Learning Objectives

1. Leverage knowledge, skills, strengths, and diversity to develop innovative and inclusive approaches to design/project challenges. 
2. Devise a plan that manages team dynamics toward completing project goals.

Instructor Preparation

1. Assign students to teams.
2. Review instructions for the activity guide GT Mini 500 – Choosing Team Roles.
3. If choosing the in-class option, review the timing for the class session.
4. Distribute the activity guide to your students (either as an in-class announcement or via Canvas), and set up an appropriate submission area on Canvas for the required deliverables.

Notes for Instructors

• This unit was designed to fit into a 2000-level course and is part of the larger Effective Team Dynamics curriculum.
• For more information about the overall ETD curricular structure or partnering with us, please contact us or fill out the Request to Partner form.
• Rubrics (in-class rubric, homework rubric) are included to help you evaluate the work that the students submit.

Outline & Timing

Option 1 (In Class)

1. Introduce the purpose of the day’s activity. (3 min)

Points to make:

• Briefly indicate that the class is going to explore the importance of team dynamics and the way different people are attracted to different roles in a team based on their strengths.
• Students will consider roles they gravitate towards or avoid.
• Students should share the roles that they enjoy to help their team divide the work. Sharing this information will likely lead to more engaged teammates.

2. Complete the activity. (5 min)

• You’ll need some open space to complete this activity, so ask students to move desks or consider working in the hall/lobby. You will also need a timer that students can view while they work to keep pace.
• Ask the class to organize themselves into groups by major. Give them two minutes to complete the task. Answer any additional questions with a non-answer (ie. “Whatever you think is best.”). Once the timer goes off, poll each group to make sure everyone is in the right place.
• Ask the class to re-organize themselves into a line based on last names. Give them three minutes to complete this task. Once the timer goes off, go down the line and ask everyone for their last name to check.
• Ask the class to re-organize themselves into a line based on birthdate. HOWEVER, this time, they are not allowed to speak AT ALL. Give them 4 minutes to complete this task. When the timer goes off, go down the line to check for the correct position of each student.
• Finally, ask the class to re-organize themselves into a line based on where they were born, from east to west, WITHOUT SPEAKING. Most students will now try to ask clarifying questions – repeat your non-answers or remind them they are not allowed to speak. They are, however, allowed to work with props (Google maps on their phones, whiteboard/chalkboard, paper and pen, etc.) if they come up with it on their own. Give them five minutes to complete this task, and when the timer goes off, go down the line to check for the correct position of each student.  Students can return to their seats.

3. Discuss. (5 min)

      4. Read “Collaboration, Contribution, and Compromise” section of the activity guide. (5 min)

      5. Begin steps of the activity guide.

      Step 1: Highlight preferred roles. (1 min)

• Ask students to highlight two to three roles they tend to gravitate towards on a team based on their CliftonStrengths and previous experiences.

      Step 2: Cross out roles they avoid. (1 min)

• Ask students to cross out one to two roles they actively avoid due to dislike or lack of skill in the field.

      Step 3: Reflect on which role they would excel in. (3 min)

• Ask students if based on their CliftonStrengths and past experiences, which roles they would excel in?

      Step 4: Ask the students to write an opening narrative. (5 min)

• Following the template on the activity guide, have the students write a narrative that expresses their preferences for specific jobs within a group, based on their strengths and previous experiences. You might choose to have the students turn in this portion of the assignment.

      Step 5: Students share their narrative. (5-10 min)

• Students should meet with their teams and share their narratives. This can be an effective way to start a first meeting between team members, or a good second or third activity at the beginning of a new team unit.
• Teams should look at the list of jobs in a team – Have students ask themselves: How many team members overlap in jobs? How many jobs are left unfilled? Where might team members be willing to step up and take on jobs that need to be done?

      Step 6: (Optional) Students have an expanded discussion. (10 min)

• Following the template on the activity guide, have the students write a narrative that expresses their preferences for specific jobs within a group, based on their strengths and previous experiences. You might choose to have the students turn in this portion of the assignment.

      6. Conclude class. (2 min)

• Ask students to turn in their narratives on Canvas.

Option 2 (Homework)

        1. Students read “Collaboration, Contribution, and Compromise” section of the activity guide.

        2. Students complete steps one through four of the “GT Mini 500 – Choosing Team Roles” activity guide.

3. Complete “Group Work: Share Narratives” (Step 5) as teams.

• Students should meet with their teams and share their narratives. This can be an effective way to start a first meeting between a new team to promote comfort in communication between new team members.
• Teams should look at the list of jobs in a team and use it to structure a conversation about who will do what in the team moving forward. You might choose to have each team turn in answers to the following questions on Canvas: 
  1. How many team members overlap in jobs? What does this say about strengths and concentrated areas of knowledge, skills, and abilities in your team? How can you leverage these concentrations of strengths to make the team stronger?
  2. How many jobs are left unfilled? What does this say about potential blindspots or weaknesses in the team? How might you compensate for these unfilled jobs?
  3. Where might team members be willing to step up and take on jobs that need to be done? How can you distribute these unfilled roles equitably, recognizing that these are jobs that must be done in all teams?
  4. Based on this activity, update your team contract to reflect individual responsibilities and compromises the team has come to.