Hello, Thank You For Downloading The Team Building Sample. We Hope This Meets Your Needs. Ryan

Hello,
Thank you for

downloading the Team
Building Sample. We
hope this meets your
needs.
Ryan
Team Building – Developing High Performance Teams 1
This is a sample. The number of pages is limited.
PREFACE
Understanding Your Training Package
Your Velsoft training package contains the following items:

o Instructor Guide: Contains all textbook information plus this preface, icebreakers,
activities, delivery tips, and more!
o Student Manual: Contains textbook information as well as areas to take notes. Each
manual also includes an evaluation form, action plan, and recommended reading
list.
o Handouts: Contains pre- and post-class answer keys as well as any additional
information or activity resources.
o Pre-Assignment: Task for participants to complete before the workshop to get them
thinking about the learning that will take place.
o PowerPoint Slides: PowerPoint presentation highlighting talking points in the
course.
o Quick Reference Guide: Two-page cheat sheet of tips and facts covered in the
course.
o Outline: Word document that outlines the overview and objectives of the course
and summarizes each session to be covered.
o Advertorial: Pre-made flyer that you can customize and distribute.
Look what you get!

Fully customizable Word and PowerPoint files!
Instructor GuidePowerPoint Slides
Student ManualQuick Reference Guide
HandoutsOutline
Pre-assignmentAdvertorial
 2005-2018, Velsoft Training Materials

Preparing for Training
To begin, read through this Instructor Guide. This is intended to be a guide and not a bible! Be
guided by your experience, the needs of the participants, and your own common sense, as well
as the information in here. Most of the suggestions and all of the information have been
developed through research and hands-on, classroom experience, but you will want to
customize the material for your particular audience.
Practice writing on flip chart paper before the workshop. You may want to draw lines on the
paper (lightly, in pencil) to help you. As well, many of the flip charts suggested in this course can
be prepared ahead of time. The first page should be set up like this:
o Name of Workshop
o Facilitated by < Your Name>
o Your Organization’s Name
For an extra touch, include sheets with the words Courtesy, Participation, and Confidentiality
written on them and post them around the room. You might also want to add the words
Exercises, Role Play, Learning, and Fun.
Have an emergency kit ready with the following items:

o Extra markers
o Tape and sticky putty
o Adhesive bandages
o An extension cord
o Safety pins
o Tissues
o A bottle of water
o A fuzzy toy (which can be used for many activities and to spice up any lecture)
Arrive at least one hour before the start of the session to ensure that:
o Signs are placed directing trainees to your room.
o The classroom is set up as desired.
o You know where washrooms, break facilities, smoking areas, and fire exits are
located.
o You have all necessary resources for the day.
o Materials for the morning are laid out, particularly for the icebreaker.
o Pens, sticky notes, and scrap paper are placed at every table.
o If you are using a laptop, it should be connected to the projector and both items
should be turned on.

Our Top 10 Training Tips
Although we will provide advice throughout the workshop, there are a few tips that we think
every trainer should know.
1. I always shake hands with each participant and introduce myself as they come into the
classroom. I find that it breaks the ice and sets the type of friendly atmosphere that is
conducive to learning.
2. I always practice before the big day, even if I have delivered the course beforehand.
3. Bring extra activities with you. I have a list of children’s games that I’ve adjusted for
adults.
4. Always have a backup plan! For example, if you plan to use PowerPoint slides, make
sure you have a copy of the Instructor Guide, which includes the information to be
covered.
5. I like to print my instructor guide and place it in a three-ring binder. I put any
customized information in here, plus during the workshop I make notes about what
worked and what didn’t. This will be a resource that you can build on in the future too!
6. Things will go wrong during your workshop. If you are well prepared and confident, you
should be able to resolve most situations quickly and easily. Try not to let participants
see you stressed!
7. Involve participants as much as you can. Have them help you set the agenda, guide
activities (by passing out or collecting forms, for example), lead discussions, and
improve the course. The more participants put into it, the more they will get out of it.
8. Be ready to learn. I have not yet taught a workshop where I didn’t learn something.
Challenge yourself!
9. Tie everything back to the workplace. It’s no good knowing information unless
participants know how to use it.
10. And finally… don’t be afraid to have fun! I always bring a few fuzzy toys with me. I use
them as a speaking hat during discussions – whoever is speaking has the toy. Plus, it
sparks creativity and keeps participants interested.

