Team building lesson
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The document discusses the importance of teamwork and effective problem solving. It explains that teamwork requires embracing different skills, perspectives, and consensus decision making. The key elements of effective teamwork are individual personality, the creative problem solving process, and problem solving styles. To understand these elements, the document introduces the Myers-Briggs Type Indicator personality assessment and the Basadur problem solving styles assessment. It provides an overview of each tool, how to use them to improve team performance, and their benefits and disadvantages.
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Team building lesson
- 1. 1 • Why is it important • What are the advantages and disadvantages • How can you get better at it • How to embrace alternate perspectives and diversity Renaissance Two – Working with others and working in teams Opening Lego video: https://vimeo.com/138583565/ed467fba8f
- 2. 2 Renaissance Two – Learning objective Working with others Working in teams Use an experiential approach How do we do this • Share the benefits • Reflect on how teams work • Show the two tools we are using • Explain how you can use them to improve performance
- 4. 4 Importance of Team work Team work is not just dividing up a task into components, and having each member carry them out independently • While dividing up the work is an essential component of team work, team work leads to better results if: • The team develops a sense of purpose and direction • The team embraces complementary skills and knowledge • Decisions are made by consensus • Decisions embed feedback and different perspectives • Teams leverage individual strengths • Teams communicate
- 5. 5 Elements of effective teamwork We will focus on three basic components • Individual personality – how you relate to others • The creative problem solving process • Creative problem solving styles – how you work in teams • Understanding both yourself and the process is critical
- 6. 6 Elements of effective teamwork How we explain each component • Individual personality – how you relate to others • Use a Myers-Briggs Type Indicator • The creative problem solving process • Explain the basic problem solving process • Creative problem solving styles – how you work in teams • Use a Basadur Problem Solving Style • Understanding both yourself and the process is critical
- 7. Myers-Briggs Type Indicator • Most used personality indicator in the world • A self report instrument • Non judgmental • An indicator of preferences • Well researched • Assumes preferences are inborn • Professionally interpreted • Values all preferences equally
- 8. HISTORY OF MBTI • Based on Swiss psychologist Carl G Jung’s type theory (1920s) • Behaviour is individual and predictable • Developed by Katherine Briggs (mother) and Isabel Myers (daughter) 1940s • The most widely used personality indicator in the world • Approximately 1 to 3 million people are administered by MBTI each year
- 9. THE MBTI DOES NOT MEASURE • IQ • Psychiatric disturbances • Emotions • Trauma • Stress • Learning • Normalcy • Maturity • Illness • Affluence
- 10. PREFERENCE SCALES Extraversion (action oriented) --- Introversion (contemplative) Sensing (pragmatic) --- iNtuition (visionary) Thinking (logical) --- Feeling (compassionate) Judging (planful) --- Perception (adaptable)
- 11. E-I DICHOTOMY EXTRAVERSION INTROVERSION • Attention focused outward: people, things, action • Using trial and errors with confidence • Relaxed and confident • Scanning the environment for stimulation • Seeks variety and action • Wants to be with others • Live it, then understand it • Attention focused inward: concepts, ideas, feelings • Considering deeply before acting • Reserved and questioning • Probing inwardly for stimulation • Seeks quiet for concentration • Wants time to be alone • Understand it before, live it
- 12. S-N DICHOTOMY SENSING INTUITION • Perceiving with the 5 senses • Reliance on experience and actual data • Practical • In touch with physical realities • Attending to the present moment • Live life as it is • Prefer using learned skills • Pay attention to details • Make few factual errors • Perceiving with memory and association (6th sense) • Seeing patterns and meanings • Innovation • Seeing possibilities • Future achievement • Projecting possibilities for the future • Change, rearrange life • Prefers adding new skills • Look at big picture • Identifies complex pattern
- 13. T-F DICHOTOMY THINKING FEELING • Decision based on the logic of the situation • Uses cause and effect reasoning • Strive for an objective standard of truth • Can be tough-minded • Fair- want everyone treated equally • Decisions based on impact on people • Guided by personal values • Strive for harmony and positive interaction • May appear tender hearted • Fair-want everyone treated as an individual
- 14. J-P DICHOTOMY JUDGING PERCEIVING • Focuses on completing task • Deciding and planning • Organizing and scheduling • Controlling and regulating • Goal oriented • Wanting closure even when data are incomplete • Wants only the essentials of the job • Focuses on starting task • Taking in information • Adapting and changing • Curious and interested • Open minded • Resisting closure in order to obtain more data • Wants to find out about the job
- 15. TYPE TABLE
- 16. ADVANTAGES OF MBTI • Self awareness for better self- management • Identification of behaviour trends that have positive outcomes • Identification of behaviour trends that have less desirable outcomes • Link trends with other data points to clarify personal or professional developmental opportunities
