Teamwork and Team Building

Instructor Manual
Corporate Training Materials
TABLE OF CONTENTS

Preface ..............................................................................................................................................1
What is Courseware? ................................................................................................................................ 1

How Do I Customize My Course? .............................................................................................................. 1

Materials Required ................................................................................................................................... 3

Maximizing Your Training Power .............................................................................................................. 3

Module One: Getting Started .............................................................................................................5

Icebreaker ................................................................................................................................................. 5

Ground Rules............................................................................................................................................. 6

The Parking Lot ......................................................................................................................................... 6

Workshop Objectives ................................................................................................................................ 7

Action Plans and Evaluation Forms .......................................................................................................... 7

Module Two: Defining Success ...........................................................................................................8

What is a Team? ....................................................................................................................................... 8

Factors for Success.................................................................................................................................... 8

An Overview of Tuckman and Jensen’s Four-Phase Model ...................................................................... 9

Module Three: Types of Teams ......................................................................................................... 11

The Traditional Team .............................................................................................................................. 12

Self-Directed Teams ................................................................................................................................ 13

E-Teams .................................................................................................................................................. 14

Module Four: The First Stage of Team Development – Forming ......................................................... 16

Hallmarks of This Stage .......................................................................................................................... 16

What To Do As A Leader ......................................................................................................................... 16

What To Do As A Follower ...................................................................................................................... 20

Module Five: The Second Stage of Team Development – Storming ................................................... 22
The Hallmarks of This Stage ................................................................................................................... 22

What To Do As A Leader ......................................................................................................................... 22

What To Do As A Follower ...................................................................................................................... 25

Module Six: The Third Stage of Team Development – Norming.......................................................... 27

The Hallmarks of This Stage ................................................................................................................... 27

What To Do As A Leader ......................................................................................................................... 27

What To Do As A Follower ...................................................................................................................... 29

Module Seven: The Fourth Stage of Team Development – Performing ............................................... 30

Hallmarks of this Stage ........................................................................................................................... 30

What To Do As A Leader ......................................................................................................................... 30

What To Do As A Follower ...................................................................................................................... 32

Module Eight: Team Building Activities ............................................................................................. 33

The Benefits and Disadvantages............................................................................................................. 33

Team-Building Activities That Won’t Make People Cringe ..................................................................... 34

Choosing a Location for Team-Building .................................................................................................. 36

Module Nine: Making the Most of Team Meetings ........................................................................... 37

Setting the Time and the Place ............................................................................................................... 37

Trying the 50-Minute Meeting................................................................................................................ 39

Using Celebrations of All Sizes ................................................................................................................ 40

Module Ten: Solving Problems as a Team ......................................................................................... 41

The Six Thinking Hats .............................................................................................................................. 41

Encouraging Brainstorming .................................................................................................................... 45

Building Consensus ................................................................................................................................. 46

Module Eleven: Encouraging Teamwork ........................................................................................... 48

Some Things to Do .................................................................................................................................. 48
 Some Things to Avoid ............................................................................................................................. 48

Some Things to Consider......................................................................................................................... 48

Module Twelve: Wrapping Up .......................................................................................................... 50

Gaining Closure on the Parking Lot ........................................................................................................ 50

Action Plans and Evaluations.................................................................................................................. 50

Appendix ......................................................................................................................................... 51
Handout One: The Four Stages of Team Development .......................................................................... 51

Handout Two: Traditional Team Roles .................................................................................................. 52

Handout Three: Facilitation Techniques ................................................................................................. 54

Handout Four: Mindmap Sample ........................................................................................................... 56

Handout Five: Mindmap Symbols ........................................................................................................... 57

Handout Six: Stretching Exercises ........................................................................................................... 58

Handout Seven: Nominal Group Technique ........................................................................................... 59

Handout Eight: Six Thinking Hats........................................................................................................... 61

Worksheet One: The Right Team for the Job .......................................................................................... 63

Worksheet Two: Create an Effective Agenda ......................................................................................... 64

Worksheet Three: SWOT Analysis Guidelines ........................................................................................ 65

Worksheet Four: SWOT Analysis............................................................................................................ 66

Worksheet Five: Dilemma Board ........................................................................................................... 67

Worksheet Six: Considerations for a Team Celebration ........................................................................ 69

Worksheet Seven: Plan for the Meeting Time and Place ....................................................................... 70

Worksheet Eight: Choosing a Location for Team Building...................................................................... 71

Worksheet Nine: Encouraging Teamwork ............................................................................................. 72

Action Plan .............................................................................................................................................. 73

Evaluation Form...................................................................................................................................... 75

Recommended Reading .......................................................................................................................... 76

 None of us is as smart as all of us.

