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Team Building Strategies for National Service

Team Building Strategies for National Service. 2019 Ohio Conference on Service and Volunteerism October 23, 2019 Jeff Moeur, AmeriCorps NCCC. Agenda. Welcome Overview of AmeriCorps and AmeriCorps NCCC Analytical look at team b uilding Team vs Individual Development

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Team Building Strategies for National Service

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  1. Team Building Strategies for National Service 2019 Ohio Conference on Service and Volunteerism October 23, 2019 Jeff Moeur, AmeriCorps NCCC

  2. Agenda • Welcome • Overview of AmeriCorps and AmeriCorps NCCC • Analytical look at team building • Team vs Individual Development • Stages of Group Development • Sequencing • Debriefing and Processing • Challenges • Closing

  3. Objectives • To understand the basics of group development and how to effectively apply team building • To understand the importance of sequencing in team building and the role of debriefing and processing • To understand the difference between individual development and team development • To share best practices and team building strategies which work for a variety of situations

  4. AmeriCorps National Civilian Community Corps (NCCC) To strengthen communities and develop leadersthrough direct, team based national and community service

  5. AmeriCorps AmeriCorps AmeriCorps AmeriCorps VISTA NCCC State & National State / Regional Regional CNCS Offices NCCC Campuses State Commissions National Programs

  6. AmeriCorps NCCC Program Overview • AmeriCorps NCCC is a full-time, residential, team-based program for young adults, ages 18-24 (with no upper age limit to serve as a team leader). • Members develop leadership skills and strengthen communities by completing service projects and gaining life experience. • During the 10-month service term, members receive lodging, transportation, health benefits, uniform and meals. • Upon the completion of the program, members are eligible to receive the Segal AmeriCorps Education Award equal to the maximum Pell Grant.

  7. Wait? What? Teams of 8-12 members… From all over the country… Aged 18-24… Serving together…. Traveling together… Living together… 24-7… We sometimes have our hands full managing team dynamics

  8. My Background

  9. What are your teams? For Me • NCCC Teams • Program Office and Staff Team • Other organizations I am a part of • Volunteer teams for a day • Long term volunteer teams • National Service members (large groups and small groups)

  10. Building Cohesion What is a successful team? • Successful teams have a common purpose, clear roles, and clear goals Why is common purpose important? • Service and the program are not always paramount for an individual

  11. Building Cohesion What builds Trust? What breaks Trust? • Slow to develop, easy to lose • Members do not need to be the same to be unified Why is valuing diversity important? • Different view points and skill sets • Environments where individuals feel valued increases work ethic and dedication

  12. Individual Management vs Team Management Individual Development vs Team Development

  13. Needs and Goals AssessmentBeing intentional with activities What is important to the team? What does the team need? Effective Feedback Exploring Diversity Conflict Resolution Problem Solving Skills Play/Fun Achieving Group Consensus Confidence Decision Making Team Spirit Trust Building Communication Balance Cooperation Motivation Respect

  14. Group Development Collaborative and Social Learning using Virtual Worlds: Preparing Students for Virtually Anything - Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/The-stages-of-group-development-by-Tuckman_fig1_220619933 [accessed 9 Oct, 2019] Tuckman, B. W. (1965). Developmental sequences in small groups. Psychological Bulletin, 63, 384-399. Tuckman, B. W. & Jensen, M. A. C. (1977). Stage in small group development revisited. Group and Organizational Studies, 2, 419-427.

  15. FormingStarting out… Characterized by: For the Program / Task • Orientation to program (processes, systems, polices, etc.), goals and objectives For the Team • Testing and dependence Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  16. FormingStarting out… Things to think about: • Make sure mission / values / roles / tasks are clarified and the members know each other • Expect hesitation and over commitment Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  17. FormingStarting out… What to do (Team Building focus): For the Program / Task • Icebreakers (of increasing risk), team builders (focused on initiatives, communication, trust) For the Team • Skill development and understanding of role • Share group history Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  18. Ensuring Commitment What are we? • Mission Why are we? • Group values What are We doing? • Group goals and objectives What am I doing? • Role clarification • Individual tasks Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998.

  19. Ensuring Commitment What’s going to get in our way? • Distraction • Challenge management Meeting in the middle • Rights and responsibilities • For both members and leaders What happens if? • Accountability (charter, norms and expectations, etc.) Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998.

