This is a one day program for organizing, leading and facilitating effective teams. Participants will take part in a range of discussions, activities and exercises to learn the key elements needed for an effective and efficient team.
This is the second module in the Core Leadership Skills series. It is an eight hour session on teambuilding and related principles necessary to further develop the 21st century education system.
Overview of the agenda for the day. Breaks are noted on the Trainer Outline but can be scheduled as determined by individual class needs. Include the welcome and recap following this slide.
Welcome students and introduce facilitators and the logic for this class as shown on the Welcome slide. This slides shows what is the process for change in an organization. The facilitator can explain how the course materials relate to this slide. The needed skill area for educators is leadership.
At this point, it is time to ask the participants to introduce themselves. This slide is used to help challenge students and to start a process of disclosure and transparency to help them be more comfortable as they interact with the other class participants.
This is what will be conveyed over the course of todays workshop
This is still introductory material and is used to show the rationale for this training session.
Class room etiquette is briefly described in this slide. Facilitators may add to his list at their discretion.
Continuation of class room etiquette and expectations.
Use this slide as a guide for the participants to fill out their own. The directions for the guide are in the trainers manual
Use the intro paragraph on the manual to lead into this section. Follow up each of the characteristics with a few descriptions of each
Read from the trainer manual and guide the participants through each of the subheadings in this table, it will be continued on the next slide
Once again, use the manual to address each of these four stages, since the font for the descriptors is too small please have the participant follow along
Read along the directions with the participants and read the synopsis then have them answer the questions, give 5-10 minutes to answer questions, after reading the synopsis advance to next slide so participants cannot see the answers
Animations are set to show the answers on the second click, leave the screen blank while everyone finishes their quiz and then reveal the answers once everyone has finished, the following slide is set up the same way
Following the conclusion of the test and answers, discuss why each answer was correct, debrief with the group and see what they were able to take out of the exercise. Debrief questions: What worked in the team, was there a leader, was there disagreement, how did they decide which answer they wanted for their small group? What impacted their small group’s success or failure?
Provide short descriptions for each dysfunction and have participants think about when they have experienced this themselves in a team setting. This could be used for a small group sharing exercise.
Have participants fill out their own form from their manual and ask them to rate it about their current work team then follow with discussion questions
Have them fill out their answers but also provoke a discussion amongst the participants about their experiences in their team
Introduce the topic with the paragraph below the main heading and then provide other further detail about the other types of decisions, then have the participants fill in times when they have made each types of these decisions. Get examples from the crowd for each of the 4 decisions
Elaborate on the last section via trainer manual. Ask participants when they have experience consensual decision-making at work.
Address this table and then with the following slides go over the definitions
Provide a small summary for each of the headings
Same as before, provide a small summary for each of the headings, the participants should be able to follow along with their manuals
Provide definitions/examples for each heading
Similar to the first activity, provide the directions and then have small groups do this exercise. Be sure to have put masking tape “boats” on the floor in advance.
Engage an open discussion about the experiences of the participants in the activity
Provide definitions for the two different types of team longevity
Team Building: Creating Effective Teams
Team Building: Creating Effective Teams
Dr. John Persico
• Learning Objectives
• Introduction of the participants
• Team Definitions
• Team Selection Processes
• Characteristics of High Functioning Teams
• Overview of Consensus
• Behaviors in Effective Teams
• Team Development Wheel
• Team Building Activity – The Robbery
• Five Dysfunctions of Teams
• Team Assessment/Discussion
• Making Team Decisions
• Team Leadership
• Roles & Responsibilities
• Activity: The Sinking Ship
Describe the best team you ever worked on
•What made it a good team
•What did your team accomplish
•What did you learn from your experience
•How could you replicate that team
Introduction of Participants
• Who are you?
• Why are you here?
• What are you most proud of in your
educational career to date?
• Tell about a time you lost a job.
• What would you like to take away
from this two day session?
• Participants will learn the definitions of teams
• Participants will understand the purpose and types of
• Participants will familiarize themselves with ideal skills
associated with successful teams
• Participants will learn the characteristics and behaviors
of high functioning teams
• Participants will identify the different roles within
• Participants will be able to identify several types of
• Participants will learn team groundrules and team
• Participants will be able to describe the Five
Dysfunctions of a Team
• Participants will overview the four stages of team
• Participants will understand the team charter process
• Participants will participate in several teambuilding
• Participants will learn the value of team longevity
and team closure
Promote Lifelong Learning
You can develop lifelong learning traits:
• By showing curiosity about human nature and how
the world works.
• By seeking and valuing diversity.
• By persisting in seeking out new solutions.
• By using your unique talents and intelligence to
promote positive change.
• By learning and applying technology tools to solve
• Value yourself. Be honest and ethical, and
practice strong moral values.
• Treat all members of the school community
with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible for keeping an open mind.
• Ask questions at any time.
• Listen to all ideas and opinions.
• Leave for restroom when needed.
• Please be back from lunch and breaks on
• Let us know if the day is not working for you.
