Preface
Acknowledgements
ix
x
Introduction and Commentary
Why do we need this Toolkit? How to get the most out of this Toolkit Matrix showing level of facilitator difficulty by Exercise Overview of Exercises Exercise selection matrix Off-the-shelf programmes Facilitator’s Log Facilitator/Observer Form Team Development Log Commentary Further resources
1
8
12
14
17
19
23
24
25
26
37
Group 1 – Getting the team started
Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Team purpose –1 Team purpose –2 Role clarification Objective-setting Aligning the team’s objectives Fun ways to get to know each other –1 Fun ways to get to know each other –2 Understanding each other –1 Understanding each other –2 Understanding each other –3 Understanding each other –4 Understanding each other –5 Measuring team effectiveness Pictures of reality
39
49
57
68
79
86
90
95
100
117
127
135
141
152
vii
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD. Copyright © 1999, 2007 CIPD All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this toolkit please visit www.cipd.co.uk/bookstore.
CONTENTS
Contents
CONTENTS
Group 2 – Fundamental teamworking processes
Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise
15 16 17 18 19 20 21 22 23 24 25
Creativity Problem-solving Decision-making Flipcharting The PEP talk Popular post-mortems Basic facilitation skills Diagnostic check Benefits and concerns Communication analysis Team Force Field Analysis
159
165
176
189
194
200
204
212
222
227
239
Group 3 – Advanced teamworking tools and techniques
Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise
26 27 28 29 30 31 32 33 34
Team consultation Dialogue-ing Fishbowl Peer feedback Customer role-play Critical friend Skilful discussion Avoiding group-think Building relationships in virtual teams
247
255
266
276
284
290
298
307
317
Group 4 – Ending the team well
Exercise 35 Exercise 36
Celebrating success Praise party
323
330
Group 5 – Team coaching
Exercise Exercise Exercise Exercise
37 38 39 40
Team goals Exploring the team’s current reality Helping the team to generate options Exploring what the team is up for
337
344
350
355
viii
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD. Copyright © 1999, 2007 CIPD All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this toolkit please visit www.cipd.co.uk/bookstore.
Teamworking has become more, rather than less, important in recent organisational life. But the kind of teamworking that organisations need their people to engage in has evolved. People are required to be more flexible and more mobile within (as well as between) organisations. Teamworking is thus more about being able to work quickly and effectively with a new group of colleagues than about sustaining and developing team identity and roles over the years. The whole organisation has to be more flexible and immediately responsive to external change. So one person may belong to many teams, may leave one team and join a ‘rival’ team temporarily, must deal with quick changes in team membership, and so on. There is considerable emphasis on strategic alliances and temporary cooperation for the sake of specific short-term commercial goals. So teams need to be able to work together towards a currently shared goal despite significant political, historical and interpersonal tensions. Even if it were possible, there isn’t time to resolve these tensions – the team must find a way to work despite them. For all these reasons, the need for a flexible, timely approach to giving teams the tools and techniques they must have to operate is greater than ever before. This Toolkit is designed to address that need. The exercises in this Toolkit ensure that teams develop quickly in response to the demands of the work they have to do. They focus on the need of teams today to be as good as their job requires them to be – no worse, certainly, and no better either. If teams are not good enough, important projects fail. If teams set off in pursuit of team excellence for its own sake, they waste time and energy that is urgently needed for the job in hand.
1
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INTRODUCTION AND COMMENTARY
Why do we need this Toolkit?
INTRODUCTION AND COMMENTARY
The toolkit itself This Toolkit enables teams, and those who coach teams, to engage in ‘justin-time’ learning. It provides structured exercises both for developing a team’s general capability to work together and also for developing their repertoire of specific teamworking tools and techniques. It allows them to learn as they address real issues and just before their capability in a new area of teamworking effectiveness becomes critical to success. The teamworking tools and techniques we have selected for inclusion in this Toolkit are those we have discovered to be most relevant to the challenges that teams face in organisations today. The exercises that encourage and enable team members to work generally more effectively together we chose because they are the ones that have maximum impact on team effectiveness for minimum time investment. Also, they encourage a style of teamworking that is very appropriate to what organisations currently most need their teams to do: a style that enables teams to achieve clarity about their role and purpose when no such clarity is ‘handed down’ from above; a style that recognises, explores and makes use of variety and difference within teams which are increasingly multi-disciplinary, multi-cultural, and even multiorganisational.
