiscommittedtobringingthebestpersonalcomputingexperiencetostudents,educators,creativeprofessionalsandconsumersaroundtheworldthroughitsinnovativehardware,softwareandInternetofferings.–Apple
ToenableandinspirecustomerstoenjoythedailypleasureofPeet’scoffeesandteasbyprovidingdistinctive,superiorproducts,superiorcoffeeandteaknowledge,andsuperiorservicetoeverycustomer,everyday.–Peet’sCoffeeandTea
ThemissionofTheNatureConservancyistopreservetheplants,animalsandnaturalcommunitiesthatrepresentthediversityoflifeonEarthbyprotectingthelandsandwaterstheyneedtosurvive.-TheNatureConservancyDevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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FormingStage–TeamBuildingTool
SettingTeamGroundRules
Asasupervisor,youareconcernednotonlyongettingtheworkdone,butonhowtheworkgetsdone.Groundrulesareanimportanttoolforhelpingindividualsfunctiontogetherasateam.Theyreflectwhatisimportanttothemembersabouthowtheyworktogether.Ideally,therulesaresetatthefirstmeeting,allowingthemtobecomesecondnaturetotheteam.Discussinggroundrulesafterproblemsariseismuchmoredifficult.Groundrulesshouldfocusonthreeelements:
• Tasks–Expectedactivitiesanddeliverablesfortheteam.• Process–Howtheactivitieswillbecarriedout.• Norms–Waysinwhichteammemberswillinteractwitheachother.
StepsinSettingGroundRules1. Setasidetimeatateammeetingtodiscussgroundrules.Allteammembersshould
haveachancetoprovideinput.2. Askteammemberstodiscusspriorgroupexperiences.Whatworkedwell?What
createdproblems?3. Asagroup,describewhatyou’dliketohappenwhenyouworktogether.4. Writedownthegroundrulestowhichtheteamhasagreed.Eachmembershouldhave
acopy.5. Groundrulesshouldbereviewedperiodically.
QuestionstoAsk
Groundrulesfortasks:• Whataretheexpectationsanddeliverablesfortheteam?(Reviewteamcharterif
applicable)• Whatdoeseachmemberbringtothetable?• Howwilltasksbeassigned?
Groundrulesforprocesses:• Whatarethestandardsformeetingattendance,promptness,andparticipation?• Whatrolesneedtobefilled(timekeeper,notetaker,facilitator)andhowwilltheybe
assigned?• Howwilltheteamgatherdataandfeedbackfromteammembersandother
stakeholders?• Howwillteammembersshareinformation?• Howwillperformancebemonitored?
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FormingStage–TeamBuildingTool
Groundrulesfornorms:• Howwilldecisionsbemade?• Howwillproblemsbesolved?• Howwilltheteamhandleconflicts?• Howdoestheteamdefinerespectfulbehavior?• Howwillteammembersbeheldaccountable?• Howwillteammemberscommunicatewitheachother(voicemail,e-mail,etc.)?
Sample1:GroundRules• Everyonewillparticipateandtakeownershipofgroupprojects.• Whenappropriate,sub-groupswillbeassignedtoworkonspecificactivities.• Teammemberswillcompleteassignmentsontime.• Meetingswillstartandendontime–nobacktrackingifsomeoneislate.• Eachmeetingwillhaveanotetaker(rotatingtask)whowilldistributenotesandrecord
decisionsandassignments.• Anyonewhoisabsentfromameetingisresponsibleforfindingoutwhattheymissed.• Respectthevalueofeachindividual’scontribution.• Presentfeedbackinaconstructivemanneronly• Resolutionofdifferenceswilltypicallybebymajoritydecision,butonkeyissuesthe
groupwillreachconsensus.
Sample2:GroundRules• Memberswillbeatallmeetings(exceptforillnessandemergencies).Ifyoucan’tattend,
notifythefacilitatorinadvance.• Agendaswillbedistributedbeforeeachmeeting.• Meetingswillstartandendontime.• Thegroupwilllistenrespectfullytotheopinionsofallteammembersby:
o Usingactivelistening.o Notusing“killerphrases”ornegativebodylanguage.o Brainstormingwithoutediting.o Avoidsideconversations.
Talkfromyourownbeliefsandexperiences—avoidblanketstatementssuchas,“Everyonefeelsthat…”insteadtry“Ifeelthat…”Informationfromthemeetingsispublicandshouldbesharedwithotherstakeholders,butconfidentialitywillberespectedwhenrequested.Theteamownsallideasandconcepts–donottalkdisrespectfullyaboutteamactivitiesinpublic."SettingTeamGroundRules."UniversityofMinnesota.OfficeofHumanResources,28Apr.2008.Web.9Aug.2011.http://www1.umn.edu/ohr/toolkit/workgroup/forming/rules/index.html
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FormingStage–TeamBuildingTool
ProjectCharterInstructionsPROJECTCHARTERTheProjectCharterisawrittenagreementbetweenthesponsorandtheprojectteamdescribing:
• Thebusinessobjectivesoftheproject,• Theresourcesthesponsorpromisestoprovidefortheproject,• Whattheprojectteamwilldelivertothesponsorbytheendoftheproject,• Theprojectteammembersandkeyprojectstakeholders,• Theprojectrolesandresponsibilities,and• Thehigh-levelprojectrisks.
DEVELOPINGAPROJECTCHARTERATUCBERKELEYInsomeorganizations,thesponsorwritesthecharter.AtUCBerkeley,theprojectmanagertypicallywritesthecharterafterinterviewingtheprojectsponsorandotherkeystakeholders.Theprojectformallybeginswhenthesponsorsignsoffonthecharter,approvingthechartercontentandcommittingspecificresources(e.g.,funding,staff,equipment)totheproject.Theprocessofinterviewingandcreatingacharterhelpstheprojectmanagerandprojectteamgatherthemostimportantinitialprojectinformationaswellashelpestablishscopeboundaries.Theprojectcharter,onceapproved,shouldprovideaclearandconcisesummaryoftheprojectforthebenefitofthesponsor,projectmanager,projectteammembers,andotherstakeholders.Stakeholdersthatjointheprojectaftertheprojecthasstartedalsobenefitfromfirstreadingtheprojectcharter.Duringtheexecutionoftheproject,changestothescopearedocumentedandanewrevisionoftheCharterisapproved.Achangemanagementformhelpswiththechangeconversation,andisattachedtothecharterasanaddendum.TheProjectChartertemplatecontainsnotestohelpwithunderstandingwhatisrequestedforeachsection.Additionalhintsandsuggestionsforcompletingthechartersectionsaredescribedinthisguide.PROJECTSCOPECHANGESAnytasks,requests,oradditionstothisprojectnotindicatedinthescopestatementareconsidered“out-of-scope”forthecurrentproject.WhenaProjectScopechangeisrequired,changerequestsareclearlydefined(includinganimpactanalysisofcost,resource,andscheduleimplications),justified,andformallyapprovedbytheProjectSponsor(s).ItisexpectedthatstakeholderswhoinitiateachangerequestwillworkcollaborativelywiththeProjectManagertodocumentandcommunicatetheproposedchangetokeystakeholders.ProposedchangeswillthenbebroughttotheattentionoftheProjectSponsorswhowillreviewanddecideonhowtoproceedwiththerequest.Ultimately,changestoscoperequiretheapprovaloftheProjectSponsors.UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools
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FormingStage–TeamBuildingToolFILLINGOUTTHECHARTERPROJECTNAMEEnterthepropernameusedtoidentifythisproject.PREPAREDBYEnterthenameofthepersonwritingthecharter;typicallytheprojectmanager.DATEEnterthedatethecharterwaslastmodified.PROJECTCHARTERVERSIONHISTORYTABLEEntertheversion,dateandcommentsofeachversionthroughoutthedevelopmentoftheCharter.REVIEW&APPROVALHavetheprojectteammembersandkeystakeholders(includingthesponsorandcustomer)reviewthedraftofthecharterforcompletenessandaccuracy.CASEFORCHANGEDescribethecurrentsituationthatnecessitatesaproject.PURPOSEDescribewhatproblemwillbesolvedbytheproject?Describewhatvaluethisprojectaddstotheorganization.Describehowthisprojectalignswiththestrategicprioritiesoftheorganization.Describewhatbenefitsaretobeexpectedoncetheprojectiscompleted.RESULTSDescribewhatsuccesslookslike.DescribehowtheSponsorwillknowthattheprojectiscompleteincludingsuccessmetrics.Forexample–“overallcostsavingsof$50K,”or“reduceprocessingtimeby25percent.”Tomeasurethetargets,theremustbeabaselinesetatthebeginningoftheproject.Inthefirstexample,thetotalcostsmustbeknownatthebeginningoftheprojectsothatacomparisoncanbemadeandthetotalsavingscanbecalculated.Thesameistrueforthesecondexamplewherethetotalprocessingtimeatthebeginningoftheprojectmustbeidentifiedsothatacomparisoncanbemadeattheconclusionoftheprojectandthedifferencemeasured.Anotheroptionistogiveanabsolutevalue,e.g.“reduceend-to-endprocessingtimeto2weeks.”SCOPEThescopedefinestheboundariesintermsofwheretheprojectbeginsandends.Thescopedescribeswhatwillbedelivered;where,when,andhow.Itdescribestheservices,functions,systems,solutions,ortangibleproductsforwhichthesponsorwilltakedelivery.UCB Operational Excellence Templates http://oe.berkeley.edu/resources/project-management-tools
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FormingStage–TeamBuildingTool
ProjectCharterTemplatePROJECTNAME: ProjectNamePREPAREDBY: TypicallytheProjectManagerDATE(MM/DD/YYYY): ProjectCharterLastModifiedDate
PROJECTCHARTERVERSIONHISTORYVERSION DATE
(MM/DD/YYYY)COMMENTS(DRAFT,SIGNED,REVISED–CURRENTSTATUS)
DOCUMENTPURPOSE
TheProjectCharterdocumentstheformalconversationbetweentheProjectSponsorandtheProjectManager/Team,includingthedefinitionofsuccessfortheproject.Onceapproved,theProjectChartercommunicatesthecurrentagreementbetweentheProjectSponsorandtheProjectTeamthroughoutthelifecycleofaproject.TheCharterprovidesahigh-leveloverviewoftheprojectincludingthedefinitionofprojectsuccess,andprojectresource(peopleandfunds)requirements.Requestsandadditionstotheprojectscopeareconsidered“out-of-scope”forthecurrentproject.Whenascopechangeisrequired,documentachangerequestthatincludesanimpactanalysisofprojectcost,resources,schedule,andrisk.TheProjectSponsorthenformallyapprovesthescopechangerequest.Theprojectmanagerwillretainadditionaldocumentsthatprovidedetailonthemanagementoftheproject,includingacommunicationsplan,anissueslog,arisklog,achangemanagementplan,abudget,andaworkschedule.REVIEW&APPROVAL(TheProjectSponsorsignatureindicatesapprovaloftheProjectCharter,andauthorizestheProjectManager/Teamtouseidentifiedresourcestoproceedwiththedetailedplanningandexecutionoftheproject;usingthischarterasguide.)PROJECTSPONSOR(S)NAME SIGNATURE DATE
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FormingStage–TeamBuildingTool
CASEFORCHANGE(WhatistheCurrentSituation?)
