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50 Activities for Team Building Volume II

Mike Woodcock

HRD Press, Inc. • Amherst • Massachusetts

© 1989 by Mike Woodcock The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following statement appear on all reproductions: Reproduced from 50 Activities for Team Building, Volume II, by Mike Woodcock, Amherst, Massachusetts: HRD Press, 1992. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution—or inclusion of items in publications for sale—may be carried out only with prior written permission from the publisher.

Published by:

HRD Press, Inc. 22 Amherst Road Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com

ISBN 0-87425-192-3

Production services by Jean Miller

Table of Contents Preface .............................................................................................................................. v 1. Using the Book ............................................................................................................. 1 2. The Building Blocks of Effective Teamwork ............................................................ 9 Activities 1. Our Team and Its Stage of Development............................................................. 21 2. What Makes Teams Effective? ............................................................................ 25 3. Team Rating ......................................................................................................... 29 4. The Teams in My Working Life .......................................................................... 33 5. Team Mirroring .................................................................................................... 37 6. Team Leader Effectiveness .................................................................................. 39 7. Team Leadership Style......................................................................................... 43 8. Characteristics of Personal Effectiveness ............................................................ 47 9. My Meetings with Others..................................................................................... 51 10. Force Field Analysis............................................................................................. 55 11. Team Effectiveness Action Plan .......................................................................... 57 12. Brainstorming....................................................................................................... 61 13. Team Openness Exercise ..................................................................................... 63 14. Review and Appraisal Meetings .......................................................................... 67 15. Enlivening Meetings ............................................................................................ 71 16. How Good a Coach Are You? ............................................................................. 73 17. Being a Better Coach............................................................................................ 79 18. Counseling to Increase Learning.......................................................................... 83 19. Management Style................................................................................................ 91 20. Discussing Values ................................................................................................ 99 21. Team Member Development Needs.....................................................................101 22. Who Are You? .....................................................................................................105 23. Intimacy Exercise.................................................................................................107 24. Highway Code—A Consensus-seeking Activity .................................................113 25. Is the Team Listening? .........................................................................................121 26. Cave Rescue .........................................................................................................123 27. Initial Review .......................................................................................................133 28. Prisoners’ Dilemma..............................................................................................137 29. The Zin Obelisk....................................................................................................141 30. Cloverleaf .............................................................................................................149 31. Four-Letter Words................................................................................................151 32. Team Tasks ..........................................................................................................153

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50 Activities for Team Building: Volume II

33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

iv

Making Meetings More Constructive ..................................................................155 Positive and Negative Feedback ..........................................................................157 Improving One-to-One Relationships ..................................................................161 To See Ourselves as Others See Us .....................................................................163 Process Review ....................................................................................................165 How We Make Decisions.....................................................................................169 Team Self-review .................................................................................................173 Silent Shapes ........................................................................................................177 Basic Meeting Arrangements ...............................................................................179 Decision Making ..................................................................................................183 Communication Skills Inventory .........................................................................185 Taking Stock ........................................................................................................195 My Role in the Team............................................................................................199 Devising a Team Vision.......................................................................................209 Intergroup Feedback.............................................................................................213 Burying the Old Team..........................................................................................219 Organizational Types Audit .................................................................................221 Balancing Team Roles .........................................................................................237

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

Preface

I

have worked closely with Dave Francis and John E. Jones who have helped me to realize the full potential of structured experiences. To them I give my thanks. Improving the utilization of human resources within organizations involves a comprehensive approach that develops the organization as a system, examines each work group or team, and also enhances individual competence. This book is about improving team performance. Other published works look at other aspects of human resource development (Woodcock and Francis, 1975, 1979, and 1982). Those books have a structure style that is consistent with this. A further book (Woodcock and Francis, 1981) examines the contribution that team building can make to the development of the wider organization. Another book (Jones and Woodcock, 1985) examines the structure of management development and offers general guidance on conducting management development programs. The essence of practical activities is that they prove effective only when they are tried and explored. In this book I encourage you to experiment and enjoy the experience. Mike Woodcock

References Francis, D., and M. Woodcock, People at Work—A Practical Guide to Organizational Change, University Associates, La Jolla, CA: 1975. Jones, J. E., and M. Woodcock, Manual of Management Development, Gower, Aldershot: 1985. Woodcock, M., Team Development Manual, Gower, Aldershot: 1979. Woodcock, M., and D. Francis, Organisation Development Through Teambuilding: Planning a Cost Effective Strategy, Gower, Aldershot: 1981. Woodcock, M., and D. Francis, The Unblocked Manager: A Practical Guide to Selfdevelopment, Gower, Aldershot: 1982. Woodcock, M., and D. Francis, Unblocking Your Organization, University Associates, San Diego: 1979.

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1. Using the Book

T

his book provides practical activities for putting the theory of team development into practice. The activities are linked to the “building blocks” model of effective teamwork that is outlined in Chapter 2. At the end of Chapter 2, there is a key that links each of the activities to one or more of the building blocks. By using this key, you can quickly identify those activities that will best meet your needs. A revolution in development in organizations has been taking place. Fifteen years ago, management training was characterized by managers sitting at desks reading, listening to lectures, taking notes, or discussing somewhat academic case studies. This approach often failed to make an impact on experienced managers. Training courses were perceived as heavy penance to be endured only at the organization’s insistence, or else participants tried valiantly to turn management development courses into holiday jaunts. In recent years, innovations in training have increased its relevance, effectiveness, and even its potential to be enjoyed. More key employees now value training and more of them clearly see its application to their working lives. Moreover, they continue to be influenced long after the training experience is over. How has this transformation occurred? As with many innovations, those involved in management training questioned their assumptions and developed a new framework of thought. The following principles have emerged: • • • • • • • • •

Intellectual learning has limited value; Direct experience is the key to learning; The rate of personal development varies considerably among individuals; Self-awareness and rigorous review form the basis of development; Experiment and risk taking are necessary components of effective programs of change; Distinct skills of problem identification, decision making, and leadership can be identified and learned; Team development is a continuous process, as new needs emerge and new tasks need to be completed; Distinct skills of working together can be identified and learned; Work relationships can often be improved through systematic development of skills and attitudes.

Trainers have come to realize that some of the most significant developments involve a team learning from its own experience rather than simply acquiring new knowledge. Often, insights have far more impact than the acquisition of another technique or piece of knowledge. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

All this has greatly affected the design and style of training. It has been realized that “one true insight is worth a week in the classroom.” Ways have been found to help teams learn without directly teaching them. Many team development programs now combine the disciplined instruction of the classroom with the self-discovery insight and energy derived from groups of people working together. In recent years trainers have realized that stimulating and effective training programs are only one component in developing genuinely useful new skills and competencies. Learning must be applied to day-to-day working life. Also, real progress can often be made by managers working alone because learning is not an activity that takes place only under the eyes of a skilled trainer. Rather, learning is a continuous process that evolves as people intelligently explore and interact with the real challenges of demanding situations.

The Learning Experience Learning is more than a matter of absorbing information. Many teams know very well what they should do but fail to practice what their intellect tells them is right. Such behavior can become self-defeating. People begin to expect failure at a particular point, and this further reduces the chances of success by inhibiting energy and reducing confidence and initiative. These barriers to effectiveness are sometimes called “blockages.” Useful development occurs when such blockages are identified and the team experiences the possibility of progressing beyond them. Such experience renews motivation. This book contains fifty practical activities, all of them designed to help teams develop insight, skills, and resourcefulness. Each activity has the same principal function: to create a learning experience. Learning by experience is powerful because it touches both intellect and emotions. There almost always are three steps in achieving significant learning.

Step 1: Exploring the present The present situation must be explored as thoroughly as possible. This includes looking at all factors involved, both rational and irrational, positive and negative. This is difficult, but not impossible. Although we tend to see the world and ourselves only from one point of view, other individuals and teams can give us information from different viewpoints, thereby challenging our assumptions. This helps us to explore the present more fully.

Step 2: Visioning the future Unless a team is to drift from situation to situation at the mercy of circumstance, it is necessary to have clear goals and objectives that are tangible expressions of desires and needs. A vision of the future is a very important tool for assisting change. It provides motivation and increases the will to succeed. Without goals, teams cannot bring their tenacity, drive, and creativity into play. The absence of genuine desire frequently undermines achievement and development. 2

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1. Using the Book

As teams explore their goals, it also is important that they spend time identifying and considering options. Managers and supervisors frequently devote a great deal of attention to examining their options without realizing that it makes sense to apply the same level of concern to team goals.

Step 3: Bridging the gap The third step in the process of change bridges the gap between the present situation and what the team wishes to achieve. After goals and targets are identified, resources need to be identified and allocated. The importance and difficulty of the planned change govern the quantity and quality of the resources that need to be mobilized. Important tasks require significant effort, and, as every team knows, there is a greater risk of failure when a team embarks on a program of change with insufficient resources. Planning change is complex because situations rarely are static and new factors constantly intervene that affect existing plans. However, not all deviations are destructive. Sometimes new opportunities arise and it would be foolish to ignore these in pursuit of more limited goals. Each new opportunity or change should be viewed in the context of the broad objectives that have been set. A new problem often can become an opportunity if sufficient creativity is employed. The exercise of initiative and assertiveness is vital to the accomplishment of goals. Learning needs vary according to circumstances and situation. Sometimes new ideas or techniques are needed; at other times the priority is application. A simple model of the learning process (see Figure 1.1) helps to explain this. New ideas are sterile without application, so it is always necessary for teams to use their new learning in their own setting. Development Application

Idea

Idea Application

Starting Point Figure 1.1 A Model of the Learning Process

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50 Activities for Team Building: Volume II

Teams are most likely to learn and change when they believe that new behavior is both desirable and possible. This principle has been understood for thousands of years. Gladiators in ancient Rome were trained by a series of testing assignments. Medieval guilds were founded on the principle that only practical achievement teaches skills. Peacetime armies spend much of their time simulating warfare, trying to battle harden soldiers before a real fight. The better the simulation, the more able the soldiers in battle. Learning by experience, despite its cumbersome and unpredictable nature, is a most effective means of facilitating team development. The activities that are contained in this book are all practical ways to explore an aspect of teamwork. Some of these activities can be undertaken without any professional expertise, and guidelines are given so that maximum benefit can be derived. Every activity has the same purpose—to generate an experience from which useful learning points may be extracted. The purpose of each activity is stated so that a relevant team development program can be constructed. All of the activities employ the principle of “learning by doing”—which has proved so important in helping management training and development to become more relevant and practical. Although it is primarily a book to be used by team leaders and trainers, I hope that other people in responsible positions will also be stimulated by the activities and benefit from the learning. Consultants will also be able to adapt the activities to suit their specific needs. The activities employ various techniques that are suitable for achieving their objectives. They provide the tools for increasing team effectiveness. The emphasis is on learning from direct experience, so there are no theoretical papers or intellectual debates. Many of these activities are enjoyable and much of the potential benefit can be lost if they are pursued with grim determination. Humor and vitality are in many of these activities and the team is encouraged to play with them a little. Although the intent is serious, the accomplishment can be invigorating. So enjoy the learning!

Choosing Relevant Activities Try to begin by identifying objectives that are important to the development of the team. If you are using this book along with the Team Development Manual, use the Building Blocks Questionnaire first; it will guide you to the most relevant activities. When you have identified the areas that you want to work on, use the key to activities (pages 15–18) to help you decide which activities are most relevant to your particular needs. These activities can be used in many different settings by many different types of teams, therefore not every team will find value in every activity. Teams are encouraged to experiment, especially with activities that look straightforward and simple. In learning by experience, the value of an activity becomes apparent when it is tried fully. In addition, if the team feels that it is learning little or finds an activity embarrassing, uncomfortable, or frustrating, its problems may indicate that team members are resisting the learning. It is important in this case to follow each assignment to its end. Devote the full time that is

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1. Using the Book

allocated to each activity selected and resist the impulse to curtail any one of them prematurely. Learning by experience can sometimes be threatening or disturbing. Although all activities in this book have been widely tested and the great majority used over many years, they should be used with care and in an environment that facilitates risk taking. If you are leading a program, the following guidelines can be used to help achieve maximum benefit from the activities: •

Undertake only those activities that you feel able to handle.

•

Do not force or manipulate others to undertake activities against their will.

•

Read the instructions carefully before beginning any activity.

•

Allow sufficient time for each section of an activity (in particular, time for review and discussion is essential as this is where most learning often occurs).

•

If team members are uncertain or concerned about any experience, discuss the experience fully.

•

After completing an activity, reflect on what has been learned and encourage the team to assess the implications for everyday work.

•

Encourage the team to continue to work on difficult areas in order to increase the possibility of a breakthrough.

The main ingredients for success when using activities are: 1. Participants should get to know each other and feel relaxed in each other’s company; 2. Objectives should be clarified; 3. Participants should be encouraged to experiment and learn from what happens; 4. Skills to review experiences and critique the results should be developed; 5. Participants should be helped to plan how they can integrate their learning in their work. All the activities require some preparation and administration. Someone must act as a coordinator or facilitator. This role can be played by a training specialist, consultant, tutor, teacher, or line manager. On rare occasions, someone will be disturbed or upset by participation in an activity. It is unethical to embark on an activity without a mechanism for resolving any subsequent personal difficulties. Attention should be paid to establishing a climate that combines trust, support, and enjoyment with the more harsh qualities of openness, rigorous analysis, and direct feedback. Much of the potential benefit can be lost if the training climate is superficial, excessively cozy, or impossibly harsh.

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50 Activities for Team Building: Volume II

A Checklist for Designing Training Events Even so-called “experts” often forget to consider the basics of training event design. This checklist will help you to ensure that the essential ingredients of a successful training event design are covered. 1. Assess learning needs Although some needs may emerge as the event progresses, it is important to ensure that as closely as possible content matches perceived needs. Always remember that participants will start from different levels of understanding. 2. List the resources you have available In addition to those that you plan to use during the event, remember that demands might change and you might need to utilize your “backup” resources. 3. Try to achieve a match between the learning styles of instructors and participants People differ in their preferred learning style and so do instructors. A poor match can seriously jeopardize your chances of success. 4. Establish objectives It is always useful to know and to state what you want to achieve. However, do not be too specific. Team building is about changing attitudes and stances and not simply about the development of skills. 5. Select the appropriate training methods for each objective “Talking at” participants is seldom the right way to achieve the development of teamwork. Learning by discovery is generally much more effective although short theoretical inputs can also be used. The activities in this book are based on learning by discovery principles. 6. Prepare an event program Although you will need to be flexible, it is still advisable to create a timed program and to stick to it within reason. Be sure to allocate sufficient time for recreation, etc., and ensure that this is not eroded. Even at intensive training events, participants have other needs and can become frustrated if they are not met. 7. Establish a time frame for primary objectives Primary areas must be covered thoroughly and they should receive special attention in planning overall time constraints.

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1. Using the Book

8. Arrange the event content into subject blocks There should be some logic in the sequence in which activities take place. This will help participants to see a clear road ahead and to relate the significance of different experiences. 9. Assess progress as you proceed Plan to have one or more reviews of the effectiveness of the learning experience as it proceeds. At the very least, plan for a mid-event review and modification in which all participants share. 10. Emphasize the opening and closing sessions These are the most important sessions. The opening should set the standard, largely determine expectations, and enlist participants in the process of managing their own learning. The closing should aim to complete unfinished business and commit everyone to apply the learning after the event. 11. Build in energizers If possible, they should involve physical movement, and it is useful to make them fun and competitive. Consider including them after long sessions or before significant changes of topic. 12. Schedule staff review meetings Although the event should be well planned beforehand, the design should be flexible enough to allow changes as the learning progresses and new needs arise. Staff should regularly consider how the event is going and aim to revise it to meet changing needs and expectations. 13. Review the design before commencement Even with lots of experience, it is possible to forget a basic point or omit an essential activity. Allowing others to critique the design before the course will enable you to make adjustments. 14. Prepare material beforehand Handouts, review sheets, visual aids, etc., should all be prepared in advance. They should also appear professional. Trainers can easily be discredited by using poorly prepared and presented materials. 15. Check expectations Checking the expectations of participants before the event will help you plan to meet their needs. Do not forget that expectations may extend beyond course content. Following this simple checklist will help to ensure that your team building events are successful. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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2. The Building Blocks of Effective Teamwork

A

team is “a group of people who share common objectives and who need to work together to achieve them.” Teams can be found on the sports field, in social organizations, or in business and industry. The primary focus of this book is team building in the working environment, but the concepts and ideas can be applied wherever a group of people share common objectives and need to work together in order to achieve them. They do not need to be “paid employees” to work together. A team is not a social gathering where people meet for the purpose of enjoyment; neither is it an audience of people who are assembled to listen or to learn. Committees are not usually teams because they comprise people who represent different interest groups. Often they share concerns but lack a unified commitment to action. Teams can provide unique opportunities; they can accomplish more and achieve results, such as: • • • • • • • •

Providing support and help to their members, as a family would. Coordinating the activities of individuals. Generating commitment. Meeting the basic human need to belong. Identifying training and development needs. Providing learning opportunities. Enhancing communication. Providing a satisfying, stimulating, and enjoyable working environment.

There can be many types of teams in an organization:

Top Teams They set key objectives and develop the strategy of the organization. Because they have a broad task, they need a broad membership representing all aspects of the organization. Sometimes they may have temporary members who join them to contribute a particular expertise at a particular time.

Management Teams They set more detailed objectives and coordinate and control the work of others. They provide the day-to-day leadership in organizations. They must be able to relate to the main body of the organization. They allocate resources and plan operations, devise development strategies, and manage the boundaries between different functions.

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50 Activities for Team Building: Volume II

Operator Teams These are the people who get the job done. They may work on machines or assembly lines. They may deliver goods or services. They may serve people in shops, in restaurants, or on airplanes. They are the people who perform the primary tasks of the organization. They transfer inputs into outputs.

Technical Teams These are the people who set the standards in the organization. They might be technical standards, production standards, or service standards but they ensure that there is a uniform approach. As organizations become larger, the need for standardization becomes more apparent.

