Team Building: For Public Health Professionals

FAC I L I TATO R ’ S
GUIDE
Team Building
For Public Health Professionals
SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

 TEAM BUILDING FOR PUBLIC HEALTH PROFESSIONALS
TEAM BUILDING FOR PUBIC HEALTH PROFESSIONALS 
Team Building for Public Health

Professionals
CONTENTS
Team Building
Sustainable Management Development Program iv
Course Overview
About this Facilitator’s Guide v
Target Audience v
Learning Objectives v
Materials and Equipment vi
Workshop Schedule vii
Classroom Preparation Checklist vii
Resources
Internet Sites ix
Text Books ix
Further Reading ix
Instruction Notes
Icon Glossary 1
Icebreaker 1
Introduction 3
Introduction to Team Building 5
Building and Managing Successful Teams 9
Resolving Problems in Teams 11
Conclusion25
Appendix 27
ICON GLOSSARY | iii

Team Building
SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
The CDC Sustainable Management Development Program is dedicated to
strengthening health systems globally through improved public health
leadership and management in low resource countries. We do this by
building country capacity to achieve a lasting impact, advancing the
science base through applied research and evaluation, and developing
strong partnerships and providing strategic leadership.
iv | FURTHER READING
Course Overview
ABOUT THIS FACILITATOR’S GUIDE
This guide is designed to provide you the materials and direction to
successfully deliver the Team Building course in a classroom environment.
It assumes that you have experience in working with teams as part of
your professional responsibilities. As facilitator, we encourage you to
bring relevant examples from your own professional experience to
illustrate the key learning points and to enrich the dialogue throughout
the session. The Resources section of this guide may be helpful to you
for further research into the topic.
This guide includes notes for you to say and do during the class, as well
as materials to help you prepare and conclude the course.
Please read the description of the target audience carefully, as well as the
learning objectives. By correctly positioning the course you can set
reasonable expectations for the participants.
TARGET AUDIENCE
This course is designed for supervisors and managers in public health
services, typically at district-level. It is expected that they have
responsibilities for forming, leading, or participating in teams. While the
course may be conducted with an intact work team, the course is
designed as a survey of team building skills for a group without previous
working relationships. There are no prerequisites to this course.
LEARNING OBJECTIVES
When participants complete this course they will be able to:
 Describe the importance of effectively functioning teams as an

essential element to successful public health programs.
 Create more effective working relationships among team
members.
 Create positive and productive team agreements and norms.
 Select specific skills and tools when creating alignment within
diverse teams.
ICON GLOSSARY |v
 Choose effective responses to resolve common problem

behaviors present in teams.
MATERIALS AND EQUIPMENT
MATERIALS EQUIPMENT
For the Instructor: For the Instructor:

 Flipchart and easel (2)  Personal computer (if desired)
 Masking Tape, Painter’s Tape, or  LCD projector (if desired)
Sidewalk Chalk  Markers
 Problem Team Behavior Signs (4)  Digital Timer or watch/clock
For the Participant: For the Participant:

 Team Building Participant none
Workbook
 Pens
vi | FURTHER READING
WORKSHOP SCHEDULE
TIMES TOPICS COVERED
1 Hour 40  Mingle Group Exercise – 30 minutes

Minutes  Session Logistics – 10 minutes
 Introduction – 10 minutes
 Overview of Team Building – 20 minutes
 Team Assessment and Design – 30 minutes
Break
2 Hours  Typical Problem Team Behaviors – 40 minutes

 Alignment – 60 minutes
 Summary and Evaluation – 20 minutes
Note timings are approximate and should be verified during classroom preparation. Be
sure to allot time for breaks.
CLASSROOM PREPARATION CHECKLIST
TASK P
Obtain & test projector & personal computer (if desired)*
Obtain 2 flipcharts for the facilitator and set of markers
Copy participant workbook
Obtain & test PowerPoint® file TeamBuildingPPT.ppt (if desired)*
Arrange chairs in a semi-circle
Prepare flipchart templates. (Directions are described on the following
pages.)
- “Opportunities/Challenges” – page 4
- “Course Agreements” – page 5
- “Kinds of Teams” – page 7
- “Results/Relationship” – page 9
- “Remedies” – page 20
- “What Helped?/What Got in the Way?” – page 23
ICON GLOSSARY | vii