PURPOSE(Whatproblemwillbesolvedbytheproject?Whatvaluedoesthisprojectaddtotheorganization?Howdoesthisprojectalignwiththestrategicprioritiesoftheorganization?Whatbenefitsareexpectedoncetheprojectiscompleted?)
RESULTS(Whatdoessuccesslooklike?Howdoweknowthattheproblemdescribedaboveisresolved?Thistypicallyinvolvesclarifyingmetricsforoperationsoncetheprojectiscompleted.)# SUCCESSMEASURE1 2 3 4 SCOPE(Thescopedefinestheboundariesintermsofwheretheprojectbeginsandends.Thescopedescribeswhatwillbedelivered-where,when,andhow.Itdescribestheservices,functions,systems,solutions,ortangibleproductsforwhichthesponsorwilltakedelivery.)
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FormingStage–TeamBuildingToolPROJECTCONSTRAINTS&ASSUMPTIONS(Listtheknownandanticipatedconstraints,andtheinitialassumptionsfortheproject.)# NAME1 2 3 4 5 6
PROJECTMILESTONES&DELIVERABLES(Listthemajormilestonesanddeliverablesoftheproject.)MILESTONE DELIVERABLES DATE IMPACTSTATEMENT(Listtheimpactthisprojectmayhaveonexistingsystemsandpopulations.)POTENTIALIMPACT WHATANDWHOISIMPACTED RATING
(1-5)1:Low3:Med5:High
FINANCEDESCRIPTION(Provideahighlevelnarrativeoverviewontheestimatedinvestmentrequirements,thesavingstargets,andtheongoingfundingmodel.)
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RISKS(Identifythehigh-levelprojectrisksandthestrategiestomitigatethem.)RISK MITIGATIONSTRATEGY
COMMUNICATION(HighlightthecommunicationrequirementsbetweentheSponsor,theKeyStakeholdersandtheProjectTeam,includingthefrequencyofcheck-ins,projectreviews,andstatusreports(inpersonandwritten).)
UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools
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FormingStage–TeamBuildingToolAPPENDIXA-PROJECTROLES&RESPONSIBILITIESPROJECTSPONSOR:Providesoveralldirection,guidance,andfundingfortheproject.RESPONSIBILITIESincludesettingthevisionandstrategicdirection,approvingtheprojectcharterandplan;securingresourcesfortheproject;confirmingtheproject’sgoalsandobjectives;keepingabreastofmajorprojectactivities;makingdecisionsonescalatedissues;andassistingintheresolutionofroadblocks.NAME NAME
FUNCTIONALOWNER:Managestheimpactoftheprojectintheirfunctionalarea.RESPONSIBILITIESincludeensuringagreed-uponprojecttasksanddeliverablesarecompleted,incorporatingtheviewsoftheircustomers,providingfunctionalexpertiseinaparticulararea,articulatingrequirements,andworkingtoensurethatbusinessneedsaremet.NAME NAME NAME
PROJECTMANAGER:Leadstheteaminplanningandimplementingtheprojectfrominitiationtoclosure.RESPONSIBILITIESincludescopeandchangemanagement,keepingtheprojectplancurrent(deliverables,schedule,andresources),issueandriskmanagement,maintainingprojectdocuments,reportingprojectstatus,andfacilitatingconflictresolutionswithintheprojectandbetweencross-functionalteams.NAME NAME
ThePROJECTSTEERINGCOMMITTEEincludeskeystakeholdersandsubjectmatterexperts.RESPONSIBILITIESincludeprovidingguidanceonkeyissues.NAME NAME NAME NAME NAME NAME
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FormingStage–TeamBuildingToolASUBJECTMATTEREXPERT(SME)providesexpertiseonprojectelementsincludingbusinessprocessandcurrentornewtechnicalsolutions.RESPONSIBILITIESincludemaintainingup-to-dateexperienceandknowledgeonthesubjectmatter,validatingrecommendations,andprovidingadviceonwhatiscriticaltotheperformanceofaprojecttask.NAME NAME NAME NAME NAME NAME
Describetherolesandresponsibilitiesoftheprojectparticipants.PROJECTTEAMMEMBERSRESPONSIBILITIESinclude
• understandingtheworktobecompleted,completingtheresearch,datagathering,analysis,anddocumentation,
• informingtheprojectmanagerandteammembersofissues,scopechanges,risks,andqualityconcerns,and
• proactivelycommunicatestatusandmanageexpectations.NAME ROLE NAME ROLE NAME ROLE NAME ROLE NAME ROLE NAME ROLE NAME ROLE
APPENDIXB-KEYTERMS&DEFINITIONSFORTHISPROJECTCHARTERDefinekeytermsuniquetothisProjectCharter.UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools
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FormingStage–TeamBuildingExercise
HiddenTreasureObjective:Thepurposeofthisactivityistoallowteammembers,whohavenotpreviouslyworkedtogether,tobecomeacquaintedwithoneanother.Materials:
• AcopyoftheTreasureHuntWorksheetforeachperson(seenextpage)• Pensorpencils
Instructions:
• Atthebeginningofthemeeting,explaintheimportanceofteamworkandcamaraderie,aswellastheimportanceofbeingacquaintedwiththeirnewteam.
• HandoutacopyofTreasureHunttoeachperson.• Askeveryonetocirculatearoundtheroom,findingonetraityouhaveincommon(e.g.
"grewupinPhoenix"),andonedissimilartrait(e.g."sportsfan"vs."dislikesports")foreachpersonontheteam,orastimepermits.
DebriefQuestionstoAsk:
• Howmanyofustendtobereticentonfirstmeetingfriendsofteammembers?• Howwasthisexerciseforyou?Threateningornon-threatening?• Whatunexpectedthingsdidyoufindincommon?
AdaptedfromNewstrom,JohnW.,andEdwardE.Scannell.TheBigBookofBusinessGames:Icebreakers,CreativityExercises,andMeetingEnergizers.NewYork:McGraw-Hill,1996.Print.(page31)
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FormingStage–TeamBuildingExercise
HiddenTreasureWorksheet Name Alike Different1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Newstrom, JohnW.,andEdwardE.Scannell.TheBigBookofBusinessGames: Icebreakers,CreativityExercises,andMeetingEnergizers.NewYork:McGraw-Hill,1996.Print.(page31)
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FormingStage–TeamBuildingExercise
GroupResumeObjective:Creatingagroupresumeisafunwaytohelpteammembersbecomeacquainted,ortodosometeambuildingwithateamwhosemembersalreadyknowoneanother.Thisactivitycanbeespeciallyeffectiveiftheresumeisgearedtothesubjectmatterofthemeetingorteamproject.
Materials:• Postspecifiedresumeinformation(listedbelow)onflipchart• Flipchartpaper• Markers
Instructions:
1. Tellteammembersthattheyrepresentanincrediblearrayoftalentsandexperiences!2. Explainthatonewaytoidentifytheteam’sresourcesistocomposeateamresume.3. Divideteamintosub-teamsof3to6members.4. Provideeachsub-teamwithflipchartpaperandmarkerstouseincreatingtheirresume.
Sub-teamresumesshouldincludeanyinformationthatpromotesthesub-teamasawhole.Includethefollowinginformation:
o educationalbackgroundo knowledgeabouttheteamprojecto totalyearsofprofessionalexperienceo positionsheldo professionalskillso majoraccomplishmentso publicationso professionalorganizationso hobbies,talents,travel,familyo other
5. Inviteeachsub-teamtopresentitsresumetotheentireteam.6. Onceallsub-teamshavepresented,acknowledgethetotalresourcescontainedwithin
theentireteam.Variations:Insteadofhavingparticipantscompilearesume,askthemtointerviewoneanotheraboutcategoriesthatyouprovide.
