Introduction to teamwork

1. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
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2. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
LEARNING OBJECTIVES for lesson 2
During this lesson you will understand why some teams
are efficient and others not. You will learn about the four
sources of energy and two major states of mind people
operate from. You will then reflect on how you could
influence them for self and others. You will also learn
about the different roles we as individuals take in a
team and will reflect on the roles you take.

3. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
TEAM ENERGY
• During the Industrial Age, we looked at people as resources
and teams as human resources mechanically put together.
• Today we know that to build effective teams, we need to
have not only the mechanistic sum of willing people.
“In today’s knowledge-driven economy, the best measure of
productivity is no longer how much time people invest but
how much energy they bring to whatever hours they work –
and the value they produce as a consequence.”
TONY SCHWARTZ

4. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
THE 4 SOURCES OF TEAM ENERGY
• PHYSICAL: team members effectively balance effort with physical
renewal in their free time but also throughout the workday.
• EMOTIONAL: team members recognize and appreciate each
others’ accomplishments, deliver critical feedback, believe in other
people’s capacity to exceed their own expectations.
• MENTAL: team members empower each other to set clear priorities
and firm boundaries, so that they are able to focus in an absorbed
way on work, take time for creative and strategic thinking, and work
flexibly in ways that best suit their needs.
• SPIRITUAL: team members are united by a clear and compelling
vision and a set of values that inspire them.
the human era @ work, Findings from The Energy Project and Harvard Business Review

5. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
OPEN YOUR NOTEBOOK AND WRITE YOUR
ANSWERS TO THE FOLLOWING QUESTIONS:
• Based on definitions on the previous slide, how do you
evaluate
– the physical energy in your current team?
– the emotional energy in your current team?
– the mental energy in your current team?
– the spiritual energy in your current team?
• What could be specific possible steps for increasing each
of these energies?
• What would you do next?
Source: A new paradigm for sustainable success

6. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
“below the line”
feeling a victim, blaming, being in self-doubt, being in denial,
acting defensive, being cynical, judgmental, wanting to be in control
Based on a new paradigm for sustainable success
“above the line”
curious, learning, creative, innovative
compassionate, collaborative,
courageous, exploring, inclusive, learning
EFFECTIVE TEAM
Good teamwork and good communication happens when people
function from above the line:

7. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
WHY DO WE GO BELOW THE LINE?
• When we perceive a threat to our sense of well-being, we go
“below the line.” We don’t choose this consciously. We just
do it. We close down. We get defensive and double down on
being right and keeping ego alive.
• It is not the absence of defensiveness that characterizes
learning teams but the way defensiveness is faced. – Peter
Senge
• Our task as team members is to self-reflect when we are
below the line, understand why we feel in this way and take
care of our needs so that we can act from above the line.
A new paradigm for sustainable success

8. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
OPEN YOUR NOTEBOOK AND WRITE YOUR
ANSWERS TO THE FOLLOWING QUESTIONS:
• Think of cases when you felt and acted from “below the
line”. What was the reason you felt and acted this way?
• Think of cases when you felt and acted from “above the
line”? What was the reason you felt and acted this way?
• How would you know next time if you are acting from
“below the line”? What could you do in such moment in
the future?
Source: A new paradigm for sustainable success

9. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
TEAM ROLES (BELBIN)
The Belbin Inventory scores people on how strongly
they express behavioral traits from nine different Team
Roles. A person may and often does exhibit strong
tendencies towards multiple roles.
• Introduction to Belbin’s team roles
https://www.youtube.com/watch?v=hMesDq_rNOw
• Understanding each of the Belbin team roles
https://www.youtube.com/watch?v=mBo9YdUJX0Y

10. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
EudaimoniaSolutions©
OPEN YOUR NOTEBOOK AND WRITE YOUR
ANSWERS TO THE FOLLOWING QUESTIONS:
• Which roles as described by the Belbin model do you take
usually? What are the patterns you recognize?
• Which roles as described by the Belbin model do people
in your team take usually? What are the patterns you
recognize?
• How would you behave differently knowing these roles?
• What would happen if you change nothing?
• What are your key takeaways?
Source: A new paradigm for sustainable success