Scribd Logo
Upload

Welcome to Scribd!

  • Team Building LG

    Uploaded by

    Carmen Zaharia
    4 views24 pages
    training lucru in echipa

    Original Title

    Team Building Lg

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    training lucru in echipa

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    4 views24 pages

    Team Building LG

    Uploaded by

    Carmen Zaharia
    training lucru in echipa

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 24
    Leaper’s GuiDE To THE CRM Video TEAM BUILDING SECOND EDITION 19 Minutes, Covor Hoste By GLENN M. Parker, AUTHOR OF TEAM PLAYERS AND TEAMWORK LEADER'S GuIDE PREPARED BY GEORGE LEIGHTON CONTENTS Synopsis . 7 SuacesteD TRAINING DESIGNS. DISCUSSION STARTERS ....eree TRAINING DESIGN 1 (FOR TEAM MEMBERS) TRAINING DESIGN 2 (FOR TEAM LEADERS) WorksHEETs BAckGROUND. RECOMMENDED RESOURCES SUGGESTED COMPANION VIDEOS FROM CRM [Alctoseo caPTiOneD BY THE NATIONAL CAPTIONING INSTITUTE, USED WITH PERMISSION. COPYRIGHT © 1995, CRM FILMS TEAM-PLAYER MEASUREMENT TOOLS By special arrangement with XICOM, Inc., CRM Films is including a com- plimentary copy of the Parker Team Player Survey with the purchase of the video TEAM BUILDING, Seconp Eprtion. Written by Glenn M. Parker, the 20-page PPS instrument helps individuals identify their primary team- player style and comes complete with scoring information, interpretation of scores, and feedback materials. When using the TEAM BUILDING video for training, we recommend that each participant receive a copy of the Parker Team Player Survey. ‘As a variation to your training, you might also consider the Parker Team Player Survey: Styles of Another Person, which will facilitate 360° feedback on an individual's primary team-player style ‘Team leaders will find Glenn Parker’s Team Development Survey to be use- ful in assessing an existing team’s strengths and weaknesses using twelve characteristics consistent with high-performing teams. The set, which includes a Leader’s Guide, ten Team Member Survey Forms, and a Team Scoring Form, also outlines action plans for team improvement. One copy of the Parker Team Player Survey is included with purchase of this video. Additional copies of the Survey and the other Parker measurement tools are available from CRM Films. Please call 1-800-421-0833 for details on how you can obtain quantity pricing discounts. ‘TEAM BUILDING, SecoNo EpIion Although the contents of this Leader's Guide is protected by copyright, Worksheets 1, 2, 3, and 4 ‘on pages 14-18 may be reproduced for participants attending educational/training events. However, permission is limited to taining purposes and does not include large-scale reproduction or inclusion in other publications for distribution or sale. ‘TEAM BUILDING, Secono Eviion Leader's Guide Cc SYNOPSIS TEAM BUILDING, SecoND EpImion, explores how teamas in any organization can successfully meet a crucial challenge: getting the job done despite individual differences. The video follows team members in a boat-building company as they work together to design a racing sailboat. As the video opens, the team leader, Doreen, is exasperated by the team’s lack of progress. The team is stalled largely due to style differences among the team’s four members: Bamey, Emily, Roy, and Sheryl Glenn Parker, organizational consultant and avthor of the book Team Players and ‘Teamwork: The New Competitive Business Strategy and the instrument Parker ‘Team Player Survey, serves as the video's host. Parker explains that each mem- ber of the boat-design team represents a distinct “team-player style.” + CONTRIBUTOR (Bamey) The Contributor is the task-oriented member of the team, Contributors can be perfectionists and get the team mired in details. But they also bring skill and stability, pushing the team to higher standards of performance. They are profi- cient and dependable, viewing the team as a group of experts who share infor- mation, + COLLABORATOR Emily) The Collaborator appreciates the big picture but may resist dealing with specifics. By concentrating on the overall goal, the Collaborator helps the team keep the organization's vision in mind. + COMMUNICATOR (Roy) The Communicator is the “people person.” Communicators focus on human relations and group process, which may appear frivolous to some members. But Communicators can also resolve conflicts and create an atmosphere in which everyone feels he or she can play a part. + CHALLENGER (Sheryl) ‘The Challenger is the team member who asks the tough questions and provides reality checks when the group strays off course. Challengers may appeat to be in conflict with the team, but they often save the team from moving ahead with a bad idea or rejecting a good one. ST Pas | oes ‘TEAM BUILDING, Secono Epition Parker emphasizes that one team-player style isn’t better than another. Rather, each of these styles can have positive and negative impacts on the team. The object is to make the most of each team player's unique