Ken Blanchard

Preface

What is Courseware?
Welcome to Global Courseware, a whole new training experience!

Our courseware packages offer you top-quality training materials that are customizable, user-friendly,
educational, and fun. We provide your materials, materials for the student, your PowerPoint slides, and
a take-home reference sheet for the student. You simply need to prepare and train!

Best of all, our courseware packages are created in Microsoft Office and can be opened using any
version of Word and PowerPoint, from 97 to 2007. (Most other word processing and presentation
programs support these formats, too.) This means that you can customize the content, add your logo,
change the color scheme, and easily print and e-mail training materials.

How Do I Customize My Course?

Customizing your course is easy. To edit text, just click and type as you would with any document. This is
particularly convenient if you want to add customized statistics for your region, special examples for
your participants’ industry, or additional information. You can, of course, also use all of your word
processor’s other features, including text formatting and editing tools (such as cutting and pasting).

To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the
Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire
table” and press OK.

(You will also want to perform this step if you add modules or move them around.)

If you want to change the way text looks, you can format any piece of text any way you want. However,
to make it easy, we’ve used styles so that you can update all the text at once.

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If you’re using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In
Word 2007, click the option button in the Styles group. Now, right-click on your chosen style and click
Modify.

For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would
do:

Now, we can change our formatting and it will be applied to all the headings in the document.

For more information on making Word work for you, please refer to Word 2007 Essentials by Global
Courseware.

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Materials Required
All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard
or chalkboard instead.)

We recommend that each participant have a copy of the Student Training Guide, and that you review
each module before training to ensure you have any special materials required. We include worksheets
in the Appendix at the end of this manual that can be reproduced and used where indicated. If you
would like to save paper, these worksheets can often be transferred to flip chart paper, instead of
having individual worksheets.

We recommend these additional materials for all workshops:

 Laptop with projector, for PowerPoint slides

 Tips and Tricks Tutorial for students to take home

 Timer or watch (separate from your laptop)

 Masking tape

 Blank paper

Maximizing Your Training Power

We have just one more thing for you before you get started. Our company is built for trainers, by
trainers, so we thought we would share some of our tips with you, to help you create an engaging,
unforgettable experience for your participants.

 MAKE IT CUSTOMIZED. By tailoring each course to your participants, you will find that your results
will increase a thousand fold.

 Use examples, case studies, and stories that are relevant to the group.

 Identify whether your participants are strangers or whether they work together. Tailor your
approach appropriately.

Different people learn in different ways, so use different types of activities to balance it all out.
(For example, some people learn by reading, while others learn by talking about it, while still
others need a hands-on approach. For more information, we suggest Experiential Learning by
David Kolb.)

 MAKE IT FUN AND INTERACTIVE. Most people do not enjoy sitting and listening to someone else talk
for hours at a time. Make use of the tips in this book and your own experience to keep your

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 participants engaged. Mix up the activities to include individual work, small group work, large
group discussions, and mini-lectures.

 MAKE IT RELEVANT. Participants are much more receptive to learning if they understand why they
are learning it and how they can apply it in their daily lives. Most importantly, they want to
know how it will benefit them and make their lives easier. Take every opportunity to tie what
you are teaching back to real life.

 KEEP AN OPEN MIND. Many trainers find that they learn something each time they teach a
workshop. If you go into a training session with that attitude, you will find that there can be an
amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,
and make the most of it in your workshops.

And now, time for the training!

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 Coming together is a beginning; keeping
together is progress; working together is
success.

