keys teambuildingtoolkit

TeamBuildingToolkitKEYS-KeystoEnhanceYourSupervisorySuccessUniversityofCalifornia,BerkeleyDevelopedbySuzyThormanandKathyMendoncaTalent&OrganizationalPerformance

KEYS-KeystoEnhanceYourSupervisorySuccess2|P a g e

TableofContents

StagesofTeamDevelopment.................................................................................................4

TeamBuildingataGlance......................................................................................................5

HowtoRunSuccessfulTeamBuildingActivities-TipsfortheFacilitator...............................12

AllStages–TeamBuildingToolsandExercise.......................................................................14StaffMeetingCheck-ins.....................................................................................................................14

MeetingOpener–PackupYourTroubles..........................................................................................16

LivingtheOperatingPrinciples...........................................................................................................17

FormingStage-TeamBuildingToolsandExercises...............................................................23

SharedValues.....................................................................................................................................23

CreatingaSharedVision....................................................................................................................25

DevelopingaMission.........................................................................................................................27

SettingTeamGroundRules................................................................................................................29

ProjectCharter...................................................................................................................................31

ProjectCharterTemplate...................................................................................................................33

HiddenTreasure.................................................................................................................................39

GroupResume....................................................................................................................................41

APennyforYourThoughts.................................................................................................................43

SweetStories......................................................................................................................................44

StormingStage–TeamBuildingToolsandExercises.............................................................46LeaderActionsforDysfunctionalTeamMemberBehaviors..............................................................46

GraffitiFeedbackBoard......................................................................................................................50

ThatGuy&ThisGuy...........................................................................................................................51

BlameGame.......................................................................................................................................55

Labels..................................................................................................................................................57

NormingStage–TeamBuildingToolsandExercises..............................................................59WaystoEngageParticipants-CreativeThinking&Dialogue............................................................59

WisdomfromGeese...........................................................................................................................62

TossMeSomeFeedback....................................................................................................................64

HandShakeItUp................................................................................................................................66

CelebrationsThatReverberate..........................................................................................................67

PerformingStage–TeamBuildingToolsandExercises..........................................................68SixThinkingHats®..............................................................................................................................68

RAPID®................................................................................................................................................70

GradientsofAgreement.....................................................................................................................71

TurningPressureintoPerformance...................................................................................................73

Picture-BasedScavengerHunt...........................................................................................................74

Kudos..................................................................................................................................................76

RecognitionCelebrations...................................................................................................................77

AdjourningStage–TeamBuildingToolsandExercises..........................................................78ProjectLessonsLearnedSession........................................................................................................78

ProjectLessonsLearnedTemplate.....................................................................................................79

MyMessagetoYou............................................................................................................................81

GifttotheTeam.................................................................................................................................82

AdditionalResources.............................................................................................................83

StagesofTeamDevelopmentOneofthemostinfluentialmodelsofteamworktheorywasfirstdevelopedbyDr.BruceTuckmanin1965.Tenyearslater,herefinedthemodeltoincludeafifthstage,Adjourning.Understandingitsfivestagescanhelpyoudevelopahighperformingteam.

Themodelshowsthatasateamdevelops,relationshipsbetweenmembersbecomesmorestableandtheteamincreasesitsabilitytoperform.Theamountoftimethatateamspendsinanyonestageandthenumberoftimestheycyclebackthroughthestageswillvarydependingonthemake-upoftheteam,theenvironmentandtheleadership.Basedonwhatstageofdevelopmenttheteamisin,theleaderwillchangetheirleadershipapproachtobestmeettheneedsoftheteam.

Forming:IntheFormingstage,teammembersaregettingtoknowoneanother,andunderstandingtheteam’spurposeandtheirroles.Storming:IntheStormingstage,politenessbeginstowearoffanddissensionoccursoverbasicmissionandoperatingprocedures.Norming:Whenteammembersrecognizetheirdifferencesandhavedealtwiththem,theymovetoNorming,thestagewhentheyask,“Howarewegoingtoaccomplishourwork?”Performing:Thisisthefinalstageofteamdevelopment.Ahighperformingteamisexactlythat,ahighlyeffective,problem-solvingunit.Adjourning:Asaprojectcomestoanendorateammemberleaves,theteammovesintotheAdjourningstage.Thisisnotadevelopmentalstage.Itisthestageofclosure.

TeamBuildingataGlanceTools,Exercises&ResourcesforEachTeamDevelopmentStage

FormingStageFocus:OrientationTeamBehavior:DependenceonleaderLeaderRole:Direct

LeaderActivities:• Outlineobjectives,roles,working

procedures

• Communicateexpectations

• Establishgroundrules

• Learnaboutyourteammembers

• Provideopportunitiesforteamto

getacquainted

TeamExercisesandTools:• HowtoRunSuccessfulTeamBuildingActivities,

pgs.12-13

• Exercise–StaffMeetingCheck-ins,pgs.14-15

• Exercise–MeetingOpener–PackUpYour

Troubles,pg.16

• Exercise–LivingtheOperatingPrinciples,pgs.

• Exercise–SharedValues,pgs.23-24

• Exercise–CreatingaSharedVision,pgs.25-26

• Exercise–DevelopingaMission,pgs.27-28

• Exercise–HiddenTreasure,pgs.39-40

• Exercise–GroupResume,pgs.41-42

• Exercise–APennyforYourThoughts,pg.43

• Exercise–SweetStories,pgs.44-45

• Tool–SettingTeamGroundRules,pgs.29-30

• Tool–ProjectCharterInstructions&Template,

pgs.31-38

Resources:Talent&OrganizationalPerformancefor

organizationalconsulting,includingsupport

forstrategicplanningtop@berkeley.edu

OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/Leader%20Toolkit%202013.pdf

CalAdventures(outdoorteambuilding

sessions–feebased)

accustoms@berkeley.eduor510-642-2267.

UniversityHealthServices–UCBerkeleyGuidetoHealthyMeetingsandEventshttp://uhs.berkeley.edu/facstaff/

healthmatters/healthymeetings.shtml

OEProjectManagementMethodology

(tool&templates)

http://oe.berkeley.edu/resources/project-

management-tools

KEYSworkshop,seeUCLearningCenter:

• CreatinganInclusiveWork

Environment

• CommunicationSkills:Listeningand

Feedback

• CommunicatingGoals

andExpectations

• LeadingChange

Additionalteambuildingresources–see

TeamBuildingToolkit,pgs.83-84

StormingStageFocus:ClarificationTeamBehavior:ConflictLeaderRole:CoachandMediate

LeaderActivities:• Encouragedirectandfrequent

communication

• Establishcommunicationguidelines

• Appreciatedifferences

• Surface,mediate,andresolve

conflict

• Reassureteamthisbehavioris

normal

pgs.12-13

Troubles,pg.16

• Exercise–GraffitiFeedbackBoard,pg.50

• Exercise–ThatGuy&ThisGuy,pgs.51-54

• Exercise–BlameGame,pgs.55-56

• Exercise–Labels,pgs.57-58

Resources:CAREServicesforFacultyandStaff

510-643-7754

www.uhs.berkeley.edu/facstaff/care

OmbudsOffice

510-642-7823

http://staffombuds.berkeley.edu/

Talent&OrganizationalPerformancefor

WholeBrainonsiteworkshop-recognizing

andappreciatingworkstyles

top@berkeley.edu

• Tool–LeaderActionsforDysfunctionalTeam

MemberBehaviors,pgs.46-49

OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/

Leader%20Toolkit%202013.pdf

(tool&templates)

management-tools

KEYSworkshops,seeUCLearningCenter:

Feedback

• RunningEffectiveMeetings

• LeadingChange

• CoachingforPerformanceand

Development

• ConductingDifficultPerformance

Conversations

• DealingwithDisputesand

Disagreements

NormingStageFocus:Communication

TeamBehavior:CooperationLeaderRole:Facilitate

LeaderActivities:• Supportmembersintheiremerging

• Enableeffectivecommunicationand

flowofdata

• Focusonlisteningandsummarizing

agreements

• Providepositiveandconstructive

feedback

• Reinforcecollaborativework

relationships

• Arrangeateam-buildingevent

pgs.12-13

Troubles,pg.16

• Exercise–WisdomfromGeese,pgs.62-63

• Exercise–TossMeSomeFeedback,pgs.64-65

• Exercise–HandShakeItUp,pg.66

• Exercise–CelebrationsThatReverberate,pg.67

• Tool–WaystoEngageParticipantsinCreative

Thinking&Dialogue,pgs.59-61

Resources:OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/Leader%20Toolkit%202013.pdf

(tool&templates)

management-tools

Feedback

Development

• RunningEffectiveMeetings

PerformingStageFocus:ProductivityTeamBehavior:InterdependenceLeaderRole:Delegate

LeaderActivities:• Allowahighlevelofautonomy

• Turnoverday-to-dayresponsibility

• Acknowledgesuccessesand

contributions

• Encourageprofessional

developmenttoenhanceskillsand

motivatetheteam

pgs.12-13

Troubles,pg.16

• Exercise–TurningPressureintoPerformance,

• Exercise–Picture-BasedScavengerHunt,pgs.

• Exercise–Kudos,pg.76

• Tool–SixThinkingHats®,pgs.68-69

• Tool–RAPID®Tool,pg.70

• Tool–GradientsofAgreementTool,pgs.71-72

• Tool–RecognitionCelebrations,pg.77

Resources:Talent&OrganizationalPerformance

top@berkeley.edufor:

• BusinessProcessImprovement

workshopforintactteams

• MyersBriggsTypeIndicator(MBTI)

forintactteams

• TheResultsCurveworkshop(priority

andtimemanagement),seeUC

LearningCenter

OperatingPrinciples–Leaders&ManagersToolkit:http://vcaf.berkeley.edu/sites/default/files/Leader%20Toolkit%202013.pdf

(tool&templates)

management-tools

• DelegationSkills

Development

Onlineprofessionaldevelopmentresources:

(foraccessinstructions,seeTeamBuildingToolkit,pg.86)

• ManagementExcellentResource

Center(MERC)

• SkillSoftOnlineCourses

• Books24/7

AdjourningStageFocus:ClosureTeamBehavior:Lossordisengagement

LeaderRole:Support

LeaderActivities:

• Evaluateandreviewresults

• Acknowledgeandcelebrateachievements

• Bringclosuretotheproject/team

TeamExercisesandTools:• HowtoRunSuccessfulTeamBuilding

Activities,pgs.12-13

• Exercise–StaffMeetingCheck-ins,pgs.

• Exercise–ProjectLessonsLearned

SessionandTemplate,pgs.78-80

• Exercise–MyMessagetoYou,pg.81

• Exercise–GifttotheTeam,pg.82

Resources:CAREServicesforFacultyandStaff

510-643-7754

www.uhs.berkeley.edu/facstaff/care

• Tool–RecognitionCelebrations,pg.77

(tool&templates)

management-tools

KEYS-KeystoEnhanceYourSupervisorySuccess

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HowtoRunSuccessfulTeamBuildingActivities-TipsfortheFacilitatorStep1.Before:Selectanactivitythat'sgoodforyourteam

• Startwithaclearobjectiveinmind.• Planonthisactivitybeingoneofmanysmallsteps.• Matchyourgoaltotheactivitythatwillbesthelpyougettheresultsyouwant.

Step2.Before:Prepareforyourteam-buildingactivity

• Readthroughtheactivityseveraltimes.• Obtainallnecessarymaterials.• Practicewhatyouaregoingtodoandsay.• Setuptheroom.• Anticipatepotentialproblems.

Step3.During:Explaintheactivitytotheteam

• Setthemood.• Explaintheactivityandwhyyouaredoingit.• Outlinetheactivitiesrulesorsteps.• Distributethematerialsafteryouhavefullyexplainedtheactivity.

Step4.During:Checkforunderstandingbeforebeginning

• Makesureyourteamunderstandstheactivity.• Whentheactivitywillresultinoneormorewinners,makesureeveryoneisclearonwhat

criteriawillbeusedtodeterminewhowins.• Declareupfrontthatyouarethefinaljudgeonalldisagreementsaboutwhowins.

Step5.During:Runtheactivity

• Oncetheybegintheactivity,seethatyourteamisfollowingthestepsorrules.• Encourageandsupportthemall.• Makeyourselfavailabletoclarifystepsorredirecttheteam.• Throughouttheactivity,watchforthingsyouwillwanttobringuplaterduringtheDebrief.• Iftheactivitytimed,watchtheclock,andgivea"timecheck"occasionally.• Don'tstoptheactivityunlessitreallyrunsamuck.

Step6.During:Debrieftheactivity

• AsktheDebriefQuestionsoutlinedintheactivity.• Trynottocallonanyonebynameunlessyouhaveto.Becomfortablewithsilence.• Watchforheadnodding,smiles,andotherindicationsthattheyagreewithwhatisbeing

saidbyothers.• Ifanyonegivesanoff-the-wallresponseoronethatisjustplainwrong,asktheteamhow

theyfeelaboutitratherthancorrectingsomeone.• Eveniftheactivitydidnotgoaswellasplanned,mostparticipantsprobablylearned

something.

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Step7.After:Reinforcethelearningbackonthejob• Displayanythingtheteamcreatedfortheactivitybackintheworkplace.• Refertotheactivityandthelessonslearnedoftenwhenyouarecoaching,givingfeedback,

orconductingstaffmeetings.• Watchforexamplesofhowtheparticipantsusedwhatwaslearnedintheactivityandgot

betterresults.• Askparticipantsinyournextstaffmeetingtosharewhatimpacttheactivityhashadon

them.• Iftheactivitywasagreatsuccess,youmaywanttorepeatitsoon.AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(chapter1)

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AllStages–TeamBuildingExercise

StaffMeetingCheck-insObjective:

• Usethisactivityatthebeginningofanymeetingsasice-breaker.