Support Teams These teams generally exist outside of the normal workflow of the organization. They provide the indirect support that is needed to enable those who get the job done to operate efficiently. Often they enable control to take place. Although it is possible to “go it alone,” the extent of human achievement is limited when people do not work together. One person can have brilliant ideas but may lack the brain power, imagination, or objectivity to capitalize on the ideas. Organizations are essentially about people working together and yet so often they fail to capitalize upon the full potential of this. A team can accomplish much more than the sum of its individual members, yet frequently groups of people are seen to achieve less than could have been accomplished by the individual members working alone. Most organizations have uninspiring meetings and departments that devote more energy to maintaining their own organizational position than to the common good of the organization as a whole. Teamwork is individuals working together to accomplish more than they could alone, but more than that, it can be exciting, satisfying, and enjoyable. Perhaps the simplest analogy is the football team. Were any of us to be given the task of building up a new national team, we would know that the task involved much more than just obtaining the best players in the nation. The success of the team would depend not only upon individual skills but on the way those individuals supported and worked with each other. A good football team is much more than a collection of individual skills; it is using these skills in a way to produce a united effort. Similarly, with almost any kind of team, its success, its very existence, depends upon the way in which all play together. In recent years, we have seen many approaches aimed at increasing organizational effectiveness, and organizations today pay more and more attention to the training and development of their people—particularly those who hold managerial positions. Most of that development activity is centered upon the improvement of individual skills, knowledge, and experience, but organizations are increasingly finding that this is not enough, that a real key to success is the way in which individuals behave toward each other and the way in which groups of people relate to and work with each other. Teamwork improves these things. 10

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

2. The Building Blocks of Effective Teamwork

How then do we recognize where good teamwork and bad teamwork flourish? Perhaps, as with most things, it is easier to start with the bad than the good, so let us look at some of the symptoms of bad teamwork. First, the team can have the wrong balance in its membership. Because essential skills are lacking, tasks are continually not accomplished efficiently. Then there is the symptom of frustration. As organizations get larger, the opportunities for personal expression and satisfaction often decrease. Too frequently people who work in organizations become frustrated because they can no longer see a clear way of meeting their own needs and aspirations. People lose inspiration and lack the commitment and motivation that are essential ingredients of effective teamwork. In many organizations, the symptoms of grumbling and retaliation are easily seen. Because people cannot express themselves through the system, they do it privately in discussions in the hallways, restrooms, or parking lots. Often this chatter is a better indicator of organizational health than the most elaborate attitude surveys. The organizations that experience poor teamwork also seem to spend a lot of time on recriminations. They do not use mistakes as opportunities for increased learning and improvement but as excuses for punishing those who make the mistakes, and they do this in the many and varied ways in which organizations are able to hand out punishments. Unhealthy competition is another indicator of poor teamwork. Competition is the lifeblood of many organizations, but there is a great difference between an organization with healthy competition, where people can enjoy the just rewards of their deserved success and others can accept that the best person, system, or policy succeeded, and an organization where backbiting, “dirty tricks,” and politics are the everyday pastimes of managers. Similarly, great differences in rivalry between departments can be found. Many organizations owe much of their success to the naturally competitive spirit and pride of team membership that departmentalization often encourages, but many others have departments that are at constant war with each other, each jockeying for superior organizational position, influence, or perks. One particular organization was characterized for many years by the constant bickering and “dirty tricks” of its department heads, each taking advantage over the others whenever possible. Not only did that lead to missed opportunities for the organization as a whole, but many more junior employees found that although they wanted to work with others, organizational barriers had been erected between them and their counterparts in other departments. Another sound indicator of poor teamwork is simply the facial expressions of employees. Effective teamwork breeds happiness, and by observing employees, the uninformed visitor can often get an immediate impression of whether work is a happy place to be or whether being “killed in the rush” at “clocking out” time is a risk. Work does not have to be a dull and unenjoyable place; it can so easily be a truly rewarding place where people love to be. To many who have studied organizations, openness and honesty are the key indicators of organizational health. Unfortunately, some people seem to try honesty only when everything else has failed. Many managers particularly seem to go to enormous lengths to avoid telling the truth. There are, of course, occasions in every organization where Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

something other than total openness is necessary, but where good teamwork exists, there is generally no need for locks on drawers, dishonest statements to employees, and “bargaining” under false pretenses. Meetings are another key indicator of teamwork. The main reason for having meetings is to utilize the collective skills of a group of people while working on common problems or opportunities. Too often, however, we experience meetings that in no way use these skills; meetings where only one or a few people contribute, and meetings where many managers seem to use the occasion as an opportunity to lay down the rules rather than utilize the resources of the team. The quality of meetings can usually be determined by the way in which individuals either look forward to or dread the normal weekly or monthly get-togethers. In many organizations, the quality of the relationship between managers and those they manage is so low that effective teamwork cannot get off the ground. Where people cannot confide in or trust their manager, where they are fearful, or where their conversations are on a superficial or trivial level, real teamwork is unlikely to exist. Good teamwork engenders high quality relationships. Another danger sign is when the leader becomes increasingly isolated from the team, failing to represent their view while they do not subscribe to his or hers. The effective team leader needs to be very much a part of the team, and low quality relationships make this virtually impossible. People just not developing is another sure sign of ineffective teamwork. If a team is to be effective, it needs to be continually developing itself. This in part means constantly facilitating individual as well as team development. Often development does not happen because: • • • • •

There are perceived or real time pressures; It is seen as the job of the personnel department or training officer; Conflict exists between the team’s culture and that of the organization; Team leaders lack the skills or willingness to make it happen; There is fear of the consequences of development.

Sometimes poor teamwork results in jobs getting done twice or not at all because no clear understanding of roles within and between teams exists. Sometimes, although common problems exist, people are just not able or willing to get together and work on them. Then there is the attitude that teams and individual members have toward the possibility of external help. The ineffective team will usually either reject offers of help because it fears the consequences of outsiders finding out what the team is really like, or will seize all offers of help because it lacks any coherent view of how to proceed and is content to hand over its problems to someone else. The effective team will use external help constructively, recognizing its unique contribution and viewpoint, but always maintain ownership of its own problems and its own destiny. Creativity is a delicate flower that only flourishes in the right conditions, mainly conditions of personal freedom and support—freedom to experiment with fresh ideas and concepts, and support from those who listen, evaluate, and offer help. A dearth of new 12

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2. The Building Blocks of Effective Teamwork

ideas generally goes with poor teamwork because it is within teams that the conditions for creativity can most easily be produced. The degree to which people help and are receptive to each other is another indicator. Where effective teamwork does not exist, people tend to work in isolation and neither offer nor receive the help of their colleagues. All of us need that help in order to perform at our optimum level. The conditions described above are indicative of an unhealthy organization and all of them can be significantly improved by effective teamwork. What then are the characteristics of effective teamwork? Very simply, they are the opposites of what is described above. The team has the right balance of skills, abilities, and aspirations. People can and do express themselves honestly and openly. Conversation about work is the same both inside and outside the organization. Mistakes are faced openly and used as vehicles for learning, and difficult situations are confronted. Helpful competition and conflict of ideas are used constructively and team members take pride in the success of their team. Unhelpful competition and conflict have been eliminated. Good relationships exist with other teams and departments. Each values and respects the other and their respective leaders themselves comprise an effective team. Personal relationships are characterized by support and trust, with people helping each other whenever possible. Meetings are productive and stimulating, with everyone participating and feeling responsible for what results from the decisions made. New ideas abound and their use enables the team to stay ahead. Boss-subordinate relationships are sound, each helping the other to perform their roles better, and the team feels that it is being led in an appropriate way. Personal and individual development is highly rated, and opportunities for making development happen are constantly sought. There is clear agreement about and understanding of objectives and of the roles that the team and its individual members will play in achieving them. External help will be welcomed and used where appropriate. The team regularly reviews where it is going, why it needs to go there, and how it is getting there. If necessary, it alters its practices in the light of that review. Finally, communication as a whole is effective—up, down, and across the organization and with the outside world. All of this means that “work” is a happy place to be; people enjoy themselves wherever possible, but this enjoyment is conducive to achievement, not a barrier to it. People get satisfaction from their working lives, for work is one of the places where they can have their needs met and fulfill their aspirations. These characteristics can be seen as the raw materials of effective teamwork. I like to see them as “building blocks” because they are what we can use in a very practical way to build effective teams. Stated as simply as possible, they are: Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Balanced roles

Clear objectives and mutual goals

Openness and confrontation

Support and trust

Cooperation and conflict

Sound procedures

Appropriate leadership

Regular review

Individual development

Sound intergroup relations

Good communications

A full description of each building block is contained in the companion volume, Team Development Manual. This book contains fifty activities that can help you to utilize the building blocks of effective teamwork in your organization. The following key will guide you to those activities that correspond to the building blocks. Most activities relate to more than one building block. 14

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37 39 43 47

Team Mirroring

Team Leader Effectiveness

Team Leadership Style

Characteristics of Personal Effectiveness

My Meetings with Others

5

6

7

8

9

O

O

O

Openness and Confrontation

O

O

O

Support and Trust

O

O

Cooperation and Conflict

O

Sound Procedures

O

O

O

O

O

O

O

Appropriate Leadership

O

O

O

O

O

O

O

O

O

O

O

O

O

O

55 57 61 63

Force Field Analysis

Team Effectiveness Action Plan

Brainstorming

Team Openness Exercise

10

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12

13

O

O

O

O

O

O

O

33

The Teams in My Working Life

4

Clear Objectives and Mutual Goals

O

Regular Review

O

29

Team Rating

3

Balanced Roles

O

Individual Development

51

25

What Makes Teams Effective?

2

Activity No.

Our Team and Its Stage of Development 21

Page No.

1

Activity Title

Sound Intergroup Relations

O

O

O

O

Good Communications

O

O

O

O

O

2. The Building Blocks of Effective Teamwork

Quick Reference Key to Activities

15

16 Page No.

Balanced Roles

Clear Objectives and Mutual Goals Openness and Confrontation

22

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

O

O

123

O

O

Cave Rescue

O

26

O

121

Is the Team Listening?

25

O

113

Highway Code

24

O

O

107

Intimacy Exercise

23

O

O

O

105

Who Are You?

O

O

O

O

O

O

Regular Review

O

Individual Development

101

O

Team Member Development Needs

O

21

99

O

Discussing Values

20

O

O O

91

Management Style

19

O

O

83

O

O

Counseling to Increase Learning

O

O

18

79

73

71

Being a Better Coach

O

17

O

How Good a Coach Are You?

Activity No.

16

O

Support and Trust

Enlivening Meetings O

Cooperation and Conflict

15

O

Sound Procedures

Review and Appraisal Meetings

67

Appropriate Leadership

14

Activity Title

Sound Intergroup Relations

O

O

O

O

Good Communications

O

O

O

50 Activities for Team Building: Volume II

Quick Reference Key to Activities (continued)

151 153

169 173

The Zin Obelisk

Cloverleaf

Four-Letter Words

Team Tasks

Making Meetings More Constructive

Positive and Negative Feedback

Improving One-to-One Relationships

To See Ourselves as Others See Us

Process Review

How We Make Decisions

Team Self-Review

29

30

31

32

33

34

35

36

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

37

38

39

165

163

161

157

155

149

141

137

Prisoner's Dilemma

28

Activity No.

Initial Review 133

Page No.

27

Activity Title

Balanced Roles

O

O

Support and Trust

O O

O O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

Cooperation and Conflict

O

O

O

Sound Procedures

O

O

O

Clear Objectives and Mutual Goals

O

Openness and Confrontation

O

Appropriate Leadership

O

O

O

O

O

Regular Review

O

O

O

O

O

O

O

O

O

Individual Development

O

Sound Intergroup Relations

O

O

O

O

O

O

O

O

O

Good Communications

O

2. The Building Blocks of Effective Teamwork

Quick Reference Key to Activities (continued)

17

18 219 221

Decision-Making

Communication Skills Inventory

Taking Stock

My Role in the Team

Devising a Team Vision

Intergroup Feedback

Burying the Old Team

Organizational Types Audit

Balancing Team Roles

42

43

44

45

46

47

48

49

50

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

237

213

209

199

195

185

183

179

Basic Meeting Arrangements

41

Activity No.

Silent Shapes 177

Page No.

40

Activity Title

Balanced Roles

O

O

O

O

Clear Objectives and Mutual Goals

O

O

O

O

Openness and Confrontation

O

O

Support and Trust

O

O

Sound Procedures

O

O

O

O

Appropriate Leadership

O

O

O

O

O

Regular Review

O

O

O

O

Individual Development

O

O

O

Sound Intergroup Relations

O

Good Communications

O

O

O

O

O

O

O

O

O

50 Activities for Team Building: Volume II

Quick Reference Key to Activities (concluded)

Cooperation and Conflict

Activities Symbol:

Handout

50 Activities for Team Building: Volume II

Activity 1

Our Team and Its Stage of Development

PURPOSE:

To provide a simple, structured way in which team members can consider the performance and stage of development of their own teams.

METHOD:

1.

Provide an overview of the stages of team development.

2.

Distribute the Rating Sheet (Handout 1.1) and ask participants to consider the main characteristics of the four principal stages of development and mark the rating scale where they consider their team to be.

3.

Lead the group in a discussion that aims to:

NOTES AND VARIATIONS:

•

Achieve consensus on the stage of development

•

Formulate a mutual statement about the development needs of the team

1.

The activity may also be used to consider the stage of development of other teams from an outsider’s viewpoint.

2.

Completion of the activity by outsiders can be used to provide additional data for consideration by the team.

3.

The activity can be used repeatedly throughout a planned program of development to check progress and reassess needs.

4.

The activity is particularly useful in bridging the gap between a consideration of theory and a commitment to action.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

21

50 Activities for Team Building: Volume II

Handout 1.1

Rating Sheet: Our Team and Its Stage of Development Stage 1 Characteristics 1. Feelings not dealt with 2. The workplace is for work only 3. Established line prevails 4. No “rocking the boat” 5. Poor listening 6. Weaknesses covered up

Stage 2 Characteristics

Stage 3 Characteristics*

Stage 4 Characteristics**

Experimentation

Methodical working

High flexibility

Risky issues and wider options debated

Mutual procedures

Appropriate leadership determined by situation

Personal feelings raised

Established ground rules

Maximum use of energy and ability

More inward looking

Basic principles considered, agreed to, and reviewed

Greater listening More concern for others

Needs of all members met

Sometimes uncomfortable

Development a priority

7. Unclear objectives 8. Low involvement in planning 9. Bureaucracy 10. Boss makes most decisions

* Stage 2 with a more systematic approach ** Stages 2 and 3 characteristics added

RATING SCALE

Stage 1

Stage 2

Stage 3

Stage 4

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

23

50 Activities for Team Building: Volume II

Activity 2

What Makes Teams Effective?

PURPOSE:

To promote understanding of and agreement about “the characteristics of effective teams.”

METHOD:

Distribute Handout 2.1 and explain that the team task is to rank the statements in order of importance by placing a “1” next to the most important, a “2” next to the second most important, etc., so that “11” appears next to the least important statement.

NOTES AND VARIATIONS:

1.

Participants may first be asked to individually rank the statements before team ranking takes place.

2.

The essential feature of the activity is the discussion that clarifies and aids the understanding of each characteristic.

3.

Participants may also be invited to add to the list of characteristics.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

25

50 Activities for Team Building: Volume II

Handout 2.1

Rating Sheet: Characteristics of Effective Teams 1 = Most Important

11 = Least Important

RANKING The team has an optimum mix of skills and abilities. The team is clear about what it wants to achieve. Issues are always confronted and dealt with in an open way. Members show support for each other and there is a high level of trust between them. Both cooperation and conflict are used to get the best results. There are sound and understood procedures for decision making. Team leadership, where required, is of a high standard and in appropriate hands. The team regularly reviews the way it operates and learns from the experience. Individual and team development needs are regularly reviewed. Relations with other groups are sound. Our internal and external communications are good.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

27

50 Activities for Team Building: Volume II

Activity 3

Team Rating PURPOSE:

To compare teams by assessing them against the characteristics that are commonly associated with success, to help identify those teams most in need of development and provide a basis for helping them.

METHOD:

Note: This activity can be undertaken by an individual, by a group representing a number of teams, or by a group who are not members of the teams being rated.

NOTES AND VARIATIONS:

1.

Provide sufficient copies of the Score Sheet (Handout 3.1). The Score Sheet lists eleven characteristics that successful teams usually display. For each team reviewed, assign a score out of a scale from 1 to 10 for performance against each characteristic.

2.

Compare results between teams and between criteria, asking: •

Does this activity tell us anything about which teams are in need of development?

•

Are there any criteria requiring attention and that are common to some/all teams reviewed?

1.

Clearly, the results will only be as valid as the perception of those taking part, and care must be taken not to read too much into the results. This is a good activity for starting a discussion and helping decide where to begin. However, other indicators of performance should also be considered before any program of action is undertaken.

2.

The scale can also be used within a team to compare the views of individual members.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

29

50 Activities for Team Building: Volume II

Handout 3.1

Team Rating Score Sheet Team A

Team B

Team C

Team D

Team E

Total

Balanced roles

Clear objectives and mutual goals Openness and confrontation Support and trust

Cooperation and conflict

Sound procedures

Appropriate leadership

Regular review

Individual development

Sound intergroup relations Good communications

Total

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

31

50 Activities for Team Building: Volume II

Activity 4

The Teams in My Working Life

PURPOSE:

To identify the various groups of teams to which we belong in our working lives and examine why some are more effective than others.

METHOD:

1.

Consider four teams to which you belong and list them on a sheet of paper. Assign a letter, A through D, to each team. Do this before continuing with the next page of the activity.

2.

Continue by completing a Check Sheet (Handout 4.1) for each team. Write the appropriate team letter on each sheet.

3.

When you have completed the check sheet, look at the answers and record the letters that score: 1 or 2 on question 1 5 or 6 on question 2 1 or 2 on question 3 5 or 6 on question 4 1 or 2 on question 5 5 or 6 on question 6 1 or 2 on question 7 5 or 6 on question 8 Does this conform to your own experience of them?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

33

50 Activities for Team Building: Volume II

Handout 4.1

Check Sheet—Team __________ (Write the appropriate letter)

Directions: Circle the number that reflects your answer. 1.

The group is effective at getting things done.

1

2

3

4

5

6

The group is ineffective at getting things done.

2.

Membership is vague and easy to achieve.

1

2

3

4

5

6

Membership is defined and difficult to achieve.

3.

The group has clear standards of behavior.

1

2

3

4

5

6

The group has little influence on behavior of its members.

4.

There is no clear difference of roles.

1

2

3

4

5

6

Individuals have clearly different roles in the group.

5.

There are close personal relationships within the group.

1

2

3

4

5

6

Relationships are mainly impersonal.

6.

People have a low understanding of group purpose.

1

2

3

4

5

6

People share a clear concept of the purpose of the group.