perspective. As the video unfolds, Parker details five key strategies for accomplishing this goal: + Identify your style and the styles of other tearm members, + Use the appropriate team-player style to maximum team advantage. + Avoid carrying your style too far. + Acknowledge the value of the styles of others. + Learn to switch your style when it suits the needs of the team, When team members begin applying these strategies, the boat-design team starts moving forward. Instead of constantly becoming bogged down by their different approaches to the task, team members discover how to convert their diversity into a valuable asset. By the video's conclusion, team members—and viewers—have leamed a lasting lesson: With self-awareness, interpersonal honesty, mutual respect, trust, and flexibil- ity, individual diversity becomes the essential building block of an effective, high-performing team. Cs 2g Di eva Er eI SUGGESTED TRAINING DESIGNS ‘The following two training designs suggest ways to get the most out of TEAM BUILDING, Seconp Eprrion. Feel free to customize these designs to meet the needs of your group and your specific training objectives. Two separate designs are provided: + Training Design I is intended for team members, + Training Design 2 is intended for team leaders, LEARNING OBJECTIVES After watching the video TEAM BUILDING, Seconp Eprrion, and taking part in the Training Designs, participants will be able to: + Identify four distinct team-player styles that guide how team members approach a task and relate to each other. + Recognize how each team-player style contributes to a team and can poten- tially hinder a team. + Identify five strategies for becoming a better team player and for maximizing the team’s effectiveness. + Identify key personal and organizational benefits of becoming better team players and team leaders + For team leaders: Recognize how to choose team members with an effective mix of styles to build high-performing teams. ° LN Paje 3 ees ire ‘TEAM BUILDING, Secono Evmion DISCUSSION STARTERS Use these discussion questions to draw out observations and opinions of group ‘members. Allow enough time for participants to discuss thoroughly in a large or small group. © What does it mean to be a member of a team? What can a team accomplish that one person working alone cannot? © What positive and negative experiences have you had as a team member or a team leader? Identify instances when your team’s effectiveness has suffered due to style differences among members. © Do you regard your team responsibilities as a top priority or as an intru your “real job"? In your organization, to what degree are you evaluated and rewarded for your ; 2 y skills and effectiveness as a team player or for your individual performance? © Who are some people you depend on to accomplish your job? What people depend on you to accomplish their jobs? How do you feel about this inter- dependence? © What does the term “team player” mean to you? What does a team player do? How do team players with different backgrounds and personalities contribute to productive and successful teamwork? @ When is conflict a healthy force in a team? Identify instances when conflict or interpersonal differences helped produce positive outcomes in teams of which you were a member. Describe instances when your team or the organization suffered when there was too little conflict in the team. © What is the proper balance between a task or results focus and a process or human relations focus in a team? Identify instances when teams you were on concentrated too much on either the task or the team’s process. What were the consequences of these imbalances? e Oe el ‘TEAM BUILDING, Secono Epimion eoekoicc) TRAINING DESIGN 1 Audience: This training activity is designed especially for members of teams. Setting: A room with round tables and movable chairs for the participants is rec- ‘ommended. Everyone should be able to clearly watch the video. It is best if par- ticipants are not seated classroom style in rows, or at a long U-shaped table, which inhibits discussion. It is preferable to have wall space for posting newsprint (if you are using a flip chart). Materials: A chalkboard or flip chart, chalk or marking pens, masking tape, pens or pencils, a copy of the Parker Team Player Survey for each partici- | pant, a VCR and monitor, and a copy of the video TEAM BUILDING, Seconb Eprtion. Each participant needs a copy of Worksheets 1, 2, and 3 from the Leader's Guide. Optional: Individual copies of the Parker Team Player Survey: Styles of Another Person. Process: @ Introduce yourself and have participants introduce themselves. Explain that this training session focuses on team building: how participants can maximize the effectiveness of their team as well as their contribution and satisfaction as team members. (5 minutes) @ Ask participants to respond to Discussion Starter #2: What positive and nega- tive experiences have you had as a team member? Identify instances when your team’s