Facilitator's Guide - Team Building -...

FACIL ITATOR’S GUIDE

Team BuildingFor Public Health Professionals

SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

TEAM BUILDING FOR PUBLIC HEALTH PROFESSIONALS

TEAM BUILDING FOR PUBIC HEALTH PROFESSIONALS

Team Building for Public Health ProfessionalsCONTENTS

Team BuildingSustainable Management Development Program iv

Course OverviewAbout this Facilitator’s Guide v

Target Audience v

Learning Objectives v

Materials and Equipment vi

Workshop Schedule vii

Classroom Preparation Checklist vii

ResourcesInternet Sites ix

Text Booksix

Further Reading ix

Instruction NotesIcon Glossary 1

Icebreaker 1

Introduction 3

Introduction to Team Building 5

Building and Managing Successful Teams 9

Resolving Problems in Teams 11

Conclusion25

Appendix 27

ICON GLOSSARY | iii


Team Building

SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAMThe CDC Sustainable Management Development Program is dedicated to strengthening health systems globally through improved public health leadership and management in low resource countries. We do this by building country capacity to achieve a lasting impact, advancing the science base through applied research and evaluation, and developing strong partnerships and providing strategic leadership.

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Course OverviewABOUT THIS FACILITATOR’S GUIDE

This guide is designed to provide you the materials and direction to successfully deliver the Team Building course in a classroom environment. It assumes that you have experience in working with teams as part of your professional responsibilities. As facilitator, we encourage you to bring relevant examples from your own professional experience to illustrate the key learning points and to enrich the dialogue throughout the session. The Resources section of this guide may be helpful to you for further research into the topic.

This guide includes notes for you to say and do during the class, as well as materials to help you prepare and conclude the course.

Please read the description of the target audience carefully, as well as the learning objectives. By correctly positioning the course you can set reasonable expectations for the participants.

TARGET AUDIENCEThis course is designed for supervisors and managers in public health services, typically at district-level. It is expected that they have responsibilities for forming, leading, or participating in teams. While the course may be conducted with an intact work team, the course is designed as a survey of team building skills for a group without previous working relationships. There are no prerequisites to this course.

LEARNING OBJECTIVESWhen participants complete this course they will be able to:

Describe the importance of effectively functioning teams as an essential element to successful public health programs.

Create more effective working relationships among team members.

ICON GLOSSARY | v


Create positive and productive team agreements and norms.

Select specific skills and tools when creating alignment within diverse teams.

Choose effective responses to resolve common problem behaviors present in teams.

MATERIALS AND EQUIPMENT

MATERIALS EQUIPMENT

For the Instructor: Flipchart and easel (2) Masking Tape, Painter’s Tape,

or Sidewalk Chalk Problem Team Behavior Signs

(4)

For the Instructor: Personal computer (if desired) LCD projector (if desired) Markers Digital Timer or watch/clock

For the Participant: Team Building Participant

Workbook Pens

For the Participant:none

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WORKSHOP SCHEDULE

TIMES TOPICS COVERED

1 Hour 40 Minutes

Mingle Group Exercise – 30 minutes Session Logistics – 10 minutes Introduction – 10 minutes Overview of Team Building – 20 minutes Team Assessment and Design – 30 minutes

Break

2 Hours Typical Problem Team Behaviors – 40 minutes Alignment – 60 minutes Summary and Evaluation – 20 minutes

Note timings are approximate and should be verified during classroom preparation. Be sure to allot time for breaks.

CLASSROOM PREPARATION CHECKLIST

TASK PObtain & test projector & personal computer (if desired)*Obtain 2 flipcharts for the facilitator and set of markersCopy participant workbook Obtain & test PowerPoint® file TeamBuildingPPT.ppt (if desired)*Arrange chairs in a semi-circle Prepare flipchart templates. (Directions are described on the following pages.)

