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Team building

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It is all about people

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Team building

  1. 1. Team Building
  2. 2. Why Teams? Children learn better in groups of 2-3. The Center for Children and Technology
  3. 3. How do Teams Work Best? Team’s succeed when members have: 1. Commitment to common objectives More likely when they set them; recognize interdependence 2. Defined, appropriate roles and responsibilities  Good use of individual talent  Opportunity for each to grow, learn all skills 3. Effective decision systems, communication and work procedures  Open, honest communication  Accepts conflict, manages it, resolves it well 4. Good personal relationships  Mutual trust
  4. 4. Stages in Team Building Forming Storming Norming Performing
  5. 5. Stage 1: FORMING  Team Building  Define team (optimum ~3 with one or more girls)  Determine individual roles  Develop trust and communication  Task  Define problem and strategy  Identify information needed
  6. 6. From Individuals A Group  Help members understand each other:  Myers-Briggs Type Indicator (MBTI)  Extraverts ------------------ Introverts  Sensors --------------------- iNtuitive  Thinker --------------------- Feelers  Judger ---------------------- Perceiver By selecting one from each category, we define our personality type, ESTJ, ENTJ…INFP Forming
  7. 7. Relevance to Teams (E/I)  Extraverts  Need to think aloud  Great explainers!  May overwhelm others  Introverts  Need time to process  Great concentration  May not be heard Forming
  8. 8. Relevance to Teams (N/S)  iNtuitive  Great at big picture  See connections  May make mistakes in carrying out plans  Sensor  Great executors  May miss big picture, relative importance Forming
  9. 9. Relevance to Teams (T/F)  Thinker  Skillful at understanding how anything works  Feeler  Know why something matters Forming
  10. 10. Relevance to Teams (J/P)  Judger  Good at schedules, plans, completion  Make decisions easily (quickly)  May decide too quickly and overlook vital issues  Preceiver  Always curious, want more knowledge  May not get around to acting  Slow judger’s enough to make great teams Forming
  11. 11. What Type are You? Online Personality Tests  Jung types http://www.allhealth.com/onlinepsych/personality/o lpgen/0,6103,7119_127651,00.html  Keirsey types http://www.keirsey.com/cgi-bin/keirsey/newkts.cgi Forming
  12. 12. Stage 2: STORMING During the Storming stage:  Team members realize that the task is more difficult than they imagined  Members may be resistant to the task and fall back into their comfort zones  Communication is poor with little listening  Fluctuations in attitude about their chances of success  Among the team members there is disunity and conflict  Collaboration between members is minimal and cliques start to appear
  13. 13. Storming Diagnosis (in order)  Do we have common goals and objectives?  Do we agree on roles and responsibilities?  Use a table to share division of labor  Do our task, communication, and decision systems work?  Do we have adequate interpersonal skills? Storming
  14. 14. Negotiating Conflict  Separate problem issues from people issues  Be soft on people, hard on problem  Look for underlying needs, goals of each party rather than specific solutions  Find a creative solution that’s good for both Storming
  15. 15. Addressing the Problem Problem Solving • State your views in clear non-judgmental language • Clarify the core issues • Listen carefully to each person’s point of view • Check understanding of the disagreement by restating the core issues • Use techniques such as circling the group for comments and having some silent thinking time when emotions run high Storming
  16. 16. Stage 3: Norming  During this stage members accept  their team  team ground rules  their roles in the team  the individuality of fellow members  Team members realize that they are not going to drown and start helping each other
  17. 17. Behaviors  Competitive relationships become more cooperative  Willingness to confront issues and solve problems  Ability to express criticism constructively  More sharing and a sense of team spirit Norming
  18. 18. Guide for Giving Constructive Feedback  When you …. describe behavior  I feel ….. how behavior affects you  Because I … why behavior affects you  (Pause for discussion) …. let other person(s) respond  I would like …. what change would you like  Because …. why change will alleviate problem  What do you think …. Listen to other person’s response and discuss options Norming
  19. 19. Giving Constructive Feedback  Be descriptive  Don't use labels  Don’t exaggerate  Don’t be judgmental  Speak for yourself Norming
  20. 20. Giving Constructive Feedback (cont.)  Talk first about yourself, not about the other person  Phrase the issue as a statement, not a question  Restrict your feedback to things you know for certain  Help people hear and accept your compliments when giving positive feedback Norming
  21. 21. Receiving Feedback  Breathe  Listen carefully  Ask questions for clarity  Acknowledge the feedback  Acknowledge the valid points  Take time to sort out what you heard Norming
  22. 22. Stage 4: PERFORMING Team members have  Gained insight into personal and team processes  A better understanding of each other’s strengths and weaknesses  Gained the ability to prevent or work through group conflict and resolve differences  Developed a close attachment to the team
  23. 23. Recipe for Successful Team  Commitment to shared goals and objectives  Clearly define roles and responsibilities  Use best skills of each  Allows each to develop in all areas
  24. 24. Recipe for Successful Team  Effective systems and processes  Clear communication  Beneficial team behaviors  Well-defined decision procedures  Use of scientific approach  Balanced participation  Established ground rules  Awareness of the group process
  25. 25. Recipe for Successful Team  Good Personal Relationships

It is all about people

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