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FormingStage–TeamBuildingExerciseDebriefQuestionstoAsk:
• Howcanweleveragetheseresources,skills,andexperiencebackonthejob?• Arethereanynoticeableskillgapsintheteam?Ifso,howcanweeitherdevelopthis
skillwithintheteamordrawonanoutsidesource?TipsforSuccess:
• Youmaywanttosuggestajob,contract,orprojecttheteamcouldbebiddingfor.AdaptedfromSilberman,MelvinL.,andKarenLawson.101WaystoMakeTrainingActive.Johannesburg:Pfeiffer,1995.Print.(page49)
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FormingStage–TeamBuildingExercise
APennyforYourThoughtsObjective:Thepurposeofthisactivityistoallowteammembers,whohavenotpreviouslyworkedtogether,tobecomeacquaintedwithoneanother.Materials:
• PenniesVersion1-Instructions:
1. Giveonepennytoeachparticipant(besuretheyearofthepennyiswithin15yearsofthecurrentyear).
2. Goaroundthegroup,havingeachpersonsharesomethingsignificantorinterestingthathappenedtothemintheyearthatappearsonthepennytheyweregiven.
Version2-Instructions:1. Haveenoughpenniesforeachparticipanttohavefivepennies.2. Instructeachpersontosharesomethinguniqueaboutthemselves,orsomethingthey
havedonewhichisunlikelythatanyoneelsehasincommonwiththem.3. Aftertheysharetheitem,ifnooneelsesharesthisincommon,theymayplaceoneof
theirpenniesinthecenterofthetable.4. Ifanyoneelsedoeshavethisitemincommonwiththem,thisperson(s)mayalsoplace
oneoftheirpenniesinthecenterofthetable.5. Rotatetothenextpersonandcontinue.6. Thefirstpersonwhodisposesofalltheirpennieswins!
DebriefQuestionstoAsk:• Whyisitimportantforustoknowmoreabouteachother?• Howdifficult(oreasy)wasittoshareinformationaboutyourselfwithothers?• Howcanwelearnmoreaboutoneanotherbackonthejob?
TipsforSuccess:• Giveparticipantsafewminutestothinkofsomethingtosharebeforebeginning.• ForVersion1,ifsomeonecan’tthinkofanythingsignificantfromthatyear,encourage
themtodescribewhatwasgoingonintheirlifeatthattime(whereweretheyliving,whatjobdidtheyhave,whathobbiesweretheypursuing,etc.)
• Ifyouhavetime,letthegroupaskquestionsaftereachparticipantsharestheirinformation.
AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(pages35,45)
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FormingStage–TeamBuildingExercise
SweetStoriesObjective:
Thepurposeofthisactivityistoallowteammembers,whohavenotpreviouslyworkedtogether,tobecomeacquaintedwithoneanother.
Materials:
• AlargebagofM&Ms®,Skittles®,orothercoloredcandypieces
Version1-Instructions:
1. Haveeachparticipanttakeonecandy.2. Instructthemnottoeatityet.3. Taketurnssharingwiththegroupastorybasedonthefollowingcolorcode:
• Bluecandy=atimeatworkwhenyoufeltveryproud• Greencandy=apriorbossyourespectedandwhy• Yellowcandy=areasonyouareproudtobelongtothis
organization/department• Browncandy=anembarrassingmomentatwork• Orangecandy=atimeatworkwhenyoufailed,andwhatyoulearnedfromthe
experience• Redcandy=afunnythingthathappenedtoyouatwork• Purple=atimeatworkwhenyouwerescared
4. Eatthecandy.
Version2-Instructions:
1. Provideeachparticipantwiththesamecolorofcandy,basedonthecolorcodeabove.2. Instructthemnottoeatityet.3. Taketurnssharingwiththegroupastorybasedontheselectedcolor.4. Eatthecandy.
LargeGroupVariation:
• Dividelargergroups(morethan12)intosmallerteamsofthreetofivememberstosharetheirstorieswitheachother.Givethemtimetosharetheirstoriesfromoneormorecolors.Havethemselectthebeststoryfromtheteamandsharewiththelargergroup.
DebriefQuestionstoAsk:
• Whyisitimportantforustoknowmoreabouteachother?• Howdifficult(oreasy)wasittoshareinformationaboutyourselfwithothers?• Howcanwelearnmoreaboutoneanotherbackonthejob?
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FormingStage–TeamBuildingExerciseTipsforSuccess:
• Giveparticipantsafewminutestothinkofsomethingtosharebeforebeginning.• Othertopicscanbeusedthatrelatemorecloselytothework,organization,orspecial
project.• ThestoriesdoNOThavetobe“themost…”(e.g.themostembarrassing).Thismaytake
pressureoffindividuals.• Specifythetimelimitforeachstory,sonoonemonopolizesthetime.• Postthestorycolorcode,soparticipantscaneasilymatchtheircandytothestorythey
needtotell.• Adaptthestorythemestoyourteam.Forexample,youmaychoosetoremovethe
words“atwork”foreachcolorasawaytogetknoweachotherbetterpersonally.AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page69)
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StormingStage–TeamBuildingTool
LeaderActionsforDysfunctionalTeamMemberBehaviorsDysfunctionalteammemberbehaviorscanimpacttheworkflowoftheteamifnotappropriatelychallenged.
Behavior Descriptions LeaderActions
1. Backbiting Membersofteamcomplainingandfindingfaultbehindoneanother’sbacks;talkingwithnon-teammembersinsteadofteammembersaboutteamissues
Beawareofteamdynamics;establishgroundrulesarounddirectcommunication;conductageneralgroupdiscussionabouttheissuewithoutblame
2. Blaming Nottakingpersonalresponsibility;pointingthefingeratothers/situations
Addresstheproblemasagroupproblemandanopportunitytolearn;conductadebriefsessionoutliningallcontributingfactorsandwaystodothingsdifferentlynexttime
3. Bullying Beinginconsiderateofotherteammembers;attackingandintimidatingbehavior
Beginwithanoff-lineconversationwiththeperson;monitoranddocumentbehavior;ifbehaviorcontinues,seekguidancefromHRandimplementprogressivedisciplinaryactionifneeded;providesupportresourcessuchasCAREServicesandOmbudsOffice
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StormingStage–TeamBuildingTool
Behavior Descriptions LeaderActions
4. Discounting Interruptingothers;ignoringcommentsorsuggestions;puttingdownteammembercontributionsasirrelevant
Revisitgroundrulesonactivelistening;establishawaytocapturecommentsandsuggestionsthathavenotreceivedairtime;askgroupwhattheywanttodowiththeitems
5. Distracting Digressing,gettingontangents,conductingsideconversations
Referbacktopreparedagenda;activefacilitation;revisitgroundrules;parkinglottangentitemsforfutureagenda
6. Dominating Pushingown(notgroup)agenda;excessivetalking,interruptingothers,criticizing,speakingforothers;arguingtoomuchonapointandrejectingexpressedideaswithoutconsideration
ParaphraseusingsomeofthespeakersownwordstoindicateunderstandingUsedirectquestionstodrawoutothermembersandgatherotheropinionsUseconsensusandensureeveryoneisactivelyinvolvedOfflineconversationwithperson
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StormingStage–TeamBuildingTool
Behavior Descriptions LeaderActions
7. Excluding Formingcliquesorfactionswhichresultinmembersoftheteamdistrustingandsuspectingoneanother
Inanefforttointegratetheteam,assignquickwinprojectstocrosspollinateteammembersPlanteambuildingactivity
8. Feuding Bringingbaggageorissuesfromothersituationsandcreatinganuncomfortableenvironment;membersofteamopenlycomplainaboutandfindfaultwithoneanother
Conductofflineconversationwiththeperson(s)involvedinthedisruptionMonitorsituationIfproblemescalatesseekoutsideintervention(e.g.CAREServices,Ombuds
9. Joking Excessiveplayingaround,tellingjokes,mimickingothermembers
ReturntoagendaandtimelineIfbehaviorcontinuesconductageneralgroupdiscussionabouttheissuewithoutblame
10. Labeling Usinglabelsthathaveanemotionalchargeornegativeconnotationtoattackself-esteemratherthanaddressingtheproblem
CheckforunderstandingandaskforclarificationIfbehaviorischronic,conductofflineconversationwithperson
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StormingStage–TeamBuildingTool
Behavior Descriptions LeaderActions
11. Nay-saying Moreattentionpaidtowhatiswrongthanwhatisrightinthenameofplayingdevil’sadvocate;faultfindingwithoutprovidingalternatives;using“yes-but”languageasadefault
Immediatelyuseacounteringstatementtorefocusteamonsolutions
12. Non-participating
Actingwithindifference;notcontributingtodiscussionsandactivities;holdingbackopinionsandideas;nottakinginitiative;arrivinglateorleavingearly
GeneralgroupdiscussionabouttheissuewithoutblameIncreaseaccountabilitybyinitiatingprojectplans,agendas,minutesandactionitems,timelines,milestonesVarywaysofengagingparticipants,seeWaystoEngageParticipantsinCreativeThinking&DialogueworkbookpageXX
DevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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StormingStage–TeamBuildingExercise
GraffitiFeedbackBoardObjective:Thisactivityprovidesananonymousoutletforongoingteammemberreactions.Itisaninformalmethodbywhichtheteamleadercangatherongoingteammemberfeedbackaboutteamprocessesandtasks.Thisactivityisanoutletprovidedforemotionalandintellectualcatharsis.Materials:
• Flipcharts• Post-itNotes• BlackSharpiepens
Instructions:
1. Askteammemberstoindividuallyexpress(ventilate)avarietyofobservations,reactions,ideas,oremotionsbywritingeachoftheircommentsonseparatepost-its.
2. OncetheyhavewrittenontheirPost-itNotes,theycanthenplacethemontheflipchartsprovided.
3. Topicsmaybeprovidedatthetopofeachflipchartforstructuredfeedback,orthefeedbackmaybesolicitedonatotallyunstructuredbasis.
DebriefQuestionstoAsk:
• Howmanyofyouagreewiththecommentsmadeabout______________?• Whatisthebasisforthevariouscomments?• Whatcorrectivestepscanwetakenowtochangethesituation?
TipsforSuccess:
• Toensureanonymity,haveparticipantscomeupatonetimetoadheretherePost-itNotestotheflipchart.