John D. Rockefeller

Module One: Getting Started

For most of us, teamwork is a part of everyday life. Whether it’s at home, in the community, or at work,
we are often expected to be a functional part of a performing team. This workshop will encourage
participants to explore the different aspects of a team, as well as ways that they can become a top-
notch team performer.

Icebreaker
PURPOSE

To help participants get to know each other.

MATERIALS REQUIRED

None

PREPARATION

Prepare a list of categories, such as:

 Vegetables

 Celebrities

 Cartoon characters

 Kitchen gadgets

 Historical figures

 Office supplies

ACTIVITY

Have participants stand in a circle. (If there is not enough room, they may stay seated, but the circle
formation is better for team building. If there are more than 20 participants in your workshop, divide the

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class into smaller groups.) Then, name one of your chosen groups, and explain that each participant
must name an object that belongs to that group and why they are like that object.

For example, you may choose office supplies for this round, and you say, “I am like a paperclip because I
like bringing everything together.” Everyone else in the group must then choose an office supply and
explain why they are like that object. Once everyone has spoken, choose a new category and start again.

Ground Rules
Take a few moments to cover basic housekeeping items.

 Let participants know where they can find washrooms, break facilities, and fire exits.

 Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a
call, request that they do it outside.

 Take this time to encourage the group to ask questions and make this an interactive workshop.

 Tape a sheet of flip chart paper to the wall (or use an area of a white board) and mark it
“Parking Lot.” Explain that any questions that can’t be answered, or that are more appropriate
for a post-workshop explanation, will be placed here and addressed at the end of the day.

 Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it
to the wall. Explain to participants that in order to get the most out of this workshop, we must
all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s
how we learn!

The Parking Lot

Explain the concept of The Parking Lot to participants.

 The Parking Lot is a visible place where you will “park” ideas that arise which are not on the
agenda, may be off topic, or are better addressed outside of the program.

 At the end of the session, we will review parked ideas and follow up, or make suggestions for
your own investigation when you are back at work.

Suggestions for the trainer:

1. If you are working with a large group of participants, you may wish to nominate a recorder to
park items as you are facilitating.

2. It’s a good idea to note the name of the contributor along with the parked item.

3. Items noted on the parking lot can be useful to you later as you plan future training sessions.

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Workshop Objectives
Research has consistently demonstrated that when clear goals are associated with learning, the learning
occurs more easily and rapidly. With that in mind, let’s review our goals for today.

By the end of this workshop, you should be able to:

 Describe the concept of a team, and its factors for success

 Explain the four phases of the Tuckman team

development model and define their characteristics

 List the three types of teams

 Describe actions to take as a leader – and as a

follower for each of the four phases (Forming,
Storming, Norming and Performing)

 Discuss the uses, benefits and disadvantages of

various team-building activities

 Describe several team-building activities that you can use, and in what settings

 Follow strategies for setting and leading team meetings

 Detail problem-solving strategies using the Six Thinking Hats model -- and one consensus-
building approach to solving team problems

 List actions to do -- and those to avoid -- when encouraging teamwork

Action Plans and Evaluation Forms

Explain the action plan to participants:

During this course, you will be adding ideas to your personal action plan. The plan uses the SMART
system. This means that your goals must be Specific, Measurable, Attainable, Realistic, and Timely.

Pass out the participant action plans and evaluation handouts, available in the appendix of this manual.
Ask participants to add information throughout the day as they learn new things and have ideas about
how to incorporate the concepts being discussed into their work or personal lives.

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 The ratio of We's to I's is the best indicator
of the development of a team.

Lewis B. Ergen

Module Two: Defining Success

What is a Team?
A team is a group of people formed to achieve a goal. Teams can be temporary, or indefinite. With
individuals sharing responsibility, the group as a whole can take advantage of all of the collective talent,
knowledge, and experience of each team member.

Team building is an organized effort to improve team effectiveness.

Factors for Success

Estimated Time 10 minutes

To list the attributes and characteristics that make a team successful in

achieving a goal
Topic Objective
To provide an experiential recollection that helps set the stage for later work
on team development concepts

Topic Summary What is it about the collective team that enables it to be successful?

