developing teams: the leader’s role€¦ · a sample activity from the trainer’s activity pack:...

A sample activity fromthe Trainer’s Activity Pack:

Developing Teams:The Leader’s Role

Written by Caroline Love & Aileen Goodman

Thank you for downloading this sample activity. You are welcome to use this material in your training

programs. This sample activity is just one of 20 contained in Developing Teams: The Leader’s Role, published by

Owen-Stewart Performance Resources Inc.

Developing Teams: The Leader’s Role, Published by Owen-Stewart Performance Resources Inc. © Caroline Love & Aileen Goodman 2008

#10 - THERE’S A HOLE IN MY BUCKET

Developing Teams: The Leader’s Role, Published by Owen-Stewart Performance Resources Inc. © Caroline Love & Aileen Goodman 2008 1

INTRODUCTIONEncouraging creativity in teams promotes innovative problemsolving and team learning, and uses the full range of skills andenergies of team members. Taking time for creativity paysdividends in the medium and long term, though it can betempting, in the face of urgent and immediate problems, totake the ‘obvious’ action that may not produce optimumresults. Developing teams’ skills for creativity and innovationmeans that innovative problem solving doesn’t have to be amatter of choosing the obvious, possibly unhelpful action.

PURPOSE• To recognize and use processes and skills for creative

problem solving.

APPLICATIONYou can use this activity as part of your program onDeveloping Teams: The Leader’s Role. You can also use it onany program on Leading a Team, Managing for the FirstTime, Organizational Development, Personal Development,Problem Solving and Decision Making, Processes andTechniques for Planning or Team Development.

WHAT HAPPENSThe activity starts with a short game, to promote creativethinking. Next, participants identify the group creative-thinking/problem-solving techniques that they know, andmove on to use one technique to gain a diverse range ofperspectives on the issue of promoting team learning anddevelopment.

Following presentations on how to move forward on the issue,the whole group uses a further creative-thinking technique togenerate issues that they need to take into account whenchoosing and using creative-thinking techniques. The activityends with the completion of a Learning Log.

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TIMEOverall time required: 2 hours, 5 minutes to 2 hours, 10minutes.

• Stringing the Pasta: 10 minutes• Creative-Thinking/Problem-Solving Techniques for

Groups: 15 minutes• Creative Problem Solving: 1 hour, 5 minutes or

1 hour, 10 minutes- Alternative Viewpoints Technique: 50 minutes- Presentations: 15 or 20 minutes

• Choosing Techniques: 25 minutes• Summary and Close: 10 minutes

MATERIALS & RESOURCES• 1 Overhead/PowerPoint Master:

10.1: Thinking Outside the Box• 3 Handout Masters:

10.2: Creative-Thinking and Problem-SolvingTechniques for Groups

10.3: Creative Problem Solving – Exercise Brief10.4: Learning Log – Creative Problem Solving

• 1 Trainer’s Brief:10.5: Questions to Promote Exploration

• Overhead projector or laptop and screen.• Flipchart paper and stand or whiteboard.• A good supply of flipchart paper.• Markers for trainer.• Markers for participants.• Paper and pens for participants.• Blue and green markers, one of each for each small group

of six to eight people.• Post-it® Notes post-card size – one set of five for each pair.• Wall, screens or whiteboard for displaying the Post-it® Notes.• Tape, Blu-Tack® or pins.• Tables for six to eight people to work around, in separate

rooms, with plenty of wall-space to pin up sheets offlipchart paper.

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• Cardboard- two or three pieces cut into 12 inch diameter circles

(one for each group)- one six inch diameter circle for each group member- one six inch square for each group member

• For each group of five or six people, one package of driedpenne pasta tubes and one new, still-wrapped ball ofstring, about 10 feet long, for stringing the pasta.

PREPARATIONFor the Creative Problem-Solving exercise, you need toprepare sets of card (one for each small group of six to eightpeople, so if your whole group numbers 14, two sets) asfollows:• One large, round card (12 inches in diameter), with the

issue ‘Promoting Team Learning and Development’ writtenon it

• One small, round card (about six inches in diameter) foreach member of the group

• One stakeholder card (about six inches square) for eachmember of the group, each card to have one of thefollowing written on it:

- Key customer/client- Skeptical team leader from another team- Skeptical team member from own team- Chief Executive- Head of Human Resources- Board member- Shareholder- Key supplier- Regulator (use only if relevant to your

industry/organization)- The media (use only if relevant to your

industry/organization).

Select those stakeholders who are most relevant to yourparticipant group. Ensure that you use the first six as aminimum.

