Teamwork and Team building Training

1.0 Introduction
Team building is an important topic in the current business climate as organizations
are looking to team-based structures to stimulate further improvements to their productivity,
profitability and service quality. Most team training courses focus on the mechanics of
effective teams problem solving, meeting skills, and decision-making. Although these skills
are critical to team success, they ignore a major issue for all teams how to interact with
each other. To work together, team members must develop their interactive, communication,
and interpersonal skills. This workshop focuses on six crucial interpersonal skills that team
members must have if they are to function as a high performance work team. Teams work
most effectively when they have a clear purpose; good communication; co-ordination;
protocols and procedures; and effective mechanisms to resolve conflict when it arises.
The active participation of all members is another key feature. Successful teams
recognize the professional and personal contributions of all members; promote individual
development and team interdependence; recognize the benefits of working together; and see
accountability as a collective responsibility Team building is very important if you wish to
extract the best out of your workforce. Employees are urged to work smarter and not just
harder, in an effort to deliver the desired results. Though it definitely contributes in its own
way, individual brilliance does not singlehandedly decide the fate of an entire project.
Almost always, it is the joint efforts (or the lack thereof) of the whole team that eventually
decide the success or failure of a project. In such cases, team building in the workplace
becomes absolutely essential for a number of reasons.
Team building in an office helps to foster better and open communication between the
employees themselves, as well as between the employees and the higher management. It goes
a long way in improving professional relations, understanding and co-operation, and this is

very much reflected in the quality of work being done. Team building in the workplace
significantly contributes towards employee motivation and building trust among the
employees, thereby ensuring better productivity. Well-developed guidelines for team building
in the workplace help to increase goal achievement, process efficiency and worker
satisfaction. Clarifying group goals, setting up clear structures and roles, and establishing
clear channels for communication and task completion are important steps. When workers
have clarity about their roles and feel confident about their contributions to the overall goal,
workplace tasks tend to progress more efficiently and effectively. Here are some strategies for
developing guidelines for team building in the workplace.
2.0 Background of Issue
This is seen and occur anywhere organization it will raise the issue to the
administration or support group. Working as a team sometimes it does not bring a positive
thing at times it is viewed negatively. Effective teams are rewarding and share many common
characteristics. Respect for other team members is essential for team effectiveness. Valuing
the strengths of teammates, while minimizing their weaknesses, promotes team cohesion.
Cooperating as a team requires trust, focusing onand believing inthe end goal, arguing
less and exploring more.
This issue was chosen as the module because I get to see most of several factors may
be indicative of the need for team building. Some of these include; negative reactions to the
manager; decreased productivity; apathy and lack of involvement; complaints about quality
of service; lack of initiation, imagination, innovation; routine actions taken for solving
complex problems; conflicts or hostility among staff members; ineffective staff meetings, low
participation, minimally effective decisions; decisions misunderstood or not carried through
properly; confusion about assignments, missed signals, and unclear relationships as well as
complaints of discrimination or favouritism

In a voluntary or non-profit organization, think about all the people that you come
into contact: colleagues, board members and other volunteers, donors, clients, the general
public and so on. With this large network of people connected to your organization, learning
how to work well together is vital. A team brings together individuals with similar interests
and objectives. Teamwork originates with, and builds relationships among, a group of people
who share a common interest or purpose. Working in teams allows individuals from different
areas (e.g. programs, fund raising, marketing) with different roles (staff, volunteer,
client/consumer/customer) and perhaps from different organizations to work together on
issues of interest to team members. A team focuses its work on common objectives and
finding solutions to shared problems. It uses formal processes such as record keeping,
facilitation and scheduled meetings to achieve its objectives.
Our goal and focus is to help our members, learn and apply practical skills to deal
with the opportunities and issues in your life. This series of modules is not designed to deal
with "theoretical" issues, but rather to provide a practical "hands on" approach. Each of these
modules is to be used, written in and applied. We can learn skills on your own, or join with
others in a collaborative learning venture. Each module contains an instructor's guide in
addition to a separate participant's guide which can be duplicated as often as necessary to
supply the needs of your Club members.
Future modules will deal with individual as well as group-oriented skills, all of which
are designed to help individual enhance their personal leadership ability in any chosen field
of activity, i.e., employment, home, school, and volunteer activities. This is a significant
development for our organization in its service to its own members, and we hope that
participants will provide feedback about each module to the International Headquarters (c/o
Leadership Development). In this way, we can maintain our focus on providing meaningful
leadership training to Districts, Clubs and individuals throughout our organization. We truly