The role of the introduction and commentary This introductory section has two functions. First, the Introduction gives the facilitator the information he or she needs to choose the right exercise(s) to do with a team at any particular time. It enables him or her to arrive at an informal ‘diagnosis’ of where the team is and therefore what it needs. Second, the Commentary provides a general introduction to the area of teamworking, and much of that introductory material can be used to provide further background and context to the exercises. It also ensures that the facilitator has a good understanding of the thinking behind the exercises. He or she will then feel more comfortable about using them, and will be more resourceful in answering the team’s questions about them.
2
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The exercises in this Toolkit address issues of both relationship (how team members get on with each other as people) and structure (what processes, rules and operating principles teams introduce to facilitate their working). But we believe that as the need for team membership to be fluid, flexible and dynamic increases, so does the need for emphasis on structure within teamworking. That is why there are so many exercises in this Toolkit that give teams ways of doing things. Let us illustrate this important point with an example. Imagine a team of seven people who have a problem to solve. The seven have been working together off and on for five years. They know each other extremely well. Their families know each other. They have been on team-building courses where they abseiled down a rock face by day and put the world to rights in the bar by night. They trust each other. They are on each other’s wavelength. In response to the problem they have to solve, they will discuss, debate, and come to a decision. They have done it many times before. Now imagine another team of seven people who have a problem to solve. Some have worked together before, some never. They are drawn from different functions in the organisation. They will go back to their functional ‘homes’ once the problem is solved. Several of the functions are ‘at war’ with each other. One of the team members is American. One is French. The rest are British. Hopefully, you can see from these two bits of imagining that what the second team needs (and the first probably doesn’t) are structured processes for working. They need a set of ground rules for their meetings. They need an articulated, agreed decision-making process. They need clearly defined individual roles. And so on, and so on. If they don’t have these things, they will spend enormous amounts of time either (best case) getting to know each other really well or (worst case) arguing, misunderstanding each other, treading on each other’s toes, and generally failing to communicate. And they don’t have time to spare. So although we as psychologists believe it is imperative for organisations to do everything they can to ensure that the power of ‘relationship’ is capitalised on (and many of our exercises reflect this belief), we also believe 3
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INTRODUCTION AND COMMENTARY
Relationship versus structure in teamwork
INTRODUCTION AND COMMENTARY
that the right kind of structure in team processes is the vital quick route to increased team effectiveness.
What is a team? For the purposes of this Toolkit, a team is a group of people who have a shared objective. Many kinds of groups meet that definition – from management teams whose shared objective is to run the organisation profitably, to project teams whose shared objective is to deliver the project work successfully, to admin teams whose shared objective is to support the technical staff, to many other different types of team. A team may meet every day or once every six months; it may or may not be co-located; it may include suppliers and customers . . . The exercises in this Toolkit are relevant, in differing degrees, to all the kinds of teams you may find in organisations.
Team effectiveness An effective team is a team that achieves its objective. To be truly effective, the team should be successful in a way that optimises individuals’ contributions (so that people are giving their best, not their second-best) and in a way that does not hold back performance on other important organisational objectives. If, for example, a team achieves, but the team members are so fed up by the end of the project that half of them leave, then that has damaged performance against any organisational objective to do with retention.
Development of teams The philosophy and practice of development have undergone a significant shift in recent times. The shift is away from courses, training and learning that is ‘done to’ people, towards coaching, development on-the-job and self-managed learning. The exercises in this Toolkit are in line with that shift, and take it from the purely personal-development arena into the team-development arena.
4
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In this, the second edition of the Toolkit, we have included new exercises that follow a ‘team coaching’ approach even more closely than do the bulk of the exercises. This is in recognition of the fact that interest in and need for ‘team coaching’ has grown even stronger in the last few years. We have seen how successful such coaching has been in sports such as rugby and cricket, and we want its benefits for teams at work. The facilitator could discuss with the team which of the exercises in this Toolkit they would most like to do. Although the team might have neither the time nor the inclination to examine all of the possible exercises, it would certainly be within the spirit of self-managed learning for the facilitator to select a subset from which the team could choose, or to group the exercises and ask the team which type they would find most useful. This Introduction should enable facilitators to choose the exercises in this interactive way.
Challenges for developing teams At different stages of their existence, at different points in their work, teams face different challenges. (For example, at the start there is the challenge of deciding whether it is in principle possible to work with this new group of people.) Each of these challenges is both an opportunity for team development and a potential barrier to team effectiveness. We have identified nine key developmental challenges that teams face – times at which they must ask themselves: Do we have the capability for this? The challenges we have identified are those we have seen real teams wrestle with, and for which many of the exercises in this Toolkit were originally designed: • • •
building team identity establishing a climate of trust dealing with conflict 5
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INTRODUCTION AND COMMENTARY
The notion of facilitator as ‘team coach’ is also consistent with the evolving nature of development in organisations. It is yet another way for managers who have developed their coaching skills to use them to considerable organisational benefit.