Materials Required
o Flip chart paper

o Markers
o Soft ball or object
o Prepared flip chart paper and deck of cards, organized so that the suits alternate
(Day One Icebreaker)
o Blank paper (Session Five, Session Sixteen, and Session Eighteen)
o Extra airplane construction materials if desired, plus stopwatch and measuring tape
(Session Five)
o Index cards if desired (Day One Energizer)
o One Everyone’s a Star card per participant, from the Handouts folder (Day Two Re-
Connect)
o Blindfolds (Day Two Energizer)
o Scrap paper and wastebasket (Session Eleven)
o Plastic building blocks, three small rolls of tape, 30 drinking straws, 12 elastic bands,
three pairs of scissors, 12 feet of string, six sheets of paper, and several sets of
colored marking pens (Session Twelve)
o Masking tape (Day Two Energizer and Day Three Energizer)
o Red, blue, and green markers (Session Eighteen)
Related Courses
o Conflict Resolution – Dealing with Difficult People

o Communication Strategies
o Leadership Skills for Supervisors – Communication, Coaching, and Conflict
Additional Resources
If you would like more information on training, Velsoft offers Train-the-Trainer courses at
several different levels. We also like the following books:
o The Trainer’s Tool Kit, by Cy Charney and Kathy Conway
o Diversity Training, by Cris Wildermuth
o Games that Teach, by Steve Sugar
o Sivasailam Thiagarajan’s books on games and activities
If you have a favorite resource, please share it with us!

AGENDA: DAY ONE
8:30-8:45 Icebreaker: Does it Suit You?
8:45-9:00 Session One: Course Overview
9:00-9:15 Session Two: Organizations Today
9:15-9:30 Session Three: Types of Teams
9:30-9:45 Session Four: Team Norms
9:45-11:15 Session Five: The TORI Team Building Model
11:15-11:45 Session Six: A Team’s Activities
11:45-12:00 Morning Wrap-Up
12:00-1:00 Lunch
1:00-1:15 Energizer: First or Worst
1:15-2:00 Session Seven: The Five Stages of Team Development
2:00-2:15 Break
2:15-3:00 Session Eight: Characteristics of Great Teams
3:00-4:00 Session Nine: Civilized Disagreements and Consensus
4:00-4:15 Session Ten: Open Communication
4:15-4:30 Day One Wrap-Up

Team Building – Developing High Performance 7
This is a sample. The number of pages is
Session One: Course Overview
(8:45-9:00)
Setting the Stage
Introductions
Introduce yourself. Establish credibility by giving examples of training experience, and your own
experiences with today’s topic, including some war stories if you have them.
Give the participants a chance to introduce themselves to you. You will probably want to know
their name, their department, their position title, and what their interest is in today’s topic.
Ground Rules
Ask participants for some ground rules that should be followed during the course. Record ideas
on flip chart paper. After the activity, create a final version and post them where everyone can
see.
Some common ground rules include:

o What we say in this room will stay in this room.
o We can disagree with one another and provide feedback as long as we do so
constructively and respectfully.
o We will all put on our listening hats when someone else is speaking.
o Everyone will participate to the extent that he or she feels comfortable. You get out
of a workshop what you put into it.
o We agree that this is the place to make mistakes and to learn.
o We agree to each be responsible for our own behavior.
Housekeeping Items
Let participants know:
o When the workshop will end
o When breaks and lunch will be
o Where they can find break and restroom facilities
o Where fire exits are and what will happen if there is an emergency
o What the building’s smoking policy is
o How you would like cell phones to be handled, although this should be agreed upon
by all participants
o What the classroom food and drink policy is

Agenda Review
Present the agenda as a handout, PowerPoint slide, or on flip chart. Review the topics and the
timeline.
Here is how our in-house trainer handles some common concerns.
This looks like a lot of information. Will we be able to cover it all?

