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Deprecated: preg_replace(): The /e modifier is deprecated, use preg_replace_callback instead in /home/ricaris9/managing-virtual-teams.com/libraries/joomla/filter/input.php on line 652

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Additional Info

  • Duration Less than 30 min
  • Participants 2-5
  • Methodology Virtual or Face to Face
  • Objectives

    Empower teams to reach goals and fulfill their potential.

  • Procedure

    Set Up
    Group is given 15-20 minutes to determine the order in which they would kill each other off for food. Each Team member is given a piece of paper with the following conditions: (1) Broken Leg (1) Concussion (1) Lacerated abdomen (*) The rest of the team members have minor cuts and scratches but otherwise okay

    Directions
    You are in a plane crash over a uninhabitable mountain. You are surrounded by snow and can only stand to be outside for 30 minutes at a time. Rescuers don't know your exact location; however, they will find you in 4 months. You have the materials to make a fire and cook but no food is found on plane and the only way to survive is to start eating each other. For every 50 pounds of a person will give enough food to feed five people for one day. The goal is to keep as many people alive as possible while not starving to death; while it is said a person can live 4-6 weeks without food for this activity we will assume a person can last 2 weeks without becoming to weak to function and be rescued.

Published in Empowerment

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Improve the Team Leader's abilities.

  • Materials
    • Posters of the directions of the Leadership Compass
    • Handouts 1–4
    • Newsprint or large sheets of paper
    • Markers
  • Procedure

    Warm Up:
    Before starting, set up the room so that each corner represents a cardinal point (i.e., north, south, etc.). Small groups will gather in their specified corners.

    Introduce the Leadership Compass. Like a directional compass, the Leadership Compass has four directions, or ways in which people approach work. Many of us work in all of the directions at different times. Many of us have a resting place where we tend to be most comfortable. It is important for participants to know their preferred leadership style and to be able to communicate and work with people with other styles.

    The Activity:
    1. Give the participants an opportunity to read Handouts 1–4, which contain descriptions of the four leadership styles. (10 minutes)
    2. Ask participants to think about the one that most applies to them. If someone has difficulty determining which style to choose, have them ask themselves these questions:

    • What seems most comfortable?
    • What is your tendency when under pressure?
    • What is your first inclination when you get a new project?
    • What feedback have you been given about yourself?

    3. After participants have decided where they fit best, have them form small groups in the corners of the room based on their preferred approach.
    4. Based on their work experiences, ask each group to answer the following questions on chart paper. Have the groups report out.
    What is really great about being your direction?
    What is really hard about being your direction?
    5. Ask each direction to plan a vacation. Give them very few instructions except that they have 10 minutes to plan a vacation as a group. Give them chart paper to record the trip they are planning. Have each group present their vacation. Notice the differences in style.

    Wrap Up:
    1. Have each group answer the following question on chart paper:
    What are 10 tips that others can follow to work best with your direction?
    2. Have participants choose a theme song for their direction. They will be asked to sing it as a group. (For example: West – Taking Care of Business, East – My Way)
    3. Here are a few additional questions and topics you can ask the groups to address:

    • What is your direction’s greatest strength?
    • What is your direction’s greatest weakness?
    • What is your direction’s pet peeve?
    • What pace does your direction keep?
    • What animal best represents your direction?
    • What would be your direction’s mascot?
Published in Team Leading

Additional Info

  • Duration 1h - 3h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Improve the Team Leader's abilities.

  • Materials
    • Ensure all participants come with pen and paper
    • Handouts on the four directions and Leadership Compass
    • Flip charts must include:
      • 1-2 posters for each of the four directions listing “approach,” “overuse,” for each direction (essentially, copy the handouts onto large poster paper, preferably 2 for each direction – one with approach and one with overuse)

     

  • Procedure

    How to Prepare:
    Walk through workshop and revise to fit participants, if necessary. Prepare all materials, including directional flip charts. Prepare any case studies or scenarios to fit the group and
    its work. Prepare your own relevant introduction, including history, applications, context. Set up space.

