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  • Teamwork

    1. 1. It Takes a Team A Learning Exchange
    2. 2. It Takes a Team Outline <ul><li>Definition of team building </li></ul><ul><li>Attitude (our own and toward others) </li></ul><ul><li>Trust – building and maintaining </li></ul><ul><li>Team Member Styles & Learning Preferences </li></ul><ul><li>Team Development Stages </li></ul><ul><li>Team Challenges </li></ul><ul><li>Team Norms </li></ul><ul><li>Teambuilding </li></ul><ul><li>New Team Members </li></ul><ul><li>Influence skills </li></ul>
    3. 3. Team Building Define teambuilding.
    4. 4. Teamwork Starts With You Its all about ATTITUDE Attitude defined : a mental position with regard to a fact or state; a feeling or emotion toward a fact or state. Can attitudes be changed? _______ If so, how? ________________________ My Attitude Level If I am the team leader and my attitude level is here, where is my team’s attitude level?
    5. 5. Attitudes Toward Others The person (personality) Secondary Dimensions Primary Dimensions Primary Dimension: Things you can determine about a person through the 5 senses. Secondary Dimension: Things you may come to learn about a person.
    6. 6. Trust High Performing Teams Are Built on Trust and Therefore Respect Trust Self-Assessment Low High 1. Accessible to people to give advice, direction, 1 2 3 4 5 assistance or just to listen. 2. Listens openly to ideas and feedback. 1 2 3 4 5 3. Provides communication openly and accurately 1 2 3 4 5 without “hidden agendas.” 4. One team - talks about others only in ways one 1 2 3 4 5 would in their presence. 5. Sincerely tries to meet all commitments. 1 2 3 4 5 Keeps all promises & appointments. 6. Integrity - does not compromise quality or personal 1 2 3 4 5 value system. 7. Team champion - role model, stands up for the team 1 2 3 4 5 and tout team accomplishments with management. Trust Destroyers: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ It takes time to build trust and a split second to destroy it! Once trust is lost, it is very hard to regain if you can. Ways to rebuild it are: ____________________________________________ ____________________________________________ ____________________________________________
    7. 7. Preferences – What are yours? Circle the best answer that represents you from each set of questions below. Transpose your circled numbered answers to the grid below. The quadrant with the most answers along the sides is your preference. If there is a tie, choose only one answer from the two statements requiring a tie breaker. Example, if a tie between the analytical and driver quadrants, circle either statement 25 or 26. 3 7 11 15 19 23 4 8 12 16 20 24 2 6 10 14 18 22 1 5 9 13 17 21 27 28 26 25 Analytical Amiable Driver Expressive 23. I tend to have less animated facial expression or a good poker player’s face. 24. I tend to have a more animated facial expression or a poor poker player’s face . 21. I tend to look people straight in the eye. 22. I tend to look around more. 19. I tend to have a more formal, straight posture. 20. I tend to have a more casual, relaxed posture. 17. I tend to lean forward when interacting with others. 18. I tend to lean back when interacting with others. 15. I tend to use few gestures. 16. I tend to use a lot of gestures. 13. I tend to use strong hand and arm gestures. 14. I tend to use relaxed hand and arm gestures. 11. I tend to speak with little emotion. 12. I tend to speak with a lot of emotion. 9.I tend to speak louder. 10. I tend to speak quieter or more softly. 7. I tend to use facts and data to describe what I’m talking about. 8. I tend to use stories and opinions to describe what I’m talking about. 5. I tend to talk faster. 6. I tend to talk slower. 3. I tend to speak about tasks, what has to be done. 4. I tend to speak about people, their thoughts on doing the job. 1. I tend to make more statements, speak more. 2. I tend to ask more questions, speak less. 25. I tend to take over to get work done when I’m under stress. 26. I tend to avoid or get bogged down in details when I’m under stress. 27. I tend to attack, become sarcastic, or seem to change my mind a lot when under stress. 28. I tend to give in to keep the peace when I’m under stress.
