Team Building and Motivation

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Team Building and Motivation

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1. This session is likely to take between 75 and 90 minutes.This session is likely to take between 75 and 90 minutes.

2. In fact, it wasn?t until the end of the 20th century that business came up with the notion of a ?constructed? team and theorists still argue about the effectiveness of constructed teams.In fact, it wasn?t until the end of the 20th century that business came up with the notion of a ?constructed? team and theorists still argue about the effectiveness of constructed teams.

3. Why is team building important so important in Connecting Classrooms? To engage a diversity of cultures, working practices and languages To share strengths, responsibilities and resources To overcome obstacles together Just forming a team is not building one. A common project aim can only be agreed on in a team process in which everybody is involved. This requires a lot of discussion of values and definitions. But the time is well spent, since the map must be the same for everyone if you do not want to get lost (or lose somebody) on the way!Just forming a team is not building one. A common project aim can only be agreed on in a team process in which everybody is involved. This requires a lot of discussion of values and definitions. But the time is well spent, since the map must be the same for everyone if you do not want to get lost (or lose somebody) on the way!

4. Why is team building important so important in Connecting Classrooms? Partners are dispersed and may feel isolated Meetings are infrequent & intensive

5. The purpose of the next three slides is to ask participants to reflect on the team that they have at the moment (either in their own school or across the international partnership). Presenters may want to flick through the next three slides first to show participants the different models before coming back to this one and going through them one by one. What sort of team meeting do you want/ what is your school like now in this regard? Choose from the next three. Who in your family/ business is in the circle of three little arrows in their own world/ Who?s the pink arrow aiming off to the left on their own? Who?s the powerful person in green heading in the ?wrong? direction?? The purpose of the next three slides is to ask participants to reflect on the team that they have at the moment (either in their own school or across the international partnership). Presenters may want to flick through the next three slides first to show participants the different models before coming back to this one and going through them one by one. What sort of team meeting do you want/ what is your school like now in this regard? Choose from the next three. Who in your family/ business is in the circle of three little arrows in their own world/ Who?s the pink arrow aiming off to the left on their own? Who?s the powerful person in green heading in the ?wrong? direction??

6. Who are the tiny arrows? waiting for retirement??(!) Who?s the green MBA student??(!) Who?s the red person squeezed and constrained?Who are the tiny arrows? waiting for retirement??(!) Who?s the green MBA student??(!) Who?s the red person squeezed and constrained?

7. What are the strengths and weaknesses of this level of alignment? What are the strengths and weaknesses of this level of alignment?

8. The Development of a Team The purpose of this slide is to go through the different stages that occur in the development of a team. Forming: In the first stages of team building, the forming of the team takes place. The team meets and learns about the opportunity and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best behaviour but very focused on themselves. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming, Performing" is extremely helpful to the team. The forming stage of any team is important because in this stage the members of the team get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the team works as an individual and how they respond to pressure. Storming: Every group will then enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Some team members will focus on minutiae to evade real issues. The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even painful to members of the team who are averse to conflict. Tolerance of each team member and their differences needs to be emphasized. Without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control. Norming: At some point, the team may enter the norming stage. Team members adjust their behaviour to each other as they develop work habits that make teamwork seem more natural and fluid. Team members often work through this stage by agreeing on rules, values, professional behaviour, shared methods, working tools and even taboos. During this phase, team members begin to trust each other. Motivation increases as the team gets more acquainted with the project. Performing: Some teams will reach the performing stage. These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. Team members have become interdependent. By this time they are motivated and knowledgeable. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Mourning: Project teams usually exist only for a fixed period. The break up of the team can be particularly hard for members who like routine or have developed close working relationships with other team members, particularly if their future roles or even jobs look uncertain. In Connecting Classrooms, we are looking to form sustainable relationships and are therefore looking to avoid the ?mourning? stage. However there may need to be a recognition that, as teams change, the process outlined above may need to happen again.The purpose of this slide is to go through the different stages that occur in the development of a team. Forming: In the first stages of team building, the forming of the team takes place. The team meets and learns about the opportunity and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best behaviour but very focused on themselves. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming, Performing" is extremely helpful to the team. The forming stage of any team is important because in this stage the members of the team get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the team works as an individual and how they respond to pressure. Storming: Every group will then enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Some team members will focus on minutiae to evade real issues. The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even painful to members of the team who are averse to conflict. Tolerance of each team member and their differences needs to be emphasized. Without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control. Norming: At some point, the team may enter the norming stage. Team members adjust their behaviour to each other as they develop work habits that make teamwork seem more natural and fluid. Team members often work through this stage by agreeing on rules, values, professional behaviour, shared methods, working tools and even taboos. During this phase, team members begin to trust each other. Motivation increases as the team gets more acquainted with the project. Performing: Some teams will reach the performing stage. These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. Team members have become interdependent. By this time they are motivated and knowledgeable. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Mourning: Project teams usually exist only for a fixed period. The break up of the team can be particularly hard for members who like routine or have developed close working relationships with other team members, particularly if their future roles or even jobs look uncertain. In Connecting Classrooms, we are looking to form sustainable relationships and are therefore looking to avoid the ?mourning? stage. However there may need to be a recognition that, as teams change, the process outlined above may need to happen again.

