1、TEAMWORKINGAn Overview of the SessionThe aim of this session is to improve the participants understanding of teamworking and to develop their ability to build their own team back at work.ObjectivesBy the end of the session, the participants will be able to: describe the types of behaviours which lea
2、d to effective teamworking and practice using them recognise the stages a group goes through when developing develop personal plans for improving teamworking back at workApproximate length of the session is three hours.The session is staged as follows:Stage 1 Working in Teams Looks at why people bel
3、ong to teams and the roles we play within them. Participants identify the people they relate to at work that make up their “role set”. The process of acquiring a role within a team is explored.Stage 2 Group Development Looks at establishing effective relationships with other team members through ope
4、n communication, Explores the various stages a group goes through in developing to a stage where it is high performing.Stage 3Leading Effective Teams Identifies the need for managers to get the job done and to balance the needs of individuals within the team and the team as a whole if they are to be
5、 effective. An exercise is used to show the implications of getting and not getting the balance right. The needs of the individuals/team and role of the leader are summarised before going into a final exercise that provides an opportunity to put effective teamworking into action.Stage 1 Working in T
6、eamsIntroduction to Role MappingEssentially humans are social animals who actively strive to belong to groups. Often we belong to numerous different groups, but the way we operate in these can, however, differ.Role Map ExerciseInstructions to participants - On a sheet of paper draw a circle to repre
7、sent yourself. Then draw lines to link you to other circles that represent others you relate to in groups. For example: working teams, peer relationships, team relationships where you are leader, team relationships where you are subordinate, social groups such as clubs, groups of friends, family rel
8、ationships, partners with or without children. (Note: This exercise can also be done using a piece of pre-prepared flipchart paper on the wall with each delegates name in a circle).Once your role map is completed, discuss with a partner how differently you see yourself behaving in these groups. What
9、 role do you see yourself taking in each of the groups? (I.e. decision maker, influencer, motivator, spokesperson, leader, follower etc). Why do you behave differently? Invite the participants to share their drawings and key discussion points with group.Role Expectations & Role ConflictOften it is t
10、he expectations others place on you as a group member - their perception of how you should behave - that can cause the different behaviours to be used, e.g. your behaviour when out with a group of old school friends vs. your behaviour when attending Regional FOM Team Meeting. These expectations howe
11、ver, can lead to role conflicts.What are some issues that can arise through role conflict? Acting and behaving differently can be stressful It may also be problematic for us if we feel we have to live up to the expectations of others - be they actual or perceived.Role Conflict Superiors role expecta
12、tion Subordinates role expectation Your role expectation Job DescriptionIt is therefore important that our role is clear so that dissatisfaction and conflict is avoided.Stage 2 Group DevelopmentHow did you feel then, when we were together for the first time? i.e. within yourself and towards each oth
13、er.How quickly we acquire our role and establish effective working relationships within a group is often influenced by how much information we share about ourselves with others and how willing we are to receive information about ourselves from others. Lets think about us as a group and the way we ar
14、e now working together compared to the way we interacted at the first workshop.How do you feel now?Some kind of change process has taken place within that time which has something to do with us as individuals and something to do with the way groups naturally develop. Lets look inside ourselves first
15、.The Johari Window A Communication ToolAsk participants to complete the Johari Window Self Rating Sheet. Refer to Johari Window pre-readingEach part of the Window represents data that affects the relationships we have with others i.e. facts, opinions, ideas and feelings.ArenaThe view from the Window
16、, what you and others see and know about you - openly displayed and clear, i.e. information you are comfortable to share with others, or information others have shared about you, with you, or that which is obvious eg. Brown hair, have a family, like working in a team, ambitious, good motivator of ot
17、hers, etc.FaadeThe curtains - what you know about yourself and choose not to share with others. Could be hidden information for a number of reasons e.g.: to feel powerful (“I will reveal data when its important to me”) fear of rejection or feeling vulnerable (“If they know this about me they may not
18、 like or respect me”) personal problems, such as made redundant, nervous breakdown, dont enjoy confrontationEvery relationship has some faade - the question, therefore, is how much is helpful or harmful to the relationship. The curtain is also sometimes called the “hidden agenda”.The Blind SpotThe o
19、utside window frame that is hidden from your view by the curtain, but is seen by others looking in. This represents things others can see or know about you that you dont know about yourself, e.g.: lack of self-awareness (you use your hands a lot/gesture) you inspire others your voice is monotone man
20、nerisms, habits behavioural styleA large blind spot may handicap a person trying to build an effective working relationship.Hidden/UnknownThis is the clear pane of glass you dont see when you look out and others dont see when they look in. Includes information that is not relevant, so does not need
21、sharing. But also includes information in your subconscious or talents/skills you or others didnt know you had, which takes a specific event or situation to allow them to surface. For example: computer whizz, a natural scuba diver, hidden strength, calm in an emergency.Individual ReflectionHow big w
22、as your Arena at the beginning of the course? How big is it now?Facilitate discussion to identify that, at the beginning, we are unlikely to reveal too much personal data and we dont seek to find out personal information from others. However, we may still communicate with others/GMs about ourselves
23、in these early stages - but is it a true reflection of us, or a faade?When did you start to open the curtains?It is likely that the participants will be more aware of their blindspots as a result of watching themselves on video/reflecting on their behaviour following an exercise or by receiving feed