    8. 8. The Preference Characteristics Note: There is no best or worse style. The key learning is that we are all different. The combination of styles is what makes teams successful. It takes effective leadership to leverage these styles. The goal is not to expect others to flex to your style, but to flex to others’ styles. Expressive Focused on generalities, innovating, motivating, enthusiastic, goes with gut feelings, more focused on ideas Tell more to be in the spotlight More emotional; passionate Need : attention/approval Strengths : get people excited; spontaneous; creative; good in front of people Weaknesses : may not check in on how others feel; may not plan well; may not follow up well; may be impractical or impulsive Back-up mode : attack Development Action : check in with others Amiable Supportive, focused on relationships, concerned with the impact of decisions on others Asks more so everyone will get along More emotional; interpersonal issues get them going Need : everyone to get along Strengths : sense interpersonal problems; understanding people; enjoy building relationships Weaknesses : may avoid conflict; may not initiate; may not take a stand or voice their opinion; may be reluctant to change Back-up mode : backs off Development Action : initiate; take a stand Driver Practical, focused on results, efficient, to the point Tells more because they want results Less emotional; “poker-faced” Need : get things done Strengths : gets things done; their people know what to do; good under pressure Weaknesses : may bowl over people to get things done; may be quick to answer without analyzing all of the facts; may not listen well; may appear impatient Back-up mode : take over Development Action : listen Analytical Logical, careful, systematic, detail focused Asks more to find out facts Less emotional; fact oriented Need : be right/get info Strengths : good at sorting out facts; typically will come up with a well thought out answer; good at working with numbers Weaknesses : may take a long time to get results, may not seem decisive, may ignore people’s feelings; may be overly cautious Back-up mode : withdraw Development Action : be decisive without all information
    9. 9. Learning Preferences Determine your learning style preference. Complete each sentence by checking A, B, or C. No answer is correct or better than another. Check the one you prefer. I learn best when I I like For pleasure and relaxation, I like to I tend to be To remember a number, I like to In a classroom, I learn best when I have I plan the upcoming week by I often remember When giving directions, I may say, ___A. see information. ___B. hear information. ___C. have hands-on experience. ___A. pictures and illustrations. ___B. tapes and listening to stories. ___C. working with people and going on trips. ___A. read. ___B. listen to music and tapes. ___C. garden or play sports. ___A. contemplative. ___B. talkative. ___C. a doer. ___A. write it down several times. ___B. say it out loud several times. ___C. doodle and draw it. ___A. when I have a textbook and written info. ___B. the instructor is interesting and clear. ___C. I am involved in doing activities. ___A. strong fashion sense and detail focused. ___B. fun telling stories and jokes. ___C. a great time building things. ___A. making a list and keeping a calendar. ___B. talking it through with someone. ___C. creating a computer calendar or project board. ___A. faces, but not names. ___B. names, but not faces. ___C. events, but not names or faces. ___A. Turn right at the blue house – do you see what I mean?” ___B. Turn right at the blue house – do you hear what I’m saying?” ___C. “Follow me,” after giving directions using gestures. Total A choices ___ Total B choices ___ Total C choices ___ The highest score represents your predominant learning preference. A: Visual B: Auditory C: Kinesthetic
    10. 10. <ul><li>Visual </li></ul><ul><li>Seeing </li></ul><ul><li>Reading </li></ul><ul><li>Procedures </li></ul><ul><li>Presentations </li></ul><ul><li>Videos </li></ul><ul><li>Auditory </li></ul><ul><li>Listening </li></ul><ul><li>Audio tapes </li></ul><ul><li>Keen to sound </li></ul><ul><li>Kinesthetic </li></ul><ul><li>Doing </li></ul><ul><li>Hands-on </li></ul><ul><li>Practice </li></ul>Learning Styles
    11. 11. Carrot, Egg, or Coffee Are you a Carrot , an Egg or Coffee Bean ? A young man went to his father and told him about his life, and how hard things were. He did not know how he was going to make it. He was tired of fighting and struggling. It seemed as one problem was solved a new one arose. His father took him to the kitchen. He filled three pots with water. In the first pot, he placed carrots, in the second he placed eggs and the last he placed ground coffee beans. He let them sit and boil without saying a word. In about twenty minutes he turned off the burners. He fished the carrots out and placed them in a bowl. He pulled the eggs out and placed them in a bowl. Then he ladled the coffee out and placed it in a bowl. Turning to his son, he asked, &quot;Tell me what do you see?