- 17. DISADVANTAGES OF MBTI • Trying to predict others behaviour • Trying to estimate another individual type (eg. You must be an extravert because you are so gregarious) • Assuming that how a preference plays for you is exactly how it would play out for someone else • Justifying behavior (eg. Declaring that the individual must be P because he is always late) Big Bang – team work: https://vimeo.com/199269497
- 18. Now, Take Myers Briggs Test Save the result and enter it in Learn.lassonde.yorku.ca Here: https://www.16personalities.com/free-personality-test
- 19. 19 Tutorial Number Link you should follow Tutorial 1 https://www.basadurprofile.com/JoinTeam.aspx?KEY=KLMFKCTF Tutorial 2 https://www.basadurprofile.com/JoinTeam.aspx?KEY=DXQXJJPC Tutorial 3 https://www.basadurprofile.com/JoinTeam.aspx?KEY=GUTJJTII Please Note! When creating your account enter your student number in “Username” field. Basadur CPS Profile Developed by Dr. Min Basadur
- 20. Introduction to the problem solving process • Min’s video on 4 Stages of Creative Problem Solving Process https://vimeo.com/190462118 20
- 22. A definition of creativity C = f (K x I x E) • C = Creativity • K = Knowledge • I = Imagination • E = Evaluation
- 23. • Through direct experience • Using abstract thought Two ways of gaining knowledge
- 24. • To ideate (create options) • To evaluate (judge options) Two ways of using knowledge
- 25. 25 How do we use knowledge in the creative problem solving process
- 26. Profile Stages
- 27. • Initiator • Comfortable with ambiguity • Very sensitive to the surrounding environment • Likes to get things started Strong Generator THE PROFILE STAGES
- 28. • Idea developer • Patient thinker • Able to put pieces together to form the “big picture” • Develops understanding Strong Conceptualizer
- 29. • Testing and experimenting • Practical solutions • Thorough analysis • Confirms ideas and notions • Creating step-by-step plans Strong Optimizer
- 30. • Gaining acceptance from others for changes • Making changes work and stick • Will do anything and try anything to make the solution work • Experiments and alters plans to make them work in the “real” world Strong Implementer 11THE PROFILE STAGES
- 31. Challenges are • Most individuals favours a specific role and play that whatever stage they are at • Most individuals value their own role over the role of others • Inherent conflicts between roles Secret is to ensure all roles are being played as you go through process, even if you have a gap in your team Embracing diverse views (this explains benefits of diversity) We need all roles for the process, with different roles being dominant at each stage 31 Big bang vidoe: https://vimeo.com/199759406
- 32. • Should not get paid • Never see them do anything • Always see them thinking Inherent conflicts: Implementers view of Conceptualizers
- 33. • Think they are dangerous because they’ll do anything • Don’t appear to think first • Bang their heads against the wall Inherent conflicts: Conceptualizers view of Implementers
- 34. • Think they are unable to focus on the “real” problem • Think they start working on 5 new problems before main one is solved • They are hard to “pin down” Inherent conflicts: Optimizers view of Generators
- 35. • Think they are too narrow minded • Cannot see the big picture • Think they know the right answer but it is for the wrong problem • “Green eyeshade people” Inherent conflicts: Generators view of Optimizers
- 36. • Artistic professions • Marketing • Training and development • Industrial engineering • Teachers Jobs for Generators 36
- 37. • Professors • Organizational Development • Research and development • Market research • Strategic planning • Economics, physics, mathematics Jobs for Conceptualizers 37
- 38. • Engineering • IT systems development • Finance • Accounting • Applied research • Technical customer support Optimizers 38QUADRANT JOB TYPES
- 39. • Sales • Manufacturing and production • Logistics • Project management • Administrative support • Customer relations Implementers 39 Closing video: Madagascar penguins: https://vimeo.com/199269108
Editor's Notes
- Ask students for their definitions of creativity. Use their comments to lead to the creativity equation. Creative problem solving may be thought of as a kind of “dynamic tension” between many seemingly opposing forces - freedom-discipline; convergence-divergence; relaxation-alertness; patience-impulsiveness; thinking-feeling; perceiving-deciding; learning-problem solving. Describe creativity as a kind of kaleidoscope. Because of each person’s unique knowledge, and how he or she uses that knowledge, creative problem solving is different in every situation.
- The Profile measures two things: One is how a person prefers to gain knowledge, to learn. At one end of the axis is learning through direct experience. This can best be described as learning by jumping right in and getting your hands dirty. If there is a set of directions, they aren’t used. At the opposite end is learning through abstract thinking. This can be described as mentally figuring out what to do before actually trying it, including watching someone else, or asking questions to help get a better understanding. We all fall somewhere in between these two extremes. We all learn using both, but each of us tends to prefer one more than the other and hence we all fall somewhere in between.
- The second thing the Profile measures is how a person prefers to use their knowledge. At one end of the axis is using knowledge to generate options. This is your imagination at work. At the opposite end is using knowledge for evaluation. This is your judgment. Again, we all fall somewhere in between these two extremes. We all have imagination and judgment abilities, but each of us tends to prefer one more than the other and on the graph everyone falls somewhere in between the two extremes.