hope all staff enjoy the journey to self-improvement. Module effective team building in the
workplace aimed at all staff working in private and public companies in Malaysia, which is
limited to 80 people and it will run for 2 days (weekends) at Hotel Istana, Kuala Lumpur.
This module is for the employees to produce quality and efficiency not only in terms of
knowledge, but in terms of soft skills, especially to improve the performance of the team,
communication skills and effective leadership in the construction workforce. Its aim is to
bring out the best in a team to ensure self-development, positive communication, leadership
skills and the ability to work closely together as a team to problem solve.
3.0 Objective of the Module
It will provide information and tools to successfully organize and conduct training
sessions for staff team building and public or private employees can be applied in everyday
life, whether at work or in ordinary life. As explained later, it can also be used as a self-study
program. The program has two main objectives of the other. First, by increasing the ability of
members to build and deliver the high performance, effective team, this program will
optimize the participation of its members and promote the fun and festivities provided by the
participating groups. After all, it is "fun" to be a member of a "team effect". Effective teams
achieve worthwhile things. Doing so is very self-satisfying. Second, improve the ability for
members to build an effective team will help the organization better meet its goals and
objectives. High-performance team that will better help the members will respond to the
specific needs of their local communities. Dedicated individuals, working through effective
team, achieving things in their communities to ensure the success of the group.
3.1 Learning Objectives
Identify and practice new methods of dealing with others that promotes team spirit,
cooperation, and open communication.

 Develop simple techniques for creating cohesive work groups by recognizing and
praising each other.
Practice and perfect active listening skills.
Learn to take feedback from others without becoming defensive or angry.
Gain skills that allow positive action to be taken on group performance problems
without causing conflicts or tension.
Learn to give criticism in a way that helps the individual and the work group to
develop as a team.

4.0 Materials Required

All of our courses use flip chart paper and markers extensively. (If you prefer, you can
use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of
the Student Training Guide, and that you review each module before training to ensure you
have any special materials required. We include worksheets in the Appendix at the end of this
manual that can be reproduced and used where indicated. If you would like to save paper,
these worksheets can often be transferred to flip chart paper, instead of having individual
worksheets. We recommend these additional materials for all workshops:

Laptop with projector, for PowerPoint slides

Tips and Tricks Tutorial for students to take home

Timer or watch (separate from your laptop)

Masking tape

Blank paper

5.0 Maximizing Your Training Power

We have just one more thing for you before you get started. Our company is built for
trainers, by trainers, so we thought we would share some of our tips with you, to help you
create an engaging, unforgettable experience for your participants.

MAKE IT CUSTOMIZED. By tailoring each course to your participants,

you will find that your results will increase a thousand fold.

Use examples, case studies, and stories that are relevant to the group.

Identify whether your participants are strangers or whether they work together.
Tailor your approach appropriately.

Different people learn in different ways, so use different types of activities to balance
it all out. (For example, some people learn by reading, while others learn by talking about it,
while still others need a hands-on approach. For more information, we suggest Experiential
Learning by David Kolb.)

MAKE IT FUN AND INTERACTIVE. Most people do not enjoy sitting and
listening to someone else talk for hours at a time. Make use of the tips in this
book and your own experience to keep your participants engaged. Mix up the
activities to include individual work, small group work, large group
discussions, and mini-lectures.

MAKE IT RELEVANT. Participants are much more receptive to learning if

they understand why they are learning it and how they can apply it in their
daily lives. Most importantly, they want to know how it will benefit them and
make their lives easier. Take every opportunity to tie what you are teaching
back to real life.

KEEP AN OPEN MIND. Many trainers find that they learn something each
time they teach a workshop. If you go into a training session with that attitude,
you will find that there can be an amazing two-way flow of information

between the trainer and trainees. Enjoy it, learn from it, and make the most of
it in your workshops.
6.0 Module One: Getting Started
For most of us, teamwork is a part of everyday life. Whether its at home, in the
community, or at work, we are often expected to be a functional part of a performing team.
This workshop will encourage participants to explore the different aspects of a team, as well
as ways that they can become a top-notch team performer.
Icebreaker
PURPOSE

To help participants get to know each other.