AdaptedfromNewstrom,JohnW.,andEdwardE.Scannell.GamesTrainersPlay:ExperientialLearningExercises.NewYork:McGraw-Hill,1980.Print.(page13)
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StormingStage–TeamBuildingExercise
ThatGuy&ThisGuyObjective:
Tobringtheteamtogetherinafunactivitythatidentifiesthequalitiesofateamplayer,andhighlightstheindividualresponsibilityeachmemberhastotheteam.Theresultsofthisactivitycanserveasanongoingguideforteambehaviorandfeedback.
Materials:
• “ThatGuy”–ProfileofaNon-TeamPlayer(onepersub-team,providedbelow)• “ThisGuy”-ProfileoftheUltimateTeamPlayer(onepersub-team,providedbelow)• Post-itnotes• BlackSharpiepens• Twopreparedflipchartpapers(onewithdrawingA,onewithdrawingB)
DrawingA DrawingB
Instructions–Part1:1. Splittheteamintosmallersub-teamsoffourtosixpeople.PassouttheNon-Team
Playerprofileworksheettoeachteam.2. Saythefollowing:
“Fromtimetotime,weareall“difficult”teammember.Perhapswearestressed,tired,orpreoccupied,andwearenotcontributingaccordingtoournormalstandard.Imagineateammemberwitheverynegativecharacteristic.Whatwouldthatlooklike?Whatqualitiesandcharacteristicswouldthispersonconsistentlyexhibit?”
3. Givesub-teams10minutestoconsiderthatquestion,brainstorm,andcompletetheworksheet.
4. Oncecompleted,givesub-teams5minutestoselecttheirtop10itemsfromtheworksheet,andwriteeachitemonindividualpost-itnotes.
5. DisplayFlipChartA.6. Haveeachsub-teamsharetheirpost-itnoteitemswiththeentireteamgroupandthen
placethemontoFlipChartA.
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StormingStage–TeamBuildingExercise7. Onceallsub-teamshavesharedandpostedtheiritems,haveteammemberscome
aroundFlipchartAandbegintoorganizethepost-itnotesintothemesandcombineanyduplicateanswers.
8. Readaloudthefinalpost-itnotesandthemestotheteam,andconfirmagreement.
Instructions–Part2:1. Splittheteamintosmallersub-teamsoffourtosixpeople.Youcanchoosetohave
participantsworkwiththesamesub-teamorwithnewpeople.PassouttheUltimateTeamPlayerprofileworksheettoeachteam.
2. Saythefollowing:“Fromtimetotime,weareall“excellent”teammember.Wearecalm,energized,orengaged,andwearecontributingaccordingtoourhigheststandard.Imagineateammemberwitheverypositivecharacteristic.Whatwouldthatlooklike?Whatqualitiesandcharacteristicswouldthispersonconsistentlyexhibit?”
3. Givesub-teams10minutestoconsiderthequestion,brainstorm,andcompletetheworksheet.
4. Oncecompleted,givesub-teams5minutestoselecttheirtop10itemsfromtheworksheet,andwriteeachitemonindividualpost-itnotes.
5. DisplayFlipChartB.6. Haveeachsub-teamsharetheirpost-itnoteitemswiththeentireteamandthenplace
themontoFlipChartB.7. Onceallsub-teamshavesharedandpostedtheiritems,haveteammemberscome
aroundFlipChartBandbegintoorganizethepost-itnotesintothemesandcombineanyduplicateanswers.
8. Readaloudthefinalpost-itnotesandthemestotheteam,andconfirmagreement.
DebriefQuestionstoAsk:• Howhaveweexperiencedordisplayedsomeofthesemore“difficult”qualitiesinour
team?• Howcanwebecomemoreeffectiveteammembers?• Whatisourindividualresponsibilitytotheteam?
TipsforSuccess:• PrepareFlipChartAandFlipChartBbeforethesession.• Copy“ThatGuy”–ProfileofaNon-TeamPlayerand“ThisGuy”-ProfileoftheUltimate
TeamPlayerhandoutsforeachsub-team.• BesuretohaveenoughPost-itNotessoallparticipantshavealargesupplyfor
brainstorming.• TheuseofSharpiepensisimportantsothatwhatiswrittenonthePost-itNotescanbe
seenatadistance.• Aftertheexercise,postbothFlipChartAandFlipChartBinacommonspaceforall
teammemberstoreferbackto.
AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page191)
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StormingStage–TeamBuildingExercise
“ThatGuy”-ProfileofaNon-TeamPlayerWhileansweringthesequestions,thinkofthenon-team-player’sinteractionswithotherteammembers:
1. Whatwouldthenon-teamplayersayornotsay?
2. Whatwouldthenon-teamplayerdoornotdo?
3. Whatwouldthenon-teamplayerthinkornotthink?
4. Whatarecounterproductivetraits,characteristics,andqualities?
AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page191)
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StormingStage–TeamBuildingExercise
“ThisGuy”-ProfileoftheUltimateTeamPlayerWhileansweringthesequestions,thinkoftheultimateteamplayer’sinteractionswithotherteammembers:
1. Whatwouldtheultimateteamplayersayornotsay?
2. Whatwouldtheultimateteamplayerdoornotdo?
3. Whatwouldultimateteamplayerthinkornotthink?
4. Whatareproductivetraits,characteristics,andqualities?
AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page191)
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StormingStage–TeamBuildingExercise
BlameGameObjective:
Tobringtheteamtogetherinafunactivitythatdemonstratestheinfluencethateachmemberhasinaffectingteambehavior.
Materials:
• Nomaterialsarenecessaryforthisactivity.
Instructions–Round1:
1. Arrangethegroupinalargecircle,witheveryonestanding.2. Findyour“RoleModel:”
a) Astheteamleader,youbeginbypointingtosomeoneinthecircle.Keeppointing.
b) Thatpersonnowpointstosomeoneelseandkeepspointing.c) Continueuntileveryoneispointingtosomeoneelse,andthelastpersonthen
pointstoyou.d) Stoppointing(dropyourhands)andfixyoureyesonthepersonyouwere
pointingto.Thispersonisyour“RoleModel.”3. Explainthattheobjectiveistowatchyour“RoleModel”closelyandtocopyhis/her
everyaction.4. Nowasktheteamtostandperfectlystill.Noonemaymoveunlesshis/her“RoleModel”
does.Ifhis/her“RoleModel”moves(twitches,coughs,blinks,etc.),he/sheistomimicthatmovementexactlyandthenbestillagain.
5. Beginthegameandplayseveraltimes.
DebriefQuestionstoAsk–AfterRound1:
• Weweresupposedtostandstill–whathappened?(ExpectsomeparticipantstoimmediatelystartblamingtheirRoleModelformoving.)
• Whoknowswhostartedthemovement?(Allowforsomeaccusations;inevitablyitwillbedifficultorimpossibletopinpointwhoreallystartedeachmovement.)
• Howmuchdoesitmatterwhostartedit,onceitgotstarted?• Howmuchenergydoweexpendlookingforscapegoats?• Howareweresponsibleforperpetuatingcertainbehaviorsthateventuallybecome
teamnorms?Whatexamplesofthisdowehavehereatwork?• Whatimplicationsdoesthishaveforusbackonthejob?
Instructions–Round2:
1. Playthegameasbeforeonlythistimedesignateonepersonas“WheretheBuckStops.”Whenthemovementstartsandmovesaroundthegroup,thatparticipantwillNOTrepeatit.
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StormingStage–TeamBuildingExerciseDebriefQuestionstoAsk–AfterRound2:
• Howmuchinfluencecanonepersonhaveinaffectingteambehavior?• Whatimplicationsdoesthishaveforusbackonthejob?
TipsforSuccess:
• Smallmovementsareboundtohappen.Whentheydo,themovementwillbeduplicatedaroundthegroupendlessly.Usuallyitwillbeexaggerated.
• Ifthemovementgetsoutofhand,juststopthegameandrefocuseveryone,andstartagain.
AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page138)
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StormingStage–TeamBuildingExercise
LabelsObjective:
Tobringtheteamtogetherinafunactivitythatdemonstratestheimpactlabelingandteambehaviorhasonbothpeopleandthework.
Materials:
• Asetofsixlabelsforeachgroup.Labelsshouldbelargeenoughthatparticipantscanreadthemfromseveralfeetaway,butsmallenoughtofitonaperson’sforehead.
• Pre-writeoneachlabeleitheradirective(e.g.disagreewithme,ignoreme,treatmeliketheleader,laughatme,respectmyopinions,findfaultwithme,agreewithme,interruptme,arguewithme,etc.)oradescriptor(e.g.arrogant,helpful,self-promoting,brown-noser,cooperative,apushover,defensive,leader,etc.).
Instructions:
1. Dividetheteamintosub-teamsofsix.2. Distributeasetofsixlabelstoeachsub-team,facedown.3. Eachparticipantsticksalabelontheforeheadofthepersonnexttohim/her.4. Allparticipantscanreadwhatisonothers’labelsbutnotwhatisontheirown.Donot
tellanyonewhatisonhis/herownlabel.5. Givethesub-teamsatasktoplan(e.g.planadepartmentalpicnic,howtheywill
participateinthisyear’scommunityfundraiser,etc.).Theywillhave7minutestodothis.
6. Astheydiscuss,theymustengagewithandreacttoeachpersonontheirteamaccordingtothelabelthepersoniswearing.
7. After7minutes,evenifthetaskisnotcomplete,stoptheteamsanddiscuss.
QuestionstoAsk:
• Whathappened?Didyouaccomplishyourtask?Whyorwhynot?• Howsatisfiedareyouwiththeoutcome?Why?• Howdidyoufeelabouttreatingpeopleaccordingtotheirassignedlabel?Diditget
easierovertime?Ifyes,whydoyouthinkthatwas?• Howdidyoufeelaboutthewayyouwerebeingtreated?Whatwasyourreaction?• Whatimplicationsdoesthishaveforusbackonthejob?
