Activities For Team Building Vol - II

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
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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
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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 CodeA 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
Reproduced from 50 Activities for Teambuilding, Volume II

Mike Woodcock, Gower, Aldershot, 1988
iii
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

Preface
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 WorkA 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.

1. Using the Book
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 organizations 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.
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

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

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 purposeto 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 doingwhich 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 1518)
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

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 others
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.

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.

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.
2. The Building Blocks of

Effective Teamwork
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.

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 peopleparticularly 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

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
11
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 teams 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 supportfreedom to experiment with fresh ideas and
concepts, and support from those who listen, evaluate, and offer help. A dearth of new
12

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 effectiveup, 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:
13
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

37
39
43
47
Team Mirroring
Team Leader Effectiveness
Team Leadership Style
Characteristics of Personal Effectiveness
My Meetings with Others
Openness and
Confrontation
Support and Trust
Cooperation and
Conflict
Sound Procedures
Appropriate Leadership
55
57
61
63
Force Field Analysis
Team Effectiveness Action Plan
Brainstorming
Team Openness Exercise
10
11

12
13
33
The Teams in My Working Life
Clear Objectives and

Mutual Goals
Regular Review
29
Team Rating
Balanced Roles
Individual Development
51
25
What Makes Teams Effective?
Activity No.
Our Team and Its Stage of Development

21
Page No.
Activity Title
Sound Intergroup
Relations
Good Communications
Quick Reference Key to Activities
15
16
Page No.
Balanced Roles

Mutual Goals
Openness and
Confrontation
22

123
Cave Rescue
26
121
Is the Team Listening?
25
113
Highway Code
24
107
Intimacy Exercise
23
105
Who Are You?
Regular Review
101
Team Member Development Needs
21
99
Discussing Values
20
O
O
91
Management Style
19
83
Counseling to Increase Learning
18
79
73
71
Being a Better Coach
17
How Good a Coach Are You?
Activity No.
16
Support and Trust
Enlivening Meetings
O
Cooperation and
Conflict
15
Sound Procedures
Review and Appraisal Meetings
67
14
Activity Title
Sound Intergroup
Relations
Good Communications
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

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
Support and Trust
O
O
O
O
Cooperation and
Conflict
Sound Procedures

Mutual Goals
Openness and
Confrontation
Regular Review
Sound Intergroup
Relations
Good Communications
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

237
213
209
199
195
185
183
179
Basic Meeting Arrangements
41
Activity No.
Silent Shapes
177
Page No.
40
Activity Title
Balanced Roles

Mutual Goals
Openness and
Confrontation
Support and Trust
Sound Procedures
Regular Review
Sound Intergroup
Relations
Good Communications
Quick Reference Key to Activities (concluded)
Cooperation and
Conflict
Activities
Symbol:
Handout
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 outsiders 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.

21
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

23
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.

25
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.

27
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.

29
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

31
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
Does this conform to your own experience of them?

33
Handout 4.1
Check SheetTeam __________

(Write the appropriate letter)
Directions: Circle the number that reflects your answer.

1.
The group is effective at

getting things done.
The group is ineffective at

getting things done.
2.
Membership is vague and

easy to achieve.
Membership is defined and

difficult to achieve.
3.
The group has clear

standards of behavior.
The group has little influence

on behavior of its members.
4.
There is no clear difference

of roles.
Individuals have clearly

different roles in the group.
5.
There are close personal

relationships within the
group.
Relationships are mainly

impersonal.
6.
People have a low

understanding of group
purpose.
People share a clear

concept of the purpose of
the group.
7.
People feel a strong sense

of personal commitment to
the group.
There is little personal

commitment to the group.
8.
Communication with others

is poor.
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?

35
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.

37
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 peoples

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.

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.

39
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 peoples 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.

41
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 McGregors
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 McGregors 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:

43
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.
10 Work is as natural as rest
People must be coaxed

and made to work.
10 People can and do exer-
People will avoid responsibility if they can.
10 People welcome and enjoy
Most people do not care

about career advancement.
10 People are interested in
Most people are basically

dull and lack creativity most
of the time.
10 Most people have great
People see money as the

principal reason for
working.
10 Money is only one of the
People do not want to

improve the quality of their
own working life.
10 People are prepared to put
Objectives are straightjackets that tie people

down.
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.

45
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.

47
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.

49
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.

51
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.
53
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

What I Can Do To
Bring About the
Changes
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.