    How to Do/Brief Outline:
    1) Introduction and Framing suggested time 5 minutes
    2) Goals and Expectations suggested time 5 minutes
    3) Review Four Directions suggested time 10 minutes
    4) Primary Direction Discussion suggested time 10 minutes
    5) Report Backs suggested time 10 minutes
    6) Going To Extremes Discussion suggested time 10 minutes
    7) Rotate Through 3 Directions suggested time 5 minutes
    8) BREAK (5 MIN- BRINGS TOTAL TO 60 MIN)
    9) Case Scenario & Processing suggested time 25 minutes
    10) Personal Maps suggested time 5 minutes
    Bonner Curriculum: Leadership Compass page 3
    11) Team Sharing Personal Maps suggested time 10 minutes
    12) Pairs - Commitments To Change suggested time 10 minutes
    13) Wrap suggested time 5 minutes

    Step 1) Introduction and framing of the exercise
    Suggested time: 5 minutes
    You may want to start with a simple, physical warm up to get everyone’s attention. Introduce the basic concept and its history. Perhaps show the book The Four Fold Way (you can find this online).

    History
    • This is a diversity exercise that introduces a framework of four "directions" ~ representing qualities of work styles. When appropriately incorporated, the diversity
    of our work styles can be a great source of productivity and creativity; when inappropriately understood or incorporated, this diversity can bring about a lot of misunderstanding, tension, and confusion.
    • For our purposes today we will be concentrating on the directions in which we personally use at work, particularly at work in community service efforts. Please answer and evaluate your responses in terms of how you currently approach your work.
    • One style isn’t better than any other. In fact, this workshop will allow us to look more deeply at the primary and other styles we use at work. All of the styles offer different strengths and challenges.
    • You may find yourself critical of the categorizations or of having to reveal things about your own work styles. We request that you hold from making judgments about the usefulness of the exercise as you go through it. "Try on” this exercise. Go with it for awhile. We are confident you will find it useful.
    • You may also want to introduce some of the history of this activity.

    Step 2) Lay out goals and expectations
    Suggested time: 5 minutes
    The goals of this are:
    • To develop a more balanced approach to personal work style development
    • To build an understanding how one's work style may affect team functioning
    • To deliberately build skills in all four directions to enhance personal and team/group performance
    Make sure to introduce some Ground Rules for the activity:
    • Introduce “hands up" as a tool to keep the activity moving and participants focused.
    • Ask people if they want to suggest any Ground Rules for the group or session.
    • Again, ask people to go with the exercise. Acknowledge that a person may be tempted to tell all of us that he/she isn't always "south.” It’s normal for people to feel that they have qualities of all of the sides, so it's not necessary for people to explain themselves at every step. Stick with the exercise which allows people to later explore and discuss their many sides.
    • Observe basic group facilitation/setting guidelines.

    Step 3) Start introducing the four directions
    Suggested time: 10 minutes
    You should have the boards with each of the directions "approaches to work/work style" listed (do not have the "overuses" or other elements visible at this point). Explain that you're going to read off some of the approaches of each direction. Before you begin, present the following questions:
    1. What’s your first inclination when you get a new project?
    2. What’s your tendency when you’re under pressure?
    3. What feedback have you been given about yourself
    4. What seems most comfortable?
    Ask people to listen carefully and consider what is their PRIMARY DIRECTION, that is the direction they most identify as their own style, WHEN ACTING AS A PROJECT DIRECTOR OR LEADER, keeping in mind that many of us work in some of all of the directions at different times. Have participants write down the direction that best fits them. Again, remind people that later in the workshop, people will explore skills from all of their directions.

    Step 4) Have people go to primary direction
    Suggested time: 10 minutes
    After everyone is finished writing, (re)introduce hands up, and have people move physically to one of four areas that represents that primary direction. Explain that in those directions, people will have the opportunity to discuss their styles in more detail.
    Give people designated time (suggest 8 minutes) to discuss the following:
    • What’s really great about being your direction?
    • What’s really hard about being your direction?
    • What’s difficult about working with the other directions?
    In those discussions, people can recognize that although they are at the same "primary" direction, they have different responses to these questions. Make sure to inform groups that someone should keep notes and be prepared to summarize what the group discusses.