Materials Required None

Conduct a large group discussion. Ask:

Planning Checklist “What elements or characteristics do you think make a team successful in
achieving a goal?”

Record the results on the flip chart or white board (or ask a volunteer do
Activity Debrief this).

Explain that we’ll be exploring a specific model later

When geese fly in formation, the flapping of each bird's wings results in an
Stories to Share uplift for the birds that follow. The entire flock adds 71% greater flying range
when moving in a “V” formation rather than if each bird flew alone.

It’s best to withhold judgment on answers. Make sure to keep the

Delivery Tips
contributions moving along.

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 Remind participants to consider adding an item to their action plan.

An Overview of Tuckman and Jensen’s Four-Phase Model

Educational psychologist Bruce Wayne Tuckman, Ph.D. was charged by his boss at the Naval Medical
Research Institute, Bethesda MD with a review of 50 articles about team behavior. From this body of
work, Dr. Tuckman conceived his theory of group developmental processes in 1965.

The Forming stage. Groups initially concern themselves with orientation accomplished primarily
through testing. Such testing serves to identify the boundaries of both interpersonal and task behaviors.
Coincident with testing in the interpersonal realm is the establishment of dependency relationships with
leaders, other group members, or pre-existing standards. It may be said that orientation, testing and
dependence constitute the group process of forming.

The Storming stage. The second point in the sequence is characterized by conflict and polarization
around interpersonal issues, with concomitant emotional responding in the task sphere. These
behaviors serve as resistance to group influence and task requirements and may be labeled as storming.

The Norming stage. Resistance is overcome in the third stage in which in-group feeling and
cohesiveness develop, new standards evolve, and new roles are adopted. In the task realm, intimate,
personal opinions are expressed. Thus, we have the stage of norming.

The Performing stage. Finally, the group attains the fourth and final stage in which interpersonal
structure becomes the tool of task activities. Roles become flexible and functional, and group energy is
channeled into the task. Structural issues have been resolved, and structure can now become supportive
of task performance. This stage can be labeled as performing.

In 1977 Dr. Tuckman, collaborating with Mary Ann Jensen, proposed an update to the model, termed
Adjourning. It describes the process for terminating group roles, task completion, and the reduction of
dependencies. This stage has also been called “mourning”, especially if the team’s dissolution is
unplanned. The first four stages are the most commonly used parts of the process.*

* Smith, M. K. (2005) 'Bruce W. Tuckman - forming, storming, norming and performing in groups, the
encyclopedia of informal education, www.infed.org/thinkers/tuckman.htm. © Mark K. Smith 2005

Estimated Time 10 minutes

To describe the four stages of team developmental process

Topic Objective
To prepare for in-depth learning about each process

The Tuckman Four-Stage Model of Group Development

Topic Summary
Tuckman described four stages of team or group process :

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  Forming

 Storming

 Norming

 Performing

Materials Required Handout One: The Four Stages of Team Development

Distribute Handout Two

Planning Checklist
Write the stage names on the flip chart

Overview the characteristics of each stage with the large group.

Recommended Activity Ask the group to share their own experiences about work teams in which
they have participated where they can recall evidence of one or more of the
four phases.

Stories to Share (Items of interest in the discussion above may emerge.)

Delivery Tips Remind participants to consider adding an item to their action plan.

Reiterate that there are four stages, name them, and mention that we’ll be
Review Questions
working with them again soon.

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 :Gettin' good players is easy. Gettin' 'em to
play together is the hard part.

Casey Stengel

Module Three: Types of Teams

The Merriam Webster Dictionary defines a team as a number of persons associated together in work or
activity. Teams are formed for many purposes. Examples include project teams, ad-hoc teams, quality
improvement teams, and task forces. Sometimes the team is formed to work on a goal as an adjunct to
a traditional hierarchy in an organization. At other times, the team is designed to replace the hierarchy.

Several roles help to keep a team operating smoothly.