&quot; “ Carrots, eggs, and coffee,&quot; he replied. He brought him closer and asked him to feel the carrots. He did and noted that they got soft. He then asked him to take the egg and break it. After pulling off the shell, he observed the hard-boiled egg. Finally, he asked him to smell and sip the coffee. The son smiled, as he smelled and tasted its rich aroma. The son then asked, &quot;What's the point, Dad?&quot; His father explained that each of these objects had faced the same adversity - boiling water - but each reacted differently. The carrot went in strong, hard and unrelenting. However, after being subjected to the boiling water, it softened and became weak. The egg had been fragile. Its thin outer shell had protected its liquid interior. But after sitting through the boiling water, its inside became hardened. The ground coffee beans were unique, however. After they were in the boiling water they had changed the water. &quot;Which are you?&quot; he asked his son. &quot;When trials and adversity knock on your door, how do you respond? Are you a carrot, an egg, or a coffee bean? Are you the egg that starts with a passive heart, but changes with the heat? Do you have a fluid spirit, but after a hardship or some other trial, you become hard to the world? Does your shell look the same, but on the inside, bitter and tough with a stiff spirit and a hardened heart?” “ Or, are you like the coffee bean? The bean that actually changes the hot water, the very circumstance that brings the pain. When the water gets hot, it releases the fragrance and flavor. Are you like the bean, when things are at their worst, you become better and change the situation around you?” How do you handle adversity? Like the CARROT , the EGG , or the COFFEE BEANS ?
    12. 12. As a supervisor, you must be able to recognize and respond accordingly toward helping the team move toward “norming” and “high performing,” and staying there. <ul><li>NORMING </li></ul><ul><li>Independent </li></ul><ul><li>Acceptance of each other </li></ul><ul><li>Express constructive criticism </li></ul><ul><li>Team is optimistic </li></ul><ul><li>FORMING </li></ul><ul><li>Dependent </li></ul><ul><li>Excitement with reservations </li></ul><ul><li>Initial anxiety and confusion </li></ul><ul><li>HIGH PERFORMING </li></ul><ul><li>Interdependent and self-directed </li></ul><ul><li>Ability to work through issues </li></ul><ul><li>Team loyalty </li></ul><ul><li>STORMING </li></ul><ul><li>Counter-dependent </li></ul><ul><li>Resistance </li></ul><ul><li>Challenge for position </li></ul><ul><li>Forming of subgroups </li></ul>Team Stages
    13. 13. Moving Through The Stages <ul><li>HIGH PERFORMING </li></ul><ul><li>Interdependent and self-directed </li></ul><ul><li>Ability to work through issues </li></ul><ul><li>Team loyalty </li></ul>In this stage… the team should consider: <ul><li>Guarded yet excited. </li></ul><ul><li>Bring clarity to the mission, the structure, the process, roles and responsibilities. </li></ul><ul><li>Help the team develop team norms (ground rules) that include structure, process and behaviors. </li></ul><ul><li>Encourage open discussion of questions and concerns. </li></ul><ul><li>Bring the team together more often. </li></ul><ul><li>Based on power and conflict – reiteration of the goals and roles is needed. </li></ul><ul><li>Establish team norms or teamwork standards of professional conduct. </li></ul><ul><li>Engage the team in group problem solving. </li></ul><ul><li>Acknowledge conflict and work to resolve it. </li></ul><ul><li>Encourage open discussions using active listening and feedback skills. </li></ul><ul><li>Support and recognize consensus decision making among the group. </li></ul><ul><li>Team begins to take on the identity of a team. </li></ul><ul><li>Continue to provide feedback and encouragement. </li></ul><ul><li>Create opportunities to work together. </li></ul><ul><li>Have regular team meetings. </li></ul><ul><li>Support open discussions and idea sharing. </li></ul><ul><li>Reinforce the team norms established. </li></ul><ul><li>True team synergy is happening. </li></ul><ul><li>Continue to provide feedback/praise. </li></ul><ul><li>Reinforce and promote the team’s success. </li></ul><ul><li>Continue to keep the team challenged. </li></ul><ul><li>Continue to let the team self-govern. </li></ul><ul><li>Be visible but not intrusive. </li></ul><ul><li>NORMING </li></ul><ul><li>Independent </li></ul><ul><li>Acceptance of each other </li></ul><ul><li>Express constructive criticism </li></ul><ul><li>Team is optimistic </li></ul><ul><li>FORMING </li></ul><ul><li>Dependent </li></ul><ul><li>Excitement with reservations </li></ul><ul><li>Initial anxiety and confusion </li></ul><ul><li>STORMING </li></ul><ul><li>Counter-dependent </li></ul><ul><li>Resistance </li></ul><ul><li>Challenge for position </li></ul><ul><li>Forming of subgroups </li></ul>
    14. 14. Teamwork Challenges Challenge Possible Causes Solutions
    15. 15. Team Norms If you were a the leader of a team, how would you establish team norms? Team norms are individual behaviors that everyone agrees to as standards or norms. What are examples of team norms?
