REVIEW QUESTIONSWhat groups are you a member of in your study or work environment(s)? How big are these groups? How does the size of your class, study group, work team – or whatever:
(a) Affect your ability to come up with questions or ideas? (b) Give you help and support to do something you couldn't do alone. The following phrases and slogans project certain team roles: identify which. (Examples are drawn from Belbin, 1993.) (a) The small print is always worth reading. (b) Let's get down to the task in hand. (c) In this job you never stop learning. (d) Without continuous innovation, there is no survival. (e) Surely we can exploit that? (f) When the going gets tough, the tough get going. (g) I was very interested in your point of view. (h) Has anyone else got anything to add to this? (i) Decisions should not be based purely on enthusiasm. Read the following descriptions of team behaviour and decide to which category they belong (forming, storming, norming, performing, dorming). (a) Two of the group arguing as to whose idea is best (b) Progress becomes static (c) Desired outputs being achieved (d) Shy member of group not participating (e) Activities being allocated Why might the following be effective as team-building exercises? (a) Sending a project team (involved in the design of electronic systems for racing cars) on a recreational day out karting. (b) Sending two sales teams on a day out playing 'War Games', each being an opposing combat team trying to capture the other's flag, armed with paint guns. (c) Sending a project team on a conference at a venue away from work, with a brief to review the past year and come up with a vision for the next year. (These are actually commonly-used techniques. If you are interested, you might locate an activity centre or company near you which offers outdoor pursuits, war games or corporate entertainment and ask them about team-building exercises and the effect they have on people.)
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