7.

People feel a strong sense of personal commitment to the group.

1

2

3

4

5

6

There is little personal commitment to the group.

8.

Communication with others is poor.

1

2

3

4

5

6

The group communicates well with all the rest of the organization.

Now answer the following questions: 1. 2. 3. 4. 5.

Which groups appear most often? Which groups appear least often? Which do you think are the most developed? What has contributed to their development? How could the least developed be helpful?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

35

50 Activities for Team Building: Volume II

Activity 5

Team Mirroring PURPOSE:

To see ourselves and our team as others see us. All of us form views of other groups of people. Sometimes these views are accurate, but often they act as a barrier to working together effectively. This barrier can sometimes be removed if we understand what we think about others and know what they think about us.

METHOD:

This activity needs two separate teams who normally work with or alongside each other. The process has been used successfully with such groups as top and middle managers, sales and production people, supervisors and staff, teachers and students, and nurses and patients. It can be threatening and it is important to ensure that each team is willing to undertake the activity. 1.

Introduce the activity to both teams with a short explanation of what is about to happen. Then, separate the two groups and ask each to prepare a list of 24 adjectives, 12 positive and 12 negative, that best describe the other group. Choose a representative from each group to record the list of adjectives on a flipchart.

2.

After 45 minutes, reunite both groups and have their representatives display and read their lists, and sum up their position by drawing attention to the key words. Everyone then considers the lists in silence for two minutes.

3.

Divide participants into subgroups of four each, two from each team. Each subgroup takes approximately an hour to discuss how people see each other. In the last 10 minutes, each person writes on a sheet of paper what he or she has learned from the exchange of views. These sheets, which remain anonymous, are collected and shared by the entire group.

4.

Consider whether the activity has raised important issues that remain unresolved. If so, plan to undertake other activities that will resolve and terminate the open issues.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

37

50 Activities for Team Building: Volume II

Activity 5: Team Mirroring (concluded)

NOTES AND VARIATIONS:

38

1.

Two, three, or four groups can be used with each group receiving a list of adjectives from each of the other groups.

2.

Make the point that, whether accurate or not, other people’s perceptions are important and can act as real barriers to intergroup relationships.

3.

Take care when using boss/subordinate groups, since feedback is often more negative from subordinate groups.

4.

When teams from separate departments are used, the feedback can be potentially threatening to department managers and care should be taken to “pick up” the issues and turn them to productive use.

5.

Activity 36 is similar in concept and more suitable for use as part of a training event.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 6

Team Leader Effectiveness

PURPOSE:

To enable team leaders to conduct a self-appraisal of their own effectiveness.

METHOD:

1.

Have the team leader(s) assess their own effectiveness using Handout 6.1.

2.

Next, have team leader(s) disclose the assessment to one or more members of the team, who comment on it.

3.

Then, have the team leader(s) assess their effectiveness in light of comments received.

4.

Repeat the cycle.

NOTES AND VARIATIONS:

This activity can be used as part of an appraisal process or as an aid in a coaching relationship.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

39

50 Activities for Team Building: Volume II

Handout 6.1

Team Leader Effectiveness Directions: Using a scale from 1 to 100 (with 60 indicating satisfactory performance), rate yourself on the following items in terms of your effectiveness. RATING •

I am authentic and true to myself.

•

I am clear about the standards I wish to achieve.

•

I give and receive trust and loyalty.

•

I maintain the integrity and position of my team.

•

I am receptive to people’s hopes, needs, and dignity.

•

I use delegation as an aid to achievement and development.

•

I face facts honestly and directly.

•

I encourage and assist personal and team development.

•

I establish and maintain sound working procedures.

•

I try to make work a happy and rewarding place.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

41

50 Activities for Team Building: Volume II

Activity 7

Team Leadership Style

PURPOSE:

Almost more than anything else, the way in which a team is led can affect the contribution and performance of those who work in it. This activity enables a team and its leader(s) to examine their assumptions about people and about management style. Based on McGregor’s “Theory X and Theory Y” approach, it helps reveal what attitudes influence the team so that, brought into the open, these attitudes can be dealt with more effectively.

METHOD:

1.

Ask the whole of the team to complete the Leadership Style Questionnaire (Handout 7.1).

2.

Ask for the questionnaires to be returned anonymously to a particular person by a certain date. The selected person then analyzes the questionnaires and produces a chart showing the average leadership style that the team sees as prevailing (A), and the average preferred leadership style (B).

3.

Show the chart at a meeting of those who completed the questionnaire and discuss the leadership styles, both perceived and preferred. Then identify the action that could improve leadership practice to the benefit of the whole team.

1.

The activity can be conducted within a regular meeting or training event.

2.

An input on McGregor’s “Theory X and Theory Y” model can be given before or after completion.

3.

The cooperation of the team leader(s) should always be forthcoming before trying this activity.

NOTES AND VARIATIONS:

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Handout 7.1

Leadership Style Questionnaire Directions: This questionnaire is designed to identify the present leadership style in your team and your preferred leadership style. Read each question and place the letter “A” over the number that most nearly represents the leadership attitudes that you feel are most commonly displayed. Then consider what you feel the attitude ought to be and indicate this with the letter “B.” The average person inherently dislikes work and will avoid it when possible.

1

2

3

4

5

6

7

8

9

10 Work is as natural as rest

People must be coaxed and made to work.

1

2

3

4

5

6

7

8

9

10 People can and do exer-

People will avoid responsibility if they can.

1

2

3

4

5

6

7

8

9

10 People welcome and enjoy

Most people do not care about career advancement.

1

2

3

4

5

6

7

8

9

10 People are interested in

Most people are basically dull and lack creativity most of the time.

1

2

3

4

5

6

7

8

9

10 Most people have great

People see money as the principal reason for working.

1

2

3

4

5

6

7

8

9

10 Money is only one of the

People do not want to improve the quality of their own working life.

1

2

3

4

5

6

7

8

9

10 People are prepared to put

Objectives are straightjackets that tie people down.

1

2

3

4

5

6

7

8

9

10 Objectives give people

or play.

cise discretion and selfcontrol in their work. real responsibility.

the quality and advancement of their working lives. potential, imagination, and creativity that are untapped. benefits of work.

effort into improving the quality of their working life. incentives and freedom.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

45

50 Activities for Team Building: Volume II

Activity 8

Characteristics of Personal Effectiveness

PURPOSE:

Developed and successful individuals the world over display a set of fairly common characteristics. Others, however, continually display a set of characteristics regularly associated with being less successful. This activity is designed to help you see where you stand in relation to the two types of behaviors.

METHOD:

1.

On the left side of the Characteristics sheet (Handout 8.1) are printed the successful characteristics and on the right side unsuccessful characteristics. They are deliberately presented as opposites and between the two is a scale. Mark on the scale where you think you are.

2.

Check your own perception with the views of others. This can either be done in a dialogue situation or by asking others to rate you using the characteristics sheet.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

47

50 Activities for Team Building: Volume II

Handout 8.1

Characteristics I am active.

I am passive.

I seek challenge.

I avoid challenge.

I continually seek selfknowledge and insight.

I avoid self-knowledge and insight.

I use time and energy well.

I misuse time and energy.

I am in touch with my feelings.

I am out of touch with my true feelings.

I continually show concern for others.

I never show concern for others.

I am always relaxed.

I am always tense.

I am always open and honest.

I tend to manipulate others.

I continually try to stretch myself.

I avoid “stretching” experiences.

I am clear about my personal values.

I am largely influenced by the views of others.

I set high personal standards.

I set low personal standards.

I welcome feedback.

I avoid feedback.

I always see things through.

I opt out when the going gets tough.

I use opposing views.

I am intolerant to the views of others.

I use conflict.

I avoid conflict constructively.

I give freedom to others.

I try to restrict the freedom of others.

I am basically happy with my life.

I am basically unhappy with my life.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

49

50 Activities for Team Building: Volume II

Activity 9

My Meetings with Others

PURPOSE:

Almost all of us regularly meet others in our working lives, and whether the meetings are formal or informal, we can usually make them more useful. This activity helps to assess our present effectiveness and move toward improvement.

METHOD:

1.

Using the columns shown in the Meeting Effectiveness Assessment (Handout 9.1), have participants list those people or groups of people with whom they regularly spend time and how often they meet them in an average week.

2.

In the third column, rank each meeting in order of importance to you. (Assign a number from 1 to 5, from lowest to highest importance, respectively.)

NOTES AND VARIATIONS:

The activity can be adapted to allow completion by a team. It is particularly useful when used in a coaching relationship.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

51

50 Activities for Team Building: Volume II

Handout 9.1

Meeting Effectiveness Assessment People/Group I Spend Time With

Frequency

Ranking

1. Using the words below (and any others that come to mind as being appropriate), choose those that best describe the character of each meeting. Start with the meeting that you ranked highest in order of importance. Finally, in column three, rank each meeting (on a scale of 1 [low] to 5 [high])based on the words you have chosen. Meeting Descriptions: formal effective great sound negative

unfair interesting destructive productive absorbing

vague superficial messy boring irrelevant

rambling purposeful friendly useful stimulating

Ranking Effectiveness of Meetings Meeting With

Words Chosen

Ranking

2. Compare your ranking in Step 1 with that in Step 2 and consider which meetings are the ones in need of improvement. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Handout 9.1 (concluded) 3. For those meetings you wish to improve, complete the worksheet below, which will serve as your action plan for change. Meetings With

54

Desirable Changes in Me

Desirable Changes in Others

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

What I Can Do To Bring About the Changes

50 Activities for Team Building: Volume II

Activity 10

Force Field Analysis PURPOSE:

To provide a framework for a team to tackle a difficult problem systematically.

METHOD:

1.

The activity is carried out individually, and then results are compared in the team.

2.

As a team, select a difficult problem that you all feel needs solving. The activity is more useful where other people or groups are also involved in the problem.

3.

As individuals, work through the following steps: •

Identify the problem as you see it now and describe it in writing.

•

Now define the problem in terms of the present situation and the situation you would like to see when the problem is solved.

•

Make a list of the forces working against change (resisting forces). Then make a list of the forces working for change (driving forces). These forces can be people, finances, external factors, etc., anything either hindering you from or helping you to make a change. Resisting Forces

Resisting Forces

Situation As You Would Like It To Be

Present Situation

Driving Forces

Driving Forces

•

Underline those forces that seem to be the most important.

•

For each resisting force underlined, list the factors that could possibly reduce or eliminate the force.

•

For each driving force underlined, list the factors that could possibly increase it.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 10: Force Field Analysis (concluded)

•

Determine the most promising steps you could take toward solving your problem and the resources available to help you.

•

Re-examine your steps and put them in sequence, omitting any that do not seem to fit in with your overall goals. The following column headings may be used as a guide:

Steps

NOTES AND VARIATIONS:

56

When

How

4.

As a team, share the results of individual efforts and formulate an action plan for resolving the problem.

1.

While the activity is written in a format suitable for teams, it is also useful to individuals working on individual problems or is also suitable for use in pairs.

2.

Activity 11, Team Effectiveness Action Plan, is an example of how force field analysis can be used specifically as part of a training event.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 11

Team Effectiveness Action Plan

PURPOSE:

To enable participants during a training event to consider how team effectiveness can be increased back on the job.

METHOD:

Complete the step-by-step Team Effectiveness Action Plan (Handout 11.1) as follows: Steps 1 through 4 near the beginning of the event Step 5 continuously thereafter Step 6 near the close of the event

NOTES AND VARIATIONS:

1.

This simple activity has been used successfully by the author on many team-building events, but its introduction must be tailored to the format of the event.

2.

A more detailed explanation of force field analysis (see Activity 10) can be given as an aid to understanding.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Handout 11.1

Team Effectiveness Action Plan Step 1: Describe two situations in your team that lead you to think that there is a need for team building.

Step 2: Describe two situations in which your team is working well together. 1.

2.

Step 3: What forces in your team are working toward effective teamwork?

Step 4: What forces in your team are working against effective teamwork?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Handout 11.1 (concluded) Step 5: Keep adding to the forces for and against teamwork as you gain insights during the event.

Step 6: Prepare an action plan that builds on positive forces and try to eliminate or reduce the negative forces.

60

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 12

Brainstorming PURPOSE:

Many normal operating rules in teams restrict creativity. This activity helps to generate creative ideas and shows how much easier it is to do that when the normal constraints are removed.

METHOD:

To get the best results, it is important to follow the rules exactly: 1.

Assemble your team and arrange for two to three hours of uninterrupted time.

2.

Decide on a subject in which change and creativity are important. If one does not come easily to mind, use the general topic, “Ways of improving your teamwork.”

3.

Start by explaining that the session is going to try brainstorming, which means that everyone is completely free to suggest ideas. Make it clear that all ideas, no matter how absurd or wild, should be contributed, and that there must be no discussion of an idea; as soon as one is introduced, go on to the next one.

4.

Record the rules on a flipchart as a general reminder for the rest of the session.

5.

When everyone understands the rules, begin the brainstorming session by writing the chosen topic clearly on the flipchart. For example:

Topic Ways of improving our teamwork

6.

Brainstorm this topic for about 40 minutes and list (without judgment or discussion) every idea suggested.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 12: Brainstorming (concluded)

7.

Now divide the team into two subgroups and ask each group to place each idea into one of these three categories:

A – Important and Feasible

B – Possible

C – Worthless

Allow up to one hour for this phase. 8.

Ask each group to list all the “A” ideas on one sheet, all the “B” ideas on a second sheet, and all the “C” ideas on a third sheet.

9.

Ask each person to examine both lists of “A” comments and to choose the two ideas that he/she feels could make the greatest contribution to improving the business. Each time an idea is chosen, place a checkmark against it.

10. Now take the three ideas with the highest score and ask each subgroup to choose from these the one idea it feels is the most important. Each subgroup is then asked to produce a written plan to carry out the idea. 11. After six weeks, the whole group meets to discuss how well plans are progressing and to take any necessary action. 12. When these first ideas have been successfully implemented, the subgroups can move on to the others. Project teams can also be formed.

NOTES AND VARIATIONS:

62

1.

This simple technique can be varied to suit almost any situation.

2.

It shows how easily ideas come when there is no risk of censorship.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 13

Team Openness Exercise

PURPOSE:

Team effectiveness can be enhanced by greater openness among team members. This activity helps team members to be more open with each other by exploring work-related topics in greater depth.

METHOD:

1.

Invite participants to pair off, preferably with a team member they do not know well.

2.

They should then find a comfortable and private place where the following ground rules should be applied:

NOTES AND VARIATIONS:

•

Take turns asking the questions on Handout 13.1, choosing them in any order.

•

Ask only those questions that you are prepared to answer.

•

Any member may decline to answer any question that is asked of him or her.

•

Follow-up questions may be asked to ensure that replies are fully understood.

•

Both participants should agree that answers are to remain confidential.

•

Questions may be asked more than once.

1.

The activity can also be used in triads or in an open group setting.

2.

Similar in concept to Activity 23, Intimacy Exercise, the topics raised are more work-related and less personal.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 13.1

Questions (These may be asked in any order) 1. Are you happy in your present job? 2. Are you effective in your present job? 3. What do you see as the next step in your career development? 4. What personal weaknesses inhibit your performance? 5. What do you regard as your major strengths? What are your main development needs? 6. What are the principal achievements you are looking for in your work right now? 7. Where do you see yourself ten years from now? 8. What do you think I think of you? 9. What do you think of me? 10. Describe your different responsibilities. 11. What was your first impression of me when we first met? 12. Has your impression of me altered since we first met? 13. How do you respond to pressure? 14. Are you enjoying this activity? 15. What barriers do you see to your own advancement? 16. To whom are you closest in our team? 17. Why do you think that is? 18. How committed are you to our team? 19. What is the major contribution you make to our team? 20. Do you receive sufficient feedback from other team members? 21. Do you think I am devious? 22. Does anything about me puzzle you? 23. Describe the politics of our team to me. 24. How do you think our team is seen by the rest of the organization? Before closing the activity, each person should answer: 1. How could we better help each other in our work? 2. How else can we jointly improve the effectiveness of our team? Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 14

Review and Appraisal Meetings

PURPOSE:

In any team there needs to be constant concern with “what has to be done” and “how the best results can be achieved.” A discipline of regular target-setting and review often helps team members to work more effectively. In addition, the intention is to give each employee an accurate view of how the company values his or her contribution and to enable all concerned to understand what has to be done in order to improve performance. Special attention is paid to what the person needs to learn in order to better meet future needs.

METHOD:

The way in which review and appraisal is tackled can vary. In some larger organizations, formal appraisal procedures are introduced that involve a general organizational commitment, a great deal of planning, and often an elaborate system of paperwork. Many books and articles have been written about such procedures, and anyone wishing to introduce a more formal type of system should consult them. This activity is intended for the manager or team leader who wishes to adopt a more informal approach to review and appraisal, and use basic principles in a relatively unstructured way. To do this, follow these simple ground rules: 1.

Essentially, the activity consists of a meeting or series of meetings between two or more people in which they seek to review the past, learn from the experience, and improve the future.

2.

You will need to decide on: •

The interval between review;

•

Who is going to be involved in the procedure;

•

The basis on which the review will be carried out;

•

Whether the procedure is likely to conflict with any other established practices.

3.

It is essential to obtain commitment from all those who are to be involved, and the first thing to do is to explain to everyone what you intend to do.

4.

At an early stage you should decide whether you wish to keep any records concerned with appraisal. It is often particularly useful to have the “areas of achievement” recorded in writing and to use this record as the basis for the next review. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 14: Review and Appraisal Meetings (continued)

NOTES AND VARIATIONS:

68

5.

One of the weaknesses of many review and appraisal procedures is that they concentrate on personality rather than performance. Personality should only be considered if it is seen to be a barrier to good performance. Therefore, it is necessary to agree with each individual on the achievements and standards expected from him or her as a “datum level.” This agreement should be confirmed at each meeting.

6.

It must always be kept in mind that review and appraisal is a twoway process. Always ensure that the individual who is being appraised assesses his or her own performance against the expected areas of achievement as well as you doing it yourself. In this way, people are more likely to recognize their own weaknesses and development needs and therefore be more committed to action. Most people really do appreciate being given feedback on how they are performing. This part of the process can be made more comfortable by asking the individual to relate his or her own self-assessment first before you make your own comments.

7.

Remember that others may also have a legitimate and valuable view about the person’s performance. Always ask for other opinions if it will help to produce a more accurate assessment, but you should always make it clear to the person being reviewed that you are doing this.