Materials:

• Nomaterialsarenecessaryforthisactivity.

Instructions:

1. Atthebeginningofeachstaffmeeting,beforemovingontootheragendaitems,goaroundthetableaskingeachpersontobrieflyanswerapre-selectedquestion.

2. Giveparticipantsaminuteortwotothinkofsomethingtosharebeforebeginning.

PossibleQuestions:

1. Ifyoucouldpickathemesongforyourself,whatwoulditbe?2. Whatdoyoumostadmireaboutthepersontoyourleft?3. Whatdoyouconsidertobethebestthingeverinvented?Why?4. Whatisonethingyoulearnedfromyourparents?5. Ifyoucouldmoveanywhereforoneyear,wherewoulditbe?6. Whatisyourmostcompulsivedailyritual?7. Whatistheoddestjobyouhaveeverhad?8. Whatisyourfavoritewaytospendarelaxingweekendday?9. Whatareyourbehavioralpetpeeves?Whatmostannoysyouorpushesyourbuttons?10. Inwhatway(s)areyousuperstitious?11. Whoisafamousperson,livingordead,fictionalorreal,political,artistic,etc.whomyou

wouldliketohavedinnerwith?Why?12. Whathaveyounotdonethatyouhavewantedtodoforyears?13. What’syourdreamjob?14. Whatarethemostimportantqualitiesyoulookforinafriend?15. Whatonegoal(personalorprofessional)wouldyouliketoaccomplishthisyear?16. Whatpartofyourpersonalitywouldyoumostliketochange?17. Whatisonefearyouwouldliketoovercome?18. Whatisyourfavoritequotation?19. Whatisthemostbeautifulplaceyouhaveeverseen?20. Whatnegativeexperiencehaveyouhadthatturnedouttobeforthebest?21. Iftalentweren’tanissue,whatcareerwouldyouchooseforyourself?22. Whatdoyouwishyouhadtimetodoeveryday?Howcouldyoumakethattime?23. Whatisyourfavoritevacationspot?Why?24. Ifmoneywasn’tanissue,whatcareerwouldyouchoose?Why?25. Whatpersoninyourlifehashadthegreatestimpactonyou?Inwhatway?26. Whatisyouroneguiltypleasure?27. Whathaveyoudoneinthepastyearthathasbeencompletelyoutofcharacterforyou?

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28. Explainthesignificanceofonethingyouarewearingoronethingyouhaveonyourperson?

29. Whatisthethingyouarethemostinterestedinrightnow?30. Whatisthemostcomforting(non-religious)thingyouown?31. Whathaveyoulostthatyouwouldmostliketoretrieve?32. Whatwasthebesttoyyouhaveeverowned?33. Whatisthesinglegreatestactofkindnessyouhaveeverreceivedfromastranger?34. Whatisoneofthesimplepleasuresoflifethatyoutrulyenjoy,andwhydoyouenjoyitso

much?35. Whatwasyourfavoriteboardgameasachildandwhydidyoulikeitsomuch?

DevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.

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MeetingOpener–PackupYourTroublesObjective:Thepurposeofthisactivityisto"letgo"ofcontinuingdistractingconcernsorproblems,atthesametimeprovidingavehicletoenableotherteammemberstosuggestsolutionstothoseissues.

Materials:• Paper• Pencils• Empty/cleanreceptaclesorwastebaskets

Instructions:Thisactivitycanbeusedatanytimeduringtheregularstaffordepartmentalmeeting,teammeeting,oranyothertypeofmeeting.

1. Introducetheexercisebyacknowledgingthatmostofustendtohave"nagging"workproblemsorconcerns,orotherdistractionsthatjustwon'tgoaway.Tellyourteamthatthisisthetimeto"packup"thoseproblemsandtossthemawayforawhile.

2. Askeachpersontothinkofsuchaproblemorconcern--eitheronthetopicorsubjectbeingdiscussedoronanyothergeneralworkissuethatisbotheringthem.Cautionagainstitemsofaninterpersonalnature,e.g.frustrationwithboss,disagreementswithaco-worker,etc.

3. Eachpersonthenwriteshis/herproblemonanotepadorsheetofpaper.Theythen"packup"theirtroubles,i.e.,crumpleupthepapersandtossthemintothewastebasket.

4. Afterallthepapersareinreceptacles,formgroupsofthreeandhaveonepersonfromeachgrouppickoutacrumpledsheetfromthebasket.

5. Thetrionow"owns"thatproblemandisgiventhreeminutestowritedownanddiscussasmanypossiblesolutionsastheycaninthattimeframe.

6. Eachgroupthenreadstheirproblemtothewholeteamandreportstheirsolutions.Solicitadditionalsuggestionsfromothersintheteam.

7. Repeatthisprocessastimeallowsoruntilallproblemsareaddressed.AdaptedfromNewstrom,JohnW.,andEdwardE.Scannell.TheBigBookofBusinessGames:Icebreakers,CreativityExercises,andMeetingEnergizers.NewYork:McGraw-Hill,1996.Print.(page81)

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LivingtheOperatingPrinciplesObjectives:

• UsePART1ofthisactivitytomakepersonalandorganizationalconnectionstoUCBerkeley’sOperatingPrinciples.

• UsePART2tobegindefiningwhateachOperatingPrinciplemeanstoyourteamandtheactionstowhichtheteamiswillingtocommit.

Materials:

• OperatingPrinciples• CultureCards• ValueLabels

Instructions:

PART1(willrequire20minutes)

1. Atthebeginningoftheteammeeting,remindtheteamaboutyourorganizationalgoalsandstrategiesandask,“Howcanweensureweareachievingthesegoalswhileatthesametimehavingapositiveexperienceatwork?”

2. Say,“Weallspendmoretimehereatworkthanwedowithourownfriendsandfamily.That’swhyourworkcultureissoimportant.AtBerkeley,10,000employeeshelpedshapeourOperatingPrinciplestodescribetheworkculturetheywanted.”(HandouttheOperatingPrinciples)

3. SpreadtheCultureCardsaroundthetableandasktheteamtopickacardthatispersonally

importanttothem.Askpeopletopairupandsharewiththeirpartnerwhythatprincipleisimportanttothem.

4. SticktheValueLabels(AlwaysValues,SometimesValues,Neutral,SeldomValues)inarowon

thewall.5. AsktheteamtoplacetheirchosenCultureCardundertheappropriatevalue.(e.g.Isthe

“Together”cardtheychosesomethingtheyfeeltheteamalwaysvalues,sometimesvalues,isneutralabout,orseldomvalues?)

6. Invitecommentsfromtheteamonanythemesorinsightsthatemerge.

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PART2(willrequire30minutes)

1. TotransitionfromPART1toPART2,say,“We’vejustexploredcomponentsoftheOperatingPrinciplesandwhatwevalueindividuallyandasateam.ThenextstepistomaketheOperatingPrinciplesuniquelyoursanddecidewhatactionswearegoingtocommittoasateam.”

2. Forthissession,chooseoneOperatingPrincipletoexploreasateam.

3. Onaflipchart,drawthisgraphicandcaptureanswerstothefollowingquestion,“Asateam,ifweweretobecomefantasticatthisOperatingPrinciple,whatactionswouldwetrytoAlwaysdoandwhatactionswouldwetrytoNeverdo?

4. Asateam,decideon3-5actionsineachcolumnforwhichtheteamagreestoholdone

anotheraccountable.Thenleteveryoneknowthesecommitmentswillbetypedanddistributed.

5. UsefuturemeetingstofocusontheotherOperatingPrinciples.DevelopedbyKiaAfcari,Learning+OrganizationalDevelopment,UCBerkeley,2014.

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AllStages–TeamBuildingExerciseCultureCards:

TOGETHER

We cultivate trust.

TOGETHER We treat one another with respect.

TOGETHER We include different perspectives.

TOGETHER We work cooperatively within and

across departments.

TOGETHER We celebrate diversity.

TOGETHER We are committed to equity, inclusion

& equal access to all.

INNOVATE We develop sustainable solutions that

meet campus goals.

INNOVATE We are willing to take intelligent risks,

make mistakes, and learn from our experience.

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SIMPLIFY We reduce unnecessary steps to make it

easier to get things done.

SIMPLIFY Our solutions are common where they

can be, custom where it counts.

ACCOUNTABILITY We measure supervisor, individual and

team performance.

ACCOUNTABILITY We make transparent decisions.

ACCOUNTABILITY We follow through on our commitments.

ACCOUNTABILITY We recognize excellence.

ACCOUNTABILITY We give and receive constructive feedback

at all levels to help us improve.

SERVICE We provide timely, excellent service to

students, staff, faculty, alumni, and other stakeholders.

SERVICE We emphasize service over bureaucracy

whenever possible.

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AllStages–TeamBuildingExerciseValueLabels:

ALWAYS VALUES

SOMETIMES VALUES

NEUTRAL

SELDOM VALUES

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FormingStage–TeamBuildingExercise

SharedValuesObjective:

Thepurposeforconductingasharedvaluesactivityisforteammemberstocometoagreementonthemostimportantvaluestheyshare.Thisisusefulwhenbeginningasignificantprojectorworkeffort;whenindividualsfeelthatothersarenotlisteningwithopenminds;orwhenteammembersneedtobondtogether.Materials:

• Paperandpens• Onepieceofflipchartpaperforeachsub-team• Coloredmarkers

Instructions–Part1:

1. Haveeachparticipanttaketwominutestowritedownwhathe/shefeelsarethethreemostimportantvaluestoyourorganization,departmentorteam.

2. Explainthatvaluesincludethingssuchascommitmenttocustomers,integrity,teamwork,leadership,qualityfocus,innovation,efficiency,respect,creativity,learning,andsoforth.

3. Dividethegroupintosub-teamsoffourtosixparticipants.4. Haveeachparticipantsharehis/herthreevalueswithinthesub-team.5. Fromallthevaluesshared,haveeachsub-teamagreeontheirtopthreemostimportant

values.

1. Provideeachsub-teamwithapieceofflipchartpaperandsomecoloredmarkers.2. Givesub-teams10-15minutestocreateaposterwithwords,symbols,and/orpicturesthat

reflecttheirthreevalues.

1. Haveeachsub-teampresenttheirpostertotheentireteam.2. Asateam,identifypatternsandthemesthatemerge,anddecideonaunifiedsetofvalues

fortheteam.

DebriefQuestions:

1. Ifsomeonenewtotheorganization/department/teamsawthislistofvalues,howdoyouthinktheywouldexpectpeopletobehave?

2. Dowebehavelikethis3. Whatcancauseustolosesightofourvalues?Whatcanwedowhenthathappens?4. Howwouldlivingthesevalueshelpusmeetourgoals?5. Whatimplicationdoesthishaveforusbackonthejob?

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TipsforSuccess:

• Encouragethesub-teamstobecreativeintheirrepresentationofthevalues.• Ifasub-teamdoesnotfinish,askwhatpreventedthemfromdoingso.Otherswilllearn

fromtheirdifficulties.Thenaskhowthosebarrierscouldhavebeenavoidedordealtwitheffectively.

• Inthecomingdays,periodicallyaskwhichvaluesarebeingdemonstratedonthejob.• Ifyourteam/departmentdoesnothaveavisionstatement,havetheteamcreateashared

visionstatementinafutureteambuildingsession(seefollowingpages).• Ifyourteam/departmentdoesnothaveamissionstatement,havetheteamdevelopa

missionstatementinafutureteambuildingsession(seefollowingpages).

AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page42)

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CreatingaSharedVisionWhatisaVisionStatement?

Avisionstatementisanaspirationaldescriptionofthepreferredfutureateam/organizationseekstocreate.Itanswersthequestion,“Whatdowereallywant?”Visioninggeneratesacommondirection,hope,andencouragement;offerspossibilityforfundamentalchange;andgeneratescreativethinkingandpassion.Aclearvisionservesasthefoundationforamissionstatement,goalsetting,andactionplanning.

AVisionStatementShould:

• Becreatedbasedonthe“future”state• Motivateandinspire• Encompassfundamentalbeliefsandvalues• Leadtodistinctiveness• Besuccinct,clear,andunambiguous• Besupportedbythemission,goals,andorganizationalculture

OptionsforCreatingaVisionStatement:

Youcanbegincreatingavisionwithyourteambyimaginingtheidealfuturestatefortheteamororganization.Identifywhatyoureallywanttoaccomplishandwhatwouldinspirepeopleandmakethemfeelproud.

Option1–CreativeExercise

• Step1–IndividualExpression:Haveeachteammembercapturetheirvision,utilizingacreativemethodthatiscomfortableforthem.Examplesinclude:drawing,poetry,storytelling,etc.Thismaybeastretchforsome,butitisimportantbecausevisioningisbornfromthecreativeprocess.

• Step2-IdentifyThemes:

Cometogetherasateamtoshareindividualcontributionsfromthecreativeexercise.Useflipchartpapertolistpatternsandthemesthatemerge,lookingforcommonwordsandimages.Asateam,discusshowthesethemesmightfittogethertocreateaunifiedvision.

• Step3–WriteVisionStatement

Asateam,writeavisionstatement,basedonthepatternsandthemesthatemerged.