Role Responsibilities
Team Leader  Moves the team to accomplish its task
 Provides a conducive environment for getting the work done (location,
resources)
 Communicates with the team
Team  Makes things happen with ease
Facilitator  Helps the group with the process
 Enables the group to produce the "how" decisions
Note: Facilitators may be members or non-members of the team.

Team Recorder  Writes down the team's key points, ideas and decisions
 Documents the team's process, discussions, and decisions
Time Keeper  Monitors how long the team is taking to accomplish its tasks
 Provides regular updates to the team on how well or poorly they are using
their time
 Collaborates with the team leader, facilitator and others to determine new
time schedules if the agenda has to be adjusted

Team Members  Displays enthusiasm and commitment to the team's purpose

 Behaves honestly; maintain confidential information behind closed doors
 Shares responsibility to rotate through other team roles
 Shares knowledge and expertise and not withhold information
 Asks questions
 Respects the opinions and positions of others on the team, even if the person
has an opposing view or different opinion

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The Traditional Team
There are several characteristics common to traditional teams.

 A team gains a shared understanding and purpose among team members, as distinguished from
a group.

 Teams require mutually agreed-upon operating principles such as agendas, procedures and
decision-making processes.

 A team is interdependent; everyone works for the good of the team, not for oneself.

 Effective teams distinguish task from process. How they do things (the process) is just as
important, if not more important, than what they do (the task).

Estimated Time 10 minutes

To work as a team to achieve a goal

Topic Objective
To provide an example of team process used to complete a task

Build a Paper Tower

Topic Summary Work as a team using only a sheet of paper to construct the tallest free-
standing structure possible

Materials Required One sheet of paper per team

Write the assignment on the flip chart:

Planning Checklist Construct the tallest possible free standing structure using only the sheet
of paper you were given

Divide participants into groups of four to six.

Give the assignment:

Using the sheet of paper only, construct the tallest free-standing structure .
No other materials are allowed. You have 5 minutes.

Recommended Activity Debrief the exercise In the large group. Make sure the following
observations are mentioned, either by team members, or by you:

Team Goal. Were all team members on board with the task goal?

Collaboration. Did the team work together?

Process. What methods did the group follow to solve the challenge?

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 Task solution:

The optimal solution to this task requires the construction and use of
connectable tubular rolled or triangular telescopic sections, made from
lengthways strips of the sheet. Using this technique, it is possible to make a
tower at least three times higher than the length of the sheet.

The exercise can be adapted to suit your situation. For example, allowing a
few more minutes for the task and providing an extra practice sheet of paper
Delivery Tips may increase the depth and complexity of the task -- and make the debrief
richer.

Remind participants to consider adding an item to their action plan.

Self-Directed Teams
A self-directed team is a team that is responsible for a whole product or process. The team plans the
work and performs it, managing many of the tasks supervision or management might have done in the
past. A facilitator (selected by the team or an outside individual) helps the group get started and stay on
track. The facilitator’s role decreases as the team increases its ability to work together effectively.

Estimated Time 5 minutes

To benefit from the experience of a participant who has worked within a

Topic Objective
self-directed team

Self-directed Team Experience Sharing

Topic Summary Learn the impressions of course participants who have worked within a self-
directed team

Materials Required None

Planning Checklist None

Share the definition of a self-directed team with the large group. Ask:

Has anyone in the room been a member of a self-directed team?

(If there is no response, ask about working on a task force.)
Recommended Activity
What was the objective of the team?

What were your personal experiences with the process?

How was it different from your experience as a member of a traditional team

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 Minnesota-based 3M is among an increasing number of companies that
involve employees in the daily management of their business through work
teams. These teams are empowered to take corrective actions to resolve
Stories to Share
day-to-day problems. They also have direct access to information that allows
them to plan, control and improve their operations. In short, employees that
comprise work teams manage themselves.

Delivery Tips Remind participants to consider adding an item to their action plan.

E-Teams
An e-team is a group of individuals who work across time, space, and organizational boundaries with
links strengthened by webs of communication technology. Members have complementary skills and are
committed to a common purpose, have interdependent performance goals, and share an approach to
work for which they hold themselves mutually accountable.