Variations:
• Makethelabelsrepresentdifferentstakeholdersonaproject,differentcustomers,etc.• Haveonlyonegroupofsixtoeightparticipatewithlabels,whiletherestofthegroup
observes.• Insteadof“planningapicnic,”havetheteamsgrapplewitharealwork-relatedproblem
orissue.
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StormingStage–TeamBuildingExerciseTipsforSuccess:
• Useyourjudgmentindividingteams.Forexample,ifyouhave11participants,removeonelabelfromoneset,andhaveoneteamof6andoneteamof5participants,sothateveryonecanhavetheexperience.Ifthereare13participants,havea7thlabelreadyoruseoneofsixdirectivesordescriptorstwice.
• Somepeoplemaybereluctanttoadheretothelabels.Throughouttheexercise,encourageparticipantstotaketheassignedlabelstoheartandactaccordingly.
AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page155)
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NormingStage–TeamBuildingTool
WaystoEngageParticipants-CreativeThinking&DialogueOutcome:Tostimulatecreativethinkinganddialogueusingavarietyofideageneratingapproaches,includingsomethatencouragebreadthandothersthatsupportdepth.
OPENDISCUSSION—invitesideasandopinionsfromeveryone—
Whatisit? Bestusedwhen…Considernotusingwhen…
Considerationsfortheleader
Groupmembersparticipateinanunstructuredconversationthatinviteseveryoneintheroomtocontributeideas/opinions.
Theexplorationofideasusingafamiliarconversationalapproachisdesired.
Adecisionisneededandtimeislimited.Afewindividualsdominatediscussions.
Focusthediscussion.Determinewhotalkswhen.
INDIVIDUALWRITING
—allowsindividualstoorganizetheirthoughtsbeforegroupdiscussion—
Whatisit? Bestusedwhen…Considernotusingwhen…
Considerationsfortheleader
GroupmembersorganizetheirthoughtsbyindividuallywritingforafewminutespriortoengaginginanOpenDiscussion,Round-the-Table,Brainstorming,or2*4*8.
Individualreactionsanddeptharedesired.Individualshavestronglyheldopinionsandmovequicklyoutofinquiryintoadvocacy.Thereareseveralintroverts/internalprocessorsingroup.Therearesignificantpowerdifferencesbetweenparticipants.Theleaderwouldliketoknowwhateachgroupmemberthinks.
Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.
Clarifythetopicorquestion.Indicatethatthepurposeisformemberstoclarifytheirthinking.*Letpeopleknowhowmuchwritingtimeisallotted.*Considerusingpost-itsifideaswillbecategorized.
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Norming Stage – Team Building Tool ROUND-THE-TABLE
—ensuresthateveryonecontributesanideaoropinion—
Whatisit? Bestusedwhen… Considernotusingwhen…
Considerationsfortheleader
Groupmembersspeakoneatatimeinanidentifiedorderwithoutinterruption.
Identifyingthoughtsandopinionsaboutacomplextopicwillhelpstructurethediscussionand/ordemonstratethewiderangeofideasintheroom.Hearingfromeachpersonisdesired:inanewlyformedgroup,withaheatedtopic,ortoincludequietmembers.Theleaderwouldliketoknowwhateachgroupmemberthinks.
Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.
Decidewhetherornottorecordeachperson’sthoughts.Clarifythequestiontobeaddressed.Indicatehowmuchtimetotake:3sentences,aslongasyoulike,etc.Askforavolunteertostartandsuggestthatthegroupcontinueclockwise.
BRAINSTORMING(IDEALISTING)
—quicklygeneratesawidevarietyofideas—
Whatisit? Bestusedwhen… Considernotusingwhen…
Considerationsfortheleader
Groupmembersquicklygenerateavarietyofideasandstimulateeachother’sthinking.MindMapVariationByvisuallyconnectingideasastheyemerge,youcancreateamindmapthatdisplaysbothideasandtherelationshipsbetweenthem.
Energizingthegroupandstimulatingcreativethinkingisdesired.Generatingawidevarietyofideasisdesired.
Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.Adecisionisneededandtimeislimited.
Clarifythatallideasarewelcome.Discussion,analysis,andprioritizationwillcomelater.Clarifythequestiontobeaddressedandindicatehowlongthebrainstormwilllast.Decidehowtorecordtheideas.
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NormingStage–TeamBuildingTool2*4*8(IDEAGENERATINGandCLUSTERING)
—quicklygeneratesindividualideasthatsmallgroupssynthesizeintothemes—
Whatisit? Bestusedwhen… Considernotusingwhen…
Considerationsfortheleader
Generateideas—post-itsGroupmembersindividuallywriteforafewminutesinresponsetoaquestion(e.g.,whatcontributestosuccessfulmeetings?).Oneideaperpost-it.Synthesize/ClusterIdeas1.Askpeopletoformpairsandsharetheirpost-itsbyreadingthemaloudtoeachother(alternate).Sticksimilarideastogether.2.Askpairstofindanotherpair.Onepersoninthegroupoffourdescribesathemeofapost-itcluster.Theotherpairreadsaloudanycluster(s)withsimilarideas.Sticksimilarideastogetheronflipchartpaper.Continueuntilallpost-itshavebeenreadaloudeveniftheydon’tcluster.Variation:Continueonemoreroundingroupsofeight.3.Writeheadingsforeachclusteronablankpost-it.MuseumTourWhenclusteringiscomplete,groupsrotateclockwiseandreadnextgroup’sheadings/titles.Debriefbyaskingtheentiregroupwhatsimilaritiestheynoticed,surprises,etc
Individualreactionsandbreadthofresponsesaredesiredandtheleader/groupwouldliketoknowinrealtimewhatthemesexist.Individualshavestronglyheldopinionsandmovequicklyoutofinquiryintoadvocacy.Energizingthegroupandencouragingdialogueamongindividuals.
Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.Adecisionisneededandtimeislimited.
Clarifythetopicorquestion.Clarifythatallideasarewelcome–oneideaperpost-it.Takesmoretotaltimethanthemethodsthatonlygenerateideas.Itisanefficientandtransparentwaytouse“parallelprocessing”togatherindividualdatapointsandquicklyclusterthemintothemes.
LDP–MeetingsthatWorkbyKatherineMitchell,Learning+OrganizationalDevelopment,UCBerkeley,2010.
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NormingStage–TeamBuildingExercise
WisdomfromGeeseObjective:
Thepurposeofthisactivityistosetthestageforsupportiveteambehaviorbyreflectingonthewisdomgleanedfromthebehaviorofgeese.
Materials:
• WisdomfromGeesehandout• Pensfornotetaking• Flipchartandmarkers(optional)
Instructions:
1. GiveeachparticipantacopyoftheWisdomfromGeesehandout(seenextpage).2. Goaroundandhavevolunteersreadaloudeachfactaboutgeese.3. Afterallfactshavebeenread,asktheteamthefollowingquestion:
Whatwisdomdidyoulearnfromthegeesethatwecanapplytoourteam?4. Duringthediscussion,encouragenotetakingonthehandoutprovided.
TipsforSuccess:
• Encourageparticipantstoopenlysharetheirlearnings.• Youmaychoosetocapturepointsonaflipchart.• Belowarethekeylessonsyouwanttoguidetheteamtouncover:
Lesson1Thosewhoshareacommondirectionandsenseofcommunitygettherefasterandwithgreatereasebecausetheytravelonthemomentumofothers.Lesson2Stayinformationwiththoseheadedinthesamedirectionasyou.Bewillingtoaccepttheirhelpaswellasgivehelptoothers.Lesson3Itissensibletotaketurnsdoingdemandingjobs.Lesson4Besuretoencourageoneanother.Lesson5Standbythemembersofyourteamindifficulttimesaswellasstrongtimesbeforegoingoutonyourown.
DevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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NormingStage–TeamBuildingTool
WisdomfromGeeseFactsAboutGeese TeamLessons
1. Aseachbirdflapsitswings,itcreatesupliftforthebirdimmediatelyfollowing.Byflyingina“V”formation,thewholeflockadds71%greaterflyingrangethanifeachbirdflewalone.
2. Whenagoosefallsoutofformation,itsuddenlyfeelsthedragandresistanceoftryingtogoitalone.Itquicklygetsbackintoformationtotakeadvantageoftheliftingpowerofthebirdflyinginfront.
3. Whentheheadgoosegetstired,itrotatesbackinthewingandanothergoosefliespoint.
4. Geesehonkfrombehindatthoseupfrontforencouragement.
5. Whenagoosegetssickorwounded,twoothergeesefollowitoutofformationtolendhelpandprotection.Theystaywiththefallengooseuntilitisabletoflyoruntilitdies.Onlythendotheylaunchoutontheirownorwithanotherformationtocatchupwiththeirgroup.
DevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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NormingStage–TeamBuildingExercise
TossMeSomeFeedbackObjective:Tobringtheteamtogetherinafunactivitythatexplorestheimportanceofgivingandreceivingfeedbackandsupportfromtheteaminordertoachievesuccessfuloutcomes.Materials:
• Balls,beanbags,orsimilartossingitems• Blindfolds• Stopwatch• Maskingtape• Boxes(emptyXeroxpaperboxorsimilarsize)
GeneralInstructions:1. Splittheteamintosub-teamsoffourtosevenpeople.2. Eachteamneedsoneblindfold,oneball,onebox.3. Tapeastartlineforeachteamonthefloor.4. Placeaboxatleast10feetawayfromeachstartline.5. Eachteamneedsatosser,aretriever,ascorekeeper,andanassistant.6. Onepointisscoredforeveryballthetossergetsintothebox.(Theballcanbounceout;
aslongasitbouncesintothegoalboxfirstitcountsasapoint.)7. Eachroundisoneminute.Thegoalisforthetossertoscoreasmanypointsaspossible
inoneminute.8. Thetosserisblindfolded,andthenstandsbehindthestartline.9. Theretrieverpicksuptheballandthrowsitbacktotheassistant.10. Theassistantgivestheballbacktothetosser.11. Thescorekeeperaddsupthesuccessfultossesforeachround.
