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M.A.T.C.H. Professional Series: Module 7
Team Building, Negotiation, Conflict Resolution Time allotted for slides 1-4: 10 minutes Preparation Needed: Read over Role Play Facilitation and the Role Cards. Prepare materials for the role play. Materials needed for this module (3 hours): Handout 7A for back-to-back drawings Pencils and blank paper Clipboards (optional) Internet access or screen shots to look at toolkit Printed copies of Consensus Decision-Making: A Short Guide (optional) Copies of role cards from Handout 7C: Role Cards (one card per member of the group, prepared as explained in Handout 7B: Role Play Facilitation) Needs Assessment Action Plan form
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M.A.T.C.H. Professional Series
Eleven 3-hour training modules Goals: Share and practice effective strategies Gain new information, resources and tools Enhance reflection Develop a community of practice Handout 1A: Series Outline The modules are based on the M.A.T.C.H. knowledge and competencies and current evidence based research and practices. Review the bullet points on this slide with participants. Offer additional information regarding the purpose for the series by sharing the following: Increase strategies and resources for mentoring, coaching, and consultation for MATCH professionals working in VT. To enhance skills in self-awareness, flexible response, reflection and problem solving To provide consistent content and skills based on the MATCH Knowledge and Competencies state-wide, while addressing regional and individual needs Review Handout 1A with participants.
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Our Time Together Working Together: Connection and Community
Inquiry and Sharing: Capacity Building Learning Exploring Applying and Planning Share with participants that each module will have consistent components, however, the flow may look different within each module (Some modules will have a learn section and follow with exploring, and then move into a new learning piece followed by exploring. Other modules may have one learning section followed by exploring and then move right into applying and planning). As you share the components with the participants, highlight which icon is associated with which component. Working Together: Connection and Community (circle with people) Inquiry and Sharing: Capacity Building (question mark) Learning (book) Exploring (magnifying glasses) Applying and Planning (pencil)
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Objectives for Today: Describe elements of an effective team and roadblocks to teamwork Reflect on strengths and challenges in working with others Practice strategies for conflict resolution Learn about resources in the toolkit for facilitating consensus Share the bullet points with participants.
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Working Together: Connection and Community
Time allotted for this section: 15 minutes
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Shared Agreements ENGAGE Silence phones, please
Limit sidebars during whole group Assume positive intent Hold confidentiality Take care of yourself What else? Review the slide with participants. Ask the group if there are ideas or requests they would like to ask of you and their colleagues to help make the environment conducive for sharing, understanding and learning from and with one another. Using chart paper, write down and capture their responses. Ask participants if there are other agreements to add; ask if everyone can agree to these. Facilitator Tip: Keep this piece of chart paper with agreements and bring to each session. You can change the slide to include additional participant agreements for the upcoming sessions.
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Reflection and Connection
Sit back to back with your partner. Decide who is the guide and who is the artist. The guide should describe how to draw the diagram The artist should try to draw a replica of the diagram based on the instructions Two rules: The artist may not look at the original diagram. The guide may not look at the artists’ progress in recreating it Back-to-Back Drawing – Divide your group into pairs, and have each pair sit back to back on the floor or on chairs. Give one person in each pair a diagram (there are 4 different diagrams in handout 7A – try to make sure that pairs sitting near each other have different diagrams) and give the other person a pencil and pad of paper. Ask the people holding the pictures to give verbal instructions to their partners on how to draw the shape – without actually telling the partners what the shape is.
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Reflection and Connection
Compare the original picture with the drawing, and consider the following questions: How well did the guide describe the shape? How well did the artist interpret the instructions? Were there problems with both the sending and receiving parts of the communication process? How does this translate to teamwork in the real world? After they've finished, ask each pair to compare their original shape with the actual drawing, and consider the following questions: How well did the first person describe the shape? How well did the second person interpret the instructions? Were there problems with both the sending and receiving parts of the communication process?
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Inquiry and Sharing: Capacity Building
Time allotted for this section: 30 minutes Let participants know you are moving into inquiry and sharing. Explain that for each module, there will be opportunity to share and discuss current happenings in their work, as well as ask questions and for feedback. Facilitator Note: The ways in which the group will experience inquiry and sharing within each module will differ.