It is recommended that the facilitator utilize flipcharts, and not use PowerPoint slides
for this course. Arrange chairs in a large semi-circle facing facilitator, along with 2
flipcharts. Set up PowerPoint if desired, or prepare flipcharts using PowerPoint slides as
guide.
Flipcharts will also be used to record participants’ remarks, so they are needed whether
PowerPoint is used or not. Before participants arrive for second 2-hour session, tape or
mark out “4-square” on floor, ground or carpet, in the middle of the semi-circle, using
painter’s tape, or sidewalk chalk (outside). Signs for this exercise are located in the
Appendix. Example:
Blaming/Criticism Defensiveness
Contempt Withholding/Obstructing
Be sure to review the participant workbook prior to delivering the workshop so you are
familiar with exercises that accompany the learning material.
viii | FURTHER READING

Resources
INTERNET SITES
Center for Right Relationship http://www.centerforrightrelationship.com/
Team Diagnostic International http://www.teamdiagnosticassessment.com
TEXT BOOKS
Scholtes, P.R., Joiner, B.L., Steibel, B.J. The Team Handbook: 3rd ed.
Madison, Oriel Inc. 2003
Reddy, W., Jamison, K. (1998). Team Building. San Diego, CA. NTL and
University Associates
FURTHER READING
Beaudoin, Marie-Nathalie, and Walden, Sue. Working with Groups to
Enhance Relationships. Whole Person Associates, Duluth, MN 1998
Bens, Ingrid. Advanced Team Facilitation. GOAL/QPC, 2000.
Gottman, John M. The Seven Principles for Making Marriage Work: A

Practical Guide from the Country's Foremost Relationship Expert Three
Rivers Press; 1 edition (May 16, 2000)
Lenccioni, Patrick. The Five Dysfunctions of a Team. Jossey-Bass, 2002.
Patterson, Kerry, Grenny, Joseph, McMillan, Ron, Switzler, Al, Covey,

Stephen R. Crucial Conversations: Tools for Talking When Stakes are
High. McGraw-Hill, 2002.
Scott, Susan. Fierce Conversations: Achieving Success at Work and in Life

One Conversation at a Time Berkley Trade 2004
ICON GLOSSARY | ix
x | FURTHER READING
Instruction Notes
The following instructional notes refer to Team Building for Public Health
Professionals. Suggested actions and script for you are located in the
Script/Key Points section. Also included are references to the
participant workbook, as well as instructions on when and how to use the
exercises. Use these materials as you prepare for your session and to
guide you during the workshop. Be sure to refer participants to the
appropriate page number in their workbook throughout the session.
Script for the facilitator to SAY is written like this. (Plain Text)
Instructions for the facilitator to DO are written like this.
(Bold Text)
Possible answers are written like this. (Italics Text)
ICON GLOSSARY
Slide
Image SPECIFIC SLIDE FOR USE DURING THE EXPLANATION
FLIPCHART USE
SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY
SMALL GROUP EXERCISE
QUESTION FOR FACILITATOR TO ASK PARTICIPANTS
VIDEO PRESENTATION/AUDIO PRESENTATION
ICON GLOSSARY |1
Course Instruction
ICEBREAKER
Mingle Group Exercise
Expected Time: 30 minutes
Exercise 1: Mingle
WORKBOOK CLOSED
20 MINUTES
SCRIPT/KEY POINTS
 Welcome class and introduce yourself by name.
 Introduce any dignitaries.
 Explain their workbook: they will use it to complete exercises and

take notes.
 Ask participants to stand up and briefly share their experiences in
pairs or threes about their prior involvement with teams, either
personal or professional, considering the following questions:
− What has been the best part about working with teams?
− What has been the most challenging part of working with

teams?
 After the mingle activity, instruct participants to take turns doing

the following:
1. Introducing themselves by name (if participants do not
already know one another)
2. Providing one example of working in teams
3. Providing one challenge of working in teams
Activity Flip Chart Question Tip CONCLUSION |1