9. And we do know that the most unlikely teams do work. If you have already done the session ?Communicating a Vision? ? refer to that. If not, see notes below These two certainly didn?t start out with the same vision but when P.W. Botha died, Mandela surprised many with his sentiments. ?While to many Mr Botha will remain a symbol of apartheid, we also remember him for the steps he took to pave the way towards the eventual peacefully negotiated settlement in our country.? Nelson Mandela?s vision of black and white children playing happily together was irresistible. (Background reading for presenter if appropriate: http://www.independent.co.uk/news/world/africa/mandela-and-botha-the-crocodile--the-saint-744730.html) And we do know that the most unlikely teams do work. If you have already done the session ?Communicating a Vision? ? refer to that. If not, see notes below These two certainly didn?t start out with the same vision but when P.W. Botha died, Mandela surprised many with his sentiments. ?While to many Mr Botha will remain a symbol of apartheid, we also remember him for the steps he took to pave the way towards the eventual peacefully negotiated settlement in our country.? Nelson Mandela?s vision of black and white children playing happily together was irresistible. (Background reading for presenter if appropriate: http://www.independent.co.uk/news/world/africa/mandela-and-botha-the-crocodile--the-saint-744730.html)

10. Activity: exploring elements of an effective team Identify 3 qualities of an effective project team Identify 3 reasons why a team does not work well together How could a team overcome these obstacles to good team working? Team task goes with this slide (10-15 mins)Team task goes with this slide (10-15 mins)

11. The purpose of this slide is to highlight the importance of the team being focused on a common goal. How do we get the team to focus on the unifying theme? Did you know that Coke Zero was Coca-Cola's biggest product launch in 22 years? It had an enormous marketing campaign tailored to different markets all around the world. In America they branded it as ?calorie free? rather than ?diet? because apparently young men associate ?diet? with women. In Bolivia, posters and TV spots announced an "unknown" product with the words ?Zero sugar, with the same taste as always. What could it be??. This apparently appealed to young men too! However the key point was that on the day of the launch, every member of staff (from the most senior to the most junior) were out offering free samples.. Because if Coke Zero didn?t sell, Coke would be dead and there would be no jobs for any one. A compelling reason to be part of the team. How do we get this level of attention/ alignment across our schools to ensure we deliver Connecting Classrooms and global citizens? (Can do optional discussion here in groups if wanted). If Coke can for a fizzy drink, our vision of a curriculum that will enable young people to play an active role in tomorrow?s society is surely compelling? The purpose of this slide is to highlight the importance of the team being focused on a common goal. How do we get the team to focus on the unifying theme? Did you know that Coke Zero was Coca-Cola's biggest product launch in 22 years? It had an enormous marketing campaign tailored to different markets all around the world. In America they branded it as ?calorie free? rather than ?diet? because apparently young men associate ?diet? with women. In Bolivia, posters and TV spots announced an "unknown" product with the words ?Zero sugar, with the same taste as always. What could it be??. This apparently appealed to young men too! However the key point was that on the day of the launch, every member of staff (from the most senior to the most junior) were out offering free samples.. Because if Coke Zero didn?t sell, Coke would be dead and there would be no jobs for any one. A compelling reason to be part of the team. How do we get this level of attention/ alignment across our schools to ensure we deliver Connecting Classrooms and global citizens? (Can do optional discussion here in groups if wanted). If Coke can for a fizzy drink, our vision of a curriculum that will enable young people to play an active role in tomorrow?s society is surely compelling?

12. This activity uses the descriptions in the word document ?Belbin team materials? Task 1: Give out the descriptions of the roles and the names of the roles separately to each group. Ask each group to discuss which role goes with which description. Which role do they think they fulfill currently? Do they do more than one role? Give out complete document so groups can compare their answers. Task 2: If you had to pick 5 of these roles to make a dream team, which roles would you think are essential?This activity uses the descriptions in the word document ?Belbin team materials? Task 1: Give out the descriptions of the roles and the names of the roles separately to each group. Ask each group to discuss which role goes with which description. Which role do they think they fulfill currently? Do they do more than one role? Give out complete document so groups can compare their answers. Task 2: If you had to pick 5 of these roles to make a dream team, which roles would you think are essential?

