This document discusses building effective teams through diversity. It outlines a workshop to: [1] understand how diversity drives team effectiveness; [2] develop a team training plan; and [3] examine how diversity directly impacts team and company performance. The workshop addresses layers of diversity, assumptions and perceptions, and team formation and development. The goal is to help participants understand where their team currently stands in terms of diversity and effectiveness.
This document discusses the concept of an agile team and how teams can utilize scrum frameworks and principles to work together effectively. It defines an agile team as a group that is adaptive to its environment so it can succeed as a group. Scrum is presented as an effective framework for an agile team, with ground rules like having a clear goal, agreeing on work, daily standup meetings, and reviewing progress and process. The roles of the scrum master in enforcing the ground rules and helping the team become truly agile are also outlined. Overall the document advocates that building an agile team through the smart application of scrum principles can help create a more agile organization.
This document outlines an activity to help students understand group dynamics and leadership qualities in sports teams. The activity aims to have students explain leadership qualities and identify leaders in their own group. Objectives are for students to describe leadership qualities, explain how they affect teams, and analyze their group's performance. Students will participate in tasks, identify leaders, and discuss qualities of effective leaders like confidence, patience, and self-discipline.
This document provides personal development activities for Mwaniki Frederick Kariuki to improve his personal effectiveness in four competency layers: personal, interpersonal, team, and organizational. It recommends that he set aside time each week to prioritize tasks, review projects with colleagues for feedback, critically analyze team performance to address issues, and participate in training, set goals, and get performance feedback from his team leader.
A team leader provides guidance and direction to a group to achieve goals. Key responsibilities of a team leader include facilitating conversations, resolving conflicts, delegating tasks, tracking progress, building relationships, and sharing resources. Effective team leadership also involves understanding the stages of team development, which typically include forming, storming, norming, performing, and adjourning. Setting SMART goals and following up on delegated tasks are important for monitoring performance. Fostering a collaborative culture through team days and open communication helps make an effective team.
A Philosophy for Change group exercise. The aim is to explore a collaborative activity that draws on the primary sources of power of the members the group and cultivates an emergent power in common.
The document discusses the key aspects of effective teams and teamwork. It defines what a team is and outlines the characteristics of successful teams, including common purpose, exceptional results, clear roles, accepted leadership, effective processes, and solid relationships. It also discusses the different stages of team development - forming, storming, norming, and performing. Additionally, it outlines the roles and responsibilities of team leaders and team members. Finally, it identifies several qualities of an effective team player, such as reliability, constructive communication, active participation, flexibility, and treating others with respect.
This document discusses many potential people issues that can undermine an Agile-Scrum project, including lack of buy-in, improper roles, siloed teams, poor communication, lack of skills or motivation. It notes that organizational culture and support are important, and addresses problems like geographic distribution, free electrons, specialization, micromanagement and more. The coach is asked for help, but responds that fixing these deeply rooted issues requires organizational transformation, not a quick fix, and will be a journey to clean up the system.
This document discusses the concept of an agile team and how teams can utilize scrum frameworks and principles to work together effectively. It defines an agile team as a group that is adaptive to its environment so it can succeed as a group. Scrum is presented as an effective framework for an agile team, with ground rules like having a clear goal, agreeing on work, daily standup meetings, and reviewing progress and process. The roles of the scrum master in enforcing the ground rules and helping the team become truly agile are also outlined. Overall the document advocates that building an agile team through the smart application of scrum principles can help create a more agile organization.
This document outlines an activity to help students understand group dynamics and leadership qualities in sports teams. The activity aims to have students explain leadership qualities and identify leaders in their own group. Objectives are for students to describe leadership qualities, explain how they affect teams, and analyze their group's performance. Students will participate in tasks, identify leaders, and discuss qualities of effective leaders like confidence, patience, and self-discipline.