    16. 16. New Team Members <ul><li>Welcoming and Acclimating New Team Members </li></ul><ul><li>Studies show that the first three months of an employee’s employment influences an employee’s satisfaction and tenure. A positive experience in the first few months usually results in high levels of satisfaction and therefore greater tenure with the team. Whereas, a negative experience often results in low satisfaction and resignation within 12-18 months. </li></ul><ul><li>How can we make it a positive and productive experience for our new team members? </li></ul>
    17. 17. Influence – Another Team Skill Do you have influence? ___When you speak, do people look and listen? ___People know you before you know them? ___People always coming to you? ___Invited to participate in various activities? ___In meetings, people seek your input? ___Find that your work, methods, and style is being mimicked by others? ___People perk up, speak up, and smile when you’re around? The Influence Continuum - From least to most effective. ___ Raw emotion - blow my top; make people cringe; intimidation ___ Mental torture - pester until they give in ___ Pressure - get tough, demand action, use threats, coerce them ___ Manipulation - pretend to involve them; make promises you can’t/don’t keep ___ Position - use title, authority, or rules to mandate action ___ Sulk - pretend to be hurt or offended until you get your way ___ Coalition - get my friends on my side and gang up on them; get political ___ Inflation - oversell the truth and benefits; exaggerate the upside ___ Butter - flattery; pay compliments, butter them up ___ Take advantage - draw on friendships ___ Rational persuasion - present logic and facts; telling and selling ___ Involving others - the best approach! Ask the team for their ideas and input; listen, acknowledge, praise, act! How do you influence?
    18. 18. Levels of Influence Five Levels of Influence (1 is the first level, 5 the highest level) 1. Position - People follow you because they have to - you’re the boss. 2. Permission - People know and like you. You have their permission to lead them. They follow you because they want to. Leading is more enjoyable at this level. Don’t stop here - go to the next levels. 3. Production - When people see the accomplishments you and your team have done, they begin to follow you because you are a successful doer, a person who helps the team achieve, win, and reap organizational recognition. 4. People development - You move from inspiring people to developing them and helping them reach their full potential. As a result, they follow you because of what you have done for them personally. 5. Personhood - Some leaders spend much time and energy pouring their lives into others over a sustained period of time. People follow them for their values, accomplishments and what they represent. This is the highest level.