effectiveness has suffered due to personality or style clashes among members. (10 minutes) © Have participants identify the benefits of building more successful teams. List these benefits on a chalkboard or a flip chart under two headings: (5 minutes) Organizational Benefits Personal Benefits 312 hours page 5 © Ask participants to respond to Discussion Starter #6: What does the term “team player” mean to you? What does a team player do? How do team play- ers with different backgrounds and personalities contribute to productive and successful teamwork? As participants identify the benefits and drawbacks of having a diverse mix of backgrounds and personalities on a team, write these down under separate headings on a chalkboard or flip chart. (5 minutes) @ Introduce the video by explaining that it addresses two key questions: (1) What makes a good team player? and (2) How do team players with different back- grounds, personalities, strengths, and weaknesses work together to form a cohesive and effective team? Show the video TEAM BUILDING, Secoxp Eprtion. (19 minutes) © Have participants discuss their reactions to the four team-player styles por- trayed in the video. Ask whom they identified with the most. Whose style did they identify with the least? Why? As participants identify the four team- player styles, write them down on separate sheets of newsprint and post all four sheets where participants can see them. Ask participants to summarize the strengths and contributions as well as the potential weaknesses or excesses of each style; write these down on each sheet. (15 minutes) Emphasize that these styles aren’t a straitjacket or a rigid behavioral pattern that excludes all other styles. Make the point that each of us is a mixture of all four styles, although we tend to have a natural or preferred team-player style. Make sure that participants understand the difference between informal or pre~ ferred team-player styles and formal organizational roles or functions. (5 minutes) @ Begin a list of the five team-player strategies identified in the video. Write down the first strategy: Identify your style and the styles of other team members. Ask participants why this awareness is valuable. Emphasize that it is important not only for its own sake but for maximizing team effectiveness. (5 minutes) © Have participants complete the Parker Team Player Survey and interpret the results to identify their primary team-player styles. Then have participants form subgroups to discuss their reactions to the Survey. To guide their discus- sion, refer participants to pages 9-12 of the Survey: “Understanding and oS Interpreting the Results.” Which specific strengths and weaknesses of their styles do participants identify with the most? After seven minutes, reassemble the group and have participants discuss how they use their preferred styles to benefit their teams. (35 minutes) NOTE: If you elect not to use the Survey, have participants form subgroups to identify their preferred team-player styles and to give each other feedback on what they perceive as each other's team-player style. After ten minutes, reassemble the group and have participants discuss how they use their pre- ferred styles to benefit their teams. Instruct participants to complete the Team Grid on page 19 of the Parker ‘Team Player Survey and then give each other feedback on what each per- ceives as the other’s team-player styles. (12 minutes) VARIATION: If additional time is available, have participants pair off and complete the Parker Team Player Survey: Styles of Another Person. After completing pages 1 through 8 of the Survey, have participants share the results with their pariners. Then reassemble the group and have participants give each other feedback on how they use their team-player styles within the team and how they can improve as team players. (30 minutes) ‘Ask participants to identify the second team-player strategy from the video, then add it to your list: Use the appropriate style to maximum team advan- tage. Ask participants why it is valuable to use the team player who has the appropriate style for the task at hand. Tell participants that they will be com- pleting some written exercises. These exercises will help them analyze their past team experiences based on what they've leamed about their own team- player styles and the styles of other team members, Then instruct participants to complete items 1 and 2.on Worksheet 1 and discuss their responses. (20 minutes) ‘Ask participants to identify the third team-player strategy from the video, then add it 10 your list: Avoid carrying your style too far. First, have them com- plete items 1 and 2 on Worksheet 2 and discuss their responses. Then instruct them to complete items 3 and 4 on Worksheet 2 and follow this with a discus- sion of their responses. (20 minutes) page 7 nN Perr TEAM BUILDING, Secono Emon @® Ask participants to identify the fourth team-player strategy from the video, then add it to your list: Acknowledge