This document provides personal development activities for Mwaniki Frederick Kariuki to improve his personal effectiveness in four competency layers: personal, interpersonal, team, and organizational. It recommends that he set aside time each week to prioritize tasks, review projects with colleagues for feedback, critically analyze team performance to address issues, and participate in training, set goals, and get performance feedback from his team leader.
A team leader provides guidance and direction to a group to achieve goals. Key responsibilities of a team leader include facilitating conversations, resolving conflicts, delegating tasks, tracking progress, building relationships, and sharing resources. Effective team leadership also involves understanding the stages of team development, which typically include forming, storming, norming, performing, and adjourning. Setting SMART goals and following up on delegated tasks are important for monitoring performance. Fostering a collaborative culture through team days and open communication helps make an effective team.
A Philosophy for Change group exercise. The aim is to explore a collaborative activity that draws on the primary sources of power of the members the group and cultivates an emergent power in common.
The document discusses the key aspects of effective teams and teamwork. It defines what a team is and outlines the characteristics of successful teams, including common purpose, exceptional results, clear roles, accepted leadership, effective processes, and solid relationships. It also discusses the different stages of team development - forming, storming, norming, and performing. Additionally, it outlines the roles and responsibilities of team leaders and team members. Finally, it identifies several qualities of an effective team player, such as reliability, constructive communication, active participation, flexibility, and treating others with respect.
This document discusses many potential people issues that can undermine an Agile-Scrum project, including lack of buy-in, improper roles, siloed teams, poor communication, lack of skills or motivation. It notes that organizational culture and support are important, and addresses problems like geographic distribution, free electrons, specialization, micromanagement and more. The coach is asked for help, but responds that fixing these deeply rooted issues requires organizational transformation, not a quick fix, and will be a journey to clean up the system.
The document provides guidance on building effective teams. It discusses the importance of self-awareness and communication between team members. Various exercises and models are presented to help teams develop, including using the "Stinky Fish" exercise to openly share concerns, the "Johari Window" model to understand self-perception, and providing constructive feedback. The stages of team development and the leader's role in guiding the team through each stage are also examined.
H I G H P E R F O R M A N C E L E A D E R S H I P P R E S E N T A T I O Nmumbaiachievers
This document provides a summary of a presentation on teamwork and team building. It discusses key skills needed for teamwork like listening, sharing, hard work, and communication. It outlines the stages of team development from forming to storming to norming to performing. It also discusses roles for successful teams, features affecting team building, and steps to take in team building like planning goals, choosing team members, and measuring results. The document aims to provide guidance on building high-performing teams.
The document discusses teams and teamwork in organizations. It defines a team as a group of people organized to work independently and cooperatively to achieve common goals and purposes. Effective teamwork is important in fields like nursing to ensure patient safety. The document also discusses factors that make teams effective or dysfunctional, and barriers to dysfunctional teams like lack of cooperation, respect for other's roles, and unwillingness to share skills. It emphasizes the importance of leadership, communication, and organizational behavior for successful teamwork.
By the end of todays session student will able to;
Define and Differentiate group & team
Explain roll of team member
Discuss on the advantages of working in teams
Discuss the characteristics of effective team player and team
Explain the stages in team development life cycle
Evaluate and analyze managerial action
Teams go through four stages of development: pseudo team, potential team, real team, and high-performance team. They also progress through five stages of growth: forming, storming, norming, performing, and adjourning. Key factors that separate teams from groups include well-defined roles and responsibilities, a clear shared identity and purpose, cohesion, use of facilitation to stay on track, and open communication.
This document outlines Ennea International's methodology for building high-performing teams called "The Nine Essentials". It discusses 9 key areas (Understanding Self, Understanding Others, etc.) that teams must develop in order to achieve high performance. For each area, it explains how the team will benefit (e.g. increase inclusion and integration). It also describes Ennea's multi-level certification program for practitioners to be trained in their team development methodology.
The document discusses how to create effective teams. It outlines several key characteristics of effective teams, including shared leadership, mutual accountability, and commitment to common goals. It also discusses different team formation stages like forming, storming, norming and performing. The document provides tips for team leaders, such as facilitating communication, addressing issues directly, and focusing on continual learning and improvement through retrospectives.