Exercise 1: Mingle Debrief

WORKBOOK PAGE 1
10 MINUTES
SCRIPT/KEY POINTS
 1. Record opportunities and challenges on flipcharts, using
two columns: one titled, “Opportunities,” and the other
titled, “Challenges.”
2. Direct participants to record the list in their workbooks on

page 1. You may note some of the opportunities may be
challenges and vice versa. The point of this warm up is to
acknowledge the group’s experience, and the reality that
team work can be both complex and messy, as well as
provide depth, breadth and diversity to a project.
INTRODUCTION
Session Logistics
2 | CONCLUSION Plain=Script Bold=Instructions Italics=Answers

Session Logistics
WORKBOOK CLOSED
SCRIPT/KEY POINTS
 Explain course schedule (4-hour course with a break
approximately after 2 hours).
 Explain any housekeeping details, such as break times, fire drill,

and restroom location.
 Establish agreements for the day:
 In line with what we will be learning today, I would like to first design
with you a list of conditions that will help this workshop be a productive
experience for you. What type of environment will help you succeed as
a learner today?
 Record agreements from participants on flipchart; add these
additional requests at end (if not mentioned from participants).
− Confidentiality (what is said here, stays here; want to

ensure everyone is safe and comfortable)
− Openness (willing to try to new things, new learning)
− Present (turn off cell phones, leave current work
commitments outside)
 Confirm agreement of group with these requests.
Learning Objectives
WORKBOOK PAGE: vii

SCRIPT/KEY POINTS
 Review learning objectives:
− Describe the importance of effectively functioning teams

as an essential element to successful public health
programs.
− Describe how to create more effective working
relationships among team members.
− Articulate methods for creating positive and productive
team agreements and norms.
− Select specific skills and tools when creating alignment
within diverse teams.
− Choose effective responses to resolve common problem
behaviors present in teams.
− Identify ways to develop productive working relationships
within teams.
 You will use what you learn during this course when you return to your
countries and work in teams.
INTRODUCTION TO TEAM BUILDING


Introduction
WORKBOOK PAGE: 1
SCRIPT/KEY POINTS
A team can be defined as two or more people coming together to
accomplish a specific task.
 More and more frequently, teams are used as a core method of

accomplishing work tasks. What types of teams are you on or have
you been a part of?
 Record participant examples on flipchart and then add other

examples listed (if necessary):
− Project teams
− Coalitions
− Management teams
 Draw out or provide other local examples of how teams are used
in the local context (e.g., elders’ council, etc.).
 How are teams used in your local culture?
Overview of Team Building

Overview of Team Building
WORKBOOK PAGE: 2

SCRIPT/KEY POINTS
 Teams are the heart of many organizations and initiatives, and exist to
produce results. Successful teams use effective relationships to
motivate and sustain change.
 Point back to their list of opportunities and challenges of teams
 Leading experts in team dynamics actually echo your list of

opportunities and challenges to team functioning. The good news is
that we know more about what makes a team perform at their best.
 Present the Relationship/Results Qualities of High Performing

Teams, and explain it as you speak.
 A framework developed by Team Diagnostic International has identified

qualities of high performing teams (direct them to p. 2 of workbook)
− Results strengths (strengths related to accomplishing the
task, such as having a purpose/goal, boundaries,
direction, and support)
− Relationship strengths (or strengths related to managing
team relationships such as interpersonal and facilitation
skills)
High Low
Relationship Relationship
High Results
Low Results
Overview of Team Building (cont.)