55
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.

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.

57
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?

59

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

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.

61
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.

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.

63
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?
65
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.
67
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 persons 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 actionimprovement 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.

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.

69
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 todays 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.

71
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.

73
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 situationseven 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 itso 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?
75
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.

77
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 reasonstime or work pressures, disapproval
from others, unwillingness to break new groundthis 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 learners 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?

79
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.

Handout 17.1
Action Plan for Coaching

Learners 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?

81
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.

83
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.

85
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 persons learning characteristics. Next, complete
the profile using the other persons 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:

87
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

When
89
Activity 19
Management Style
PURPOSES:
METHOD:
NOTES AND
VARIATIONS:
To enable participants to examine their own beliefs about people

against McGregors Theory X and Theory Y mode.
To provide direct feedback of how others perceive a persons

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 McGregors 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 McGregors Theory X and Theory Y model.

91
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.

93
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
1.
2.
3.
4.
5.
6.
7.
8.
9.
94

Example Scale
AT
BL TM
DT
TB DF AJP
SK
Theory X
Theory Y
0
10
15
20
25
30
35

40
45
95
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?

97
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.

99
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 persons 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:

101
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?

103

c. Help you make a greater contribution to your teams 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?
104

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 partners 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.

105
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 1 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.

107
Activity 23: Intimacy Exercise (concluded)
3.
108
Optionally, participants can be invited to form their own additional

questions.

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?
109

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


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 doesnt 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?

111
Activity 24
PURPOSES:
METHOD:
NOTES AND
VARIATIONS:
Highway CodeA
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 1 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.

113
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?

115
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.
116

Score
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.

117
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.
118

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.
Score 1 for within 10 percent of the 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
6. Worst individual score

119
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.
120

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 meetings 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.

121
Activity 25: Is the Team Listening? (concluded)
NOTES AND
VARIATIONS:
122
Groups can be asked to generate their own topic for discussion.

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.

123
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.

125
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.
127

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. Edwards 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.
128

Ranking Sheet
Order of
Rescue
Name
1
2
3
4
5
6

129
Handout 26.3
Review Sheet
1. What were the primary criteria used in ranking the volunteers?
2. How closely did the groups 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?

131
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 teams progress.

133
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.
10
We are always objective.
10
We always obtain and use

all necessary information.
10
Our organization is always

fully suitable for the tasks
we are performing.
10
We always make
decisions in the most
appropriate way.
10
Everyone participates
fully.
10
Our leadership
(management) is highly
appropriate.
10
Opinions are always

expressed openly.
10
We always use time well.
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.

135
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.

137
Activity 28: Prisoners 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 facilitators 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.
138

Handout 28.1
Tally Sheet
PAYOFF
BLUE
TEAM
Y
+3
+6
A
+3
RED
TEAM
-6
-6
-3
B
+6
Round
Minutes
4*
3 (representatives)
3 (teams)
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
139
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 3 feet in a Megalithic yard.
141
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.

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.

143
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?

145
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.

147
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:
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.
149
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.

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:

151
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.

153
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

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.

155
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.

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.
157
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:
159
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 others 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 others 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 others 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.

161
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 others 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.
163
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 observers 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 groups 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 observers 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.
165
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.

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?

167
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.

169
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

171
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.

173
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
Unclear
10
Clear
2. How was the necessary information obtained and used?

1
Badly
10
Very Well
3. Was our organization suitable for the task?

1
Unsuitable
10
Suitable
4. Were our decision-making techniques appropriate?

1
Inappropriate
10
Appropriate
5. Did everyone participate fully?

1
Low Involvement
10
High Involvement
6. Was leadership exercised appropriately?

1
Inappropriately
10
Appropriately
7. Were feelings and opinions expressed openly?

1
Not Openly
10
Very Openly
8. Was time used well?

1
Badly
10
Well
9. To what extent did you enjoy working in the group?

1
Not at All
10
Very Much

175
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 teams 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?

177
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.

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.

179
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
181
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 leaders

consent to use the activity.
3.
Teams can be contrasted using the activity.
4.
The team leaders perceptions can be compared with that of the

team.

183
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

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).

185
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

Need to do
less
187

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

Need to do
less

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)

189

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 peoples 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)
190


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 peoples 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)

191

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 dont
73. Seeking advice from others
74. Improving my personal communication skills
75. (Also)
192

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.

193
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 everyones 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.

195
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?