Reassure participants that today’s timeline is indeed feasible. If issues arise, promise that you
will involve participants in solving the problem, rather than cutting out topics or breaks
autocratically.
We’d rather spend more time on x rather than y. Is that possible?

If it is at all possible, accept suggestions like these. For example, you may be able to move an
activity (particularly discussion activities) from one topic to another. Make a few minutes
before the session to prepare.
I was expecting to discuss . Is it included in today’s course?

If it is included, reassure participants and let them know when it will be covered. If it’s not
included, suggest resources or provide additional information. If you don’t have the answers,
promise participants that you will track the information down and get it to them as soon as
possible. (Give a timeline if you can.)
I didn’t realize that this course covered . Why is it included in today’s course?
This can be a tough one! Usually, I briefly explain the connection and let participants know
more information will be provided when the topic is covered.

Course Overview
Ask students to turn to Session One in their workbooks. Read the introduction below.
Workbook Material
Success as a manager is heavily influenced by how well your team operates and what kind of results they achiev
This three-day workshop is designed for participants who want to develop their team leadership skills and unle
Learning Objectives
At the end of this workshop, you will be able to:

o Identify different types of teams.
o Build teamwork by recognizing and tapping into the twelve characteristics of an
effective team.
o Promote trust and rapport by exploring your team player style and how it impacts
group dynamics.
o Recognize the key elements that move a team from involvement to empowerment
and how to give these elements to your team.
o Develop strategies for dealing with team conflict and common problems.
o Understand how action planning and analysis tools can help your team perform
better.
Give participants a moment to write down their own learning objectives in their workbook.
Action Plans and Evaluations
Next, pass out evaluations and action plans. (Both of these items are in the Handouts folder and
the Student Manual.) Ask participants to work on these throughout the day. They will also have
a few minutes at the end of the workshop to finalize their ideas.
 Trainer’s Tip
Now is also a good time to make sure everyone completed the pre-assignment. Make sure you have extra copie

Session Two: Organizations Today
(9:00-9:15)
Let’s have a look
A Changing Structure
at Session Two, it’s
The traditional organizational hierarchy looks like this: one of my favorites.
However, many companies continue to keep their organizational structure as flat as possible,
allowing them some flexibility, easy access to decision makers, and a lean system of operating.
Many organizations also choose a more web-like structure than typical hierarchies of the past.
With the web structure, instead of simply reporting to people above, we can also report to
multiple people through lateral connections.
 Trainer’s Tip
For a humorous look at corporate structures, visit .
Please note that Velsoft is not affiliated with or responsible for content on this web site. This link was accurate

Things have certainly changed in many places, and things are still changing, especially when we
look at organizations that are based on the overlapping, interactive work of teams. The change
from hierarchical to more of a fishnet organization demonstrates the partnerships, teams, and
interpersonal relationships that make our companies thrive.
Discussion Points
Ask the group to share some advantages and disadvantages of flattened structures. Possible answers are:
Easier to get the person in charge
More confusion over reporting relationships and roles
Often we see employees looking to themselves and networks of co-workers, rather than the corporation, for th
Many organizations no longer look for training for their employees
Career planning is restricted to activities related to succession planning
Training is the responsibility of the employee: they find the training they want/need and then sell the idea to th
Many of us are already working in business teams, project units, and other ad hoc committees.
Can you think of some of these alliances within your organization?
Discussion Points
Here is an example that you can share: an ad hoc team is created to plan the retirement for a 30-year employe
Other examples might include a team who will help an organization roll out an upgrade to all the computers us
Trends in Business
Many businesses have shifted attention from their competition to their customers. They
understand that it is easier to work with existing customers than to find new ones, so customer
service is a key operational area. There is still plenty of interest on the competition, but the
focus has shifted.