WORKBOOK PAGE: 3
SCRIPT/KEY POINTS
 On page 3 of your workbooks, you will notice a Results/Relationship

matrix. Fill in behaviors that you might observe in each box. What
kinds of behavior might you observe when the team could be
considered high in these characteristics? Low results and low
relationship?
High Relationship Low Relationship
Collaborative relationships, Work may be completed quickly, but can become

respect for each other mundane
High
Results
Work is completed on or before Limited creativity or harnessing of team strengths
deadlines
Team may be having a good time, Participants may blame others for team problems
Low
but limited work is accomplished
results
Work doesn’t get done
 Teamwork is more complex than working alone. Teams function as

systems that have a culture and set of dynamics. Teams need to be
designed–not left to chance. We will come back to this later.
 In this workshop, we are going to discuss four different areas to

consider when building teams:
− Assessment and Design
− Typical Problem Behaviors with Teams
− Remedies for Common Team Behaviors
− Alignment
 Refer to flipchart of opportunities and challenges and link back to
the discussion. Compare opportunities and challenges to the
relationship and results strengths.
Overview of Team Building (cont.)

WORKBOOK PAGE: 3
SCRIPT/KEY POINTS

 Similar to good public health program implementation, you’ll be more

successful in achieving your ends if you start with assessment and
invest in planning at an early stage. This is true whether you are
working with an existing team or creating a new one.
 Just like in public health program development, there are many ways to
assess and plan a team.

BUILDING AND MANAGING SUCCESSFUL TEAMS

Team Assessment and Design
Exercise 4- 5: Team Assessment and

Design
15 MINUTES
WORKBOOK PAGE: 4–5
SCRIPT/KEY POINTS
 Direct participants to divide into groups of 4 or 5, and respond to
questions you read. Participants should capture responses in
their workbooks.
− What areas of a team should be assessed? What
methods can you use to assess teams?
− What questions could you ask in your assessment?

What types of working agreements should be outlined to
create an effective team?
− What agreements do you want to develop based on your
assessment?
 Allow groups 15 minutes to develop answers to these questions.

Refer to the Assessment Tool, Appendix A of the participant
workbook for questions that guide the assessment and design
phases.
 Circulate among the groups as they discuss and offer assistance
if necessary.

Exercise 4-5: Team Assessment and

Design Debrief
15 MINUTES
WORKBOOK PAGE: 4−5
SCRIPT/KEY POINTS
Capture some sample responses for “What to Assess?”, potential
assessment methods & questions, and “Creating Team
Agreements”
 Point out how their assessment and design questions address or

reflect elements of the Qualities of Highly Effective Teams
 Assessment & design can be done quickly -- as an example, we

explicitly designed our working agreements this morning for this class –
or can be more formal, depending on the needs of the team and the
project. The point is that it is important to understand the culture and
the context of the teams you are working with, and intentionally design
your working relationships so that you are more likely to be successful.
 Refer to list of agreements created earlier. Note how this is an

example of creating working relationships with a group.
 Direct participants to review these team assessment tool

Appendix A of their participant workbooks.
 How might you use this concept of assessment and design with your
work teams?
 Dismiss for a 10-minute break.
RESOLVING PROBLEMS IN TEAMS

Typical Problem Team Behaviors
Typical Problem Team Behaviors
WORKBOOK PAGE: 6
SCRIPT/KEY POINTS
 Before class reconvenes and using as much space as possible,
outline a large square on the floor with masking tape. With
additional tape, divide the box into four equal quadrants. (This
exercise can also be conducted outside using concrete/pavement
and sidewalk chalk.)
 Sometimes teams have habits that might get in the way of being at
their best.
Refer to the list of challenges participants created earlier.
 Some other reasons include:
− Teams are made up of people (everyone is different).

− Work as part of a team is complex (each person comes to
teams with different experiences, goals, and motivations).
− Being on a team takes highly developed interpersonal,
meeting and facilitation skills.
− The workplace is full of stress these days: trust is low,
high degrees of cynicism and uncertainty from years of
economic crisis. Individuals and teams can feel a sense
of powerlessness.
Exercise 6: Typical Problem Behaviors
20 MINUTES
Activity Flip Chart Question Tip CONCLUSION | 11

