PM - Team Building and Networking

LEAD 2006
Teambuilding & Networking

Participant’s Manual
For UNDP Cap 2015 Asia
Prepared by LEAD International

December 2006
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Table of Contents
Welcome (to be inserted) Page 5
Schedule Page 7
Session 1: Introduction and Objectives Page 8
Session 2: Working in Teams Page 14
Session 3: Effective Networks Page 25
Session 4: Practicing Team and Network Skills:
Communication Page 31
Session 5: Practicing Team and Network Skills:
Trust and Group Learning Page 41
Session 6: Applying Principles and Closing Page 49
Resources and Handouts
• 21 Principles of Trust Page 52

• Team Leadership Page 55
• Features of a Well Functioning Team Page 69
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Welcome
To be inserted
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Teambuilding and Networking
1 Day Workshop (Day, Date, Place, Country)
Facilitator/
Time Event Content Chair
08:30 Session 1 – • Who has climbed a mountain?
Introduction and • Introduction to the workshop –
Objectives Objectives, schedule and methodology
• Participants introductions – Paired
interviews
• Learning Styles Questionnaire
09:30 Session 2 – Working in • Trolley exercise
Teams • Groups vs Teams lecture
• Discussion – Experience sharing
• Brainstorming: Characteristics of highly
effective teams
10:30 Coffee Break
11:00 Session 3 – Effective • Characteristics of Networks
Networks • Formal vs Informal Networks
• Effective Networks – Group
Discussion
• Case study of an effective network
12:15 Lunch
13:30 Session 4 – Practicing • Paper tear activity
Team and • Principles of effective communication
Networking Skills: • Survival Game
Communication
• Debrief Survival Game
15:00 Coffee Break
15:30 Session 5 – Practicing • Trolley exercise #2
Team and • Principles of Trust
Networking Skills: • Trust activity
Trust and Group
• Trust activity debrief
Learning
• Trolley exercise #3
16:45 Session 6 – Applying • Summary of day
Principles and Closing • Action planning: Letter to myself
• Closing circle
17:30 Close
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Session 1: Introduction and
Objectives
Objectives
• To introduce the workshop objectives, methodology, schedule and facilitators.

• To introduce the participants.
• To explore our individual learning styles and to reflect on its implications for working in
teams.
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SESSION 1
Introduction and
Objectives
Copyright, 2006 -- LEAD International
Session 1: Introduction
‘Who has climbed a mountain?’

Introduction to the workshop
Participant Introduction
Learning Styles Questionnaire
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Who has climbed a mountain?
Task: to meet as many people in the room as

possible with the aim to find out something new
about them based on what is written on your sheet
Evidence: you need to collect signatures of the
people you meet who have fulfilled criteria in each of
the boxes
Time: you have 10 minutes
Objectives of the Workshop
To help learners:
explore the characteristics of highly effective teams and networks
strengthen and practice a set of teambuilding and networking skills
consider next steps in their work to build highly effective teams and
networks.
The workshop will provide participants with:

Introduction to team skills: communication, trust and group learning.
Examples: several examples of successful teamwork and networks to
meet goals.
Application: an opportunity to apply the concepts learnt during this
workshop
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Tools for Learning
Initiatives
Games
Individual activities
Questionnaire
Team discussions
Lectures
Reading
Experiential Learning
There is a world of difference between knowing that

something is true, because one has been told it by some
authority and knowing that it is true, because one has
experienced it (albeit in a simulated situation) for oneself.
(Chris Elgood, 1990)
When I hear, I forget.

When I see, I remember
When I do, I understand
(Confucius)
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Two Paths to Learning
Exploration: participants have little or no advance

preparation; they simply discover the issues and
behaviors that emerge from a specified set of goals,
roles, and rules. Often they fail to achieve the goals.
Confirmation: participants learn first the potential
problems and the principles for successful
adaptation; they apply their knowledge to the game
and generally succeed.
Paired Interviews
Each person should select someone they do not know as their

interview partner
You have 10 minutes to interview each other (5 minutes each)
on the following:
z Name, institution and country?
z Your expectations for this workshop?
z What specific skills and attributes do you bring to a team?
You will introduce your partner to the group
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Learning Styles
You will be given a learning styles questionnaire developed by

P. Honey and A. Mumford.
Spend 10 minutes completing the survey and then share your
results with the group on the flipchart.
Quickly form small groups of 4 – 6 and have a discussion on the

following:
- What is your preferred learning style?
- What would be the implications of the various learning styles of
your table if you all had to work together?
- If you were leading a team, how could knowledge of your team
members’ learning styles help you strengthen your team more
effectively?
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Session 2: Working in Teams
Objectives
• To distinguish the difference between a group and a team.

• To become familiar with the four stage model of team development (Tuckman).
• To reflect upon stages of team development and leadership styles.
• To explore the characteristics of highly effective teams.
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SESSION 2
Working in Teams
Session 2: Working in teams
Trolley #1
Trolley Debrief
Groups vs. Teams
Discussion: Experience sharing
Brainstorming: Characteristics of highly effective
teams
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Trolley Introduction
We have six teams with six participants in each team.