8.

Remember that the end product of any review and appraisal approach is action—improvement targets that are agreed to and regularly reviewed and development activities that are arranged and followed up.

1.

This informal approach to review and appraisal offers a manager or team leader the chance of making a more objective assessment of the individual development needs of his or her team members. It also allows the individual to be involved in the process of identifying his or her own development needs. It need not be a ritual that happens once a year to please the personnel department. It can be varied in timing and method to suit the needs of you and your staff.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 14: Review and Appraisal Meetings (concluded)

2.

The approach is particularly useful when: •

Individuals need a perspective of their contribution to the organization;

•

Individuals need a clearer understanding of their career prospects within the organization;

•

There is low development.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 15

Enlivening Meetings PURPOSE:

Often, regular meetings become dull and uninteresting and people do not contribute at their optimum level. This activity is designed to increase the involvement of all participants in a regular meeting.

METHOD:

1.

Select a regular meeting that needs to be enlivened.

2.

Disregard the usual rules for conducting the meeting; do not prepare a written agenda or have predetermined seating arrangements.

3.

List what you want to discuss on a flipchart. Ask others to add to the list. Decide together in what order you will discuss the items.

4.

If time is short, decide as a group when you will finish the meeting and, if necessary, put a time limit on each item.

5.

Allow 10 minutes at the end to answer these questions:

NOTES AND VARIATIONS:

•

How did today’s meeting compare with previous ones?

•

Have we learned anything that we should apply next time?

1.

This simple technique can enliven even the dullest of formal meetings.

2.

Do not forget the learning that is to be applied at the next meeting.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 16

How Good a Coach Are You?

PURPOSE:

To allow those who lead teams to honestly assess their own attitude and practices toward developing others by means of coaching. The activity also gives valuable pointers to the skills and behavior required of a good coach.

METHOD:

1.

Complete the questionnaire How Do You Rate as a Coach? (Handout 16.1) by circling one answer to each question.

2.

Check your score on the Score Sheet (Handout 16.2).

NOTES AND VARIATIONS:

Activity 17, Being a Better Coach, is a logical followup to this activity.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 16.1

How Do You Rate as a Coach? Directions: Circle one answer (a, b, c, or d) to each question. 1. During a typical month, do you devote at least two hours of your time to developing each of your staff? a. b. c. d.

Rarely, if ever. Occasionally, when things work out that way. I try hard to and usually succeed. I always spend more than that amount of time on coaching.

2. Do you: a. b. c. d.

Plan in advance specific “coaching assignments” or learning opportunities for your staff? Keep an eye open for situations that you can use for coaching purposes? Let your staff learn by the experiences that occur during the normal course of business? Consciously create coaching situations—even at the expense of some immediate operational efficiency?

3. Who does most of your work when you are away on leave, or otherwise absent from the office? a. b. c. d.

Someone always handles the urgent matters, the rest can wait. Your boss. Your staff. No one. If the job is to be done properly, only you can do it—so you tackle it when you get back.

4. If the performance of a member of your staff on a particular assignment clearly indicates a weakness in an area where you yourself have special expertise, would your inclination be to: a. b. c. d.

Tell the person exactly what should have been done and ensure that someone supervises him or her closely next time? Avoid delegating that type of work in the future? Send the person to an appropriate training course? Continue to assign the same tasks, ask for progress reports periodically, and review and discuss problems as they arise?

5. If a member of your staff comes and asks you what should be done about a problem that has arisen in connection with an assigned task, do you: a. b. c. d.

Tell the person to come back in a couple of days, when you have the time to think about it? Tell the person politely that it is his or her job to find the answers, not yours? Give the person the solution? Ask the person for the solution? Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 16.2

Score Sheet Directions: Transfer your circled answers from the questionnaire and enter the corresponding number in the box on the right-hand side. Answers

Your Score

1.

a 1

b 2

c 3

d 4

2.

a 4

b 2

c 1

d 3

3.

a 3

b 1

c 4

d 2

4.

a 3

b 1

c 2

d 4

5.

a 3

b 2

c 1

d 4

Total Your rating as coach: 0 – 10

You really need to work hard at improving your coaching skills.

11 – 16

You are within reach of being a good coach.

17 – 20

You should be sharing your skill with others to help them become better coaches.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 17

Being a Better Coach PURPOSE:

The team leader has a vital role to play in the development of his or her team by operating as a coach or counselor. Many team leaders accept this as sound common sense and have a genuine desire to play their part. For a variety of reasons—time or work pressures, disapproval from others, unwillingness to break new ground—this desire is often not converted into reality. Sometimes team leaders feel they do not have the expertise to master this new “technique.”

METHOD:

Consider the following guidelines about coaching: 1.

Essentially, coaching is the process of setting tasks, monitoring progress, reviewing and learning from performance. Each of these apparently simple steps requires just a little more explanation. Setting tasks. Each task should: •

Have a learning objective.

•

Be appropriate to the learner’s ability, experience, and development needs.

•

Be capable of being monitored (e.g., dates, reports, collection of information).

Monitoring progress: •

Meet regularly to discuss progress.

•

Try to avoid providing answers (if you know them); let the person find out for himself. Ask questions such as: “What do you think?” or “What would you propose?”

Reviewing and learning from performance: •

Review when tasks are complete.

•

Carry out a thorough post mortem, for example: − − − − −

Why did this work well? How could we improve even more? What went wrong? How could it have been avoided? What should we do next time?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 17: Being a Better Coach (concluded)

2.

3.

NOTES AND VARIATIONS:

80

The skills required are the basic skills of the effective manager, which are to: •

Be able to listen carefully.

•

Support the learner at all times.

•

Help the learner analyze his or her own shortcomings and strengths.

•

Set clear and attainable goals/objectives.

•

Be aware of the feelings and needs of others.

Plan to improve your coaching by completing the Action Plan for Coaching (Handout 17.1).

The preceding activity, How Good a Coach Are You?, is a useful leadin for this.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 17.1

Action Plan for Coaching Learner’s Name/Job Title: 1. Opportunities: What changes do you want to achieve?

2. Objectives: How will you know when the change is accomplished?

3. Timing: How long will this take until completion?

4. Methods: What specific activities/methods will you use?

5. Monitoring: How and when will you monitor progress?

Ask yourself the following: • • •

Are the goals of the coaching important to both of you? Do the proposed methods offer a reasonable chance of success? Do you have adequate resources to carry out the plan?

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50 Activities for Team Building: Volume II

Activity 18

PURPOSE: METHOD:

Counseling to Increase Learning This activity enables two colleagues to assist each other in defining and tackling their individual development needs. 1.

Distribute the Questionnaire (Handout 18.1) and ask a colleague who also wishes to improve his or her learning and development to help you with this activity.

2.

Distribute the Learning Profile (Handout 18.2) and go over the directions.

3.

Distribute the Action Plan (Handout 18.3) and complete it either individually or as a pair. List what you intend to do to actively increase your own learning.

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Handout 18.1

Questionnaire Directions: Complete the questionnaire by circling the line that you think represents your position on the scale (both colleagues should answer this). 1.

I have clear personal learning objectives.

I have no clear personal learning objectives.

2.

I know how to meet my learning needs.

I do not know how to meet my learning needs.

3.

I know people who can help me.

I do not know who can help me.

4.

I learn mainly by intellectual processes.

I learn mainly by experience.

5.

I am chiefly interested in my personal development.

I am more concerned with job improvement.

6.

My needs are to increase my knowledge.

My needs are not for more knowledge.

7.

My needs are to increase my skill in dealing with people.

I am skillful at dealing with people.

8.

I want others to tell me what I need to learn.

I can decide my own learning needs.

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Handout 18.2

Learning Profile Directions: This form should be completed by both people who filled out the questionnaire in Handout 18.1. First, spend at least 10 minutes discussing both sets of answers with the goal of identifying the other person’s learning characteristics. Next, complete the profile using the other person’s learning style. Then, list five ways in which the other person can progress and develop the ability to learn. Clarity of objectives:

Confidence in meeting needs:

Use of help and guidance:

Intellectual/experience learning methods:

Personal/job development:

Knowledge needs:

Skill needs:

Dependence on others:

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 18.3

Action Plan Directions: Complete this step either individually or as a pair. List what you intend to do to actively increase your own learning, using the column headings below as a guide. Activity

Action to Be Taken

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

When

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50 Activities for Team Building: Volume II

Activity 19

Management Style PURPOSES:

METHOD:

NOTES AND VARIATIONS:

•

To enable participants to examine their own beliefs about people against McGregor’s Theory X and Theory Y mode.

•

To provide direct feedback of how others perceive a person’s management style.

•

To stimulate general discussion about management style.

1.

Ask participants to complete My Views About People (Handout 19.1).

2.

Give a brief explanation of McGregor’s Theory X and Theory Y mode.

3.

Ask participants to score the handout in accordance with the key provided so that each participant has a score of between 0 and 45. The nearer a score is to 0, the greater the Theory X orientation; the nearer to 45, the greater the Theory Y orientation.

4.

Draw a scale from 0 to 45 on a large flipchart, ask participants to indicate their total score, and then initial the chart to indicate this (see example scale at the end of Handout 19.1).

5.

Give each participant, in turn, feedback from the others regarding their score as it is reflected in their day-to-day actions.

6.

Lead a discussion based on the Discussion Topics sheet (Handout 19.2).

1.

This activity is best conducted with a group who normally works together.

2.

It is designed to be deliberately direct and confronting, and it often produces scenes of great hilarity and amusement as people reveal their individual scores.

3.

There are many other similar activities that have been developed around McGregor’s Theory X and Theory Y model.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 19.1

My Views About People Directions: The following statements represent views that people commonly hold about other people at work. Consider each pair of statements for a few moments and in each case, circle the line on the scale that most accurately represents your view. 1.

People are fundamentally lazy.

People enjoy work and achievement.

2.

People are only interested in their own benefit.

People have others’ interests at heart.

3.

Excessive punishments are counterproductive.

Punishments get results.

4.

People are basically interested in their working lives.

People have no interest in the work they do.

5.

People are basically honest.

People are basically dishonest.

6.

People are basically shy.

People are basically open in dealing with others.

7.

Discipline and control bring the best results.

People respond best when given freedom of action.

8.

People are not interested in the welfare of the organization.

People are interested in the welfare of the organization.

9.

People dislike responsibility.

People enjoy responsibility.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Handout 19.1 (continued)

Score Sheet Directions: Score each set of statements according to which of the five positions on each scale you have marked. Do this as follows: Score 1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1.

2.

3.

4.

5.

6.

7.

8.

9.

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Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 19.1 (concluded)

Example Scale AT

BL TM

DT TB DF AJP

SK

Theory X

Theory Y 0

5

10

15

20

25

30

35

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

40

45

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50 Activities for Team Building: Volume II

Handout 19.2

Discussion Topics 1. How important is style flexibility? 2. To what extent is it necessary to adapt leadership style when dealing with different groups of workers? 3. How threatening was the activity? 4. To what extent do we agree that a Theory Y leadership style achieves better team results? 5. Is it desirable to aim for an organizational “management style”?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 20

Discussing Values PURPOSE:

To facilitate discussion of “value issues” that are commonly found in working teams. Often people are accustomed to discussing facts but less used to discussing issues that involve values, feelings, and emotions.

METHOD:

Divide a large group into groups of four to eight people and ask them to discuss what their attitudes would be if confronted by any of the following situations: 1. You have discovered that a close friend is taking the petty cash in another department. 2. You are required by your boss to help conceal from the auditors information that you know could get your team into trouble. 3. The organization has decided on a policy about minority recruitment that is in conflict with your own deeply held views. 4. You are required to fire a worker for persistent absenteeism, but you know that his absence is due entirely to tragic domestic circumstances. 5. You are responsible for consultations with trade union representatives. The organization has a policy of open and honest communication with trade unions, but you honestly believe that this is counterproductive. 6. You have lost faith in the organization and its goals, and yet you feel you would be unable to find a job that offered similar financial rewards. 7. You have strong views about the environment and know that the organization is adding considerably to pollution in order to increase profits. 8. Another manager has confided that he will be leaving in three months. You know that his presence is crucial to the future plans of your own team and that senior management should be informed immediately.

NOTES AND VARIATIONS:

Activity 26, Cave Rescue, is another way of facilitating discussion of value issues.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 21

Team Member Development Needs

PURPOSE:

Ultimately, people must be responsible for their own development. Organizations can create learning opportunities but only individuals can utilize them. If team members are to feel responsibility for, and ownership of, their own development, they need to be involved in establishing their own development needs and to take steps to aid their own development. This activity is designed to help individual team members to do this.

METHOD:

1.

Have each team member fill out a copy of the Development Needs handout (Handout 21.1).

2.

Ask them to then discuss it with whoever can be most helpful. This may be a colleague, friend, wife, husband, a specialist in personal development, or the person’s boss, etc.

1.

This activity can easily be applied to appraisal procedures.

2.

It can be used to get a “quick feel” of individual development needs in an organization or team.

3.

This is particularly useful where participants need to feel clear ownership of development activity.

4.

The results can be pooled to form the basis of a “unit” or “team” plan.

NOTES AND VARIATIONS:

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Handout 21.1

Development Needs Directions: Answer the questions below and then discuss your answers with whoever you feel will be most helpful. 1. Name: 2. Position in organization: 3. What are the key activities that you perform? Try to list them in order of importance.

4. Do you anticipate any significant changes in any of these activities during the next year or so?

5. What aspects of your job give you the most problems at present?

6. In what area do you think you could make a significantly greater contribution to team performance?

7. In what ways do you think you need to develop as an individual? What learning would help you to: a. Meet the challenges of the changes listed in question 4?

b. Deal with the problems listed in question 5?

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Handout 21.1 (concluded) c. Help you make a greater contribution to your team’s performance?

d. Aid your development as an individual?

8. Which of these learning methods would be most relevant to you? Indicate order of priority by ranking from 1 to 12, with 1 being most relevant. Management education course at a business school Short job-related courses/seminars Visits to other companies, etc. Reading In-house courses available at present Coaching by your manager Coaching by others Discussions with colleagues Projects/planned experience Transfer to another section or function Course in human relations management Action-based workshop 9. Make a specific proposal to meet your development needs, establishing your own objectives and preferred method of learning.

10. What resources or which people could help you with this proposal?

11. What steps do you need to take to translate the proposal into action?

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Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 22

Who Are You? PURPOSES:

METHOD:

NOTES AND VARIATIONS:

•

To develop relationships as a prelude to working on deeper issues.

•

To practice listening skills.

1.

Ask the group to divide into pairs and interview each other in order to find out “who” the other person is. Participants should try to find out not only about their partner’s job and main job concerns, but also about their family and cultural life, hobbies, etc. Take 20 minutes for this stage (10 minutes for each interview).

2.

After stage one, tell participants to report as if they are the other person. One way of facilitating this is for person A to stand behind person B (who is seated) and speak in the first person singular, using the information obtained in the interview.

3.

Lead a discussion on the experience, asking: • How well did you listen? • Would your listening have improved if you had known stage two would follow? • How did it feel to become another person? • How well did your partner do in listening and providing feedback? • How well did you do in communicating yourself to him or her?

1.

To aid understanding of the process, facilitators can demonstrate stage one.

2.

It is important not to introduce stage two before completion of stage one.

3.

It is particularly useful as an ice-breaker activity at the beginning of a training event and with groups who have not met before.

4.

When this activity is used as a starter for a training event, pairs can also interview each other about their expectations of the event. The facilitator may record this information during stage two and use it to review progress as the event proceeds.

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Activity 23

Intimacy Exercise PURPOSES:

Most working relationships exist at a fairly superficial level. This activity is designed to help us get to know others in greater depth. Its specific goals are: • • • •

METHOD:

NOTES AND VARIATIONS:

To experience self-disclosure To accelerate the getting-acquainted process in teams To experience talking about “taboo” topics To develop authenticity between team members

1.

Approximately 1½ hours is required to complete this activity, together with sufficient space for pairs to talk privately without disrupting each other.

2.

The facilitator introduces the exercise with a brief input on selfdisclosure of the building of trust (which can be taken from the “Building Blocks of Effective Teamwork” in Team Development Manual) and explains the purpose of the activity.

3.

Team members pair off, preferably with people whom they know least well.

4.

Guidelines are given in Handout 23.1 and the ground rules are explained.

5.

Pairs then meet for approximately one hour to ask each other questions from the list in Handout 23.1.

6.

Optionally, the facilitator may convene a further meeting of the whole group to discuss the experience.

1.

Many people feel that the degree of candor that is required for this activity is undesirable or unacceptable, particularly in a working environment. It must therefore be an individual choice to participate, and facilitators should ensure that individuals do not feel threatened if they choose to opt out. This exercise can in a short period increase openness between individuals and, if extended, within and between teams.

2.

When weather and physical conditions allow, and the activity is being used as part of a team development event, a more conducive atmosphere can be achieved by inviting participants to leave the formal training area and walk around outside while talking.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 23: Intimacy Exercise (concluded)

3.

108

Optionally, participants can be invited to form their own additional questions.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 23.1

Guidelines During the time allotted for this activity you are asked to question your partner from the list of questions below. The questions vary in terms of their intimacy, and you may want to begin with some relatively less intimate ones. Unless you decide otherwise, you should take turns at initiating the questions. Follow these ground rules throughout: 1. Your conversations with your partner are to be held in confidence throughout. 2. Any question that you ask your partner should be one that you must be willing to answer also. 3. You may decline to answer any question initiated by your partner. 4. You may opt out of the activity at any point if you so wish.