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THINK SQUARE Write down one question or challenge you have about the work you are currently doing – something that you would like the group’s wisdom about! One person reads their question out loud to the group. Group members have 3 minutes to silently think about and write an answer to the question. Each group member reads their answer out loud to the group. The group listens without comment. The person whose question it was has 3 minutes to respond/lead a discussion about the answers. Repeat until questions from all participants have been discussed. Divide the group into “squares” of four people. Facilitator’s Note: The purpose of the structure of this activity is twofold: to allow time for thinking prior to answering, and to allow for equal sharing by all participants, thus addressing the common tendency in groups for some people to dominate the discussion while others sit quietly. Participants may find this structure challenging, and may be more able to follow the protocol if these reasons are explained before beginning the activity.
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Learning Time allotted for this section:
20 minutes for teamwork (slides 12-16) 20 minutes for conflict and consensus (slides 17-19)
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Forming Teams Teams are built, not formed.
Teams and team development are about results. Team development is a process, not an event. Just-in-time is the best time for training and team development. Use the work of the team to build the team. Willingness precedes skill when it comes to collaboration. Team leaders cannot mandate trust, they can only create the environment and opportunities that will facilitate it. Ask each participant or pair of participants to choose one of these statements and provide a concrete example that illustrates that statement. Share out in whole group or small groups, depending on time and logistical factors.
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Characteristics of Effective Teams
Common purpose Clear roles Accepted leadership Effective processes Solid relationships Clear information exchange Facilitator note: The slides that follow highlight two areas of common difficulty when building teams. The notes on this slide give an overview of the characteristics that are not highlighted. Clear roles: Every team member is clear about his or her own role and the role of every other team member. Roles are about the design, division, and deployment of the work of the team. There is a tendency to take role definition to extremes or not to take it far enough. Collaboration is a choice, and many teams experience interdependent people acting independently. Achieving role clarity is accomplished through discussion. Effective Processes: Processes might include solving problems, making decisions, managing a meeting, or designing a system. High-performance teams identify, map, and master their key processes. They constantly ask: How are we doing? What are we learning? How can we do it better? Consider two kinds of processes — working and thinking. Solid relationships: A team whose members look at the world through the different lenses of function, gender, ethnicity, personality, experience, and personality is a smarter team. Solid team relationships are characterized by trust, acceptance, respect, understanding, and courtesy. Without trust, high levels of collaboration cannot be achieved.
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Common Purpose Clear: I see it. The benefits of team effort are understood by everyone. Relevant: I want it. Team purpose and goals align to individual goals and interests. Significant: It’s worth it. Team objectives are of sufficient magnitude to make the work worth the effort. Achievable: I believe it. Everyone believes the team purpose is realistic and attainable. Urgent: I want it … now! A sense of timeliness drives behavior. Facilitator note: This slide and the one that follows highlight areas of common difficulty when building teams. The notes on the previous slide give an overview of the characteristics of effective teams that are not highlighted. Discuss: What can you do as a MATCH professional when you are facilitating a team that lacks clear purpose? What can you do when you are not the facilitator of the team, but are supporting the team or the facilitator? As a whole group or in small groups, come up with a list of at least 3 very concrete things that MATCH professionals can do to establish a common purpose in the teams they work with.
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Accepted Leadership Effective team leaders:
Appreciate the collective intelligence of the team. Believe in the power of diversity among team members. See team leadership as a role by which to serve the team, not a position to be served. See power as something to be released and shared rather than something to hold and control. Understand that teams are for achieving a team purpose. Team members can strongly support and accept the leader, accept the leader with reservations, or reject the leader. Discuss: What can you do as a MATCH professional when you are working with a team whose leader is not accepted by the group? What can you do in your role to facilitate change in dysfunctional leadership? As a whole group or in small groups, come up with a list of at least 3 very concrete things that MATCH professionals can do to create accepted leadership in the teams they work with.
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I Represent Conflict How do you respond?