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For each small group, you need to provide one blue and onegreen marker and one sheet of flipchart paper for eachstakeholder card.

HOW DO I DO IT?

Stringing the PastaDivide the whole group into teams of five (or at least fourpeople; a team of six is no problem for this exercise). Tellthem to find space to work in and give each team one packageof penne pasta and a ball of string.

The task is to get the most penne pasta tubes on the string asthey can in three minutes. Give the teams five minutes to planand then start them on the stringing phase. A range ofstrategies will have been used: one team may have tied thestring around the box of pasta, which is a creative solution tothe problem and within the rules.

The purpose of this short exercise is to help people see thatthere are different solutions to any one problem – and themore creative solutions may be the most effective.

Now, introduce the purpose of the activity:• to recognize and use processes and skills for creative

problem solving.

Allow no more than 10 minutes for this exercise, includingintroducing the purpose of the activity.

Creative-Thinking/Problem-Solving Techniques For GroupsAsk participants to list any techniques for group creativethinking and problem solving that they are familiar with.Responses are likely to include:• group-listing• meta-planning• brainstorming• word-writing• Force Field analysis

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• questions to generate ideas• attribute listing• Mind Mapping®

• alternative viewpoints• Action Learning• creating pictures• metaphors• sculpting• the speech• visioning.

Use the summaries in Handout 10.2 to offer an explanation ofthe different techniques, if participants are unclear. Activitiesin this pack provide practice opportunities for Mind Mapping®

and visioning (Activity 14), using metaphors (Activity 12),using Action Learning (Activity 11), sculpting (Activity 7) andusing questions (Activities 4, 5 and 9).

As a reminder for participants, ask them which of thesetechniques they have used during your program so far (this listwill vary, depending upon which activities you have used).

This overhead categorizes the different creative-thinkingtechniques by the extent to which they encourage teams tothink outside the box (to really break the mould). Ensure thateveryone is clear about this model and respond to anyquestions that may be asked. Take no more than 15 minutesfor this listing and your brief presentation.

Show Overhead/PowerPoint 10.1 Thinking Outside the Box

Distribute Handout 10.2 Creative-Thinking and Problem-Solving Techniques for Groups

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Creative Problem Solving

Alternative Viewpoints TechniqueTell participants that this exercise is an opportunity for them to use the alternative viewpoints technique, using a givenscenario, and then to move on to identify possible solutions to that problem.

Give everyone about five minutes to read through this quietly,and respond to any questions about the process of the exercise.Now, divide the whole group into groups of six to eight, giveeach group one of the prepared sets of cards (see InPreparation) and tell them to find a separate room or space towork in. Your role is to ensure that everyone is clear aboutboth the task and the process.

When they have completed the preparation of the cards, askthem to begin Step One and check that all groups are takingturns (see Handout 10.3) and that no one is ‘passing’. If theyappear stuck, or don’t understand their stakeholder’sperspective, you could prompt them, suggesting that they askthemselves questions – suggested questions are included inTrainer’s Brief 10.5: Questions to Promote Exploration.

When about 20 minutes are up, ensure that all groups havemoved (or are nearly ready to move) on to Step Two. Notethat each idea offered, at Step One, doesn’t have to be earthshattering, or long – it’s just an idea from the perspective ofthat stakeholder, so this part shouldn’t take too long. If a groupis labouring at this stage, encourage them to speed up and toexpress ideas succinctly.

Remind groups when they have only five minutes left to finishStep two and ensure that they have some ideas ready for theirpresentation. The alternative viewpoints exercise will take 50minutes, including set-up and preparation.

Distribute Handout 10.3 Creative Problem Solving – Exercise Brief

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PresentationsNow, reconvene the whole group and invite each smallergroup, in turn, to present their ideas. Each group will havedeveloped different ideas, and these should be helpful to allparticipants in implementing learning from your program.Encourage people to note ideas that are new to them, and toquestion the presenters if they need to clarify the thinkingbehind them. Allow about five minutes for each presentation,clarification and questions; if you have two groups, a total of10 minutes; if you have three groups, a total of 15 minutes.

Acknowledge the ideas that have been presented forpromoting team learning and development within teams andthe organization, and move on to focus on learning about thealternative viewpoints technique used. Ask the participants:

• Do you have any comments on the alternative viewpointstechnique?

• How could you use this technique with your team?

Comments on the technique will vary – some people willhave found it exciting, interesting and stimulating; some willhave found it laborious and cumbersome, especially if it’s thefirst time they’ve used it.