WORKBOOK PAGE: 6
SCRIPT/KEY POINTS
 Ask participants to gather around the box outlined on the floor (or
concrete/pavement).
There are four typical problem behaviors that commonly occur in
teams. This work comes from an American researcher, John Gottman,
who researched these behaviors in couples, but they also apply to
teams.
Introduce the quadrants to the participants. Place a problem
behavior card in each quadrant as you announce them.
− Blaming/criticism
− Defensiveness
− Contempt
− Withholding/Obstructing
 Walk around the square and select a behavior that you sometimes use.
Stand in it for a few minutes and talk with others about your
experiences using that behavior. Appoint a spokesperson, and teach
the rest of the group the meaning of the behavior. Demonstrate body
language that may accompany each behavior.
 Ensure there are at least 2 participants in each box. If not, ask a

participant to join another group.
Definitions (if participants are stuck, or need to be redirected) As
facilitator think of your own examples and the impact of each
− Blaming/criticism: attacking person rather than behavior
(example: “You are always late.” Or “ You aren’t
trustworthy.” Body language example: pointing at others)
− Defensiveness: refusing to own your part of the problem
(example: “It’s not my fault that you didn’t know about
the meeting.” Body language example: arms crossed.)
− Contempt: includes sarcasm, belittling. This can actually
damage a person’s health over time (example: “I can’t
believe you did that. That’s the worst thing I’ve ever

seen.” Body language example: sneer, disgust.

− Withholding/Obstructing: cutting off communication,
withdrawal. (example: not answering when they ask you
a question, not returning their phone calls,, not
responding to communication, offer reasons why you
can’t respond to their request. Body language example:
back turned away). Notice the power there can be in
doing nothing. This method is quite common with email:
delaying a response, or not responding at all
Instructor Note: this last behavior is termed
stonewalling in the literature but has been replaced with
terms that may be more familiar to non-native English
speakers.
 Listen to definitions from each group. It is important to
emphasize that these behaviors occur and are normal–the point of
the exercise is to talk about how the behaviors impact teams.

NOTE
 If English is a second language for participants you may find they
struggle with the terminology used in this exercise. An alternate
method of using the four squares is described below.
Place all four papers in their quadrants, but display only the
Blame description on the floor, with the other behaviors turned
over. Since the behavior of blame is the easiest to describe, have
all participants assemble in the box of Blame. Have them act out
blaming each other. This could be demonstrated by pointing a
finger at someone, a behavior which is common to many cultures.
The instructor should feel free to act it out and demonstrate great
fun with the activity, which will help encourage the participants.
Then ask them what happens when you are blamed. At least one
should come up with ‘defending myself’. (You may need to probe
by asking "and how does that make you feel" before they arrive at
the word “defensiveness”. ) This allows you to turn over the paper
to display Defensiveness and to introduce it. Encourage
participants to move to this box and act out this feeling. As they
are doing so, watch carefully for someone to cross their arms, or
turn around and block out the others. When you see this, bring
attention it by asking "What’s happening here?" Eventually they
will come up with words such as "blocking out", "protecting". You
could press: ask "What might you have around you?", while
gesturing to encourage someone to imagine a wall. At this point,
turn over the paper and introduce the Withholding box. This will
enable you to introduce the term stonewalling if you care to use it.
Finally, introduce the fourth behavior by asking “What have we
left out? What happens when there is a total breakdown of respect
by an individual?” Then turn over the Contempt paper and allow
people to act it out.
Throughout the activity make sure that participants are translating

the terms into their native language to ensure understanding.
This activity will be highly interactive and should be fun and
energizing for you and the participants.

Exercise 6: Typical Problem Behaviors

Debrief
WORKBOOK PAGE: 6
SCRIPT/KEY POINTS
If you find yourself using this behavior, what can you do?
Become aware and acknowledge your own patterns and habits; notice
the impact of the behavior on others; learn alternative communication
strategies; examine what the underlying issues are; ask for help or
feedback from mentors or colleagues
Walk around the square and now find a box you least like to be on the
receiving end of. Talk for a minute, appoint a spokesperson, and have
him/her show us what it feels like to be on the receiving end of this
behavior. Demonstrate body language that shows how you feel.
 Ensure there are at least 2 participants in each box. If not, ask a

participant to join another group.
Participants may notice interaction between problem behaviors
(i.e., defensiveness provoked by criticism). Note that these
behaviors rarely exist in isolation.
Allow a spokesperson from each “problem behavior” box to give
a brief report.
What is the effect of being on the receiving end of these behaviors?
Lowers team morale, lowers self-esteem, impacts trust and

camaraderie, reduces productivity & positivity elements
How does it affect team building?
 Ask participants to return to their seats.