- “Opportunities/Challenges” – page 4- “Course Agreements” – page 5- “Kinds of Teams” – page 7- “Results/Relationship” – page 9- “Remedies” – page 20- “What Helped?/What Got in the Way?” – page 23

It is recommended that the facilitator utilize flipcharts, and not use PowerPoint slides for this course. Arrange chairs in a large semi-circle facing

ICON GLOSSARY | vii


facilitator, along with 2 flipcharts. Set up PowerPoint if desired, or prepare flipcharts using PowerPoint slides as guide.

Flipcharts will also be used to record participants’ remarks, so they are needed whether PowerPoint is used or not. Before participants arrive for second 2-hour session, tape or mark out “4-square” on floor, ground or carpet, in the middle of the semi-circle, using painter’s tape, or sidewalk chalk (outside). Signs for this exercise are located in the Appendix. Example:

Blaming/Criticism Defensiveness

Contempt Withholding/Obstructing

Be sure to review the participant workbook prior to delivering the workshop so you are familiar with exercises that accompany the learning material.

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Resources

INTERNET SITES

Center for Right Relationship http://www.centerforrightrelationship.com/

Team Diagnostic International http://www.teamdiagnosticassessment.com

TEXT BOOKS

Scholtes, P.R., Joiner, B.L., Steibel, B.J. The Team Handbook: 3rd ed. Madison, Oriel Inc. 2003

Reddy, W., Jamison, K. (1998). Team Building. San Diego, CA. NTL and University Associates

FURTHER READINGBeaudoin, Marie-Nathalie, and Walden, Sue. Working with Groups to Enhance Relationships. Whole Person Associates, Duluth, MN 1998

Bens, Ingrid. Advanced Team Facilitation. GOAL/QPC, 2000. Gottman, John M. The Seven Principles for Making Marriage Work: A Practical Guide from the Country's Foremost Relationship Expert Three Rivers Press; 1 edition (May 16, 2000)Lenccioni, Patrick. The Five Dysfunctions of a Team. Jossey-Bass, 2002.

Patterson, Kerry, Grenny, Joseph, McMillan, Ron, Switzler, Al, Covey, Stephen R. Crucial Conversations: Tools for Talking When Stakes are High. McGraw-Hill, 2002.

Scott, Susan. Fierce Conversations: Achieving Success at Work and in Life One Conversation at a Time Berkley Trade 2004

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Instruction NotesThe following instructional notes refer to Team Building for Public Health Professionals. Suggested actions and script for you are located in the Script/Key Points section. Also included are references to the participant workbook, as well as instructions on when and how to use the exercises. Use these materials as you prepare for your session and to guide you during the workshop. Be sure to refer participants to the appropriate page number in their workbook throughout the session.

Script for the facilitator to SAY is written like this. (Plain Text)Instructions for the facilitator to DO are written like this. (Bold Text)Possible answers are written like this. (Italics Text)

ICON GLOSSARY

SPECIFIC SLIDE FOR USE DURING THE EXPLANATION

FLIPCHART USE

SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

SMALL GROUP EXERCISE

QUESTION FOR FACILITATOR TO ASK PARTICIPANTS

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SlideImage


VIDEO PRESENTATION/AUDIO PRESENTATION

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Course Instruction ICEBREAKERMingle Group ExerciseExpected Time: 30 minutes

Exercise 1: MingleWORKBOOK CLOSED

20 MINUTES

SCRIPT/KEY POINTS

Welcome class and introduce yourself by name.

Introduce any dignitaries.

Explain their workbook: they will use it to complete exercises and take notes.

Ask participants to stand up and briefly share their experiences in pairs or threes about their prior involvement with teams, either personal or professional, considering the following questions:

− What has been the best part about working with teams?

− What has been the most challenging part of working with

teams?

After the mingle activity, instruct participants to take turns doing the following:

1. Introducing themselves by name (if participants do not

already know one another)

2. Providing one example of working in teams

3. Providing one challenge of working in teams

Activity Flip Chart Question Tip CONCLUSION | 1


Exercise 1: Mingle DebriefWORKBOOK PAGE 1

10 MINUTES

SCRIPT/KEY POINTS

1. Record opportunities and challenges on flipcharts, using two columns: one titled, “Opportunities,” and the other titled, “Challenges.”