INTRODUCTION AND COMMENTARY
• • • • • •
overcoming setbacks thinking ‘outside the box’ managing change managing complexity ensuring cabinet responsibility raising team profile.
This introduction includes a matrix to help the facilitator quickly identify which exercises are most relevant to which challenges. This allows the facilitator to use our list of challenges as a diagnostic tool. For reference, each of the challenges is described in greater detail later in the Commentary.
Learning through real work We believe that the most effective learning is learning that takes place in conditions very close to or identical with those in which the learning must be applied. (We are of course not alone in this belief; there is a whole body of research and practical evidence on which it is based.) So teams need to learn how to work more effectively while they are doing their real work as teams. Also, many of the barriers to their effective teamworking only arise during real work. Many teams have said to us: ‘We get on fine socially. But as soon as we have to decide budgets, we just fight our corners and get nowhere.’ So again the important development will occur when the barriers are there, when the team can learn how to overcome them. This is why so many exercises in this Toolkit involve the team in working on a real, live issue of significance to them and their organisation.
What you have in this toolkit This overview has introduced some of the key concepts and philosophies underpinning the Toolkit. The rest of the Introduction provides a number of aids to facilitators in selecting the right exercise at the right time. The Commentary then provides some further background information on teamworking and team development which identifies the key team development challenges which the exercises are selected to address. There
6
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The Toolkit of course contains the set of exercises, all ready to run and complete with any necessary support materials. It also contains forms for the team to record their learning (the ‘Team Development Log’), forms for the facilitator to structure his or her coaching of the team (the ‘Facilitator/Observer Form’), and to record anything learnt that may be relevant to future use of the exercises (the ‘Facilitator Log’).
7
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
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INTRODUCTION AND COMMENTARY
are also some example team development ‘programmes’, combining several exercises into ‘events’ lasting a day or more.
INTRODUCTION AND COMMENTARY
How to get the most out of this Toolkit The exercises in the Toolkit are based on exercises we have used many times with teams. Through doing so, we have learned a great deal about what makes the exercises run particularly successfully. We have learned about opportunities to capitalise on what may emerge during an exercise, over and above the exercise’s basic purpose. So we indicate to facilitators what these opportunities are, how to recognise them and how to respond to them. We have also learned about the things which can go wrong. Teams are living, complex organisms. The team dynamic can take many forms, and different groups respond in many different ways to the same instructions. Again to help facilitators, we have identified the most likely risks and how to eliminate them, or minimise any destructive impact on the team. The structure of the exercises is intended to help a facilitator choose the right one, and make use of it in the most effective way. Each exercise follows the same pattern.
Facilitator’s notes This section gives the basic information a facilitator needs to choose and prepare for running an exercise. It includes details of when teams will benefit most from each exercise, what resources are needed to run it – including which of the support materials attached to the exercise need to be printed, how long the exercise will take to run, and details of any preliminary work the team will need to do. The ‘Facilitator’s Notes’ section also details the plan for running each exercise. It specifies what the facilitator needs to do at each stage of the exercise, and sets out approximate timings for moving from one stage to the next. Facilitators should feel free to adjust timing according to the preferred pace of working of the team, and the number and complexity of issues that the team bring to the surface. 8
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The facilitator’s role Throughout this Toolkit we use the term ‘facilitator’ to mean the person who is running the exercise for the team. In fact, the facilitator can be one of many kinds of people. He or she may be an outside and skilled consultant, hired by the organisation to make a particular team more effective. He or she may be a skilled team coach from within the organisation. He or she may be the team leader for some of the exercises. He or she may be a relatively unskilled individual (in facilitation terms) from within the organisation but outside the team, whom the team have asked to help them – a kind of ‘team friend’. We have designed this Toolkit so that it will be useful for many different kinds of facilitator with different levels of facilitation expertise. To help facilitators choose exercises which fall within rather than outside their competence, we indicate in the table in the next section the approximate level of ‘facilitation difficulty’ each exercise incurs. We have identified three levels of difficulty. •
•
•
Level 1 – This exercise can be run by someone with little or no experience of facilitation: he or she could be the team leader or just a helpful outsider. Level 2 – This exercise can be run by someone with a reasonable amount of experience of facilitation, but with no specialist process consultancy skills: he or she is likely to be a training/HR professional with some experience of coaching teams. Level 3 – This exercise can be run effectively only by someone who is skilled and confident at handling group dynamics and making process interventions: such a facilitator will typically have had extensive 9
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INTRODUCTION AND COMMENTARY
The final part of the ‘Facilitator’s Notes’ section makes suggestions on how to run an exercise review at the end of an exercise. Sometimes reviewing what has been learned during an exercise has been incorporated into the exercise itself; if so, this is pointed out in the ‘Review’ paragraph, and no further separate review is recommended. But because reviewing is an essential activity for a learning team, all exercises include review guidelines of one sort or another.