    Step 5) Have each group give a report back and exchange
    Suggested time: 12 minutes
    Ask each group to offer one report of their responses to the above three questions. You may want to ask that no group speaks twice until every group speaks once (NOSTUESO). After all groups has given their complete report allow for some direct questions and conversation between the groups. You can ask, "Does anybody want to ask anything of anyone from one of the other directions?" You can also ask the group for their observations or note some of your own. You probably want to keep a tone and pace that doesn't encourage the group to degenerate into "name calling" or criticizing of other directions. Try to bring out interesting questions and points of agreement and difference. You can also provide an opportunity for anyone who thinks that they're in the wrong place to move to a new direction now.

    Step 6) Discussion of Going to Extremes
    Suggested time: 10 minutes
    The purpose for this portion is to have people focus on how their style might be misunderstood, conflict with others, or be taken too far in a group dynamic. This should raise awareness of people for the "balancing" possibility of different styles. Give the groups five minutes to focus on the following question:
    • When you take your direction to an extreme, or an inflexible with your style, what do you think the other directions are saying about working with you?
    Ask groups to brainstorm their responses. Have each group report out (10 minutes of report backs and discussion) what they say. Then, go around the room and flip the carts to reveal the "OVERUSE" portions of the charts for each direction. You can introduce them by saying: "Take a look at these charts. Some of the items you may recognize came up in your group. Some may be new." The discussion of OVERUSE of styles is a good lead in to the next part, which is a focus on how one can balance one styles.

    Step 7) Quickly move to secondary, third, and fourth styles
    Suggested time: 5 minutes
    Now you want to really get the group moving. Ask the group to physically get up and move to their SECONDARY direction - the side s/he feels is second most likely to use in the Executive Director role. Give them 30 seconds to move. Ask everyone to look around. Take a few comments or ask a few questions -- e.g. to point out who moved "across" (west - east, north - south) and who moved "around" (west - south, west - north, north - west, north - east, and so on). Now ask the group to move to their THIRD style. Give them 30 seconds to move. Ask everyone to look around. Take a few comments or ask a few questions. FINALLY ask the group to move to their FOURTH style (what they perceive as their weakest). Give them 30 seconds to move. Ask everyone to look around. Take a few
    comments or ask a few questions. TELL PEOPLE TO TAKE SEATS IN THIS DIRECTION.
    Close this brief round of movement by explaining that this exercise prefaces the next part of the workshop, which is to focus on developing strengths in all of the sides.
    55 minutes in - 5 minute break

    Step 8. From their fourth (weakest) directions, introduce a scenario or case to “MOCCASINS”
    Suggested time: 15 minutes
    Choose a scenario that represents some typical work of the team. It's good to have elements in the scenario that will allow people to grapple with the relevancy of different approaches and styles. Explain that you are going to present a scenario, and you would like people to tackle it FROM THE PERSPECTIVE OF THEIR FOURTH (WEAKEST) STYLE (the one they are in now).
    POSSIBLE SCENARIO:
    You are a team of students that have been asked by the campus leadership and staff to help address an issue. There is just not enough campus-wide support and student involvement in community service. While there is a small core (like you) who are involved regularly, other students don’t seem to understand the value, benefits, or great things about being involved, and the community service office/resources are being underutilized and could be cut as a result. Campus leadership and staff want this to change and they think you, as active students, can do something about it. They have given you a budget of $2,000 and a timeline of nine weeks. By the end of this time, your group is expected to show that it has helped generate more campus-wide student (and other) interest in community service (in a way that will last). Read the scenario and have it on paper as well. Give people 1-3 specific questions to address in relation to the scenario, like:
    • "How do handle this situation?
    • "Generate a proposal and proposed work plan, within the timeline and budgetary limits, to take on this challenge.”
    Give people a designated time for discussion (5 minutes), flip chart paper, and markers. Then, take report backs (10 minutes) from each direction.