    19. 19. Gaining and Maintaining Influence <ul><li>Strategies and behaviors for gaining and maintaining influence: </li></ul><ul><ul><li>Listen, and people will listen to you. </li></ul></ul><ul><ul><li>Have integrity – always and consistently. </li></ul></ul><ul><ul><li>Do what you say, no matter how trivial. </li></ul></ul><ul><ul><li>Know your stuff. Be prepared with knowledge and facts. </li></ul></ul><ul><ul><li>Stand up and greet people with sincerity. </li></ul></ul><ul><ul><li>Let others influence you. </li></ul></ul><ul><ul><li>Have faith in people; let go; empower others. </li></ul></ul><ul><ul><li>Know your audience and their needs; state how they benefit. </li></ul></ul><ul><ul><li>State the why and value, not just the what. </li></ul></ul><ul><ul><li>Tie it to the business goals. </li></ul></ul><ul><ul><li>Tie it to the person’s goals and aspirations. </li></ul></ul><ul><ul><li>When talking, use direct eye contact. </li></ul></ul><ul><ul><li>Be passionate in your position - it rubs off! </li></ul></ul><ul><ul><li>Speak well of people, not badmouth them. </li></ul></ul><ul><ul><li>Observe and learn from those good at it. </li></ul></ul><ul><ul><li>Stay steady and calm - stick to facts. </li></ul></ul><ul><ul><li>When at an impasse, agree to meet later. </li></ul></ul><ul><ul><li>Articulate with less, not ramble on. </li></ul></ul><ul><ul><li>Let others win - know when to let it drop. </li></ul></ul><ul><ul><li>Admit mistakes - accept blame, give credit. </li></ul></ul><ul><ul><li>Build a deep and wide informal network. </li></ul></ul><ul><ul><li>Always act with professional maturity!! </li></ul></ul><ul><ul><li>Practice by leading groups and activities. </li></ul></ul>
    20. 20. Addendum
    21. 21. Five Lessons From Geese GEESE FACT 1: As each goose flaps its wings it creates an &quot;uplift&quot; for the birds that follow. By flying in a &quot;V&quot; formation, the whole flock adds 71% greater flying range than if each bird flew alone. LESSON: People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust of one another. GEESE FACT 2: When a goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it. LESSON: If we have as much sense as a goose we stay in formation with those headed where we want to go. We are willing to accept their help and give our help to others. GEESE FACT 3: When the lead goose tires, it rotates back into formation and another goose flies to the point position. LESSON: It pays to take turns doing the hard tasks and sharing leadership. As with geese, people are interdependent on each other's skills, capabilities and unique arrangements of gifts, talents or resources. GEESE FACT 4: The geese flying in formation honk to encourage those up front to keep up their speed. LESSON: We need to make sure our honking is encouraging. In groups where there is encouragement, the production is much greater. The power of encouragement (to stand by one's heart or core values and encourage the heart and core of others) is the quality of honking we seek. GEESE FACT 5: When a goose gets sick, wounded or shot down, two geese drop out of formation and follow it to help and protect it. They stay with it until it dies or is able to fly again. Then, they launch out with another formation or catch up with the flock. LESSON: If we have as much sense as geese, we will stand by each other in difficult times as well as when we are strong.
    22. 22. “ Wake” Up Call Be Mindful of the Wake you Make We travel through life and do our job just as a boat travels through water. In our destination, we tend to be focused forward and often fail to look back upon our wake and its affects. The waves we leave behind are the interactions we have with others and our actual work output. What kind of wake do you leave? Is your wake destructive and rough or respectful and calm?
    23. 23. Who Moved My Cheese? A cliff notes version by John Beta In this maze, we have 2 mice, named Sniff and Scurry, and 2 little people, named Hem and Haw. They live in this maze, searching for cheese. The cheese represents all that is good in life. The maze is a labyrinth of corridors and dark corners. Some places have fine cheese, and many do not. Sniff had a knack for sniffing out where the cheese may be. You can say Sniff was your direction setter, strategic mouse. Scurry would then race ahead to look for the cheese, kind of like someone you can count on to get the job done. Sometimes they got lost, but they kept working together and often found some cheese. Hem and Haw were these little people, about the same size as the mice. They had complex brains, along with the powerful human emotions and beliefs that could cloud their judgment. Life was more complicated for them in the maze. One day they all came upon a huge cheese stockpile. They called it Cheese Station C. Every morning, Sniff and Scurry went to Cheese Station C to have their cheese. They no longer needed their running shoes so they took them off, but tied them together and hung them around their necks in case they will need them again. Hem and Haw also woke every morning and went to Cheese Station C. They took off their shoes and hung them somewhere. They also moved closer to Cheese Station C so it was more