Facilitator stands in the middle of the room and says, "Imagine that I represent conflict. Think about how you usually react when you experience a conflict personally or witness a conflict happening nearby. Then place yourself, in relation to me, somewhere in the room in a way that indicates your first response to conflict or disagreement. Think about your body position, the direction that you're facing, and the distance from conflict." Once participants have found a position relative to you in the room, ask individuals to explain why they are standing where they are. You might also want to ask, "If this represents your first reaction, what might your second reaction be, after thinking about the conflict?“
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How does this relate to conflict and conflict resolution?
You can probably relate some of the results on this slide to changes you have been a part of in the past! Michael Fullan’s work on educational change is clearly applicable to our work. Here is a brief look at his 8 lessons on the new paradigm of change: You can’t mandate what matters (the more complex the change the less you can force it) Change is a journey not a blueprint (change is non-linear, loaded with uncertainty and excitement) Problems are our friends (problems are inevitable and you can’t learn without them) Vision and strategic planning come later (premature visions and planning blind) Individualism and collectivism must have equal power (there are no one-sided solutions to isolation) Neither centralization nor decentralization works (both top-down and bottom-up strategies are necessary as you plan) Connections with the wider environment is critical for success (the best organizations learn externally as well as internally… hence the importance of networking and learning from each other in this process) Every person is a change agent (change is too important to leave to the experts) 17
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Conflict Resolution When angry, take time to cool off
Attack the problem, not the person Start with common ground and keep the focus on common interests Stay in the present Accept and respect that individual opinions may differ Focus on the issue, not your position about the issue; avoid a win/lose outlook and seek a solution that meets all needs Ask clarifying questions Listen without interrupting Seek to build ‘power with’ NOT ‘power over’ others Remember, when only one person’s needs are satisfied in a conflict, it is NOT resolved and will continue. Which of these is most difficult for you? Why?
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Toolkit: Consensus This slide introduces an overview of the consensus-building and consensus decision-making resources in the toolkit. Facilitators should familiarize themselves with the resources and how to access them prior to the meeting, and decide if there are particular items to print out, screenshot, or otherwise highlight for this group. After the overview, participants should feel comfortable accessing the toolkit and have a general sense of the toolkit resources related to consensus.
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Exploring Time allotted for this section: 45 minutes
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Role Play Is that groaning we hear? Yeah, we know. Not everyone is thrilled by them. Or perhaps they haven’t approached them in the right way. Don’t think of them as role plays. Think of them as mini-experiments…ways to learn something new…triggers for conversations about what is happening in the here and now – as opposed to an abstract situation. Trainer tip: Remind participants that they should not be deliberately obstructive, but should simply act as though they are an actual member of this team who has the perspective listed on the card. Also remind them: You get out of role plays what you put into them! Challenge yourself! There is no right or wrong – just a deepening understanding and, hopefully, the chance to practice some new ways of putting words together.
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Role Play You get out of role plays what you put into them! Challenge yourself! There is no right or wrong – just a deepening understanding and, hopefully, the chance to practice some new ways of putting words together.
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Role Play You are on a team that has been tasked with establishing program-wide behavior expectations Read your entire Role Card to yourself Read just the title of your Role Card to the group Stay in character as your group role plays the first team meeting Trainer note: Clarify the role of the outsider, and let the MATCH professional know that if s/he gets stuck, the Outsider can offer suggestions OR take his/her place in the role play Trainer tip: Remind participants that they should not be deliberately obstructive, but should simply act as though they are an actual member of this team who has the perspective listed on the card.
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Discuss the Role Play How did it feel? What worked well?
What feels awkward and requires more practice? Were there issues or questions that you did not know how to address? What might the MATCH professional consider doing differently?
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Discuss the Role Play Feedback from the Outsider:
Share some examples of interesting interactions and creative solutions that you observed in the role play What did the MATCH professional do in this situation that was effective? What might the MATCH professional consider doing differently?
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Applying and Planning Time allotted for this section: 15 minutes
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Action Planning Look at the self-assessment and choose one of these competencies to focus on Use the action planning form to write a goal for yourself (how will you apply this competency in your work?) and action steps to meet that goal
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Reflection Share one thing from today that stands out to you
Share your goal Time allotted for this section: 10 minutes Depending on the size of the group, you may wish to reflect and share with partners, small groups, or whole group.
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It takes two flints to make a fire
It takes two flints to make a fire.“ –Louisa May Alcott Date, time and location of next module:
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