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Option2–LargeGroupBrainstorm

• Step1–IndividualPreparationAsanindividualexercise,askteammemberstocompleteaworksheetincludingatleastthefollowingfourquestions.Individualsmaylistanywords,phrases,orideasthatcometomind.Thisexercisecanbedoneaspre-workoratthebeginningofyourvisioningmeeting.

o Howwilltheteam/organizationlook?o Howwilltheteam/organizationfeel?o Howwilltheteam/organizationoperate?o Howwilltheteam/organizationact?

• Step2–FlipChartCapture

Foreachquestionontheworksheet,useatleastonesheetofflipchartpaperandhaveteammemberscalloutideasthatrelatetothatquestionfromtheirindividualpreparation.Donoteditatthispoint.Suggestionsshouldbenotedandrecordeduntiltheenergylevelintheroombeginstodroporastimepermits.

• Step3–IdentifyThemesPostlargesheetsofcaptureditemsaroundtheroomandgiveeveryonetheopportunitytolookateachsheet.Asateam,identifypatternsandthemesthatemerge,lookingforcommonwordsandrepetition.Discusshowthesethemesmightfittogethertoformaunifiedvision.

• Step4–WriteVisionStatementAsateam,writeavisionstatement,basedonthepatternsandthemesthatemerged.

VisionStatementExamples:

Tomakeacontributiontotheworldbymakingtoolsforthemindthatadvancehumankind.-Apple

Tobethegold-standardspecialtycoffeeandteacompanyintheworldwithbrandsthatattractahighlydedicatedandloyalcustomerfollowing.–Peet’sCoffeeandTea

Ourvisionistoleaveasustainableworldforfuturegenerations.-TheNatureConservancyDevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.

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DevelopingaMission

WhatisaMissionStatement?

Amissionstatementisawritten,specific,easy-to-remembersentence,shortlistofbulletpoints,orparagraph(50wordsorless)illustratinganorganization’spurposeandgoals.Themissionstatementfunctionsasaguidingtoolforcriticaldecisionsthataffectthedirectionofyourteam/organization,andarticulatethespecificaction(s)necessarytorealizethevision.

AMissionStatementShould:

• Expressyourorganization’scorepurposeinawaythatinspiressupportandongoingcommitment

• Motivatethosewhoareconnectedtotheorganization• Bearticulatedinawaythatisconvincingandeasytograsp• Useproactiveverbstodescribewhatyoudo• Befreeofjargon• Beshortenoughsothatanyoneconnectedtotheorganizationcanreadilyrepeatit

CreatingaMissionStatement:

Whendevelopingamissionstatement,besensitivetotheprocessaswellastheendresult.Brainstormingandcreativitytaketime,sodon’trushtheprocess.Herearefivestepstohelpyou:

• Step1–IndividualPreparationUsingaworksheetwithatleastthefollowingthreequestions,askindividualstolistanywords,phrases,orideasthatcometomindwithrespecttotheteam/organizationandthesequestions.

o StatementofPurpose:Whataretheopportunitiesorneedsthatweexisttoaddress?Whodoweserve?

o StatementofStrategy:Whatarewedoingtoaddresstheseneeds?Whatisouruniquecontribution?

o StatementofValue:Whatprinciplesorbeliefsguideourwork?

• Step2–FlipChartCapture

Foreachquestionontheworksheet,useatleastonesheetofflipchartpaperandhaveteammemberscalloutideasthatrelatetothatquestionfromtheirindividualpreparation.Donoteditatthispoint.Suggestionsshouldbenotedandrecordeduntiltheenergylevelintheroombeginstodroporastimepermits.

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FormingStage–TeamBuildingExercise• Step3–IdentifyThemes

Postlargesheetsofcaptureditemsaroundtheroom,andgiveeveryonetheopportunitytolookateachsheet.Asateam,identifypatternsandthemesthatemerge,lookingforcommonwordsandrepetition.Discusshowthesethemesmightfittogethertoformamissionstatement.

• Step4–Sub-teamDrafts

Createsub-teamsof3-4memberstoeachwriteafirstdraftmissionstatementfortheteam,basedonthepatternsandthemesthatemerged.

• Step5–LargeGroupDraft

Bringtheentireteamtogethertosharethesub-teammissionstatements,andthenbuildfromthoseasinglemissionstatementfortheentireteam.Iftimeallows,theteammaycontinuethediscussiontoarriveatafinal,polishedversionofthestatement.Equallyeffective,asub-teammaybeassignedtomakerevisionsandbringthestatementbackatalatertimeforfinalapprovalbytheentireteam.

MissionStatementExamples:

Appleiscommittedtobringingthebestpersonalcomputingexperiencetostudents,educators,creativeprofessionalsandconsumersaroundtheworldthroughitsinnovativehardware,softwareandInternetofferings.–Apple

ToenableandinspirecustomerstoenjoythedailypleasureofPeet’scoffeesandteasbyprovidingdistinctive,superiorproducts,superiorcoffeeandteaknowledge,andsuperiorservicetoeverycustomer,everyday.–Peet’sCoffeeandTea

ThemissionofTheNatureConservancyistopreservetheplants,animalsandnaturalcommunitiesthatrepresentthediversityoflifeonEarthbyprotectingthelandsandwaterstheyneedtosurvive.-TheNatureConservancyDevelopedbySuzyThormanandKathyMendonca,Learning+OrganizationalDevelopment,UCBerkeley,2011.

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FormingStage–TeamBuildingTool

SettingTeamGroundRules

Asasupervisor,youareconcernednotonlyongettingtheworkdone,butonhowtheworkgetsdone.Groundrulesareanimportanttoolforhelpingindividualsfunctiontogetherasateam.Theyreflectwhatisimportanttothemembersabouthowtheyworktogether.Ideally,therulesaresetatthefirstmeeting,allowingthemtobecomesecondnaturetotheteam.Discussinggroundrulesafterproblemsariseismuchmoredifficult.Groundrulesshouldfocusonthreeelements:

• Tasks–Expectedactivitiesanddeliverablesfortheteam.• Process–Howtheactivitieswillbecarriedout.• Norms–Waysinwhichteammemberswillinteractwitheachother.

StepsinSettingGroundRules1. Setasidetimeatateammeetingtodiscussgroundrules.Allteammembersshould

haveachancetoprovideinput.2. Askteammemberstodiscusspriorgroupexperiences.Whatworkedwell?What

createdproblems?3. Asagroup,describewhatyou’dliketohappenwhenyouworktogether.4. Writedownthegroundrulestowhichtheteamhasagreed.Eachmembershouldhave

acopy.5. Groundrulesshouldbereviewedperiodically.

QuestionstoAsk

Groundrulesfortasks:• Whataretheexpectationsanddeliverablesfortheteam?(Reviewteamcharterif

applicable)• Whatdoeseachmemberbringtothetable?• Howwilltasksbeassigned?

Groundrulesforprocesses:• Whatarethestandardsformeetingattendance,promptness,andparticipation?• Whatrolesneedtobefilled(timekeeper,notetaker,facilitator)andhowwilltheybe

assigned?• Howwilltheteamgatherdataandfeedbackfromteammembersandother

stakeholders?• Howwillteammembersshareinformation?• Howwillperformancebemonitored?

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Groundrulesfornorms:• Howwilldecisionsbemade?• Howwillproblemsbesolved?• Howwilltheteamhandleconflicts?• Howdoestheteamdefinerespectfulbehavior?• Howwillteammembersbeheldaccountable?• Howwillteammemberscommunicatewitheachother(voicemail,e-mail,etc.)?

Sample1:GroundRules• Everyonewillparticipateandtakeownershipofgroupprojects.• Whenappropriate,sub-groupswillbeassignedtoworkonspecificactivities.• Teammemberswillcompleteassignmentsontime.• Meetingswillstartandendontime–nobacktrackingifsomeoneislate.• Eachmeetingwillhaveanotetaker(rotatingtask)whowilldistributenotesandrecord

decisionsandassignments.• Anyonewhoisabsentfromameetingisresponsibleforfindingoutwhattheymissed.• Respectthevalueofeachindividual’scontribution.• Presentfeedbackinaconstructivemanneronly• Resolutionofdifferenceswilltypicallybebymajoritydecision,butonkeyissuesthe

groupwillreachconsensus.

Sample2:GroundRules• Memberswillbeatallmeetings(exceptforillnessandemergencies).Ifyoucan’tattend,

notifythefacilitatorinadvance.• Agendaswillbedistributedbeforeeachmeeting.• Meetingswillstartandendontime.• Thegroupwilllistenrespectfullytotheopinionsofallteammembersby:

o Usingactivelistening.o Notusing“killerphrases”ornegativebodylanguage.o Brainstormingwithoutediting.o Avoidsideconversations.

Talkfromyourownbeliefsandexperiences—avoidblanketstatementssuchas,“Everyonefeelsthat…”insteadtry“Ifeelthat…”Informationfromthemeetingsispublicandshouldbesharedwithotherstakeholders,butconfidentialitywillberespectedwhenrequested.Theteamownsallideasandconcepts–donottalkdisrespectfullyaboutteamactivitiesinpublic."SettingTeamGroundRules."UniversityofMinnesota.OfficeofHumanResources,28Apr.2008.Web.9Aug.2011.http://www1.umn.edu/ohr/toolkit/workgroup/forming/rules/index.html

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ProjectCharterInstructionsPROJECTCHARTERTheProjectCharterisawrittenagreementbetweenthesponsorandtheprojectteamdescribing:

• Thebusinessobjectivesoftheproject,• Theresourcesthesponsorpromisestoprovidefortheproject,• Whattheprojectteamwilldelivertothesponsorbytheendoftheproject,• Theprojectteammembersandkeyprojectstakeholders,• Theprojectrolesandresponsibilities,and• Thehigh-levelprojectrisks.

DEVELOPINGAPROJECTCHARTERATUCBERKELEYInsomeorganizations,thesponsorwritesthecharter.AtUCBerkeley,theprojectmanagertypicallywritesthecharterafterinterviewingtheprojectsponsorandotherkeystakeholders.Theprojectformallybeginswhenthesponsorsignsoffonthecharter,approvingthechartercontentandcommittingspecificresources(e.g.,funding,staff,equipment)totheproject.Theprocessofinterviewingandcreatingacharterhelpstheprojectmanagerandprojectteamgatherthemostimportantinitialprojectinformationaswellashelpestablishscopeboundaries.Theprojectcharter,onceapproved,shouldprovideaclearandconcisesummaryoftheprojectforthebenefitofthesponsor,projectmanager,projectteammembers,andotherstakeholders.Stakeholdersthatjointheprojectaftertheprojecthasstartedalsobenefitfromfirstreadingtheprojectcharter.Duringtheexecutionoftheproject,changestothescopearedocumentedandanewrevisionoftheCharterisapproved.Achangemanagementformhelpswiththechangeconversation,andisattachedtothecharterasanaddendum.TheProjectChartertemplatecontainsnotestohelpwithunderstandingwhatisrequestedforeachsection.Additionalhintsandsuggestionsforcompletingthechartersectionsaredescribedinthisguide.PROJECTSCOPECHANGESAnytasks,requests,oradditionstothisprojectnotindicatedinthescopestatementareconsidered“out-of-scope”forthecurrentproject.WhenaProjectScopechangeisrequired,changerequestsareclearlydefined(includinganimpactanalysisofcost,resource,andscheduleimplications),justified,andformallyapprovedbytheProjectSponsor(s).ItisexpectedthatstakeholderswhoinitiateachangerequestwillworkcollaborativelywiththeProjectManagertodocumentandcommunicatetheproposedchangetokeystakeholders.ProposedchangeswillthenbebroughttotheattentionoftheProjectSponsorswhowillreviewanddecideonhowtoproceedwiththerequest.Ultimately,changestoscoperequiretheapprovaloftheProjectSponsors.UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools

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FormingStage–TeamBuildingToolFILLINGOUTTHECHARTERPROJECTNAMEEnterthepropernameusedtoidentifythisproject.PREPAREDBYEnterthenameofthepersonwritingthecharter;typicallytheprojectmanager.DATEEnterthedatethecharterwaslastmodified.PROJECTCHARTERVERSIONHISTORYTABLEEntertheversion,dateandcommentsofeachversionthroughoutthedevelopmentoftheCharter.REVIEW&APPROVALHavetheprojectteammembersandkeystakeholders(includingthesponsorandcustomer)reviewthedraftofthecharterforcompletenessandaccuracy.CASEFORCHANGEDescribethecurrentsituationthatnecessitatesaproject.PURPOSEDescribewhatproblemwillbesolvedbytheproject?Describewhatvaluethisprojectaddstotheorganization.Describehowthisprojectalignswiththestrategicprioritiesoftheorganization.Describewhatbenefitsaretobeexpectedoncetheprojectiscompleted.RESULTSDescribewhatsuccesslookslike.DescribehowtheSponsorwillknowthattheprojectiscompleteincludingsuccessmetrics.Forexample–“overallcostsavingsof$50K,”or“reduceprocessingtimeby25percent.”Tomeasurethetargets,theremustbeabaselinesetatthebeginningoftheproject.Inthefirstexample,thetotalcostsmustbeknownatthebeginningoftheprojectsothatacomparisoncanbemadeandthetotalsavingscanbecalculated.Thesameistrueforthesecondexamplewherethetotalprocessingtimeatthebeginningoftheprojectmustbeidentifiedsothatacomparisoncanbemadeattheconclusionoftheprojectandthedifferencemeasured.Anotheroptionistogiveanabsolutevalue,e.g.“reduceend-to-endprocessingtimeto2weeks.”SCOPEThescopedefinestheboundariesintermsofwheretheprojectbeginsandends.Thescopedescribeswhatwillbedelivered;where,when,andhow.Itdescribestheservices,functions,systems,solutions,ortangibleproductsforwhichthesponsorwilltakedelivery.UCB Operational Excellence Templates http://oe.berkeley.edu/resources/project-management-tools