INTRODUCTION AND COMMENTARY
experience in running difficult meetings and in coaching teams through times of conflict and uncertainty. We have tried to keep the number of ‘Level 3’ exercises to a minimum – and indeed, we are as sure as we can be that if a relatively inexperienced facilitator prepares carefully for a ‘Level 3’ exercise and talks it through with a more experienced colleague, the exercise notes should make it possible for him or her to succeed. The categorisation of exercises into Levels 1, 2 and 3 also enables facilitators to draw up a personal learning plan, in which they first run straightforward exercises and then gradually take on more and more challenging facilitation tasks.
Opportunities and risks Each exercise also includes a description of the potential opportunities and risks involved in running that particular exercise, with helpful advice to the facilitator on what to look out for and how to get the most out of the session.
Support material Each exercise comes complete with any handouts and background information needed to run it. Many of the exercises include quizzes, questionnaires or other structured material to help the team’s thinking. Many of them include detailed descriptions of the teamworking techniques being learned, and the rationale behind them. While all material is shown in the relevant section, it is also available online so that it can be downloaded and customised wherever you see this symbol:
The forms There are three forms additionally included in the Toolkit. 10
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The second form is the ‘Facilitator/Observer’ form. These can be used by the facilitator to record notes of what is going on during an exercise, as the basis for feedback to the team. They can also be used by one or more team members if the facilitator decides it would be useful for them to observe their team process with a degree of detachment for a while. (Some teams regularly appoint an ‘observer’ from their number for meetings, a different observer each time; the observer gives his or her own team feedback at the end of the meeting; these forms could be used in that process.) The third form is the ‘Team Development Log’, on which the team can keep a record of its learning over time. Completing this log will help both team and facilitator understand that the team is on an integrated developmental journey, and not just completing a series of unconnected exercises. These forms are also available online for you to download.
Terminology The issue of gender continues to be a problem for all of us who intend to write in a way that promotes a fair, non-discriminatory approach to learning. We have intentionally throughout the exercises used ‘he’ sometimes, and ‘she’ sometimes, in all our references to team leader, team member and facilitator. Hopefully, the overall impression is that any of these roles can be taken up by both men and women – as indeed they are.
11
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INTRODUCTION AND COMMENTARY
The first form is the ‘Facilitator’s Log’. As a facilitator gains experience of running an exercise, he or she will benefit from recording what he or she has learned. Also, completed logs relevant to a particular exercise can be used to brief other facilitators who are running that exercise for the first time.
INTRODUCTION AND COMMENTARY
Matrix showing level of facilitation difficulty by Exercise Level of facilitation difficulty 1: most straightforward 2: moderately difficult 3: most difficult
Group 1: Getting the team started
Level 1
Level 2
Level 3
�
1 Team purpose –1
� � �
2 Team purpose –2 3 Role clarification 4 Objective-setting
�
5 Aligning the team’s objectives
� � �
6 Fun ways to get to know each other –1 7 Fun ways to get to know each other –2 8 Understanding each other –1
� �
9 Understanding each other –2 10 Understanding each other –3
�
11 Understanding each other –4
�
12 Understanding each other –5
�
13 Measuring team effectiveness
�
14 Pictures of reality Group 2: Fundamental teamworking processes
�
15 Creativity
� �
16 Problem-solving 17 Decision-making
� � �
18 Flipcharting 19 The PEP talk 20 Popular post-mortems
�
21 Basic facilitation skills
12
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Level 2
Level 3
�
22 Diagnostic check
�
23 Benefits and concerns
�
24 Communication analysis
�
25 Team Force Field Analysis Group 3: Advanced teamworking tools and techniques
� �
26 Team consultation 27 Dialogue-ing
� �
28 Fishbowl 29 Peer feedback
� � � �
30 Customer role-play 31 Critical friend 32 Skilful discussion 33 Avoiding group-think
�
34 Building relationships in a virtual team Group 4: Ending the team well
�
35 Celebrating success
�
36 Praise party Group 5: Team coaching
� � � �
37 Team goals 38 Exploring the team’s current reality 39 Helping the team to generate options 40 Exploring what the team is up for
13
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