You may need to emphasize that, with familiarity, they willbecome more accustomed to using the technique. Theirresults should also be better if they have examined the issuefrom several different viewpoints, making the investment oftime worthwhile. However, they will only come to understandthis in the future!

Comments on how to use the technique will include:

• at team meetings – any issue where we need a range of views

• with project teams – to encourage a wider view

• as part of long-term planning – to help set objectives andto plan actions for the future.

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Allow about five minutes for these comments and a total of 15 or 20 minutes for this section, including the presentationsthemselves.

Choosing TechniquesShow this overhead to remind everyone of the differenttechniques and the extent to which they encourage teams tothink outside the box.

Tell participants to individually identify five issues that theywould take into account in choosing which technique to usewith their team in a particular situation. Give them fiveminutes for this.

Now, ask them to pair up, and to choose five issues in total, ofthe 10 that they may have between them (there may be someduplicates already). Give pairs five minutes to come up withtheir shared list of five issues.

Next, distribute the Post-it® Notes you have prepared, one setof five to each pair, with a marker.

Give the following instructions for writing on the Post-it®

Notes:• Write one of your issues on each.• Write a maximum of four words on each.• Write in capital letters.• Keep the sticky side uppermost, on the reverse.

Meanwhile, set up two or three sheets of overlapping flipchartpaper (or you can use a large whiteboard if one is available).

Allow pairs no more than five minutes to write on the Post-it®

Notes and then invite each pair, in turn, to display them onthe flipchart sheets or whiteboard. Tell people to space theirsout well; if there is a similar or identical issue displayed

Show Overhead/PowerPoint 10.1 Thinking Outside the Box?

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already, put theirs adjacent to that. (Some participants mayrealize that this is meta-planning in action, one of thetechniques in the handout.)

When every pair has displayed their Post-it® Notes, sort theseinto groups of similar or identical issues (they may not beworded the same, but may well have the same meaning).

Invite participants to join in this sorting and grouping, eitherby advising which notes to move where, or by physically doingso themselves. Try and ensure that there is consensus aboutwhich issue(s) go together. Groups of issues may include:• significance of the issue• urgency/importance• importance of coming together, as a team, at this moment• skills in the team – to use the technique, to cope with the

process and the outcomes• resources – do we have them/can we get them, including

space and peace and quiet• level of confidence to facilitate/lead the technique• availability of someone who can facilitate/lead us (does not

have to be the team leader, especially in an experienced,adult team)

• stage of team development – if the team is new andinexperienced, mould-breaking techniques may bethreatening; an experienced team may need to bechallenged with new, dynamic techniques.

This listing will help people with their implementation. Allowabout 10 minutes for the displaying and sorting/grouping ofthe Post-it® Notes. The whole exercise will take about 25minutes.

Summary and Close

Make sure participants have access to folders for theirLearning Logs and remind them of the benefits of keepingthem on file as a record of progress and for future reference.

Allow 10 minutes for the completion of this log.

You don’t need to invite any comments when people havecompleted this and are now ready to move on to yournext activity.

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Distribute Handout 10.4 Learning Log – Creative Problem Solving


A classification of creative-thinking/problem-solvingtechniques

Gentle push Kick starts Drives for change change forward

changeGroup- Questions The speechlisting

Meta- Attribute-planning listing Visioning

Word- Mind storming Mapping®

Brain- Alternative writing viewpoints

Force Field Action Analysis Learning

Creating pictures

Metaphors

Sculpting

Thinking Outside the Box10.1


• Group-listingA group lists ideas relevant to a given subject on a sheet of flipchart paper orwhiteboard; not as ‘free’ as brainstorming; some (self-) censorship will take place.

• Meta-planningA problem is defined and each person is given a number of cards (post-card size) anda marker. They write, in capital letters, a word or a short phrase (no more than two orthree words) relevant to the problem, on each card. When they have done this, allcards are displayed on a sheet of flipchart paper or whiteboard; each person in turngoes up to the display, reads what’s on their cards, and places them on the paper orboard. The cards can then be moved around and sorted, for example, putting similarideas in groups. In this way, everyone can make an equal input and everyone is heard.

• BrainstormingA group works together to generate ideas – any ideas, all ideas, uncensored – on andaround a given problem. The idea is to ‘free associate’, to allow the mind to wanderand be as creative as possible. One person notes all ideas, as they are offered. Thefacilitator’s role is to keep posing the original question(s), to keep the process on track.

Only after all the ideas have been generated, may an assessment start, using agreedupon criteria, to sort the ideas.