  20. StormingWhat the $#%@ is going on? Characterized by: For the Program / Task • Emotional response to tasks and demands For the Team • Intragroup hostility • Challenge leadership • Isolation Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  21. StormingWhat the $#%@ is going on? Things to think about: • If conflict is suppressed or exceeds controllable limits, anxiety, bitterness, apathy, and abandonment may result • Refer to group-defined accountability standards (charters, norms and expectations, etc.) • Proactive approaches are more effective than reactive • Make sure members are aware of and help plan maintenance activities • Flexibility is key Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  22. StormingWhat the $#%@ is going on? What to do (Team Building focus): For the Program / Task • Address individual and group distractions and challenges • Check in on group and individual tasks For the Team • Group maintenance, conflict management • Address hidden agendas • React quickly when issues arise • Provide opportunities for expressed and anonymous feedback Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  23. NormingWe’re on the same page! Characterized by: For the Program / Task • Expression of progressively less individual opinions • Cooperation For the Team • Development of group cohesion • Addressing cyclical issues • Group think Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  24. NormingWe’re on the same page! Things to think about: • Harmony and openness increases moral if “storming” was handled correctly Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  25. NormingWe’re on the same page! What to do (Team Building focus): For the Program / Task • Check in on team and individual task progression • Further skill development For the Team • Use outside consultants (to prevent group think and relationship sabotage) Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  26. PerformingIn the zone! Characterized by: For the Program / Task • Emergence of solutions For the Team • Interdependence Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  27. PerformingIn the zone! Things to think about: • Strive for this stage • Most difficult tasks should be planned for this stage What to do: • Progress assessments Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  28. AdjourningSaying goodbye Characterized by: For the Program / Task • Termination • Finality with definition For the Team • Disengagement Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  29. AdjourningSaying goodbye Things to think about: • Recognizable ending point • Should address program and team closure • Make members aware of and help plan (in advance) closure activities Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  30. AdjourningSaying goodbye What to do: For the Program / Task • Closure activities • Process evaluation For the Team • Transition preparation • Recognition for participation / achievements • Individual and group goal evaluations Achieving Group-Defined Success and Positive Personal Experiences in Organizations, URI Memorial Union/Center for Student leadership Development, 1998. https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/group-life-cycles-and-member-roles/

  31. Team BuildingIdentifying Activities • Step 1. Identify stage of group development • Step 2. Identify type of activity(s) and sequencing required • Step 3. Identify the best suited activity for the group, time, and place

  32. Consider… • Where are we in group development and what do I want to accomplish in this workshop? • How can I accomplish it? • What resources will help me? (people, information, etc.) What support do I need from others in the group? • How do I know if I’m reaching my goal? What will be my criteria for measurement?

  33. Sequencing of Activities Ice Breakers • Provide opportunities for group to get to know each other and begin to feel comfortable with each other • Utilize activities, initiatives, and games that are primarily fun, non-threatening, and can be performed together Deinhibitizers • Provide a forum whereby group participants are able to take some risks as well as make improvements in commitment and wiliness to appear inept in front of others

  34. Sequencing of Activities Trust Activities • Provide opportunities for group members to trust their physical and emotional safety to others by attempting a graduated series of activities which involve taking some risk (physical and/or emotional) Communication Activities • Provide opportunities for group members to enhance their ability to communicate thoughts, feelings, and behaviors more appropriately by participating in activities which emphasize listening, verbal, and physical skills in the group decision making process.

  35. Sequencing of Activities Decision Making & Problem Solving Activities • Provide an opportunity for group members to effectively communicate, cooperate and compromise with each other through trial and error participation in a graduated series of problem solving activities which range from the simple to more complex. • E.g. ropes course, hands on, and structured problem activities

  36. Sequencing of Activities Social Responsibility • Responsibility to the group and individuals in the group. • Build upon previous areas of acquaintance, trust, communication, and decision making. • E.g. Dot activity, perspective and vantage points Personal Responsibility • More individualistic and challenge participants to develop persistence and resistance to frustration in attempting to reach a goal. • Often in-depth and have strong components of self reflection • About individual growth, listening, and understanding other’s perspectives (less about giving feedback).

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  39. Debriefing and Processing • Generally not needed for Ice Breakers and Deinhibitizers • Critically important for other types of activities • More often, the growth and ‘ah-ha’ moments come from processing the activity, not the activity itself

  40. Debriefing and Processing • What • What happened? • What did you notice? • What strategies did you use? • So What • Why does this happen? / Why did that happen? • Now What • How can we apply this?

  41. Navigating the Conversation Awkward Silence Not Engaging Balancing and Encouraging Group Dynamics Tangents Cellphones/Other Distractions Side Conversations Making Space Disagreements Fear Listen for Common Ground

  42. Challenging Behaviors Monopolizers • Tend to dominate verbally and bring undue attention to themselves • May be a relief to others (who then do not need to talk or share) • Can limit input from others, especially those with different perspectives • Usually accepted early on, happy about participation Possible Strategies • Appreciate their engagement • Ask for their help in giving others a chance to contribute

  43. Challenging Behaviors Distractors • May side track a group with behaviors that lead a group off task • May clown around and use humor to get off the subject • May be loud and disruptive Possible Strategies • Address behavior with individual • Tie back to goals, team charter, group-defined accountability standards

  44. Challenging Behaviors Harmonizers • Try hard to create a no-conflict atmosphere • May not realize they do this • May gloss over topics with differing opinions to avoid tensions in the group • May try to “fix” other problems or provide potentially false reassurances Possible Strategies • Seek common ground as to source of behavior • Changing the situation / environment may allow the individual to address and work through conflict

  45. Challenging Behaviors You • During awkward situations, how do you cope and manage? • It is important to be aware of the challenging behavior you may bring to the group

  46. Jeff Moeur Assistant Program Director 319-472-9664 x49 (office) 202-528-3785 (cell) jmoeur@cns.gov POC for Projects in: IN, MI, OH, PA Sponsor an NCCC Team www.nationalservice.gov/ncccsponsor Serve as a Member or Team Leader www.americorps.gov/nccc

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