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Phew! We've covered a lot of ground...

A group of people who have a

COMMON PURPOSE and goals that they are collectively accountable for, and who can produce better results working INTERDEPENDENTLY!

TEAM

ORIENTATION

RENEWAL

PURPOSE

IDENTITY

RECOGNITION & CELEBRATION

RESOLVED

4 Elements that describe a Sense of Community

BUT WHY?

MEMBERSHIP

MEMBERSHIP

INFLUENCE

Those who have been required to memorize the world as it is will never create the world as it might be.

-Anonymous

STAYING POWER

INTEGRATION & FULFILLMENT of NEEDS

SHARED EMOTIONAL CONNECTION

CHANGE MASTERY

Renewal teams are dynamic. People get tired; members change. People wonder, "WHY CONTINUE?" It's time to harvest learning and prepare for a new cycle of action.

When teams are forming everybody wonders WHY they are here, what their potential fit is and whether others will accept them. People need some answers to continue.

Fremlin, J. (n.d.) "Identify Concepts that Build a Sense of Community"

WHY

am I here?

Why

continue?

FEAR

BURNOUT

DISORIENTATION

TOWER ACTIVITY

BOREDOM

UNCERTAINTY

UNRESOLVED

TEAM PERFORMANCE MODEL

(DREXLER+SIBBET)

Goal: Build the tallest tower using A4 sheets of paper ONLY

CONDITIONS:

1. You cannot use any other material

2. It must be free-standing, free to fall

3. It must stand for at least 10 seconds when you demonstrate after the Breakout

4. You have 2 minutes to assemble it LIVE on camera. Whatever height it reaches at the end of time will be final. Keep a scale handy to measure its height.

5. You have 10 minutes for discussion with your group. Use it well!

TRUST BUILDING

HIGH PERFORMANCE

MUTUAL REGARD

RELIABILITY

SPONTANEOUS

INTERACTION

RESOLVED

Objective:

Brainstorming

Ideation

Creativity

Managing Differences

SYNERGY

FORTHRIGHTNESS

SURPASSING RESULTS

People want to know WHO they will work with - their expectations, competencies and agendas. Sharing builds trust and a free exchange amongst team members.

When methods are mastered, a team can begin to change its goals and flexibly respond to the environment. The team can say, "WOW!" and surpass expectations.

WHO

are you?

WOW!

MISTRUST

OVERLOAD

CAUTION

DISHARMONY

FACADE

UNRESOLVED

We talk about "community" as a thing, yet it is an environment or atmosphere - a sense that we create, generally in concert with others!

GROUP DEVELOPMENT

&

the NEED to BUILD COMMUNITY

IMPLEMENTATION

GOAL CLARIFICATION

DISCIPLINED EXECUTION

EXPLICIT ASSUMPTIONS

RESOLVED

ALIGNMENT

SHARED VISIONS

CLEAR

PROCESS

Teams turn the corner when they begin to sequence work and settle on WHO does WHAT, WHEN, and WHERE? Timing and Scheduling dominate this stage.

CLEAR, INTEGRATED GOALS

The more concrete work of team building begins with clarity about team goals, basic assumptions and vision. Terms and definitions come to the fore. WHAT are the priorities?

This is what I stay MINDFUL about...

WHAT

are we doing?

Creating a SAFE environment

WHO does

WHAT,

WHEN,

WHERE?

