DISCLAIMER

© 2016 SCAD DMGT 732 Facilitating Creative Thinking Team

All images were created by the DMGT 732 Facilitating
Creative Thinking team unless otherwise noted.

Facilitating Creative Thinking is the official process book of

the Savannah College of Art and Design graduate Design
Management course: DMGT 732 Facilitating Creative
Thinking and was created entirely by the students enrolled
in this course. Its editorial content does not necessarily
reflect the views of the Savannah College of Art and Design.
It was produced in the Spring Quarter of 2016 and covers the
period between March and June 2016.

The 2016 Spring Quarter DMGT 732 process book features

10 sections: Course Overview, Stages 1&2, Stage 3, Stage
4, Stage 5, Stage 6, Stage 7, Appendices, References and
List of Figures. Apple Macintosh OS X computers using
Adobe Creative Cloud software (InDesign, Photoshop and
Illustrator) were used to design this book.

ii
 TABLE OF CONTENTS
COURSE OVERVIEW STAGE 5
Course Overview .................................................. iv Overview .............................................................. 31
Mentor ................................................................. v Activities ............................................................... 32
Book Introduction ................................................ vi Detailed Design .................................................... 36
Team Members .................................................... viii Peer Feedback Summary ..................................... 37
Team Performance Model .................................... x Team Reflection .................................................... 38

STAGES 1 & 2 STAGE 6

Overview .............................................................. 1 Overview .............................................................. 41
Activities ............................................................... 2 Activities ............................................................... 42
Detailed Design .................................................... 6 Detailed Design .................................................... 48
Peer Feedback Summary ...................................... 9 Peer Feedback Summary ...................................... 51
Team Reflection .................................................... 10 Team Reflection .................................................... 52

STAGE 3 STAGE 7
Overview .............................................................. 13 Overview .............................................................. 55
Activities ............................................................... 14 Activities ............................................................... 56
Detailed Design .................................................... 16 Detailed Design .................................................... 60
Peer Feedback Summary ..................................... 19 Peer Feedback Summary ..................................... 61
Team Reflection ................................................... 20 Team Reflection .................................................... 62

STAGE 4 References ......................................................... 64

Overview .............................................................. 23 List of figures ........................................................ 65
Activity ................................................................. 24
Detailed Design .................................................... 26
Peer Feedback Summary ..................................... 27
Team Reflection .................................................... 28
iii
 COURSE OVERVIEW
DMGT 732 Facilitating Creative Thinking
successful design managers need to be able to
create the conditions for creative thinking and
innovation within an organization composed of
a wide variety of professionals who may or may
not be familiar with design thinking. This course
prepares students to lead teams in the envisioning
of new ideas and solutions by developing skills in
framing projects, imaging outcomes and group
interaction as they apply the process of design
conceptualization outside of the familiar studio
setting. In a series of simulations and group
exercises, the students acquire experience in idea
facilitation through working successfully with
people not necessarily familiar with the design
process and creative ways of working non-linearly.

Savannah College of Art and Design,

2015-2016 online catalogue.
iv Figure 2. Artifacts.
 MENTOR
“I am a creative entrepreneur and trans-disciplinary
scholar-practitioner working at the nexus of design,
business, and engineering. My colleagues describe
me as progressive, creative, innovative, generous,
and industrious. As a bi-cultural, bi-lingual, and
bi-national I live in Europe and also in the US,
currently on a sub-tropical island near Savannah,
Georgia, where I teach Design Management at the
Savannah College of Art and Design.”

—Regina Rowland, Ph.D.