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ProjectCharterTemplatePROJECTNAME: ProjectNamePREPAREDBY: TypicallytheProjectManagerDATE(MM/DD/YYYY): ProjectCharterLastModifiedDate

PROJECTCHARTERVERSIONHISTORYVERSION DATE

(MM/DD/YYYY)COMMENTS(DRAFT,SIGNED,REVISED–CURRENTSTATUS)

DOCUMENTPURPOSE

TheProjectCharterdocumentstheformalconversationbetweentheProjectSponsorandtheProjectManager/Team,includingthedefinitionofsuccessfortheproject.Onceapproved,theProjectChartercommunicatesthecurrentagreementbetweentheProjectSponsorandtheProjectTeamthroughoutthelifecycleofaproject.TheCharterprovidesahigh-leveloverviewoftheprojectincludingthedefinitionofprojectsuccess,andprojectresource(peopleandfunds)requirements.Requestsandadditionstotheprojectscopeareconsidered“out-of-scope”forthecurrentproject.Whenascopechangeisrequired,documentachangerequestthatincludesanimpactanalysisofprojectcost,resources,schedule,andrisk.TheProjectSponsorthenformallyapprovesthescopechangerequest.Theprojectmanagerwillretainadditionaldocumentsthatprovidedetailonthemanagementoftheproject,includingacommunicationsplan,anissueslog,arisklog,achangemanagementplan,abudget,andaworkschedule.REVIEW&APPROVAL(TheProjectSponsorsignatureindicatesapprovaloftheProjectCharter,andauthorizestheProjectManager/Teamtouseidentifiedresourcestoproceedwiththedetailedplanningandexecutionoftheproject;usingthischarterasguide.)PROJECTSPONSOR(S)NAME SIGNATURE DATE

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CASEFORCHANGE(WhatistheCurrentSituation?)

PURPOSE(Whatproblemwillbesolvedbytheproject?Whatvaluedoesthisprojectaddtotheorganization?Howdoesthisprojectalignwiththestrategicprioritiesoftheorganization?Whatbenefitsareexpectedoncetheprojectiscompleted?)

RESULTS(Whatdoessuccesslooklike?Howdoweknowthattheproblemdescribedaboveisresolved?Thistypicallyinvolvesclarifyingmetricsforoperationsoncetheprojectiscompleted.)# SUCCESSMEASURE1 2 3 4 SCOPE(Thescopedefinestheboundariesintermsofwheretheprojectbeginsandends.Thescopedescribeswhatwillbedelivered-where,when,andhow.Itdescribestheservices,functions,systems,solutions,ortangibleproductsforwhichthesponsorwilltakedelivery.)

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FormingStage–TeamBuildingToolPROJECTCONSTRAINTS&ASSUMPTIONS(Listtheknownandanticipatedconstraints,andtheinitialassumptionsfortheproject.)# NAME1 2 3 4 5 6

PROJECTMILESTONES&DELIVERABLES(Listthemajormilestonesanddeliverablesoftheproject.)MILESTONE DELIVERABLES DATE IMPACTSTATEMENT(Listtheimpactthisprojectmayhaveonexistingsystemsandpopulations.)POTENTIALIMPACT WHATANDWHOISIMPACTED RATING

(1-5)1:Low3:Med5:High

FINANCEDESCRIPTION(Provideahighlevelnarrativeoverviewontheestimatedinvestmentrequirements,thesavingstargets,andtheongoingfundingmodel.)

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RISKS(Identifythehigh-levelprojectrisksandthestrategiestomitigatethem.)RISK MITIGATIONSTRATEGY

COMMUNICATION(HighlightthecommunicationrequirementsbetweentheSponsor,theKeyStakeholdersandtheProjectTeam,includingthefrequencyofcheck-ins,projectreviews,andstatusreports(inpersonandwritten).)

UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools

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FormingStage–TeamBuildingToolAPPENDIXA-PROJECTROLES&RESPONSIBILITIESPROJECTSPONSOR:Providesoveralldirection,guidance,andfundingfortheproject.RESPONSIBILITIESincludesettingthevisionandstrategicdirection,approvingtheprojectcharterandplan;securingresourcesfortheproject;confirmingtheproject’sgoalsandobjectives;keepingabreastofmajorprojectactivities;makingdecisionsonescalatedissues;andassistingintheresolutionofroadblocks.NAME NAME

FUNCTIONALOWNER:Managestheimpactoftheprojectintheirfunctionalarea.RESPONSIBILITIESincludeensuringagreed-uponprojecttasksanddeliverablesarecompleted,incorporatingtheviewsoftheircustomers,providingfunctionalexpertiseinaparticulararea,articulatingrequirements,andworkingtoensurethatbusinessneedsaremet.NAME NAME NAME

PROJECTMANAGER:Leadstheteaminplanningandimplementingtheprojectfrominitiationtoclosure.RESPONSIBILITIESincludescopeandchangemanagement,keepingtheprojectplancurrent(deliverables,schedule,andresources),issueandriskmanagement,maintainingprojectdocuments,reportingprojectstatus,andfacilitatingconflictresolutionswithintheprojectandbetweencross-functionalteams.NAME NAME

ThePROJECTSTEERINGCOMMITTEEincludeskeystakeholdersandsubjectmatterexperts.RESPONSIBILITIESincludeprovidingguidanceonkeyissues.NAME NAME NAME NAME NAME NAME

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FormingStage–TeamBuildingToolASUBJECTMATTEREXPERT(SME)providesexpertiseonprojectelementsincludingbusinessprocessandcurrentornewtechnicalsolutions.RESPONSIBILITIESincludemaintainingup-to-dateexperienceandknowledgeonthesubjectmatter,validatingrecommendations,andprovidingadviceonwhatiscriticaltotheperformanceofaprojecttask.NAME NAME NAME NAME NAME NAME

Describetherolesandresponsibilitiesoftheprojectparticipants.PROJECTTEAMMEMBERSRESPONSIBILITIESinclude

• understandingtheworktobecompleted,completingtheresearch,datagathering,analysis,anddocumentation,

• informingtheprojectmanagerandteammembersofissues,scopechanges,risks,andqualityconcerns,and

• proactivelycommunicatestatusandmanageexpectations.NAME ROLE NAME ROLE NAME ROLE NAME ROLE NAME ROLE NAME ROLE NAME ROLE

APPENDIXB-KEYTERMS&DEFINITIONSFORTHISPROJECTCHARTERDefinekeytermsuniquetothisProjectCharter.UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools

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HiddenTreasureObjective:Thepurposeofthisactivityistoallowteammembers,whohavenotpreviouslyworkedtogether,tobecomeacquaintedwithoneanother.Materials:

• AcopyoftheTreasureHuntWorksheetforeachperson(seenextpage)• Pensorpencils

Instructions:

• Atthebeginningofthemeeting,explaintheimportanceofteamworkandcamaraderie,aswellastheimportanceofbeingacquaintedwiththeirnewteam.

• HandoutacopyofTreasureHunttoeachperson.• Askeveryonetocirculatearoundtheroom,findingonetraityouhaveincommon(e.g.

"grewupinPhoenix"),andonedissimilartrait(e.g."sportsfan"vs."dislikesports")foreachpersonontheteam,orastimepermits.

DebriefQuestionstoAsk:

• Howmanyofustendtobereticentonfirstmeetingfriendsofteammembers?• Howwasthisexerciseforyou?Threateningornon-threatening?• Whatunexpectedthingsdidyoufindincommon?

AdaptedfromNewstrom,JohnW.,andEdwardE.Scannell.TheBigBookofBusinessGames:Icebreakers,CreativityExercises,andMeetingEnergizers.NewYork:McGraw-Hill,1996.Print.(page31)

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HiddenTreasureWorksheet Name Alike Different1.

Newstrom, JohnW.,andEdwardE.Scannell.TheBigBookofBusinessGames: Icebreakers,CreativityExercises,andMeetingEnergizers.NewYork:McGraw-Hill,1996.Print.(page31)

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GroupResumeObjective:Creatingagroupresumeisafunwaytohelpteammembersbecomeacquainted,ortodosometeambuildingwithateamwhosemembersalreadyknowoneanother.Thisactivitycanbeespeciallyeffectiveiftheresumeisgearedtothesubjectmatterofthemeetingorteamproject.

Materials:• Postspecifiedresumeinformation(listedbelow)onflipchart• Flipchartpaper• Markers

Instructions:

1. Tellteammembersthattheyrepresentanincrediblearrayoftalentsandexperiences!2. Explainthatonewaytoidentifytheteam’sresourcesistocomposeateamresume.3. Divideteamintosub-teamsof3to6members.4. Provideeachsub-teamwithflipchartpaperandmarkerstouseincreatingtheirresume.

Sub-teamresumesshouldincludeanyinformationthatpromotesthesub-teamasawhole.Includethefollowinginformation:

o educationalbackgroundo knowledgeabouttheteamprojecto totalyearsofprofessionalexperienceo positionsheldo professionalskillso majoraccomplishmentso publicationso professionalorganizationso hobbies,talents,travel,familyo other

5. Inviteeachsub-teamtopresentitsresumetotheentireteam.6. Onceallsub-teamshavepresented,acknowledgethetotalresourcescontainedwithin

theentireteam.Variations:Insteadofhavingparticipantscompilearesume,askthemtointerviewoneanotheraboutcategoriesthatyouprovide.

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FormingStage–TeamBuildingExerciseDebriefQuestionstoAsk:

• Howcanweleveragetheseresources,skills,andexperiencebackonthejob?• Arethereanynoticeableskillgapsintheteam?Ifso,howcanweeitherdevelopthis

skillwithintheteamordrawonanoutsidesource?TipsforSuccess:

• Youmaywanttosuggestajob,contract,orprojecttheteamcouldbebiddingfor.AdaptedfromSilberman,MelvinL.,andKarenLawson.101WaystoMakeTrainingActive.Johannesburg:Pfeiffer,1995.Print.(page49)

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APennyforYourThoughtsObjective:Thepurposeofthisactivityistoallowteammembers,whohavenotpreviouslyworkedtogether,tobecomeacquaintedwithoneanother.Materials:

• PenniesVersion1-Instructions:

1. Giveonepennytoeachparticipant(besuretheyearofthepennyiswithin15yearsofthecurrentyear).

2. Goaroundthegroup,havingeachpersonsharesomethingsignificantorinterestingthathappenedtothemintheyearthatappearsonthepennytheyweregiven.

Version2-Instructions:1. Haveenoughpenniesforeachparticipanttohavefivepennies.2. Instructeachpersontosharesomethinguniqueaboutthemselves,orsomethingthey

havedonewhichisunlikelythatanyoneelsehasincommonwiththem.3. Aftertheysharetheitem,ifnooneelsesharesthisincommon,theymayplaceoneof

theirpenniesinthecenterofthetable.4. Ifanyoneelsedoeshavethisitemincommonwiththem,thisperson(s)mayalsoplace

oneoftheirpenniesinthecenterofthetable.5. Rotatetothenextpersonandcontinue.6. Thefirstpersonwhodisposesofalltheirpennieswins!

DebriefQuestionstoAsk:• Whyisitimportantforustoknowmoreabouteachother?• Howdifficult(oreasy)wasittoshareinformationaboutyourselfwithothers?• Howcanwelearnmoreaboutoneanotherbackonthejob?

TipsforSuccess:• Giveparticipantsafewminutestothinkofsomethingtosharebeforebeginning.• ForVersion1,ifsomeonecan’tthinkofanythingsignificantfromthatyear,encourage

themtodescribewhatwasgoingonintheirlifeatthattime(whereweretheyliving,whatjobdidtheyhave,whathobbiesweretheypursuing,etc.)

• Ifyouhavetime,letthegroupaskquestionsaftereachparticipantsharestheirinformation.

AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(pages35,45)

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SweetStoriesObjective:

Thepurposeofthisactivityistoallowteammembers,whohavenotpreviouslyworkedtogether,tobecomeacquaintedwithoneanother.

Materials:

• AlargebagofM&Ms®,Skittles®,orothercoloredcandypieces

Version1-Instructions:

1. Haveeachparticipanttakeonecandy.2. Instructthemnottoeatityet.3. Taketurnssharingwiththegroupastorybasedonthefollowingcolorcode:

• Bluecandy=atimeatworkwhenyoufeltveryproud• Greencandy=apriorbossyourespectedandwhy• Yellowcandy=areasonyouareproudtobelongtothis

organization/department• Browncandy=anembarrassingmomentatwork• Orangecandy=atimeatworkwhenyoufailed,andwhatyoulearnedfromthe

experience• Redcandy=afunnythingthathappenedtoyouatwork• Purple=atimeatworkwhenyouwerescared

4. Eatthecandy.

Version2-Instructions:

1. Provideeachparticipantwiththesamecolorofcandy,basedonthecolorcodeabove.2. Instructthemnottoeatityet.3. Taketurnssharingwiththegroupastorybasedontheselectedcolor.4. Eatthecandy.

