This document outlines the structure and goals of a team building course. It includes an introduction to teams and teamwork. The class will be divided into groups of 3 to research and lead team building games. Students will work together on a class project and evaluate each other's contributions. The project goals and evaluation criteria are described. Reflection papers will also be assigned. The document provides learning outcomes and contact information for the teacher.

1. 9/6/12
C H I L D R E N ’ S E N T E R T A I N M E N T
TEAM BUILDING

2. Teams
A team is a small number of people with
complementary skills who are committed
to a common purpose, performance
goals, and approach for which they hold
themselves mutually accountable.
-- The Wisdom of Teams
Jon R. Katzenbach &
Douglas K. Smith

3. Intros
Pair up in groups of 2.
Interview each other for 2 minutes each.
Then introduce the other to the class.
Questions:
What is their name?
What they want to get out of the program?
What unique trait do they bring to the group?

4. Teacher Intro: Miriam Verburg
Artist turned Web designer turned Project manager turned
Teacher
Connect to me on:
My LinkedIn: http://www.linkedin.com/in/miriamverburg
Twitter: @mirverburg

5. Class Rules
1. Absolutely no insults. In a class about power
and leadership it is very counterproductive to use
insults or mockery.
2. Participate! Learning to communicate
effectively is the main purpose of this class. If you
know you have issues around speaking in public
please come talk to me and we'll figure out a way
to make it easier for you.
3. Be here! You can't learn to communicate well
if you are at home staring at your Facebook wall. If
you have to be absent for a class inform me & your
teammates.

6. What makes a good
leader or manager?

7. What makes a good
teammate?

8. Pick your partners
Find 1 person you haven't talked to yet. They are your
partner.
Blind Drawing:
1. Decide who is the blind partner.
2. The 'sighted' partner goes to the front of the room, gets an
illustrated card & a blank page from Miriam.
3. Sit so the 'blind' partner can't see the image on your card.
Give the blank card to the 'blind' partner.
4. Sit back to back, the sighted partner describes the image on
the card to the 'blind' partner while he or she tries to draw
what you are describing. When you are done, compare the
two images.

9. Debrief
What made that difficult?
What type of communication was used in attempting to
solve the problem?
What communication methods might have worked better?
What non-verbal factors might have made that easier?
What real life activities are similar to this activity?

10. MacGruber is a terrible leader
http://www.youtube.com/watch?v=lHPRl05J0DM

11. Course Description:
Action & case oriented with a hands-on component in
each class.
Graded assignments:
1. Team building game 15%
2. Participation %10
3. Contribution to class project 50%
4. Reflection on class project 25%

12. 1. Team Building game:
• Teams of 3 chosen at random
• Each team will research and find a team building game
on the web.
• Each week they will lead the class in the game.
• Marks will be assigned to the team as a whole by the class.
• Discuss this grading rationale. Will it impact the
cohesiveness of your team, is it a positive or negative
impact?

13. 2. Participation:
• Answer questions
• Respond to another student’s input
• Stay awake in class.
• Keep your phone in your pocket.
• Bring up points, ideas or situations relevant to the
discussion at hand
• Be responsible and accountable to your fellow students
during project work
• Volunteer to chair meetings

14. 3. Class Project
Class must organize and execute an event of some sort to
take place during week 8 of the team building course.
You will be evaluated on:
• Roles taken
• Communication and collaboration
• Event success
• Peer evaluation
The event must be legal, non-discriminatory and safe.

15. 3. Class Project continued
Potential events include:
• Talent show
• Fundraiser
• Conference
• Hackathon
• Auction
Must include all members in the class and planning process
must be documented through the use of online
collaboration tools.

16. 4. Reflection paper
Following the event, write a short personal paper (4 – 5
pages) reflecting on the experience of working with class as
a team.
Questions to address:
• What did I think it would be like going in?
• What unexpected things happened? How did I cope?
• How did I feel about my contribution compared to the rest
of the class?

17. Find cool team games online
http://www.businessballs.com/teambuildinggames.htm
http://www.gogamestorm.com/
Or do a search on:
'Team Building Games', 'Brainstorming Games’
If you are worried that the game may not be suitable please
send me the description via email.
Unsuitable games include anything that requires gasoline & a
match – includes slurs or insulting speech, or required jumping
from great heights.

18. Course Learning Outcomes
The student will reliably demonstrate the ability to:
• Evaluate one’s own behavior while acknowledging
differences among team members
• Assess and support stages of team formation
• Use techniques to strengthen team cohesiveness
• Participate in delivery of a team project

19. Questions concerns?
mir.verburg@gmail.com