    Step 9) Lead the group in processing the scenario/case study
    Suggested time: 10 minutes
    As facilitator, lead another round of report backs to draw out the following information:
    1. How did your group approach this?
    2. What did you identify as the issues?
    3. What did you decide/recommend?
    4. What did you notice about how your group handled this situation?
    5. How was it to work in your "weakest" direction?
    6. Was anything a surprise about this?

    Allow for some direct conversation after each group has given their complete report: "Does anybody have any comments or observations to share? Did the various styles seem to influence how the group approached the situation?" This is where you can start to bring in questions about the team's ordinary work together:
    • Was it challenging to have to play out your weakest direction? What did you learn?
    • Does this resemble or counter dynamics of our team? How? When?
    • Does this make you think that you may have more of that direction than you thought?
    This leads in to the opportunity for each person to explain more about their work styles.

    Step 10) Map out personal wholeness as individuals
    Suggested time: 5 minutes
    Pass out the packets with the separate grids (if you haven't already done so) and the compass personal charts. Explain that the next exercise is an opportunity for individuals and the team to go deeper in looking at personal and team strengths.
    REVIEW THE FOUR DIRECTIONS:
    Ask people to take 5 minutes and look over the four directions again. As they do so, ask them to CHECK OFF characteristics they feel that they have in EACH direction (both regular and overuse).
    MAP THEIR SKILLS:
    Then, map where they believe they fall on in each of the four directions on a Cartesian grid. Explain that the farther from the center (5) represents the strength in that direction. Use an example, blown up on a flip chart, to show the group. Tell people not to be sidetracked by the "numbers" but to use their own sense of judgment. Have people "connect the dots" in the form of an inner circle.
    SKILL IDENTIFICATION:
    Ask people to jot down 3 TRAITS/SKILLS they have in each direction AND 3 TRAITS/SKILLS they would like to further develop.

    Step 11) Have people present their personal maps to the team and map a TEAM MAP
    Suggested time: 15 minutes
    Go around the group and have each person present their personal map to answer the following questions (put this on flipchart):
    • (main question) WHY DO YOU LEAD THE WAY YOU DO? Tell us more about WHY YOU IDENTIFIED THE PRIMARY STYLE YOU DID. When you did the whole map, did it change your sense of yourself at all?
    • What are 1-2 THINGS you think you do well in each direction? (note: these can be improvements or reducing overuse tendencies)
    • What are 1-2 you would like to get better at in each direction?
    • Of all of those, what direction and what 2 qualities would you most like to develop this coming year?
    • DRAW THE TEAM MAP AND NOTE DOWN PEOPLE's SKILLS AND GOALS: As people present, 2 facilitators should MAP the whole team (using different color markers, draw what each person drew on a BIG FLIP CHART CIRCLE - then label each circle) AND note (on separate paper) each person's name, skills, and goals.
    • After all have presented, DRAW A WIDER LINE around all of the map - representing the furthest point for the whole TEAM. Note: if some people were more modest, you may want to "equalize" the basic circles - or raise it as debrief points).

    Then, engage the team in a discussion. You might lead it with the following:
    • Does this circle give an accurate representation of our team?
    • Does it surprise anyone?
    • Does anyone have questions for someone else in the group about their style or the skills they have or want to develop?
    • What does this make you think about the way we usually operate as a team?
    • Are we operating as effectively as we could? How could the information we learned in these exercises help us grow and get better?

    Step 12) Committing to building skills and strengths personal and as a team
    Suggested time: 10 minutes
    Ask people to look again at the big team map and the GRID. You can also introduce a point of CHECK IN among the group by introducing the following questions:
    • In what ways can each of you personally SUPPORT your colleagues to develop in the way s/he described wanting to? Go around the group, and have each person describe ONE THING s/he could do to support a colleague to grow in one skill.
    AND/OR introduce specific scenarios and have the team as a whole RESPOND to them:
    1. Given this situation, what would be your first impulse response? Would it be the most productive for you personally? For the team as a whole? For your group as a whole?
    2. Given what we have learned and talked about, how might you personally or we as a team respond best (or better) to this situation?
    If the discussion from this is rich, you might lead straight into the closing (skip simple debrief Step 13).