Working from home and setting up virtual networks are not replacing the office environment,
but they are certainly having a large impact in some places. The use of mobile devices assists
these efforts, as we become more and more reliant on virtual capabilities.
Discussion Points
Diversity is a business reality in the global marketplace. What do you see as the advantages and disadvantages?
More creative thinking
A more diverse set of options to a customer problem
Difficulties can include overcoming cultural barriers and disabilities
An orientation toward continual learning has replaced one-time training for many employees.
Learning must be life-long for everyone.
Making Connections
 Activity Ideas
 Slide and Workbook Material
Ask participants to answer the questions in their workbooks.

From your reading, and your analysis of your own organization, can you identify some of these shifts that are ha
If so, what impact is this having on your organization? On you?
Can you see other shifts within your organization?

AGENDA: DAY TWO
8:30-8:45 Re-Connect: Everyone’s a Star
8:45-9:15 Session Eleven: Clear Roles and Assignments
9:15-10:45 Session Twelve: Shared Leadership
10:45-11:45 Session Thirteen: Team Player Types
11:45-12:00 Morning Wrap-Up
12:00-1:00 Lunch
1:00-1:15 Energizer: The Marwar Field
1:15-2:00 Session Fourteen: The Trust/Relationship Model
2:00-2:15 Session Fifteen: Lateral and Vertical Thinking
2:15-2:30 Break
2:30-3:45 Session Sixteen: Creative Team Thinking
3:45-4:15 Session Seventeen: Team Shaping Factors
4:15-4:30 Day Two Wrap-Up

Session Eleven: Clear Roles and Assignments
(8:45-9:15)
The Eighth Characteristic
(15 minutes)
For the first part of this morning, we will continue discussing the 12 characteristics of effective
teams. Remember that the first seven characteristics were:
o Clear purpose
o Informality
o Participation
o Listening
o Civilized disagreements
o Consensus decisions
o Open communication
The next characteristic is clear roles and assignments. This is facilitated by making sure that
each team member understands what they are to do, and how what they do fits into the bigger
picture. Work is distributed fairly throughout the team, and action plans are completed.
 Activity Ideas
As a group, let’s go over the Leader’s Expectation Checklist. Teams can use this checklist to evaluate their leade

Leader’s Expectation Checklist
Area Explanation Rating (1-10)
Work Methods Understanding our leader’s expectations

regarding required work methods and procedures
when completing jobs or projects.
Time Frames Understanding due dates for the completion of

projects; determining when dates have slipped
and which completion dates are final and
nonnegotiable.
Work Responsibilities Understanding each team member’s role when

we are assigned to a given job or responsibility.
Customer/Supplier Understanding our leader’s expectations when

Interface dealing with supplier problems or customer
complaints or requests; understanding how far we
should go to build effective relationships with
other work groups.
Work Priorities Understanding which jobs take priority and the

changes in work priorities; being able to clearly
differentiate between hot jobs and other jobs.
Performance Understanding what our leader expects in the way

Expectations of desired outcomes, what it means to do a good
job, and the degree of effort we are expected to
put into a job (as opposed to overworking low-
priority jobs).
Resources Understanding what resources (facilities, support

staff, equipment, software, and budget) have
been allocated to perform a job and how much
control we have over resource decisions.

Score Three
(15 minutes)
 Activity Ideas
This is a quick activity to help the group see the benefit of giving clear directions. Ask for a
volunteer who is willing to follow a simple set of directions and have them come to the front
of the room.
Have the volunteer face the group. Place a bin behind them and a bit to one side. The
volunteer’s job is to throw pieces of balled up paper into the basket. They are not to turn
around to see how they are doing. Three pieces of paper in the bin will make them
successful.
The group can give the volunteer any verbal directions they wish to help the volunteer be
more successful.
 Discussion Points
After three pieces of paper have landed in the bin, discuss the activity. Talking points may
include:
o Ask the volunteer what helped achieve the goal?
o What hindered achieving the goal?
o Did the group feel they were part of the team?
o Did they feel that they had achieved the goal as well?
o How can we improve our instruction?
o How can this help us in the workplace?