MATERIALS REQUIRED

None

PREPARATION

Prepare a list of categories, such as:

i. Vegetables
ii. Celebrities
iii. Cartoon characters
iv. Kitchen gadgets
v. Historical figures
vi. Office supplies
ACTIVITY
Have participants stand in a circle. (If there is not enough room, they may stay seated,
but the circle formation is better for team building. If there are more than 80 participants in
the workshop, divide the class into smaller groups.) Then, name one of your chosen groups,
and explain that each participant must name an object that belongs to that group and why they

are like that object. For example, you may choose office supplies for this round, and you say,
I am like a paperclip because I like bringing everything together. Everyone else in the
group must then choose an office supply and explain why they are like that object. Once
everyone has spoken, choose a new category and start again.
Ground Rules
Take a few moments to cover basic housekeeping items.

Let participants know where they can find washrooms, break facilities, and fire exits.

Ask participants to turn off their cell phones or at least turn them to vibrate. If they
must take a call, request that they do it outside.

Take this time to encourage the group to ask questions and make this an interactive
workshop.

Tape a sheet of flip chart paper to the wall (or use an area of a white board) and mark
it Parking Lot. Explain that any questions that cant be answered, or that are more
appropriate for a post-workshop explanation, will be placed here and addressed at the
end of the day.

Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper
and tape it to the wall. Explain to participants that in order to get the most out of this
workshop, we must all work together, listen to each other, explore new ideas, and
make mistakes. After all, thats how we learn!

The Parking Lot

Explain the concept of The Parking Lot to participants.

The Parking Lot is a visible place where you will park ideas that arise which
are not on the agenda, may be off topic, or are better addressed outside of the
program.

At the end of the session, we will review parked ideas and follow up, or make
suggestions for your own investigation when you are back at work.

Suggestions for the trainer:

i. If you are working with a large group of participants, you may wish to
nominate a recorder to park items as you are facilitating.
ii. Its a good idea to note the name of the contributor along with the parked
item.
iii. Items noted on the parking lot can be useful to you later as you plan future
training sessions.
Workshop Objectives
Research has consistently demonstrated that when clear goals are associated with
learning, the learning occurs more easily and rapidly. With that in mind, lets review our goals
for today. By the end of this workshop, you should be able to:

Describe the concept of a team, and its factors for success

Explain the four phases of the Tuckman team development model and define
their characteristics

List the three types of teams

Describe actions to take as a leader and as a follower for each of the four
phases (Forming, Storming, Norming and Performing)

Discuss the uses, benefits and disadvantages of various team-building

activities

Describe several team-building activities that you can use, and in what settings

Follow strategies for setting and leading team meetings

Detail problem-solving strategies using the Six Thinking Hats model -- and
one consensus-building approach to solving team problems

List actions to do -- and those to avoid -- when encouraging teamwork

Action Plans and Evaluation Forms

Explain the action plan to participants: During this course, you will be adding ideas to
your personal action plan. The plan uses the SMART system. This means that your goals
must be Specific, Measurable, Attainable, Realistic, and Timely. Pass out the participant
action plans and evaluation hand outs, available in the appendix of this manual. Ask
participants to add information throughout the day as they learn new things and have ideas
about how to incorporate the concepts being discussed into their work or personal lives.
6.1 Module Two: Defining Success
What is a Team?
A team is a group of people formed to achieve a goal. Teams can be temporary, or
indefinite. With individuals sharing responsibility, the group as a whole can take advantage of
all of the collective talent, knowledge, and experience of each team member. Team building is
an organized effort to improve team effectiveness.
Factors for Success
Estimated Time

Topic Objective

Topic Summary
Materials Required
Planning Checklist

30 minutes
i. To list the attributes and
characteristics that make a team
successful in achieving a goal
ii. To provide an experiential
recollection that helps set the stage for
later work on team development
concepts
What is it about the collective team that
enables it to be successful?
None
Conduct a large group discussion. Ask:
What elements or characteristics do you
think make a team successful in achieving a
goal?