Questions What is your name? What is your favorite color? Are you or your parents divorced? Have you ever considered divorce? How much wealth do you have? How important is money to you? What attracts you most about members of the opposite sex? What do you regard as your least attractive features? What feature of your appearance do you consider most attractive to members of the opposite sex? What turns you off the fastest? Which major political party or approach do you subscribe to? Why do you subscribe to that approach? How do you feel about interracial dating and marriage? What turns you on the most? What do you regard as the chief defect in your personality? Do you believe that others have had supernatural experiences? Do you have any health problems? What are they? Do you think you should have been arrested for anything? Have you ever had a supernatural experience? Have you ever been arrested or fined for violating any law? Have you ever had a married lover? Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 23.1 (continued) Have you ever had a married lover? Have you ever experienced premarital or extramarital sex? How do you feel about people living together without being married? What is the most serious lie you have told? In your early life did you ever lie about a serious matter to either parent? Have you ever cheated on an exam? What do you feel most ashamed of in your past? Do you subscribe to private medical insurance? What is your favorite hobby or leisure interest? What is the source of your financial income? How important is religion in your life? Do you believe in God? Are you good at sports? What do you think about the position of females in society? How could you improve your present domestic situation? What activities did you most enjoy taking part in at school? How do you feel about crying in the presence of others? What were you most punished or criticized for when you were a child? With what do you feel the greatest need for help and support? What are your career ambitions? What is your view about immigration into this country? How are you feeling about me? What is the subject of your most frequent fantasy? What do you think about nudity? What is the subject of the most serious quarrel you have had? What makes you sad? What could you do to improve your life right now? What is your favorite TV or radio program? How intelligent do you think you are? What was your biggest failure in life? Is there any feature of your personality that you are proud of? What is it? Do you believe in life after death? To which person in your life could you respond the most, and how? What are you most reluctant to discuss now? What foods do you like? What foods do you dislike? Do you think women should be allowed to give birth at home? Is there any person you wish would be attracted to you? Who? (Give name) 110

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50 Activities for Team Building: Volume II

Handout 23.1 (concluded) For whom do you feel the greatest pity? What emotions do you find most difficult to control? What issues, if any, would you be prepared to publicly demonstrate? Have you ever been tempted to kill someone? Have you ever been tempted to commit suicide? What have you needed to see a doctor about in the past year? Who would you most like to manipulate? Do you enjoy manipulating or directing people? Do you smoke marijuana or use any other form of drug? How many times have you been drunk? How do you feel about swearing? Do you drink alcohol in excess? With whom would you most like to be right now? What associations do you disapprove of? To what clubs or associations do you belong? Who in your team doesn’t like you? If you could be anyone other than you, who would you be? If you could choose a new name, what would it be? Have you ever engaged in homosexual activities? What is your main complaint about your team? Do you have any misgivings about members of your team?

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50 Activities for Team Building: Volume II

Activity 24

PURPOSES:

METHOD:

NOTES AND VARIATIONS:

Highway Code—A Consensus-seeking Activity •

To study information-sharing and consensus-seeking activity within a group.

•

To contrast the results of individual and group decision making.

•

To study the features of effective group working.

Any number of groups of five to eight participants may take part in the activity. Approximately 1½ hours should be allowed. 1.

Distribute the Question Sheet and Individual Answer Sheet (Handout 24.1) to each participant. Allow up to 15 minutes for participants to complete the Individual Answer Sheet. Participants may not discuss questions or answers but should work privately.

2.

Reconvene the whole group to complete the Group Answer Sheet (last page of Handout 24.1). The group should discuss the possible answers and reach consensus on group answers. Voting should be avoided. Allow 30 minutes for this stage.

3.

Distribute the Model Answer Sheet and Instructions for Scoring (Handout 24.2) to each group and score both individual and group answer sheets.

4.

Lead the group in a discussion of the results of the activity, focusing particularly on the issues listed on the Review Sheet (last page of Handout 42.2). Allow at least 30 minutes for this discussion.

1.

Process observers can be used and their observations given at the review stage.

2.

A number of groups may be directed simultaneously and results contrasted.

3.

Facilitators may form their own list of questions from the Highway Code.

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Handout 24.1

Questions (Please note that these questions relate to the British Highway Code.) 1. There are four instances in which passing on the left is permissible. What are they? 2. What, according to the Highway Code, are the overall shortest stopping distances on a dry road? a) At 30 mph b) At 70 mph 3. Between what times is the use of a horn prohibited in a residential area? 4. Name four categories of people or vehicles who are prohibited from using highways. 5. Draw or describe the traffic sign for “No Passing.” 6. Describe the symbol used on vehicles carrying “poisonous substances” (hazardous materials). 7. Describe the symbol used to show a level crossing ahead without barrier or gate. 8. How long must a commercial vehicle be before it must display the words “Long Vehicle” at its rear? 9. What does a single yellow line along the edge of a driveway or curb denote? 10. What is the sign for “Hospital Ahead”?

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Handout 24.1 (continued)

Individual Answer Sheet Question

Answer

1.

a) b) c) d)

2.

a) b)

3.

4.

a) b) c) d)

5.

6.

7.

8.

9.

10.

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Score

50 Activities for Team Building: Volume II

Handout 24.1 (concluded)

Group Answer Sheet Question

Answer

1.

a) b) c) d)

2.

a) b)

Score

3.

4.

a) b) c) d)

5.

6.

7.

8.

9.

10.

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Handout 24.2

Model Answer Sheet (Answers are based on the 1978 published British Highway Code, revised 1987) Questions 1.

a) When the driver in front has signaled his intention to turn right. b) When you intend to turn left at a junction (intersection). c) When traffic is moving slowly in lines and the lane to your right is moving slower than you. d) In one-way streets.

2.

a) 75 feet b) 315 feet

3.

1:30 a.m. to 7:00 a.m.

4.

Any four from: • • • • • • • •

pedestrians learner drivers pedal cycles motorcycles under 50 cc ambulances (some) agricultural vehicles horse-drawn vehicles slow-moving vehicles with oversized loads

5.

A red circle containing a black car at the left-hand side and a red car at the righthand side.

6.

A skull and crossbones and the work “toxic” on a diamond-shaped background.

7.

A train engine in a red triangle.

8.

13 meters (approximately 13 yards).

9.

No waiting on four or more days of the week.

10. A large white H and the word HOSPITAL on a blue square background.

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50 Activities for Team Building: Volume II

Handout 24.2 (continued)

Instructions for Scoring Questions 1. 2.

Score 1 for each of the four correct answers. Score 3 for each of the two correct answers. Score 1 for each answer that is within 10 percent of the correct answer. 3. Score 1 for a correct answer. 4. Score 1 for each correct answer up to a maximum of four. 5. Score 1 for a correct answer. 6. Score 1 for a correct answer. 7. Score 1 for a correct answer. 8. Score 2 for a correct answer. Score 1 for within 10 percent of the correct answer. 9. Score 1 for a correct answer. 10. Score 1 for a correct answer.

Score Sheet One sheet should be completed for each group prior to review. 1. Group score 2. Average individual score 3. Difference between 1 and 2 4. Best individual score 5. Difference between 1 and 4 6. Worst individual score 7. Difference between 1 and 6

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Handout 24.2 (concluded)

Review Sheet The following topics should be considered: 1. The difference between the group score and the average individual score. 2. The difference between the group score and the best individual score. 3. The difference between the group score and the worst individual score. 4. The extent to which group resources were utilized in reaching consensus. 5. How leadership was exercised within the group. 6. How well time was utilized.

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50 Activities for Team Building: Volume II

Activity 25

Is the Team Listening?

PURPOSE:

“There are those who listen and those who wait to talk.” Many of the activities associated with helping groups to develop require a high level of listening skill. Some people are naturally good at this, while others are poor. Some people find it difficult to accept the importance of listening. This activity helps develop this skill through the use of teams. It can prove to be a rewarding, revealing and, on occasion, amusing activity.

METHOD:

1.

This activity is best attempted as a separate exercise, but it can form part of a regular meeting’s activities.

2.

Divide the participants into small groups of four to five and give them a controversial topic to discuss. For example: • • • • •

Banning dogs from public parks The allocation of parking spaces Merit versus seniority in determining promotion Women as managers Compulsory religious education in schools

It is helpful if you are able to distribute different known points of view among the different groups. 3.

Ask for a jointly-agreed time recommendation from the group. Give them a fairly tight constraint, such as 20 to 30 minutes.

4.

At the end of this time, ask each participant to summarize the point of view of all the other participants on separate sheets of paper.

5.

Give each person the sheets relating to his or her own point of view, which will be scored (either verbally or in writing) for accuracy and completeness.

6.

In open session, discuss the following: • • •

7.

The skills required for listening, The skills required to reproduce an argument, The skills needed to advance an unpopular view.

If possible, repeat the exercise with another topic to give participants a chance to practice the skills identified.

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Activity 25: Is the Team Listening? (concluded)

NOTES AND VARIATIONS:

122

Groups can be asked to generate their own topic for discussion.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 26

Cave Rescue PURPOSES:

METHOD:

NOTES AND VARIATIONS:

•

To study “values” in group decision making.

•

To practice consensus-seeking behavior.

1.

Any number of groups comprising four to seven participants may be directed simultaneously.

2.

Distribute a copy of the Cave Rescue Briefing Sheet (Handout 26.1) to each participant, together with the Personal Details Sheet (Handout 26.2) that describes the volunteers.

3.

Allow 5 minutes to assimilate the data and then 45 minutes for discussion.

4.

At the end of the period, have each group complete one Ranking Sheet (last page of Handout 26.2) and hand it in to the facilitator.

5.

Have each participant complete a Review Sheet (Handout 26.3).

6.

Lead a discussion based on the completed review sheets.

1.

Additional characters can be created.

2.

Process observers may be used to help the discussion at the end of the exercise.

3.

Some group members may not wish to take part in the activity for ethical reasons. Participation should be voluntary.

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Handout 26.1

Cave Rescue Briefing Sheet Your group is asked to take the role of a research management committee that is funding projects regarding human behavior in confined spaces. You have been called to an emergency meeting as one of the experiments has gone terribly wrong. Six volunteers have been taken into a cave system in a remote part of the country, connected only by a radio link to the research hut at the cave entrance. It was intended that the volunteers would spend four days underground, but they have been trapped by falling rocks and rising water. The only rescue team available tells you that rescue will be extremely difficult and that only one person can be brought out each hour with the equipment at their disposal. It is likely that the rapidly rising water will drown some of the volunteers before rescue can be affected. The volunteers are aware of the dangers of their plight. They have contacted the research hut using the radio link and said they are unwilling to decide what order they should be rescued in. By the terms of the research project, the responsibility for making this decision now rests with your committee. Life saving equipment will arrive in 50 minutes at the cave entrance and you will need to advise the team of the order for rescue by completing the ranking sheet. The only information you have available is drawn from the project files and is reproduced on the Personal Details Sheet. You may use any criteria you think fit to help you make a decision.

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Handout 26.2

Personal Details Sheet Volunteer 1: Helen Helen is 34 years old and a housewife. She has four children whose ages range from 7 months to 8 years. Her hobbies are ice skating and cooking. She lives in a pleasant house in Gloucester and was born in England. Helen is known to have developed a covert romantic and sexual relationship with another volunteer (Owen). Volunteer 2: Tozo Tozo is 19 years old and a sociology student at Keele University. She is the daughter of wealthy Japanese parents who live in Tokyo. Her father is an industrialist who is also a national authority on traditional Japanese mime theater. Tozo is unmarried but has several “high-born” suitors, as she is outstandingly attractive. She has recently been the subject of a TV documentary on Japanese womanhood and flower arranging. Volunteer 3: Jobe Jobe is a man of 42 years and was born in Central Africa. He is a minister of religion whose life work has been devoted to the social and political evolution of African peoples. Jobe is a member of the Communist Party and has paid several visits to the former USSR in recent years. He is married with 11 children whose ages range from 6 years to 19 years. His hobby is playing in a jazz band. Volunteer 4: Owen Owen is an unmarried man of 27 years. As a short-commission officer, he spent part of his service in Northern Ireland where, as an undercover agent, he broke up an IRA group and received a special commendation in dispatches. Since returning to civilian life, he has been unsettled and drinking and has become a persistent problem. At present, he is a Youth Adventure Leader, devoting much energy to helping young people and leading caving groups. His recreation is preparing and driving stock cars. He lives in Brecon, South Wales. Volunteer 5: Paul Paul is a man of 42 who has been divorced for six years. His ex-wife is now happily remarried. He was born in Scotland, but now lives in Richmond, Surrey. Paul works as a medical research scientist at the Hammersmith Hospital and he is recognized as a world authority on the treatment of rabies. He has recently developed a low-cost treatment that could be self-administered. Much of the research data is still in his working notebooks. Unfortunately, Paul has experienced some emotional difficulties in recent years and has twice been convicted of indecent exposure. The last occasion was 11 months ago. His hobbies are classical music, opera, and sailing. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 26.2 (continued) Volunteer 6: Edward Edward is a man of 59 years who has lived and worked in Barnsley for most of his life. He is general manager of a factory producing rubber belts for machines. The factory employs 71 people. He is prominent in local society and is a member of the Conservative council. He is married with two children, who have their own families and have moved away from Barnsley. Edward has recently returned from Poland, where he was personally responsible for promoting a contract to supply large numbers of industrial belts over a five-year period. This contract, if signed, would mean work for another 15 people. Edward’s hobbies include collecting antique guns and he intends to write a book about Civil War Armaments on his retirement. He is also a strong cricket supporter.

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50 Activities for Team Building: Volume II

Handout 26.2 (concluded)

Ranking Sheet Order of Rescue

Name

1 2 3 4 5 6

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Handout 26.3

Review Sheet 1. What were the primary criteria used in ranking the volunteers?

2. How closely did the group’s criteria line up with your own?

3. How comfortable did you feel about making this kind of decision?

4. What behaviors helped the group in arriving at a decision?

5. What behaviors hindered the group in arriving at a decision?

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50 Activities for Team Building: Volume II

Activity 27

Initial Review

PURPOSE:

This activity is designed to provide information about how team members view the team to which they belong and how their viewpoints can be used constructively to further team action.

METHOD:

This technique is most useful for a team that regularly works together and wishes to begin taking steps to improve its performance. Later, other regular methods of review, such as Activity 37, Process Review, or Activity 39, Team Self-Review, can be used.

NOTES AND VARIATIONS:

1.

Ask each person to complete the Questionnaire (Handout 27.1) anonymously. Collect the completed questionnaires or have them returned to a designated person who will collate the various scores and calculate averages for the situation as team members see it and for the desired situation.

2.

When the information is recorded and averaged, arrange a meeting for the team to discuss the implications of the data. At least two hours should be set aside for this meeting.

3.

The team then decides what steps need to be taken to improve the way the team works. (Other activities can be used to help with this stage.)

1.

The questionnaire can also be completed at a meeting of the whole team.

2.

“Outsiders” can be asked to complete the questionnaire in order to give an extra viewpoint.

3.

In place of “averaging” scores, the group can attempt reaching consensus and this activity itself can be processed to provide extra learning.

4.

As with many activities, it can be used as a basis for future action, as an introduction to team building activities, or as a constant check on the team’s progress.

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Handout 27.1

Questionnaire Directions: On the scales below, place a P representing Present, and a D representing Desired over the number that best represents how you (a) see the team, and (b) wish to see the team. Objectivity We are never objective when problem solving.

1

2

3

4

5

6

7

8

9

10

We are always objective.

1

2

3

4

5

6

7

8

9

10

We always obtain and use all necessary information.

1

2

3

4

5

6

7

8

9

10

Our organization is always fully suitable for the tasks we are performing.

1

2

3

4

5

6

7

8

9

10

We always make decisions in the most appropriate way.

1

2

3

4

5

6

7

8

9

10

Everyone participates fully.

1

2

3

4

5

6

7

8

9

10

Our leadership (management) is highly appropriate.

1

2

3

4

5

6

7

8

9

10

Opinions are always expressed openly.

1

2

3

4

5

6

7

8

9

10

We always use time well.

1

2

3

4

5

6

7

8

9

10

We always enjoy our work.

Information We never obtain and use the necessary information.

Organization Our organization is never suitable for the tasks we have to perform.

Decision making Our decision-making methods are always inappropriate.

Participation Participation is always at its lowest.

Leadership We are never led (managed) in an appropriate way.

Openness Opinions are never expressed openly.

Use of Time We always misuse time.

Enjoyment We never enjoy our work.

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Activity 28

Prisoners’ Dilemma PURPOSES:

METHOD:

Often we are more concerned with winning than with achieving the optimum result. This well-tested activity is designed for the following purposes: •

To explore the trust between team members and the effects of betrayal on team members.

•

To demonstrate the effects of competition between teams.

•

To demonstrate the potential advantages of a collaborative approach to solving problems.

•

To demonstrate the necessity of establishing the purpose of any activity.

1.

Form two teams of no more than eight members each. One team is designated “Red” and the other “Blue.”

2.

Seat the two teams separately with enough space between them to avoid interrupting or disrupting each other. Instruct them not to communicate with the other team in any way, verbally or nonverbally, except when told to do so by the facilitator.

3.

In the center of the room, place two chairs facing each other. These are for the team representatives.

4.

Explain that the group is going to experience a simulation of an old technique used in interrogating prisoners (carefully avoid discussing the objectives of the exercise). The questioner separates prisoners suspected of working together and tells one that the other has confessed and that if they both confess they will get off easier. The prisoners’ dilemma is that they may confess when they should not and that they may fail to confess when they really should.

5.

Distribute copies of the Tally Sheet (Handout 28.1) to all participants. Explain that there will be 10 rounds, with the Red team choosing either A or B, and the Blue team choosing either X or Y.

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Activity 28: Prisoner’s Dilemma (concluded)

AX AY BX BY

— — — —

Both teams win 3 points Red team loses 6 points, Blue team wins 6 points Red team wins 6 points, Blue team loses 6 points Both teams lose 3 points

6. Begin Round 1 and give teams 3 minutes in each round to make a decision. Instruct them not to write down their decisions until signaled to do so to make sure they do not make hasty decisions. 7. Announce the choices of the two teams for Round 1 and agree upon the scoring for that round. Proceed with Rounds 2 and 3 in the same manner. 8. Announce Round 4 as a special round, with the points payoff doubled. Instruct teams to send one representative to the center to talk before Round 4. After 3 minutes of consultation with each other, have them return to their teams and begin Round 4. The number of points for the outcome of this round is doubled. 9. Rounds 5 through 8 proceed as in the first three rounds. 10. Announce Round 9 as a special round, with the points payoff squared. Have representatives meet for 3 minutes and then the teams meet for 5 minutes. At the facilitator’s signal, the teams will mark down their choices and then announce the two choices. The number of points awarded to the two teams for this round is squared. 11. Handle Round 10 exactly as Round 9. Payoff points are squared. 12. Bring the entire group together to process the experience. Announce the point total. Calculate the sum of the two outcomes and compare that sum to the maximum possible outcome (126 points). You might wish to lead a discussion on the effects of high and low trust on interpersonal relations, on win-lose situations, and on the relative merits of collaboration versus competition.

NOTES AND VARIATIONS:

1. Approximately 1 hour is required for this activity. 2. As the procedure is somewhat complicated, it helps to tell participants that it is expected that they will not fully understand the process until they have played a couple of rounds. 3. Cash can be collected from teams and used as a prize to heighten competitiveness.