NON-ALIGNMENT

APATHY

41. RELATE POSITIVELY TO EACH INDIVIDUAL

42. FOLLOW THE SPIRIT OF ADVENTURE WAVE

43. BE CONSCIOUS OF YOUR BODY LANGUAGE

44. ALLOW THE SPACE FOR CONVERSATION

45. REMEMBER EVERYONE IS DOING THEIR BEST

46. USE POWER RESPONSIBLY

47. INVITE

48. PICK UP CLUES

49. MANAGE PHYSICAL SAFETY

50. CELEBRATE THE TEAM

51. PLAN TO DEATH

52. BE OK WITH WHO THEY ARE

53. GIVE TIME TO DECIDE

54. BE PART OF THE GROUP

55. KNOW YOUR GROUP

56. ENERGIZE SO ANYONE CAN PLAY

57. INTERVENE WITH QUESTIONS

58. BUILD A CONTRACT / AGREEMENT (PIES)

59. CONFIDENTIALITY

60. INTRODUCTIONS

SKEPTICISM

61. AWARENESS OF RISKS

62. FRONT LOAD

63. MATCH YOUR ENERGY WITH THE GROUPS

64. INTONATION

65. REMOVE PHYSICAL THREAT

66. BEING VULNERABLE

67. BE APPROACHABLE

68. ENCOURAGING

69. USING A TALKING STICK

70. SCAFFOLDING THE LEVEL OF CHALLENGE

71. STAYING AWARE OF JUDGEMENT

72. SETTING CONTEXT UPFRONT

73. SPEAK THE LEARNERS LANGUAGE

74. NO PUNISHMENT

75. USE "POSITIVE" LANGUAGE

76. MEANINGFUL OPPORTUNITIES

77. KNOWING WHY I AM DOING WHAT I AM DOING

78. NO CRITICISM AND PUT DOWNS

79. CREATE SUPPORT SYSTEMS

80. PRACTICE INCLUSIVE METHODS

81. CHALLENGE BY CHOICE

82. AGREEMENTS

83. DON'T CREATE AN US / THEM

What could you do to create a SAFE environment for your groups?

21. DESIGNING FOR DIFFERENT PACES OF LEARNING

22. BEING OFFERING APPRECIATION

23. RESPECT THE INDIVIDUAL

24. AVOID VICTIMIZATION

25. RESPECT, DISCLOSURE, CONFIDENTIALITY

26. FREQUENT CHECK-IN WITH THE GROUP

27. BALANCE CHALLENGE WITH SUPPORT (challenge-stretch-discomfort-risk taking-support)

28. CREATE MEANINGFULNESS

29. GET THEM TO KNOW EACH OTHER

30. FREEDOM OF EXPRESSION

31. AVOIDING COMPETITIVE PROCESS

32. AVOID GOSSIP

33. BE CAREFUL ABOUT PROMISING OUTCOMES

34. BE CAREFUL ABOUT MAKING PROMISES THAT YOU CAN'T KEEP

35. GIVE HONEST FEEDBACK?

36. DO NO HARM

37. AVOID NEON SIGNS ABOUT SAFETY

38. WHAT WE MUST ‘DO’

39. CREATE MOMENTS FOR LAUGHTER

40. SEEK PERMISSION WHEN YOU THINK YOU ARE GOING TO STRESS THEM

1. INTRODUCTION TO PLACE A PROGRAM

2. DEFINING PHYSICAL BOUNDARIES

3. MY UNSAFE BEHAVIORAL PRACTICES

4. ENERGIZERS

5. PRE-COURSE COMMUNICATION

6. SCHEDULE

7. LANGUAGE AND TONE

8. BEING HONEST AND VULNERABLE ABOUT INTENTION

9. NOTHING IS WRONG

10. NO EXCLUSIONS

11. LISTENING TO THE AUDIENCE

12. CHALLENGE BY CHOICE

13. NO CULTURAL AND GENDER BIASES

14. CREATE A SENSE OF BELONGING

15. CONSISTENT BEHAVIOR FROM FACILITATOR?

16. SMILE AND INVITATION

17. BEHAVIORAL CONTRACT BY THE GROUP

18. NON-JUDGEMENTAL

19. EMPATHY

20. DELIVERING TO DIFFERENT LEARNING STYLES

  • Have I / Am I prepared?
  • Have I designed with PURPOSE?
  • What new things am I going to do?
  • Where is the group in their understanding?
  • Energy? Willingness? Flexibility?
  • Whom do I need to be more aware of? Invite?
  • Slow down?
  • Stay with what is real NOW! Remember to
  • Drink water
  • Sit down periodically
  • Make eye contact with everyone
  • Am I multi-tasking? Therefore not listening!
  • Am I in the present? Or thinking of what to do next?
  • Am I open to outcome? Do I have expectations?
  • Am I equating their experiences to mine?
  • What am I stuck to? What’s my agenda here?
  • What’s my high-horse? How am I using my Power?
  • Do I have any concerns?
  • Am I uncomfortable about anything?
  • How am I feeling right now?
  • How am I feeling about what I am doing?
  • Are any of my decisions being guided by anxiety?

