Sec6 team building
•Download as PPTX, PDF•
1 like•366 views
This document discusses various topics related to leadership and teams. It covers how teams create benefits for members by giving them ownership, accountability, permission, acceptance and forgiveness. It emphasizes the importance of carefully selecting team members and setting agendas. It also discusses gathering information, team learning through experience, replicating teams, addressing situations when followers won't follow, and leading across diverse cultures.
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (11)
Similar to Sec6 team building
Similar to Sec6 team building (20)
More from Texas Agrilife Extension Service
More from Texas Agrilife Extension Service (20)
Recently uploaded
Recently uploaded (12)
Sec6 team building
- 1. Leadership: a Subject Loeb M, Kindel S. Leadership For Dummies. For Dummies; 1999.
- 2. Before a group can enter the open society; it must first close ranks. -Charles Vernon Hamilton Leadership:a Subject
- 3. • Teams create more Hands & Heads • Teams create benefits for Team members • Team members gain ownership • Team members gain accountability • Team members gain permission • Team members gain acceptance • Team members gain forgiveness Teams are important
- 4. Select Your Team Carefully Making Tome for Your Teams Setting an Agenda Capturing Team Learning Fixing the Problem, Not the Blame Allow Your Team to Find Its Own Path Working with Other Teams Creating a Winning Team
- 5. Live and learn. Live and learn. That’s what Grammy Hall always says. -Woody Allen’s Annie Hall Team Learning
- 6. Gathering Information The marketplace Your project Your people Your competitors The world at large Team Learning
- 7. The final test of a leader is that he leavesbehind himin other men the conviction and the will to carryon. -Walter Lippmann Team Learning Comes from Experience Learning prestidigitation Start a newsletter Show and tell Master class Outside experience Team learning comes from experience
- 8. Replicating a Team Each one teach one Boot camp New Leaders Understand the team’s vision Understand the team’s mission Understands the needs of the team members Replicating a team
- 9. When Followers Won’t What Am I Doing Wrong? •Failures of vision •Failures of mission •Failures of execution •Failures of leadership
- 10. Did I Exercise Leadership? Was I Attentive? Was I Open to the Outcome? Did I Tell the Truth? •Did I embrace responsibility? •Did I elicit cooperation? •Did I listen and incorporate what I learned? •Did I put the needs of the group above my own? When Followers Won’t
- 11. Keep strong, if possible, In any case, keep cool... - Basil Henry Liddell Hart Can the situation be saved?
- 12. Do We Need New Information? Do We Need New Leadership? Can We Start Over? •Never promise what you can’t deliver •Put it in writing •Never paint anyone into a corner •Always look for opportunities to say yes Can the situation be saved?
- 13. If we cannot end nowour differences, at least we can make the worldsafefor diversity. - John F. Kennedy Leading across cultures
- 14. Leading in a Diverse World Emerging as a Leader from a Cultural Group Leading Across International Divides Leading in the Virtual Age Leading across cultures
- 18. Leadership: a Subject Loeb M, Kindel S. Leadership For Dummies. For Dummies; 1999.
Editor's Notes
- Building effective teams is one of the most important aspects of leadership, because after all, it’s your team that’s going to do the heavy lifting. In this part, we show you how to create teams that can get the job done, how to pass on team knowledge, and how to show support and encourage your team. On the other hand, sometimes things go awry between the leader and the team, and this part alos gives you instruction on what to do when things get out of kilter. Finally, we give some pointers on how to create and profit from ethnic and gender diversity in your team.
- Chapter 21
- Chapter 21 In order to be a team leader, you have to be able to get people to want to do what you need them to do rather than simply ordering them to do what you want. Your skills have to take into account their needs rather than yours.
- Chapter 22 Winning and success are wonderful, so they ought to provide a natural incentive to leaders to create the best possible teams. Bit that’s easier said than done. Building good teams requires a lot of insights into human nature and the ability to carefully align skills and personalities. A leader’s success depends on an ability to get the maximum amount of effort out of the team in reaching a goal. Lets see how to put together a winning team. Select Your team carefully – resourcefulness, skills, intelligence, experience Making your team diverse – experienced v. new recruits Limiting team size The least way Who stays and who goes Making Time for Your teams Information Analysis Involvement Setting an Agenda Reviewing your agenda Reviewing your goals and mission Reviewing Your vision Capturing Team Learning Keeping a diary Getting your team to share ideas Embedding your best practices Fixing the Problem, not the blame Allow Your Team to Find Its own Path – parent teen analogy (again) Working With Other Teams
- Chapter 22
- Chapter 22 Folk wisdom Gathering Information The marketplace Your project – magic number ( club membership, service hours, fundraiser $) Your people – experience, share knowledge/skills Your competitors – reverse engineering The world at large Team Learning Comes from Experience – chef recipe Learning prestidigitation – so-called closed-in-hand magic, cabinet maker – most people don’t know what they know Start a newsletter Show and tell Master class Outside experience – model trains = details like spreadsheet analysis, rafting = confident like presntations
- Chapter 22
- Chapter 22 New leaders: embrace responsibility elicit cooperation listen place others above themselves
- Chapter 22
- Chapter 22 What am I doing wrong? Failures of vision Failures of mission Failures of execution Failures of leadership – school of fish Did I exercise leadership? Did I embrace responsibility? Did I elicit cooperation? Did I listen and incorporate what I learned? Did I put the needs of the group above my own needs? Example communism, layofffs/strikes Was I Attentive? Was I Open to the Outcome? Did I Tell the Truth?