Your team has been assigned a trolley, which is
constructed from a pair of boards with ropes to hold
onto.
2 meters
Trolley Rules - 1st Try
Your team’s goal is to move as far as possible in 3 minutes using only

the trolley.
You must travel on the trolley with one foot on each board, holding the
two ropes, one in each hand. After standing on the trolley - NO ONE
MAY MAKE ANY SOUNDS!
Each time someone on your trolley touches the ground, a distance
penalty of 1 meter is assigned
You have 10 minutes to pick a name for your team and plan your
strategy, then 3 minutes to move as far as possible.
Observe how the various members of your team participate in the
process of developing a plan.
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Trolley #1: Debrief
Plot your distance on the graph.
How satisfied are you with your performance
personally?
How do you think your team did?
What was the major obstacle to moving a great
distance?
What will you do better next time?
Definition of a Team
A team is a group of people who:
share a commitment to achieving some important goal.

understand that no one person can reach the goal unless
the team works together.
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Group versus Team
“In acting together…people can accomplish things

that no individual acting alone could ever hope to
accomplish.”
Franklin Delano Roosevelt (1822-1945)
“ Never doubt that a small group of thoughtful,

committed citizens can change the world: indeed, it’s
the only thing that ever does.”
Margaret Mead
A Group
When its members do not have a common goal, a

group has very little power.
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A Team
When its members do have a common goal, a team

has enormous power.
Stages of Team Development
Forming
Storming
Performing
Norming
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Forming
cautious
more formal interpersonal relationships
reserved
high expectations
Storming
more comfortable
disagreements among members
expectations differ
resistance to team leader
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Norming
Making commitment to work out differences
more expression of feelings
apply rules of giving and receiving feedback
agree to common goal
Performing
Team works efficiently and effectively
collaborative relationship
members trust each other
committed to process and goals
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Four Styles of Leadership

For each stage of team development there is a corresponding
style of leadership which best helps individuals within the team
move efficiently towards the performing stage
Leadership also helps team members realize that no
developmental stage is bad: rather it is part of a process filled
with opportunity for individual and team challenges and
learning.
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Four Styles of Leadership
Stage
Stage of
of Group
Group Development
Development
Forming Storming Norming Performing
Directing Coaching Supporting Delegating
Characteristics of a Highly Effective

Team
Brainstorming: Leading question…
“Think back on your most important team experience:
What were some of the most necessary conditions
for success and effective teamwork?”
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Successful Teams Have:
A shared goal that everyone knows and agrees on and is committed to

accomplishing
A climate of trust, openness and honest communication
A sense of belonging
Diversity valued as an asset
Creativity and encouraged risk-taking
Successful Teams Have:
Ability to reach consensus and resolve conflicts

Members who are interdependent
Consensus decision-making
Problem-solving for continuous improvement
Participative leadership
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Session 3: Effective Networks
Objectives
• To introduce participants to different types of networks (formal vs. informal, open vs.
closed).
• To develop principles of building effective networks.
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SESSION 3
Effective Networks
Characteristics of Networks
Networks vs. Teams
Effective communication is critical as it is often at a distance, with

infrequent face-to-face discussions. Having a shared goal may be
small part of each member’s objectives.
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Networks vs. Teams
Decision-making may be both consultative (between meetings) and

participative (during meetings); mechanisms for taking decisions
must be transparent.
Networks vs. Teams
There must be a very defined goal to be effective; members must see an

clear interest for themselves, as often networks are supplementary to
other work.
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Formal vs Informal Networks
z Formal networks often have set membership criteria, goals,

decision-making mechanisms and often have a longer time
horizon.
z Informal networks can be constituted based on a timely need or
goal, can be dissolved as easily, are more flexible in terms of rules.
z Both need clear and effective communication and decision-making,
and a clear goal to work.
Open vs Closed Networks
Open networks Closed networks

z takes on any qualified members z number of members is restricted
z majority of members are z majority of members are “givers”
“receivers” z members are consistent and must
z number of active members can be take on responsibility or be
changing (can cause problems of marginalised
continuity and overall z can be very powerful
effectiveness)
z often spawns sub-committees
which are closed and more
effective
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Effective Networks - Group Discussion
Leading question…“What are some of the key

characteristics of successful networks in which you
have been a member?”
Consider: Leadership, communication, decision-
making, access to information, other
Brainstorm and discussion
What are the key characteristics of effective

networks?
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One Case Study of an Effective
Network
Describe and discuss some network familiar to the
participants
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Session 4: Practicing Team and
Networking Skills:
Communication
Objectives
• To demonstrate through a practical exercise some challenges to communication.

• To identify the principles of effective communication.
• To apply the principles of effective communication to a team activity.
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SESSION 4
Practicing Team and

Networking Skills:
Communication

Networking Skills: Communication
Paper Tear
Principles of Effective Communication
Survival Game
Debrief Survival Game
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Paper Tear
I am your leader, and I have a policy I want you to

follow.
Take a piece of paper, and follow my instructions.
I want everyone to do exactly as I say, do not ask
questions.
Following Directions
Fold your piece of paper in half and tear off the lower right
hand corner.
Fold it in half again and tear off the upper left hand corner.
Fold it in half again and tear off the upper right hand
corner.
You have all done what I asked, so you should have a
piece of paper shaped like mine.
Open your paper and hold it up, so everyone can see.
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Paper Tear Debrief
I asked you to do exactly what I said, what

happened?
What features of this process produced this result?
Where have you seen this kind of communication
problem in your real life?
How could I have created a more effective
communication process?
Decision-making
Directive - One person with authority makes the decision for

everyone
Consultative - One person with authority makes the decision
for everyone but only after consulting with everyone
Participative - The whole team decides together how to
solve a problem, schedule work, plan and prioritize, set
goals and objectives etc.
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Discussion Styles
Presenting viewpoints
with the objective of Raw Debate
changing minds
Sharing for infor-

mation purposes Polite Discussion
Discussion with the

Skillful Discussion
objective of closure
Discussion for
exploration, Dialogue
discovery, insight
Skillful Discussion
Once many ideas are generated and the group is

actively considering a problem, then skillful
discussion can help guide the decision-making
process.
Skillful discussion has a goal - either to make a
decision, reach agreement or identify priorities.
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Skillful Discussion - Steps
Select a facilitator or leader to guide the group.