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50 Activities for Team Building: Volume II

Handout 28.1

Tally Sheet PAYOFF BLUE TEAM

X

Y +3

+6

A +3

RED TEAM

-6

-6

-3

B +6

Round

Minutes

1

3

2

3

3

3

4*

3 (representatives) 3 (teams)

5

3

6

3

7

3

8

3

9** 10**

-3

Choice Red

Cumulative Points Blue

Red

Blue

3 (representatives) 5 (teams) 3 (representatives) 5 (teams)

*Payoff points are doubled for this round **Payoff points are squared for this round Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 29

The Zin Obelisk PURPOSES:

METHOD:

•

To study the process of information sharing in teams.

•

To study leadership, cooperation, and conflict issues.

1.

Prepare information cards, measuring approximately 3” x 5”, with each separate card containing one of the following pieces of information: The basic measurement of time in Atlantis is a day. An Atlantian day is divided into Schlibs and Ponks. The length of the Zin is 50 feet. The height of the Zin is 100 feet. The width of the Zin is 10 feet. The Zin is built of stone blocks. Each block is one cubic foot. Day 1 in the Atlantian week is Aquaday. Day 2 in the Atlantian week is called Neptiminus. Day 3 in the Atlantian week is called Sharkday. Day 4 in the Atlantian week is called Mermaidday. Day 5 in the Atlantian week is called Daydoldrum. There are 5 days in an Atlantian week. The working day has 7 Schlibs. Each worker takes rest periods during the working day totaling 16 Ponks. There are 8 Ponks in a Schlib. Workers each lay 150 blocks per Schlib. At any time when work is taking place there is a group of 9 people on site. One member of each group has religious duties and does not lay blocks. No work takes place on Daydoldrum. What is a Cubitt? A Cubitt is a cube, all sides of which measure 1 Megalithic yard. There are 3½ feet in a Megalithic yard. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 29: The Zin Obelisk (concluded)

Does work take place on Sunday? What is a Zin? Which way up does the Zin stand? The Zin is made of green blocks. Green has special religious significance on Mermaidday. Each group includes two women. Work starts on the first day of the Atlantian week. Only one group is working on the construction of the Zin.

NOTES AND VARIATIONS:

142

2.

Distribute one copy of the Group Instruction Sheet (Handout 29.1) to each member of the team.

3.

Divide the information cards randomly among the team members and have the team complete the tasks.

4.

Lead a review of the experience using the Review Sheet (Handout 29.2) and, if necessary, the Answer and Rationale Sheet (Handout 29.3).

5.

Approximately 25 minutes is required to complete the activity, with additional time for review.

6.

Teams of five to eight participants may take part.

1.

Any number of groups may be directed simultaneously.

2.

Participants may complete review sheets individually before group process takes place.

3.

Extra, irrelevant information may be introduced to complicate the task.

4.

Process observers may be used.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 29.1

Group Instruction Sheet Directions: In the ancient city of Atlantis, a solid, rectangular obelisk called a Zin was built in honor of the Goddess Tina. The structure took less than two weeks to complete, and your task is to determine on which day of the week it was completed. You may share the information you have on the cards, but you may not show your cards to other participants.

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Handout 29.2

Review Sheet 1. What actions helped the group accomplish the task?

2. What actions hindered the group in completing the task?

3. How did leadership emerge in the team?

4. Who participated most?

5. Who participated least?

6. What feelings did you experience as the task progressed?

7. What suggestions would you make to improve team performance?

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Handout 29.3

Answer and Rationale Sheet The answer is Neptiminus. Rationale 1.

The dimensions of the Zin mean that it contains 50,000 cubic feet of material.

2.

Blocks are one cubic foot each; therefore, 50,000 blocks are required.

3.

There are 7 working Schlibs in a day.

4.

Each worker lays 150 blocks per Schlib, therefore, each worker lays 1,050 blocks per day.

5.

There are 8 workers per day meaning that 8,400 blocks are laid per working day.

6.

The 50,000th block is therefore laid on the sixth working day.

7.

As work does not take place on Daydoldrum, the sixth working day is Neptiminus.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 30

Cloverleaf PURPOSE:

To provide an opportunity for teams to study the use of resources and creativity. Any number of teams with a minimum of six players each may take part.

METHOD:

1.

Mark out the following shape on the floor or ground:

A

B

D

C

This outline should cover at least 6 m2. 2.

Explain that the team is required to produce “cloverleafs” and that the facilitator will purchase these at a set price. Rules: • • •

A cloverleaf is produced each time a person travels completely around the outline. Each area (A, B, C, D) must have a person stationed in it at all times. There must always be an equal number of members in areas A, B, C, and D.

3.

A facilitator is required to record each cloverleaf as it is produced by each team.

4.

The activity begins with teams being required to produce the maximum number of cloverleafs in a given time.

5.

If two or more teams are used, a number of “rounds” are played to motivate the teams to become more creative in their use of resources and “production” methods.

6.

If only one team is taking part, increasingly higher outputs can be required by the facilitator.

7.

Allow 1 minute of planning time at the beginning and between each round. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 30: Cloverleaf (concluded)

NOTES AND VARIATIONS:

150

1.

This activity can be run outdoors quite easily and, as such, provides a change from more conventional indoor activities conducted during training events.

2.

Since this is a physical activity, it can be conducted either before or after lunch during an all-day training event.

3.

As competitiveness increases or higher outputs are required by the facilitator, the creativity of production methods also increase.

4.

To increase competitiveness, higher prices can be offered for increased production and teams can be placed out of sight of each other.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 31

Four-Letter Words PURPOSE:

To provide an opportunity for a team to study a range of teamwork issues while performing a task that makes increasing demands on them.

METHOD:

1.

A set of Scrabble letters is required. Place these on a table.

2.

Explain that the task is to place as many four-letter words as possible on the table in one minute.

3.

Allow four minutes for planning and then begin play.

4.

Subsequent rounds are played with the facilitator requesting 50, 100, 300, and 1,000 percent increases in production.

1.

A number of teams can perform the activity at the same time, thus making it competitive.

2.

The experience can be processed. Teams often start with an individual approach, then move to a “division of labor approach” with “thinkers,” “sorters,” “makers,” “breakers,” “compilers,” etc. As increasingly high production requirements are made, less conventional methods tend to be adopted (i.e., just moving two letters around or lifting words up and replacing them in quick succession).

NOTES AND VARIATIONS:

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 32

Team Tasks PURPOSE:

To provide ideas for simple tasks that a team can complete in a short time and that will provide a basis for reviewing and learning from performance.

METHOD:

1.

Choose a task from the list on page 136 and give the team time to complete it.

2.

Performance is reviewed using one of the following:

3.

NOTES AND VARIATIONS:

•

Activity 37, Process Review

•

Activity 39, Team Self-Review

•

Activity 1, Our Team and Its Stage of Development

In each case a process observer may be appointed who can also act as timekeeper.

Almost any task with which the facilitator is familiar can be used. The activity demonstrates the way in which simple tasks can be utilized as a basis for team development.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 32: Team Tasks (concluded)

Suggested Time

Materials Required

1. Plan an election campaign to elect one group member to the local council using the resources available to the group.

45 min.

Blank posters, pencils, crayons, telephone directory

2. Plan the best way to complete a complicated journey by public transportation that involves more than one country and a selection of towns and pre-determined layover times. Facilitator decides on destinations and layover times.

45 min.

Train, air, sea, and road timetables, maps, telephone (optional)

3. Allocate a sum of money to organizational departments or to individuals as a reward for their contribution.

30 min.

None

4. Devise a new game to be played with a round ball, 12 sticks, and 24 marbles.

30 min.

None

5. Design and play a piece of music using oral sounds only and accommodating as many instruments as possible.

15 min.

None

6. Decide the best place to unload 10 cubic feet of asphalt before it sets, given that it should be laid approximately 5 inches thick.

10 min.

None

7. Act out a well-known pantomime or fairy tale using members to their best advantage.

1 hour

Anything at hand

8. Form a three-dimensional static human structure as high as possible that will stay for two minutes. (There is no requirement for the structure to be free-standing or at ground level, but this should not be explained when giving the initial instructions.)

15 min.

None

Tasks

154

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 33

PURPOSE:

Making Meetings More Constructive Meetings are probably regarded as the major curse of modern organizational life. It is not that meetings are a bad thing, it is just that so many are badly used. This activity aims to show that they can be improved and made more constructive if the following are present: • • • •

METHOD:

Clear purpose and objectives Maximum involvement of all participants Clear and mutual procedures Review of “what is going on in the meeting” (the process) at regular intervals

1.

The first stage should be to decide on the purpose and objectives of the meeting. Sometimes these will appear obvious; sometimes they will be obvious. In any event, it is advisable to check that all participants are clear on them. Ideally, all participants should also agree with the purpose and objectives, but this will not always be possible. Once clarity has been achieved, it is useful to display the purpose and objectives on a chart in order to keep them in focus.

2.

How to achieve the purpose and objectives is the next problem. All participants should have a chance to give their views. From this should emerge: • • • •

The agenda The decision-making process The method of leadership to be employed The time allocation for each item

In some cases, these matters will have been decided in advance, but for the sake of involvement and commitment, it is valuable to clarify them with all members at the beginning of the meeting. 3.

There are a number of ways of involving participants in meetings, such as: •

The use of open-ended questions, e.g., “What do you suggest?” “How would you tackle this problem?” These may be addressed either generally or to specific individuals.

•

Breaking for 10 to 15 minutes into pairs or trios to discuss a particular item on the agenda.

•

Rotating the chairmanship.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 33: Making Meetings More Constructive (concluded)

NOTES AND VARIATIONS:

156

•

Asking someone to prepare part of the meeting in advance and giving him or her the opportunity to run that part of the meeting.

•

Asking someone who has not contributed much to summarize the discussion at various stages.

1.

The activity can be extended by including Process Review, Activity 37 or Team Self-Review, Activity 39.

2.

Also consider using Enlivening Meetings, Activity 15, Brainstorming, Activity 12, and Is the Team Listening? Activity 25.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 34

Positive and Negative Feedback

PURPOSE:

Personal feedback is a feature of many team building events and activities. Often the negative feedback can appear as extremely threatening and can lead to feelings of insecurity. This can be lessened by ensuring that it is accompanied by positive feedback that enhances a feeling of well-being and security. This activity is designed to facilitate both negative and positive feedback simultaneously.

METHOD:

1.

The activity should only be used with a group of people who have had some experience of working together, such as at the conclusion of a series of team-building activities or at the end of a team development workshop.

2.

Distribute sufficient copies of the Feedback Sheet (Handout 34.1) to enable each participant to have one for each other member of the group.

3.

Have participants complete the sheets. When they are finished, invite them to sign them, although give them the option of leaving them unsigned.

4.

Completed sheets should be delivered to a central mailbox and collated so that each participant can collect all sheets intended for him or her.

5.

After the messages have been considered, ask participants to:

NOTES AND VARIATIONS:

•

Raise any points of clarification with the entire group

•

Tell the group about the feedback that has been most helpful to them

1.

The activity can be terminated at Step 4.

2.

Messages can be shared in pairs, in the group, or not at all.

3.

This activity is particularly useful:

4.

•

To generate feelings of warmth after a particularly threatening activity or one that involved negative feedback

•

At the end of a training event, when everyone can depart with a “personal message” from other participants to take away

The activity can also be used to give feedback to the facilitators about an event. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 34.1

Feedback Sheet To: The behaviors/characteristics I have found most valuable about you are:

Your major strengths are:

Your most helpful actions in this group have been:

Your principal weaknesses in the group are:

The types of behaviors you should try to change are:

From: Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 35

PURPOSE:

Improving One-to-One Relationships Sometimes two people who need to work together seem to be constantly at loggerheads. We may feel inclined to knock their heads together. This sometimes works, but it is not a development technique that can always be recommended, as often the result is nothing better than severe headaches! This activity aims to bring about improvement by: • • •

METHOD:

1.

Specifying what each expects of the other Clarifying where those expectations are not being met Clarifying how the two can be more helpful to each other Ask the two people concerned to make up three lists: •

Positive aspects of working together

•

Negative aspects of working together

•

The comments each thinks will be on the other’s list

2.

Arrange a meeting between the two people to consider the lists they prepared. Both should first present the list of positive aspects, then the list of negative aspects, and finally the comments each thought would be on the other’s list. It is helpful if a facilitator can be at the meeting, but not essential.

3.

At each stage, the facilitator, if present, should discourage any talk not specifically directed toward gaining an understanding of the other’s point of view.

4.

Each person should then outline any changes that will help to improve the relationship, and how they could work together to bring these changes about.

5.

A list should also be drawn up of the items the two failed to agree on. Ask each person to decide how these should be dealt with or whether they should be left alone for the time being.

6.

Remember to follow up on these arrangements to make sure they are being carried out.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 36

PURPOSES:

METHOD:

To See Ourselves as Others See Us •

To experience and demonstrate openness as a feature of a teambuilding event.

•

To generate further data for use at the event.

1.

Form subgroups, representing as much as possible groups who have been working together on the event.

2.

Have each subgroup go to a separate room and take 20 minutes to prepare the following on flipcharts: • •

3.

Ask each subgroup to distribute to the others its list of adjectives describing them, and to display the flipchart sheets it receives from the other groups as well as the one they prepared describing themselves.

4.

After considering the lists for a few minutes in silence, the subgroups should spend 20 minutes processing the experience, focusing particularly on: • • • •

NOTES AND VARIATIONS:

A list of adjectives describing the other subgroups A list of adjectives describing themselves

The differences between the lists of the other subgroups The differences between their own and the other lists The range of “positive” and “negative” adjectives Whether the subgroup has received any feedback on which it wishes to work during the event

5.

As an option, subgroups may view each other’s lists and the facilitator lead a full group discussion on the experience.

1.

This activity will bring to the surface the feelings of one subgroup for another and the data can be potentially damaging. Therefore, only use the activity if:

2.

•

Subgroups are “strong” enough to take the data and likely to see it as helpful, or

•

There will subsequently be time in the event to work through some of the issues raised.

With the above reservations, this activity can be used to bring issues into the open, where they can be dealt with. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 37

Process Review PURPOSE:

Process review is one way of studying meetings or activities for the purpose of improving teamwork. Teams become effective by looking at the way they function and by learning from the experience.

METHOD:

1.

The activity can be used either with an important meeting you attend regularly or with an activity from this collection. Many are suitable for this kind of review. Appoint one member to become an observer who will sit away from the team and quietly observe what is happening.

2.

Explain that the observer’s role is to watch what happens and, at the end of the session, report back to the group so that they can all think about their behavior. This should tell the team and its individual members something about themselves and how they behave as a team, and will help the team to modify the way in which it operates in the future. The observer takes no part in the discussions, but watches what happens carefully.

3.

During the sessions, the observer should look for the following: •

Does everyone understand the purpose of the group?

•

Is good use being made of the time available?

•

Are personal goals conflicting with the group’s goals?

•

Is the group avoiding issues that may be difficult or unpleasant?

•

Do people really listen to others?

•

Does discussion deal with facts and verifiable information, or does it deal with speculation and opinion?

The individual appointed to the role of observer should remember that being an observer does not give him or her any more abilities or power than other members have and that he or she might make mistakes, particularly if it is the first time he or she has taken part in the activity. 4.

Allow approximately 30 minutes for the observer’s review at the end of the meeting. Initially, the Process Review Checklist (Handout 37.1) should be used as a guide. The observer should try to be as helpful as possible by describing rather than interpreting what he or she actually saw. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 37: Process Review (concluded)

NOTES AND VARIATIONS:

166

1.

More than one observer can be used if required. When activities are used that require a certain number of participants, a variation in the number of process observers can ensure that all are employed in useful activity.

2.

When more than one observer is used, they should briefly meet and share observations before reporting back to the whole group.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 37.1

Process Review Checklist •

Who had the most “air time”?

•

Who had the least “air time”?

•

How clear was the purpose of the task? Were people committed to it?

•

How well did people listen to each other?

•

Were creative ideas suggested?

•

What happened to creative ideas?

•

Did the meeting serve to resolve differences?

•

What actions helped the team most?

•

What actions hindered the team?

•

How well was time used?

•

Were difficult or unpleasant issues raised and resolved?

•

Did the team deal in facts whenever possible?

•

Did individual goals conflict?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 38

How We Make Decisions

PURPOSE:

This activity is designed to help participants determine their predominant decision-making style by receiving feedback from other people, and to help a team establish the decision-making style most frequently used.

METHOD:

1.

Distribute Decision-making Styles (Handout 38.1) to participants.

2.

Ask each team member to complete the handout for the person being reviewed.

3.

Calculate the scores for each person and then have the team discuss the scores.

NOTES AND VARIATIONS:

Feedback can be given to the person whose style is being reviewed by simply handing him or her completed forms. This makes the activity less confronting and more comfortable.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 38.1

Decision-making Styles Directions: Write the name of the person being assessed in the space provided. Each participant has 10 points, all of which are to be used. Allocate your 10 points to one or more of the four styles so that the predominant style receives the highest number of points, and so on. Untypical styles receive no points. Name: 1. We make the decisions.

points

2. He/she makes the decisions him-/herself.

points

3. He/she seeks other opinions before deciding.

points

4. He/she makes decisions with people of his/her choice.

points

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 39

Team Self-Review PURPOSE:

To help team effectiveness by reviewing performance. While process review involves the use of an “outsider,” internal review can be conducted without such help.

METHOD:

All members of a team take part either during or after the completion of a task or meeting. 1.

Explain that “internal” review is a way of improving team functioning and that if it is to work, it demands openness, honesty, and a certain amount of risk taking.

2.

Each participant completes a Team Self-Review (Handout 39.1) which asks questions about the following topics:

3.

NOTES AND VARIATIONS:

Objectivity Leadership Information Openness Organization Use of time Decision making Climate Participation The team tries as much as possible to reach consensus in completing a further review sheet that reflects the view of the team.

4.

The process can be repeated after further meetings or tasks. In many developed teams, regular review becomes a way of life.

1.

The activity is most useful when used repeatedly.