convenient. Hem and Haw started to become arrogant and say things like “we deserve this cheese, we worked long and hard to find it.” Sometimes they shared it with their friends, sometimes they didn’t. They would point to their cheese, saying, “pretty nice cheese, huh?” They lived for what seemed like years, happily enjoying their cheese in Cheese Station C. Hem and Haw were so confident and comfortable that they became blind to what was happening. Sniff and Scurry on the other hand arrived each morning and sniffed, scratched, and inspected to keep tabs on what was happening. One morning Sniff and Scurry arrived at Cheese Station C and found no more cheese. They weren’t surprised. They put on their running shoes and headed back out into the maze to find more cheese. Later, Hem and Haw arrived. They were unprepared for what they found. Hem started yelling, “What, no cheese? No cheese?! No cheese?!” Hem screamed, “It’s not fair!!” Hem kept yelling and Haw didn’t want to hear it. Hem just stood there in disbelief. To Haw, cheese meant feeling safe and secure. To Hem, cheese represented becoming a Big Cheese with status. While Sniff and Scurry was out and about, looking for new cheese, Hem and Haw just continued to hem and haw. They went home that night hungry and discouraged. They went back the next morning, expecting their cheese to reappear, but it didn’t. Hem continued to yell and Haw just stood there like a statue, not believing this could happen to them. “Why did they do this to us?” “This isn’t fair?” Haw finally asked about Sniff and Scurry. Hem scoffed, “What would they know? They are simple mice. We’re smarter than them.” Haw told Hem that maybe we should do things differently. Hem responded with “We’re little people - we’re special.” Hem said, “We’re entitled.” Haw said, “We should stop analyzing the situation and start finding new cheese.” Hem simply said, “No, we’re going to get to the bottom of this.”
    24. 24. Continued… Meanwhile, Sniff and Scurry went farther into the maze and came upon Cheese Station N, a stock of cheese like they have never seen! Haw started to visualize and imagine finding new cheese. Haw told Hem, “Let’s go find new cheese.” Hem said “No, I like it here, it’s what I know. Beside, it’s dangerous out there.” Haw said, “We’ve done it before so we can do it again.” Hem just screamed “No!” Hem and Haw went home every night hungry and angry. Haw finally started laughing at them selves. It was ridiculous coming back looking around Cheese Station C, expecting to find the cheese. Although Haw didn’t like the idea of going out into the maze, he decided he must. He tried talking sense into Hem but Hem was stubborn and still felt owed. Haw found his running shoes, put them on and said, &quot;It’s MAZE time!” and took off into the unknown parts of the maze. As Haw explored deeper into the maze, he became anxious and uncomfortable. But after a short time, he started to feel exhilarated. The old feelings of excitement came to him. This was new again, a nice change. His comfort zone started to grow and he gained more confidence in exploring the deeper, darker corridors. As Haw explored, he contemplated Cheese Station C. In thinking back, he did start realizing that things were changing, but his comfort blinded him. He started to admit to himself that not only was the cheese diminishing, but also started tasting bad. The cheese was growing old. Haw continued to explore, at times becoming disappointed to discover no cheese. Sometimes, he would find little morsels of cheese that gave him strength and encouragement to move on. Haw came upon a particularly dark corridor and was afraid to enter. He realized at that moment that he was being held captive by his own fear. When he headed down the dark corridor in a new direction, he felt freed from that fear. As he went on, he started to again imagine sitting on a big pile of his favorite cheeses. The more he imagined, the more real and believable it became. Haw came upon a small stockpile of cheese, and told himself if he would had acted sooner, perhaps more cheese would have been there. Haw decided to go back to Cheese Station C to see if he can convince Hem to join him. Haw offered a few pieces of cheese to Hem but he refused, still angry and feeling owed. Haw headed out again in search of more cheese. Hem stayed behind. Haw began to realize that it was natural for change to occur, whether you expect it or not. Haw realized he changed his beliefs and wrote on the maze wall, “Old beliefs do not lead you to new cheese.” Haw became even more energized and moved quicker through the maze, when all of a sudden he came upon Cheese Station N. He found his mice friends there, Sniff and Scurry, with their fat little bellies. Haw reflected on his journey and wrote these things on the maze wall: Change Happens - they keep moving the cheese. If you do not change, you become extinct. Anticipate Change - get ready for the cheese to move. Monitor Change - smell the cheese often so you know when it is getting old. Adapt to Change - the quicker you let go of old cheese, the sooner you can enjoy new cheese. Change - move with the cheese. Enjoy Change - savor the adventure and enjoy the taste of new cheese.