2. Direct participants to record the list in their workbooks on page 1. You may note some of the opportunities may be challenges and vice versa. The point of this warm up is to acknowledge the group’s experience, and the reality that team work can be both complex and messy, as well as provide depth, breadth and diversity to a project.

INTRODUCTIONSession LogisticsExpected Time: 10 minutes

2 | CONCLUSION Plain=Script Bold=Instructions Italics=Answers


Session Logistics

WORKBOOK CLOSED

SCRIPT/KEY POINTS

Explain course schedule (4-hour course with a break approximately after 2 hours).

Explain any housekeeping details, such as break times, fire drill, and restroom location.

Establish agreements for the day:

In line with what we will be learning today, I would like to first design

with you a list of conditions that will help this workshop be a productive

experience for you. What type of environment will help you succeed as

a learner today?

Record agreements from participants on flipchart; add these additional requests at end (if not mentioned from participants).

− Confidentiality (what is said here, stays here; want to

ensure everyone is safe and comfortable)

− Openness (willing to try to new things, new learning)

− Present (turn off cell phones, leave current work

commitments outside)

Confirm agreement of group with these requests.

Learning Objectives

WORKBOOK PAGE: vii



SCRIPT/KEY POINTS

Review learning objectives:

− Describe the importance of effectively functioning teams as an essential element to successful public health programs.

− Describe how to create more effective working relationships among team members.

− Articulate methods for creating positive and productive

team agreements and norms.

− Select specific skills and tools when creating alignment

within diverse teams.

− Choose effective responses to resolve common problem

behaviors present in teams.

− Identify ways to develop productive working relationships

within teams.

You will use what you learn during this course when you return to your

countries and work in teams.

INTRODUCTION TO TEAM BUILDINGExpected Time: 10 minutes



Introduction

WORKBOOK PAGE: 1

SCRIPT/KEY POINTS A team can be defined as two or more people coming together to

accomplish a specific task.

More and more frequently, teams are used as a core method of accomplishing work tasks. What types of teams are you on or have you been a part of?

Record participant examples on flipchart and then add other examples listed (if necessary):

− Project teams

− Coalitions

− Management teams

Draw out or provide other local examples of how teams are used in the local context (e.g., elders’ council, etc.).

How are teams used in your local culture?

Overview of Team BuildingExpected Time: 20 minutes



Overview of Team Building

WORKBOOK PAGE: 2

SCRIPT/KEY POINTS

Teams are the heart of many organizations and initiatives, and exist to produce results. Successful teams use effective relationships to motivate and sustain change.

Point back to their list of opportunities and challenges of teams

Leading experts in team dynamics actually echo your list of opportunities and challenges to team functioning. The good news is that we know more about what makes a team perform at their best.

Present the Relationship/Results Qualities of High Performing Teams, and explain it as you speak.

A framework developed by Team Diagnostic International has identified qualities of high performing teams (direct them to p. 2 of workbook)

− Results strengths (strengths related to accomplishing the task, such as having a purpose/goal, boundaries, direction, and support)

− Relationship strengths (or strengths related to managing team relationships such as interpersonal and facilitation skills)

High Relationship

Low Relationship

High Results

Low Results

Overview of Team Building (cont.)WORKBOOK PAGE: 3



SCRIPT/KEY POINTS

On page 3 of your workbooks, you will notice a Results/Relationship matrix. Fill in behaviors that you might observe in each box. What kinds of behavior might you observe when the team could be considered high in these characteristics? Low results and low relationship?

High Relationship Low Relationship

High Results

Collaborative relationships, respect for each other

Work is completed on or before deadlines

Work may be completed quickly, but can become mundane

Limited creativity or harnessing of team strengths

Low results

Team may be having a good time, but limited work is accomplished

Participants may blame others for team problems

Work doesn’t get done

Teamwork is more complex than working alone. Teams function as systems that have a culture and set of dynamics. Teams need to be designed–not left to chance. We will come back to this later.