13. Balanced Teams The roles can also be further divided up into the following categories (note specialist is missing) Balanced teams Teams work best when there is a balance of primary roles and when team members know their roles, work to their strengths and actively manage weaknesses. To achieve the best balance, there should be: One Co-ordinator or Shaper (not both) for leader A Plant to stimulate ideas A Monitor/evaluator to maintain honesty and clarity One or more Implementer so either a team worker, Resource investigator or Completer/finisher to make things happen Task 3: Ask the group now to reflect on their own CC team ? do they have the right balance? Are they using each individual?s strengths? The roles can also be further divided up into the following categories (note specialist is missing) Balanced teams Teams work best when there is a balance of primary roles and when team members know their roles, work to their strengths and actively manage weaknesses. To achieve the best balance, there should be: One Co-ordinator or Shaper (not both) for leader A Plant to stimulate ideas A Monitor/evaluator to maintain honesty and clarity One or more Implementer so either a team worker, Resource investigator or Completer/finisher to make things happen Task 3: Ask the group now to reflect on their own CC team ? do they have the right balance? Are they using each individual?s strengths?

14. Orchestrating the talents? The word ?orchestra? comes from a Greek word meaning ?dancing place?. To be a successful orchestra, all members have to know how to play their part and they generally need a conductor to do this. Optional Task: How do we get all the staff/ musicians to focus on the big picture making the audience cry/ making all pupils authentic credible global citizens when we tend to focus on our own subject/ instrument??The word ?orchestra? comes from a Greek word meaning ?dancing place?. To be a successful orchestra, all members have to know how to play their part and they generally need a conductor to do this. Optional Task: How do we get all the staff/ musicians to focus on the big picture making the audience cry/ making all pupils authentic credible global citizens when we tend to focus on our own subject/ instrument??

15. How do we keep them on board? The purpose of this slide is to illustrate that as a leader in a project, you may well be very clear about your goal and direction of travel. Your team members may not share that same clarity. As leaders of the project we see the challenges up ahead, we are the drivers of the train, we are driving this thing. Some staff were left behind on the platform and didn?t want to get on the train. All the rest of the staff are in the carriages enjoying the view - quite comfortable. However they don?t see the tunnel approaching whereas you have a very clear view of it. As the train enters the tunnel, as you commence on the Connecting classrooms project, you are clear about the direction of travel whereas your passengers can be blinded by the confusing darkness. As your eyes quickly focus on ? the light at the end of the tunnel?, you start to relax, it?s gong to be alright, you are focused on the light/ solution. Your team members will need reassuring, re-directing. How do we as leaders alert staff to ?tunnels? and empathise as they enter the tunnel and not be blas? about the future? The purpose of this slide is to illustrate that as a leader in a project, you may well be very clear about your goal and direction of travel. Your team members may not share that same clarity. As leaders of the project we see the challenges up ahead, we are the drivers of the train, we are driving this thing. Some staff were left behind on the platform and didn?t want to get on the train. All the rest of the staff are in the carriages enjoying the view - quite comfortable. However they don?t see the tunnel approaching whereas you have a very clear view of it. As the train enters the tunnel, as you commence on the Connecting classrooms project, you are clear about the direction of travel whereas your passengers can be blinded by the confusing darkness. As your eyes quickly focus on ? the light at the end of the tunnel?, you start to relax, it?s gong to be alright, you are focused on the light/ solution. Your team members will need reassuring, re-directing. How do we as leaders alert staff to ?tunnels? and empathise as they enter the tunnel and not be blas? about the future?

16. The purpose of this slide is to emphasise the importance of being a leader and the fact that whatever position the IC is in within the school, they are still a leader in terms of this project. Other people will look to the IC for leadership. We tend to look up for authority but as the IC, there will be people looking to you for leadership? its a circle of influence not always a hierarchical triangle. The circle above explains that ? I might be looking to them for leadership but they are looking to you for leadership, you look to her for leadership etc. Everyone needs a hero, someone they want to aspire to be, someone they admire. Nelson Mandela has a hero Lucas Radabe the footballer, Lucas has a heroine the teacher who gave him his first boots? and no doubt she has a hero too. http://en.wikipedia.org/wiki/Lucas_Radebe When we ask someone to follow us in a car, we tend to drive very carefully, thoughtfully, precisely because we know they are following us ? what we do matters. When we acknowledge that we are leading ? Connecting Classrooms and that some people are following - we will raise our game, lead them with humility but also with intent. The purpose of this slide is to emphasise the importance of being a leader and the fact that whatever position the IC is in within the school, they are still a leader in terms of this project. Other people will look to the IC for leadership. We tend to look up for authority but as the IC, there will be people looking to you for leadership? its a circle of influence not always a hierarchical triangle. The circle above explains that ? I might be looking to them for leadership but they are looking to you for leadership, you look to her for leadership etc. Everyone needs a hero, someone they want to aspire to be, someone they admire. Nelson Mandela has a hero Lucas Radabe the footballer, Lucas has a heroine the teacher who gave him his first boots? and no doubt she has a hero too. http://en.wikipedia.org/wiki/Lucas_Radebe When we ask someone to follow us in a car, we tend to drive very carefully, thoughtfully, precisely because we know they are following us ? what we do matters. When we acknowledge that we are leading ? Connecting Classrooms and that some people are following - we will raise our game, lead them with humility but also with intent.


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