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INTRODUCTION AND COMMENTARY
Level 1
INTRODUCTION AND COMMENTARY
Overview of Exercises
The exercises cover a great range of teamworking tools and techniques. Teams will get the most out of them when their facilitator helps them choose an exercise which precisely meets their needs of the moment. Using the guidelines in this section, he or she should be able to do just that. First, the exercises are grouped into five main categories. These categories represent five different stages in the team life-cycle. Facilitators can home in on the complete subset of exercises most relevant to their team’s developmental stage. The five categories are: • • • • •
Group Group Group Group Group
1: Getting the team started (exercises 1–14) 2: Fundamental teamworking processes (exercises 15–25) 3: Advanced teamworking tools and techniques (exercises 26–34) 4: Ending the team well (exercises 35–36) 5: Team coaching (exercises 37–40)
The second guide for facilitators is the section listing all the exercise overviews. These overviews capture succinctly the problem each particular exercise is designed to address, and indicate the improvement in teamworking it should bring about. As the facilitator reads them through, he or she will recognise those exercises which ‘hit the spot’. You will find the pages for the facilitator marked with the icon:
Pages for the participants, all of which are also available online, are marked with the icon:
14
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The categories Group 1 exercises are for teams when they first get together, and in their early days. There is a heavy emphasis in these exercises on team members getting to know and understand each other, and also on their deciding why they are a team and what kind of a team they need to be. These exercises are about laying foundations. Group 2 exercises equip teams with the basic teamworking processes they need in order to function effectively. Most teams will benefit from all of these. The earlier in their work they have them, the better – although experienced teams who have managed without them for some time can also benefit hugely. These exercises provide a team with the essential teamworking Toolkit. Group 3 exercises are for established, well-functioning and/or ‘adventurous’ teams. They generally require a higher level of facilitation skill to implement. They challenge teams by asking them to work together in unusual ways – ways that permanently expand their understanding of team processes. The most ambitious and confident teams will go on using the approaches they first try out in these exercises: they will continue to use unusual processes to raise their teamworking to exceptional heights of creativity and rigour. Group 4 exercises are to help teams disband in a way that maximises the chances of each team member’s learning from the experience of this team, and going on to contribute even more effectively to the next. Group 5 exercises are an application of the popular GROW coaching framework to teams. (GROW stands for Goals, Reality, Options, and Will – or commitment.) These four exercises are all built around the coaching principle that ‘people have the answers within themselves’; the facilitator’s job is simply to enable the team to find the answers to all its difficulties and 15
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INTRODUCTION AND COMMENTARY
Finally, we have provided a matrix to show which exercises are most relevant to each of the nine challenges for developing teams that are identified earlier in the Commentary. So not only do these nine challenges provide facilitators with a simple diagnostic framework, they also point directly to the exercises from which the team will benefit most right now.
INTRODUCTION AND COMMENTARY
opportunities themselves. We say ‘simply’; in fact, these exercises are some of the most difficult to facilitate, because the facilitator has to be able to track whatever emerges from the team and help the team work through it to a desired conclusion. The facilitator needs to be perceptive, resourceful and flexible. Nonetheless, these exercises are some of the most appropriate and useful for a team leader to facilitate. If a leader begins to work in this way with his/her team it can unleash the energy and creativity of the team in a way a more directive style never will. Team leaders can be helped to work in this way by attending coaching skills courses and by themselves receiving skilled coaching. A final feature of these exercises worth noting is that they are widely applicable. With a bit of thought and preparation a team coach can find one of the four to fit most challenges a team is facing, and the approaches can be used over and over again, becoming a part of the team’s natural way of working.
16
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This matrix shows which exercises are most relevant (�) to each of the nine challenges for developing teams.