Instructions–Round1:Notalking.
1. Thetosserattemptstoscoreasmanypointsaspossiblewithnoinputorcoachingfromtheirteam.
Instructions–Round2:1. Theteamcancoachtheirtosserbysayingeither“yeah!”or“boo!”butnothingelse.2. Thetosserattemptstoscoreasmanypointsaspossiblewiththislimitedfeedbackfrom
theirteam.Instructions–Round3:
1. Theteamcancoachtheirtosserbyprovidinganyhelpfulinformation.2. Thetosserattemptstoscoreasmanypointsaspossiblewithextensivefeedbackfrom
theirteam.DebriefQuestionstoAsk:
• Tossers:WhatwaschallengingforyouinRound1,receivingnofeedback?Howdidyouovercomethelackofsupport?
• Tossers:WhatwaschallengingforyouinRound2,receivingminimalfeedback?
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NormingStage–TeamBuildingExercise
• Team:DuringRound1,howdiditfeeltosimplywatch?• Intheworkplace,dowesometimessimplywatch,ordoweoffertohelpeachotherand
accepthelpfromothers?• Whenwedoofferandaccepthelp,whatmakesthisprocesseffective?Whatwould
makeitmoreeffective?• Whatkindoffeedbackisthemosteffective?Why?
AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page195)
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NormingStage–TeamBuildingExercise
HandShakeItUpObjective:Tobringtheteamtogetherinafunactivitythatexplorersthepositiveteambehaviorsofsharinginformationandlearningfromoneanother.
Materials:
• Nomaterialsarenecessaryforthisactivity
Instructions–Part1:
1. Haveparticipantspairup.2. Askeachpairtocomeupwithahandshake.Thehandshakeshouldhavethreemoves
andasound-effectorphrase.3. Givethemafewminutestodevelopandpracticetheirhandshake.
Instructions–Part2:
1. Haveeachpairjoinanotherpair.2. Havethemputtheirhandshakestogethertoformasix-parthandshakewithtwosound-
effectsorphrases.3. Givethenewfoursomestimetopractice.4. Haveeachfoursomedemonstratetheirelaboratehandshakestotherestoftheteam.
Instructions–Part3:
1. Haveallfoursomesjointogether.2. Havethemcombinetheirhandshakesandsound-effectsorphrasestocreateaunified
teamhandshake.
QuestionstoAsk:
• Howdidyoulearnthevarioushandshakeswithoutbecomingoverwhelmed?• Whataspectoftheprocesswaseasy?Challenging?• Whatdidyoudotosupporttheteam’sprocessandoutcomesateachstage?• Inwhatwaysdoesthisrelatetosharinginformationandlearningfromeachotherat
work?AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page51)
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NormingStage–TeamBuildingExercise
CelebrationsThatReverberateObjective:Teamsthatacknowledgetheirsuccesseshavemoresuccesses.Recognitionandcelebrationcangiveteammembersthatextraboostofenergyorconfidencetokeepongoingwhenthegoinggetstough.Whenteammembersfeelgood,theirgoodfeelingsreverberateintootherinteractions.Thefollowingsetofquestionsdelvesintotheelementsthatcreateandsustainteamspirit.
Materials:
• NomaterialsarenecessaryforthisactivityInstructions:Astheteamleader,facilitateadiscussionusingthefollowingquestions:
1. Thinkabouttheteamsyouhavebeenonandtellmeaboutonethatcreatedcelebrationsthatreverberated.• Howdidtheteamcelebrate?• Whatmadetheircelebrationsreverberate?
2. Tellmeaboutatimewhenyouwererecognizedandcelebrated.
• Howdidyoufeel?• Howdiditaffecttherestofyourday?Yourrelationshipswiththepeoplewho
honoredyou?
3. Imagineateamthatcelebratesregularly.Whatwoulditcelebrate?How?TipsforSuccess:
• Useinformationfromtheteam’sanswerstothesequestionstohelpidentifymeaningfulwaystorecognizeandacknowledgeteamsuccess.
AdaptedfromWhitney,DianaKaplin.AppreciativeTeamBuilding:PositiveQuestionstoBringouttheBestofYourTeam.NewYork[N.Y.:IUniverse,2004.Print.(page47)
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PerformingStage–TeamBuildingTool
SixThinkingHats®Ahighperformingteamisabletotapintotheircollectivewisdomandfunctionwelltogether.OneeffectivetoolthathelpsteamsbecomemoreproductiveisSixThinkingHats®.Thistoolseparatesthinkinginto6distinctcategories.Eachcategoryisidentifiedwithitsowncoloredmetaphorical"thinkinghat."YoucanuseSixThinkingHats®byeitherhavingtheentireteamwearaparticularhatcolororhaveindividualsontheteamadoptdifferenthatcolorstoexploreatopic.Benefits:
v Holdmeetingswithoutemotionsoregosinfluencingthedecisionv Digdeeperintoissuestoensurewellinformeddecisionsv Lookatissuesfromavarietyofperspectivestobuildcreativesolutionsv Organizeeachperson'sthoughtsandideasv Gettotherightsolutionquicklyandwithasharedvision
Color Description
GreyHat
TheGreyHatisaboutinformationgathering.Whatinformationdowealreadyhaveorneed?Focusonavailabledata.Lookattheinformationyouhaveandseewhatyoucanlearnfromit.Lookforgapsinyourknowledge,andeithertrytofillthemortakethemintoaccount.Thisiswhereyouanalyzepasttrendsandtrytoextrapolatefromhistoricaldata.
BlueHat
TheBlueHatsignifiesintuition,hunches,andfeeling.
Thinkabouthowotherpeoplewillreactemotionally,andtrytounderstandandanticipatetheintuitiveresponsesofpeoplewhodonotfullyknowyourreasoning.Lookattheissueusingintuition,gutreaction,andemotion.
PurpleHat
ThePurpleHatisthedevil’sadvocate.Whatareallthereasonswhyideasorapproachesmightnotwork?Lookatthingspessimistically,cautiouslyanddefensivelytohighlighttheweakpointsinaplanorcourseofaction.Thisallowsyoutoeliminatethem,alteryourapproach,orpreparecontingencyplans.Spottingproblemsinadvance,beforeyouembarkonacourseofaction,helpsmakeyourplansstrongerandmoreresilientwhendifficultiesarise.
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PerformingStage–TeamBuildingTool
OrangeHat
TheOrangeHatistheproponent.Itsignifiesanoptimisticandpositiveviewpoint.Whatarethereasonswhyideasandapproachesmightwork?Focusonthebenefitsoftheissue,thevalueitwillbring,andopportunitiesthatmayarisefromit.Thisapproachhelpsyoukeepgoingwhenthesituationappearsoverwhelmingordifficult.
GreenHat
TheGreenHatisfor“outofthebox”thinking.Whatarethecreativepossibilities,alternatives,andnewideaswecanconsider?Explorecreativesolutionstotheissue.Applyafreewheelingwayofthinkingwherethereislittlecriticismof“out-of-the-box”ideas.
PinkHat
ThePinkHatisthefacilitatoroftheSixThinkingHats®process.Thisisthehatwornbyapersonchairingmeetingswhoselectsthethinkingmodethatwilladvancethediscussion.Whenexploringanewissueorwhenideasarerunningdry,theymaysuggesttheentireteamwearaparticularhatcolororthatindividualsontheteamadoptdifferenthatcolorstoexploreatopic.
AdaptedfromBono,EdwardDe,EdwardDeBono,andEdwardDeBono.SixThinkingHats.Victoria:PenguinAustralia,2008.Print.(www.debonothinkingsystems.com)
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PerformingStage–TeamBuildingTool
RAPID®Atoolforallocatingdecisionroles
TheRAPIDToolwasintroducedacrosscampusaspartofOperationalExcellence,inanefforttodefineadecision-makingstructure.Itillustratesthevariousdecision-makingrolesanemployeecanbegiven.Whendelegatingatasktherewillbepointsatwhichrecommendations,input,decisions,andapprovalwilloccur.Itisimportanttoclarifyupfrontwithyouremployeewhattheirdecision-makingrolewillbe.
• Recommend-aretheybeingaskedtomakearecommendation?• Input-aretheybeingaskedtoprovideinput,whichmayormaynotbe
adopted?• Agree-dotheyneedtoreceiveaformalsign-offfromyouonthe
recommendation?• Decide-whomakesthefinaldecisionbeforemovingforward?• Perform-aretheyresponsibleforperformingthedecidedaction?
RAPID®isaregisteredtrademarkofBain&Company,Inc.
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PerformingStage–TeamBuildingTool
GradientsofAgreementAgroupdecisionmethodthatsupportsclear,sustainabledecisions.