Teams are more effective than individuals at accomplishing tasks. The document discusses the types, stages of development, and importance of team building for effective teams. It outlines common team types like task forces, problem-solving teams, and self-managed work teams. The stages of team development include forming, storming, norming, and performing. Team building activities help strengthen relationships, roles, values, and processes to enhance task accomplishment and productivity.
This document discusses various concepts related to learning and reflection. It covers topics like Kolb's learning cycle, Honey and Mumford's learning styles, SMART objectives, motivation theories like Maslow's hierarchy of needs and Vroom's expectancy theory, team development models by Tuckman, and approaches to reflection like the Cameron model and Johari window model. The conclusion emphasizes that academic group activities, self-evaluation, feedback, and reflecting on experiences helps develop skills and stay competitive.
Extended DISC integrated with Outbound TrainingS B Consulting
The document discusses Extended DISC, a psychometric assessment tool. It provides:
1) An overview of Extended DISC and what it measures - dominance, influence, steadiness, and compliance.
2) Details on how it works, including completing an online assessment that provides customized reports on individuals and teams.
3) Examples of the types of reports available, including leadership capability reports and team compatibility reports.
[Type text][Type text][Type text]HAME502 Building High-Per.docxodiliagilby
[Type text] [Type text] [Type text]
HAME502: Building High-Performing Teams
Cornell UniversityCourse Project
Part One: Diagnosing Your Team
Instructions:
In this project, you will outline strategic elements critical in leading your team. In doing so, you will map a plan for diagnosing the team’s needs, building collaboration, generating conflict, managing virtual team space, and finally, shifting your own leadership role. This plan will enable you to thoughtfully provide your team with the leadership it needs to perform at its highest levels.
First, identify if the team is new or if you are new to the team. (Or alternatively, you and the team may have been working with one another for awhile. If so, think of your team as new all over again and try to look at it with fresh eyes.) Next, complete the appropriate chartin order to identify areas of development or needs for your team.
If the team is new,engage (or reengage) your team in a discussion of its vision and mission. What is the desired future state and the overall purpose of your team? What does the organization need the team to accomplish? Identify members’ roles and responsibilities. Prepare between 3-5 long-term and short-term goals. Enter your results into Chart A.
If you are new to the team, collect data. Interview at least five team members. Observe the team working. What do you notice? What is the work pattern? Based on your analysis of your data, identify and discuss between 3-5 actions/behaviors that the team needs from you.Enter your results into Chart B.
Chart A: Building Your Team
when the team is new
Team Goals
With your team, identify what your organization needs your team to accomplish. Outline 3-5 of your short-term and long-term goals here.
Member Roles & Responsibilities
Identify key roles and responsibilities that will achieve and support your team in reaching your goals. List these roles and state who will be responsible for each.
If you have completed Chart A, you have completed part one of your course project. You do not need to complete Chart B.
Chart B: Building Your Team
when you are new to your team
Interview Findings
After interviewing five members of your team, summarize your findings based on each category below:
What actions or processes are working well?
What actions or processes can be improved?
Overall, how effective do they think your team is?
Observations of Team
After observing your team working, what do you notice? What work patterns can you identify?
Recommendations
Based on your findings, identify 3-5 recommendations you have for your team. Outline how you will or have communicated these recommendations.
1.
2.
3.
4.
5.
Part Two: Building Collaboration
Instructions:
In this module, we put the lens on you to consider both how your team members act and interact, as well as how you engage your team.
For part two of your project, map a plan for how you want to engage with your team, moving forward. Prepare a list of id ...