Set the goal and agree upon it.(e.g. now that we
have all these ideas, we need to select from amongst
them)
Set a time limit and plan the “agenda” (will there be
time to comment on ideas, build on them, prioritize
them and try a few or practice?)
Skillful Discussion (continued)
Prioritization and/or final decisions can be taken on the

basis of:
- general agreement
- allocation of points or rating of ideas (raised hands, anonymous
numbers, dots on a matrix - then quantified for a list in order of
importance)
- trial of top rated ideas
- appointment of executive committee to agree on decision (if time is
short or group is large)
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Communication Guidelines
Define the roles Identify indicators of

Set the ground rules success
Take responsibility for Be aware of the main
time cause-effect links
Clarify individual goals Seek additional
information
Others?
Decision-making Exercise: The Survival

Game - Scenario
Your team was on a boat in the middle of the Pacific Ocean;

it caught fire and sank.
Now you are all sitting in a raft, at least 1000 miles from land
with no motor, only oars. You have some matches.
You don’t know your exact position.
It is cloudy, you can’t see the sun, and you don’t know what
time it is; you lost all your watches.
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The Survival Game - Problem
You have saved 15 items from the boat, but some will have
to be thrown away
Divide the 15 items into 5 categories, each with 3 items.
Give each item a score: 1=essential 5=almost useless. So
3 items are scored 1, 3 items are scored 2, etc.
First do this individually without any discussion among your
group except to explain the names of the articles.
Once you have completed the ranking as individuals, then
repeat the exercise as a group. Prioritise and rank the items
on a separate answer sheet.
Answer Sheet for Survival
Item Importance Item Importance

5 meters feet of nylon rope_____ Compass _____
Fishing kit _____ Shark repellent _____
20 liter can full of water _____ Little mirror _____
Maps of the Pacific Ocean _____ 8 liter can of oil-gas mix _____
Mosquito netting _____ 3 sq. meters of plastic ____
20 meals of food in cans _____ Two boxes of chocolate _____
One liter of 80% alcohol rum_____ Floating seat cushion ____
FM radio receiver _____
Importance: 1=Essential, 5=Almost useless, throw away

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Who survived?
Item Importance Item Importance

5 meters feet of nylon rope____ 3 Compass _____5
Fishing kit _____ 3 Shark repellent _____ 4
20 liter can full of water _____ 1 Little mirror _____ 1
Maps of the Pacific Ocean _____ 5 8 liter can of oil-gas mix ____ 1
Mosquito netting _____ 5 3 sq. meters of plastic ____ 2
20 meals of food in cans _____ 2 Two boxes of chocolate ____ 2
One liter of 80% alcohol rum_____ 4 Floating seat cushion ____ 3
FM radio receiver _____ 4
Importance: 1=Essential, 5=Almost useless, throw away

Survival Game - Scoring

Calculate your score individually. From the “Correct Answer Sheet for
Survival” find the correct number for each item and write this on your
sheet to the left of each item.
Then on your individual answer sheet find for each item the absolute
difference between the number you gave it and the correct number.
Find the sum of all 15 absolute differences. This should be a number
between 5 and 30.
Now calculate the same number for your group’s answer sheet.
Note individual and group scores on the ‘Survival Game Accuracy’
sheet.
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Survival Game Accuracy
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Participant
0 2 4 6 8 10 12 14 16 18 20
Copyright, 2006 -- LEAD International Error
Survival Game Debrief
How did team members communicate? Was it

effective, why or why not?
How did your team decide what items to bring? What
style of decision-making was used? Did it work?
How did the individual scores differ from the group
scores? Did the group process produce a better
result?
What would you do differently next time?
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Networking Skills: Trust and
Group Learning
Objectives
• To explore principles of trust and to demonstrate that trust is required among team
members to achieve a goal.
• To anchor the group learning from the previous sessions through a team activity.
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SESSION 5
Practicing Team and

Networking Skills:
Trust and Group
Learning
Session 5: Practicing Team and Networking

Skills: Trust and Group Learning
Trolley Exercise – Trial #2

Principles of Trust
Trust Activity
Trolley Exercise – Trial #3
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Trolley Rules - 2nd Try
Your team’s goal is to move the trolley as far as possible in the time
allowed using only the materials provided.
You must travel on the trolley with one foot on each board, holding the
two ropes, one in each hand. You can make noises, but no
understandable words.
After the team is on the trolley, each time someone on your trolley
touches the ground, a distance penalty of 1 meter is assigned
You have five minutes to plan your strategy, then three minutes to
move as far as possible.
Trolley #2 Debrief
Plot your distance on the graph.

What did you do today that made you a more
effective team member than this morning?
How can your team coordinate itself better next time
- think up some really new ideas.
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Strategies for Group Learning
Trolley Team discussion: how has your group been

able to learn together to perform this task better?
How does your team at home learn to be more
effective? Can those strategies apply here?
Trust
Trust is a part of a highly effective team
What is trust?
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Trust
Visualization: You receive a telephone call in the

middle of the night asking you to do something risky.
You believe the person and do it…
Who is that person who called?
What are some of the characteristics of this

relationship that causes you to have this trusting
response?
Trust Brainstorm
Characteristics of trusting relationships:
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Trust
Trust is required of highly productive teams –without trust,

energy dissipates and is wasted on other issues related to lack
of trust.
However, trust = risk
A trust activity will give Participants the opportunity to try one
technology for trust building and allow teams to practice
situational trust.
Trust Activity – Trust Walk
In groups, each group will appoint a leader who will lead the
walk.
Group members will decide in advance on the route and the
level of “risk” they would like to take on the walk.
The leader will see, and the team members will be blindfolded
or keep their eyes closed.
Safety of the team members will be the responsibility of the
leader and a facilitator will be present at all times to help.
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Trust Walk Debrief
How did it feel being led on a walk blindfolded?

Was it easy giving your trust to the leader?
What did the leader do to maintain your trust?
How did the leader feel leading their group?
How can you build trust in your team?
Trolley Rules - 3rd Try
Your team’s goal is to move the trolley as far as possible in

the time allowed.
After the team is on the trolley, each time someone on your
trolley touches the ground, a distance penalty of 1 meter is
assigned
You have three minutes to experiment with different styles
of movement on the trolley. Then you have five minutes to
plan your strategy.
Finally you have three minutes to move as far as possible.
You can speak to each other while you are on the trolley.
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Debrief Trolley #3
Plot the distance your group traveled.