- Chapter 22
- Chapter 22 Can We Start Over? Never promise what you can’t deliver Put it in writing Never paint anyone into a corner Always look for opportunities to say yes Do We Need New Information? Question every assumption – do not blame Rethink everything Do We Need New Leadership? Keep lines of communication to the outside world open Never alienate the people you leave behind
- Chapter 22
- Chapter 22 Leading in a Diverse World Putting the diverse needs of your group first Listening to voices very different from your own Eliciting cooperation from a diverse group Emerging as a Leader from a Cultural Group Strive to want more Toleration is a dirty word Leading Across International Divides Commit your brightest and best Use de minimus rule in making decisions Understand that capital doesn’t make right Leading in the Virtual Age
- Start with 2 teams One camper is given a throw-able object, their team then forms a circle around them and that person throws the object After he/she has thrown the object then he/she goes around the circle saying everyone's name in order of the circle. Every time he makes it around the circle it counts as a run Meanwhile the other team is chasing the object. Everyone forms a line behind the first person that has gotten the object. They then pass the object between their legs until it reaches the last person, where it is then passed overhead back to the first person in line When the first person gets the object the team yells out, and the other team stops counting runs. The first person in line that retrieved the object now has a circle formed around him and he throws the object and the process reverses
- Toxic Waste This is a popular, engaging small group initiative activity which always provides a rich teamwork challenge for about 30-45 minutes. Involves thinking, imagination, action, fantasy, risk and an attractive solution. Can be done with adolescents or adults. The challenge is to move the toxic waste contents to the "neutralization" container using minimal equipment and maintaining a safe distance within a time limit. Moderately difficult - avoid using with groups who are still in the early stages of group development. Works best towards the end of a program and/or after the group has come together and dealt with basic teamwork issues. Can be done indoors or outdoors; outdoors is more dramatic because water can be used as the "toxic waste" instead of balls. Set-Up Use the rope to create a circle at least 8 ft in diameter on the ground to represent the toxic waste radiation zone. The larger the radiation zone, the more difficult the activity. Place the small bucket in the center of the radiation zone and fill it with water or balls to represent the toxic waste. Place the large neutralization bucket approximately 30 to 50 feet away. The greater the distance, the more difficult the activity. Put all other equipment (i.e., bungee, cords, and red herring objects (optional)) in a pile near the rope circle. Directions The challenge is for the group to work out how to transfer the toxic waste from the small bucket into the large bucket where it will be "neutralized", using only the equipment provided and within a time frame. The waste will blow up and destroy the world after 20 minutes if it is not neutralized. Anyone who ventures into the radiation zone will suffer injury and possibly even death, and spillage will create partial death and destruction. Therefore, the group should aim to save the world and do so without injury to any group members. The rope circle represents the radiation zone emanating from the toxic waste in the bucket. Emphasize that everyone must maintain a distance (circle radius) from the toxic waste wherever it goes, otherwise they will suffer severe injury, such as loss of a limb or even death. Give the group some planning time with no action e.g. 5 mins. Then start the clock and indicate it is time for action, e.g., 15 or 20 mins. Facilitator Notes Toxic Waste is not an easy exercise and most groups will benefit from some coaching along the way. The solution involves attaching the cords to the bungee loop, then guiding the bungee with the strings to sit around and grab the toxic waste bucket. Then with everyone pulling on their cord and with good coordination and care, the toxic waste bucket can be lifted, moved and tipped into the empty neutralizing bucket. If someone breaches the toxic waste zone, indicated by the circle, enforce an appropriate penalty e.g., loss of limbs (hand behind back) or function (e.g., blindfolds if a head enters the zone) that lasts for the rest of the game. If a whole person enters the zone, they die and must then sit out for the rest of the activity. If the group struggles to work out what to do, freeze the action and help them discuss. If the group spills the waste entirely, make a big deal about catastrophic failure (everyone dies), invite them to discuss what went wrong and how they can do better, then refill the container and let them have another go. Ideas for varying the level difficulty of the activity: Adjust timeframe Adjust distance between the buckets Include obstacles between the buckets Include red herring objects in available equipment Processing Ideas There are invariably plenty of key communications and decisions during the exercise that provide for fruitful debriefing. The exercise will tend to naturally expose processes and issues related