During the Covid-19 pandemia leadership and self-leadership has been tested. Here are som advice and findings on what works when leading from remote, during a crisis and also during more normal times
Improve Performance. Increase Responsibility and Accountability. Build Agile, Capable Teams. Realize the Greatness in People. Be More Inspired. - See more, including free resources and videos at: http://www.degreesofstrength.com
This document provides guidance on conducting effective performance reviews through a coaching approach. It discusses that coaching can help improve employee performance, motivation, and retention. An effective coach is patient, firm, approachable and empowering. The document recommends establishing clear expectations, documenting performance issues, considering circumstances impacting performance, and providing ongoing feedback to improve performance over time. It also promotes self-reflection for the manager on their own leadership and how they may have contributed to issues. Overall, the document advocates for a coaching mindset during reviews to facilitate learning and development rather than criticism.
The document discusses effective teams and team development. It states that effective teams feel responsible for results and overcome difficulties together. Teams progress through stages from undeveloped to mature, including forming, storming, norming, and performing. At each stage, certain features are present, such as getting to know each other in forming and allowing conflicts to surface in storming. Finally, the document discusses different types of teams and challenges teams may face.
The document discusses team building and teamwork. It defines teamwork as people working together as a team and team building as establishing collaboration and trust between team members. It describes the stages of team building as forming, storming, norming, and performing. Forming involves defining goals and roles, storming involves difficulties and resistance, norming involves acceptance of rules and each other, and performing involves high performance and attachment to the team. Successful teams have commitment to shared goals, defined roles and responsibilities, effective communication processes, and good personal relationships.
The document discusses team building and leadership. It defines what teams are and how they work best through commitment to common objectives, defined roles and responsibilities, effective communication and decision making, and good relationships. It describes the process of team building and the different stages a team goes through - forming, storming, norming, and performing. It outlines different team roles and behaviors as well as characteristics of effective team leaders who build trust, empower their team members, and create an enthusiastic environment where the team can work together successfully to achieve results.
The document discusses the four stages of team development: forming, storming, norming, and performing. In the forming stage, team members first meet and learn about the project and each other. The storming stage involves addressing tasks, roles, and conflicts as members confront opinions. During norming, members focus on working together respectfully. In the performing stage, members work interdependently without guidance to achieve goals. Understanding these stages can help determine a team's success or failure.
The document provides guidance on building effective teams. It discusses the importance of self-awareness and communication between team members. Various exercises and models are presented to help teams develop, including using the "Stinky Fish" exercise to openly share concerns, the "Johari Window" model to understand self-perception, and providing constructive feedback. The stages of team development and the leader's role in guiding the team through each stage are also examined.
H I G H P E R F O R M A N C E L E A D E R S H I P P R E S E N T A T I O Nmumbaiachievers
This document provides a summary of a presentation on teamwork and team building. It discusses key skills needed for teamwork like listening, sharing, hard work, and communication. It outlines the stages of team development from forming to storming to norming to performing. It also discusses roles for successful teams, features affecting team building, and steps to take in team building like planning goals, choosing team members, and measuring results. The document aims to provide guidance on building high-performing teams.
The document discusses teams and teamwork in organizations. It defines a team as a group of people organized to work independently and cooperatively to achieve common goals and purposes. Effective teamwork is important in fields like nursing to ensure patient safety. The document also discusses factors that make teams effective or dysfunctional, and barriers to dysfunctional teams like lack of cooperation, respect for other's roles, and unwillingness to share skills. It emphasizes the importance of leadership, communication, and organizational behavior for successful teamwork.
By the end of todays session student will able to;
Define and Differentiate group & team
Explain roll of team member
Discuss on the advantages of working in teams
Discuss the characteristics of effective team player and team
Explain the stages in team development life cycle
Evaluate and analyze managerial action
Teams go through four stages of development: pseudo team, potential team, real team, and high-performance team. They also progress through five stages of growth: forming, storming, norming, performing, and adjourning. Key factors that separate teams from groups include well-defined roles and responsibilities, a clear shared identity and purpose, cohesion, use of facilitation to stay on track, and open communication.