WhyusetheGradientsofAgreement?Whenteammembersareaskedwhetherornottheysupportor‘buy-into’aparticulardecision,itisoftenunclearwhateachindividual’s“yes”or“no”actuallymeans.Issomeonewhosays“yes”enthusiasticallysupportingthedecision?Orsimplyhopingthatthemeetingwillendsoon?Areparticipantswhosay“no”tryingtocommunicatethattheycan’tlivewiththedecision?Orwouldminoradjustmentshelpthembecomemoreenthusiasticsupporters?Adecisioncontinuum,suchastheGradientsofAgreement,allowsindividualstoregisterspecificresponsestoaproposal—bothbeforeandafterdiscussions.Italsoallowstheleadertodetermineifthereisenoughsupport(ratherthanunanimoussupport)tomoveforward.GradientsofAgreementContinuum
1
Startover
2
Isupportthisproposalwithmajorchanges
3
Isupportthisproposalwithminorchanges
4
Ifullysupportthisproposal
TipsforUsingtheGradientsofAgreementduringaMeetingIntroducethedecisionmethodbeforethediscussionBeforestartingthediscussion,lettheteamknowwhethertheywillbegivinginputtothedecisionmakerormakingthedecisionasateam.Lettheteamknowthataftersufficientdiscussionaproposalwillbecreatedandeveryonewillusethegradientsofagreementtoregistertheirlevelofsupportfortheproposal.Showthemthecontinuum(helpfultohaveanenlargedversiononawhiteboardorflipchartand/oracopyforeachperson).Reviewthefourlevelsofsupportonthecontinuum.DevelopaproposalaftersufficientdiscussionAfterdeterminingthattherehasbeensufficientdiscussion,thechair,agendaitemleader,ormemberoftheteamcanaskfororsuggestashortproposal(one–twosentences)describingtheteam’sintendedresponsetotheissuebeingdiscussed.Theproposalcanbemodifiedsothatitreflectstheteam’sthinking.Writetheproposalforeveryonetosee.
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PerformingStage–TeamBuildingToolAskeachpersontoindicatehis/herlevelofagreementwiththeproposalThechairoragendaitemleadershouldrestatetheproposal,thengoaroundthetablesothateachindividualcanindicatehis/herlevelofagreementwiththeproposal.(Suggestion:Ifthechairoragendaitemleadermakesacheckmarkintheappropriateboxtorecordeachperson’slevelofsupport,ithelpstheentiregroupseethedistributionofresponsesandthenthechairorgroupcandetermineifthereisenoughsupportfortheproposaltomoveforward.)Askanyonewhoindicateda“1”or“2”onthecontinuumwhatcouldhelpmovethemuponelevelofagreementonthecontinuum(sometimestheseareeasychangestomake!).DetermineifthereissufficientsupporttomoveforwardItisveryunusualtohaveunanimoussupportwhereeveryoneindicates“4”andthegradientsofagreementallowsforarangeofsupporttoexistandstillmoveforwardonaproposal.Theleaderdecideswhetherornot:
—thereisenoughagreementtoformalizethedecision(amajorityof“3”and“4”responsestotheproposal),or
—thereisnotenoughagreementtomakeadecisionandtheteamshouldcontinuetodiscusstheissue.
Time-savingtipWhenyousensegeneralagreementbeforeatopicisevendiscussed,suggestastrawpollusingtheGradientsofAgreement.Teammemberscaneasilygoaroundthetableandindicatetheirlevelofagreementonthecontinuum.Ifeveryoneisa3or4,thegroupcanoftenmoveontothenextagendaitemwithoutanextendeddiscussion.AdaptedfromtheFacilitator'sGuidetoParticipatoryDecision-makingbyKaner,Sam,andLennyLind.SanFrancisco:JohnWiley&Sons/Jossey-Bass,2007.Print.
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PerformingStage–TeamBuildingExercise
TurningPressureintoPerformanceObjective:Thefollowingsetofquestionsisdesignedtohelpyourteamthinkabouthowtoturnoverwhelmingpressuresintohighperformance.Materials:
• NomaterialsarenecessaryforthisactivityInstructions:Astheteamleader,facilitateadiscussionusingthefollowingquestions:
1. Thinkaboutwhatcausesyoupressureandshareatimewhenyousuccessfullyturnedthatpressureintohigh-performance.• Whatwasthesituation?• Whatdidyoudo?
2. Howdidyoufeelasyoudidthis?Whatwerethebenefitstoyouandtoothers?
3. Imagineourteamregularlyturningpressureintoperformance.
• Whatpressuresarethere?• Howcanwetransformthemintosuccessfulresults?
AdaptedfromWhitney,DianaKaplin.AppreciativeTeamBuilding:PositiveQuestionstoBringouttheBestofYourTeam.NewYork[N.Y.:IUniverse,2004.Print.(page55)
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PerformingStage–TeamBuildingExercise
Picture-BasedScavengerHuntObjective:
Thepurposeofthisactivityistodemonstratethekeyelementsofperforminginaneffectiveteambyutilizingteamwork,communication,creativethinking,andinstillingaspiritofcooperationandtrustamongyourteam.
Materials:
• ScavengerHuntlistcreatedbyteamleader.Thelistcanincludestreetsigns,localbusinesses,landmarks,orevenwell-knownemployees.
• Digitalcameras/cellphonecameras(providedbyparticipants)
Instructions:
1. Dividetheteamintosub-teamsoffourormore.2. Explainthepurposeofthisactivityistoutilizeteamwork,communication,andcreative
thinkingtofosteraspiritofcooperationamongteammembers.Theobjectiveisforeachteamtofindandphotographasmanyitemsonthescavengerhuntlistprovided.
3. Provideeachsub-teamwithacopyofthescavengerhuntlist.4. Askeachsub-teamtoappointaphotographer,amapholder,alistkeeperand
timekeeper.5. Designateatimeandplacetomeettotallyupitemsfoundbyeachsub-team.6. Eachfounditem,countsasonepoint.Thesub-teamwiththemostpointswins!7. Teamsneedtobebackatthefinishlocationontimeorrisklosingonepointforevery
minutelate.
DebriefQuestionstoAsk:
• Didyoursub-teamcompletethescavengerhunt?Whyorwhynot?• Whatskillsdidyourteamuse?• Howdidyoumakedecisionsinyourteam?• Didyourteamhaveaclearleader?Howweretheychosen?• Howdidmembersofyourteamcommunicate?
TipsforSuccess:
• Makeyourscavengeritemlistmeansomethingtoparticipantsbychoosingsitesorthingsconnectedtoyourlineofworkororganization’shistory.
• Suggestthatthephototheytakeofeachitemorlocationalsoincludesub-teammembersinacreativeway.
• Toaddafurtherchallenge,youmightchoosetogiveattendeescluestolocationstheyneedtoworktogethertodecode.
• Consideraprize/rewardforthesub-teamwhofoundthemostitemsonthelistorhadthemostcreativephotos.
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PerformingStage–TeamBuildingExercise
• SampleScavengerHuntitems:o Yoursub-teamtouchingthetopof_______.o Thebillboardonthecornerof________and________?o Thegargoylesabovethedoorwayto_______?Howmanyarethere?o Thestatuelocatedat_______?Whodonatedit?o Howmanystepsleadupfrom______to______?o Whatiswrittenonthewallabovethesittingareain_______?o Whatyearwasthe_______established?o Howmanychimneyscanyouseeon______building?
DevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.
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PerformingStage–TeamBuildingExercise
KudosObjective:
Thisactivityisaboutpracticingtheactofrecognition,andgivingrecognitionwhereitisdue.
Materials:
• Oneortwoboxes-Kudos®candybars
Instructions:
1. DisplayaKudos®candybarstothegroup,andmakesureeveryoneknowswhatthewordkudosmeans(honor;glory;acclaim).
2. Giveacandybartoeachperson,andexplaintheyaretogivethecandybartosomeoneelseinrecognitionorappreciation.
3. Participantscangiveanyoneacandybar,whichmeansthatsomeparticipantsmayreceiveseveralwhileothersreceivenone.
4. Theonlystipulationwhengivingacandybaristhatitmustbeaccompaniedbyabriefandspecificexplanationofwhytheyarebeingrecognized.Ifthegiverhastroublebeingspecific,suggesttheyofferanexample.
5. Asteamleader,yougofirst.GiveaKudos®bartosomeoneontheteam.Asyoudoso,explainwhatthatpersondidtoearnthebar.Forexample…“KudostoVanessaforhelpingmeresearchthatbillingerrorlastweek.Shehelpedmewhittledownthepossiblecausesfortheerror.IwasabletogetbacktothecustomerwithananswermuchquickerthanifIhadworkedonitbymyself.”
6. Encourageotherstofollowyourlead,oneatatime.7. Initiateashortroundofapplausefortherecipientofeachaward.8. Continueuntiltheenthusiasmdiesdown,oruntilyourunoutofcandybars.
Variations:
• Useothersmallrewards,perhapssomethingmorerelevanttoyourorganizationordepartment.
• Labelothergiveawayitemsorcandywithastickerreading“Kudos.”
TipsforSuccess:
• Don’tworryabouteveryonegettingacandybar.Thisactivityisaboutpracticingtheactofrecognition,andgivingrecognitionwhereitisdue.
AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page153)
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PerformingandAdjourningStages–TeamBuildingTool
RecognitionCelebrationsBenefitsWhenrecognizingteammembersfortheirsuccesses,saying"Goodjob!"isn'tenough.Retellingthestoryoftheirachievementsisessentialtoeffectiverecognition.Ithasseveralbenefits:
• Explainingexactlywhattheteammembersdidrightclearlycommunicateswhatactionsyouhopetheywillrepeat,improvingthechancestheywill.
• Sharingspecificsabouttheteam'saccomplishmentsmakestheteammembersfeelproudandbuildsself-esteem.Whatagreatfeelingitistohavesomeonesingourpraises!
• Thestorycreatesa"rolemodel"forotherstofollow.Illustratingreal-lifeexamplesmakesaboveandbeyondactionsfeelattainableandmotivatesotherstoachievethesame.
• Repeatingthestoryisimportanttodoeveninaprivate,one-on-onecelebration.Thistellstheteammemberthatyouarewell-informedofhis/hercontribution,whichincreasesthegenuinenessoftherecognition.