What changed over the three efforts to raise the
effectiveness of your team?
What did you do that was most helpful? What could
you do better next time?
How do you feel generally about the performance of
your team; how has that changed since the first trial?
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Session 6: Applying Principles
and Closing
Objectives
• To provide a review of the day’s activities and learning.

• To give people an opportunity to reflect individually about how they will apply their
learning for the day through an action planning exercise.
• To take some plenary reflections and formally close the workshop.
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SESSION 6
Applying Principles
and Closing
Session 6 – Applying Principles and

Closing
Summary of the day
Action planning: Letter to myself
Closing circle
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Letter to Myself-1
Address an envelope to yourself, where it will reach

you one month from now.
Write a letter to yourself. List three of the important
insights you have gained from this workshop that
could help you become more effective in attaining
your own and your organisation’s goals.
Letter to Myself-2
Under each insight, write what you intend to do back at work

to strengthen or change the behavior addressed by this
insight.
Seal the envelope, since you are the only one who is going to
read this letter.
The facilitator will mail this letter back to you in one month.
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21 Basic Principles of Trust
Written by Dennis Meadows, Director of the Institute for Policy and Social Science Research,
University of New Hampshire
Principle 1: Trust is important, because it reduces the costs of control, monitoring, and
negotiation. As a result, more resources (mainly time and energy of people) are invested
in getting the job done.
Principle 2: Trust engenders trust. If two people trust each other, they will act with
integrity. The fact that over time each has acted with integrity builds their trust in each
other in the future.
Principle 3: Face to face dealings make it easier to create and build trust, because
people like to be known as trustworthy among people with whom they have relations.
Being together in a community, association, club, or in some other way increases the
importance of being trusted, hence it increases the degree that people will act in a
trustworthy way. Conversely, there is little incentive to act in a trustworthy way over the
web, because it is more likely that bad acts perpetrated on the internet will not generally
become known to people that are important to you.
Principle 4: You can trust an individual because he or she is recommended by

someone you trust, because they work for a respected organisation, because they are in
a profession that is inherently trustworthy, because you have worked with them and they
have behaved with integrity, or because they have engendered “quick trust,” behaving
on first sight in ways that engender trust (this involves many intuitive issues, including
their dress and mode of behaviour).
Principle 5: Trust takes a long time to build, but it can be destroyed quickly, especially
by lies. Lies will always be discovered sooner or later.
Principle 6: If you treat someone with trust, they are more likely to behave in a
trustworthy fashion. The opposite is also true.
Principle 7: The image projected by an organisation’s leaders is very important. If they

voice principles and goals of integrity and behave in a way that is consistent with them,
you will trust them and the organisation more. And the opposite is also true.
Principle 8: Trust engenders loyalty. Trust lets the organisation create more wealth. If
that wealth is distributed in part to the people, they will trust the organisation more and
be more loyal.
Principle 9: Political actions are motivated and judged by short-term results. Therefore,
a political organisation is the opposite of an organisation that operates with high levels of
trust. If people get promoted because of their political skills, the organisation ends up
with a senior management group in which trust is not very important. They will create a
climate that engenders low trust among people in lower levels of the organisation.
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Principle 10: Trust is a direct source of self esteem and satisfaction, since people like
being trusted and like working in an environment that is generally positive and
supportive. If they are given a chance, people will even accept lower levels of
compensation and other goals in order to work in an environment characterized by
sustained high levels of trust.
Principle 11: Trust interacts with your time horizon. If you trust someone, you can rely
on a deal you make with her in which she benefits over the short term, and you benefit in
the long term. If you don’t trust her, you won’t abide by the deal, because you’ll be
worried that she’ll get hers now, and then she will break the bargain, denying you of your
benefits later. Since many agreements that are important to the organisation impose
“worse before better” outcomes on one or more of the participants, it is important to have
trust, so that those agreements can be made and implemented fully. Conversely, if you
intend to work within an organisation for only a short period of time, trust is much less
important as a basis of your actions. Economic gain will become much more important.
Principle 12: You can’t manufacture trust or wish it into existence. It must come from
trustworthy behaviour over time, either directly or indirectly through reputation and
recommendations. Simply declaring that someone should “Trust me” accomplishes little,
if your past or present actions do not engender trust.
Principle 13: Your trust in another person or organisation is not absolute; it depends on
the circumstances. As the cost of making a mistake in judgement goes up, you tend to
rely less on trust and more on legal or other formal means of commitment.
Principle 14: It is easier to trust someone who is like you than someone who differs in
culture, race, or in other ways. This results in part because when people are similar to
you it is easier to perceive and understand a variety of non-verbal cues about their
attitudes and intentions.
Principle 15: At the society level indicators of trust and civic engagement are highly and
positively correlated.
Principle 16: There is thin trust and thick trust, thin is what you have generally for all the
members of your organisation. Thick trust is what you have for the people nearby with
whom you have worked. The first is from association and the second by experience.
Intermediate to these two is trust from reputation. Trust from reputation is especially
important in close knit networks.
Principle 17: Perception that all members of the organisation share a commitment to a
higher goal or purpose can engender trust. People tend to like organisations that are
motivated by goals other than profit.
Principle 18: Trust is enhanced by organisational transparency - by a shared culture

where everyone knows and has free access to information on the goals, what others are
doing, and what has happened.
Principle 19: An organisation’s or individual’s reputation for trustworthiness, or the