2,

The team can consider the appropriateness of the questions and, if they desire, make changes.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 39.1

Team Self-Review Sheet Directions: Circle those numbers that best indicate your view of how the group performed. 1. How clear were we about the purpose and objective of the task? 1

2

3

4

5

6

7

8

9

Unclear

10 Clear

2. How was the necessary information obtained and used? 1

2

3

4

5

6

7

8

9

Badly

10 Very Well

3. Was our organization suitable for the task? 1

2

3

4

5

6

7

8

9

Unsuitable

10 Suitable

4. Were our decision-making techniques appropriate? 1

2

3

4

5

6

7

8

9

Inappropriate

10 Appropriate

5. Did everyone participate fully? 1

2

3

4

5

6

7

8

Low Involvement

9

10

High Involvement

6. Was leadership exercised appropriately? 1

2

3

4

5

6

7

8

Inappropriately

9

10

Appropriately

7. Were feelings and opinions expressed openly? 1

2

3

4

5

6

7

8

9

Not Openly

10 Very Openly

8. Was time used well? 1

2

3

4

5

6

7

8

9

Badly

10 Well

9. To what extent did you enjoy working in the group? 1

2

3

4

5

6

7

8

Not at All

9

10 Very Much

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 40

Silent Shapes PURPOSE:

To study problem-solving and communication techniques within a team in order to apply the learning in a work situation.

METHOD:

1.

First, make a set of shapes. They can be made with poster board formed from four squares divided, as shown below:

2.

Mix all pieces randomly and put into four envelopes, with each containing four pieces.

3.

Have participants form teams of four people and give each person one envelope and the following instructions:

4.

•

The team’s task is to form four squares from the pieces of card you all have.

•

During the activity you may not speak.

•

Cards may be displayed on the table.

•

You may not ask for a card from any other team member or signal your requirement in any way.

•

You may give and receive cards only.

After the activity, lead a discussion, using the following key questions: •

What did we learn about leadership?

•

What did we learn about our achievement of the task?

•

What did it feel like to not be able to communicate the things you wanted to communicate?

•

What could have helped with the achievement of the objective?

•

What learning can we apply in the “real-work” situation?

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Activity 40: Silent Shapes (concluded)

NOTES AND VARIATIONS:

178

1.

It is usually necessary for the facilitator to monitor the activity, ensuring that rules are strictly adhered to.

2.

Two or more groups can be directed simultaneously.

3.

Process observers can be used.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 41

Basic Meeting Arrangements

PURPOSE:

Often regular meetings follow an established format, thereby inhibiting participation and effectiveness. This activity is designed to highlight those “basics” of meetings that need improvement. The activity does not deal with interpersonal issues.

METHOD:

1.

Invite regular attendees at a meeting to complete Our Meeting Review (Handout 41.1) by allocating points, from 0 to 10, for each statement according to their satisfaction: 0 = I am completely dissatisfied 10 = I am completely satisfied

2.

3.

NOTES AND VARIATIONS:

Collate the handouts and present them to the group at the meeting. Items for highlighting can include: •

The area of highest dissatisfaction

•

The area of highest satisfaction

•

Total scores for each area

•

Total scores for each individual

Have the team discuss which areas it wishes to improve and decide how it will change to achieve a greater degree of satisfaction.

The process can be repeated to check whether new arrangements have been effective.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 41.1

Our Meeting Review Directions: Allocate points from 0 to 10 according to the degree of satisfaction (0 is lowest, 10 is highest). POINTS 1. Do we meet at the right frequency? 2. Are our meetings of the right length? 3. Are our meetings at the right time? 4. Do the right people attend? 5. Are our agendas appropriate? 6. Do we have the necessary information? 7. Do we have effective decision-making procedures? 8. Do we make the right use of external help? 9. Is our meeting room adequate? 10. Is it laid out in the right way? 11. Do we use appropriate aids? 12. Do we record appropriate aids? 13. Do we review our performance? 14. Do we learn from our mistakes? 15. Is our policy on chairmanship appropriate? 16. Is timekeeping satisfactory? 17. Are refreshment arrangements adequate? 18. Are potential interruptions handled correctly? 19. Are our meetings necessary? 20. Are our meetings useful? Total Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 42

Decision-Making PURPOSE:

To enable a team leader to examine how team members perceive decisions to be made, and to contrast this with how they would wish decisions to be made.

METHOD:

1.

NOTES AND VARIATIONS:

The team leader introduces the activity with a brief outline of the four decision-making approaches: •

“I make the decisions.”

•

“I seek opinions.”

•

“I make decisions with people of my choice.”

•

“The team decides.”

2.

Participants draw two rectangles that represent decisions. They label the first rectangle “How we make decisions” and the second rectangle “How we should make decisions” (see example on the next page).

3.

The team leader considers the completed rectangles and initiates a discussion with the team on steps to take to make the two approaches more compatible.

1.

Anonymity is usually best if the activity is to be conducted by the team leader.

2.

An outside facilitator should always obtain the team leader’s consent to use the activity.

3.

Teams can be contrasted using the activity.

4.

The team leader’s perceptions can be compared with that of the team.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 42: Decision Making (concluded)

Example 100%

Approach 1

Approach 1

Approach 2 Approach 2

Approach 4

Approach 3

Approach 4 0% How we make decisions

184

How we should make decisions

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Activity 43

Communication Skills Inventory*

PURPOSE:

To provide a structure for reviewing personal communication skills. To enable a communication skills improvement plan to be formulated.

METHOD:

1.

This inventory can be conducted by a single individual, but is best undertaken with two others.

2.

It is a good idea to discuss the results with one or two others in an open-ended session. Any number of people may undertake the activity at the same time.

3.

All participants will need a copy of the Communication Skills Inventory (Handout 43.1) and the Communication Skills Inventory Analysis (Handout 43.2).

4.

Participants should complete the inventory privately. Allow about 20 minutes.

5.

Have participants form pairs or triads to discuss the outcome. Everyone should take a turn in the “hot seat” and describe their inventory results. Others ask for illustrations of behaviors described and give feedback. Allow 60 minutes for this stage.

6.

Ask participants to complete the “How I Can Improve” column in the Communication Skills Inventory Analysis. Allow about 10 minutes for this.

__________ *This activity is based on an activity in 50 Activities for Unblocking Organizational Communication by Dave Francies (Gower, 1987).

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 43.1

Communication Skills Inventory Directions: This inventory helps you assess your own communication skills and then identify areas for improvement. Consider the various situations in your normal work that require communication with others. Answer each item as honestly as you can. 1. As you go through the inventory, put a check in the appropriate column. 2. Fill in the blank spaces with any additional skills that are important for you. 3. Then go back over the list and circle three or four items from the whole list that you feel would be most useful to improve at this time. Write these “improvement” items in the space provided on the analysis sheet. 4. Fully discuss the results with another person. 5. Fill in the “How I Can Improve” column on the analysis sheet. Problem Solving 1.

Questioning to discover the causes of problems

2.

Focusing attention of others on problems

3.

Asking for help when necessary

4.

Demonstrating calmness under pressure

5.

Communicating the importance of finding solutions to problems

6.

Stating priorities for action

7.

(Also)…

OK

Need to do more or better

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

Need to do less

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Handout 43.1 (continued) Leading My Team(s) 8.

Demonstrating that “I am in charge”

9.

Meeting sufficiently often

OK

Need to do more or better

10. Discovering team members’ individual strengths 11. Punishing behavior that deviates from team norms 12. Using my status to cut short debate 13. Adapting my style of leadership to suit different capabilities of subordinates 14. Making good use of meeting time 15. Building a climate where people can say what they really think 16. Drawing out contributions from others 17. Ensuring action steps are clearly identified 18. Maintaining discipline in meetings 19. Reviewing the performance of the group 20. (Also)…

188

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

Need to do less

50 Activities for Team Building: Volume II

Handout 43.1 (continued) Objective Setting/ Measuring Success

OK

Need to do more or better

Need to do less

OK

Need to do more or better

Need to do less

21. Clearly stating objectives 22. Clarifying time limits 23. Ensuring that objectives are measurable 24. Checking that all involved share a common understanding of objectives 25. Finding ways to measure success 26. (Also)…

Handling Information 27. Analyzing what information is needed 28. Listening to the ideas of others 29. Using the flipchart to record ideas 30. Identifying gaps in information 31. Putting information into an easily understood format 32. Clarifying options for action 33. Presenting my own ideas 34. (Also)…

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 43.1 (continued) Decision Making

OK

Need to do more or better

Need to do less

OK

Need to do more or better

Need to do less

35. Evaluating possible options for action 36. Assessing risks of different courses of action 37. Listing the likely benefits of different courses of action 38. Making a clear choice between different options for action 39. Clearly communicating decisions to those who will be affected 40. Explaining why decisions have been made 41. (Also)…

Planning 42. Ensuring that others know what has to be done 43. Establishing mechanisms to ensure coordination of tasks 44. Communicating the essential elements of tasks 45. Incorporating other people’s ideas about the best way to handle tasks 46. Providing clear plans 47. Ensuring that people know what to do if things go wrong 48. (Also)…

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Handout 43.1 (continued) Implementing

OK

Need to do more or better

Need to do less

OK

Need to do more or better

Need to do less

49. Setting up mechanisms to monitor progress 50. Coordinating other people’s efforts 51. Following through when things get tough 52. Communicating changes of plan effectively 53. (Also)…

Reviewing for Improvement 54. Reviewing progress against objectives 55. Discussing errors openly 56. Identifying ideas for improvement 57. Giving feedback to individuals 58. Building on strengths 59. Ensuring that morale is maintained 60. (Also)…

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Handout 43.1 (concluded) Relationships Upwards

OK

Need to do more or better

Need to do less

OK

Need to do more or better

Need to do less

61. Competing with my peers 62. Doing what I agree to do 63. Giving support to my boss 64. Being assertive with superiors 65. (Also)…

General Communication Skills 66. Supporting those having difficulties 67. Using skillful counseling techniques 68. Treating others with respect 69. Being available to others 70. Being aware of how other people feel 71. Setting time aside to think about my own skills 72. Pretending that I know when I don’t 73. Seeking advice from others 74. Improving my personal communication skills 75. (Also)…

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Handout 43.2

Communication Skills Inventory Analysis Directions: Go back over the list and circle three items that you feel would be most useful for you to improve at this time. Write these below. After you have discussed your inventory results with someone else, record practical suggestions for improving your skills. Number

Skills for Improvement

How I Can Improve

1.

2.

3.

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Activity 44

Taking Stock PURPOSE:

The first step in the team-building process is to visualize where the team is now. Later it is important to keep checking on the progress made and to establish a common perception of how far the team has traveled and where it is now.

METHOD:

1.

Set aside meeting time for a team to take stock of itself. Try to ensure that the attention of the team will not be distracted by interventions from outside. It is best to do this outside normal working hours or off site. All team members should participate in the process.

2.

Distribute Taking Stock (Handout 44.1) and ask each team member to complete it individually. Next, show the information on a flipchart so that everyone’s views are displayed.

3.

Discuss each item for at least 15 minutes, trying to arrive at a consensus view on each one.

4.

Brainstorm ideas on how to improve prior to formulating an action plan (see Activity 12).

5.

Repeat the process after an appropriate length of time agreed to by the team.

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Handout 44.1

Taking Stock 1. Are we making progress in our Team Development Program?

2. How has progress shown itself?

3. What are our key strengths?

4. What can we do to build on those strengths?

5. What are our main weaknesses?

6. What do we do to improve on our weaknesses?

7. What should we do more of?

8. What should we do less of?

9. What activities should we stop doing?

10. What activities should we start doing?

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Activity 45

My Role in the Team

PURPOSE:

To enable individual team members to consider the roles they play within the team and identify which roles could be developed and used more to increase their effectiveness.

METHOD:

There are 12 roles that need to be played to make most teams effective. Some team members may be able to play many roles, others only one, but most people can enhance their contribution by developing the capacity to play additional roles. Indeed, promotion prospects may depend upon it. 1.

Referring to Roles Summary (Handout 45.1), complete the SelfAssessment sheet (Handout 45.2).

2.

To refine and validate the results, ask others who know you well to complete the Colleague Assessment sheet (Handout 45.3).

3.

Compare the results and, if necessary, initiate a discussion to understand the reasons for your colleagues’ perceptions of you.

4.

Observe the way in which people operate who are strong in the roles in which you are weak and consider ways in which you can use your strengths to help others develop.

5.

Finally, complete the Improvement Plan (Handout 45.4).

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Handout 45.1

Roles Summary Team Leader

Challenger

Expert

Forms the team Identifies strengths and weaknesses Determines contributions Monitors performance Calls meetings Provides structure Reviews team needs

Adopts unconventional approaches Takes a fresh look Challenges accepted order Provides the unexpected Ideas person Challenges complacency Provides stimulus Provides radical review

Provides specialist expertise Acts as expert witness Provides professional viewpoint

Ambassador

Judge

Innovator

Develops external relationships Shows concern for external environment Sells the team Builds bridges

Listens Evaluates Ponders Avoids arguments Avoids advocacy Promotes justice Avoids rushing Acts logically Acts pragmatically Provides balance Controls wild enthusiasm Seeks the truth

Uses imagination Proposes new methods Evaluates ideas Nurtures ideas Builds on others’ ideas Visualizes opportunities Transforms ideas into strategies Deals with complex issues Provides vision Provides ingenuity Provides logic Helps understanding

Diplomat

Conformer

Output Pusher

Promotes diplomatic solutions Has high influence Good negotiator Orientates the team Builds alliances Aids consensus Pragmatic Sees way ahead

Fills gaps Cooperative Helps relationships Jack-of-all-trades Avoids challenges to accepted order Observes Conservative Intolerant

Self-motivated Preoccupation with output and results “Drives” Imposes time constraints Chases progress Shows high commitment to task Abrasive

Quality Controller

Supporter

Reviewer

Checks output orientation Preoccupation with quality Inspires higher standards Acts as team conscience Shows relationship concern

Builds morale Puts people at ease Ensures job satisfaction Resolves conflicts Gets to root of problem Gives advice Supports Encourages

Observes Reviews performance Promotes regular review Gives feedback Acts as “mirror” Looks for pitfalls Is process-oriented

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Handout 45.2

Team Role—Self-Assessment Directions: Review the 12 roles outlined on the Roles Summary sheet and rank them according to the frequency with which you play each role. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Summary Strong Roles

Weak Roles

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Handout 45.3

Team Role—Colleague Assessment Directions: Referring to the descriptions on the Roles Summary sheet, place in rank order your perception of how strongly the person plays each role. Rank the strongest role 1 and the weakest 12. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. In the space below, offer suggestions that you feel would be helpful in: • •

Developing weak roles Enabling the person to play roles that would be helpful to the team

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Handout 45.4

Team Roles Improvement Plan Roles to be developed: 1. 2. 3. 4. 5. 6. 7.

People who can help me:

People to observe:

Activities to undertake:

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Handout 45.4 (concluded) My strong roles: 1. 2. 3. 4. 5. 6. 7.

People I can help:

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Activity 46

Devising a Team Vision

PURPOSE:

To enable a team to develop a vision of its future organization and to review how it communicates its vision to the rest of the organization.

METHOD:

1.

This activity assists a team in formulating a vision. The team may be a “Top Team” or a divisional or operating unit.

2.

The team leader should lead the activity. The team leader will become familiar with the procedure prior to arranging a meeting that all members of the team attend.

3.

Distribute a copy of Team Vision Briefing Sheet (Handout 46.1) to each person attending.

4.

The objective of the meeting is to formulate a team vision. The topic guidelines are outlined in the briefing sheet.

5.

Allow at least a half day for the meeting.

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Handout 46.1

Team Vision Briefing Sheet A vision is a description of how the future of the team will be. It should capture the imagination so that team members are willing to make the effort to transform the vision into reality. A good “vision” will: • • • • •

Be based on an insightful analysis of the present situation facing the team Be based on a thorough consideration of options Appeal to the wishes and preferences of team members Contain an assessment of the motivating forces that drive the team forward Be attainable

The members may divide into subgroups to come up with answers to some or all of the questions before the whole team meets to arrive at a consensus on each item. 1. What is the team proud of? 2. What is the team ashamed of? 3. What does the team do really well? 4. What does the team do badly? 5. How is the team perceived by: • • •

Other teams? The outside world? Top management?

6. What new demands will be placed on the team by: • • •

The marketplace? The organization? Individual team members?

7. Who or what can the team learn from? 8. What should the team improve? 9. How can the team improve? 10. What part should each individual play and how will his or her role change? 11. How should the team progress? 12. When should the team review progress?

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Activity 47

Intergroup Feedback PURPOSE:

To develop open communication with other teams in the organization.

METHOD:

In this activity, a project group collects information about how other teams view your team. 1.

The project group’s task is “To interview representatives of other teams in the organization to discover what they think of us. You should prepare a report for senior management suggesting how we could improve our image among the other teams.”

2.

Not all teams should be included; only those with whom the team has regular contact as a supplier of goods or services or receiver of goods or services.

3.

Give guidance to the project group on how it should collect information. Project group members should develop an interview schedule using the questions included in the Intergroup Questionnaire (Handout 47.1).

4.

Members of the project group visit the selected teams and conduct interviews based on the questionnaire. It is important to collect sufficient information to provide a cross section of all groups.

5.

Present the information in a form that ensures that a factual picture emerges. The report should include a summary of the information and recommendation for action.

6.

Following a discussion between the top team and the project group, establish plans to implement improvements.

7.

Repeat the process after three months in order to determine whether improvements were made.

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Handout 47.1

Intergroup Questionnaire 1. What do you believe that our team does?

2. What activities/functions do we do well?

3. What activities/functions do we do badly?

4. What things would you like us to do differently?

5. How would you describe the quality of what we do?

6. How important to you is it that we perform our function well?

7. What do we do that helps your performance?

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Handout 47.1 (continued) 8. What do we do that hinders your performance?

9. What do you find particularly helpful and why?

10. Who do you find unhelpful and why?

11. What do we communicate well that you need to know?

12. What do we fail to communicate or communicate badly that you need to know?

13. How could we improve our communications with you?

14. What activities/functions do other teams in the organization do better than us?

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Handout 47.1 (concluded) 15. Could you suggest any ideas that you have not already mentioned that would help us improve our relationship with your team?

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Activity 48

Burying the Old Team

PURPOSE:

When teams have undergone rapid change that has involved a large proportion of new members joining, it is common to find that “old” and “new” camps emerge. This activity is designed to help bring together these different camps and create a more unified team.

METHOD:

1.

Call the whole team together or, preferably, undertake the activity as part of a team-building event or at the close of a normal team meeting in the workplace.

2.