LargeGroupVariation:

• Dividelargergroups(morethan12)intosmallerteamsofthreetofivememberstosharetheirstorieswitheachother.Givethemtimetosharetheirstoriesfromoneormorecolors.Havethemselectthebeststoryfromtheteamandsharewiththelargergroup.

• Whyisitimportantforustoknowmoreabouteachother?• Howdifficult(oreasy)wasittoshareinformationaboutyourselfwithothers?• Howcanwelearnmoreaboutoneanotherbackonthejob?

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FormingStage–TeamBuildingExerciseTipsforSuccess:

• Giveparticipantsafewminutestothinkofsomethingtosharebeforebeginning.• Othertopicscanbeusedthatrelatemorecloselytothework,organization,orspecial

project.• ThestoriesdoNOThavetobe“themost…”(e.g.themostembarrassing).Thismaytake

pressureoffindividuals.• Specifythetimelimitforeachstory,sonoonemonopolizesthetime.• Postthestorycolorcode,soparticipantscaneasilymatchtheircandytothestorythey

needtotell.• Adaptthestorythemestoyourteam.Forexample,youmaychoosetoremovethe

words“atwork”foreachcolorasawaytogetknoweachotherbetterpersonally.AdaptedfromMiller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print(page69)

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StormingStage–TeamBuildingTool

LeaderActionsforDysfunctionalTeamMemberBehaviorsDysfunctionalteammemberbehaviorscanimpacttheworkflowoftheteamifnotappropriatelychallenged.

Behavior Descriptions LeaderActions

1. Backbiting Membersofteamcomplainingandfindingfaultbehindoneanother’sbacks;talkingwithnon-teammembersinsteadofteammembersaboutteamissues

Beawareofteamdynamics;establishgroundrulesarounddirectcommunication;conductageneralgroupdiscussionabouttheissuewithoutblame

2. Blaming Nottakingpersonalresponsibility;pointingthefingeratothers/situations

Addresstheproblemasagroupproblemandanopportunitytolearn;conductadebriefsessionoutliningallcontributingfactorsandwaystodothingsdifferentlynexttime

3. Bullying Beinginconsiderateofotherteammembers;attackingandintimidatingbehavior

Beginwithanoff-lineconversationwiththeperson;monitoranddocumentbehavior;ifbehaviorcontinues,seekguidancefromHRandimplementprogressivedisciplinaryactionifneeded;providesupportresourcessuchasCAREServicesandOmbudsOffice

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4. Discounting Interruptingothers;ignoringcommentsorsuggestions;puttingdownteammembercontributionsasirrelevant

Revisitgroundrulesonactivelistening;establishawaytocapturecommentsandsuggestionsthathavenotreceivedairtime;askgroupwhattheywanttodowiththeitems

5. Distracting Digressing,gettingontangents,conductingsideconversations

Referbacktopreparedagenda;activefacilitation;revisitgroundrules;parkinglottangentitemsforfutureagenda

6. Dominating Pushingown(notgroup)agenda;excessivetalking,interruptingothers,criticizing,speakingforothers;arguingtoomuchonapointandrejectingexpressedideaswithoutconsideration

ParaphraseusingsomeofthespeakersownwordstoindicateunderstandingUsedirectquestionstodrawoutothermembersandgatherotheropinionsUseconsensusandensureeveryoneisactivelyinvolvedOfflineconversationwithperson

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7. Excluding Formingcliquesorfactionswhichresultinmembersoftheteamdistrustingandsuspectingoneanother

Inanefforttointegratetheteam,assignquickwinprojectstocrosspollinateteammembersPlanteambuildingactivity

8. Feuding Bringingbaggageorissuesfromothersituationsandcreatinganuncomfortableenvironment;membersofteamopenlycomplainaboutandfindfaultwithoneanother

Conductofflineconversationwiththeperson(s)involvedinthedisruptionMonitorsituationIfproblemescalatesseekoutsideintervention(e.g.CAREServices,Ombuds

9. Joking Excessiveplayingaround,tellingjokes,mimickingothermembers

ReturntoagendaandtimelineIfbehaviorcontinuesconductageneralgroupdiscussionabouttheissuewithoutblame

10. Labeling Usinglabelsthathaveanemotionalchargeornegativeconnotationtoattackself-esteemratherthanaddressingtheproblem

CheckforunderstandingandaskforclarificationIfbehaviorischronic,conductofflineconversationwithperson

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11. Nay-saying Moreattentionpaidtowhatiswrongthanwhatisrightinthenameofplayingdevil’sadvocate;faultfindingwithoutprovidingalternatives;using“yes-but”languageasadefault

Immediatelyuseacounteringstatementtorefocusteamonsolutions

12. Non-participating

Actingwithindifference;notcontributingtodiscussionsandactivities;holdingbackopinionsandideas;nottakinginitiative;arrivinglateorleavingearly

GeneralgroupdiscussionabouttheissuewithoutblameIncreaseaccountabilitybyinitiatingprojectplans,agendas,minutesandactionitems,timelines,milestonesVarywaysofengagingparticipants,seeWaystoEngageParticipantsinCreativeThinking&DialogueworkbookpageXX

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StormingStage–TeamBuildingExercise

GraffitiFeedbackBoardObjective:Thisactivityprovidesananonymousoutletforongoingteammemberreactions.Itisaninformalmethodbywhichtheteamleadercangatherongoingteammemberfeedbackaboutteamprocessesandtasks.Thisactivityisanoutletprovidedforemotionalandintellectualcatharsis.Materials:

• Flipcharts• Post-itNotes• BlackSharpiepens

Instructions:

1. Askteammemberstoindividuallyexpress(ventilate)avarietyofobservations,reactions,ideas,oremotionsbywritingeachoftheircommentsonseparatepost-its.

2. OncetheyhavewrittenontheirPost-itNotes,theycanthenplacethemontheflipchartsprovided.

3. Topicsmaybeprovidedatthetopofeachflipchartforstructuredfeedback,orthefeedbackmaybesolicitedonatotallyunstructuredbasis.

• Howmanyofyouagreewiththecommentsmadeabout______________?• Whatisthebasisforthevariouscomments?• Whatcorrectivestepscanwetakenowtochangethesituation?

TipsforSuccess:

• Toensureanonymity,haveparticipantscomeupatonetimetoadheretherePost-itNotestotheflipchart.

AdaptedfromNewstrom,JohnW.,andEdwardE.Scannell.GamesTrainersPlay:ExperientialLearningExercises.NewYork:McGraw-Hill,1980.Print.(page13)

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ThatGuy&ThisGuyObjective:

Tobringtheteamtogetherinafunactivitythatidentifiesthequalitiesofateamplayer,andhighlightstheindividualresponsibilityeachmemberhastotheteam.Theresultsofthisactivitycanserveasanongoingguideforteambehaviorandfeedback.

Materials:

• “ThatGuy”–ProfileofaNon-TeamPlayer(onepersub-team,providedbelow)• “ThisGuy”-ProfileoftheUltimateTeamPlayer(onepersub-team,providedbelow)• Post-itnotes• BlackSharpiepens• Twopreparedflipchartpapers(onewithdrawingA,onewithdrawingB)

DrawingA DrawingB

Instructions–Part1:1. Splittheteamintosmallersub-teamsoffourtosixpeople.PassouttheNon-Team

Playerprofileworksheettoeachteam.2. Saythefollowing:

“Fromtimetotime,weareall“difficult”teammember.Perhapswearestressed,tired,orpreoccupied,andwearenotcontributingaccordingtoournormalstandard.Imagineateammemberwitheverynegativecharacteristic.Whatwouldthatlooklike?Whatqualitiesandcharacteristicswouldthispersonconsistentlyexhibit?”

3. Givesub-teams10minutestoconsiderthatquestion,brainstorm,andcompletetheworksheet.

4. Oncecompleted,givesub-teams5minutestoselecttheirtop10itemsfromtheworksheet,andwriteeachitemonindividualpost-itnotes.

5. DisplayFlipChartA.6. Haveeachsub-teamsharetheirpost-itnoteitemswiththeentireteamgroupandthen

placethemontoFlipChartA.

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StormingStage–TeamBuildingExercise7. Onceallsub-teamshavesharedandpostedtheiritems,haveteammemberscome

aroundFlipchartAandbegintoorganizethepost-itnotesintothemesandcombineanyduplicateanswers.

8. Readaloudthefinalpost-itnotesandthemestotheteam,andconfirmagreement.

Instructions–Part2:1. Splittheteamintosmallersub-teamsoffourtosixpeople.Youcanchoosetohave

participantsworkwiththesamesub-teamorwithnewpeople.PassouttheUltimateTeamPlayerprofileworksheettoeachteam.

2. Saythefollowing:“Fromtimetotime,weareall“excellent”teammember.Wearecalm,energized,orengaged,andwearecontributingaccordingtoourhigheststandard.Imagineateammemberwitheverypositivecharacteristic.Whatwouldthatlooklike?Whatqualitiesandcharacteristicswouldthispersonconsistentlyexhibit?”

3. Givesub-teams10minutestoconsiderthequestion,brainstorm,andcompletetheworksheet.

4. Oncecompleted,givesub-teams5minutestoselecttheirtop10itemsfromtheworksheet,andwriteeachitemonindividualpost-itnotes.

5. DisplayFlipChartB.6. Haveeachsub-teamsharetheirpost-itnoteitemswiththeentireteamandthenplace

themontoFlipChartB.7. Onceallsub-teamshavesharedandpostedtheiritems,haveteammemberscome

aroundFlipChartBandbegintoorganizethepost-itnotesintothemesandcombineanyduplicateanswers.

8. Readaloudthefinalpost-itnotesandthemestotheteam,andconfirmagreement.

DebriefQuestionstoAsk:• Howhaveweexperiencedordisplayedsomeofthesemore“difficult”qualitiesinour

team?• Howcanwebecomemoreeffectiveteammembers?• Whatisourindividualresponsibilitytotheteam?

TipsforSuccess:• PrepareFlipChartAandFlipChartBbeforethesession.• Copy“ThatGuy”–ProfileofaNon-TeamPlayerand“ThisGuy”-ProfileoftheUltimate

TeamPlayerhandoutsforeachsub-team.• BesuretohaveenoughPost-itNotessoallparticipantshavealargesupplyfor

brainstorming.• TheuseofSharpiepensisimportantsothatwhatiswrittenonthePost-itNotescanbe

seenatadistance.• Aftertheexercise,postbothFlipChartAandFlipChartBinacommonspaceforall

teammemberstoreferbackto.

AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page191)

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“ThatGuy”-ProfileofaNon-TeamPlayerWhileansweringthesequestions,thinkofthenon-team-player’sinteractionswithotherteammembers:

1. Whatwouldthenon-teamplayersayornotsay?

2. Whatwouldthenon-teamplayerdoornotdo?

3. Whatwouldthenon-teamplayerthinkornotthink?

4. Whatarecounterproductivetraits,characteristics,andqualities?

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“ThisGuy”-ProfileoftheUltimateTeamPlayerWhileansweringthesequestions,thinkoftheultimateteamplayer’sinteractionswithotherteammembers:

1. Whatwouldtheultimateteamplayersayornotsay?

2. Whatwouldtheultimateteamplayerdoornotdo?

3. Whatwouldultimateteamplayerthinkornotthink?

4. Whatareproductivetraits,characteristics,andqualities?

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BlameGameObjective:

Tobringtheteamtogetherinafunactivitythatdemonstratestheinfluencethateachmemberhasinaffectingteambehavior.

Materials:

Instructions–Round1:

1. Arrangethegroupinalargecircle,witheveryonestanding.2. Findyour“RoleModel:”

a) Astheteamleader,youbeginbypointingtosomeoneinthecircle.Keeppointing.

b) Thatpersonnowpointstosomeoneelseandkeepspointing.c) Continueuntileveryoneispointingtosomeoneelse,andthelastpersonthen

pointstoyou.d) Stoppointing(dropyourhands)andfixyoureyesonthepersonyouwere

pointingto.Thispersonisyour“RoleModel.”3. Explainthattheobjectiveistowatchyour“RoleModel”closelyandtocopyhis/her

everyaction.4. Nowasktheteamtostandperfectlystill.Noonemaymoveunlesshis/her“RoleModel”

does.Ifhis/her“RoleModel”moves(twitches,coughs,blinks,etc.),he/sheistomimicthatmovementexactlyandthenbestillagain.

5. Beginthegameandplayseveraltimes.

DebriefQuestionstoAsk–AfterRound1:

• Weweresupposedtostandstill–whathappened?(ExpectsomeparticipantstoimmediatelystartblamingtheirRoleModelformoving.)

• Whoknowswhostartedthemovement?(Allowforsomeaccusations;inevitablyitwillbedifficultorimpossibletopinpointwhoreallystartedeachmovement.)

• Howmuchdoesitmatterwhostartedit,onceitgotstarted?• Howmuchenergydoweexpendlookingforscapegoats?• Howareweresponsibleforperpetuatingcertainbehaviorsthateventuallybecome

teamnorms?Whatexamplesofthisdowehavehereatwork?• Whatimplicationsdoesthishaveforusbackonthejob?

Instructions–Round2:

1. Playthegameasbeforeonlythistimedesignateonepersonas“WheretheBuckStops.”Whenthemovementstartsandmovesaroundthegroup,thatparticipantwillNOTrepeatit.

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StormingStage–TeamBuildingExerciseDebriefQuestionstoAsk–AfterRound2:

• Howmuchinfluencecanonepersonhaveinaffectingteambehavior?• Whatimplicationsdoesthishaveforusbackonthejob?

