Team Building: A Structured Learning Approach provides a thorough understanding of team building concepts; what it means to be a member of a team, empowerment, and how teams contribute to continuous quality improvement.
Your students will apply these concepts in various exercises throughout the book. A structured learning approach is used where team members rotate roles.
Students take turns as leaders and observers. The observer records the interactions which occur in solving an exercise, and reports findings to the team at the end of the exercise. These findings are analyzed by the team thus creating an atmosphere whereby teams learn how to learn. There are numerous exercises so the student is exposed to a diversity of problems.
Team concepts such as empowerment, cohesiveness, handling difficult members, and team effectiveness are explained and there are exercises that help students learn more about these concepts, while building their team skills.
TEAMWORK AND SYNERGY
Major elements of team synergy
Do you need a team?
Characteristics of an effective team
Should team membership be voluntary?
Achieving positive team synergy
What have I gotten into?
Exercise 1, Knowing your team members
CONTRIBUTORS TO CONTINUOUS QUALITY IMPROVEMENT
Deming's guide to quality improvement
Exercise 2, Deming audit
Crosby's guide to quality improvement
Exercise 3, Crosby audit
Juran's guide to quality improvement
Exercise 4, Juran audit
Knowing your team members
Exercise 5, What is empowerment?
Exercise 6, Team process control
SUPPORTIVE TEAM CULTURE
A variety of team-player styles
Sample team rules
Reaching a consensus
Exercise 7, Salesman problem
Exercise 8, Secretary problem
TEAM BUILDING PHASES
Exercise 9, Written team rules
Exercise 10, Team assessment
Do's and Don'ts when giving feedback
Exercise 11, General peer feedback
Exercise 12, Detailed peer evaluation
Exercise 13, Self-assessment
UNDERSTANDING HOW WE THINK
Colored hat thinking
Exercise 14, Norm violation
Exercise 15, Future workplace
Exercise 16, University President
MEMBER SERVICE ROLES
Exercise 17, Declining enrollments
Exercise 18, QI project
Exercise 19, Community leader
Exercise 20, Teenage nightowl
EXPANDED TEAM MEMBER ROLES
Group task functions
Exercise 21, Improving schools
Exercise 22, Improving services
Exercise 23, Good teacher
EXPANDING TEAM SKILLS
Phases of a meeting
Exercise 24, General Wainwright
Exercise 25, Team assessment
Exercise 26, Now what?
TYPES, TEAMS AND MORE TEAMS
Reason for specialized teams
Cross-functional project teams
Self-directed (self-managed) teams
Sustaining continuous quality improvement