The process is one of the most important areas to consider for any team. Having a clear process means that whatever happens, any unforeseen circumstances or other setbacks can be effectively dealt with. The processes involved can be split into two groups; firstly, the processes involved in running activities effectively and secondly the processes involved in managing the group effectively. These will be dealt with in the following pages. Running Activities: The general rule here is that of the 6 P’s;
Prior
Planning and
Preparation
Prevent
Poor
Performance
The planning is key; make sure you plan to use equipment and space effectively, plan to cover risks represented by environment, weather and other factors, plan to have an end goal or skill for the team and finally plan timings to include the vital elements of planning and reviewing. As well as having this thread of planning running through the days or weeks activities, it is also important to have backup plans; before you leave is the time to think about what you do if you need to abandon your original ideas, what happens if the team move too quickly or slowly through activities or if the activities are not having the desired effects due to skill levels or the group dynamics etc. The more of this process you have already gone through the more smoothly the activities will go and the better the results will be with your team. It sounds like a lot of work, but I am not suggesting these need to be written down formally, we are not talking about the level of detail teachers would use for lesson planning, just a few notes of alternative activities using the same equipment, or variations of the task to increase or decrease skill level will prove invaluable in the field.
Similarly, a crisis plan will be of utmost importance in the unfortunate event that something does go wrong. Not only does this provide a system to use that will enable a swift and comprehensive response, but it will also decrease the chances of compounding the problem through panic or mismanagement. It is better to sit in comfort and work out how to deal with a situation than it is to approach this problem for the first time when it happens. These elements for the instructor to consider are in parallel with what you are asking your teams to think about; planning, effectively organising and reviewing process to improve. By doing these things well you not only make your life easier but also set a good example and a high benchmark for your teams to follow.
Managing the group: Depending on your teams age, ability and motivation this could be either the simplest part of the job or the most complex. I have dedicated a lot of time to this subject throughout the first part of this book because it is the area that has the most impact on the success of group formation and completion of tasks. This section will talk about some basic concepts to consider when setting out group rules or codes of conduct and is valuable for any group because it talks about the processes of group formation within the confines of laws and rules but also within the confines of human dignity and respect. These are issues everyone should be considering whatever age or ability. The easiest way to demonstrate the constraints that are set upon a team is to take an example; let us imagine two group members having an argument, a scenario not uncommon within teambuilding and problem-solving tasks. Let us call them Jack and Jill for the purposes of this example. Jack in a heated moment says some cruel and sexist things to Jill who is understandably very upset by the whole event. Jack then refuses to apologise because he feels he was justified because Jill would not co-operate on the task.
There are several elements here that represent the spectrum of constraints; firstly, there is the law, Jack is clearly not in line with the laws of the country when being sexist or bullying in his interaction with Jill. Secondly there are the personal boundary issues for Jill, she is made to feel small and inadequate by the situation which affects her dignity and self-respect and may even damage her sense of identity due to feeling alienated or isolated. Thirdly there is the middle ground, this is the justification Jack feels and the initial refusal to participate from Jill. This is the area where the solution must be found and in order to come to this point the two boundary violations, that of the laws and rules on one side and the personal boundaries on the other need to be explicitly conveyed to both Jack and Jill. This is a core process for instructors to go through with groups, the team need to be aware of the boundaries as explicit and reinforced no go areas, this is critical if you want to get honest and open responses from the team as these boundaries represent security, both personal and public that allow people the safety to open up and say things honestly in acceptable areas such as group dynamics or task focus or success. This process is key to the proper implementation of group control, respect, and communication. It is important here to note that if a team become a united working force that are able to treat each other responsibly and with kindness whilst achieving set objectives and goals, the inner boundary can disappear. However, the minute there is an issue it will reappear or possibly appear for the first time for a team, for this reason it is important to have their ground rules or some kind of group understanding of conduct within the team setting even if they feel they do not require it. If this is not talked about at the start it can cause problems later on.
It is also important to note here that the area between the boundaries must be allowed to be a free exchange; groups need to be able to feel they are able to communicate openly and have a voice for this to work. This is where reviews are so important to the whole process. There are additions to the team management process that it is important to mention here, they are the effect the group may have on an instructor and the understanding of process for the students. Firstly, let us examine the effect of the process of teambuilding on instructors. There is no doubt at all that to do the right thing and let the team have their storming phase and allow them the freedom to make mistakes will make the process harder for you as an instructor. You will often find as a result of this that you will to a certain extent experience the highs and lows that the team go through. This can be demoralising at times but stick with it, the rewards are many if the group get through this stage. Again, this is an area where the process is key. You need to remember the process of team formation and be willing to encourage them through it even if you are feeling doubtful of success yourself. The second point is that the process should be made the explicit objective for the team. They need to know that it is not winning or losing that is important but the process of the task, of planning and reviewing and the continuum of effectiveness that this process brings. If you do well and succeed, then that is brilliant, but you still need to review this process to see if it can be made even better. This is the principle behind CPD and holds true for teams also. CPD should be seen as being both continuous professional development and continuous personal development. These are inherently linked and can form a strong positive influence on the personal responsibility aspects of teambuilding.
Note: If you are interested in learning more about team building my book will give you a much deeper insight and lots of practical examples and activities as well.
Shevek Pring 