AGENDA: DAY THREE
8:30-8:45 Re-Connect: Common Ground
8:45-11:00 Session Eighteen: Solving Problems
11:00-12:00 Session Nineteen: Interventions for Team Leaders
12:00-1:00 Lunch
1:00-1:15 Energizer: It’s a Tie!
1:15-2:30 Session Twenty: Resolving Conflict
2:30-2:45 Break
2:45-3:30 Session Twenty-One: SWOT Analysis
3:30-4:15 Session Twenty-Two: Developing Team Action Plans
4:15-4:30 Workshop Wrap-Up

Session Nineteen: Interventions for Team Leaders
(11:00-12:00)
Problems and Solutions
(30 minutes)
 Trainer’s Tip
As you examine each of these eight common situations, participants can look at the information they have and
Problem One
A team member asks questions or makes comments that are off topic.
How to Prevent It
All meetings should have an agenda so that team members know what is to be discussed. This
can include a quick agenda or meeting objectives recorded on a whiteboard or flip chart.
How to Handle It
This requires tact and leadership by the chair of the meeting and the team leader (if they are
two different people). You want team members to be involved and to get engaged. You also
don’t want to shut them down so that they no longer participate.
Suggestions:
o The leader can offer an apology to the team by saying something like: “I haven't
made the objective clear. Let me try to put it clearly.”
o The leader can tactfully ask: “Can you hold that comment until we finish what’s on
the agenda?” or “Would you like to me add that comment to the agenda (for this
meeting or a future one).”
o The leader tactfully tables the comment by saying something like, “That's an
interesting topic, and although we cannot add it to today’s objectives, I would like to
see you after the meeting to discuss it.”

Problem Two
A side conversation takes place between two participants.
How to Prevent It
Set up objectives and an agenda so that everyone knows what is being discussed. Make sure
the meeting is both interesting and beneficial to everyone there, and that people know why
they have been included.
How to Handle It
If a side conversation develops, you should assume that it's about your topic. This gives
participants the benefit of the doubt and helps to keep them positive even though they have
been called on their behavior.
Suggestions:
o Your own silence may indicate that you have noticed their conversation and it’s
distracting. You can look at your notes if you like to indicate that the pause is for
your benefit rather than theirs.
o If you feel the side conversation indicates restlessness among the group, take a short
break.
o Directly ask the people talking if they would like to share their ideas with the rest of
the team. This clarifies that you think they are discussing something that is on topic,
and that you would like to hear it.
Problem Three
Team members seem distracted.
How to Prevent It
Your job as leader includes keeping the meeting interesting and productive so that participants
are engaged. Consider where you are holding the meeting, the time of day, and competing
priorities.
How to Handle It
If several participants seem distracted, stop and acknowledge what is going on. Consider a
short break to allow people to deal with something pressing (although you also must consider
the impact this has on others in the meeting).
If the number of distracted members is small, you could stop and ask someone to summarize
what has happened so far. You could also call attention to the distraction, ask participants to
set it aside, and fully engage in this commitment. Then continue on with the full participation of
everyone there.

Problem Four
Two or more participants are arguing.
How to Prevent It
Clarify objectives under discussion to limit off-topic disagreements. Then, remind participants
that there are suitable ways to work through a disagreement, which you will assist them with.
Also remind them that their arguing is not conducive to the meeting outcomes (which you have
covered in the ground rules when the team was initially formed).
How to Handle It
Your first objective is to resume control of the meeting without fueling the conflict. If the
argument is the result of something that is on topic, the leader can help participants
constructively work through the problem. If the disagreement is off topic, you can restate the
objective being discussed, while inviting the participants to speak with you afterward (so that
you can facilitate their resolving these issues quickly and effectively).
You can say something like: “I want to hear from both of you, but I am also responsible for
making sure we make the best use of time here while the whole team is present. Say what you
think, respectfully, but also be willing to listen to and consider the ideas of others.”
If necessary, you may have to stop the meeting to deal with hot issues before the team can
resume working together again.