• Word-writingA problem is presented, and team members are asked to write their ideas on separatesheets of paper, which they place in the centre of the table. When someone runs outof ideas, they select, at random, a piece of paper from the middle (with someoneelse’s idea on it); this may stimulate new ideas, or promote lateral thinking;participants note any new ideas and add them to the centre. After about 10 minutes,all ideas are shared. This technique preserves anonymity, so is not threatening.

Creative-Thinking and Problem-SolvingTechniques For Groups

10.2

continued …


• Force Field AnalysisA process to identify the positive and negative forces in any given situation – whichforces are promoting movement and change and which are restraining them. It canhelp to identify where effort is needed to promote change.

• Questions to generate ideas include:- How can we adapt this?- Any combinations possible?- Can we do this another way?- Magnify? (Can we make stronger? Longer? Higher?)- Minimize? (Can we subtract? Make smaller? Condense? Make shorter?)- Substitute? (What else instead? Who else instead?)- Rearrange? (Other patterns? Other layout? Change schedule?)- Reverse? (Reverse roles? Turn tables?)

• Attribute-listingThis involves taking the specific aspects of a problem, listing all its different attributes,and then focusing on these attributes to generate ideas and solutions. For example, ifyou wanted to consider different uses for a paper-clip, its attributes are that it’s thin,made of metal, pliable, sharp, and so on. Then, you ask how might you use a thinobject, for example; how might you use a metal object, a pliable object, a sharpobject.

• Mind Mapping®

Developed by Tony Buzan, the idea is to note the original problem in the centre of asheet of paper, using a coloured pen. Then, as new ideas come to you, mark these on,as spokes of the ‘wheel’, with the hub being the original problem; always write theidea just above the line you have drawn. If ideas are associated with a previous one,draw them on sub-spokes or branches of an existing line. Use coloured markers orhighlighters for different themes.

This technique is more visually appealing than developing linear lists and mayencourage greater creativity and idea generation.


10.2

continued …

• Alternative viewpointsIdeally, this is used with a team to generate ideas about an issue from the perspectiveof a key stakeholder. Prepare one circle, about 12 inches across; write the issue in thiscircle. Then, prepare circles, about six inches across and write the name of one teammember in each circle. Stakeholder cards (about six inches square) each marked witha stakeholder, relevant to the problem or issue, are placed around the outside. It willlook something like this:

In turn, each team member offers ideas on the issue or problem, from the perspective ofthe stakeholder nearest their own name. No one can ‘pass’. As ideas are offered, they arenoted on the displayed flipchart sheet, one sheet for each stakeholder.



10.2

continued …

Promoting team learning

and development

Femi

George

Chris

BernieEd

Dave

Alex

Keycustomer/

client

Keysupplier

ChiefExecutive

Boardmember

Skeptical teamleader from

another team

Skeptical teammember from

own team

Head ofHuman

Resources


When all have had a turn, the stakeholder cards are moved around one place, so the nextstakeholder card is in line with a new team member’s name. When all team membershave offered ideas from each stakeholder perspective (takes about 20 minutes), move onto consider the notes.

• Action Learning

Action Learning is a way of learning

from

• doing/taking actions • what happens by taking time to:– ask questions – reflect – gain new insights – consider how to act in the future.

• Creating picturesCreating pictures to describe the present can help people to ‘see’ relationships,patterns, structures on distances that may not be ‘visible’ using the spoken word. Inaddition, you can use pictures with teams to create a future that is more or less basedin reality. The less the future is based in current realities, the more powerful thepossible creative potential of the picture.

• MetaphorsEach person writes down a metaphor to describe the current or desired situation.Metaphors may be on a theme, for example, a journey, an animal, ‘I think thecurrent situation is like a … because …’. The theme may be chosen by the group ordecided by the facilitator. Alternatively, people can choose their metaphor freely.

Metaphors are then read out, in turn, to gain a team picture of the situation. Pairs, or trios, can work on a metaphor together.


10.2

continued …


• SculptingSculpting can be a powerful medium for understanding how teams or groups workand the interrelationships that help or hinder team or group learning anddevelopment. They can give clear pictures as to how team members experience eachother and give valuable feedback between members. Different approaches can beused, for instance, one team member might ‘sculpt’ all other members, placing themphysically in a group. This could be arranged according to the sculptor’s view of theirrelationships with each other, and exhibiting typical behaviour, (for example, reticent,directing, supportive). The sculptor (Chris) may be invited to vocalize, from the pointof view of the individual being sculpted (Jane), why they are like they are or wherethey are (for instance, I am Jane; I am always at the centre of everything that goes on;I don’t always listen to others’ points of view).