“Teambuilding is a set of activities whereby
members of a work team 1) begin to
understand more thoroughly the nature of
group dynamics and effective teamwork,
particularly the interrelationship of process
and content (task) and, 2) learn to apply
certain principles and skills of group process
toward greater team effectiveness.”
Two or more members
Specific performance objective
Coordination of activity amongst members is a
Same as a Team
Lacks collective focus
Does not perform together, rather individually
• Working Group
No joint performance required
Mutual Accountability not expected
Organization driven work group
Team: Minnesota Vikings
St. Paul Chamber Orchestra
Pseudo-Team: Real Estate Office
Working Group: School Department
“Teamwork: simply stated, it is less
me and more we.”
Team Skills List:
It doesn’t take a team to change a light-
• The Purpose of Teams
Team Selection Matrix
Skill Name Name Name Name Name Name
Characteristics of High
1) A Clear, Elevating Goal
2) Results-Driven Structure
3) Competent Team Members
4) Unified Commitment
5) Collaborative Climate
6) Shared Standards of Excellence
7) External Support and Recognition
8) Principled Leadership
Behaviors of Effective Teams
Members listen intently
(to ensure understanding)
Work at understanding what others are
Ask others to repeat and clarify
Paraphrase what is heard and ask if it is
Members say things
clearly (respectful dialogue
to ensure understanding)
• Elaborate/give illustrations
• Ask listener to paraphrase what s/he has
• Repeat/restate statements to ensure
increased correct input reception
• Ask for confirmation as to whether the other
Members are open to
share feelings and ideas
• Discuss own strengths and weaknesses
• Let non-verbal expressions reveal joy,
boredom, anger, sorrow, etc.
Members listen to and are
open to other’s ideas
• Seek/accept help from others
• Ask others to be sincere and honest and
show evidence that s/he means it
Members’ feedback to
• Share views of others with them
• Check/seek awareness of whether others are
ready to receive their views
• Feedback to others when they have been
Members contribute to
team’s awareness of itself
• Call attention to what is happening in group
• Invite others to give feelings and perceptions
of what is happening in group
Members contribute to
problem definition and
root cause identification
• Suggest ways of diagnosing/identifying what
helps/hinders in team problem identification
• Aid team productivity by offering alternative
ways of reaching group goals
Members keep alert to
ways in which they can
support others in the team
• From time to time take on various roles
and functions to increase team
Members act in the team by
using a diagnostic approach
• Use ability to understand why things
“The strength of the team is each
strength of each member is the
• Team Groundrules-overview list
Have teams you have worked on started
• Team Values-overview list
How are values useful when putting
together/chartering a new team?
Activity: The Robbery
To provide a participatory learning exercise
demonstrating the value of consensus decision
A businessman had just turned off the lights in the
store when a man appeared and demanded
money. The owner opened a cash register. The
contents of the cash register were scooped up
and the man sped away. A member of the police
force was notified promptly.
Five Dysfunctions of a Team
Dysfunction #1: Absence of Trust
Dysfunction #2: Fear of Conflict
Dysfunction #3: Lack of commitment
Dysfunction #4: Avoidance of accountability
Dysfunction #5: Inattention to results
Complete Lack of Trust-------------------------------------------------------High Level of Trust
Avoidance of Conflict----------------------------------------------------Conflicts Managed Well
No Commitment to Team-----------------------------------------------------Total Commitment
No Accountability---------------------------------------------------------------High Accountability
Focus on Results
Inattention To Results-------------------------------------------------------------Results-focused
• What is working well in your team?
• What needs improvement?
• How can you make the changes
Making Team Decisions
• Types of Decisions
• Consensus is
Finding a proposal acceptable enough that all
members can support it, and no one opposes it
• Consensus is NOT
A unanimous vote
A majority vote
Everyone totally satisfied
• Consensus requires
• The involvement, either by an individual or a group of
individuals, in their own governance or other activities,
with the purpose of exerting influence
Exhibit 10-1. Factors in Team Leadership
External Factors Internal Factors
Team Focus on
Team Leadership Definitions
• External Factors
• Internal Factors
Balance of authority
TL Definitions, Cont.
• Individual Performance
• Problem solving and conflict resolution
• Team spirit
Defined Roles and
• Team Leader
• Team Member
• External Facilitator (when needed)
• Subject Matter Expert (when needed)
Activity: The Sinking Ship
The objectives for this lesson are to discuss the value of building
commitment and synergy and to review some activities that build
Sinking Ship: Discussion
1. Who emerged as the leader(s)? How did the leaders
feel about their role? How satisfied were the other
group members with their leadership?
2. What role did you play in this survival activity?
3. What helped and what hindered success or failure of
The two major team distinctions are:
•Natural Work Team
Team Longevity, Cont.
• Teams may work together indefinitely as a unit
within the larger organization or come together
to collaborate on a specific project.
• Team “Endings”
New Team Charter:
• Implementation Plan
• Resources Needed
• People/Skills Needed
• Status Updates
• Recognition and Celebration