Challenges
Group 1
�
2 Team purpose –2
�
�
3 Role clarification
�
�
�
4 Objective-setting
�
�
�
5 Aligning the team’s objectives
�
�
�
�
6 Fun ways to get to know each other –1
�
7 Fun ways to get to know each other –2
�
8 Understanding each other –1
�
9 Understanding each other –2
�
�
10 Understanding each other –3
�
�
11 Understanding each other –4
�
� �
12 Understanding each other –5
�
�
13 Measuring team effectiveness
�
�
14 Pictures of reality
�
�
�
�
16 Problem-solving
�
18 Flipcharting
�
� �
�
20 Popular post-mortems
�
�
�
�
�
�
�
�
�
� �
22 Diagnostic check
�
�
�
19 The PEP talk
21 Basic facilitation skills
�
�
15 Creativity
17 Decision-making Group 2
�
Team profile
1 Team purpose –1
Cabinet responsibility
Complexity
�
Change
Outside the box
Setbacks
Conflict
Trust
Team identity
Exercises
�
17
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INTRODUCTION AND COMMENTARY
Exercise selection matrix
Group 2
23 Benefits and concerns
�
�
24 Communication analysis
�
� �
25 Team Force Field Analysis 26 Team consultation 27 Dialogue-ing
�
28 Fishbowl
� �
Group 3
29 Peer feedback
�
�
�
�
�
� �
� �
�
�
� � �
33 Avoiding group-think �
34 Building relationships in a virtual team Group 4
�
�
32 Skilful discussion
�
�
35 Celebrating success
�
�
�
36 Praise party
�
�
�
37 Team goals Group 5
�
�
30 Customer role-play 31 Critical friend
Team profile
Cabinet responsibility
Complexity
Change
Outside the box
Setbacks
Conflict
Exercises
Trust
Team identity
INTRODUCTION AND COMMENTARY
Challenges
�
38 Exploring the team’s current reality
�
�
�
�
�
�
� � �
39 Helping the team to generate options �
40 Exploring what the team is up for
�
�
�
�
18
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
Copyright © 1999, 2007 CIPD
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by
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Overview In this Exercise, the team works through a structured process to identify and agree their purpose. The team does this by building together a clear sense of how they fit into their organisation’s overall purpose and a compelling vision of how they can contribute. The result is a team that have achieved agreement, energy and enthusiasm in relation to their existence as a team.
Facilitator’s notes
When will teams benefit? Any team that have not clearly articulated and agreed their purpose as a team will benefit. It is surprising how often teams come into existence and operate in a loosely collaborative way for some time while individual team members are still asking themselves ‘Are we really a team? Why do we need to be a team?’ This is a particularly useful Exercise for teams that exist for organisational and/or structural reasons – for example, boards, management teams and functional teams. These teams often suffer acutely from a lack of clearly articulated shared purpose – the members are in the team because of the role they hold, not because of the contribution they can make to the team’s work. Project teams, task forces and other teams formed to deal with a particular and known issue are less likely to need this Exercise. The purpose for these teams is clear from the start, and individuals usually know why they have been selected in relation to that purpose. The team leader has some specific responsibilities in this Exercise, which are clarified below.
39
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EXERCISE 1
Team purpose –1
TEAM PURPOSE –1
Resources and time needed • A round or rectangular table, around which all team members can sit comfortably with room to work. • Two flipcharts. • The proformas: ‘Organisational SWOT’, ‘Drivers and levers’, ‘Team purpose’. • The time needed will be typically half a day.
Pre-work The team leader needs to ensure that she is in a position to give background information on the organisation’s current status and issues. Then the team will be able to discuss these in an informed way. Typical information the team leader may want to draw together and perhaps even circulate in advance would include: • • • •
financial position market position (and significant competitor issues) any major change initiatives who the team’s key ‘customers’ are (particularly internal customers) and their requirements of the team.
Plan 30 mins
Step 1 Explain the purpose of the Exercise to the whole team; check people are clear, and that they agree it is a worthwhile Exercise to engage in. Deal with queries and challenges. (It is often appropriate for the team leader to run this introduction to the Exercise.) Explain the structure of the Exercise: 1 2 3
identifying the organisation’s critical success factors identifying the most effective way this team can contribute to the organisation’s performance against those critical success factors agreeing the team’s purpose(s).
Hand out the ‘Organisational SWOT’ proformas, one to each team member. Suggest they each take 10 minutes to jot down their own thoughts on the proforma. This is not about an in-depth analysis but about accessing their views and perceptions quickly. 15 mins
Step 2 Draw up a large ‘SWOT’ framework on the flipchart. Take all views on ‘strengths’ and chart them up in the relevant quadrant; this should be done 40
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30 mins
Step 3 Invite the team leader to comment on the SWOT so far, and to add any specific points she has based on her information about the organisation. Then invite the team to add anything else which has occurred to them, and to ask questions about any of the points on the SWOT they want to understand better. You may need to remind the team that the SWOT is not intended to be a perfect nor perfectly comprehensive piece of analysis, but rather a quick capturing of the main forces operating in and on the organisation at this point. Leave the group organisational SWOT clearly visible to everyone in the room.