the value of the styles of others. Have participants share feedback on how the strengths of each other's styles con- tribute to the team’s effectiveness. Encourage the group to cite specific exam- ples whenever possible. (15 minutes) ® Ask participants to identify the fifth team-player strategy from the video, then add it to your list: Learn to switch your style when it suits the needs of the team. Instruct participants to complete items I and 2. on Worksheet 3 and then discuss their responses. Have participants discuss the personal and team bene- fits of stretching themselves by developing additional team-player styles. (15 minutes) @® Summarize the keys (identified at the video's conclusion) for making diversi- ty a constructive force in developing teamwork: + Self-awareness + Interpersonal honesty + Mutual respect + Thst + Flexibitity. Clarify that these keys are important regardless of the source of a team’s diver- sity: gender, age, different cultural backgrounds, functional areas, personali- ties, or team-player styles. Urge participants to use these keys while imple- menting the video's five team-player strategies in their work teams. Conclude the session by reminding participants of the personal and organizational bene- fits of building more productive and successful teams. (15 minutes) OPTIONAL: If possible, schedule a follow-up session or sessions where par- ticipants can share how they're progressing in implemeating the following Action Plans: + Action Plan for becoming a better team player: Have participants refer to pages 16 and 17 of the Parker Team Player Survey to help them structure their plans. * Action Plan based on item 3 of Worksheet 1 * Action Plan based on item 3 of Worksheet 3. * Action Plan for boosting their team’s effectiveness according to the instruc- tions on page 18 of the Parker Team Player Survey. ry go (TEAM BUILDING, Secon E Can Lo SECOND EDITION eadel ie ELE TRAINING DESIGN 2 6 o~ Audience: This training activity is designed especially for leaders of teams. Setting: A room with round tables and movable chairs for the participants is rec-*/? MS ‘ommended. Everyone should be able to clearly watch the video. It is best if ‘participants are not Seated classroom style in rows, at a long U-shaped table, which inhibits discussion. Ivis preferable to have wall space for posting newsprint (if you are using a flip chart, Materials: A flip chart or chalkboard, marking pens or chalk, masking tape, pens or pencils, a VCR and monitor, and a copy of the video TEAM BUILDING, Secovp Eprrion. Each participant needs a copy of the Parker | Team Player Survey and a copy of Worksheets 1, 2, 3, and 4 from this | Leader's Guide. | Optional: If you plan to undertake an in-depth assessment of an existing team, you need a copy of Glenn Parker’s Team Development Survey (each participant needs one copy of the Team Member Survey Form). Process: @ Introduce yourself and have participants introduce themselves. Explain that this session is about team building: how team leaders can maximize the effec- tiveness of teams by choosing team members correctly and giving members the tools and ongoing support they need to work together successfully. (5 minutes) © Ask participants to respond to Discussion Starter #2: What positive and nega- tive experiences have you had as a team member or a team leader? Identify instances when your team’s effectiveness has suffered due to personality or style clashes among members. (10 minutes) © Have participants identify the benefits of building more successful teams. List these benefits on a chalkboard or a flip chart under two headings: (5 minutes) Organizational Benefits Personal Benefits pase 9 Gn oko TEAM BUILDING, Secono Eorion © Ask participants to respond to Discussion Starter #6: What does the term “team player” mean to you? What does # team player do? How do team players with different backgrounds and personalities contribute to productive and suecess~ ful teamwork? As participants identify the benefits and drawbacks of having a diverse mix of backgrounds and personalities on a team, write these down under separate headings. (5 minutes) © Introduce the video by explaining that it addresses two key questions: (1) What makes a good team player? and (2) How do team players with different back- grounds, personalities, strengths, and weaknesses work together to form a cohesive and effective team? Show the video TEAM BUILDING, SECOND Ep1tioy. (19 minutes) @ Have participants discuss their reactions to the four team-player styles por- trayed in the video. Ask which styles they feel most and least compatible with in the teams they lead. Why? As participants identify the four team-player styles, write them down on separate sheets of newsprint and post all four sheets, where participants can see them. Instruct participants to summarize the strengths and contributions as well as the potential weaknesses of each style; write these down on each sheet. (15 minutes) Emphasize that these styles