In this workshop, we are going to discuss four different areas to consider when building teams:

− Assessment and Design

− Typical Problem Behaviors with Teams

− Remedies for Common Team Behaviors

− Alignment Refer to flipchart of opportunities and challenges and link back to

the discussion. Compare opportunities and challenges to the relationship and results strengths.

Overview of Team Building (cont.)WORKBOOK PAGE: 3



SCRIPT/KEY POINTS Similar to good public health program implementation, you’ll be more

successful in achieving your ends if you start with assessment and invest in planning at an early stage. This is true whether you are working with an existing team or creating a new one.

Just like in public health program development, there are many ways to assess and plan a team.



BUILDING AND MANAGING SUCCESSFUL TEAMSTeam Assessment and DesignExpected Time: 30 minutes

Exercise 4- 5: Team Assessment and Design

15 MINUTES

WORKBOOK PAGE: 4–5

SCRIPT/KEY POINTS

Direct participants to divide into groups of 4 or 5, and respond to questions you read. Participants should capture responses in their workbooks.

− What areas of a team should be assessed? What

methods can you use to assess teams?

− What questions could you ask in your assessment?

What types of working agreements should be outlined to

create an effective team?

− What agreements do you want to develop based on your

assessment?

Allow groups 15 minutes to develop answers to these questions. Refer to the Assessment Tool, Appendix A of the participant workbook for questions that guide the assessment and design phases.

Circulate among the groups as they discuss and offer assistance if necessary.



Exercise 4-5: Team Assessment and Design Debrief

15 MINUTES

WORKBOOK PAGE: 4−5

SCRIPT/KEY POINTS Capture some sample responses for “What to Assess?”, potential

assessment methods & questions, and “Creating Team Agreements”

Point out how their assessment and design questions address or reflect elements of the Qualities of Highly Effective Teams

Assessment & design can be done quickly -- as an example, we explicitly designed our working agreements this morning for this class – or can be more formal, depending on the needs of the team and the project. The point is that it is important to understand the culture and the context of the teams you are working with, and intentionally design your working relationships so that you are more likely to be successful.

Refer to list of agreements created earlier. Note how this is an example of creating working relationships with a group.

Direct participants to review these team assessment tool Appendix A of their participant workbooks.

How might you use this concept of assessment and design with your work teams?

Dismiss for a 10-minute break.

RESOLVING PROBLEMS IN TEAMSTypical Problem Team Behaviors



Expected Time: 40 minutes

Typical Problem Team Behaviors

WORKBOOK PAGE: 6

SCRIPT/KEY POINTS

Before class reconvenes and using as much space as possible, outline a large square on the floor with masking tape. With additional tape, divide the box into four equal quadrants. (This exercise can also be conducted outside using concrete/pavement and sidewalk chalk.)

Sometimes teams have habits that might get in the way of being at their best.

Refer to the list of challenges participants created earlier.

Some other reasons include:

− Teams are made up of people (everyone is different).

− Work as part of a team is complex (each person comes to

teams with different experiences, goals, and motivations).

− Being on a team takes highly developed interpersonal,

meeting and facilitation skills.

− The workplace is full of stress these days: trust is low,

high degrees of cynicism and uncertainty from years of

economic crisis. Individuals and teams can feel a sense

of powerlessness.



Exercise 6: Typical Problem Behaviors

20 MINUTES

WORKBOOK PAGE: 6

SCRIPT/KEY POINTS

Ask participants to gather around the box outlined on the floor (or concrete/pavement).

There are four typical problem behaviors that commonly occur in teams. This work comes from an American researcher, John Gottman, who researched these behaviors in couples, but they also apply to teams.

Introduce the quadrants to the participants. Place a problem behavior card in each quadrant as you announce them.

− Blaming/criticism

− Defensiveness

− Contempt

− Withholding/Obstructing

Walk around the square and select a behavior that you sometimes use. Stand in it for a few minutes and talk with others about your experiences using that behavior. Appoint a spokesperson, and teach the rest of the group the meaning of the behavior. Demonstrate body language that may accompany each behavior.

Ensure there are at least 2 participants in each box. If not, ask a participant to join another group.