This document outlines Ennea International's methodology for building high-performing teams called "The Nine Essentials". It discusses 9 key areas (Understanding Self, Understanding Others, etc.) that teams must develop in order to achieve high performance. For each area, it explains how the team will benefit (e.g. increase inclusion and integration). It also describes Ennea's multi-level certification program for practitioners to be trained in their team development methodology.
The document discusses how to create effective teams. It outlines several key characteristics of effective teams, including shared leadership, mutual accountability, and commitment to common goals. It also discusses different team formation stages like forming, storming, norming and performing. The document provides tips for team leaders, such as facilitating communication, addressing issues directly, and focusing on continual learning and improvement through retrospectives.
Teams are more effective than individuals at accomplishing tasks. The document discusses the types, stages of development, and importance of team building for effective teams. It outlines common team types like task forces, problem-solving teams, and self-managed work teams. The stages of team development include forming, storming, norming, and performing. Team building activities help strengthen relationships, roles, values, and processes to enhance task accomplishment and productivity.
This document discusses various concepts related to learning and reflection. It covers topics like Kolb's learning cycle, Honey and Mumford's learning styles, SMART objectives, motivation theories like Maslow's hierarchy of needs and Vroom's expectancy theory, team development models by Tuckman, and approaches to reflection like the Cameron model and Johari window model. The conclusion emphasizes that academic group activities, self-evaluation, feedback, and reflecting on experiences helps develop skills and stay competitive.
Extended DISC integrated with Outbound TrainingS B Consulting
The document discusses Extended DISC, a psychometric assessment tool. It provides:
1) An overview of Extended DISC and what it measures - dominance, influence, steadiness, and compliance.
2) Details on how it works, including completing an online assessment that provides customized reports on individuals and teams.
3) Examples of the types of reports available, including leadership capability reports and team compatibility reports.
[Type text][Type text][Type text]HAME502 Building High-Per.docxodiliagilby
[Type text] [Type text] [Type text]
HAME502: Building High-Performing Teams
Cornell UniversityCourse Project
Part One: Diagnosing Your Team
Instructions:
In this project, you will outline strategic elements critical in leading your team. In doing so, you will map a plan for diagnosing the team’s needs, building collaboration, generating conflict, managing virtual team space, and finally, shifting your own leadership role. This plan will enable you to thoughtfully provide your team with the leadership it needs to perform at its highest levels.
First, identify if the team is new or if you are new to the team. (Or alternatively, you and the team may have been working with one another for awhile. If so, think of your team as new all over again and try to look at it with fresh eyes.) Next, complete the appropriate chartin order to identify areas of development or needs for your team.
If the team is new,engage (or reengage) your team in a discussion of its vision and mission. What is the desired future state and the overall purpose of your team? What does the organization need the team to accomplish? Identify members’ roles and responsibilities. Prepare between 3-5 long-term and short-term goals. Enter your results into Chart A.
If you are new to the team, collect data. Interview at least five team members. Observe the team working. What do you notice? What is the work pattern? Based on your analysis of your data, identify and discuss between 3-5 actions/behaviors that the team needs from you.Enter your results into Chart B.
Chart A: Building Your Team
when the team is new
Team Goals
With your team, identify what your organization needs your team to accomplish. Outline 3-5 of your short-term and long-term goals here.
Member Roles & Responsibilities
Identify key roles and responsibilities that will achieve and support your team in reaching your goals. List these roles and state who will be responsible for each.
If you have completed Chart A, you have completed part one of your course project. You do not need to complete Chart B.
Chart B: Building Your Team
when you are new to your team
Interview Findings
After interviewing five members of your team, summarize your findings based on each category below:
What actions or processes are working well?
What actions or processes can be improved?
Overall, how effective do they think your team is?
Observations of Team
After observing your team working, what do you notice? What work patterns can you identify?
Recommendations
Based on your findings, identify 3-5 recommendations you have for your team. Outline how you will or have communicated these recommendations.
1.
2.
3.
4.
5.
Part Two: Building Collaboration
Instructions:
In this module, we put the lens on you to consider both how your team members act and interact, as well as how you engage your team.