aren’t a straitjacket or a rigid behavioral pattem that excludes all other styles. Make the point that each of us is a mixture of all four styles, although we tend to have a natural or preferred team-player style. Make sure that participants understand the difference between informal or pre- ferred team-player styles and formal organizational roles or functions. (5 minutes) @ Begin a list of the five team-player strategies identified in the video. Write down the first strategy: Identify your style and the styles of other team members. Have participants discuss why it’s important for team leaders to be aware of their own team-player styles. Ask how does this awareness help a leader form a successful team and effectively manage the styles of team mem- bers? (5 minutes) © Instruct participants to complete the Parker Team Player Survey and to inter- pret the results to identify their primary team-player styles. Then have partici- pants form subgroups to discuss their reactions to the Survey. To guide their 2S discussion, refer participants to pages 9-12 of the Survey: Understanding and Interpreting the Results. Which specific strengths and weaknesses of their styles do participants identify with the most? After seven minutes, reassemble the group and have participants discuss how they use their preferred styles to benefit their teams. (35 minutes) NOTE: If you elect not to use the Survey, have participants form subgroups to identify their preferred team-player styles and to give each other feedback on what they perceive as each other's team-player style. After ten minutes, reassemble the group and have participants discuss how they use their pre- ferred styles to benefit their teams. © Have participants identify the team-player styles of the other members of their teams by completing page 19 of the Parker Team Player Survey. (5 minutes) @ Tell participants that they'll be completing some written exercises. These exer- cises will help them analyze their teams and their past team experiences based ‘on what they've leaned about their own team-player styles and the styles of other team members. Then have participants complete Worksheet 4 and dis- cuss their responses. Look for instances when style imbalances have resulted from team leaders: (a) choosing members who have the same team-player style as their own or (b) avoiding styles with which the leader feels incompat- ible. (15 minutes) @ Instruct participants to expand on their earlier discussion by identifying the advantages of a diverse team composed of complementary team-player styles. (S minutes) @ Ask participants to identify the second team-player strategy ftom the video, then add it to your list: Use the appropriate style to maximum team advan- tage. Ask participants why it is valuable to use the team player who has the appropriate style for the task at hand. Have them complete items 1 and 2 on Worksheet 1 and then discuss their responses. (17 minutes) pa: 11 can eo ‘TEAM BUILDING, Secono Eomion @ Ask participants to identify the third team-player strategy from the video, then add it to your list: Avoid carrying your style too far. First, have them com- plete items 1 and 2 on Worksheet 2 and discuss their responses. Then instruct, them to complete items 3 and 4 on Worksheet 2 and follow this with a discus- sion of their responses. (15 minutes) @® Ask participants to identify the fourth team-player strategy from the video, then add it to your list: Acknowledge the value of the styles of others, Have participants discuss how the strengths of different members of their teams con- tribute to the team’s effectiveness. Encourage the group to cite specific exam- ples whenever possible. (10 minutes) @® Ask participants to identify the fifth team-player strategy from the video, then add it to your list: Learn to switch your style when it suits the needs of the team. Have participants complete item 2 on Worksheet 3 and then discuss their responses. Have participants discuss the benefits of encouraging mem- bers of their teams to stretch themselves by developing additional team-player styles. (15 minutes) @ Discuss how effective team leaders are effective team players, emphasizing the strengths of team leaders who manifest the four primary team-player styles:* + As team leaders, Contributors focus on efficiency in their teams, prefer written communication, emphasize specific and measurable objectives, and push for well-researched and objective proposals. Their teams are usually quite effective at solving business problems. + As team leaders, Collaborators are strategic thinkers who encourage ‘member involvement and are open to views of the team’s and the organi- zation’s goals. They are good at focusing on big-picture issues and asking for input on direction and strategy, and they are often willing to pitch in when needed. + As team leaders, Communicators are recognized for their participative management approach. They are good listeners, effective at resolving

    You might also like