Definitions (if participants are stuck, or need to be redirected) As facilitator think of your own examples and the impact of each

− Blaming/criticism: attacking person rather than behavior

(example: “You are always late.” Or “ You aren’t

trustworthy.” Body language example: pointing at others)

− Defensiveness: refusing to own your part of the problem

(example: “It’s not my fault that you didn’t know about the



meeting.” Body language example: arms crossed.)

− Contempt: includes sarcasm, belittling. This can actually

damage a person’s health over time (example: “I can’t

believe you did that. That’s the worst thing I’ve ever

seen.” Body language example: sneer, disgust.

− Withholding/Obstructing: cutting off communication,

withdrawal. (example: not answering when they ask you

a question, not returning their phone calls,, not

responding to communication, offer reasons why you

can’t respond to their request. Body language example:

back turned away). Notice the power there can be in

doing nothing. This method is quite common with email:

delaying a response, or not responding at all

Instructor Note: this last behavior is termed stonewalling in the literature but has been replaced with terms that may be more familiar to non-native English speakers.

Listen to definitions from each group. It is important to emphasize that these behaviors occur and are normal–the point of the exercise is to talk about how the behaviors impact teams.



NOTE If English is a second language for participants you may find they

struggle with the terminology used in this exercise. An alternate method of using the four squares is described below.

Place all four papers in their quadrants, but display only the Blame description on the floor, with the other behaviors turned over. Since the behavior of blame is the easiest to describe, have all participants assemble in the box of Blame. Have them act out blaming each other. This could be demonstrated by pointing a finger at someone, a behavior which is common to many cultures. The instructor should feel free to act it out and demonstrate great fun with the activity, which will help encourage the participants. Then ask them what happens when you are blamed. At least one should come up with ‘defending myself’. (You may need to probe by asking "and how does that make you feel" before they arrive at the word “defensiveness”. ) This allows you to turn over the paper to display Defensiveness and to introduce it. Encourage participants to move to this box and act out this feeling. As they are doing so, watch carefully for someone to cross their arms, or turn around and block out the others. When you see this, bring attention it by asking "What’s happening here?" Eventually they will come up with words such as "blocking out", "protecting". You could press: ask "What might you have around you?", while gesturing to encourage someone to imagine a wall. At this point, turn over the paper and introduce the Withholding box. This will enable you to introduce the term stonewalling if you care to use it. Finally, introduce the fourth behavior by asking “What have we left out? What happens when there is a total breakdown of respect by an individual?” Then turn over the Contempt paper and allow people to act it out.

Throughout the activity make sure that participants are translating the terms into their native language to ensure understanding.This activity will be highly interactive and should be fun and energizing for you and the participants.



Exercise 6: Typical Problem Behaviors Debrief

WORKBOOK PAGE: 6

SCRIPT/KEY POINTS If you find yourself using this behavior, what can you do?

Become aware and acknowledge your own patterns and habits; notice the impact of the behavior on others; learn alternative communication strategies; examine what the underlying issues are; ask for help or feedback from mentors or colleagues

Walk around the square and now find a box you least like to be on the receiving end of. Talk for a minute, appoint a spokesperson, and have him/her show us what it feels like to be on the receiving end of this behavior. Demonstrate body language that shows how you feel.

Ensure there are at least 2 participants in each box. If not, ask a participant to join another group.

Participants may notice interaction between problem behaviors (i.e., defensiveness provoked by criticism). Note that these behaviors rarely exist in isolation.

Allow a spokesperson from each “problem behavior” box to give a brief report.

What is the effect of being on the receiving end of these behaviors?

Lowers team morale, lowers self-esteem, impacts trust and camaraderie, reduces productivity & positivity elements

How does it affect team building?

Ask participants to return to their seats.



Remedies for Common Team Problem Behaviors

WORKBOOK PAGE: 7

SCRIPT/KEY POINTS

Title a flipchart sheet, “Remedies.”

Now that we have looked at the four most common problems in teams, let’s list some ways to eliminate the problem behaviors—in ways that build a higher functioning team. What are ways we can work together to diffuse problematic team behaviors?