CelebrationOptionsWhendetermininghowbesttocelebrateyourteam'ssuccesses,thereareavarietyofoptionsincluding:
• PrivateCelebration(one-on-one):Invitetheindividualteammember(s)tojoinyouforlunchorforanimpromptucoffeebreakandthenprivatelysharerecognition.
• InformalCelebration(allteammemberspresent):
Deliververbalrecognitiontoeachteammemberatateamrecognitioncelebration.Also,openthefloorforteammemberstosharetheirappreciationwithoneanother.Createafestiveatmosphere,byallowingtimeforteammemberstoenjoytheirfavoritefoods.
• FormalCelebration(teammembers,executivesandguestspresent)
Anexecutivepresentsrecognitioninapublicforum.AdaptedfromGausselinNold,Michelle.TenStepstoEffectiveRecognitionAHandbooktoAchieveBreakthroughMotivation.SuccessoriesLibrary,2004.Print.(pages17and29)
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AdjourningStage–TeamBuildingExercise
ProjectLessonsLearnedSessionAlessonlearnedsessionisamechanismforgroupreviewthatservesasavaluablephaseclosure.Thesessionprovidesaforumforpublicpraiseandrecognitionforprojectteammembers,allowstheteamtoacknowledgewhatworkedwell,andoffersanopportunitytodiscusswaystoimproveprocessesandprocedures.
Lessonslearnedshouldbedocumentedaspartofthehistoricalrecordforthecurrentprojectandasa“bestpractice”referenceforfutureprojects.Thelessonslearnedreviewshouldbeconductedfollowingtheconclusionofeachmajorphaseandatprojectcompletion.
ParticipantsofalessonslearnedsessionaretypicallytheProjectManagerandprojectteam.Itmayalsoincludethecustomerand/orexternalstakeholdersasappropriate.LessonsLearnedmaybecapturedanddocumentedonthefollowingLessonsLearnedReporttemplate.OptionsforConductingLessonsLearnedSessions
Option1-InteractiveTeamApproach
1. Teammembersorsub-teams:• Recordprojectsuccessesandfactorsthatsupportedsuccessongreenpost-its• Recordprojectshortcomingsandrecommendedsolutionsonyellowpost-its• Displayallpost-itsonflipchartsbysuccessandshortcoming
2. Asateam:
• Revieweachpost-it• Discusslessonslearnedandidentifythosethatneedtobesharedwithotherproject
andfunctionalteams3. Aftersession,ProjectLead:
• DocumentinputonProjectLessonsLearned-Template(below)• Communicaterelevantinformationtootherprojectandfunctionalteams
Option2–OfflineTeamApproach
1. IndividualteammemberscompletetheProjectLessonsLearned-TemplateandsubmittoProjectLead
2. ProjectLeadcompilesinputandreviewswithteam.
3. ProjectLeadcommunicatesrelevantinformationtootherprojectandfunctionalteams
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AdjourningStage–TeamBuildingExercise
ProjectLessonsLearnedTemplate[PROJECTNAME]PROJECTLESSONSLEARNEDDEPARTMENT: DOCUMENTOWNER: FOCUSAREA: PROJECTORORGANIZATIONALROLE: PRODUCTORPROCESS: VERSION DATE AUTHOR CHANGEDESCRIPTION
LESSONSLEARNEDPURPOSEANDOBJECTIVESThroughouteachprojectlifecycle,lessonsarelearnedandopportunitiesforimprovementarediscovered.Aspartofacontinuousimprovementprocess,documentinglessonslearnedhelpstheprojectteamdiscovertherootcausesofproblemsthatoccurredandavoidthoseproblemsinlaterprojectstagesorfutureprojects.DataforthisreportwasgatheredbyusingProjectLessonsLearnedRecordsheetsandissummarizedinthetable.
Theobjectiveofthisreportisgatheringallrelevantinformationforbetterplanningoflaterprojectstagesandfutureprojects,improvingimplementationofnewprojects,andpreventingorminimizingrisksforfutureprojects.LESSONSLEARNEDQUESTIONS• Whatworkedwell—ordidn’tworkwell—eitherforthisprojectorfortheprojectteam?• Whatneedstobedoneoverordifferently?• Whatsurprisesdidtheteamhavetodealwith?• Whatprojectcircumstanceswerenotanticipated?• Weretheprojectgoalsattained?Ifnot,whatchangesneedtobemadetomeetgoalsinthe
future?_____________________________________________________________________________________________UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools
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AdjourningStage–TeamBuildingExercise[PROJECTNAME]
PROJECTHIGHLIGHTS
TOP3SIGNIFICANTPROJECTSUCCESSES
PROJECTSUCCESS FACTORSTHATSUPPORTEDSUCCESS
OTHERNOTABLEPROJECTSUCCESSES
PROJECTSUCCESS FACTORSTHATSUPPORTEDSUCCESS
PROJECTSHORTCOMINGSANDSOLUTIONS
PROJECTSHORTCOMING RECOMMENDEDSOLUTIONS
APPROVALS
PREPAREDBY:________________________________ PROJECTMANAGERAPPROVEDBY:__________________________________
PROJECTSPONSOR__________________________________
EXECUTIVESPONSER__________________________________CLIENTSPONSER
UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools
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AdjourningStage–TeamBuildingExercise
MyMessagetoYouObjective:
Thepurposeofthisactivityisfortheteamtogivepositivefeedbacktoateammemberwhoisleavinganongoingteam.
Materials:
• Nomaterialsarenecessaryforthisactivity.
Instructions:
1. Askteammemberstoformacirclewiththeirchairs.2. Explainthatthepurposeoftheactivityistohonortheteammemberwhoisleavingby
providingpositivefeedbacktohim/heronhis/hercontributiontotheteam.3. Askeachteammember,inturn,toofferamessagetothedepartingteammember,e.g.
"Mymessagetoyou,Jean,isthankyouforyoursensitivityinthisgroup."4. Allowforuptotwominutesperteammember.5. Continueuntileveryonehasgivenamessagetothedepartingteammember.
TipsforSuccess:
Giveparticipantsafewminutestothinkofsomethingtosharebeforebeginning.AdaptedfromBarca,Michele,andKateCobb.Beginnings&EndingsCreativeWarmups&ClosureActivities.Amherst:HRD,1993.Print.(page121)
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AdjourningStage–TeamBuildingExercise
GifttotheTeamObjective:
Thepurposeofthisactivityistoleavetheteamwithpositivemessagesfromeachmember.Thisactivityisparticularlyusefulforateamthatisconcluding,afterhavingmetinincrementsoveranextendedperiodoftime.
Materials:
• Nomaterialsarenecessaryforthisactivity.
Instructions:
1. Askteammemberstoformacirclewiththeirchairs.2. Outlinethatthepurposeoftheactivityistoleavetheteamwithpositivemessagesfrom
oneanother.3. Explainwhatyouwantthemtodoandgiveanexampleofthetypeof"gift"youmean.
Thefollowingsuggestedexplanationmaybeusedtointroducetheactivity:"Asawayofsayinggoodbye,thinkofagiftyouwouldliketogivetothisteam.Spendaminutevisualizingthisgift,whichmightbeaphysicalobject,suchasabouquetofflowers,orathoughtorfeeling,suchasself-confidence--somethingyouwouldliketoleavewiththeteamasaspecialgiftfromyou.Whenweareready,Iwillbeginandthenwewillgoaroundsoeveryonewillhaveaturn."
4. Giveparticipantsaminuteortwotothinkofsomethingtoshare.5. Wheneveryoneisready,you,asteamleader,gofirstwithyour"gift"(whichinsures
everyonehastherightidea)andtheneachpersontakesaturningivinghis/her“gift.”AdaptedfromBarca,Michele,andKateCobb.Beginnings&EndingsCreativeWarmups&ClosureActivities.Amherst:HRD,1993.Print.(page103)
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AdditionalResourcesBooksBono,EdwardDe,EdwardDeBono,andEdwardDeBono.SixThinkingHats.Victoria:PenguinAustralia,2008.Print.Heermann,Barry.BuildingTeamSpirit:ActivitiesforInspiringandEnergizingTeams.NewYork:McGraw-Hill,1997.Print.Katzenbach,JonR.,andDouglasK.Smith.TheWisdomofTeams:CreatingtheHigh-performanceOrganization.NewYork:HarperBusinessEssentials,2003.Print.Lencioni,PatrickM.TheFiveDysfunctionsofaTeam:ALeadershipFable.Hoboken:JohnWiley&Sons,2007.Print.Miller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print.Miller,BrianCole.MoreQuickTeam-buildingActivitiesforBusyManagers:50NewExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM/AmericanManagementAssociation,2007.Print.Newstrom,JohnW.,andEdwardE.Scannell.TheBigBookofTeam-buildingGames:Trust-buildingActivities,TeamSpiritExercises,andOtherFunThingstoDo.NewYork:McGrawHill,1998.Print.Scannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.Sikes,Sam.ExecutiveMarbles&OtherTeamBuildingActivities.Tulsa:LearningUnlimited,1998.Print.Sikes,Sam.FeedingtheZirconGorilla--&OtherTeambuildingActivities.Tulsa,OK:LearningUnlimited,1995.Print.Whitney,DianaKaplin.,JayCherney,AmandaTrosten-Bloom,andRonFry.AppreciativeTeamBuilding:PositiveQuestionstoBringOuttheBestofYourTeam.Lincoln:IUniverse.com,2004.Print.
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OnlineResourcesManagementExcellentResourceCenterAccessthroughBLUportal,UCLearningCenterandsearchforMERC.Followtheinstructionstologintothesiteandaccessprogramresources.Searchfortopicofinterest.Books24/7AccessthroughBLUportal,UCLearningCenterandsearchforBooks24/7.Searchfortopicofinterest.
SkillSoftOnlineCoursesAccessthroughBLUportal,UCLearningCenterandsearchforSkillSoft.Searchfortopicofinterest.