Figure 3. Prof. Regina Rowland. v

 BOOK INTRODUCTION
This book serves to document the work of 12
graduate students in DMGT 732, Facilitating
Creative Thinking at the Savannah College of Art
and Design over the course of the 2016 Spring
Quarter. The class utilized the Drexler/Sibbet
Team Performance Model (TPM) as a framework
to actively learn the skills necessary to become
effective team leaders. Accordingly, the students
themselves operated as a team, using one another
as test subjects in the process: based on the TPM,
the students experientially role-played each of the
seven steps in the model as classroom activities.
Each role-play session was designed and led by
one or two student facilitators, after which the
class exchanged structured feedback to review and
record what was experienced, what worked well,
and what could be improved upon.

vi
 This book contains the seven stages of the TPM
divided into five parts: Overview, Activity, Detailed
Design, Peer Feedback Summary and Team
Reflection.
Overview
This section introduces the stage, and the purpose
and desired outcome of the activity.
Activity
This part includes the intent and description of the
activities for that stage.
Detailed Design
This part includes the detailed design for facilitators
of the activities for that stage.
Peer Feedback Summary
The feedback is from the participants. Feedback is
based on the performance, language and successful
facilitation skill demonstration.
Reflection
In this section facilitators self-reflect upon their
own experience and performance and note
potential future improvements.

Figure 4. Team work. vii

 TEAM MEMBERS

viii
Figure 5–16. Design team portraits. ix
 TEAM PERFORMANCE MODEL

x Figure 17. Drexler/Sibbet Team Performance Model®.

Over many years of working with teams, Allan
Drexler and David Sibbet came to appreciate that
team challenges are somewhat predictable, and arise
from repeating sets of concerns that all teams face
during stages of their work. The model illustrates the
recurring challenges teams face, and the indicators
that inform if a team has successfully addressed
them. What is not common to all teams is how
leaders respond to these challenges. This is the area
of best practices, and has grown steadily over the
years since the TPM was first developed (The Grove
Consultants International, 2008).

Figure 18. Outdoor team work. xi

STAGE 1 & 2

Figure 19. Drexler/Sibbet Team Performance Model® stages 1 & 2.

Stage 1
“The key question for the Orientation stage is Why am I This section integrates stages 1 and 2 corresponding
here? Part of the answer has to do with the team’s purpose. to orientation and trust building. The reason for this
A satisfactory answer would explain why the team exists integration is that the two amalgamate well and help
and what is expected of it. This is why setting direction build a strong relationship amongst the participants. In
and clarifying charters is so central to team leadership. most facilitation activities the two stages are presented
To the extent that members embrace that purpose, they under one session because of their goal overlap.
begin to identify as a team. To the extent that the purpose
is vague or at odds with what the members care about,
they withhold their allegiance and feel disorientation,
uncertainty and maybe even fear” (The Grove Consultants
International, 2008, p. 28).

Stage 2
“Trust is a measure of one’s willingness to work together
with others for something important. Because team
members have to depend on each other in order to be
successful, trust is essential, in direct relation to how much
interdependency exists. Initially trust involves some risk
and uncertainty about dealing with strangers. This is why
the key question is Who are you” (The Grove Consultants
International, 2008, p. 29).

1
 ACTIVITY 1.
PASS IT AROUND
INTENT
The purpose for this activity is to break
the ice between the team and provide a
common goal to achieve. By establishing
a clear goal, even when reaching the goal
is impacted by obstacles, team members
work together to achieve it while building
trust and having fun.

DESCRIPTION
The participants stand in a circle and
collaborate to pass around a bowl with
water. When the activity begins, the
facilitators bring obstacles to the game
by turning some participants around,
blindfolding a couple of them and only
letting them use one hand to pass the
bowl around.

2 Figures 20–23. Pass it around activity.

 ACTIVITY 2.
ORGANIZE CARDS
INTENT
This activity is designed to have groups
work in teams toward a common goal.
The goal is reached twice; the first time
without any time for planning, and the
second one allows time for planning and
strategizing with the members.

DESCRIPTION
The team is divided in two groups. Each
group receives a shuffled deck of cards
that needs to be organized in a specific
order explained by the facilitators. The
first group that accomplishes the task
wins. The facilitators mark the time. The
activity is run again, but in the second
round, the facilitators provide time for
planning. When the second round is
finished, facilitators compare the time
and talk about the difference between
pursuing goals with planned strategies
and communication, and without any
kind of alignment.

Figures 24–27. Organize cards activity. 3

 ACTIVITY 3.
MASTER POST-IT®
INTENT
The activity is designed to get everyone
geared up to be attentive during ongoing
activities, fostering attention to other
team members’ actions.