Problem Five
One or two participants dominate the meeting.
How to Prevent It
Sometimes this problem can be anticipated, and the leader can make the most of that
knowledge by starting the meeting by reviewing some rules of conduct. Encourage everyone to
participate, take turns being heard, and to support one another. If there is a particular person
who frequently dominates, speak with that individual prior to the meeting and let them know
you need input from all participants and directly – though tactfully – ask them to temper their
responses and involvement to encourage others.
If you ask questions and then ask for input by specifically inviting people to speak, you have
help to stop domination. For example, you could say, “I’d like to talk about your ideas for
improving customer service. Could each of you please take two minutes and write down what
comes to mind?” Then, you can call on participants to answer the question and temper the
involvement of those who frequently dominate by giving them a time limit. Make sure you
invite people to speak by using their name.
How to Handle It
The key to your success as leader is to not embarrass your enthusiastic participant. Remember
that they have good things to contribute, and it’s not that you want to exclude them, but that
you are trying to increase the involvement of others.
Here are some techniques that you can use.

o Tactfully interrupt by inviting the next person to speak. You could say something
like, “I think we’ve got the essence of your idea captured, Mike. Let's see what
someone else has to say. Jean, would you go next, please.”
o Give the individual a little more to do, and be specific about it. For example, “Fred,
would you please make notes of the flip chart to record all the ideas we are
generating among the group?”
o Interrupt the person tactfully, with something like this: “Jean, I hate to stop you
there, but we’re going to run short of time and I'd like to get input from everyone
here.”

Problem Six
Participants start checking their watches and/or phones, and even packing up to leave.
How to Prevent It
End your meetings on time. If the time must remain open because of a problem solving issue,
let them know ahead of time by saying something like, “The meeting should finish by about
3:30 but we will stay here until we solve the problem.”
Try to schedule meetings when people are not distracted by competing issues, like having
another meeting to rush off to or paychecks to issue. Also consider that they could be anxious
to leave if they feel you are wasting their time or they are not able to contribute. Make sure
you can plan and run a productive meeting.
How to Handle It
When you notice people are restless, you have to take action.
o Renew their interest by asking a question, returning their attention to the agenda, or
engaging them in an activity.
o End the current meeting and set a time for the next meeting.
o If you’ve wandered away from the agenda, apologize and get back on track.
o Consider offering refreshments.
Problem Seven
Members of the team are not participating.
How to Prevent It
Make sure you are always engaging all members of the team, and that you never embarrass or
insult anyone. Establish an environment that encourages and even teaches them how to fully
participate. Keep things interesting and productive (i.e., don’t include people who don’t need to
be there) and you’ll see more engagement.
How to Handle It
Your approach will depend on why people won't participate. Have you gone beyond the time
you scheduled? Respect their schedules and end the meeting; you can book something else for
later. Are they bored? Stimulate and engage them.
New leaders sometimes inadvertently embarrass or tease people, both of which are not
appropriate. If the group has no respect for you they can be tough to engage. You can try to
move on to another subject that is attention-grabbing so they can work beyond hostility, but
you will have plenty of work to do in order to earn their trust.

Problem Eight
You, the leader, get off track.
How to Prevent It
You need to be well prepared and ready to meet the objectives. If you get off track it might be
due to a comment by a participant, or it could be your own level of commitment to the team or
the meeting. Maintain your composure, professionalism, and look after your engagement.
To prevent getting sidetracked by participants, you can learn to evaluate each comment and
question that comes from the group very quickly. If the comment is not on topic, keep things
on track by calling attention to the objectives and the importance of staying on track.
Encourage an ongoing dialogue by recommending that discussion of that particular item be
postponed until later in the meeting, or added to the agenda of a future meeting.
How to Handle It
If the leader recognizes they are off the subject an apology is all that’s needed. “I'm sorry I got
off the subject there. I wish we had time to explore this, but we need to focus on today’s
objectives first. The other topic will have to wait for now.” If a participant realizes that the
meeting is going off track, that participant can tactfully bring it to the attention of the leader.