Activity Debrief

Stories to Share

Delivery Tips

Record the results on the flip chart or

white board (or ask a volunteer do
this).
Explain that well be exploring a
specific model later
When geese fly in formation, the flapping of
each bird's wings results in an uplift for the
birds that follow. The entire flock adds 71%
greater flying range when moving in a V
formation rather than if each bird flew alone.
Its best to withhold judgment on
answers. Make sure to keep the
contributions moving along.
Remind participants to consider
adding an item to their action plan.

An Overview of Tuckman and Jensens Four-Phase Model

Educational psychologist Bruce Wayne Tuckman, Ph.D. was charged by his boss at
the Naval Medical Research Institute, Bethesda MD with a review of 50 articles about team
behavior. From this body of work, Dr. Tuckman conceived his theory of group developmental
processes in 1965.
The Forming stage. Groups initially concern themselves with orientation
accomplished primarily through testing. Such testing serves to identify the boundaries of both
interpersonal and task behaviors. Coincident with testing in the interpersonal realm is the
establishment of dependency relationships with leaders, other group members, or pre-existing
standards. It may be said that orientation, testing and dependence constitute the group process
of forming.
The Storming stage. The second point in the sequence is characterized by conflict
and polarization around interpersonal issues, with concomitant emotional responding in the
task sphere. These behaviors serve as resistance to group influence and task requirements and
may be labeled as storming.

The Norming stage. Resistance is overcome in the third stage in which in-group
feeling and cohesiveness develop, new standards evolve, and new roles are adopted. In the
task realm, intimate, personal opinions are expressed. Thus, we have the stage of norming.
The Performing stage. Finally, the group attains the fourth and final stage in which
interpersonal structure becomes the tool of task activities. Roles become flexible and
functional, and group energy is channeled into the task. Structural issues have been resolved,
and structure can now become supportive of task performance. This stage can be labeled as
performing. In 1977 Dr. Tuckman, collaborating with Mary Ann Jensen, proposed an update
to the model, termed Adjourning. It describes the process for terminating group roles, task
completion, and the reduction of dependencies. This stage has also been called mourning,
especially if the teams dissolution is unplanned.
Estimated Time
Topic Objective

Topic Summary

Materials Required
Planning Checklist

Recommended Activity

Stories to Share

40 minutes
To describe the four stages of team
developmental process
To prepare for in-depth learning about
each process
The Tuckman Four-Stage Model of
Group Development
Tuckman described four stages of
team or group process :
Forming
Storming
Norming
Performing
Hand out One: The Four Stages of Team
Development
Distribute Hand out Two
Write the stage names on the flip
chart
Overview the characteristics of each
stage with the large group.
Ask the group to share their own
experiences about work teams in
which they have participated where
they can recall evidence of one or
more of the four phases.
(Items of interest in the discussion above may

Delivery Tips
Review Questions

emerge.)
Remind participants to consider adding an
item to their action plan.
Reiterate that there are four stages, name
them, and mention that well be working with
them again soon.

6.2 Module Three: Types of Teams

The Merriam Webster Dictionary defines a team as a number of persons associated
together in work or activity. Teams are formed for many purposes. Examples include project
teams, ad-hoc teams, quality improvement teams, and task forces. Sometimes the team is
formed to work on a goal as an adjunct to a traditional hierarchy in an organization. At other
times, the team is designed to replace the hierarchy.
Several roles help to keep a team operating smoothly.
Role
Team Leader

Team Facilitator

Team Recorder

Time Keeper

Team Members

Responsibilities
Moves the team to accomplish its task
Provides a conducive environment for getting the
work done (location, resources)
Communicates with the team
Makes things happen with ease
Helps the group with the process
Enables the group to produce the "how" decisions
Note: Facilitators may be members or non-members
of the team.
Writes down the team's key points, ideas and
decisions
Documents the team's process, discussions, and
decisions
Monitors how long the team is taking to accomplish
its tasks
Provides regular updates to the team on how well or
poorly they are using their time
Collaborates with the team leader, facilitator and
others to determine new time schedules if the agenda
has to be adjusted
Displays enthusiasm and commitment to the team's
purpose
Behaves honestly; maintain confidential
information behind closed doors
Shares responsibility to rotate through other team
roles
Shares knowledge and expertise and not withhold

information
Asks questions
Respects the opinions and positions of others on the
team, even if the person has an opposing view or
different opinion
Session objectives
Agree as a group on the definition and purpose of teams in the work context
Describe characteristics of effective teams
Session guide
Topics
1. What are teams?
2. Characteristics of effective
teams

Format
Plenary discussion
Paired interviews

Timing
15 min
45 min
Total: 1 hour

Materials
Flipchart and colored markers
Slides
i. 2Definition of Teams
ii. 3Characteristics of Effective Teams
Hand out 1--Effective Teams: What Makes Them Successful?
Notes
1.