Think about how you would approach a person who exhibits a certain behavior, so that you can get past the behavior and on to a solution. For example, if a person has a tendency to be defensive, how would you approach them to tell them they are doing a task incorrectly?

Capture responses from participants, and then add other examples, if needed:

− Notice your own patterns. Which problem behaviors do

you regularly use? What is the impact when you use

them? Take responsibility for the impact you want to

have in your team.

− Educate your team about problem behaviors and name

them when they occur in the team. Bringing problem

behaviors out into the open can defuse them. Create

working agreements about how you as a team will handle

and address problem behaviors when they occur.

− Look for the request behind the complaint. The problem

behavior may be an unskillful attempt to request change.

If you have a complaint, consider what you are wanting to

request of another person; if you are receiving a



complaint, consider what is really being asked for.

− Don’t take it personally. Instead of focusing on who is

doing what to whom, focus on what is trying to happen in

the system. Request clarification and clear any

assumptions that may be underneath. Is there a change

that is needed?

− Acknowledge and appreciate team strengths successes

when they occur to build up a reservoir of positivity within

the team and prevent problems. How can you use this concept of problem team behaviors in teams that

you are currently a part of? How can you address some of the challenges of working with teams?

Caution! Use these terms as an opportunity to have a common language with your team and to name behaviors that are unhelpful. Do not label people!

Appendix B in your workbook gives you some specific ideas for correcting each of these problem behaviors. You can use it for yourself or share it with your work teams to strengthen your work relationships.

Direct attention to the Qualities of Highly Productive Teams if relevant.



AlignmentExpected Time: 60 minutes

Alignment as a Team Building Skill

5 MINUTES

WORKBOOK PAGE: 8

SCRIPT/KEY POINTS An important part of working within a team is the ability to see the

potential in others and in their ideas. This requires being able to value and respect the ideas of others, taking time to acknowledge and finding value in the suggestions of others (that is, opening ourselves to other ideas and perspectives).

Rather than aiming for 100% consensus or agreement within a team, focus on alignment.

Focusing on alignment means finding a common underlying set of beliefs or purpose.

Alignment promotes increased creativity, team participation, and honors diversity.

With this type of perspective, disagreement can actually increase team creativity.



Activity: One Word Story”

10 MINUTES

WORKBOOK CLOSED

SCRIPT/KEY POINTS

Note this activity does not require the participant workbook and is therefore not presented as a numbered exercise.

We are now going to practice some of the skills needed for team alignment with an activity called “One Word Story.”

Direct participants to divide into groups of 4 or 5 and adjust their chairs so they sit in small circles.

Ask participants to provide you with the name of a common household item (i.e., spoon, stove, or chair). Once you have selected the item, tell groups they will be telling the story of “The Magic (Household Item),” but only one word at a time. Every group will use the same household item.

Imagine the story will be audio recorded and will be sold as a book on tape. Keep in mind that we want to make a coherent story. Participants will rotate around the group speaking only one word at a time.

Allow groups five minutes to conduct the exercise. Walk around the room listening to the exercise. Note if the groups’ energy drops. If it does, move on quickly to the debrief.

Ask participants to return their chairs to the large circle.



Activity: “One Word Story” Debrief

5 MINUTES

WORKBOOK CLOSED

SCRIPT/KEY POINTS

Present a flipchart sheet divided into two columns. The right column should be titled, “What Helped?”; and the left side should be titled, “What Got In the Way?”

What behaviors helped the group be successful in the activity?

Listening, flexibility, openness, etc.

Capture positive behaviors by listing them on the flipchart sheet in the right column.

What got in the way?

Planning, getting tense, worrying, needing it to go my way, etc.

Capture challenging behaviors by listing them on the flipchart sheet in the left column.

How do these skills apply to working with teams?



Alignment

10 MINUTES

WORKBOOK PAGE: 8

SCRIPT/KEY POINTS

The concept of alignment is different than agreement

As humans, we are trained to pay attention to what “doesn’t work.” Identifying problems is a big part of our jobs. We quickly acknowledge what’s right, and then focus on what’s wrong, by using phrases like, “Yes, but. . .”