UNRESOLVED

MISSED DEADLINES

CONFLICT/CONFUSION

IRRELEVANT COMPETITION

COMMITMENT

ALLOCATED RESOURCES

RESOLVED

DECISIONS

MADE

ASSIGNED ROLES

At some point discussions need to end and decisions must be made about HOW resources, time, staff - all bottom line constraints - will be managed. Agreed roles are key.

HOW

will we

do it?

RESISTANCE

DEPENDENCE

UNRESOLVED

Pipes and Marbles

Checklist:

Use Zoom on a Laptop or Desktop

Keep your phone (with WhatsApp) nearby

If you are a note taker - get a book and pen

Keep a bottle of water nearby

Possible Learning Goals

Explore relationship to customer expectations.

Practice problem-solving skills.

Practice goal-setting & attainment.

Remember: Distractions are normal - it's ok!

Materials Required

PVC Pipe sections, Marbles, Delivery Container

Objective

1. At the beginning of every delivery all members must start behind the boundary marker until the marble has been dropped into the first pipe section. Once the marble is in the pipe, people are free to move anywhere they like.

2. Marbles must be delivered under the following conditions:

  • Marbles may never stop.
  • Marbles may never roll back.
  • Marbles may not be dropped onto the ground.
  • Marbles may not be touched by any person after the first person drops it into a pipe section.
  • Pipe sections may not touch each other.
  • When a person has the object in the pipe, they may not move their feet. If any of the above happen, start again.

And if you still feel that your question might be stupid -

There are no stupid questions.

Try and ask questions to clarify, not confirm.

MY ANSWERS CAN NEVER BE YOURS!

put it in the chat.

IS THIS A STUPID QUESTION???

Stay in a creative space -

"What else can I learn?"

I ALREADY KNOW THIS!

taken from

ABOVE THE LINE

How can I MAKE this work for me?

open curious committed to LEARNING

(discover new connections, innovations, opportunities and possibilities)

BELOW THE LINE

Objective

To deliver as many marbles as possible within the given time. You have 2 primary tasks:

1. To decide how many marbles you will deliver within a time frame, and

2. To deliver with 100% quality.

THIS WON'T WORK FOR ME!

closed defensive committed to being RIGHT

Equalizer for Activities (PIES)

Equalizer for Music

Increased Physical Challenge

Increased Intellectual Challenge

Increased Emotional Challenge

Increased Social Challenge

  • Blind-folding or having to stay mute could result in frustration or anger
  • • Blind-folding could cause a sense of being alienated
  • • Make up some of your own!
  • Describing the props, and giving them the Activity Brief - so they have to imagine and figure things out before they even see the props.
  • • Asking them to think through for 15 minutes what exactly they are going to do before allowing them to touch the props.
  • • Building a metaphor where the pipes may represent tools of their trade, the marbles represent the products to be delivered, and the delivery can represents the customer site. The facilitator plays customer. Now they have to talk using workplace words instead of pipes and marbles.
  • • Make up some of your own!
  • Not talking while transporting marble
  • Not talking at all - allowing only sign language (no writing)
  • Restricting the number of words that can be used
  • Defining roles for team members
  • Sharing the Brief with only one or two people
  • Inviting people or defining who will lead the activity
  • Make up some of your own!
  • Using only one hand
  • Blind-folding
  • Asking some to stay mute (cant talk)
  • Using water instead of marbles
  • Setting expectations - such as number of marbles
  • Tying them in pairs to limit movement
  • Putting a condition that pipes must be in contact with 2 people while the marble is in it
  • Having marbles that are not perfect globes
  • Using paper instead of pipes

Increased Environmental Challenge

  • • A conference room with fixed or movable furniture,
  • • A small enclosed space
  • • A large open space in the outdoors
  • • If outdoors, it may be too hot or cold, or raining
  • • The space may be undulating, with natural obstacles or shrubs
  • • Think of all the kinds of place you have been in and you will get a
  • sense of how those conditions might affect how the activity plays out!

PHYSICAL

INTELLECTUAL

EMOTIONAL

SOCIAL

ENVIRONMENTAL

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