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Business Psychology - Unit 3

The facilitation of BP - Unit 3
by

Derek Lusk

on 1 February 2013

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Transcript of Business Psychology - Unit 3

Establishing Our Team Creating the Facilitation Aid Week 2 Goal: To establish ground rules, objectives,
roles and responsibilities, and assignment clarity. Week 3 Goal: To establish the overarching goal and
weekly goals, conditions for success, team
design and structure, tasks and processes,
team interdependence, and evaluating
performance. Week 4 Week 5 Week 6 Goal: To attend residency and facilitate our
portion of the project. Overall Goal: To... * This is the why we're performing
the tasks (Thompson, 2011). * Further clarify roles and responsibilities
from the previous week, and also the job
aid work assignment. Goal: To begin creating the job aid. Goals Blueprint * What basic structure are we creating? Examples include: checklist, decision tree, mind map, etc.

* How will we create it? Reiteration of previous week. * This is week 6 in course because our residency does not align. Goal: To motivate the team to work on
the job aid. * This is Week 5 in course because our
residency does not align. * Do our roles and responsibilities align with our residency presentations? * So you can begin gathering information,
check hour you are facilitating. Week 7 * Job aid should be finished and
turned in. Amanda-Presenter preparations (rehearsals, movements [body language], and etc). This link will serve you well in getting you started so will the one above. http://voices.yahoo.com/how-prepare-great-presentation-219870.html

Denise-Identifying populations (Big wigs to students) and special needs and those groups. To include conduct (presenter and audience) and specific needs.

Derek-Writer/editor (You will facilitate the information as needed so throw in ideas where you may need more room I believe by this time in our education we can all trust each others judgment).

Candice-You and Denise will work together

Jamie- Presentation methods (PPT, lecture, flip sheets, videos, visuals, and etc.) and gaining momentum

Lawrence-Objectives

Phyllis-Settings of group facilitation (i.e. classrooms, auditoriums, and etc. also we’ll need to address how the room should be set up). Hour 1: Facilitators Assigned to Unit 2 (Lawrence)

Topic: Setting the stage for face-to-face teamwork

Process (45 minutes): Identify types of teams (technical project, problem solving, review committee, etc.). Determine the desirable minimum/maximum number of participants for each type of team. For some meeting types you might be able to identify must-have attendees such as HR or Legal. Next, discuss how you might configure the room, handle introductions, set ground rules and use icebreakers for some of the team types.

Debrief (15 minutes): The instructor will facilitate the feedback session. Does this align with Phyllis's assignment? Should it be changed? Hour 2: Facilitators Assigned to Unit 6 (Phyllis, and Denise)

Topic: Team identity, trust, mood, emotion, and respectful cooperation

Process (45 minutes): We will use a trust and communication exercise. Attendees will sit back-to-back and will each create a simple line drawing of an object or animal. Without showing or naming your image to your partner and without looking at your partner’s progress, the Transmitter person will verbally instruct the Receiving person to reproduce the Transmitter’s image. Use only geometric descriptions. Do not provide any clues about what the drawing is supposed to be. The Receiver may ask clarifying questions. When the drawing is complete, the partners can face each other to compare the Receiver’s image to the Transmitter’s image. Discuss and improve your communication strategy, turn back-to-back and reverse roles. Was the second round better? Why or why not?

Debrief (15 minutes): The instructor will facilitate the feedback session. Does this fall under communication? Should this be changed from Amanda to Phyllis and Denise? Hour 3: Facilitators Assigned to Unit 3 (Derek)

Topic: Best practices for encouraging productive interactions

Process (45 minutes): We will use two exercises to feed the conversation. In the first exercise, group members line up facing each other so that each has a bargaining partner. The goal is to convince your “opponent” to come to your side of the room so that you may earn a (pretend) $1000 prize. Discuss the techniques and outcomes.

For the second exercise, each individual will create a mind map that places an avatar of himself/herself in the center of the page. Surrounding the avatar the individual will draw entities and responsibilities that are major influences in his/her world. Sizes of entity images denote importance, distance represents frequency and arrows indicate direction of influence. This is not an organizational chart. Please feel free to use images of dragons, good fairies, a building on fire, sheep or anything that represents each entity to you. Share mind maps in small or large groups as time allows.

Debrief (15 minutes): The instructor will facilitate the feedback session and will discuss team climate and workflow issues. Should I work on influencing techniques? Hour 4: Facilitators Assigned to Unit 4 (Amanda)

Topic: Practice and feedback for team creativity and decisions

Process (45 minutes): We will use creativity exercises to help the group format the group project deliverable. Two recommended techniques are “Different Perspectives” and “Turn It Around.” Different Perspectives simply considers how various individuals might solve the problem. For example, “How would a teacher/architect/artist/motivationally impaired person/Santa Clause/merchant recommend?”

Turn It Around, breaks the issue into goals and then turns the goals around. If one goal is to be concise, you might speculate about the best ways to create a rambling deliverable. You then reverse the suggestions to inspire guidelines for performance. Repeat this process with several goals. Finally, make some group decisions about the approaches you think will work best. One way is to have each attendee pick his/her top three and then rank order ideas by the tallies.

Debrief (15 minutes): The instructor will facilitate the feedback session and a discussion about communication. Should Amanda work on identifying creativity exercises? Hour 5: Facilitators Assigned to Unit 5 (Candice)

Topic: Group project

Process (45 minutes): Open discussion to deal with outstanding issues and move the project forward.

Debrief (15 minutes): The instructor will facilitate the feedback session. Assuming we have switched team member responsibilities, should Candice fill in for any of the outstanding responsibilities assigned by Lawrence? Hour 6: Facilitators Assigned to Unit 1 (Jamie)

Topic: Ethics

Process (45 minutes): Here are a few questions to get us started. We can add or exchange questions based on our group’s professional needs and interests.

How do you deal with self serving agendas?
How do you ensure that member weaknesses or timidities are not exploited by more dominant members?
What sanctions might you impose for poor group citizenship (breaking confidences, malingering, sabotage, etc.)?
How do you manage fair and equitable special considerations for team members?
Debrief (15 minutes): The instructor will facilitate the feedback session. Should Jamie work on answering these questions? The Why The What Team Design Team Structure Necessary Conditions Clear and Elevating Goal Result Driven Structure Clear roles and accountabilities
Effective communication system
Monitoring performance
Fact based judgment
Competent team members
Unified commitment
Collaborative climate
Standards of excellence
External support and recognition
Principled leadership Tasks Manager-led - Manager acts as team leader and defines goals, methods, and team functioning.

Self-managed - Manager or leader determines overall purpose or goal, but team is at liberty to manage the methods to achieve goal.

Self-directing - Team determines objectives and ways to achieve them. Tactical Dominant feature
Clarity
Process Emphasis
Directive, highly focused tasks
Role clarity
Well-defined operational standards
Accuracy
Threats
Role ambiguity
Lack of training (not relevant to us)
Communication barriers Creative Dominant feature
Autonomy
Process emphasis
Exploring possibilities and alternatives
Threats
Production blocking
Uneven participation Team Interdependence
Team autonomy
Individual autonomy Ideas Questions How do we evaluate productivity? How do we address low productivity
from an individual team member?
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