For part two of your project, map a plan for how you want to engage with your team, moving forward. Prepare a list of id ...
During the Covid-19 pandemia leadership and self-leadership has been tested. Here are som advice and findings on what works when leading from remote, during a crisis and also during more normal times
Improve Performance. Increase Responsibility and Accountability. Build Agile, Capable Teams. Realize the Greatness in People. Be More Inspired. - See more, including free resources and videos at: http://www.degreesofstrength.com
This document provides guidance on conducting effective performance reviews through a coaching approach. It discusses that coaching can help improve employee performance, motivation, and retention. An effective coach is patient, firm, approachable and empowering. The document recommends establishing clear expectations, documenting performance issues, considering circumstances impacting performance, and providing ongoing feedback to improve performance over time. It also promotes self-reflection for the manager on their own leadership and how they may have contributed to issues. Overall, the document advocates for a coaching mindset during reviews to facilitate learning and development rather than criticism.
The document discusses effective teams and team development. It states that effective teams feel responsible for results and overcome difficulties together. Teams progress through stages from undeveloped to mature, including forming, storming, norming, and performing. At each stage, certain features are present, such as getting to know each other in forming and allowing conflicts to surface in storming. Finally, the document discusses different types of teams and challenges teams may face.
The document discusses team building and teamwork. It defines teamwork as people working together as a team and team building as establishing collaboration and trust between team members. It describes the stages of team building as forming, storming, norming, and performing. Forming involves defining goals and roles, storming involves difficulties and resistance, norming involves acceptance of rules and each other, and performing involves high performance and attachment to the team. Successful teams have commitment to shared goals, defined roles and responsibilities, effective communication processes, and good personal relationships.
The document discusses team building and leadership. It defines what teams are and how they work best through commitment to common objectives, defined roles and responsibilities, effective communication and decision making, and good relationships. It describes the process of team building and the different stages a team goes through - forming, storming, norming, and performing. It outlines different team roles and behaviors as well as characteristics of effective team leaders who build trust, empower their team members, and create an enthusiastic environment where the team can work together successfully to achieve results.
The document discusses the four stages of team development: forming, storming, norming, and performing. In the forming stage, team members first meet and learn about the project and each other. The storming stage involves addressing tasks, roles, and conflicts as members confront opinions. During norming, members focus on working together respectfully. In the performing stage, members work interdependently without guidance to achieve goals. Understanding these stages can help determine a team's success or failure.
3. Meetings
In two minutes
Split the group into pairs
and have them write
down 3 areas of common
interest and 3 areas of
“Differences”.
4. Diversity – The Business Case?
Ask the teams to develop a
Business Case “Model” of
how/why Diversity has a
direct impact on
Team/Company
performance.
6. Assumptions & Perceptions- Ladder
of Inference
Assumptions
Added Made Conclusions
Meaning Drawn
Beliefs
Adopted
Observed
Behaviour
7. Assumptions
‘What happened here’
Use the ‘What happened here’
exercise to demonstrate how not
only do we make assumptions
but that typically, given the same
information, we may make very
different assumptions from our
colleagues.
9. So, what do we know about each
other
Use the output from
exercise 1 to facilitate a
short discussion to
understand how much
the team actually know
about each other and
how much is/was
assumed.
10. Team Development
Stage 1 Appointment
Appoin Stage 2 Chaotic Stage
t Team
Stage 3 Formal Stage
Stage 4 Skilful Stage
l
11. Team Formation – What do we do
that supports team efficiency
In groups of 3/4 and ask
the participants to
prepare a list of
“Supporters” based on
the questions below.
12. Team Formation – What are the
obstacles to our becoming an
effective team
In the same groups of 3/4
and ask them to prepare
a list of obstacles based
on the questions below.
13. So, are we an effective team?
Where are we?
Are we diverse?
Are we effective?
14. The Team Effectiveness Suite –
Where do we go from Here?
The Map is not the World
This workshop covers techniques individuals can use to
both understand other team members and to ensure that
“The message received is the message sent”.