197
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).

199
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

201
Handout 45.2
Team RoleSelf-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

203
Handout 45.3
Team RoleColleague 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

205
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:

207

My strong roles:
1.
2.
3.
4.
5.
6.
7.
People I can help:
208

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.

209
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?

211
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 groups 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.

213
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?

215

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?
216


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

217
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-

219
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.
220
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.

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).
221
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.
223

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


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.

225
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
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:
Totals
a

227
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
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2
1
0
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23
22
21
20
19
18
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0
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0
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17
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11
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9
8
7
6
5
4
3
2
1
0
(a)
(b)
(c)
(d)
(e)
Simple
Structure
Machine
Bureaucracy
Professional
Bureaucracy
Divisionalized
Form
Adhocracy

229
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 bosss 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 teams
strategies are fully understood. Management by exception is the rule, so quick
identification of abnormal events is crucial. As many peoples 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:
231

So the information of the MIS (Management Information System), by the
time it reaches the Strategic Apexafter being filtered and aggregated
through the levels of the administrative hierarchyis 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 snails
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
232


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 organizations 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 airedto 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.

233
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:

235
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 RolesOthers (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 RolesSelf (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 members 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.
237
Activity 50: Balancing Team Roles (concluded)
238
6.
Give each team member 5 minutes during a meeting of the whole

team to ask questions that will solicit examples of their members
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.

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

239
240

Handout 50.2
Primary and Secondary RolesOthers

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 ___________
Job title ________________
Job title ________________
Job title ________________
Primary role _____________
Secondary role(s):
Secondary role(s):
Secondary role(s):
1)
1)
1)
2)
2)
2)
3)
3)
3)
Job title ________________
Job title ________________
Job title ________________
Secondary role(s):
Secondary role(s):
Secondary role(s):
1)
1)
1)
2)
2)
2)
3)
3)
3)
Job title ________________
Job title ________________
Job title ________________
Secondary role(s):
Secondary role(s):
Secondary role(s):
1)
1)
1)
2)
2)
2)
3)
3)
3)

241
Handout 50.3
Primary and Secondary RolesSelf

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

243

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50 Activities for

HRD Press, Inc. Amherst Massachusetts

1989 by Mike Woodcock

HRD Press, Inc.

Production services by Jean Miller

Reproduced from 50 Activities for Teambuilding, Volume II

50 Activities for Team Building: Volume II

Making Meetings More Constructive ..................................................................155

Reproduced from 50 Activities for Teambuilding, Volume II

Reproduced from 50 Activities for Teambuilding, Volume II

1. Using the Book

Intellectual learning has limited value;

50 Activities for Team Building: Volume II

The Learning Experience

Step 1: Exploring the present

Step 2: Visioning the future

Reproduced from 50 Activities for Teambuilding, Volume II

1. Using the Book

Step 3: Bridging the gap

Reproduced from 50 Activities for Teambuilding, Volume II

50 Activities for Team Building: Volume II

Choosing Relevant Activities

Reproduced from 50 Activities for Teambuilding, Volume II

1. Using the Book

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.

The main ingredients for success when using activities are:

Reproduced from 50 Activities for Teambuilding, Volume II

50 Activities for Team Building: Volume II

Reproduced from 50 Activities for Teambuilding, Volume II

1. Using the Book

8. Arrange the event content into subject blocks

2. The Building Blocks of

Providing support and help to their members, as a family would.

There can be many types of teams in an organization:

Reproduced from 50 Activities for Teambuilding, Volume II

50 Activities for Team Building: Volume II

Reproduced from 50 Activities for Teambuilding, Volume II

2. The Building Blocks of Effective Teamwork

50 Activities for Team Building: Volume II

There are perceived or real time pressures;

Reproduced from 50 Activities for Teambuilding, Volume II

2. The Building Blocks of Effective Teamwork

50 Activities for Team Building: Volume II

Clear objectives and mutual goals

Openness and confrontation

Support and trust

Cooperation and conflict

Sound intergroup relations

Reproduced from 50 Activities for Teambuilding, Volume II

Team Leader Effectiveness

Team Leadership Style

Characteristics of Personal Effectiveness

My Meetings with Others

Support and Trust

Force Field Analysis

Team Effectiveness Action Plan

Team Openness Exercise

Reproduced from 50 Activities for Teambuilding, Volume II

The Teams in My Working Life

Clear Objectives and

What Makes Teams Effective?