Geographically dispersed teams allow organizations to hire and retain the best people regardless of
location. An e-team does not always imply telecommuters, individuals who work from home. Many
virtual teams in today’s organizations consist of employees both working at home and in small groups in
the office, but in different geographic locations.

The benefits of an e-team approach are:

 Workers can be located anywhere in the world

 Virtual environments can give shy participants a new voice

 Members have less commuting and travel time, so they tend to be more productive

 Companies gain an increasingly horizontal organization structure, characterized by structurally

and geographically distributed human resources.

There are a few caveats when using e-teams. They frequently operate from multiple time zones, so it is
important to make sure that there is some overlapping work time. In addition, unless a camera is used
for meetings, working virtually means that there is no face to face body language to enhance
communications. Therefore, intra-team communications must be more formal than with a team whose
members meet physically. Care also needs to be taken to make sure no one is left out of the
communications loop just because he or she is not visible. E-teams demand a high trust culture.

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Estimated Time 10 minutes

To insure understanding of the three types of teams

Topic Objective
To decide which team types are appropriate for a given situation

The Right Team for the Job

Topic Summary The type of team that is formed depends upon many factors. This exercise
explores several hypothetical needs for teams

Handout Two: Traditional Team Roles

Materials Required
Worksheet One: The Right Team for the Job

Write the three team types (traditional, self-directed, and e-teams) on the
Planning Checklist
flip chart for this exercise.

Share the definition of an e-team either

Distribute Handout One to the large group and discuss the roles held by
team members.

Break participants into small groups. Ask groups to

Recommended Activity
1. Review the team goals and member roles [Worksheet One)

2. Decide which type of team best fits the job

3. Provide reason(s) for the decision.

Debrief the groups’ work with the large group.

Have the group re-state the three team types.

Review Regardless of the team type, it’s important for the individual who chartered
the team to choose the right type of team, monitor the results of the team’s
work, and make adjustments, if necessary.

Delivery Tips Remind participants to consider adding an item to their action plan.

Review Questions Have the group recap the three team types.

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 The path to greatness is along with others.

Baltasar Gracion

Module Four: The First Stage of Team Development – Forming

Hallmarks of This Stage

When a new team forms, it concerns itself with becoming oriented. It does this
through testing. It tests to discover the boundaries of interpersonal and task
behavior. At the same time, the members are establishing dependency
relationships with leaders, fellow team members, or any standards that existed
when the group formed. The behaviors of orientation, testing and dependence
become the process called Forming.

Members behave independently when the team forms. While there may be good will towards fellow
members, unconditional trust is not yet possible.

Work during the Forming stage is categorized as follows:

Tasks Processes that occur

Introductions Uncertainty
Coming together Apprehension
First agenda Excitement
Enthusiasm
Interest

What To Do As A Leader
Strong leadership skills are essential in the Forming stage. The leader must:

 Provide an environment for introductions

 Create a climate where participants can begin to build rapport

 Present a solid first agenda so that the goals for the team are clear.

The exercises below provide practice to support these skills.

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Estimated Time 25 minutes

Topic Objective To begin the process of building rapport while completing a task together

Trading Places

Topic Summary Small groups within the team construct a "getaway retreat"

An observer monitors each group to provide feedback to the entire class.

Materials Required  Several packages of Post-it notes

Planning Checklist  Write the task on the flip chart

Pass out one or two Post-it notes to each person.

Ask participants to write on their note(s) one of the following:

 a value you hold

 a recent experience

 a creative idea or solution to a problem

 an opinion about a topic of your choosing

 an interesting fact about yourself or about the purpose of the team

Recommended Activity
Tell participants to stick the notes on their clothing

Ask them to circulate around the room reading each other's notes.

Next, tell participants to mingle again and negotiate trades for someone
else’s notes. Trades should be based on a desire to possess that value,
experience, idea, opinion, or fact for a short period of time. Require that all
trades be two-way. Encourage participants to make as many trades as they
would like.

Reconvene the large group and ask participants to share what trades they
made, and why. For example, "I traded with Sue because she has traveled to
France. My grandmother was French."