to many aspects of teamwork, including cooperation, communication, trust, empowerment, risk-taking, support, problem-solving, decision-making, and leadership. Can be videoed for subsequent analysis and debriefing. How successful was the group? e.g., consider: How long did it take? Was there any spillage? Were there any injuries? (Often in the euphoria of finishing participants will overlook their errors and seem unconcerned about injuries and deaths caused by carelessness along the way. Make sure there is an objective evaluation of performance - it is rarely 'perfect'.) How well did the group cope with this challenge? (e.g., out of 10?) What was the initial reaction of the group? What skills did it take for the group to be successful? What would an outside observer have seen as the strengths and weaknesses of the group? How did the group come up with its best ideas? What did each group member learn about him/her self as a group member? What lessons did the group learn from this exercise which could be applied to future situations? More information on Facilitation and creative debrief and processing tools Variations Can be used as a staff selection or group assessment exercise. Can be used with large groups (with multiple kits and divided into small groups). The toxic waste bucket can be used upside down, with a ball balanced on top. The activity can be framed in many different ways, e.g., instead of waste, it could presented as a desirable substance, such as a life saving serum which needs be carefully transported (suggested by Rohnke & Butler, 1995, pp.178-179). Divide the group into leaders and workers. Leaders can talk but not touch equipment. Workers cannot talk but can touch equipment. Lends itself to being metaphorically structured and isometrically framed to suit specific training contexts (e.g., see "Computer Disinfectant" by Gass & Priest in Gass, 1995, pp. 151-154) and "Disseminating Raw Materials (Toxic Waste)", activity #57 in Priest & Rohnke 2000). For added drama, the toxic waste can be floated on a platform in a swimming pool (Priest & Rohnke 2000). A chemical reaction can be created by putting baking soda in the neutralization container and vinegar in the toxic waste container. When combined, they froth. Object Retrieval is a variation in which a group needs to retrieve a heavy object from the middle of a circle, without touching the ground in the surrounding circle (Rohnke, 1994).
- Taking risks, problem solving, communication, learning from mistakes and leadership are all covered in this fun and challenging minefield game. Stepping into the unknown is necessary for any team to grow and move ahead, but how will your team perform? Will they take risks? Do they consider all the options? What happens when the unexpected occurs? Do they learn from their mistakes? What is the leader's role? Did each team member fully understand the task? Do they support and encourage each other? How do they deal with feedback? These and many other important issues are revealed in the mine field game. A Minefield area has been marked into areas to help teams identify a safe way of getting to the other side. But there are no markers on the areas to show which ones are safe. The mines are voice activated so they are not allowed to talk to each other; but effective teams find other ways of communicating! If they step on a mine, they will get a sound warning them to get off it quickly. If they step on it again, they will hear an explosion which will be treated as if they have killed all the team members! When a team member gets a warning from an activated mine, they must leave the minefield by the safe route they have discovered and the next team member has a go at finding a safe route. So which way should they go? Unfortunately, they have no writing material to record the steps they have taken and the mines are also voice activated so they cannot talk to each other so they must find other forms of communication. It is easy to begin with but it soon gets exciting as their options get restricted and time is running out. They must learn where the mines are and help each other to find the way through the minefield. It is useful to note how they react to the “penalties” for stepping on the mined areas – do they see them as mistakes or valuable feedback? Also, do the team encourage risk taking and if so how did they manage it? The debrief brings out many key points about the way the team performed and how they can use the learning points in the workplace. It soon gets teams working together and is an ideal icebreaker. The mine field game consists of: 42 slip resistant black mats, to form the minefield area a “noise” devise which you can select to make an explosion sound or 13 other sounds facilitator's guide, participant briefs and review sheets options to bring out different learning aspects.
- Building effective teams is one of the most important aspects of leadership, because after all, it’s your team that’s going to do the heavy lifting. In this part, we show you how to create teams that can get the job done, how to pass on team knowledge, and how to show support and encourage your team. On the other hand, sometimes things go awry between the leader and the team, and this part alos gives you instruction on what to do when things get out of kilter. Finally, we give some pointers on how to create and profit from ethnic and gender diversity in your team.