The Differences that Makes the Difference
Understand how individual work preferences have a
positive effect on team efficiency
Dealing with Different People and
Situations.
How to manage those important personal working
relationships..
Editor's Notes
Split the group into teams of 4Ask the teams to develop a Business Case “Model” of how/why Diversity has a direct impact on Team/Company performance.Debrief;Discuss models and share this model as a possibility.Working in a diversity aware company has a direct impact on how that company performs and how the individual departments and teams interact with each other.Being aware of each others diversity leads to:Energy & spirit - a feeling of belonging and ownership.Problem solving perspectives (because different people look at problems in different ways) Productivity - new ideas improve the efficiency, be that in the development areas or on the production lines.Profit – Improved efficiency leads inexorably to improved profit, which leads to greater job securityAnd so the cycle begins again!
1. Personality: this includes an individual's likes and dislikes, values, and beliefs. Personality is shaped early in life and is both influenced by, and influences, the other three layers throughout one's lifetime and career choices.2. Internal dimensions: these include aspects of diversity over which we have no control (though "physical ability" can change over time due to choices we make to be active or not, or in cases of illness or accidents). This dimension is the layer in which many divisions between and among people exist and which forms the core of many diversity efforts. These dimensions include the first things we see in other people, such as race or gender and on which we make many assumptions and base judgments.3. External dimensions: these include aspects of our lives which we have some control over, which might change over time, and which usually form the basis for decisions on careers and work styles. This layer often determines, in part, with whom we develop friendships and what we do for work. This layer also tells us much about whom we like to be with, and decisions we make in hiring, promotions, etc., at work.4. Organizational dimensions: this layer concerns the aspects of culture found in a work setting. While much attention of diversity efforts is focused on the internal dimensions, issues of preferential treatment and opportunities for development or promotion are impacted by the aspects of this layer. The usefulness of this model is that it includes the dimensions that shape and impact both the individual and the organization itself. While the "Internal Dimensions" receive primary attention in successful diversity initiatives, the elements of the "External" and "Organizational" dimensions often determine the way people are treated, who "fits" or not in a department, who gets the opportunity for development or promotions, and who gets recognized.A manager who wants to understand diversity and be an effective manager of a diverse team needs to pay attention to all these layers of diversity with the goals of using both differences and similarities to enrich the work environment and bring us closer to our mission. Four Layers Exercises"The Four Layers of Diversity" is not only a useful model, but can be used as a teaching tool as well. To develop your own understanding of the impact of diversity on your life, try using the Four Layers as a reflective tool:1. Read over the factors on the four dimensions. Think about how the various factors influenced the choices and decisions you made up to this point in your career. Which have had a positive impact? Which have had a negative impact? Which are you proud of? Which do you try to hide from others?2. Looking at the factors again, think about those you have difficulty in accepting in other people. Which of the factors do you make snap judgments on? Which influence your decisions at work in a negative manner? What factors cause you to try to avoid contact with others?3. Finally, the "Four Layers" can be used as a team building exercise by having staff members work through exercises 1 and 2 individually, and then discussing their responses together.
IndividuallyUse the ‘What happened here’ exercise to demonstrate how not only do we make assumptions but that typically, given the same information, we may make very different assumptions from our colleagues.In groups of 4 discuss the answers and come to an agreed set of answers (these may differ from the individual answers)Debrief with “Answer” sheet
Optional slideAsk for a definition of perception, eliciting that it is our interpretation of what our senses tell us. Ask if we always believe our senses or do they sometimes ‘make mistakes’?Work through the series of images:Point out that some will see either the young lady or the old lady but most will eventually see both of them. But if you can only see one of them despite being guided as to how the two ladies are presented in the picture, what are you missing? Could this happen in real life? Might others see the same thing differently?Many people will not see the ocean liner until the ‘lines’ of the vessel are pointed out and then it becomes clearer. Most people will see the ‘cube’ easily. Ask if the cube is really there to which the answer must be that it isn’t. Make the observation that the senses can see the baby, the liner and the cube, none of which are really there. Clearly we interpret what our senses tell us and how we do that is very much an individual thing. Elicit those things that influence how we interpret what our senses tell us.Childhood learningLife experienceEmotions and feelingsMoodHealthEtc
So what do we really know about each other?Use the output from exercise 1 to facilitate a short discussion to understand how much the team actually know about each other and how much is/was assumed. Without referring specific individuals discuss the things that might be assumed when 2 people meet for the first time.Link the findings back to the workplace and ask if making assumptions has ever had a negative impact on any aspect of their working experience.