Page 17
 An eagle stayed his flight and entreated a lion to make an alliance with him
to their mutual advantage. The Lion replied, "I have no objection, but you
Stories to Share must excuse me for requiring you to find surety for your good faith, for how
can I trust anyone as a friend who is able to fly away from his bargain
whenever he pleases?' Try before you trust.

Variations:

Ask participants to form subgroups and, rather than trade notes, have them
Delivery Tips
discuss the contents of their notes.

Tell participants to post their notes; discuss similarities and differences.

Estimated Time 25 minutes

Topic Objective To complete a team objective as a newly formed team

Team Getaway
Topic Summary Small groups within the team construct a "getaway retreat". An observer
monitors each group to provide feedback to the entire class.

Several packages of 3 x 5 and 4 x 6 index cards. (Colors are nice, but not
Materials Required essential.)

Colored marking pens

Planning Checklist  Write the task on the flip chart

Divide participants into groups of at least 5. Ask each group to assign one
member as an observer. Instructions:

 Your team wants to go on a getaway retreat.

 Plan your getaway, and then build your retreat using the index cards
Recommended Activity and markers. You may fold or tear the cards if you wish.

 You have 15 minutes to complete your getaway.

Reassemble the large group. Ask each observer to give feedback:

 What goals evolved during your observation?

 How did members try to contribute to the goal, or block the team

Page 18
 effort?

 What norms emerged about acceptable or unacceptable behavior?

 What observations can you share about emerging leadership on the

team?

Delivery Tips Remind participants to consider adding an item to their action plan.

Estimated Time 15 minutes

Topic Objective To practice building a solid agenda that reflects the team’s objectives

Creating an Effective Agenda

An agenda by itself makes it difficult to know whether the goals for the
Topic Summary meeting were achieved. With the inclusion of objectives, the agenda
provides a flow of activities in which the team participates in order to
accomplish the objective(s)

Materials Required Worksheet Two: Create an Effective Agenda

A well-written agenda should be short, specific, and include objectives so

Planning Checklist that team participants have a roadmap with the flow of activities so that
they can work to a comp which the objectives.

Break participants into small groups.

Provide each group with a copy of Worksheet Two. Explain that the original
agenda Karen created can be improved.
Recommended Activity Groups should review the team objectives, rewrite the agenda on flip chart
paper, and post it.

Reconvene the large group and ask group members to share their improved
results.

John Adair proposes a short course for Leadership

The 6 most important words... "I admit I made a mistake."

Stories to Share The 5 most important words.......... "I am proud of you."

The 4 most important words... "What is your opinion?"
The 3 most important words... "If you please."
The 2 most important words... "Thank you."

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 The 1 most important word... "We."
The least important word......."I."
Delivery Tips Remind participants to consider adding an item to their action plan.

What To Do As A Follower
Because the members of a new team may experience uncertainty and apprehension, it’s important to
help members feel comfortable and that they are a part of the group. The “Trading Places” and “Team
Getaway” exercises presented above help foster rapport-building.

In addition, helping team members enhance their listening skills will allow them to focus more clearly on
the objectives, thereby helping to maintain interest and enthusiasm for the work of the team.

Estimated Time 10 minutes

Topic Objective To increase listening skills within the group

Listen Up
Topic Summary Based on verbal instructions only, it is likely that no two participants will
produce the exact same result

Materials Required  Paper and pencils

Planning Checklist  None

Describe an object which the participants will draw. Then provide oral
instructions:

 Draw a circle

 Below the circle draw a square

 To the right of the square, draw a second circle that intersects with
Recommended Activity
the first circle

 Now draw a line from the middle of the first circle to the middle of
the square

Interpretations should vary widely. Discuss with the group the value of the
exercise in terms of communication and listening skills. Emphasize that in
the absence of any visual cues, good listening skills are critical.

Stories to Share Would the evacuation from US Airways flight 1549 in the Hudson River on
January 15, 2009 have been as successful if passengers hadn’t listened

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 attentively to the flight attendants and followed their verbal instructions?

Delivery Tips Remind participants to consider adding an item to their action plan.

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