Case Study
(15 minutes)
 Activity Ideas
Divide the class into teams. Ask them to read the case study and answer the question at the end.
 Workbook Material
The case study is included in the workbook, as well as room for participants to record their thoughts.
A Hidden Agenda
John came into Robin’s office feeling exasperated. “I don’t know what to do,” he said quietly.
“I’ve tried everything I can to get this team working together, but they won’t make any
decisions.”
“Well, you’ve certainly had plenty of time,” Robin said. “You were appointed to lead that task
force two weeks ago, and I expected a lot by now. You should have generated at least some
ideas and maybe a few proposals.”
“It’s like we sit down and the agenda goes out the window. I can’t get them on track at all.
Jorge keeps bringing up examples of failed programs in the past. Ashley interrupts all the time
so I have to keep backtracking; I think she is trying to make me look foolish in front of the
team. Trish never says a word and I have no idea why she is even there. I know that Frank is
really intelligent but all he talks about is football and more football.”
John sighed. “It’s been a rough assignment, Robin,” he continued. “I can’t tell if none of them
want the work, or they are working at odds with each other.”
As Robin and John discuss the situation, Robin brings up the idea of hidden agendas, and
explains that the leader needs a good understanding of group’s dynamics to better direct what
takes place. When a team is not working together, they are sometimes using meetings such as
John’s to satisfy their own needs at the expense of the team and individuals involved.
What could you suggest to John as a way he could get different results from these meetings?

Debrief
(15 minutes)
Discussion Points
Discuss the case study. Suggestions may include:

Begin the meeting with an icebreaker to get everyone working as a team.
Politely thank Jorge for his input, but encourage other opinions.
Specifically ask Trish for her input.
Remind Frank of what this meeting is for.
Begin the meeting with a statement of objectives to start things off on the right track.

Workshop Wrap-Up
(4:15-4:30)
Take the last 15 minutes for a quick review and to answer any questions the class may have.
In closing:
o “Teamwork is the ability to work as a group toward a common vision, even if that
vision becomes extremely blurry.” (Author unknown)
o “Coming together is a beginning. Keeping together is progress. Working together is
success.” (Henry Ford)
This is also a good time to help participants wrap up their action plans, collect evaluations, and
to pass out certificates.
 Trainer’s Tip
If you haven’t provided students with the Student Manual, print out the Recommended Reading List and give it
Let’s jump to the end with the Workshop Wrap-Up.

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Understanding Your Training Package

Your Velsoft training package contains the following items:

Look what you get!

 2005-2018, Velsoft Training Materials

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Preparing for Training

Have an emergency kit ready with the following items:

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Our Top 10 Training Tips

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o Flip chart paper

o Conflict Resolution – Dealing with Difficult People

If you have a favorite resource, please share it with us!

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AGENDA: DAY ONE

8:30-8:45 Icebreaker: Does it Suit You?

8:45-9:00 Session One: Course Overview

9:00-9:15 Session Two: Organizations Today

9:15-9:30 Session Three: Types of Teams

9:30-9:45 Session Four: Team Norms

9:45-11:15 Session Five: The TORI Team Building Model

11:15-11:45 Session Six: A Team’s Activities

11:45-12:00 Morning Wrap-Up

1:00-1:15 Energizer: First or Worst

1:15-2:00 Session Seven: The Five Stages of Team Development

2:15-3:00 Session Eight: Characteristics of Great Teams

3:00-4:00 Session Nine: Civilized Disagreements and Consensus

4:00-4:15 Session Ten: Open Communication

4:15-4:30 Day One Wrap-Up

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Session One: Course Overview

Setting the Stage

Some common ground rules include:

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Here is how our in-house trainer handles some common concerns.

This looks like a lot of information. Will we be able to cover it all?

We’d rather spend more time on x rather than y. Is that possible?

I was expecting to discuss . Is it included in today’s course?

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At the end of this workshop, you will be able to:

Action Plans and Evaluations

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Session Two: Organizations Today

For a humorous look at corporate structures, visit .

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Ask participants to answer the questions in their workbooks.

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AGENDA: DAY TWO

8:30-8:45 Re-Connect: Everyone’s a Star