TipsforSuccess:

• Smallmovementsareboundtohappen.Whentheydo,themovementwillbeduplicatedaroundthegroupendlessly.Usuallyitwillbeexaggerated.

• Ifthemovementgetsoutofhand,juststopthegameandrefocuseveryone,andstartagain.

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LabelsObjective:

Tobringtheteamtogetherinafunactivitythatdemonstratestheimpactlabelingandteambehaviorhasonbothpeopleandthework.

Materials:

• Asetofsixlabelsforeachgroup.Labelsshouldbelargeenoughthatparticipantscanreadthemfromseveralfeetaway,butsmallenoughtofitonaperson’sforehead.

• Pre-writeoneachlabeleitheradirective(e.g.disagreewithme,ignoreme,treatmeliketheleader,laughatme,respectmyopinions,findfaultwithme,agreewithme,interruptme,arguewithme,etc.)oradescriptor(e.g.arrogant,helpful,self-promoting,brown-noser,cooperative,apushover,defensive,leader,etc.).

Instructions:

1. Dividetheteamintosub-teamsofsix.2. Distributeasetofsixlabelstoeachsub-team,facedown.3. Eachparticipantsticksalabelontheforeheadofthepersonnexttohim/her.4. Allparticipantscanreadwhatisonothers’labelsbutnotwhatisontheirown.Donot

tellanyonewhatisonhis/herownlabel.5. Givethesub-teamsatasktoplan(e.g.planadepartmentalpicnic,howtheywill

participateinthisyear’scommunityfundraiser,etc.).Theywillhave7minutestodothis.

6. Astheydiscuss,theymustengagewithandreacttoeachpersonontheirteamaccordingtothelabelthepersoniswearing.

7. After7minutes,evenifthetaskisnotcomplete,stoptheteamsanddiscuss.

QuestionstoAsk:

• Whathappened?Didyouaccomplishyourtask?Whyorwhynot?• Howsatisfiedareyouwiththeoutcome?Why?• Howdidyoufeelabouttreatingpeopleaccordingtotheirassignedlabel?Diditget

easierovertime?Ifyes,whydoyouthinkthatwas?• Howdidyoufeelaboutthewayyouwerebeingtreated?Whatwasyourreaction?• Whatimplicationsdoesthishaveforusbackonthejob?

Variations:

• Makethelabelsrepresentdifferentstakeholdersonaproject,differentcustomers,etc.• Haveonlyonegroupofsixtoeightparticipatewithlabels,whiletherestofthegroup

observes.• Insteadof“planningapicnic,”havetheteamsgrapplewitharealwork-relatedproblem

orissue.

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StormingStage–TeamBuildingExerciseTipsforSuccess:

• Useyourjudgmentindividingteams.Forexample,ifyouhave11participants,removeonelabelfromoneset,andhaveoneteamof6andoneteamof5participants,sothateveryonecanhavetheexperience.Ifthereare13participants,havea7thlabelreadyoruseoneofsixdirectivesordescriptorstwice.

• Somepeoplemaybereluctanttoadheretothelabels.Throughouttheexercise,encourageparticipantstotaketheassignedlabelstoheartandactaccordingly.

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NormingStage–TeamBuildingTool

WaystoEngageParticipants-CreativeThinking&DialogueOutcome:Tostimulatecreativethinkinganddialogueusingavarietyofideageneratingapproaches,includingsomethatencouragebreadthandothersthatsupportdepth.

OPENDISCUSSION—invitesideasandopinionsfromeveryone—

Whatisit? Bestusedwhen…Considernotusingwhen…

Considerationsfortheleader

Groupmembersparticipateinanunstructuredconversationthatinviteseveryoneintheroomtocontributeideas/opinions.

Theexplorationofideasusingafamiliarconversationalapproachisdesired.

Adecisionisneededandtimeislimited.Afewindividualsdominatediscussions.

Focusthediscussion.Determinewhotalkswhen.

INDIVIDUALWRITING

—allowsindividualstoorganizetheirthoughtsbeforegroupdiscussion—

Whatisit? Bestusedwhen…Considernotusingwhen…

GroupmembersorganizetheirthoughtsbyindividuallywritingforafewminutespriortoengaginginanOpenDiscussion,Round-the-Table,Brainstorming,or2*4*8.

Individualreactionsanddeptharedesired.Individualshavestronglyheldopinionsandmovequicklyoutofinquiryintoadvocacy.Thereareseveralintroverts/internalprocessorsingroup.Therearesignificantpowerdifferencesbetweenparticipants.Theleaderwouldliketoknowwhateachgroupmemberthinks.

Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.

Clarifythetopicorquestion.Indicatethatthepurposeisformemberstoclarifytheirthinking.*Letpeopleknowhowmuchwritingtimeisallotted.*Considerusingpost-itsifideaswillbecategorized.

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Norming Stage – Team Building Tool ROUND-THE-TABLE

—ensuresthateveryonecontributesanideaoropinion—

Whatisit? Bestusedwhen… Considernotusingwhen…

Groupmembersspeakoneatatimeinanidentifiedorderwithoutinterruption.

Identifyingthoughtsandopinionsaboutacomplextopicwillhelpstructurethediscussionand/ordemonstratethewiderangeofideasintheroom.Hearingfromeachpersonisdesired:inanewlyformedgroup,withaheatedtopic,ortoincludequietmembers.Theleaderwouldliketoknowwhateachgroupmemberthinks.

Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.

Decidewhetherornottorecordeachperson’sthoughts.Clarifythequestiontobeaddressed.Indicatehowmuchtimetotake:3sentences,aslongasyoulike,etc.Askforavolunteertostartandsuggestthatthegroupcontinueclockwise.

BRAINSTORMING(IDEALISTING)

—quicklygeneratesawidevarietyofideas—

Groupmembersquicklygenerateavarietyofideasandstimulateeachother’sthinking.MindMapVariationByvisuallyconnectingideasastheyemerge,youcancreateamindmapthatdisplaysbothideasandtherelationshipsbetweenthem.

Energizingthegroupandstimulatingcreativethinkingisdesired.Generatingawidevarietyofideasisdesired.

Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.Adecisionisneededandtimeislimited.

Clarifythatallideasarewelcome.Discussion,analysis,andprioritizationwillcomelater.Clarifythequestiontobeaddressedandindicatehowlongthebrainstormwilllast.Decidehowtorecordtheideas.

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NormingStage–TeamBuildingTool2*4*8(IDEAGENERATINGandCLUSTERING)

—quicklygeneratesindividualideasthatsmallgroupssynthesizeintothemes—

Generateideas—post-itsGroupmembersindividuallywriteforafewminutesinresponsetoaquestion(e.g.,whatcontributestosuccessfulmeetings?).Oneideaperpost-it.Synthesize/ClusterIdeas1.Askpeopletoformpairsandsharetheirpost-itsbyreadingthemaloudtoeachother(alternate).Sticksimilarideastogether.2.Askpairstofindanotherpair.Onepersoninthegroupoffourdescribesathemeofapost-itcluster.Theotherpairreadsaloudanycluster(s)withsimilarideas.Sticksimilarideastogetheronflipchartpaper.Continueuntilallpost-itshavebeenreadaloudeveniftheydon’tcluster.Variation:Continueonemoreroundingroupsofeight.3.Writeheadingsforeachclusteronablankpost-it.MuseumTourWhenclusteringiscomplete,groupsrotateclockwiseandreadnextgroup’sheadings/titles.Debriefbyaskingtheentiregroupwhatsimilaritiestheynoticed,surprises,etc

Individualreactionsandbreadthofresponsesaredesiredandtheleader/groupwouldliketoknowinrealtimewhatthemesexist.Individualshavestronglyheldopinionsandmovequicklyoutofinquiryintoadvocacy.Energizingthegroupandencouragingdialogueamongindividuals.

Theissuebeingdiscussedisstraightforwardorhasalimitedimpactonthegroup.Adecisionisneededandtimeislimited.

Clarifythetopicorquestion.Clarifythatallideasarewelcome–oneideaperpost-it.Takesmoretotaltimethanthemethodsthatonlygenerateideas.Itisanefficientandtransparentwaytouse“parallelprocessing”togatherindividualdatapointsandquicklyclusterthemintothemes.

LDP–MeetingsthatWorkbyKatherineMitchell,Learning+OrganizationalDevelopment,UCBerkeley,2010.

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NormingStage–TeamBuildingExercise

WisdomfromGeeseObjective:

Thepurposeofthisactivityistosetthestageforsupportiveteambehaviorbyreflectingonthewisdomgleanedfromthebehaviorofgeese.

Materials:

• WisdomfromGeesehandout• Pensfornotetaking• Flipchartandmarkers(optional)

Instructions:

1. GiveeachparticipantacopyoftheWisdomfromGeesehandout(seenextpage).2. Goaroundandhavevolunteersreadaloudeachfactaboutgeese.3. Afterallfactshavebeenread,asktheteamthefollowingquestion:

Whatwisdomdidyoulearnfromthegeesethatwecanapplytoourteam?4. Duringthediscussion,encouragenotetakingonthehandoutprovided.

TipsforSuccess:

• Encourageparticipantstoopenlysharetheirlearnings.• Youmaychoosetocapturepointsonaflipchart.• Belowarethekeylessonsyouwanttoguidetheteamtouncover:

Lesson1Thosewhoshareacommondirectionandsenseofcommunitygettherefasterandwithgreatereasebecausetheytravelonthemomentumofothers.Lesson2Stayinformationwiththoseheadedinthesamedirectionasyou.Bewillingtoaccepttheirhelpaswellasgivehelptoothers.Lesson3Itissensibletotaketurnsdoingdemandingjobs.Lesson4Besuretoencourageoneanother.Lesson5Standbythemembersofyourteamindifficulttimesaswellasstrongtimesbeforegoingoutonyourown.

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NormingStage–TeamBuildingTool

WisdomfromGeeseFactsAboutGeese TeamLessons

1. Aseachbirdflapsitswings,itcreatesupliftforthebirdimmediatelyfollowing.Byflyingina“V”formation,thewholeflockadds71%greaterflyingrangethanifeachbirdflewalone.

2. Whenagoosefallsoutofformation,itsuddenlyfeelsthedragandresistanceoftryingtogoitalone.Itquicklygetsbackintoformationtotakeadvantageoftheliftingpowerofthebirdflyinginfront.

3. Whentheheadgoosegetstired,itrotatesbackinthewingandanothergoosefliespoint.

4. Geesehonkfrombehindatthoseupfrontforencouragement.

5. Whenagoosegetssickorwounded,twoothergeesefollowitoutofformationtolendhelpandprotection.Theystaywiththefallengooseuntilitisabletoflyoruntilitdies.Onlythendotheylaunchoutontheirownorwithanotherformationtocatchupwiththeirgroup.

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TossMeSomeFeedbackObjective:Tobringtheteamtogetherinafunactivitythatexplorestheimportanceofgivingandreceivingfeedbackandsupportfromtheteaminordertoachievesuccessfuloutcomes.Materials:

• Balls,beanbags,orsimilartossingitems• Blindfolds• Stopwatch• Maskingtape• Boxes(emptyXeroxpaperboxorsimilarsize)

GeneralInstructions:1. Splittheteamintosub-teamsoffourtosevenpeople.2. Eachteamneedsoneblindfold,oneball,onebox.3. Tapeastartlineforeachteamonthefloor.4. Placeaboxatleast10feetawayfromeachstartline.5. Eachteamneedsatosser,aretriever,ascorekeeper,andanassistant.6. Onepointisscoredforeveryballthetossergetsintothebox.(Theballcanbounceout;

aslongasitbouncesintothegoalboxfirstitcountsasapoint.)7. Eachroundisoneminute.Thegoalisforthetossertoscoreasmanypointsaspossible

inoneminute.8. Thetosserisblindfolded,andthenstandsbehindthestartline.9. Theretrieverpicksuptheballandthrowsitbacktotheassistant.10. Theassistantgivestheballbacktothetosser.11. Thescorekeeperaddsupthesuccessfultossesforeachround.

Instructions–Round1:Notalking.

1. Thetosserattemptstoscoreasmanypointsaspossiblewithnoinputorcoachingfromtheirteam.

Instructions–Round2:1. Theteamcancoachtheirtosserbysayingeither“yeah!”or“boo!”butnothingelse.2. Thetosserattemptstoscoreasmanypointsaspossiblewiththislimitedfeedbackfrom

theirteam.Instructions–Round3:

1. Theteamcancoachtheirtosserbyprovidinganyhelpfulinformation.2. Thetosserattemptstoscoreasmanypointsaspossiblewithextensivefeedbackfrom

theirteam.DebriefQuestionstoAsk:

• Tossers:WhatwaschallengingforyouinRound1,receivingnofeedback?Howdidyouovercomethelackofsupport?

• Tossers:WhatwaschallengingforyouinRound2,receivingminimalfeedback?

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• Team:DuringRound1,howdiditfeeltosimplywatch?• Intheworkplace,dowesometimessimplywatch,ordoweoffertohelpeachotherand

accepthelpfromothers?• Whenwedoofferandaccepthelp,whatmakesthisprocesseffective?Whatwould

makeitmoreeffective?• Whatkindoffeedbackisthemosteffective?Why?

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HandShakeItUpObjective:Tobringtheteamtogetherinafunactivitythatexplorersthepositiveteambehaviorsofsharinginformationandlearningfromoneanother.

