It is all about people

1. Team Building

2. Why Teams?
Children learn
better in groups
of 2-3.
The Center for Children and Technology

3. How do Teams Work Best?
Team’s succeed when members have:
1. Commitment to common objectives
More likely when they set them; recognize interdependence
2. Defined, appropriate roles and responsibilities
 Good use of individual talent
 Opportunity for each to grow, learn all skills
3. Effective decision systems, communication and work
procedures
 Open, honest communication
 Accepts conflict, manages it, resolves it well
4. Good personal relationships
 Mutual trust

4. Stages in Team Building
Forming
Storming
Norming
Performing

5. Stage 1: FORMING
 Team Building
 Define team (optimum
~3 with one or more
girls)
 Determine individual
roles
 Develop trust and
communication
 Task
 Define problem and
strategy
 Identify information
needed

6. From Individuals A Group
 Help members understand each other:
 Myers-Briggs Type Indicator (MBTI)
 Extraverts ------------------ Introverts
 Sensors --------------------- iNtuitive
 Thinker --------------------- Feelers
 Judger ---------------------- Perceiver
By selecting one from each category, we define our
personality type, ESTJ, ENTJ…INFP
Forming

7. Relevance to Teams (E/I)
 Extraverts
 Need to think aloud
 Great explainers!
 May overwhelm
others
 Introverts
 Need time to process
 Great concentration
 May not be heard
Forming

8. Relevance to Teams (N/S)
 iNtuitive
 Great at big picture
 See connections
 May make mistakes
in carrying out plans
 Sensor
 Great executors
 May miss big picture,
relative importance
Forming

9. Relevance to Teams (T/F)
 Thinker
 Skillful at
understanding how
anything works
 Feeler
 Know why something
matters
Forming

10. Relevance to Teams (J/P)
 Judger
 Good at schedules,
plans, completion
 Make decisions easily
(quickly)
 May decide too
quickly and overlook
vital issues
 Preceiver
 Always curious, want
more knowledge
 May not get around
to acting
 Slow judger’s
enough to make
great teams
Forming

11. What Type are You?
Online Personality Tests
 Jung types
http://www.allhealth.com/onlinepsych/personality/o
lpgen/0,6103,7119_127651,00.html
 Keirsey types
http://www.keirsey.com/cgi-bin/keirsey/newkts.cgi
Forming

12. Stage 2: STORMING
During the Storming stage:
 Team members realize that the task is more
difficult than they imagined
 Members may be resistant to the task and fall
back into their comfort zones
 Communication is poor with little listening
 Fluctuations in attitude about their chances of
success
 Among the team members there is disunity and
conflict
 Collaboration between members is minimal and
cliques start to appear

13. Storming Diagnosis (in order)
 Do we have common goals and objectives?
 Do we agree on roles and responsibilities?
 Use a table to share division of labor
 Do our task, communication, and decision
systems work?
 Do we have adequate interpersonal skills?
Storming

14. Negotiating Conflict
 Separate problem issues from people
issues
 Be soft on people, hard on problem
 Look for underlying needs, goals of
each party rather than specific solutions
 Find a creative solution that’s good for
both
Storming

15. Addressing the Problem
Problem Solving
• State your views in clear non-judgmental language
• Clarify the core issues
• Listen carefully to each person’s point of view
• Check understanding of the disagreement by
restating the core issues
• Use techniques such as circling the group for
comments and having some silent thinking time
when emotions run high
Storming

16. Stage 3: Norming
 During this stage members accept
 their team
 team ground rules
 their roles in the team
 the individuality of fellow members
 Team members realize that they are not
going to drown and start helping each
other

17. Behaviors
 Competitive relationships become more
cooperative
 Willingness to confront issues and solve
problems
 Ability to express criticism constructively
 More sharing and a sense of team spirit
Norming

18. Guide for Giving Constructive
Feedback
 When you …. describe behavior
 I feel ….. how behavior affects you
 Because I … why behavior affects you
 (Pause for discussion) …. let other person(s)
respond
 I would like …. what change would you like
 Because …. why change will alleviate problem
 What do you think …. Listen to other person’s
response and discuss options
Norming

19. Giving Constructive Feedback
 Be descriptive
 Don't use labels
 Don’t exaggerate
 Don’t be judgmental
 Speak for yourself
Norming

20. Giving Constructive Feedback
(cont.)
 Talk first about yourself, not about the other
person
 Phrase the issue as a statement, not a
question
 Restrict your feedback to things you know for
certain
 Help people hear and accept your
compliments when giving positive feedback
Norming

21. Receiving Feedback
 Breathe
 Listen carefully
 Ask questions for clarity
 Acknowledge the feedback
 Acknowledge the valid points
 Take time to sort out what you heard
Norming

22. Stage 4: PERFORMING
Team members have
 Gained insight into personal and team
processes
 A better understanding of each other’s
strengths and weaknesses
 Gained the ability to prevent or work
through group conflict and resolve
differences
 Developed a close attachment to the team

23. Recipe for Successful Team
 Commitment to shared goals and objectives
 Clearly define roles and responsibilities
 Use best skills of each
 Allows each to develop in all areas

24. Recipe for Successful Team
 Effective systems and processes
 Clear communication
 Beneficial team behaviors
 Well-defined decision procedures
 Use of scientific approach
 Balanced participation
 Established ground rules
 Awareness of the group process

25. Recipe for Successful Team
 Good Personal Relationships