opposite, is hard to change, once it is established - even if they really do change their
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behaviour. However, a reputation for trustworthiness can be destroyed very much
quicker than it can be restored.
Principle 20: If two people are interacting with one being trustworthy and the other not,
the quick result will be that the trusting party: 1) breaks off the relation, 2) tries to shift it
to a basis in legal contracts, or 3) starts acting in an untrustworthy way.
Principle 21: Leaders can do the following to build trust in their organisation: 1) behave
in a trustworthy way; 2) be open and encourage openness; 3) trust others; and 4) create
financial incentives tied to group performance rather than individual success.
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Team Leadership
This document is reproduced with permission from The Professional Development Program of Hurricane
Island Outward Bound School, PO Box 429, Rockland ME 04841. Tel: (1.800) 341.1744.
1. Team Leadership
Overview
Leadership is an interaction among all who comprise the team; it is not just direction by the
leader and reaction by the team members. The model used in Team Leadership is holistic; it
encompasses achieving the task, building the team, and developing the individual.
Surrounding these three elements of task, team and individual are the forces of direction,
motivation, and aim.
Leadership Forces
Direction means setting the aim, organising and briefing the team, and controlling the day-
to-day affairs of the team.
Motivation means giving life, soul, and image--all that we mean by team spirit--to a task.
This is only gained when the leader is a team member. The force of direction and motivation
are not separate entities; they overlap and are interdependent.
Aim is a common purpose which is so important or desirable that all are willing to work
together. To gain this level of cooperation, the leader must create the belief that the goal is
possible only through joint effort. All must agree that their individual roles and responsibili-
ties must be joined in a team effort, which is more than a combination of individual efforts.
Elements of Leadership
The elements of leadership are actually areas of responsibility:
• Achieving the task
• Building and maintaining the team
• Developing and satisfying the individual
Each area interacts with the other two and may be given more or less attention depending
upon the situation. The team, for example, can influence the individual and vice versa. The
leader alternately influences and is influenced by the situation.
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Achieving the
task
Building the
Developing
team
Individuals
To maintain perspective and to balance the task, team, and individual, the leader must
maintain an overview of the situation and avoid over-involvement in the details of task
achievement. We call this process the heli-view.
Task
Team Individual
During all phases of team event, continuous attention must be given to each of the three
areas of responsibility. The following leader's checklist notes some of the necessary actions.
KEY FUNCTIONS TASK TEAM INDIVIDUAL

Define objectives Identify task Involve team Gain acceptance
Plan Establish priorities Consult Set targets

COMMUNICATION
Decide Structure
Brief Brief Answer questions Listen

Check under- Enthuse
standing
Support Rectify problems Coordinate Advise
Monitor Report progress Assist
Evaluate Review Recognise success / Coach / Train

Re-plan Learn from failure Praise
Mission Articulation
A leader must have a clear sense of mission and articulate that mission to the group. Many
organisations are unclear about their purpose or do not take the time to articulate it. The
articulation of mission--the unique purpose that guides an organisation--is of fundamental
importance especially when the organisation meets a major challenge.
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Empowerment
The effectiveness of a leader is reflected in the attitude of those who are led. We refer to this
attitude as empowerment. In organisational leadership, the leader's style must pull rather
than push people on. Pulling attracts and energizes people to an exciting vision of the
future. It motivates by identification rather than rewards and punishments. A leader
embodies the ideals towards which the organisation is striving. A leader enrolls all the team
members in a vision that is attainable and worthy.
Vision
Before choosing a direction, a leader must have a mental image of a future state of the
organisation. This image, which we call a vision, may be as vague as a dream or as precise as
a mission statement. The vision must articulate a realistic, attractive future for the
organisation; a condition better than what now exists.
A vision is a target that beckons. A vision is a condition that does not presently exist and
never existed before. Through a vision, the leader provides the all-important bridge between
the present and the future of the organisation.
A shared vision of the future helps individuals distinguish between what is good or bad for
the organisation and what is worthwhile to achieve. Most important, it makes it possible to
delegate decision-making. People can make difficult decisions without appealing to higher
levels in the organisation when they know the desired results. Thus, individual behaviour can
be shaped, directed, and coordinated by a shared and empowering vision of the future.
Since the achievement of a vision is unpredictable and visions may require boundary testing,
risk is an integral part of the vision-making process. Furthermore, taking more risks may be
part of the vision. It is no easy undertaking to change an organisation from a low-risk
environment where outcomes are fairly predictable to one in which risk taking is acceptable
and outcomes are less predictable. A clear understanding of what constitutes risk, the
difference between personal risk, career risk, and business risk, and the kinds of risks
required to achieve the vision is essential.
Leadership Perspectives
A leader:
• Listens;
• Carefully thinks through where the organisation should be going and how it might get
there;
• Does not assume that the organisation's direction is obvious;
• Explains logically why the goals are correct, important, and achievable;
• Defines broad strategies that support the goals;
• Assesses the organisation's strengths and weaknesses relative to the long-term goals and
its potential for change;
• Is a consistent and visible missionary who is intellectually and emotionally committed to
the cause;
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• Empowers the work force and provides an environment in which individuals both thrive
and produce at a high level.
Many segments of management responsibility can be delegated; by definition, leadership
responsibility cannot.
Followership
An important aspect of teamwork that is often overlooked is what we call followership. By
followership, we mean the role of team player. The team player's ability to support,
encourage, follow directions, question, coach, and let go of personal prominence leads to the
success and efficiency of the whole.
Leadership and followership may shift within teams as the situation demands. For example,
leadership may be relinquished to a technical expert for certain tasks. Through followership,
the leader empowers the team players and encourages a collective approach to
accomplishing the mission of the team.
2. Communication
Effective communication is the essence of productive teamwork. It encompasses more than