Remedies for Common Team Problem

Behaviors
WORKBOOK PAGE: 7
SCRIPT/KEY POINTS
 Title a flipchart sheet, “Remedies.”
Now that we have looked at the four most common problems in teams,
let’s list some ways to eliminate the problem behaviors—in ways that
build a higher functioning team. What are ways we can work together
to diffuse problematic team behaviors?
 Think about how you would approach a person who exhibits a certain
behavior, so that you can get past the behavior and on to a solution.
For example, if a person has a tendency to be defensive, how would
you approach them to tell them they are doing a task incorrectly?
Capture responses from participants, and then add other
examples, if needed:
− Notice your own patterns. Which problem behaviors do
you regularly use? What is the impact when you use
them? Take responsibility for the impact you want to
have in your team.
− Educate your team about problem behaviors and name
them when they occur in the team. Bringing problem
behaviors out into the open can defuse them. Create
working agreements about how you as a team will handle
and address problem behaviors when they occur.
− Look for the request behind the complaint. The problem
behavior may be an unskillful attempt to request change.
If you have a complaint, consider what you are wanting to
request of another person; if you are receiving a
complaint, consider what is really being asked for.

− Don’t take it personally. Instead of focusing on who is

doing what to whom, focus on what is trying to happen in
the system. Request clarification and clear any
assumptions that may be underneath. Is there a change
that is needed?
− Acknowledge and appreciate team strengths successes
when they occur to build up a reservoir of positivity within
the team and prevent problems.
How can you use this concept of problem team behaviors in teams that
you are currently a part of? How can you address some of the
challenges of working with teams?
 Caution! Use these terms as an opportunity to have a common

language with your team and to name behaviors that are unhelpful. Do
not label people!
 Appendix B in your workbook gives you some specific ideas for

correcting each of these problem behaviors. You can use it for yourself
or share it with your work teams to strengthen your work relationships.
 Direct attention to the Qualities of Highly Productive Teams if

relevant.

Alignment
Alignment as a Team Building Skill
5 MINUTES
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS
An important part of working within a team is the ability to see the
potential in others and in their ideas. This requires being able to value
and respect the ideas of others, taking time to acknowledge and finding
value in the suggestions of others (that is, opening ourselves to other
ideas and perspectives).
Rather than aiming for 100% consensus or agreement within a team,
focus on alignment.
Focusing on alignment means finding a common underlying set of
beliefs or purpose.
Alignment promotes increased creativity, team participation, and
honors diversity.
With this type of perspective, disagreement can actually increase team
creativity.

Activity: One Word Story”
10 MINUTES
WORKBOOK CLOSED
SCRIPT/KEY POINTS
 Note this activity does not require the participant workbook and is
therefore not presented as a numbered exercise.
We are now going to practice some of the skills needed for team
alignment with an activity called “One Word Story.”
Direct participants to divide into groups of 4 or 5 and adjust their
chairs so they sit in small circles.
Ask participants to provide you with the name of a common
household item (i.e., spoon, stove, or chair). Once you have
selected the item, tell groups they will be telling the story of “The
Magic (Household Item),” but only one word at a time. Every
group will use the same household item.
Imagine the story will be audio recorded and will be sold as a book on
tape. Keep in mind that we want to make a coherent story. Participants
will rotate around the group speaking only one word at a time.
 Allow groups five minutes to conduct the exercise. Walk around

the room listening to the exercise. Note if the groups’ energy
drops. If it does, move on quickly to the debrief.
 Ask participants to return their chairs to the large circle.