What are teams? Explain that, in this session, we will talk about types of
teams, characteristics of effective teams, and how teams develop. Ask the
group, What is a team? Allow a few responses. Then ask, Of course,
there are many different types of teams. What types are you familiar with?
What is their purpose? Again, allow a short discussion. (Example
responses: sports, social, organizational, project, department, etc.) Turn the
discussion to the organizational level. Now lets look at teams within

NGOs. Is an organization/department/project (adapt to the audience) the

same as a team? (Possible response: An organization is a team because it is
committed to a common vision and mission. However, it may be more
diffuse in larger organizations that may comprise several teams through
departments, projects, etc.) Ask the group for words/terms it associates with
or describes a team. You can list ideas on the board.
2.

Characteristics of effective teams: Explain that most people have

experience both positive and negative with teams. We will study their
experiences of success to better understand the characteristics of effective
teams or teams that are able to achieve their purpose. Participants will have
the opportunity to talk to one another and share stories of successful teams.
Distribute TB Handout 1--Effective Teams: What Makes Them Successful?
Ask participants to pair with the person across the table or room from them
(this is to mix up the pairs.)They will have 30 minutes to discuss the
questions, take turns talking and listening to one another so that they both
have the opportunity to share their answers. Throughout the conversation,
they should be listening for common themes of what made the stories
possible.

6.3 Module Four: Building and Maintaining Teams

Session objectives
Identify the two functions of team maintenance and how to balance them
Describe the four stages of team development and appropriate management actions in each
stage
Discuss differences in roles and perspectives and how the combination can create a strong
team

Session guide
Topics

Format

1. Follow the directions

2. How teams form and function
3. Supporting team development
4. Differences in team members
5. Piecing together our team

Warm-up exercise
Plenary presentation
Small group exercise
Plenary discussion
Group exercise

Timing
10 min
20 min
30 min
75 min
45 min
Total: 3 hours

Materials
Flipchart and colored markers
One piece of 8x10 or A4 paper per person
Facilitators drawing for Follow the Directions exercise
Notes
1. Follow the directions
Hand each participant a sheet of paper. Explain that you are going to give directions.
Participants will replicate a drawing through simple verbal instructions. There are two rules:
1) Each person must remain silent throughout the exercise; and
2) no one may ask a question.
Here are your instructions:

Draw a circle

Draw a triangle inside the circle

Draw a square in the corner

Write your name on the paper

Have all participants hold up their picture. Most will be different in some way. Ask
participants why their drawings werent similar. Everyone heard the same message, yet
everyone perceived the message differently. Comments may include, We could only be
silent and not ask questions; the instructions were basic with no detail; the instructions were

quick. Tell participants that none of their pictures matches, so we will try this again. Ask the
group to flip over the paper and start again. Use the following directions:

Draw a circle 4 inches in diameter in the center of your paper

Draw a triangle inside the circle so that all three corners are touching the circle

Draw a 1-inch square on the bottom-left corner of your paper

Write "your name," spelled out Y-O-U-R-N-A-M-E, on the bottom-right side of the
paper

Have all participants hold up their papers and hold up one you prepared in advance. They
should match. Close by saying that a team needs to communicate and listen to get the results
intended.
2. How teams form and function
Task and Maintenance Functions: Explain that all teams are made up of humans, which
can make them complex at times. As in the previous exercise, simply giving instructions was
not enough. Listening and checking in to see how team members perceived those instructions
was also important. In order to be effective, teams must achieve their purpose and meet their
responsibilities (task). We are all familiar with tools such as project planning, staff meetings,
etc., that help us with task functions. Yet, human beings are more than just our work. We also
need support to maintain positive relationships. Things we do on this side include socializing,
celebrating holidays, sharing meals together, and even having ways to resolve conflict. These
two functions are interconnected and must work together in balance, like the wheels of a
bicycle. If one tire or the other is flat, the entire bicycle is affected. Discussion questions:
What happens when the task function wheel goes flat? The support wheel? Point out that
the biggest pitfall to the task function is unclear assignments or tasks; the biggest pitfall to the
support function is lack of feedback. Lack of good leadership can affect both. How? Ask the
group to think about the task and support functions that are present in their team. How do