Explain that when teams undergo rapid change, which includes taking new members “on board,” it is common to find different camps emerging. The “old” camp tends to be characterized by those who continually refer to the “good old days.” Often an aura is developed around the old team that is more myth than reality. Although the old group may have a great deal to be proud of, its continued existence as a subgroup can seriously hinder the development of really effective teamwork. The “new” camp often tends to denigrate the achievement of the “old group,” sometimes failing to subscribe to values and practices that have been proved to be effective and enduring.

3.

Explain that the activity will signal the burying of the old group with honor and the emergence of a new team, which will capture the best of the past and combine it with the new insights and resources that are now available.

4.

Ask the “old group” to meet together in the presence of the new members, who will not take part in the discussion. Ask them to spend 20 minutes or so defining what was good about the “old group.” Ask them to focus especially on those attributes they feel were particularly beneficial to the organization as a whole. They should record the results of the discussion on a flipchart.

5.

Now ask each individual who is outside the old group to join the old group, one by one. They should join in the same order as they actually came to the new team. Each person should describe feelings on arrival, focusing on those aspects of the old group that were admired and those that stood in the way of progress. The old team should respond each time, including the new people who have “joined” at that stage. They should record on a second flip-

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Activity 48: Burying the Old Team (concluded)

chart what they could have done better to enhance the welcome and potential contribution of the newest member.

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6.

When all new members have joined the team, remove the first flipchart and carefully fold it up. Say that the removal of that chart will represent the “burying with honor” of the old team. The flipchart that remains will signify the determination of the new team to avoid situations that could inhibit the success of new members who join.

7.

The second flipchart should be saved and used whenever there is the danger that an “old team subgroup” may emerge again.

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Activity 49

PURPOSES:

METHOD:

Organizational Types Audit* •

To provide an understanding of organizational types.

•

To review communication requirements in different types of organizations.

•

To clarify what aspects of organizational communication require attention.

This activity should be completed by senior managers, and then discussed at a top team meeting. It may also be used in training courses on organizational behavior. 1.

Copies of Organizational Types Audit; Scoring the Organizational Types Audit; Organizational Types Audit: Profile; Interpreting the Organizational Types Audit, and Organizational Types Audit: Review (Handouts 49.1 through 49.5) are needed for each participant. A flipchart and markers should also be available.

2.

The team leader or coordinator invites participants to complete the audit (about 20 minutes). Participants should be advised to take great care in defining the organization they intend to review. In general, the activity is most beneficial when the actual organization controlled by the individual or team is chosen. If there is doubt, the leader or coordinator should read through several items with the group and discuss the matter. Only when the definition is clear should the group proceed.

3.

After completion, distribute the scoring sheets and complete the profile. When the questionnaire has been completed by several members of the same organization, collate the data and record on a flipchart page (10 minutes). After data has been shared, distribute the interpretation sheets, which include all further instructions (45 minutes).

__________ *This activity is reproduced from 50 Activities for Unblocking Organizational Communication by Dave Francis (Gower, 1987). The work of Henry Mintzberg provided the inspiration for this questionnaire. See Structuring in Fives, Designing Effective Organizations (Prentice-Hall, Englewood Cliffs, NJ, 1982). Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 49.1

Organizational Types Audit Directions: This questionnaire studies organizational character. You can assess a unit, site, company, or non-commercial organization. Everyone completing the questionnaire must have exactly the same definition of the organization being studied. Accordingly, write a brief but clear definition in the box below and agree on this before proceeding. The organization being studied is:

With reference to only the organization described above, complete the questionnaire. Below are listed 40 statements that could describe an organization. You must evaluate the accuracy of each statement. Allocate the points as follows: This statement is true This statement is partly true This statement is untrue

3 points 2 points 0 points

Statement

Points

1. The organization is directly controlled by one person. 2. The organization is controlled through an elaborate hierarchy. 3. Management tends to be fairly weak because the organization is ruled by largely independent professionals. 4. This organization operates as a headquarters and allows operating units a good deal of freedom provided they perform well. 5. The work requires so much creativity that “experts” must get together to decide how things will be done. 6. The organization is always reorganizing to suit different projects. 7. The organization has a number of self-contained divisions. 8. There are “professionals” at every level who make the most of their own decisions. 9. There are formal rules and regulations governing almost all eventualities. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 49.1 (continued) Point Allocation This statement is… True – 3 points

Partly true – 2 points

Untrue – 0 points

Statement

Points

10. The owner or chief executive personally makes all of the key decisions. 11. There is one “boss” who drives the whole organization to respond quickly to changes in the environment. 12. Comprehensive and formal planning takes place before changes in work organization are made. 13. The majority of employees must be qualified in a “profession” or “craft.” 14. The primary task of the top management team is to supervise the performance of subsidiary units or divisions. 15. Reorganization takes place frequently to maintain flexibility and creativity. 16. Coordination takes place through an enormous amount of informal teamwork at every level. 17. Providing they perform well, the divisions in this organization are subject to little day-to-day interference. 18. Many situations occur when the decisions about what should be done are made on the spot by qualified people. 19. Much of the work requires performing routine tasks time and time again. 20. All important decisions are made by one person. 21. This organization is greatly affected by the individuality of the overall boss. 22. There are many elaborate systems to control precisely what goes on throughout the organization. 23. As most people are professionally qualified, they take responsibility for their own work. 24. The whole organization is made up of several separate units, each having a recognizable identity. 25. Specialist teams, who understand the problems, are given a great deal of authority. 224

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Handout 49.1 (concluded) Point Allocation This statement is… True – 3 points

Partly true – 2 points

Untrue – 0 points

Statement

Points

26. Management strives to give enough freedom for expert teams to be genuinely creative. 27. Senior managers in the operating units are controlled by strict measures of performance from headquarters. 28. Work requires that individual professionals carefully assess each situation and decide how to act. 29. Work is largely routine and broken down into predictable elements. 30. There is no doubt that power is centralized under one person. 31. The owner or top manager insists that he/she knows what is going on all the time. 32. Supervisors are tightly controlled by routine systems and procedures. 33. Many of the people who work in this organization must have professional qualifications. 34. A great deal of day-by-day power is delegated to the top management teams of the operating units. 35. It is quite common for people to report to two bosses. 36. Because of its fluid structure, this organization is capable of being truly innovative and creative. 37. This organization has several largely independent divisions or units. 38. Since much of the work is done by independent professionals, there is little need for direct supervision. 39. A great deal of work study is used to establish how work should be done. 40. In practice, everyone is directly supervised by the overall boss.

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Handout 49.2

Scoring the Organizational Types Audit Directions: Copy your scores from the audit onto the table below and then add the totals in each column. Look carefully at each number to ensure that you enter the correct score against it. Then copy the totals onto the profile on the next page. a

b

c

d

e

1:

2:

3:

4:

5:

10:

9:

8:

7:

6:

11:

12:

13:

14:

15:

20:

19:

18:

17:

16:

21:

22:

23:

24:

25:

30:

29:

28:

27:

26:

31:

32:

33:

34:

35:

40:

39:

38:

37:

36:

d

e

Totals a

b

c

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Handout 49.3

Organizational Types Audit: Profile 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

(a)

(b)

(c)

(d)

(e)

Simple Structure

Machine Bureaucracy

Professional Bureaucracy

Divisionalized Form

Adhocracy

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Handout 49.4

Interpreting Organizational Types Audit Review the profile you have just drawn by referring to the descriptions below, then complete the review sheet on Handout 49.5. Discuss your audit results with others to clarify understanding.

High Score in Simple Structure (a) A high score in this column indicates a “simple structure.” Power and control are centralized in the hands of one person. Normally, simple structures are small, although in difficult times all organizations tend to revert to this form. The simple structure is tight-knit, informal, quick to respond to new situations, and controlled by a single person. It is dependent on his or her health, wisdom, and energy. The top team is handpicked by the boss. He or she is the “hub of the wheel.” Decision making is flexible, with the risk of excessive use of intuition and hunch. The organization is, in many ways, a projection of the boss’s personality. There are few uncertainties about direction and identity. The strengths of the boss-led organization are also its weaknesses. The limitations of an individual can ruin the concern. Communication in simple structures uses the wheel approach. The boss is in the center and the spokes radiate outward. It is crucial for the boss to constantly know what is going on and communicate across boundaries. No one else can provide inspiration and coordination.

High Score in Machine Bureaucracy (b) A high score in this column indicates a “machine bureaucracy.” The organization performs complex but repetitive work. Systems are used for coordination and control. Standardization is very important, and functional organization structure is usual. The machine bureaucracy is formal and predictable. Specialists develop systems for breaking down into routine jobs. There is a high degree of interdependence (e.g., on a car assembly production line). The top team members are usually functional representatives. They must ensure that standards and controls are being developed and reviewed. Major strategic decisions require much teamwork at the top level, and sophisticated planning techniques are needed. Efficiency is a watchword, but much needs to be done to contain conflict and dissatisfaction. Top management must ensure that adequate coordinating mechanisms exist. Communication is needed to standardize operations and ensure that the top team’s strategies are fully understood. Management by exception is the rule, so quick identification of abnormal events is crucial. As many people’s feelings are suppressed in machine bureaucracies, it is important to have some valid ways of assessing employee attitudes. This proves difficult as most management information systems only collect quantitative data. Henry Mintzberg says: Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Handout 49.4 (continued) So the information of the MIS (Management Information System), by the time it reaches the Strategic Apex—after being filtered and aggregated through the levels of the administrative hierarchy—is often so bland the top manager cannot rely on it. In a changing environment, that manager finds himself out of touch (see Structuring in Fives, Designing Effective Organizations, Prentice-Hall, Englewood Cliffs, NJ, 1982). If top managers decide to make all key decisions (so they can keep “hands on”) they become overburdened with information and slow down decision making to a snail’s pace. The only answer is a highly efficient and responsive bureaucracy.

High Score in Professional Bureaucracy (c) A high score in this column indicates a “professional bureaucracy.” Professionals or highly qualified people provide a skilled individual service. Power and control are widely distributed (like in a school or hospital). Specialists set their own standards and must keep up to date with their professional work. The professional bureaucracy respects expertise and gives support to qualified individuals. High standards of selection are critical to recruit people with the right credentials and competencies. The top team provides a forum in which organizational politics are dealt with. Professional administrators gain power as they manage across the boundaries, but their discretion is based on the goodwill of professionals. This makes it hard to discipline poor performers. Communication requires great skill of negotiation and persuasion. Formal authority is a blunt instrument to be used sparingly with professionals. Much needs to be done to maintain a high level of professional development, so extensive training is required. As standards are set by individuals, it is important that there are forums for professional discussions. Lack of coordination is often a major problem and relationships between professionals are difficult to orchestrate.

High Score in Divisionalized Form (d) A high score in this column indicates a “divisionalized form.” Because the parent organization could not handle the diversity of its operations, the organization is broken down into business units or divisions. The divisionalized form is controlled from headquarters by a series of measures (usually financial). Within financial targets and other specified limits, the division has much freedom to act. Almost always a division attacks a specific market, and specializes in exploiting this. To some extent the “small is beautiful” philosophy is used. The top team in each division works within the parameters set by headquarters. Performance requirements are fundamental, but provided that performance is deemed satisfactory, the division is allowed a great deal of operational freedom. The top team must operate like an independent business management group, not merely as

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Handout 49.4 (concluded) representatives of functions. They are the only group who can give the division the leadership it needs. Communication between the division and headquarters is largely formalized, dealt with by accountants. Detailed measures enable performance to be monitored. Too much day-to-day involvement from headquarters undermines the principle of divisional autonomy. Headquarters must be wary of excessive emphasis on short-term results. The divisional top team must establish its identity and establish a strategic direction that is responsible for providing the creative driving force. This needs to be communicated throughout the division. Useful relationships may be created with other divisions in the same company to exploit particular areas.

High Score in Adhocracy (e) A high score in this column indicates an “adhocracy” form of organization. This is creative, flexible, informal, and expert. It consists of temporary ad hoc groupings that are constantly changing as needs change. The adhocracy is able to push back the frontiers. Bureaucracy, formalization, systems, and the like are kept to a minimum. There is much emphasis on open communication. The top team in an adhocracy has problems of control. Often they do not really know what is going on, as the issues are too complex for anyone but experts to understand. They must make decisions based on experts’ opinions. Excessive action planning hampers the organization’s creativity. Work must be allocated to those who have the best chance of solving the problems, although there are no guarantees of success: Reorganization is always taking place. The top team is concerned with ensuring that conflicts get aired—to find the truth. Innovation is difficult to control but senior managers must support “product champions” who drive new ideas through the system. The top team also deals with the wider environment to try to obtain a flow of projects to keep the organization going. Communication in adhocracies is central to their effectiveness. People must be kept informed of developments and they can often contribute creatively. There are frequent discussions about how to proceed, and teamwork is necessary for motivation and coordination. Informality and lack of rigid respect for status are necessary. Often uncertainty and ambiguity become confusion. Differences of view are inevitable; this must not be suppressed, but rather channeled toward productive ends.

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Handout 49.5

Organizational Types Audit: Review Directions: Refer to the description of the five organizational types and complete the sections below. 1. Our organization is a:

2. The special characteristics of this type of organization are:

3. The implications for organizational communication are:

4. In order to be a good example of its type, management should emphasize the following:

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50 Activities for Team Building: Volume II

Activity 50

Balancing Team Roles PURPOSE:

One of the great strengths of effective teams lies in their blend of different talents and abilities. This activity enables a team to review its own blend of roles and identify areas for improvement.

METHOD:

1.

Give each team member a copy of the Roles Summary (Handout 50.1) that outlines the behaviors typical of the roles of: • • • • • • • • • • • •

Team leader Challenger Expert Ambassador Judge Innovator Diplomat Conformer Output pusher Quality controller Supporter Reviewer

2.

On Primary and Secondary Roles—Others (Handout 50.2), each member identifies the primary and secondary roles played by each other team member as seen by the individual from the behaviors that she or he observes.

3.

On Primary and Secondary Roles—Self (Handout 50.3), each team member identifies his or her own primary and secondary roles.

4.

Have the team meet and prepare a flipchart on which each of the role titles is written. Each member, in turn, gives his or her analysis. Each time a primary role is identified, the role title receives two points. Each time a secondary role is identified, the role title receives one point. Simultaneously, each team member records other peoples’ perceptions of that member’s primary and secondary roles by allocating the same one or two points to the role titles in Part 2 of Handout 50.3.

5.

Each team member takes time to contrast the information on Part 1 and Part 2 of the handout and to decide whether further information that will lead to a better understanding of the discrepancies is required from the team. Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Activity 50: Balancing Team Roles (concluded)

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6.

Give each team member 5 minutes during a meeting of the whole team to ask questions that will solicit examples of their member’s behavior. The views of other members must not be challenged. It is permitted only to ask questions and listen to replies.

7.

Total the points allocated on the flipchart to identify the most and least predominant roles within the team. This leads to a discussion on whether in the context of the mission of the team any roles are too predominant or underplayed.

8.

Finally, the team considers what practical steps can be taken to develop underplayed roles and diminish roles that are too predominant.

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 50.1

Roles Summary Team Leader

Challenger

Expert

Forms the team Identifies strengths and weaknesses Determines contributions Monitors performance Calls meetings Provides structure Reviews team needs

Adopts unconventional approaches Takes a fresh look Challenges accepted order Provides the unexpected Ideas person Challenges complacency Provides stimulus Provides radical review

Provides specialist expertise Acts as expert witness Provides professional viewpoint

Ambassador

Judge

Innovator

Develops external relationships Shows concern for external environment Sells the team Builds bridges

Listens Evaluates Ponders Avoids arguments Avoids advocacy Promotes justice Avoids rushing Acts logically Acts pragmatically Provides balance Controls wild enthusiasm Seeks the truth

Uses imagination Proposes new methods Evaluates ideas Nurtures ideas Builds on others’ ideas Visualizes opportunities Transforms ideas into strategies Deals with complex issues Provides vision Provides ingenuity Provides logic Helps understanding

Diplomat

Conformer

Output Pusher

Promotes diplomatic solutions Has high influence Good negotiator Orientates the team Builds alliances Aids consensus Pragmatic Sees way ahead

Fills gaps Cooperative Helps relationships Jack-of-all-trades Avoids challenges to accepted order Observes Conservative Intolerant

Self-motivated Preoccupation with output and results “Drives” Imposes time constraints Chases progress Shows high commitment to task Abrasive

Quality Controller

Supporter

Reviewer

Checks output orientation Preoccupation with quality Inspires higher standards Acts as team conscience Shows relationship concern

Builds morale Puts people at ease Ensures job satisfaction Resolves conflicts Gets to root of problem Gives advice Supports Encourages

Observes Reviews performance Promotes regular review Gives feedback Acts as “mirror” Looks for pitfalls Is process-oriented

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

50 Activities for Team Building: Volume II

Handout 50.2

Primary and Secondary Roles—Others Directions: Using the preceding Roles Summary sheet, identify those behaviors you see most often in each of the other members in your team. This should lead you to identify a primary role and up to three secondary roles for each team member. Record them in the spaces below. Use more than one sheet if there are more than 12 members of the team. Team member ___________

Team member ___________

Team member ___________

Job title ________________

Job title ________________

Job title ________________

Primary role _____________

Primary role _____________

Primary role _____________

Secondary role(s):

Secondary role(s):

Secondary role(s):

1)

1)

1)

2)

2)

2)

3)

3)

3)

Team member ___________

Team member ___________

Team member ___________

Job title ________________

Job title ________________

Job title ________________

Primary role _____________

Primary role _____________

Primary role _____________

Secondary role(s):

Secondary role(s):

Secondary role(s):

1)

1)

1)

2)

2)

2)

3)

3)

3)

Team member ___________

Team member ___________

Team member ___________

Job title ________________

Job title ________________

Job title ________________

Primary role _____________

Primary role _____________

Primary role _____________

Secondary role(s):

Secondary role(s):

Secondary role(s):

1)

1)

1)

2)

2)

2)

3)

3)

3)

Reproduced from 50 Activities for Teambuilding, Volume II Mike Woodcock, Gower, Aldershot, 1988

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50 Activities for Team Building: Volume II

Handout 50.3

Primary and Secondary Roles—Self Part 1 Consider the Roles Summary sheet and from the descriptions of typical behavior, identify what you consider to be your primary and secondary roles. Limit your secondary roles to no more than three.

Primary Role: _________________________________________________________ Secondary Role(s):

1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________

Part 2 Allocate two points to each of the role titles below every time another team member identifies the primary role and one point every time a secondary role is identified.

Role Title

Points

Total

Team leader Challenger Expert Ambassador Judge Innovator Diplomat Conformer Output pusher Quality controller Supporter Reviewer

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