    Step 13) Group Debrief and Closing
    Suggested time: 5 minutes
    You can lead the group in a simple debrief by asking:
    • What have you learned?
    • What struck or surprised you?
    • How are you going to use this information? How might you use it with your own staffs and corps?
    • At the beginning we said that this is a diversity exercise, now that we have completed the exercise how is this a diversity exercise?
    • What concrete things might you do to develop more balance as a person or team? How has this been a step in skill building for you?

    Step 14) Closing
    Suggested time: 5 minutes
    You want to close the workshop with your own summary comments, take feedback, do evaluations, and lay out next steps. (You will probably want to figure out some specific, concrete next steps for using this information as a group and give specific individuals follow up roles in doing so).

Published in Team Leading

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Materials

    Laminated identity signs and masking tape

    • Race
    • Gender
    • Socio-economic class
    • Sexual orientation
    • Immigration status
    • Ability/disability status
    • Religion
    • Age
  • Procedure

    Set Up:
    Post the 8 signs around the perimeter of the room so that they are accessible to the group moving to them. Ask the group to come together to the center of the room for instructions. Overview that there are two parts to this activity. One is a silent/reflective part when we are together in the center of the room and one is a sharing part once everyone has made a choice for that statement.

    Directions
    Facilitating process: Explain that you are going to read a statement that they will choose one of the 8 parts of their identity to complete it. Each person should be encouraged to self-reflect and choose for themselves where they will go in the room. Emphasize that this is the silent part. Once participants have made a "choice" ask them to share in small groups of 3-4 why they selected that part of their identity to complete the statement. Allow for several minutes of discussion and then ask them to return (silently) to the center of the room. Read aloud another statement and repeat the process above.

    Statements:
    The part of my identity that I am most aware of on a daily basis is_________
    The part of my identity that I am the least aware of on a daily basis is_______
    The part of my identity that was most emphasized in my family growing up was ________
    The part of my identity that I would like to explore further is _________
    The part of my identity that that serves as my primary compass for my work style is ______
    The part of my identity that garners me the most privilege is _______
    The part of my identity that I believe is the most misunderstood by others is_____
    The part of my identity that I feel is difficult to discuss with others who identify differently ______

    Debriefing:

    1. Discuss what the activity was like to do - people often name that they didn't realize how much they have in common with one another or that they were surprised about how they answered the questions.
    2. Build off of comments that may address that it was difficult, or that participants don't often think about all the parts of their identities
    3. Discuss how thinking about self and what impact our identities has on being an educator, student, leader, team player, etc...
Published in Work-life balance

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Materials
    • Nametags
    • Marker
    • List of Celebrity Names or demographic characteristics
  • Procedure

    Set Up
    Writing out the names on the tags ahead of time saves time, and also have brief bios of the people to help with the debrief.

    Directions
    From the participants perspective, the object of this activity is for each group member to discover the personality that is written on their own back. You begin by assigning each group member a “personality” by sticking a nametag with the name of a famous person or character to his or her back. DO NOT show this nametag to the participant! Participants should be able to view the personalities of all other group members, just not their own. You then instruct the group to mingle, and ask questions of the other "guests at the party." Individuals can ask yes or no questions about their personalities of others in the group, such as “Am I a woman? Am I a singer? Etc. Instruct participants to ask each member of the group only one question at a time, moving on to another person after each question. Encourage participants not to offer hints.