- Creativity is a complete process -- it is not just “getting ideas” -- it starts with problem sensing and ends in action and involves evaluation and convergent thinking as well as ideation and divergent thinking. It is a disciplined process and has several different stages. Different people have differing skills in the various stages of the creative process. We can improve our skills in the stages in which we are relatively weak (as well as the stages where we are stronger). The person whose Profile is illustrated on this slide has a preference for learning via direct experience and using that knowledge for creating options. This person is a generator.
- The Generator’s two dominant creative problem solving inclinations are (1) learning by direct experience, that is, sensing the world around by touch, smell, taste, hearing and seeing; absorbing knowledge by getting involved personally and experiencing and gathering information, and (2) ideation, that is, imagining possibilities, seeing relevance in everything, seeing different points of view; dreaming about what might be; wondering why things seem to be what they are; speculating about the future. The combination of these two inclinations indicate a preference for problem sensing and fact finding kinds of activities in the creative process. The Generator is an initiator, a proliferator of opportunities, problems, facts and feelings - very sensitive to the world around, absorbing diverse information and possibilities that might have relevance to the organization or to oneself. The Generator is very comfortable with high ambiguity and proliferation of much information and potential opportunity. He loves to get things started and is likely strong in Steps 1 and 2 of the creative process. Generators are idea starters.
- The Conceptualizer’s creative problem solving inclinations are (1) using knowledge for ideation and (2) learning by abstract analysis, logic and theory (trying to develop an understanding or explanation or theory which offers an explanation of a situation; being detached and objective; doing rational, logical thinking; having things make sense in the abstract). The Conceptualizer’s combination of these two inclinations indicate a preference for problem definition and idea generation (Steps 3 and 4 of the Basadur creative process) via a propensity to patiently take a wide range of seemingly disparate facts or idea fragments and possibilities and combine or assimilate them into integrated explanations, theories, problem definitions and ideas to be tested. Conceptualizers are good at extracting and defining the opportunity or problem posing it and developing a list of ideas which may solve it. They are idea developers.
- The Optimizer’s creative problem solving inclinations are (1) learning by abstract analysis, logic and theory and (2) using the knowledge for evaluation by testing possibilities, that is, experimentation (trying to verify theories; confirming ideas and notions; learnings and pinning down practical knowledge gained during testing). These two inclinations indicate the optimizer to be involved in the practical application of ideas, planning how to make ideas work in the real world and optimizing solutions. In the creative process, this involves testing and rational, logical evaluation of ideas, selection of the best ones and planning concrete steps for making them practical and implementable (Step 5 and 6 of the process). Optimizers are solution developers.
- The Implementer’s combination of inclinations toward (1) using knowledge for evaluation and (2) learning by direct experience indicate a great deal of implementation activity - gaining acceptance from others for changes and making those changes work and stick. (Steps 7 and 8 of the creative process) The Implementer does not worry a great deal about understanding the theory behind the new idea, plan or product. He wants to take it and “run with it”, work with it, show others how to use it, fit it to others’ needs, adapt it to various circumstances, try it one way and if it doesn’t work, try it another way and not worry about why it didn’t work the first way. The Implementer will do anything and try anything including alteration to get the plan or idea or product or solution installed. He will experiment and get directly involved until satisfactory implementation is complete. Implementers are solution finishers.
- Quadrant 4s, Implementers, think that Conceptualizers, Quadrant 2s, should not get paid because they never actually see them do anything; they are always seen thinking and talking, but “never” implementing anything.
- Conversely, Conceptualizers think that Implementers are dangerous because they’ll do anything without ever appearing to actually think about the real problem. Implementers will try one thing and if it doesn’t work they try something else.
- Optimizers view Generators as being “airy fairy” people who are unable to make up their minds and focus on the “real” work. To an Optimizer, Generators come up with five new problems before the first problem they came up with has even been solved.
- Quadrant 1s, Generators, view Quadrant 3s, Optimizers, as being too narrow-minded – the “green eyeshade” people – who cannot, do not see the big picture. Optimizers are very confident that they know the right answer to the problem, but Generators see them as working on the wrong problem.
- Generators: Occupations that require people to initiate change, recognize opportunities and new possibilities, start projects, and to work with people in unstructured situations might thus be expected to contain a relatively high proportion of Generator (Quadrant I dominant) individuals. Typical occupations here would be the artistic and academic professions, marketing, personnel development roles like training and teaching, and other functions responsible for initiating change such as industrial engineering.
- Conceptualizers: fields where defining problems, understanding situations, and creating direction and strategy are important, might be expected to contain a relatively high proportion of Conceptualizers such as: organizational development, strategic planning and research and development, market research, basic research, economics, physics and mathematics.
- Optimizer activities involve solving problems with precision and evaluating and optimizing products and procedures. This should be characteristic of fields such as engineering, IT systems development, finance and accounting, and applied research.
- Implementer fields of endeavor would likely emphasize shorter-term implementation work, for example sales, logistics, manufacturing production, secretarial or administrative support, and project management.