Materials:

• Nomaterialsarenecessaryforthisactivity

1. Haveparticipantspairup.2. Askeachpairtocomeupwithahandshake.Thehandshakeshouldhavethreemoves

andasound-effectorphrase.3. Givethemafewminutestodevelopandpracticetheirhandshake.

1. Haveeachpairjoinanotherpair.2. Havethemputtheirhandshakestogethertoformasix-parthandshakewithtwosound-

effectsorphrases.3. Givethenewfoursomestimetopractice.4. Haveeachfoursomedemonstratetheirelaboratehandshakestotherestoftheteam.

1. Haveallfoursomesjointogether.2. Havethemcombinetheirhandshakesandsound-effectsorphrasestocreateaunified

teamhandshake.

QuestionstoAsk:

• Howdidyoulearnthevarioushandshakeswithoutbecomingoverwhelmed?• Whataspectoftheprocesswaseasy?Challenging?• Whatdidyoudotosupporttheteam’sprocessandoutcomesateachstage?• Inwhatwaysdoesthisrelatetosharinginformationandlearningfromeachotherat

work?AdaptedfromScannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.(page51)

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CelebrationsThatReverberateObjective:Teamsthatacknowledgetheirsuccesseshavemoresuccesses.Recognitionandcelebrationcangiveteammembersthatextraboostofenergyorconfidencetokeepongoingwhenthegoinggetstough.Whenteammembersfeelgood,theirgoodfeelingsreverberateintootherinteractions.Thefollowingsetofquestionsdelvesintotheelementsthatcreateandsustainteamspirit.

Materials:

• NomaterialsarenecessaryforthisactivityInstructions:Astheteamleader,facilitateadiscussionusingthefollowingquestions:

1. Thinkabouttheteamsyouhavebeenonandtellmeaboutonethatcreatedcelebrationsthatreverberated.• Howdidtheteamcelebrate?• Whatmadetheircelebrationsreverberate?

2. Tellmeaboutatimewhenyouwererecognizedandcelebrated.

• Howdidyoufeel?• Howdiditaffecttherestofyourday?Yourrelationshipswiththepeoplewho

honoredyou?

3. Imagineateamthatcelebratesregularly.Whatwoulditcelebrate?How?TipsforSuccess:

• Useinformationfromtheteam’sanswerstothesequestionstohelpidentifymeaningfulwaystorecognizeandacknowledgeteamsuccess.

AdaptedfromWhitney,DianaKaplin.AppreciativeTeamBuilding:PositiveQuestionstoBringouttheBestofYourTeam.NewYork[N.Y.:IUniverse,2004.Print.(page47)

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PerformingStage–TeamBuildingTool

SixThinkingHats®Ahighperformingteamisabletotapintotheircollectivewisdomandfunctionwelltogether.OneeffectivetoolthathelpsteamsbecomemoreproductiveisSixThinkingHats®.Thistoolseparatesthinkinginto6distinctcategories.Eachcategoryisidentifiedwithitsowncoloredmetaphorical"thinkinghat."YoucanuseSixThinkingHats®byeitherhavingtheentireteamwearaparticularhatcolororhaveindividualsontheteamadoptdifferenthatcolorstoexploreatopic.Benefits:

v Holdmeetingswithoutemotionsoregosinfluencingthedecisionv Digdeeperintoissuestoensurewellinformeddecisionsv Lookatissuesfromavarietyofperspectivestobuildcreativesolutionsv Organizeeachperson'sthoughtsandideasv Gettotherightsolutionquicklyandwithasharedvision

Color Description

GreyHat

TheGreyHatisaboutinformationgathering.Whatinformationdowealreadyhaveorneed?Focusonavailabledata.Lookattheinformationyouhaveandseewhatyoucanlearnfromit.Lookforgapsinyourknowledge,andeithertrytofillthemortakethemintoaccount.Thisiswhereyouanalyzepasttrendsandtrytoextrapolatefromhistoricaldata.

BlueHat

TheBlueHatsignifiesintuition,hunches,andfeeling.

Thinkabouthowotherpeoplewillreactemotionally,andtrytounderstandandanticipatetheintuitiveresponsesofpeoplewhodonotfullyknowyourreasoning.Lookattheissueusingintuition,gutreaction,andemotion.

PurpleHat

ThePurpleHatisthedevil’sadvocate.Whatareallthereasonswhyideasorapproachesmightnotwork?Lookatthingspessimistically,cautiouslyanddefensivelytohighlighttheweakpointsinaplanorcourseofaction.Thisallowsyoutoeliminatethem,alteryourapproach,orpreparecontingencyplans.Spottingproblemsinadvance,beforeyouembarkonacourseofaction,helpsmakeyourplansstrongerandmoreresilientwhendifficultiesarise.

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OrangeHat

TheOrangeHatistheproponent.Itsignifiesanoptimisticandpositiveviewpoint.Whatarethereasonswhyideasandapproachesmightwork?Focusonthebenefitsoftheissue,thevalueitwillbring,andopportunitiesthatmayarisefromit.Thisapproachhelpsyoukeepgoingwhenthesituationappearsoverwhelmingordifficult.

GreenHat

TheGreenHatisfor“outofthebox”thinking.Whatarethecreativepossibilities,alternatives,andnewideaswecanconsider?Explorecreativesolutionstotheissue.Applyafreewheelingwayofthinkingwherethereislittlecriticismof“out-of-the-box”ideas.

PinkHat

ThePinkHatisthefacilitatoroftheSixThinkingHats®process.Thisisthehatwornbyapersonchairingmeetingswhoselectsthethinkingmodethatwilladvancethediscussion.Whenexploringanewissueorwhenideasarerunningdry,theymaysuggesttheentireteamwearaparticularhatcolororthatindividualsontheteamadoptdifferenthatcolorstoexploreatopic.

AdaptedfromBono,EdwardDe,EdwardDeBono,andEdwardDeBono.SixThinkingHats.Victoria:PenguinAustralia,2008.Print.(www.debonothinkingsystems.com)

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RAPID®Atoolforallocatingdecisionroles

TheRAPIDToolwasintroducedacrosscampusaspartofOperationalExcellence,inanefforttodefineadecision-makingstructure.Itillustratesthevariousdecision-makingrolesanemployeecanbegiven.Whendelegatingatasktherewillbepointsatwhichrecommendations,input,decisions,andapprovalwilloccur.Itisimportanttoclarifyupfrontwithyouremployeewhattheirdecision-makingrolewillbe.

• Recommend-aretheybeingaskedtomakearecommendation?• Input-aretheybeingaskedtoprovideinput,whichmayormaynotbe

adopted?• Agree-dotheyneedtoreceiveaformalsign-offfromyouonthe

recommendation?• Decide-whomakesthefinaldecisionbeforemovingforward?• Perform-aretheyresponsibleforperformingthedecidedaction?

RAPID®isaregisteredtrademarkofBain&Company,Inc.

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GradientsofAgreementAgroupdecisionmethodthatsupportsclear,sustainabledecisions.

WhyusetheGradientsofAgreement?Whenteammembersareaskedwhetherornottheysupportor‘buy-into’aparticulardecision,itisoftenunclearwhateachindividual’s“yes”or“no”actuallymeans.Issomeonewhosays“yes”enthusiasticallysupportingthedecision?Orsimplyhopingthatthemeetingwillendsoon?Areparticipantswhosay“no”tryingtocommunicatethattheycan’tlivewiththedecision?Orwouldminoradjustmentshelpthembecomemoreenthusiasticsupporters?Adecisioncontinuum,suchastheGradientsofAgreement,allowsindividualstoregisterspecificresponsestoaproposal—bothbeforeandafterdiscussions.Italsoallowstheleadertodetermineifthereisenoughsupport(ratherthanunanimoussupport)tomoveforward.GradientsofAgreementContinuum

Startover

Isupportthisproposalwithmajorchanges

Isupportthisproposalwithminorchanges

Ifullysupportthisproposal

TipsforUsingtheGradientsofAgreementduringaMeetingIntroducethedecisionmethodbeforethediscussionBeforestartingthediscussion,lettheteamknowwhethertheywillbegivinginputtothedecisionmakerormakingthedecisionasateam.Lettheteamknowthataftersufficientdiscussionaproposalwillbecreatedandeveryonewillusethegradientsofagreementtoregistertheirlevelofsupportfortheproposal.Showthemthecontinuum(helpfultohaveanenlargedversiononawhiteboardorflipchartand/oracopyforeachperson).Reviewthefourlevelsofsupportonthecontinuum.DevelopaproposalaftersufficientdiscussionAfterdeterminingthattherehasbeensufficientdiscussion,thechair,agendaitemleader,ormemberoftheteamcanaskfororsuggestashortproposal(one–twosentences)describingtheteam’sintendedresponsetotheissuebeingdiscussed.Theproposalcanbemodifiedsothatitreflectstheteam’sthinking.Writetheproposalforeveryonetosee.

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PerformingStage–TeamBuildingToolAskeachpersontoindicatehis/herlevelofagreementwiththeproposalThechairoragendaitemleadershouldrestatetheproposal,thengoaroundthetablesothateachindividualcanindicatehis/herlevelofagreementwiththeproposal.(Suggestion:Ifthechairoragendaitemleadermakesacheckmarkintheappropriateboxtorecordeachperson’slevelofsupport,ithelpstheentiregroupseethedistributionofresponsesandthenthechairorgroupcandetermineifthereisenoughsupportfortheproposaltomoveforward.)Askanyonewhoindicateda“1”or“2”onthecontinuumwhatcouldhelpmovethemuponelevelofagreementonthecontinuum(sometimestheseareeasychangestomake!).DetermineifthereissufficientsupporttomoveforwardItisveryunusualtohaveunanimoussupportwhereeveryoneindicates“4”andthegradientsofagreementallowsforarangeofsupporttoexistandstillmoveforwardonaproposal.Theleaderdecideswhetherornot:

—thereisenoughagreementtoformalizethedecision(amajorityof“3”and“4”responsestotheproposal),or

—thereisnotenoughagreementtomakeadecisionandtheteamshouldcontinuetodiscusstheissue.

Time-savingtipWhenyousensegeneralagreementbeforeatopicisevendiscussed,suggestastrawpollusingtheGradientsofAgreement.Teammemberscaneasilygoaroundthetableandindicatetheirlevelofagreementonthecontinuum.Ifeveryoneisa3or4,thegroupcanoftenmoveontothenextagendaitemwithoutanextendeddiscussion.AdaptedfromtheFacilitator'sGuidetoParticipatoryDecision-makingbyKaner,Sam,andLennyLind.SanFrancisco:JohnWiley&Sons/Jossey-Bass,2007.Print.

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PerformingStage–TeamBuildingExercise

TurningPressureintoPerformanceObjective:Thefollowingsetofquestionsisdesignedtohelpyourteamthinkabouthowtoturnoverwhelmingpressuresintohighperformance.Materials:

• NomaterialsarenecessaryforthisactivityInstructions:Astheteamleader,facilitateadiscussionusingthefollowingquestions:

1. Thinkaboutwhatcausesyoupressureandshareatimewhenyousuccessfullyturnedthatpressureintohigh-performance.• Whatwasthesituation?• Whatdidyoudo?

2. Howdidyoufeelasyoudidthis?Whatwerethebenefitstoyouandtoothers?

3. Imagineourteamregularlyturningpressureintoperformance.

• Whatpressuresarethere?• Howcanwetransformthemintosuccessfulresults?

AdaptedfromWhitney,DianaKaplin.AppreciativeTeamBuilding:PositiveQuestionstoBringouttheBestofYourTeam.NewYork[N.Y.:IUniverse,2004.Print.(page55)

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Picture-BasedScavengerHuntObjective:

Thepurposeofthisactivityistodemonstratethekeyelementsofperforminginaneffectiveteambyutilizingteamwork,communication,creativethinking,andinstillingaspiritofcooperationandtrustamongyourteam.

Materials:

• ScavengerHuntlistcreatedbyteamleader.Thelistcanincludestreetsigns,localbusinesses,landmarks,orevenwell-knownemployees.

• Digitalcameras/cellphonecameras(providedbyparticipants)

Instructions:

1. Dividetheteamintosub-teamsoffourormore.2. Explainthepurposeofthisactivityistoutilizeteamwork,communication,andcreative

thinkingtofosteraspiritofcooperationamongteammembers.Theobjectiveisforeachteamtofindandphotographasmanyitemsonthescavengerhuntlistprovided.

3. Provideeachsub-teamwithacopyofthescavengerhuntlist.4. Askeachsub-teamtoappointaphotographer,amapholder,alistkeeperand

timekeeper.5. Designateatimeandplacetomeettotallyupitemsfoundbyeachsub-team.6. Eachfounditem,countsasonepoint.Thesub-teamwiththemostpointswins!7. Teamsneedtobebackatthefinishlocationontimeorrisklosingonepointforevery

minutelate.

• Didyoursub-teamcompletethescavengerhunt?Whyorwhynot?• Whatskillsdidyourteamuse?• Howdidyoumakedecisionsinyourteam?• Didyourteamhaveaclearleader?Howweretheychosen?• Howdidmembersofyourteamcommunicate?

TipsforSuccess:

• Makeyourscavengeritemlistmeansomethingtoparticipantsbychoosingsitesorthingsconnectedtoyourlineofworkororganization’shistory.

• Suggestthatthephototheytakeofeachitemorlocationalsoincludesub-teammembersinacreativeway.

• Toaddafurtherchallenge,youmightchoosetogiveattendeescluestolocationstheyneedtoworktogethertodecode.