the exchange of information; it embraces thoughts and feelings and a genuine interest in the
thoughts and feelings of others.
People seldom communicate clearly while in the grip of strong emotion; instead, their anger,
hurt, or frustration is transmitted. Skills can be learned to allow effective communication
despite the emotions of the moment, but first there must be a genuine desire to be an
effective communicator.
Communication Skills
Non-Verbal The influence of tone of voice, facial expressions, and body language
should not be underestimated.
Assertion Sincerely expressing understanding and respect for the position of
others before stating your feelings and viewpoints is often helpful.
I/You Language Letting others know the effect their behaviour is having on you and
your professional responsibilities is often important.
There are four parts to the I/You language. Practicing them deliberately helps us to remain
objective while delivering our message:
1. “When you…” A non-judgmental description of the other person's
behaviour.
2. “The effects are…” A description of how the other person's behaviour affects the
situation or you
3. “I feel…” A description of what you are feeling
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4. “I prefer…” A description of what you prefer
Listening Skills
Listening is a vital part of the communication process, but humans often don't listen. Our
education and training teach us to speak and write, yet research has shown that 40 percent of
the average white-collar worker's time is spent listening and the average efficiency of the
listening is only 25 percent. The following observations are useful for developing effective
listening skills:
• Everyone likes to be listened to because it makes them feel important.
• Attention to small complaints will often prevent major conflicts.
• Listening requires the full attention of the listener.
• Listening habits are related to other personality traits such as stubbornness and
empathy.
• Good listening encourages the speaker to continue. The responses of a disinterested
listener tend to appear artificial or manipulative.
• Listen patiently to what the other person has to say.
• Do not react too quickly and do not evaluate the speaker's statements prematurely.
• Pay attention to the speaker's feelings as well as the content of the message.
• Listen for ideas rather than isolated facts.
• Resist distractions.
Behaviour Skills
Your behaviour can greatly influence the outcome of one-on-one or group communication.
Attention to the following behaviour patterns can assist in the quality of the process:
• Listen to everyone's input.
• Avoid withdrawing from the process.
• Keep conversation to the critical issues.
• Avoid dominating the conversation.
• Express feelings openly and honestly.
• Do not push your own ideas to the exclusion of others.
Feedback
Good communication is not just presenting information well; it is a dialogue. At some point,
the roles of speaker and listener must be reversed such that the listener sends a message back
to the speaker that has been filtered through his or her attitudes and emotions. This returned
message is called feedback. Some points to consider when giving or receiving feedback are:
• It must be intended to be helpful.
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• It must be considered relevant.
• It should be given in a manner that will not elicit a defensive reaction.
• Is should be presented as a perception, not as fact.
• When receiving feedback, seek to understand, not defend.
• When receiving feedback, search for potential value.
• When receiving feedback, do not overreact.
Message
Message
Speaker
• Attitudes
• Emotions Listener
• Attitudes
• Role
• Emotions
b l
• Role
Feedback
Feedback
N
3. Trust
Trust is hard to describe, let alone define. We know when it is present, and we know when it
is not. We know that it is essential and that it is based on predictability. We trust people who
are predictable, whose positions are known, and who are consistent. Leaders who are trusted
make their positions clear.
Trust is the condition--and resulting obligation--of having placed confidence in an individual

or a group. It is a condition of responsibility that relies on integrity. Individual integrity is
well understood. A good definition of organisation integrity is harmony between the
perceived and official view of the organisation. The lower the degree of discrepancy, the
higher the level of integrity.
Before effective teams can be created, barriers between and among team members and
leaders must be replaced with trust. Leaders and members must be prepared to communicate
honestly even when the stakes are high. If mistrust exists, leaders must take responsibility for
evaluating where and why it exists, recognise their own trust failures, and sensitively
confront the trust failures of others.
The accumulation of trust is a measure of the legitimacy of the leadership. It cannot be

mandate or purchased; it must be earned. Trust is as mysterious and elusive as leadership,
and as important.
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TRUST
RISK
GAIN
Care
Compassion
Affirmation
Vulnerability
Feelings
Emotions
Ideas
Judgments
Casualness
Offhandedness
Formalities
Routines
Habits
Levels of Trust (from Maslow)
4. Risk
Risk is exposure of one's self or an event to the chance of loss or failure. Effective leadership
takes risks. It innovates, challenges, and changes the basic metabolism of the organisation.
As Admiral Rickover once stated, leadership takes "courageous patience". Leaders deploy
their ideas and thereby commit themselves to greater risk--the exposure that most of us
emotionally yearn for, rhetorically defend, but in practice shun. At their best, leaders commit
themselves to their goals and are resilient enough to absorb conflicts while sustaining a
vision for the whole organisation.
5. Effective and Ineffective Groups: A Comparison
While the concepts in this section may not be addressed specifically during the day, they will be very relevant to
your experience.
EFFECTIVE GROUPS INEFFECTIVE GROUPS
GOALS are clarified and changed to provide GOALS are imposed and competitively
the best possible match between those of the structured.
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individual and those of the group.
COMMUNICATION is two-way, and the COMMUNICATION is one way. Only

open expression of ideas and feelings is ideas are expressed; feelings are suppressed
encouraged. or ignored.
INFLUENCE and POWER are determined INFLUENCE and POWER are

by ability and information; power is concentrated in the positions of authority.
equalized and shared.
DECISION-MAKING procedures vary DECISIONS are always made by the highest

with the situation; involvement and group authority with little group discussion or
discussions are encouraged. involvement.
CONTROVERSY and CONFLICT are seen CONTROVERSY and CONFLICT are

as positive aspects of members' involvement. ignored, avoided, or suppressed.
COHESION is developed through high COHESION is ignored, and members are

levels of inclusion, affection, support, and controlled by force. Conformity is promoted.
trust. Individuality and inter-personal
behaviour are emphasized.
PARTICIPATION and LEADERSHIP are LEADERSHIP is delegated and based upon

distributed among all group members. authority; only goal accomplishment is
emphasized.
6. Stages of Group Development
Groups typically go through four stages. While the stages do not follow a predictable
sequence, all groups must grapple with these issues either explicitly through discussion or
implicitly through their actions.
Forming Joining a group or soliciting group members based on criteria such as:
• Background
• Competency
• Work style
• Common goal
Storming Sorting out personal relationships of power and influence:
• Who is in control?
• How is control exercised?
• How much influence do I have?
• What role do I play?
Norming Getting organised:
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• What will be the prevailing attitude towards the work? (e.g. time devoted
to the task, meeting deadline, listening, and differing)
• How will the work be divided?
Performing Doing the work and achieving rapport and closeness:
• Positive regard for other members
• Clear roles for all individuals
• Feedback from within and outside the group to ensure that the group's
performance is on track
7. Personal Growth
A leader motivates a dedicated, spirited, close-knit organisation to pursue a common vision

and produce effective results in the real world. People in such an organisation have deep
respect for themselves and for each other; they feel they are bringing something of
themselves to their work; it is an outlet for their energy and dedication.
In these organisations, work is more than what you do to earn a paycheck; it involves
personal commitment, personal satisfaction, and personal growth. Work is a natural
outgrowth of a desire for challenge, stimulation, feedback, success, and association with
others in meaningful activity.
Work as Personal Fulfilment

