Business Management
TEAM BUILDING
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TEAM BUILDING PURPOSES AND BENEFITS
 Work
to achieve a common goal
 Increased job satisfaction
 Can increase productivity
 Can increase service or product quality
 Combined skills
 leadership
 technical
 interpersonal
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TRADITIONAL AND SELF-DIRECTED TEAMS
Traditional
Self-Directed
Team leader makes
decisions.
Teams make decisions through
group consensus.
Individual performances are
evaluated.
Responsibility and authority
rest with the team leader.
Team performance is
evaluated.
Responsibility and authority
are with the team members.
More narrow skill set.
Broader skill set.
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THE MANAGER’S ROLE IN TEAM BUILDING
Create an atmosphere of trust
 Encourage growth of skills of team members
 Assist teams with conflicts, if any
 Must understand what makes a team
successful

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THE TEAM LEADER’S ROLE

Once a team is formed…
 Facilitator
for
 problem-solving
 planning
 Managing
work schedules
relationships (external)
 Between
other departments
 Between other teams, serves as liaison for the team
 Managing
relationships (internal)
 team
members getting along with each other
 ensuring team members accomplish tasks together
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ENSURING TEAM SUCCESS
Provide specific goals for the team
 Organize teams around the nature of their
regular work
 Provide support and encouragement
 Include team members in evaluation measures
so they know their expectations
 Communicate effectively

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STAGES OF TEAM DEVELOPMENT
Forming
Storming
Norming
Performing
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PROGRESSION OF TEAM LEADER ROLE IN THE
STAGES OF TEAM DEVELOPMENT
NormingFacilitator
Performing
-Delegator
StormingCoach/Conflict
Resolution
FormingDirector
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STAGE ONE - FORMING
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STAGE TWO - STORMING
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STAGE THREE - NORMING
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STAGE FOUR - PERFORMING
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FORMAL AND INFORMAL GROUPS
Formal
Informal
Membership usually decided by Membership usually voluntary
management
Team roles usually assigned
Personal interactions usually
determine team roles
Purpose is usually to coordinate Purpose is usually work-related
company goals and activities
activities or an interest in
common
Can boost morale in an
organization
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ORGANIZING TEAMS
Whether formal or informal
 Establish norms

 Expectations
for behaviors (as in meetings)
 Expectations for achieving goals
Set guidelines to monitor progress
 Communicate frequently
 Encourage participation

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MANAGING TEAM PARTICIPATION
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NOMINAL GROUP TECHNIQUE
Management presents a problem or situation
 Each member contributes a solution
anonymously on a card or piece of paper
 Suggested solutions are presented to the group
and discussions are held
 Blank cards passed out again and each team
member writes the three best solutions on
separate cards
 Results tabulated
 Decision made

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BRAINSTORMING
Candid group discussion
 Generates ideas
 Creativity encouraged
 All suggestions discussed
 Possible solutions narrowed down

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CONFLICT IN ORGANIZATIONS

What is conflict?



A type of disturbance in communication that gets in the
way of goals being achieved
Can occur when goals clash
Productive conflict
Can inspire creativity and new ideas
 Leads to positive discussions
 Contributes to development of group goals as opposed to
individual goals


Non-productive conflict
Creates resentment
 Occurs when individual goals supersede those of an
organization

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CONFLICT RESOLUTION
Strategy
Situation
Avoidance
-Most appropriate for minor issues
-Manager takes neutral position
Compromise
-Combination of suggested solutions
-Usually most acceptable because group
members have input that leads to a solution
Win/Lose
-Least desirable strategy
-No compromising
-Takes longer to reach a decision
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INDEPENDENT PRACTICE ASSIGNMENTS

Paper Airplane Presentation Assignment #1 – Have students draw numbers or use any
method you would like to group the students into teams of three to four students. The
teams are to select a team leader or captain. The teams will then conduct a “Get to
Know You Activity” of their choice; for example, they can take turns telling something
unique about themselves or telling about a favorite vacation. This is supposed to build
trust in each other. Then they will design a paper airplane that will participate in a flight
contest against the other teams in the room. They may each create one and take turns
flying it to see whose flies the farthest or whatever selection method they choose to
narrow down to one plane for the team. Then they will create a presentation with a
visual of their choice, such as a presentation using software, flipchart paper, or writing
or drawing on the board. This will explain their “Get to Know You Activity” and why they
chose that particular activity; who the captain is and how he/she was selected; what
design of airplane they created; and why they chose that design, including any
improvements or changes they had to make in the design during this process. After all
teams have presented, run the flight contest to see whose plane travels the longest
distance. Then discuss how effective teamwork played a role in this activity. The teams
will be evaluated on their teamwork and completion of all parts of their presentation
(not on how far their planes flew).
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INDEPENDENT PRACTICE ASSIGNMENTS
(CONTINUED)


Conflict Resolution Assignment #2 – Present students (in a pair) with a situation
that created conflict or have them create their own situation—maybe from a
work experience they had—and have the students create solutions using each
type of conflict resolution (avoidance, compromise, and win/lose). They will
create a comic strip (they may use an online comic strip creator) describing their
conflict scenario and explain each type of resolution as it applies to their
situation, and which type they would have used in the situation to reach a
solution. They should include at least six panels in their comic strip.
Teamwork Newsletter Assignment #3 – Students will create a newsletter that
highlights concepts they have learned about team building. They can have
sections discussing stages of team development, conflict resolution, the team
leader’s role, the student’s actual involvement in teams, how to ensure a team’s
success, or any other sections the student would like to include. Students may
use a template in a word processing program or create one from scratch. They
are to include a title, two columns, at least three sections with headings, and
graphics as appropriate.
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