15 mins
Step 4 Now lead the team in doing a SWOT analysis on themselves. Draw up a second large SWOT framework on the flipchart but this time call it ‘Team SWOT’. Brainstorm each quadrant in turn as before, but this time asking:
• • • • 30 mins
What What What What
are are are are
the the the the
strengths of this team? weaknesses of this team? opportunities for this team? threats to this team?
Step 5 Hand out the ‘Drivers and levers’ proformas. Talk through these proformas, making sure everyone understands what needs to be done now. This next part of the session requires hard thinking and all the intellectual capability of the team: it involves taking into account both the organisational and the team SWOTs (each a complex picture in its own right), and identifying how the two fit together. Useful questions for the team members to think about here include:
41
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
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EXERCISE 1
in brainstorming mode with no discussion at this stage. Do the same for ‘weaknesses’, then for ‘opportunities’, then for ‘threats’. Keep the pace fast and the energy high.
TEAM PURPOSE –1
• Does this team have strengths which are particularly relevant to •
•
countering threats to the organisation? Does this team have weaknesses which we must address because they could prevent the organisation from capitalising on some key opportunities? Does this team have opportunities to capitalise on the organisation’s strengths or mitigate the organisation’s weaknesses?
(Suppose for example the organisation had an opportunity to ‘extend its business to continental Europe’, and the team had strengths in ‘European language skills’: there would be a clear fit here which the team would do well to capitalise on, a potential ‘lever’ since the team already has the language skills and by deploying them effectively could help the organisation in a key area.) Invite each team member to identify two drivers and two levers (the most significant ones in their view); but explain that the number two is just intended to focus people’s minds on priorities, not to be applied as a rigid rule. People may need about 15 minutes to think about this, and may want to chat in pairs or trios to get their minds around the challenge. 15 mins
Step 6 Go round the table, asking each team member to present their ‘drivers and levers’, and to explain why they have identified the ones they have. Flipchart them all as they are presented, with one chart for ‘drivers’ and another for ‘levers’, and put the flipcharts up where everyone can see them.
30 mins
Step 7 Now invite the team to discuss what has emerged. Useful questions to provoke discussion are:
• Are there any common themes? • Which driver would you see as most pressing? Which lever would you see as most effective?
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•
• •
been missed? Which would our ‘customers’ (name key constituencies, such as the management, the staff, the external customers) regard as most important? Are there drivers and/or levers you don’t fully understand, and would like to explore further? What has emerged so far that is new and important?
During the discussion, you as facilitator should be paying particular attention to which drivers and levers provoke a very energetic, enthusiastic response in all or part of the team. Make sure the team notice their own enthusiasm for certain points: you may want to flipchart the highlights of the discussion. 15 mins
Step 8 When the discussion has resulted in some points being made which have really ignited the interest of the team, and when it appears to be drawing to a close, suggest that they should now begin to try to convert the thoughts on drivers and levers into an articulated purpose, or set of purposes, for the team. Hand out the ‘Team purpose’ proformas, talk them through, and give them about 10 minutes to complete.
10 mins
Step 9 Go round the table, and flipchart for everyone to see each of the purpose statements the team members have come up with. Let individuals say how they arrived at their purpose statement(s).
10 mins
Step 10 Invite discussion of common themes, and of which purpose statements particularly appeal. Make sure people don’t criticise others’ purpose statements, or this part of the session could become negative. Keep the discussion fast-moving and positive in tone with such questions as:
• What do you like about any of these purpose statements? • Where are the common themes? • Which words inspire you? Why? 43
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EXERCISE 1
• Looking at the whole picture, is there anything of importance that has
TEAM PURPOSE –1
20 mins
Step 11 Agree next steps, which may for example be:
• the team leader reviewing the output of the day and presenting a • •
consolidated purpose statement back to the team a subgroup or an individual crafting a purpose statement on behalf of the team a plan to run this session again after 6/12 months to check if and how the team purpose needs to change in response to external changes.
Session closes with the review.
Review Chart the benefits and concerns each team member has about the process they have just gone through (see Exercise 23 on Benefits and concerns). See if anything needs to be added to the ‘next steps’ to deal with these.