Another approach might be to invite all team members to place themselves in relationto each other, as seen from their personal point of view, and exhibiting typicalcharacteristics and behaviours. Allow time, as individuals will want to move inresponse to each other.

• The SpeechImagine that you are writing a short speech to give at an important organizationalconference. It is three years in the future and you now have your current boss’s job.

Your speech will describe the recent achievements of your current team, over the pastyear (so the speech describes what you’d really like to be doing or have achieved intwo to three years’ time).

You can add whatever you like, for example, the structure of the team, who is in theteam now (and no longer in the team now), any details you’d like to put in that willhelp you think about where you’d like to be in three years’ time.

This technique can help free you from the current confines. When everyone hasfinished their speeches, they are all read out. This can be the start of a planningprocess for the future.


10.2

continued …


• VisioningYou can use pictures to depict the current situation, for example, to clarify a complexsituation.

For imagining how you would like the future to be, visioning is a valuable tool. Forexample:• Imagine you have a magic wand and a wish: you can do almost anything with a

magic wand.• Imagine your ideal outcome – what does it look like? Draw it, or make notes as you

picture it, to capture your ideas; be as detailed as possible.


10.2


Alternative Viewpoints TechniqueYou have 45 minutes for this exercise.

The goal of this exercise is to practice using alternative viewpoints as a creative problem-solving technique.

Work in groups of six to eight.

ScenarioYou are a team leader and have recently attended a training program on DevelopingTeams: The Leader’s Role. You are convinced that team learning and development willhelp all teams in the organization to achieve excellence. However, you know that otherteam leaders in the organization chose not to attend the program, as they didn’t think theidea was worth pursuing. You are aware that some of your team members are a bitskeptical.

IssueYou want to promote team learning and development with your own team and within theorganization. You know that your first step is to explore the viewpoints of different, keystakeholders, in order to best plan how to proceed.

Preparation (5 minutes)1. Place your 10 inch issue circle in the middle of the table. Place the six inch circles

round this, and write a different group member’s name in each circle.

2. Take the square stakeholder cards that you have been given, and place these aroundthe outside, each one near one of the six inch circles. Pin up the sheets of flipchartpaper provided, and head each one with a different stakeholder ‘title’, for example,Key customer/client.

Creative Problem Solving– Exercise Brief

10.3

continued …


Step One (20 minutes)Round OneIn turn, from the perspective of the stakeholder on the card next to your own name, stateyour ideas about the problem. You can’t miss a turn. As you state your ideas, they shouldbe noted on the relevant flipchart by another team member. The notetaker should writecomments and ideas about the problem in blue, and ideas for change, how to make adifference, in green.

Round TwoMove the circles around one place, so a different group member’s name is next to eachstakeholder card.


10.3

continued …

Promoting team learning

and development

Femi

George

Chris

BernieEd

Dave

Alex

Keycustomer/

client

Keysupplier

ChiefExecutive

Boardmember

Skeptical teamleader from

another team

Skeptical teammember from

own team

Head ofHuman

Resources


Repeat as in Round One, and then move the circles on, until everyone has shared theirideas from the point of view of each stakeholder and all the ideas have been writtendown.

Step Two (20 minutes)Review the flipchart sheets; as a team, plan how best to move forward to achieve your goal,to promote team learning and development within your team and within the organization.

Prepare a brief presentation of your plan; be as creative as you like; be explicit about theprocesses you will use and your time-frame. Note your ideas on fresh sheets of flipchartpaper.


10.3


Date:

You have 10 minutes to complete this Learning Log.

• I could use the alternative viewpoints technique with my team to achieve:

• Issues I need to be aware of with my team include:

Learning Log – Creative Problem Solving

10.4

continued …


• I will use the following creative problem-solving techniques to promote learning anddevelopment with my team:

Techniques: Issues to be aware of:

• Regarding promoting team learning and development with my team, I have learned:

Learning Log – Creative Problem Solving

10.4


• What is my time-frame?

• When did this start to be an issue for me? When will it stop being an issue for me?

• What outcome do I want?

• What do I hope will happen?

• What do I demand will happen?

• What do people expect of me?

• What effort am I prepared to put into this?

• Do I have a unique perspective on this issue?

• What information do I have about the issue?

• What is my opinion of the issue based upon?

Questions to Promote Exploration

10.5

Owen-Stewart Performance Resources Inc.

163 North Port RoadPort Perry, Ontario

L9L 1B2

Toll Free: 1-800-263-3399Fax: 905-985-6100

Email: [email protected]: www.owenstewart.com


developing teams: the leader’s role€¦ · a sample activity from the trainer’s activity pack:...

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