Stage 1 AppointmentThe management will bring together a group of employees with a specific task or series of task to accomplish within a given time frame. This may formally be described as a project team but it works just as well for on-going routine tasks as well as projects. The team leader will be appointed ideally because of their suitability, experience, expertise and qualifications. Realistically however, availability may be an important consideration! The leader and the team members may or may not already know each other well or may be complete strangers.Stage 2 Chaotic StageNo time given to setting clear objectives that everyone subscribes to. The team assumes that everyone knows what the objectives areInadequate time given to planning how to tackle the taskNo thought is given to clarifying the leader’s role and the leader will try to impose their authority on a team that may not accept itIdeas will be voiced but not listened to or developed. Alternatively, ideas will be rejected because of the level of interruption and over-speaking will be highThe success of the team will be patchy. Sometimes, despite the chaos, they will get by; sometimes they will fail. Whatever the outcome, the tendency to rationalise, to claim they did achieve what they set out to, is high.Stage 3 FORMAL STAGEThere will be rigid step-by-step procedures for agreeing objectives and plans. A team may have a system whereby everyone has a sayThe need for strong leadership is emphasised. That means that people stick to procedures, don’t argue, don’t interrupt, speak ‘through the chair’Strong leadership is seen as the solution to the chaotic stage – if it doesn’t work, the leader is criticised for not being strong enoughDifferent people will be given different roles within the team.Stage 4 SKILLFUL STAGEAll procedures are agreed in the light of the task to be done and the situationProcedures are therefore flexible rather than rigidThe leader is less directive and more participativeTeam members, in whatever role, share equal responsibility for the success of the teamThe atmosphere in the team is trusting and cooperative The team is more successful in achieving challenging objectives.Suggested ideas for inclusion:Sharing information and increased learning in the team and in the whole organisationProvides more security and develops personal relationship in the context of business operations. Better understanding of the decision-making processA team can handle more difficult and complex problems in the workplace.People can share common goals and interests among othersA team involves every person, their expertise and their responsibilitiesIn a team, it is easier to examine the problems and identify various solutionsFor single problem you get many solutions and they can be solved rapidlyBeing part of a team increases ownership with wider communicationA team gives better end results with high quality performance from each team member
Group exerciseThink of an effective team you have worked in.What made it effective?Using a flip chart for each group; ask each group to rank their answers and share top 3 or 4. Possible responses may include;Effective team process Adaptable and openCollaborative and innovative Meaningful recognition and rewardIntegrated Shared purpose and visionShared leadershipMeasurable targetsClearly defined rolesActive support
Group exerciseGroup exerciseIn the same groups of 3/4 and ask them to prepare a list of obstacles based on the questions below.Think of an ineffective team you have worked in.What made it ineffective?Using a flip chart for each group; ask each group to rank their answers and share top 3 or 4. Trainer.After the groups have shared their results.Create a list on a flipchart and compare the Effecient teams and Inefficient teams list. Are there any corrolations? Are these area that the team are strong/weak in?Discuss where the “Team” feels they are and why.
Use the results from the “Diagnostic Tool” to develop an individualized team development programme. Refer to next slide to facilitate discussion
Where do we go from here?Which workshops do we need?What do we need to do in the workplace?Facilitate the group developing an action plan as appropriate.Refer back to the Effective and Ineffective teams slides to identify area needing development and linking to the