24、back from others.Have you discovered any blind spots?The learning from the Johari Window is that the larger your arena of shared information, i.e. that which you share about yourself and others share with you through feedback, then the easier it is to develop open, effective and productive working r
25、elationships that are based on trust and understanding.Discussion in pairs & Linking back to teamworkingEncourage the participants to identify and discuss examples of situations at work that have been positively impacted through open relationships. Each pair to share an example with the main group.S
26、tages of group development We will now look at this in the context of the way groups tend to naturally develop i.e. the stages groups go through.FormingStormingNormingPerformingThe Stages of Group DevelopmentTo get to the stage where a team is performing at maximum potential, it has to change and de
27、velop itself from the time when the team was first formed. Most teams go through four stages, although some never get beyond the first two.1. FormingWhen a team comes together, the initial stage is called “forming”. Team is really a collection of individuals at this point, although they begin to for
28、m an identity. Discussions between members focus on facts and opinions, but at a comfortable level where some progress can be made. Members are generally polite and courteous to each other, but communication is rather superficial. The team is capable of producing a moderate level of performance.Afte
29、r some time at this superficial level, some members may start to feel frustration or start to express their feelings, particularly if the team is put under task or time pressure. This means the team is entering the “storming” stage.2. StormingThis stage can involve quite a lot of conflict or disagre
30、ement. Underlying assumptions and attitudes are displayed and fought out. Views about team performance, team roles, individuals etc. are openly expressed. Positive leadership is particularly important here so that views and feelings are expressed openly, but in a way, which the team can discuss and
31、move forward from in a constructive way.Some teams never get beyond this stage, as they seek to avoid conflict or disagreement, and fail to recognise that the expression of views and feelings can be very helpful and can lead to the building of open communication and trust in the team.3. NormingIn th
32、e next stage, the team learns from the “storming” stage and tries out new ways of operating, sets itself new objectives, targets and standards, and each individual commits themselves to the team. Open communication and the giving and receiving of feedback is encouraged, and the team starts to build
33、trust. Regular reviews of team structure and performances may be needed so that adjustments can be made. Performance starts to improve significantly.4. PerformingIn the final stage, the team is operating as a single entity. There is open communication and trust. Members skills and abilities are bein
34、g used to the full. Everyone understands and is committed to team objectives, targets and standards, and each individual knows what their role is in achieving them. The atmosphere is informal, comfortable and relaxed. The team easily absorbs new tasks and objectives. The team is performing at maximu
35、m potential.Diagnosing the Stages of Group DevelopmentForming Storming Norming PerformingWill I be accepted? Whos here? What role can I play?- Gatekeeper- Harmoniser- Organiser- Leader- Fact finder Feel uncertain, tentativeWill I be respected? What ideas, experiences, expertise can I contribute? Do
36、I agree or disagree? Whats in it for me? The credentials game What do I like/ dislike/accept?How can I help the group? Heres how I do it on my job Feel comfort or discomfort about role Im playing Want to helpThe “I” StageHow can we do better? Free to share ideas, opinions, feelings Unselfish enthusi
37、asm for group members, the task Feel a need for closureThe “We” StageFormingNormingStormingPerformingPoliteness Small talk Generalities Limited disclosure Relationships begin to formBid for power Who will lead? With whom can I align myself? Compete with others based on personal agendas Fight or flig
38、ht Quiet apprehensionsCo-operation Self-disclosure Heres how I do it Recognising other ideas Listening more carefully Commitment to emerging leadershipEnthusiasm Praise and criticism Straight talk Having fun too Paraphrasing, perception checking occur more naturallyFormingNormingStormingPerformingOr
39、ientation Why are we here? Whats our assigned task? Identify strengths of the groupWhy?Organising Whats the real problem? Resistance to others ideas Whats our mission, goals, strategy? How will we proceed?How?Data Flow Open exchange of ideas and information Problem definition More trust Urgency to i
40、dentify, evaluate solutionsWhat?Creative Problem Solving Decision making Intensity about task completion Relationship and results orientated Share responsibility for group processCriteriaLooking back on the recent training and work experience would you say your ALTs are now?It is most likely that AL
41、Ts stayed at the FORMING stage for some time before entering the STORMING phase as you did more things together and took part in more group discussions. It is unrealistic to expect newly formed teams to go through these stages in a very short space of time. You need to get to know each other, start
42、to feel comfortable with each other etc. before you can progress.Issue Handout 1 ”Stages of Group Development”Handout 1Stages of Group DevelopmentWhen people are formed into a new group, they usually experience a few growing pains before becoming really effective. Most groups will pass through the f
43、ollowing four stages, albeit at different paces:Stage 1 - Forming (Orientation)This stage can be recognised by the following behaviours: Members often desire a traditional structure Poor listening skills are in evidence People are lacking confidence, contributions are tentative People weigh up allie
44、s and enemies Seeking information on other peoples values Often a veneer of nicenessStage 2 - Storming (Conflict)Usually, the superficial level the group are operating in Stage 1 needs to be broken down to make way for real progress. Conflict and some storming often achieve this breaking down. This
45、stage is recognised by: growing impatience attacking of ideas with little attempt at compromise people take sides unimportant issues become important individuals attack each other in subtle waysThis period of conflict may sound damaging but, in reality, is a necessary evil if a group is to progress.
46、Stage 3 - Norming (Integration)After a period of conflict, a genuine desire to co-operate and work together will emerge. We can recognise Stage 3 by seeing: members improving their willingness and ability to learn members begin to support each other discussion becomes more open trust begins to develop members begin to build on others ideas instead of attacking themStage 4 - Performing (Achieving)After three stages of effectively building the team, they will arrive at the performing and achievement stage. Work output and motivation are high. For most people, be