    Variations
    You can also use this activity to address issues of stereotypes by using an intentionally diverse group of name tags. For this variant the facilitator goes around to the group and sticks the name tags to the participants foreheads. When each participant has received their label ask the participants to introduce themselves and to shake hands with others. Participants try to guess what their label is by the way they are treated by others. Possible labels might be:

    • Cheerleader
    • Football Player
    • Person in a wheelchair
    • Trash Collector
    • Catholic priest
    • Mechanic
    • Single teenage mother
    • Lifeguard
    • Homeless person
    • Walmart Greeter
    • Baseball Player
    • Banker
    • Hearing impaired person
    • Race Car Driver
    • Pediatrician
    • Professional Wrestler
    • American Idol winner 
    • Movie Star
    • Teacher
    • Coach
    • Olympic Gold Winner
    • Bull fighter

    You can also use creatures in nature instead of personalities.

    Debrief

    1. What was challenging about this activity?
    2. What did you notice about the kinds of questions you or others asked?
Published in Work-life balance

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Encourage the team's vision and develop the life project.

  • Procedure

    Setting Goals
    Team goals are statements that guide teams to meet their responsibilities and business needs. If goals are clear and doable, they not only serve as a team’s blueprint for action, they also serve as its energy. Goals are important on many different levels:

    • Goals set standards for improvement
    • They focus activity
    • They measure progress
    • They connect the team to the organization
    • They motivate and energize
    • They are the basis for decision making
    • They shape the “truth” and purpose for a team

    The best goals are SMART goals. This means that they should be Specific, Measurable, Achievable, Realistic, and Timely.

    Activity Directions…

    Step One:
    To motivate team members to begin thinking meaningfully about goal setting, have them answer two thought questions:

    1. First--“Why does this team exist?”
    2. Second--Once the first question has been addressed, “What is the best case scenario to describe what this team would accomplish—our ideal future?”

    Step Two:
    Considering the reasons for our team’s existence and our vision of its ideal future, individually write out three things that you would personally like the team to accomplish by the end of next year (adjust the timeframe to fit your team’s situation). In other words, what would you like to see as team goals?

    Step Three:
    Have each individual share his or her desired team goals. List them on a white board and then cull, group, and prioritize them. Then test your top goals against SMART criteria: Are your goals Specific, Measurable, Achievable, Realistic, and Timely?

    Step Four:
    Activate your selected goals by completing the goal chart below:

    Step Five:
    Follow-up discussion questions:

    • What are some barriers that might make it difficult to reach each goal?
    • How can those barriers be overcome?
    • What are some things that you can do individually to help achieve the team goals?
    • How should we recognize or celebrate when we reach a goal?
    • How do we hold ourselves accountable for reaching each goal?
    • How do we stay in touch with our goals? In other words, how do we keep the goals fresh in our minds so that we don’t “forget” them or not pay attention to them?
    • How can we make reaching our goals more efficient? Enjoyable?
Published in Team work

Additional Info

  • Duration 1h - 3h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Encourage the team's vision and develop the life project.

  • Procedure

    Personal productivity isn’t necessarily about working harder. It is more about working smarter and more efficiently. Below is a list of things that you might try to increase your productivity. Read through the list of behavioral tactics below and select some things that might work for you. (Note: A simple training exercise follows the list)