participants ensure that both are working optimally? Starting with the task column, have
participants list what they do to ensure that side is working well. Write their contributions on
the slide (possible responses include setting objectives, work planning, meeting deliverables,
monitoring, etc.) Then do the same for support functions (possible responses include
giving/receiving feedback, personnel review, building trust, celebrating birthdays, the coffee
room, etc.)
Stages of Team Development: --Stages of Team Development (hide the discussion
questions with a piece of paper.) Introduce the slide by saying that teams do not instantly
exist the day they are named. Even though every team is unique, each team goes through very
similar stages of development. Describe each stage that every group will go through in part or
in whole. Each stage is critical to the teams development as a high-performing team
without the first three stages there may not be high performance. Every time there is a change
in team membership, these stages will be repeated. However, the more the group members
know each other and have worked together before, the less time is spent in the first three
stages. When finished, reveal the discussion questions. In pairs, participants discuss their
answers to the questions for 10 minutes. At the end, lead a plenary discussion to hear
different points of view on the teams development.
Discussion questions:
When did your team form, and what were the circumstances?
How have you seen these stages take place in your team?
What stage would you place your team in now?
What does it need to get the next stage?

6.3.1.Team Formation: Form, Storm, Norm, Perform

When teams and other groups of people come together, they typically go through a
number of developmental stages. This process can take a few days or easily stretch over six
months or longer. Note that the stages can play out simultaneously or in different order so it is
important to be aware of the signs and signals of each stage. The leader or team manager
supporting team formation cannot jump straight to perform but must instead facilitate the
group through this process and bring the group through the four stages. The role of the leader
is to help resolve issues and move the team toward performance if it gets stuck at any point.
A. FORMING STAGE
When people first come together, they are initially polite. They find out about one another
and the work to be done. There is typically a honeymoon period when people are excited
about the newness and potential of being on the team. Some may also be fearful or timid in
response to the change. Forming is best done with high task and low support to provide
structure while the new group develops. Introduce people to one another with an orientation
of how everyone will work together. Allow opportunities for people to socialize. Clearly
communicate the vision and goals of the work to be done to help the team understand what is
to be achieved. Do not overwhelm people with too much detail or expect perform behavior
at this stage. Engage all team members and draw out quiet ones.
B. STORMING STAGE
As the initial politeness fades and people start to work, tension forms around things that
were vague or left unsaid in the last stage. Conflicts may arise regarding roles or procedures.
Members may appear confused and dissatisfied. Output is generally low. Storming can be
very strong if roles or objectives are unclear; the team faces external challenges, or if there is
competition for formal or informal leadership. Managing the storming stage productively
requires both a high-task and high-process focus. The manager asserts his/her role as leader to
surface and resolve differences. Work goals and individual roles and responsibilities may

need review and clarification. The key is not to let disputes continue to block team cohesion.
Use the stage to develop new methods for collaboration and addressing conflicts.
C. NORMING STAGE
As roles and personal conflicts are sorted out, the focus returns to the task and what needs
to be done. Objectives are clarified and the detail of work is laid out. Group rules develop and
people start to collaborate as a team. Team identity emerges. Internal clashes may be replaced
with external conflicts. Managing the process requires a higher focus on process than task to
provide opportunities for group members to take responsibility for people and for work. Work
planning is directed toward goal accomplishment. This is more productive as people feel
comfortable with the objectives and in their roles. Team members take more responsibility for
forging group norms and behaviors. Emergence of regular venues for socializing and creating
a family environment may begin.
D. PERFORMING STAGE
Finally, the optimal level of performance is achieved. The team works interdependently
and feels like a family. There is a strong sense of team achievement and pride. Mutual
accountability is maintained, and personal differences are largely kept under control. Leaders
can take a lower task and support role by increasing delegation of responsibilities as the need
for direction decreases. Social activities and celebrations of success are important support
functions. However, this is not the time to relax but rather to focus on sustaining high
performance. An ongoing balance is needed between task and support functions to keep both
achievement and motivation high.
6.4. Module five: Monitoring Team Development
Session objectives
Craft a vision of the ideal team