• Consideraprize/rewardforthesub-teamwhofoundthemostitemsonthelistorhadthemostcreativephotos.

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• SampleScavengerHuntitems:o Yoursub-teamtouchingthetopof_______.o Thebillboardonthecornerof________and________?o Thegargoylesabovethedoorwayto_______?Howmanyarethere?o Thestatuelocatedat_______?Whodonatedit?o Howmanystepsleadupfrom______to______?o Whatiswrittenonthewallabovethesittingareain_______?o Whatyearwasthe_______established?o Howmanychimneyscanyouseeon______building?

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KudosObjective:

Thisactivityisaboutpracticingtheactofrecognition,andgivingrecognitionwhereitisdue.

Materials:

• Oneortwoboxes-Kudos®candybars

Instructions:

1. DisplayaKudos®candybarstothegroup,andmakesureeveryoneknowswhatthewordkudosmeans(honor;glory;acclaim).

2. Giveacandybartoeachperson,andexplaintheyaretogivethecandybartosomeoneelseinrecognitionorappreciation.

3. Participantscangiveanyoneacandybar,whichmeansthatsomeparticipantsmayreceiveseveralwhileothersreceivenone.

4. Theonlystipulationwhengivingacandybaristhatitmustbeaccompaniedbyabriefandspecificexplanationofwhytheyarebeingrecognized.Ifthegiverhastroublebeingspecific,suggesttheyofferanexample.

5. Asteamleader,yougofirst.GiveaKudos®bartosomeoneontheteam.Asyoudoso,explainwhatthatpersondidtoearnthebar.Forexample…“KudostoVanessaforhelpingmeresearchthatbillingerrorlastweek.Shehelpedmewhittledownthepossiblecausesfortheerror.IwasabletogetbacktothecustomerwithananswermuchquickerthanifIhadworkedonitbymyself.”

6. Encourageotherstofollowyourlead,oneatatime.7. Initiateashortroundofapplausefortherecipientofeachaward.8. Continueuntiltheenthusiasmdiesdown,oruntilyourunoutofcandybars.

Variations:

• Useothersmallrewards,perhapssomethingmorerelevanttoyourorganizationordepartment.

• Labelothergiveawayitemsorcandywithastickerreading“Kudos.”

TipsforSuccess:

• Don’tworryabouteveryonegettingacandybar.Thisactivityisaboutpracticingtheactofrecognition,andgivingrecognitionwhereitisdue.

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PerformingandAdjourningStages–TeamBuildingTool

RecognitionCelebrationsBenefitsWhenrecognizingteammembersfortheirsuccesses,saying"Goodjob!"isn'tenough.Retellingthestoryoftheirachievementsisessentialtoeffectiverecognition.Ithasseveralbenefits:

• Explainingexactlywhattheteammembersdidrightclearlycommunicateswhatactionsyouhopetheywillrepeat,improvingthechancestheywill.

• Sharingspecificsabouttheteam'saccomplishmentsmakestheteammembersfeelproudandbuildsself-esteem.Whatagreatfeelingitistohavesomeonesingourpraises!

• Thestorycreatesa"rolemodel"forotherstofollow.Illustratingreal-lifeexamplesmakesaboveandbeyondactionsfeelattainableandmotivatesotherstoachievethesame.

• Repeatingthestoryisimportanttodoeveninaprivate,one-on-onecelebration.Thistellstheteammemberthatyouarewell-informedofhis/hercontribution,whichincreasesthegenuinenessoftherecognition.

CelebrationOptionsWhendetermininghowbesttocelebrateyourteam'ssuccesses,thereareavarietyofoptionsincluding:

• PrivateCelebration(one-on-one):Invitetheindividualteammember(s)tojoinyouforlunchorforanimpromptucoffeebreakandthenprivatelysharerecognition.

• InformalCelebration(allteammemberspresent):

Deliververbalrecognitiontoeachteammemberatateamrecognitioncelebration.Also,openthefloorforteammemberstosharetheirappreciationwithoneanother.Createafestiveatmosphere,byallowingtimeforteammemberstoenjoytheirfavoritefoods.

• FormalCelebration(teammembers,executivesandguestspresent)

Anexecutivepresentsrecognitioninapublicforum.AdaptedfromGausselinNold,Michelle.TenStepstoEffectiveRecognitionAHandbooktoAchieveBreakthroughMotivation.SuccessoriesLibrary,2004.Print.(pages17and29)

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AdjourningStage–TeamBuildingExercise

ProjectLessonsLearnedSessionAlessonlearnedsessionisamechanismforgroupreviewthatservesasavaluablephaseclosure.Thesessionprovidesaforumforpublicpraiseandrecognitionforprojectteammembers,allowstheteamtoacknowledgewhatworkedwell,andoffersanopportunitytodiscusswaystoimproveprocessesandprocedures.

Lessonslearnedshouldbedocumentedaspartofthehistoricalrecordforthecurrentprojectandasa“bestpractice”referenceforfutureprojects.Thelessonslearnedreviewshouldbeconductedfollowingtheconclusionofeachmajorphaseandatprojectcompletion.

ParticipantsofalessonslearnedsessionaretypicallytheProjectManagerandprojectteam.Itmayalsoincludethecustomerand/orexternalstakeholdersasappropriate.LessonsLearnedmaybecapturedanddocumentedonthefollowingLessonsLearnedReporttemplate.OptionsforConductingLessonsLearnedSessions

Option1-InteractiveTeamApproach

1. Teammembersorsub-teams:• Recordprojectsuccessesandfactorsthatsupportedsuccessongreenpost-its• Recordprojectshortcomingsandrecommendedsolutionsonyellowpost-its• Displayallpost-itsonflipchartsbysuccessandshortcoming

2. Asateam:

• Revieweachpost-it• Discusslessonslearnedandidentifythosethatneedtobesharedwithotherproject

andfunctionalteams3. Aftersession,ProjectLead:

• DocumentinputonProjectLessonsLearned-Template(below)• Communicaterelevantinformationtootherprojectandfunctionalteams

Option2–OfflineTeamApproach

1. IndividualteammemberscompletetheProjectLessonsLearned-TemplateandsubmittoProjectLead

2. ProjectLeadcompilesinputandreviewswithteam.

3. ProjectLeadcommunicatesrelevantinformationtootherprojectandfunctionalteams

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ProjectLessonsLearnedTemplate[PROJECTNAME]PROJECTLESSONSLEARNEDDEPARTMENT: DOCUMENTOWNER: FOCUSAREA: PROJECTORORGANIZATIONALROLE: PRODUCTORPROCESS: VERSION DATE AUTHOR CHANGEDESCRIPTION

LESSONSLEARNEDPURPOSEANDOBJECTIVESThroughouteachprojectlifecycle,lessonsarelearnedandopportunitiesforimprovementarediscovered.Aspartofacontinuousimprovementprocess,documentinglessonslearnedhelpstheprojectteamdiscovertherootcausesofproblemsthatoccurredandavoidthoseproblemsinlaterprojectstagesorfutureprojects.DataforthisreportwasgatheredbyusingProjectLessonsLearnedRecordsheetsandissummarizedinthetable.

Theobjectiveofthisreportisgatheringallrelevantinformationforbetterplanningoflaterprojectstagesandfutureprojects,improvingimplementationofnewprojects,andpreventingorminimizingrisksforfutureprojects.LESSONSLEARNEDQUESTIONS• Whatworkedwell—ordidn’tworkwell—eitherforthisprojectorfortheprojectteam?• Whatneedstobedoneoverordifferently?• Whatsurprisesdidtheteamhavetodealwith?• Whatprojectcircumstanceswerenotanticipated?• Weretheprojectgoalsattained?Ifnot,whatchangesneedtobemadetomeetgoalsinthe

future?_____________________________________________________________________________________________UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools

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AdjourningStage–TeamBuildingExercise[PROJECTNAME]

PROJECTHIGHLIGHTS

TOP3SIGNIFICANTPROJECTSUCCESSES

PROJECTSUCCESS FACTORSTHATSUPPORTEDSUCCESS

OTHERNOTABLEPROJECTSUCCESSES

PROJECTSUCCESS FACTORSTHATSUPPORTEDSUCCESS

PROJECTSHORTCOMINGSANDSOLUTIONS

PROJECTSHORTCOMING RECOMMENDEDSOLUTIONS

APPROVALS

PREPAREDBY:________________________________ PROJECTMANAGERAPPROVEDBY:__________________________________

PROJECTSPONSOR__________________________________

EXECUTIVESPONSER__________________________________CLIENTSPONSER

UCBOperationalExcellenceTemplateshttp://oe.berkeley.edu/resources/project-management-tools

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MyMessagetoYouObjective:

Thepurposeofthisactivityisfortheteamtogivepositivefeedbacktoateammemberwhoisleavinganongoingteam.

Materials:

Instructions:

1. Askteammemberstoformacirclewiththeirchairs.2. Explainthatthepurposeoftheactivityistohonortheteammemberwhoisleavingby

providingpositivefeedbacktohim/heronhis/hercontributiontotheteam.3. Askeachteammember,inturn,toofferamessagetothedepartingteammember,e.g.

"Mymessagetoyou,Jean,isthankyouforyoursensitivityinthisgroup."4. Allowforuptotwominutesperteammember.5. Continueuntileveryonehasgivenamessagetothedepartingteammember.

TipsforSuccess:

Giveparticipantsafewminutestothinkofsomethingtosharebeforebeginning.AdaptedfromBarca,Michele,andKateCobb.Beginnings&EndingsCreativeWarmups&ClosureActivities.Amherst:HRD,1993.Print.(page121)

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GifttotheTeamObjective:

Thepurposeofthisactivityistoleavetheteamwithpositivemessagesfromeachmember.Thisactivityisparticularlyusefulforateamthatisconcluding,afterhavingmetinincrementsoveranextendedperiodoftime.

Materials:

Instructions:

1. Askteammemberstoformacirclewiththeirchairs.2. Outlinethatthepurposeoftheactivityistoleavetheteamwithpositivemessagesfrom

oneanother.3. Explainwhatyouwantthemtodoandgiveanexampleofthetypeof"gift"youmean.

Thefollowingsuggestedexplanationmaybeusedtointroducetheactivity:"Asawayofsayinggoodbye,thinkofagiftyouwouldliketogivetothisteam.Spendaminutevisualizingthisgift,whichmightbeaphysicalobject,suchasabouquetofflowers,orathoughtorfeeling,suchasself-confidence--somethingyouwouldliketoleavewiththeteamasaspecialgiftfromyou.Whenweareready,Iwillbeginandthenwewillgoaroundsoeveryonewillhaveaturn."

4. Giveparticipantsaminuteortwotothinkofsomethingtoshare.5. Wheneveryoneisready,you,asteamleader,gofirstwithyour"gift"(whichinsures

everyonehastherightidea)andtheneachpersontakesaturningivinghis/her“gift.”AdaptedfromBarca,Michele,andKateCobb.Beginnings&EndingsCreativeWarmups&ClosureActivities.Amherst:HRD,1993.Print.(page103)

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AdditionalResourcesBooksBono,EdwardDe,EdwardDeBono,andEdwardDeBono.SixThinkingHats.Victoria:PenguinAustralia,2008.Print.Heermann,Barry.BuildingTeamSpirit:ActivitiesforInspiringandEnergizingTeams.NewYork:McGraw-Hill,1997.Print.Katzenbach,JonR.,andDouglasK.Smith.TheWisdomofTeams:CreatingtheHigh-performanceOrganization.NewYork:HarperBusinessEssentials,2003.Print.Lencioni,PatrickM.TheFiveDysfunctionsofaTeam:ALeadershipFable.Hoboken:JohnWiley&Sons,2007.Print.Miller,BrianCole.QuickTeam-buildingActivitiesforBusyManagers:50ExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM,2004.Print.Miller,BrianCole.MoreQuickTeam-buildingActivitiesforBusyManagers:50NewExercisesThatGetResultsinJust15Minutes.NewYork:AMACOM/AmericanManagementAssociation,2007.Print.Newstrom,JohnW.,andEdwardE.Scannell.TheBigBookofTeam-buildingGames:Trust-buildingActivities,TeamSpiritExercises,andOtherFunThingstoDo.NewYork:McGrawHill,1998.Print.Scannell,Mary,andEdwardE.Scannell.TheBigBookofTeamMotivatingGames:Spirit-building,Problem-solving,andCommunicationGamesforEveryGroup.NewYork:McGraw-Hill,2010.Print.Sikes,Sam.ExecutiveMarbles&OtherTeamBuildingActivities.Tulsa:LearningUnlimited,1998.Print.Sikes,Sam.FeedingtheZirconGorilla--&OtherTeambuildingActivities.Tulsa,OK:LearningUnlimited,1995.Print.Whitney,DianaKaplin.,JayCherney,AmandaTrosten-Bloom,andRonFry.AppreciativeTeamBuilding:PositiveQuestionstoBringOuttheBestofYourTeam.Lincoln:IUniverse.com,2004.Print.

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OnlineResourcesManagementExcellentResourceCenterAccessthroughBLUportal,UCLearningCenterandsearchforMERC.Followtheinstructionstologintothesiteandaccessprogramresources.Searchfortopicofinterest.Books24/7AccessthroughBLUportal,UCLearningCenterandsearchforBooks24/7.Searchfortopicofinterest.

SkillSoftOnlineCoursesAccessthroughBLUportal,UCLearningCenterandsearchforSkillSoft.Searchfortopicofinterest.

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