It was the end of the team-building training, and as everyone politely applauded, Maria began gathering her things. The binder. The picture of her with Diane holding the eight-foot paper elephant. Her certificate. And of course her notes, which included long lists of to-dos that came to her during the times she was zoned out. Feeling both energized and depressed, she turned to her left to look at Diane.
Diane looked back, saying nothing. They were both tired. Finally Diane said, very quietly, "Two days. What a waste." Maria nodded and they both stood and walked silently out of the room, among the first to leave.
Back in Diane's office, door closed, Maria kicked it off with, "And how long will it be till we forget this?"
Maria's impish side triumphed: "Forget what?" They both laughed. A needed laugh.
"You know what I mean," Diane said. "Will we ever use this stuff?"
Maria and Diane are experiencing some of the letdown that frequently follows team-building training. It's a common reaction, but it needn't be. Here are some simple ways to make team learning last longer.
- Think of it as "learning" rather than training
- It's amazing how powerful the words are. Learning is the real goal, so let's call it learning. Training is for puppies.
- Inflicting education rarely works
- Give the team a choice. Allow budget and schedule for team learning, if they want it. Mandating it instead of supporting it produces different and inferior results.
- Structure learning in short bursts
- Is it "team training"
or "team learning"?
Words do matter
- Unless air travel is involved, even two days of education is usually too long. Leaving space between "modules" gives people time to practice and integrate new ideas into their work.
- Limit turnover on the team
- Changing the composition of a team is disruptive. The new people often didn't attend the recent team learning experience, and more important, change entails Chaos (see "Now We're in Chaos," Point Lookout for September 19, 2001). You might get more out of a team by keeping its members in place than you would by cycling in an expert for a short-term specialized task.
- Leave some slack for experimentation
- After a team goes through a team learning experience, we hope they'll apply what they've learned. They'll be a bit clumsy at first — it's like learning to walk. Give them the slack they need to experiment with the new methods they've learned.
Most important, follow up. Setting an actual date for a "post-graduate" follow-up to any educational experience makes actual application of the learning much more likely. Setting a date creates an expectation that we'll be reviewing the results of applying the methods we've learned.
A year later, what will people remember from the team learning experience? Will it be the important lessons that were so difficult and valuable to learn? Or will it be the eight-foot paper elephant? Top Next Issue
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More articles on Personal, Team, and Organizational Effectiveness:
- Choices for Widening Choices
- Choosing is easy when you don't have much to choose from. That's one reason why groups sometimes don't
recognize all the possibilities — they're happiest when choosing is easy. When we notice this
happening, what can we do about it?
- Assumptions and the Johari Window: II
- The roots of both creative and destructive conflict can often be traced to the differing assumptions
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- When group decisions go awry, we sometimes feel that the failure could have been foreseen. Often, the
cause of the failure was foreseen, but because the seer was a dissenter within the group, the issue
was set aside. Improving how groups deal with dissent can enhance decision quality.
- How to Find Lessons to Learn
- When we conduct Lessons Learned sessions, how can we ensure that we find all the important lessons to
be learned? Here's one method.
See also Personal, Team, and Organizational Effectiveness for more related articles.
Forthcoming issues of Point Lookout
- Coming December 20: Conceptual Mondegreens
- When we disagree about abstractions, such as a problem solution, or a competitor's strategy, the cause can often be misunderstanding the abstraction. That misunderstanding can be a conceptual mondegreen. Available here and by RSS on December 20.
- And on December 27: On Assigning Responsibility for Creating Trouble
- When we assign responsibility for troubles that bedevil us, we often make mistakes. We can be misled by language, stereotypes, and the assumptions we make about others. Available here and by RSS on December 27.
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- Person-to-Person Communications: Models and Applications
- When we talk, listen, send or read emails,
read or write memos, or when we leave or listen to voice mail messages, we're communicating person-to-person.
And whenever we communicate person-to-person, we risk being misunderstood, offending others, feeling
hurt, and being confused. There are so many ways for things to go wrong that we could never learn how
to fix all the problems. A more effective approach avoids problems altogether, or at least minimizes
their occurrence. In this very interactive program we'll explain — and show you how to use —
a model of inter-personal communications that can help you stay out of the ditch. We'll place particular
emphasis on a very tricky situation — expressing your personal power. In those moments of intense
involvement, when we're most likely to slip, you'll have a new tool to use to keep things constructive.
Read more about this program. Here's a date for this
- Embassy Suites by Hilton Jacksonville Baymeadows, 9300 Baymeadows
Road, Jacksonville, Florida, 32256, USA: January 15, 2018,
Monthly Meeting, Northeast Florida Chapter of the Project Management Institute. Register now.
- Embassy Suites by Hilton Jacksonville Baymeadows, 9300 Baymeadows Road, Jacksonville, Florida, 32256, USA: January 15, 2018, Monthly Meeting, Northeast Florida Chapter of the Project Management Institute. Register now.
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- Many people who possess real organizational power have a characteristic demeanor. It's the way they project their presence. I call this the power affect. Some people — call them power pretenders — adopt the power affect well before they attain significant organizational power. Unfortunately for their colleagues, and for their organizations, power pretenders can attain organizational power out of proportion to their merit or abilities. Understanding the power affect is therefore important for anyone who aims to attain power, or anyone who works with power pretenders. Read more about this program.
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