Activity: “One Word Story” Debrief
5 MINUTES
WORKBOOK CLOSED
SCRIPT/KEY POINTS
 Present a flipchart sheet divided into two columns. The right
column should be titled, “What Helped?”; and the left side should
be titled, “What Got In the Way?”
What behaviors helped the group be successful in the activity?
Listening, flexibility, openness, etc.
 Capture positive behaviors by listing them on the flipchart sheet

in the right column.
What got in the way?
Planning, getting tense, worrying, needing it to go my way, etc.
Capture challenging behaviors by listing them on the flipchart

sheet in the left column.
 How do these skills apply to working with teams?

Alignment
10 MINUTES
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS
 The concept of alignment is different than agreement
 As humans, we are trained to pay attention to what “doesn’t work.”

Identifying problems is a big part of our jobs. We quickly acknowledge
what’s right, and then focus on what’s wrong, by using phrases like,
“Yes, but. . .”
However, in the long run, this has limited our perspective to only OUR
ideas and ways of doing things.
 By simply eliminating the word “but,” we focus on the positive, and

acknowledge the richness of someone else’s contribution. This is an
excellent way to create alignment. We are going to practice this way of
creating alignment with another.

Exercise 7: Expanding the Practice of

Alignment
20 MINUTES
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS
Direct participants to find a partner and sit facing one another.
 Some participants may be resistant to this exercise, which is OK.

You can mention that it IS artificial and awkward to keep saying,
“What I like about your idea is. . .,” but the idea is to notice the
end result of the experience. “Yes, and. . .” can be even more
powerful as an attitude–as much as a set of words.
To practice this skill, partners will plan two events−a vacation and
reunion. To do this, you both will take turns offering ideas.
After your partner offers an idea, respond by recognizing at least one
aspect of what was offered, using this phrase, “What I like about your
idea is. . .” (completing with something you genuinely like about the
other person’s idea.) Keep searching until you find something you
actually like about the other person’s contribution.
In this exercise, there are no restrictions: budget, practicality,
plausibility, possibility and the laws of physics do not exist. With your
partner, plan a vacation both of you will enjoy. After five minutes, switch
topics and then, plan a reunion for this training cohort.
Circulate around the room and notice if groups are ending, or
struggling, and change the timeline accordingly. After five
minutes, ask pairs to switch topics.


Alignment Debrief
10 MINUTES
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS
 What was your experience of this exercise?
Difficult, had to concentrate, had to think on one’s feet
What was it like to have your idea accepted?
Felt good, acknowledged, appreciated even for my contribution, as well

as my differences
What effect did this attitude have on the outcome of either the vacation
or the reunion?
Was a more creative or different outcome than I expected; generated

more possibilities than anticipated
 How might you apply this to your work with teams?
Acknowledge individual contributions; collaborate on a higher level;

generate new ideas, rather than criticizing or shutting down new
perspectives; generate collaborative outcomes more quickly
 How might a “Yes, and. . .” attitude impact a team and its

effectiveness?
Acknowledge and honor diversity, increase constructive interaction,

communication, trust, respect; alignment as one of task strengths;
increase collaborative decision making
 Since it is somewhat artificial and awkward to use “Yes, and. . .”

language, what might be other ways you could bring a “Yes, and. . .”
attitude to a real-world team?


Alignment Debrief (cont.)
10 MINUTES
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS
− Consider how many other ways you might say “What I
like about your idea is. . .” such as “What I appreciate
about your comment is. . .” “How insightful! And. . .”
“Thank you for that – and. . .”
− Play a game with yourself to see how often you can align
in words or actions with a colleague, perhaps even one
who you don’t often agree with. Notice the impact in your
working relationship.
− Listen for opportunities to immediately recognize the

positive contribution the team member has made (i.e.,
“What I like about your idea is. . .”) before offering your
own idea (“…and here’s another thought I could add”).
− Ask team members directly about their opinions when

they don’t contribute regularly. See how you might
incorporate the “Yes, and. . .” attitude with even non-
verbal contributions: “I appreciate your on-going
commitment to attending these meetings, and. . .”