Our personal needs and the organisation's needs are surprisingly similar:
PERSONAL NEEDS ORGANISATION NEEDS
A source of livelihood Financial success
A sense of personal effectiveness Organisational effectiveness
Personal direction Effective leadership
Happiness and 'aliveness' Spirit
Emotional support Employee dedication and commitment
Personal growth Organisational development and growth
Personal success Organisational success
A leader knows that personal fulfilment and organisational goals are strongly connected. The
trick is to ensure that each supports the other. To ignore the personal is to ignore a major
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source of energy that can be used towards organisational objectives. A leader treats people as
individuals who are seeking to improve themselves. A leader engages people on a personal
and a task-oriented level. A leader helps people link their personal desires with the needs of
the organisation.
Work as Personal Growth

Organisations can actively encourage individuals to treat the organisation as a place in which
to develop. When an organisation creates a context for personal growth, a subtle but
profound improvement occurs in the atmosphere of the organisation for two reasons.
First, such a context creates a mechanism for resolving personal and emotional problems.
When an individual has a problem with a co-worker, the norms of the organisation make it
safe to go to the co-worker and talk it out. This can relieve an enormous amount of
organisational tension and stress.
Second, emphasis on personal growth helps individuals take responsibility for their lives and
focus on personal and organisational goals. When the individuals take this approach, the
organisation has a sense of vibrancy, action, and buoyancy. People feel 'up' and ready to
accept challenges and devote their energy to the vision.
Creating this kind of organisation requires a new form of leadership. It is obviously not
hierarchical, top-down leadership that says, "From here on, everyone will be emotionally
open in meetings." Rather, the leadership creates safety and support for people, leading by
example. As a leader, the best way to create a context of personal growth is to engage in it
yourself.
When a leader emphasizes personal growth, several messages are transmitted:

• We care about you as a person.
• You can bring all of yourself, not just selected portions, to this organisation.
• You are responsible for your own life, and we support you in handling that
responsibility.
• We care about our final product or service but also about the process by which we
create and deliver it.
• We want communication, negotiation, and cooperation rather that politics, back-
stabbing, and other forms of denial and manipulation that sap the organisation’s
energy.
• We are committed to having this organisation work both personally and
professionally.
• We expect from you an active approach to solving problems and cooperating with
others.
8. Stress
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Pressure is created by the demands made on you by your job, the people around you, and
yourself. These demands, or stresses, activate your sensory system to meet that pressure. It
could be said that stress is necessary: it forces you to function every day.
However, stress is double-edged sword. You can either harness it or let it become
destructive. The magnitude of stress and how you handle it will have either a positive or
negative impact on your ability to function.
Some individuals survive and grow in adverse circumstances while others succumb to the
cumulative effects of stress. This difference is due to the adequacy and development of their
coping skills.
Productivity Zone
Level of Performance
Too Low Optimal Too High
Level of Stress
At optimal levels, stress energizes you to get things done and to feel good about what you
have accomplished. It generates not only energy but also enthusiasm. Perceived in this way,
stress can be a valuable career asset, but it must be managed. If you are using your stress
positively:
• Your career is an exciting and developing part of you that you cherish.
• Your accomplishments are a form of personal expression.
• You are in control from within; you have a comfortable sense of direction; you are on
top of your work without feeling overwhelmed.
• You seek personal challenge and growth.
• You see the bright side of things.
• You keep problems in perspective and maintain objectivity.
• You know how to get away from it all; you enjoy outside interests.
However, it is all too easy to react to pressure negatively or unproductively. It is also easy to
blame your stress on external factors -- the organisation, a manager, your work load.
However, the key to successful coping is changing yourself because usually you cannot
change external factors.
65
If you examine your stress responses clearly, you will find that at least some stress stems
from your strong need to achieve, to advance in your career, and to 'make it'. Part of your
drive to do well is created by a fear of failing. In other words, your motivation to succeed is
actually a defense against failures you don’t know how to handle. As a result, you push
yourself long and hard to do well.
Following are a few of the ways that individuals create failures for themselves. Each is a
psychological set up that feeds the personal insecurity and professional doubt that generates
stress:
• You habitually accept more work than you can possibly get done.
• You create and then don't meet unrealistic deadlines.
• You must be the number one in everything you do.
• You acknowledge what you do wrong and ignore what you do right.
• You assume that you have disappointed someone important to you with no evidence to
that effect.
• You set, but do not meet, perfectionist standards.
• You procrastinate.
Striving to succeed interacts with the pressure-packed environment in which most

professionals work each day. Because of the incessant pressures, it is difficult to maintain the
necessary skills to prevent stress overload. The result is the spread of work-related stress into
non-work areas of life. This further erodes your ability to rejuvenate emotionally. The spread
of stress manifests itself in three ways:
• Residual stress: Tension that remains with you after you leave work.
• Anticipatory stress: Anxiety that occurs before you get to work.
• Sleep disturbance: Progressive interference with sleep caused by inability to relax before
and after work.
The destructive effect of stress overload creep up in almost imperceptible increments. One
day you wake up to find yourself quite successful by most social standards but, at the same
time, you are unhappy and not sure why. This is the day you must examine your response to
pressure. Until this day, you can always find an excuse to do the same things in the same
ways and deny the growing problems within you at work and at home.
66
9. Problem Solving
Below is a useful problem-solving guide:
Define the problem
A poorly defined problem is often a problem that does not get solved. A problem must be
differentiated from its symptoms (the behaviours and feelings that arise in response to a
problem). To help define problem, ask questions such as "What is happening that should
not?" and "What is not happening that should?" The importance of the problem and its
relevance to broader purposes must be clearly understood by all concerned.
Blocks to effective problem definition include using abstract words, over-generalizing,