 Assess current team performance against participants ideas and to prioritize areas for
improvement
Formulate goals and an action plan for strengthening and monitoring team development
Session guide
Topics
1. How to strengthen teams?
2. Visioning our ideal team
3. Assessing team performance
4. Our team development plan

Format
Plenary discussion
Small group exercise
Small group activity
Plenary discussion

Timing
5 min
45 min
40 min
30 min
Total: 2 hours

Materials
Flipchart and colored markers
Slides
6.4.1--Create a Shared Vision
6.4.2--Team Effectiveness Action Planning
Flipcharts
Team Assessment Gridwrite the groups Characteristics of Effective Teams
(Session 2) on a flipchart with three columns for High, Medium, Low next to
each.
Action plan template on flipchart.
Note
1. Introduction: How to strengthen teams?
Introduce the session by reviewing the different components of the workshop
understanding teams and what makes them effective and practicing good team skills of
communication and conflict resolution. Now participants will have the opportunity to look at
their own team and develop a plan for making it stronger. (If helpful, use the analogy that we

go to a gym not because there is something wrong with our bodies but because we want to be
as healthy and strong as possible. The same is true with teams.)
2. Visioning our ideal team
Lead participants in guided visioning on imaging their team at its ideal. Ask them to
sit comfortably in their chairs and relax and tell then to close their eyes or look down. Read
the following, allowing pauses between sentences so that participants may follow with their
thoughts. Imagine what your team looks like at its ideal to you. Imagine that in the next
year, all your wishes come true. What does that look like? Picture your interactions as clearly
as possible how you work togetherand how it feels to be part of such an effective team.
Specifically, reflect on the following:
1. We know the team has succeeded because we see and hear
2. What is the great job we have done? What are people saying?
3. What has been the key to our success?
4. Our success in achieving our team purpose is important because
Allow participants a few minutes to record some notes to themselves on their
responses. Divide participants into small groups of four to five people. (If the team is smaller
than five people, ask participants to work together as one group.) Give them 30 minutes for
the small group task on Slide 6.4.1 and ask them to be prepared to report their work to the
others. When each group is finished, allow two to three minutes per small group to present
the groups ideal vision with the whole team as well as the groups statement describing the
picture. Ask the groups to post their statements all together. Note the similarities and
differences. Ask if all can agree on one statement or even merge a few to create one common
vision statement for their ideal team.

3. Assessing our team effectiveness

Once they have made any needed adjustments to the characteristics, provide
participants with the opportunity to give themselves a quick check-up on the status of their
team. This is not to see if they are good or bad; it is akin to visiting the doctor for a quick
check-up to see where improvement is possible. (Note that the results are strictly for
participants and will not be used for any other purpose.) See at the appendix.
4. Our team development plan
Ask participants as a group to determine the three-to-five characteristics they would
like to improve upon in the coming year. The characteristics may be things they do poorly
now and need to improve or something they already do well that is critical to their success
and therefore want to make even stronger. Facilitate agreement on their priority list. (Note:
You can follow the group; do not press them to select five if they feel strongly about three or
limit them to three when they feel strongly about five.) Show Slide 6.4.2. Post the model
action plan grid on the wall (without the notes on progress column).
Ask participants to form small groups around the priority characteristic that they are
most passionate about or interested in. Allow 30 minutes for them to identify two or three
actions they could take to improve their team effectiveness under this characteristic. As much
as possible, ask participants to complete the other columns of the action plan (see example of
the action plan template with model steps). At the end of the allotted time, groups present
their action plan steps. Allow time for discussion after every groups presentation as well as at
the end of the session for everyones comments on the plan. Be sure that the action plan is
clear and accurate and that that all participants assigned a responsibility agree to the actions
described. Explain to participants that the last column on the templatenotes on progressis
for monitoring the groups action plan. Over time, the group will be able to record how its
goals are being achieved. Alternatively, the group may need to explain obstacles it is
encountering and efforts to overcome them.