However, in the long run, this has limited our perspective to only OUR ideas and ways of doing things.

By simply eliminating the word “but,” we focus on the positive, and acknowledge the richness of someone else’s contribution. This is an excellent way to create alignment. We are going to practice this way of creating alignment with another.



Exercise 7: Expanding the Practice of Alignment

20 MINUTES

WORKBOOK PAGE: 8

SCRIPT/KEY POINTS Direct participants to find a partner and sit facing one another.

Some participants may be resistant to this exercise, which is OK. You can mention that it IS artificial and awkward to keep saying, “What I like about your idea is. . .,” but the idea is to notice the end result of the experience. “Yes, and. . .” can be even more powerful as an attitude–as much as a set of words.

To practice this skill, partners will plan two events−a vacation and reunion. To do this, you both will take turns offering ideas.

After your partner offers an idea, respond by recognizing at least one aspect of what was offered, using this phrase, “What I like about your idea is. . .” (completing with something you genuinely like about the other person’s idea.) Keep searching until you find something you actually like about the other person’s contribution.

In this exercise, there are no restrictions: budget, practicality, plausibility, possibility and the laws of physics do not exist. With your partner, plan a vacation both of you will enjoy. After five minutes, switch topics and then, plan a reunion for this training cohort.

Circulate around the room and notice if groups are ending, or struggling, and change the timeline accordingly. After five minutes, ask pairs to switch topics.



Exercise 7: Expanding the Practice of Alignment Debrief

10 MINUTES

WORKBOOK PAGE: 8

SCRIPT/KEY POINTS

What was your experience of this exercise?

Difficult, had to concentrate, had to think on one’s feet

What was it like to have your idea accepted?

Felt good, acknowledged, appreciated even for my contribution, as well as my differences

What effect did this attitude have on the outcome of either the vacation or the reunion?

Was a more creative or different outcome than I expected; generated more possibilities than anticipated

How might you apply this to your work with teams?

Acknowledge individual contributions; collaborate on a higher level; generate new ideas, rather than criticizing or shutting down new perspectives; generate collaborative outcomes more quickly

How might a “Yes, and. . .” attitude impact a team and its effectiveness?

Acknowledge and honor diversity, increase constructive interaction, communication, trust, respect; alignment as one of task strengths; increase collaborative decision making

Since it is somewhat artificial and awkward to use “Yes, and. . .” language, what might be other ways you could bring a “Yes, and. . .” attitude to a real-world team?



Exercise 7: Expanding the Practice of Alignment Debrief (cont.)

10 MINUTES

WORKBOOK PAGE: 8

SCRIPT/KEY POINTS

− Consider how many other ways you might say “What I like about your idea is. . .” such as “What I appreciate about your comment is. . .” “How insightful! And. . .” “Thank you for that – and. . .”

− Play a game with yourself to see how often you can align in words or actions with a colleague, perhaps even one who you don’t often agree with. Notice the impact in your working relationship.

− Listen for opportunities to immediately recognize the positive contribution the team member has made (i.e., “What I like about your idea is. . .”) before offering your own idea (“…and here’s another thought I could add”).

− Ask team members directly about their opinions when they don’t contribute regularly. See how you might incorporate the “Yes, and. . .” attitude with even non-verbal contributions: “I appreciate your on-going commitment to attending these meetings, and. . .”



CONCLUSIONSummary and EvaluationExpected Time: 20 minutes

Summary and Evaluation

WORKBOOK PAGES: 9 and 15

SCRIPT/KEY POINTS Review team building methods covered today:

− Team Assessment

− Team Design

− Working with Problem Behaviors

− Creating Alignment

In order to help make the transition between this session and your work settings, please complete the individual development plan.

Allow participants five minutes to complete the individual development plan worksheets, and ask for volunteers to share any highlights of what they are taking away from session. Highlight important learning points.

Thank participants.

Ask participants to complete course evaluation forms, on page 15 of their participant manuals.

Collect completed forms from workshop participants.


Appendix

Problem Team Behavior Signs

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