splitting hairs, not having clear goals, giving destructive rather than constructive feedback,
and getting sidetracked on other problems.
Gather facts
A brainstorming session can be used to gather as much information on the problem as
possible. The task is to ask for and obtain any missing data that might bear on the problem
and solution.
Blocks include unsupported feelings or opinions, lethargy, bulldozing by one or two

members cutting off the discussion, dwelling on past events, jumping to conclusions, and
premature decision making.
Identify possible alternatives
Given a good problem statement and enough facts, certain solutions will readily present
themselves. The trick is to invite as many ideas and suggestions, including 'ideal' and 'far out'
ones, rather than to settle for just one or two. Then summarize, consider, and amend each
workable alternative.
Blocks include attaching ideas to individuals, getting sidetracked by arguments and debates,
and over-analyzing ('analysis paralysis').
Select the best alternative
Evaluate the workability of each alternative by considering what it entails, how it relates to
other tasks, and what its effects will most likely be. For each alternative, restate data that is
believed to be significant and reject insignificant data by consensus. As a result of such
questioning, one alternative generally emerges as the best. Then a solid commitment is
sought from the individual or the group to try this alternative.
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Blocks include lack of practical experience in predicting outcomes, straw voting rather that
consensus based on exploring the advantages and disadvantages of each alternative,
confusing the idea with the individual, polarizing, bulldozing to cut off discussion, and
lethargy.
Take action
When the best alternative has been selected and backed by a firm commitment by the
individual or group involved, develop a plan of action, pinning down specific responsibilities
and follow-up procedures. Excuses for lack of performance are not accepted. If need be, the
plan may be revised but not the commitment.
Blocks include failure to pin down responsibility, lack of involvement and follow-up, and
acceptance of excuses for lack of performance.
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Features of a well-functioning team
1. The tasks and goals are clearly understood by all
2. A lot of discussion in which everyone participates
3. There are a number of formal and informal communication systems and

people know how and when to use them
4. Most decisions are reached by consensus – it is important that everyone buys

in to planned action
5. Disagreement and conflict are not suppressed. Rather, they are allowed to
surface and are used to enhance learning, creativity, and mutual
understanding
6. Feelings as well as rational thought are given place in team communications
7. An atmosphere of trust so that people contribute all their ideas without fear of
sanction of ridicule
8. Constructive feedback is part of the team culture, and learning from activities
is shared
9. Action is clearly defined, responsibilities assigned and deadlines agreed. All

team members do something to contribute to team success and all
contributions are acknowledged.
10. There are no power struggles – the issue is not WHO controls but HOW to
get the job done best
69

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LEAD 2006

Teambuilding & Networking

For UNDP Cap 2015 Asia

Prepared by LEAD International

Session 1: Introduction and Objectives Page 8

Session 2: Working in Teams Page 14

Session 3: Effective Networks Page 25

Session 4: Practicing Team and Network Skills:

Session 5: Practicing Team and Network Skills:

Trust and Group Learning Page 41

Session 6: Applying Principles and Closing Page 49

Resources and Handouts

• 21 Principles of Trust Page 52

• To introduce the workshop objectives, methodology, schedule and facilitators.

Teambuilding and Networking

Copyright, 2006 -- LEAD International

 ‘Who has climbed a mountain?’

Copyright, 2006 -- LEAD International

 Task: to meet as many people in the room as

Copyright, 2006 -- LEAD International

Objectives of the Workshop

The workshop will provide participants with:

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

There is a world of difference between knowing that

When I hear, I forget.

Copyright, 2006 -- LEAD International

 Exploration: participants have little or no advance

Copyright, 2006 -- LEAD International

 Each person should select someone they do not know as their

Copyright, 2006 -- LEAD International

 You will be given a learning styles questionnaire developed by

 Quickly form small groups of 4 – 6 and have a discussion on the

Copyright, 2006 -- LEAD International

• To distinguish the difference between a group and a team.

Teambuilding and Networking

Copyright, 2006 -- LEAD International

Session 2: Working in teams

Copyright, 2006 -- LEAD International

 We have six teams with six participants in each team.

Copyright, 2006 -- LEAD International

Trolley Rules - 1st Try

 Your team’s goal is to move as far as possible in 3 minutes using only

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

A team is a group of people who:

 share a commitment to achieving some important goal.

Copyright, 2006 -- LEAD International

 “In acting together…people can accomplish things

 “ Never doubt that a small group of thoughtful,

Copyright, 2006 -- LEAD International

 When its members do not have a common goal, a

Copyright, 2006 -- LEAD International

 When its members do have a common goal, a team

Copyright, 2006 -- LEAD International

Stages of Team Development

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

Four Styles of Leadership

Copyright, 2006 -- LEAD International

‘Who has climbed a mountain?’

Task: to meet as many people in the room as

Exploration: participants have little or no advance

Each person should select someone they do not know as their

You will be given a learning styles questionnaire developed by

Quickly form small groups of 4 – 6 and have a discussion on the

We have six teams with six participants in each team.

Your team’s goal is to move as far as possible in 3 minutes using only

share a commitment to achieving some important goal.

“In acting together…people can accomplish things

“ Never doubt that a small group of thoughtful,

When its members do not have a common goal, a

When its members do have a common goal, a team

A shared goal that everyone knows and agrees on and is committed to

Ability to reach consensus and resolve conflicts

Open networks Closed networks

Leading question…“What are some of the key

What are the key characteristics of effective

I am your leader, and I have a policy I want you to

I asked you to do exactly what I said, what

Directive - One person with authority makes the decision for

Once many ideas are generated and the group is

Select a facilitator or leader to guide the group.

Prioritization and/or final decisions can be taken on the

Define the roles Identify indicators of

Your team was on a boat in the middle of the Pacific Ocean;

How did team members communicate? Was it