    1. Nuke it! The most efficient way to get through a task is to delete it. If it doesn’t need to be done, get it off your to do list.
    2. Daily goals. Without a clear focus it’s too easy to succumb to distractions. Set targets for each day in advance. Decide what you’ll do; then do it.
    3. Worst first. To defeat procrastination learn to tackle your most unpleasant task first thing in the morning instead of delaying it until later in the day. This small victory will set the tone for a very productive day.
    4. Peak times. Identify your peak cycles of productivity, and schedule your most important tasks for those times. Work on minor tasks during your non-peak times.
    5. No-communication zones. Allocate uninterruptible blocks of time for solo work where you must concentrate. Schedule light, interruptible tasks for your open-communication periods and more challenging projects for your no-communication periods.
    6. Mini-milestones. When you begin a task, identify the target you must reach before you can stop working. For example, when working on a book, you could decide not to get up until you’ve written at least 1000 words. Hit your target no matter what.
    7. Timeboxing. Give yourself a fixed time period, like 30 minutes, to make a dent in a task. Don’t worry about how far you get. Just put in the time.
    8. Batching. Batch similar tasks like phone calls or errands into a single chunk, and knock them off in a single session.
    9. Early bird. Get up early in the morning, like at 5am, and go straight to work on your most important task. You can often get more done before 8am than most people do in a day.
    10. Cone of silence. Take a laptop with no network or WiFi access and go to a place where you can work flat out without distractions, such as a library, park, coffee house, or your own backyard. Leave your communication gadgets behind.
    11. Tempo. Deliberately pick up the pace and try to move a little faster than usual. Speak faster. Walk faster. Type faster. Read faster. Go home sooner.
    12. Relaxify. Reduce stress by cultivating a relaxing, clutter-free workspace.
    13. Agendas. Provide clear written agendas to meeting participants in advance. This greatly improves meeting focus and efficiency. You can use it for phone calls too.
    14. Pareto. The Pareto principle is the 80-20 rule which states that 80% of the value of a task comes from 20% of the effort. Focus your energy on that critical 20%, and don’t over-engineer the non-critical 80%.
    15. Ready-fire-aim. Bust procrastination by taking action immediately after setting a goal, even if the action isn’t perfectly planned. You can always adjust course along the way.
    16. Minuteman. Once you have the information you need to make a decision, start a timer and give yourself just 60 seconds to make the actual decision. Take a whole minute to vacillate and second-guess yourself all you want, but come out the other end with a clear choice. Once your decision is made, take some kind of action to set it in motion.
    17. Deadline. Set a deadline for task completion and use it as a focal point to stay on track.
    18. Promise. Tell others of your commitments, since they’ll help hold you accountable.
    19. Punctuality. Whatever it takes, show up on time. Arrive early.
    20. Gap reading. Use reading to fill in those odd periods like waiting for an appointment, standing in line, or while the coffee is brewing.
    21. Resonance. Visualize your goal as already accomplished. Put yourself into a state of actually being there. Make it real in your mind, and you’ll soon see it in your reality.
    22. Glittering prizes. Give yourself frequent rewards for achievement. See a movie, book a professional massage, or spend a day at an amusement park.
    23. Quad 2. Separate the truly important tasks from the merely urgent. Allocate blocks of time to work on the critical Quadrant 2 tasks, those which are important but rarely urgent.
    24. Continuum. At the end of your workday, identify the first task you’ll work on the next day and set out the materials in advance. The next day begin working on that task immediately.
    25. Slice and dice. Break complex projects into smaller, well-defined tasks. Focus on completing just one of those tasks.
    26. Single-handling. Once you begin a task, stick with it until it’s 100% complete. Don’t switch tasks in the middle. When distractions come up, jot them down to be dealt with later.
    27. Randomize. Pick a totally random piece of a larger project and complete it. Pay one random bill. Make one phone call. Write page 11 of your report.
    28. 30 days. Identify a new work habit you’d like to form and commit to sticking with it for just 30 days. A temporary commitment is much easier to keep than a permanent one.
    29. Delegate. Convince someone else to do it for you.
    30. Intuition. Go with your gut instinct. It’s probably right.

    Activity:
    If you are training, coaching, or working with a group or team, try this simple three- step activity.
    Step One: Ask the group to define personal productivity in the workplace. Then generate a list of “productivity blockers.”

    Step Two: Select two to five of the thirty productivity strategies listed in this entry and discuss them with the group.

    Step Three: Ask the group members to identify their own productivity strategies. Encourage them to try some over the next two weeks.

Published in Ergonomics

Additional Info

  • Duration 1h - 3h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Encourage the team's vision and develop the life project.

  • Materials

    a PC with webcam or similar device for online collaboration

  • Procedure

    It is healthy for teams to step back occasionally and look to their future. Doing so will help your team understand its overall target and purpose for being. This activity will help your team members reach some kind of consensus about the team’s ideal future. By envisioning the ideal or best case scenario a team can renew and re-commit to excellence.