7.0 Workshop Closure : Evaluation

Session objectives
Recap progress and decisions made during the workshop
Develop an action plan for continuing momentum
Make individual commitments to support the newly strengthened team

Session guide
Topics

Format

1. Action planning
2. Circle of promise
3. Evaluation

Plenary discussion
Plenary exercise
Individual writing

Timing
20 min
10 min
Total: 30 min

Materials
Action plan grid flipchart or slide
Piece of rope approximately 10 feet in length
Stick (or object to be used as a talking stick)
Evaluation sheets
Note
1. Review of workshop progress
Quickly review the progression of the workshop participants discussed the
definition of a team and characteristics of effective teams; they looked at how teams
developed and determined the stage and appropriate action needed for their own teams
development; they practiced skills needed for positive interaction; and they developed
principles and a plan for achieving their vision of their team at its ideal. Ask the group to
review the action plan and identify the next steps they are committed to taking to get their

plans underway. Focus on the next four weeks. What needs to happen? Who will do it?
Complete the action plan grid on either a flipchart drawn in advance or a slide.
2. Circle of promise
Tie a knot in a strong piece of rope to form a circle as big as the circle of participants.
Ask everyone to stand on the outside of the rope and grasp it with both hands as it is lying on
the ground in front of each person. Everyone stands up at the same time by pulling on the
rope. (The rope, formerly limp, will suddenly become full of strength and feel as if it were
pulling up individuals, rather than the other way around.) How is this like our team? Have an
object that can be used as a talking stick. As it is passed around, each person makes a
promise of what s/he will do as a result of the workshop to keep the momentum going, e.g.,
listen carefully to others, give positive feedback, etc. The facilitators and the appropriate
leader from the organization make some closing remarks to end the workshop.
3. Evaluation
Ask participants to complete an evaluation hand out to give feedback on the
workshop. Use the following questions or adapt them to the group:
1. What was the highlight of the workshop? When was it and what did you learn?
2. What will you take back with you from this workshop?
3. How would you like the next gathering to build on this one? What would be the focus?
4. What are your three wishes for the workshop organizers that would have made the event
even better?
5. What feedback would you give to your team mates on their contribution to the event?

8.0 References
AJ. Spencer (2014). Team Building for the Workplace: ppt

Brower, M.J. (1995). Empowering Teams: What, Why and How, Empowerment in
Organizations, vol. 3, no. 1,
Dianna (2006) Teams: Teamwork and Teambuilding, Prentice Hall, New York.
Edited by Ali, BR, Lunagirl10101, Jacob (2014). How to Develop Guidelinesf For Team
Building in the Workplace. The Article
Employed and unemployed full- and part-time workers by age, sex, race, and Hispanic or
Latino ethnicity. Bureau of Labor Statistics Current Population Survey Table Web site.
http://www.bls.gov/cps/cpsaat08.htm. Accessed July 6, 2012.
Fapohunda, Tinuke,M(2013).Towards Effective Team Building in the Workplace: International
Journal of Education and Research, Vol.1.
Geneva(2007). Team Building: World Health Organization
Model of Globalised Self-Managing Work Team Effectiveness, Academy of Management
Review
Munnell, AH, Sass, SA, and Soto, M. (2006) Employer Attitudes Toward Older Workers:
Survey Results. Boston, MA: Center for Retirement Research at Boston College.
Team Building Skills; Cornelius & Associates. Article
Tintin:http://www.6422le.com/articles/team-building-in-the-workplace.html
http://bama.ua.edu/~jrichard/Team_Skills/Files/Teams/Guidelines_for_Team_Building.html
http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_tetrix_preview/
fundamentals/projectmanagement/documents/Team_Building.pdf
http://hrcouncil.ca/about/overview.cfm: Workplace that Work.
9.0 Appendix

Workshop Evaluation Sheet

Date/Day:_________________________________________________________________
Title and Location Training:___________________________________________________
Trainer: ___________________________________________________________________
Please complete the following questions to give feedback to the organizers of this workshop:
Thank you for your participation!
1. How well were your expectations met for the workshop?
High

Medium

Low

2. What was the highlight of the workshop? When was it and what did you learn?

3. What will you take back with you from this workshop?

4. How would you like the next gathering to build on this one? What would be the focus?

5. What are your three wishes for the workshop organizers that would have made the event even
better?

6. What feedback would you give to your team mates on their contribution to the event?

7. What did you like most about this training?

8. Please share other comments or expand on previous responses here:

Thank you for your feedback!