CONCLUSION
Summary and Evaluation
Summary and Evaluation
WORKBOOK PAGES: 9 and 15
SCRIPT/KEY POINTS
Review team building methods covered today:
− Team Assessment
− Team Design
− Working with Problem Behaviors
− Creating Alignment
In order to help make the transition between this session and your work
settings, please complete the individual development plan.
Allow participants five minutes to complete the individual

development plan worksheets, and ask for volunteers to share
any highlights of what they are taking away from session.
Highlight important learning points.
 Thank participants.
 Ask participants to complete course evaluation forms, on page 15

of their participant manuals.
 Collect completed forms from workshop participants.


Appendix
Problem Team Behavior Signs
APPENDIX | 27
28 |
BLAMING
/
CRITICISM
DEFENSIVENESS
CONTEMPT
WITHHOLDING
/
OBSTRUCTING

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FAC I L I TATO R ’ S

SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

Team Building for Public Health

ICON GLOSSARY | iii

 Describe the importance of effectively functioning teams as an

 Choose effective responses to resolve common problem

MATERIALS AND EQUIPMENT

For the Instructor: For the Instructor:

For the Participant: For the Participant:

TIMES TOPICS COVERED

1 Hour 40  Mingle Group Exercise – 30 minutes

2 Hours  Typical Problem Team Behaviors – 40 minutes

CLASSROOM PREPARATION CHECKLIST

ICON GLOSSARY | vii

viii | FURTHER READING

Center for Right Relationship http://www.centerforrightrelationship.com/

Team Diagnostic International http://www.teamdiagnosticassessment.com

Bens, Ingrid. Advanced Team Facilitation. GOAL/QPC, 2000.

Gottman, John M. The Seven Principles for Making Marriage Work: A

Lenccioni, Patrick. The Five Dysfunctions of a Team. Jossey-Bass, 2002.

Patterson, Kerry, Grenny, Joseph, McMillan, Ron, Switzler, Al, Covey,

Scott, Susan. Fierce Conversations: Achieving Success at Work and in Life

SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

SMALL GROUP EXERCISE

QUESTION FOR FACILITATOR TO ASK PARTICIPANTS

VIDEO PRESENTATION/AUDIO PRESENTATION

 Introduce any dignitaries.

 Explain their workbook: they will use it to complete exercises and

− What has been the most challenging part of working with

 After the mingle activity, instruct participants to take turns doing

Activity Flip Chart Question Tip CONCLUSION |1

Exercise 1: Mingle Debrief

2. Direct participants to record the list in their workbooks on

2 | CONCLUSION Plain=Script Bold=Instructions Italics=Answers

Expected Time: 10 minutes

 Explain any housekeeping details, such as break times, fire drill,

 Establish agreements for the day:

− Confidentiality (what is said here, stays here; want to

WORKBOOK PAGE: vii

Activity Flip Chart Question Tip CONCLUSION |3

− Describe the importance of effectively functioning teams

INTRODUCTION TO TEAM BUILDING

4 | CONCLUSION Plain=Script Bold=Instructions Italics=Answers

 More and more frequently, teams are used as a core method of

 Record participant examples on flipchart and then add other

 How are teams used in your local culture?

Overview of Team Building

Overview of Team Building

Activity Flip Chart Question Tip CONCLUSION |5

 Point back to their list of opportunities and challenges of teams

 Leading experts in team dynamics actually echo your list of

 Present the Relationship/Results Qualities of High Performing

 A framework developed by Team Diagnostic International has identified

Overview of Team Building (cont.)

6 | CONCLUSION Plain=Script Bold=Instructions Italics=Answers

Collaborative relationships, Work may be completed quickly, but can become

 Teamwork is more complex than working alone. Teams function as

 In this workshop, we are going to discuss four different areas to

Overview of Team Building (cont.)

Activity Flip Chart Question Tip CONCLUSION |7

 Similar to good public health program implementation, you’ll be more

8 | CONCLUSION Plain=Script Bold=Instructions Italics=Answers

BUILDING AND MANAGING SUCCESSFUL TEAMS