    Step One: Have the team identify all the different groups, stakeholders, or responsibilities that are important to its success. List them on a white board.

    Step Two: Divide into pairs and have each select one or two items from the list generated in step one.

    Step Three: Image your team in five years. What is the best case scenario of your team’s interaction and/or relationship with each stakeholder, group, or responsibility. Report back to the full team.

    Step Four: Based on the best scenario reports, have the team draw conclusion about the team’s ideal future. List them on the board. It is this ideal vision that should guide your thinking when the team sets it goals and strategies.

Published in Vision

Additional Info

  • Duration 1h - 3h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Encourage the team's vision and develop the life project.

  • Materials

    a PC with webcam or simikar device for online collaboration.

  • Procedure

    This six-step activity is designed to get your group moving in a clear and productive direction. Focused team action like team solving problems, researching, brainstorming, creating, building, and promoting stimulates a willingness to trust, communicate openly, and collaborate. In short, it is the stuff upon which teams are built.

    Step One: Discussion-- “What is the difference between a group and a team?”
    Step Two: Reflection Exercise—Envision your group as the perfect team. How would you function? What would make it work? How would members interact? What would define you as a team?

    Take a moment to discuss with a partner your vision of your perfect team.

    Step Three: Team Focus Areas—Think about what your team should be doing; your reasons for existence. List them and select three to seven of them to serve as your team’s core focus areas. These focus areas may include items like To solve problems or To develop and promote a consistent leadership message or To develop and support high performance work teams and leaders.

    Chart your focus areas on a chart like the sample below .

    Step Four: Action Questions—Next to each of the focus areas write one to five action-based questions. These are specific questions that clarify what specifically needs to be solved, researched, brainstormed, defined, created, or promoted by your team. These questions should encourage your team to think like a learning group.

    Example:

    Focus Area Action Questions Action Items 
    Develop and promote a consistent message How do we address employee negativity and defeatism?
    Develop high performance work teams How do we revitalize the team structure?
    How do we improve employee morale?

     

    Step Five: Moving to Team Action—For each action question identify one or two specific actions that the team can work on together.

    Example:

    Focus Area Action Questions Action Items
    Define and develop consistent leadership How do we share leadership expertise, skills, tools, and strategies? Compile a best practices Leadership Guidebook.

     

    Step Six: Prioritizing—As a group prioritize the action items.  Number one should be the action that you feel is the most productive use of your team’s energy, expertise, and time.  Then decide which actions will get your team’s attention and begin your work as a team.

Published in Vision

Additional Info

  • Duration 1h - 3h
  • Participants 6-10
  • Methodology Virtual or Face to Face
  • Objectives

    Facilitate a cultural exchange between people from different places.

  • Materials

    a PC with webcam or similar device for online collaboration.

  • Procedure
    • In this activity participants react to three professionalism statements by jotting down short responses on sticky notes. Note that this format will work with a variety of topics - simply write statements that support the topic.

    • The facilitator sets aside three wall spaces for the notes to be posted—one area for each statement.

    • After the notes are posted, participants are divided into three teams, one for each grouping.

    • Each team then combines, synthesizes, rearranges, and/or groups their notes. It is each team’s job to draw three to five conclusions based on the notes. At the facilitator’s signal, each team reports their conclusions.


    Below are sample statements that you can use:

    • As a professional, I expect to be treated in the following manner at work.
    • As a professional, I feel the following values should drive the work site.
    • The following words or statements describe my ideal work climate.

     

    Variations:

    To save time you can give the group a few minutes to roam around the room reading the different notes. Then with the full group reconvened you can ask them to draw generalizations from the posted information.

Published in Cultural exchange
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Testimonial

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"Managing Virtual Teams (MVT) provided workable solutions that could be implemented right away for long term success. I went into the course hoping to grab a few tips and tricks but instead experienced a hands-on workshop that was tailored to my organization's needs." Megan West, Digital Communications Manager. Private Academic Library Network of Indiana (PALNI)

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