Opportunities and risks
Opportunities For strong leadership – If the team leader can take a clear role in this Exercise, responding to and summarising the points the team are coming up with, this is often an effective way for her to provide strong leadership to the team. If she has the skill and the willingness to shape the team’s purpose on the spot, using all the perspectives of the team members and the structure of the Exercise, then she will project both vision and enthusiasm. Not every team leader is able to do this: some don’t listen carefully enough and so risk imposing their own view; some find it hard to respond creatively on the spot; but where the leader is able to seize the opportunity and become the custodian of a shared purpose to which all feel they have contributed, she will have consolidated her leadership position and ensured the commitment of her team. Some team leaders will be able to run this Exercise without the help of a facilitator. 44
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Risks Don’t let the team write a ‘mission statement’ – Writing by committee is never a good idea. The important thing in this Exercise is to get discussion and agreement on the main points of substance in the team’s purpose, not to dot the i’s and cross the t’s in a wonderful form of words. Ensure that this is delegated to one or just a few to do outside the meeting, and that amendments are agreed by circulating paper. When a group of people start discussing phrasing, grammar and vocabulary, they get tetchy with each other and a lot of time is wasted. Also, the notion of ‘mission statement’ does not go down too well with UK teams. They are suspicious of its American origins, and they suspect it to be superficial window-dressing. Keep the team focused on ‘purpose’, not on ‘mission’: more down-to-earth, more practical, and less likely to evoke cynicism. Don’t let the team fail – This Exercise is hard work and requires hard thinking. Acknowledge this up-front so that the team don’t get despondent. If they misunderstand what they have to do, explain it better and more carefully. Work hard as facilitator to find what is right and useful in their work, and absolutely avoid criticising them because they have not quite got it right.
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EXERCISE 1
For alignment – One of the most important elements of truly effective teamworking is ‘alignment’ – the sense and the evidence that everyone is basically pulling together in the same direction, even though there may be plenty of heated debate and difference along the way. Through this Exercise, team members gain a better understanding of each other’s perspectives on the organisation and the team. They build a series of shared pictures (represented physically by the flipcharts around the room). They talk until they have jointly agreed why the organisation needs their team to exist. All this lays really solid foundations for alignment – foundations that are likely to be strong enough to survive inevitable disagreements about detail, operations and strategy.
TEAM PURPOSE –1
Organisational SWOT
What are the organisation’s strengths? (good features of the current internal picture – eg strong technical skill base, track record of quality, timely delivery, . . .)
What are the organisation’s weaknesses? (bad features of the current internal picture – eg low morale, poor IT support, . . .)
S W
O T
What are the organisation’s opportunities?
(external events/people/etc which the
organisation could capitalise on in the
future – eg market growth,
deregulation, . . .)
What are the organisation’s threats? (external events/ people/etc which could threaten the organisation in the future – eg increased competition, shortage of skilled applicants, . . .)
46 This document can be downloaded as a Word document from www.cipd.co.uk/tsm Copyright © Chartered Institute of Personnel and Development. Copyright waived.
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
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All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by
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‘Drivers’ are forces to which you must respond – they are ‘driving’ you. So if for example your organisation is threatened by spiralling costs, ‘cost control’ is a driver to which you must respond. ‘Levers’ are opportunities for action where the positive effect of that action far outweighs the effort you have to put in. So if for example you have a very high profile in your organisation, and a slight but visible change in your behaviour will have a lot of impact on a lot of people, then ‘behaviour change’ is a lever you can use to promote organisational change. Look at the Organisational SWOT and the Team SWOT. What are the two top drivers for your team, the forces to which you must respond?
1
2
What are the two longest levers, the opportunities for action which will give maximum pay-off for minimum investment?
1
2
47 This document can be downloaded as a Word document from www.cipd.co.uk/tsm Copyright © Chartered Institute of Personnel and Development. Copyright waived.
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
Copyright © 1999, 2007 CIPD
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by
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EXERCISE 1
Drivers and levers
TEAM PURPOSE –1
Team purpose Many teams lose their way because they don’t have any objectives which can only be met by cooperative, interdependent working. Team members are concerned only to meet their own individual goals, and eventually begin to wonder if it is worth being a team at all. Rivalries and competitiveness, selfishness and failure of ‘cabinet responsibility’ all result from a lack of a clear sense of purpose as a team. Reflect on the ‘drivers’ and ‘levers’ you have all identified for your team and try to answer this question:
• What is it that is important to our organisation, that we can achieve as a team, and that we could not achieve individually or in subgroups? You may have more than one answer.
48 This document can be downloaded as a Word document from www.cipd.co.uk/tsm Copyright © Chartered Institute of Personnel and Development. Copyright waived.
A free sample chapter from Team Development Exercises by Alison Hardingham and Charlotte Ellis. Published by the CIPD.
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