DESCRIPTION
A randomly picked person is secretly
assigned to be the Master Post-It®. Every
participant has a Post-It® placed next
to him/her. During the course of the
session, the Master has to act in the
least noticeable manner and place the
Post-It® on his/her forehead. Once other
participating members realize the Post-
It®on the Master’s forehead, they do the
same, as fast as they can. The member
who does it last is asked to wave their left
hand every time he/she talks.

4 Figure 28. Master Post-it® activity.

 ACTIVITY 4.
WHY ARE WE HERE?
INTENT
The intent of this activity is to learn about
team members’ vision about their goals
and purpose of studying at SCAD. Disclosing
these personal intentions leads to create
common ground between team members.

DESCRIPTION
The facilitators distribute paper and
markers, and ask the participants to draw
a simple composition that represents
their purpose of attending SCAD. Each
team member places his/her drawing in
a bowl. Thereafter, the bowl is passed
around and each person picks the drawing
of another team member to interpret.
After the interpretation, the author of the
drawing elaborates on its meaning further.
The action is repeated until every team
member has shared his/her vision. The
facilitators invite the participants to reflect
on the commonalities that emerged in this
activity and to reflect on that realization.

Figures 29–32. Why are we here activity. 5

 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
Date: The intent of the activity is Pass it around Bowl, water, Fill the bowl
Apr.05.2016 to break the ice between blindfolds and with enough
1. Ask participants to stand on a circle at arm’s length.
11:25 – the team and to provide a timer water. Take
2. Explain the activity. Tell the participants that they should pass the bowl
11:33 a.m. common goal for the team participants to
around clockwise for 3 minutes as many times as possible.
(8 minutes) to achieve. By establishing an open space.
3. Explain that they should not move their feet from where they are, that they
a clear goal, even when
can not speak and that they might be given individual instructions to follow.
impacted by obstacles, the
4. Give the bowl of water to one person to start and set your timer.
team can work together to
5. As participants begin to pass the bowl around, approach some of them and
achieve it.
ask them to only use one hand, to turn around (while still participating) or
blindfold them.
6. Ask the participants how they felt during and after the activity.

11:33 – The intent of this step is Thank participants for engaging in the activity. Invite them to go to the workspace
11:36 a.m. to provide participants and to actively participate in the next activity.
(3 minutes) with closure and explain
benefits of the activity.

11:36 – This activity is designed to Organize cards Two decks of Have two tables
11:44 a.m. have groups work in teams cards, timer, cleared of any
1. Divide the team into 2 groups and give each group a shuffled deck of cards.
(8 minutes) toward a common goal. whiteboard objects and
2. Explain to the groups that the goal of this challenge is to finish completing the
The goal is reached twice; and marker without any chairs
task faster than the other group. As soon as one team is finished they should
the first time without any around. Have a
raise their hands and say out loud ‘Done!’. The other team should continue
time for planning, and whiteboard that
working until the solution provided by the first team is verified.
the second one allowing everyone can see.
3. Make sure each group is set up around a table and with a set of cards placed
time for planning and
in the middle of the table.
strategizing with the
4. Finally, explain to the teams that they have to lay out the cards on the table,
members.
next to each other and in four rows. Each row should be sorted by suit and
in numerical order starting with A, 1-10, J, Q and K. The suit order should be:
Clover (first top row), Diamond (second), Hearts (third) and Spade (fourth
bottom). Draw the order on the board as a guide.
5. Once the instructions are clear, you can inform the teams to start and you
may start your timer.

6
 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
6. When the first team finishes, mark the time. Visit their table and verify that
the order is correct, before naming them winners. If order is not correct, they
should reorder.
7. Make sure you take note of the time for both team’s performance and write
them on the whiteboard.
8. Once the round is finished, let the teams know that the activity will be
repeated. Have both teams pick up the cards and shuffle the deck for 30
seconds while they strategize their approach for the next round.
9. Once the cards are shuffled, repeat Step 4–7.
10. Now, compare the time difference between the first and second round for
both teams. Did they take longer? Did they take less time? Ask them why they
think that might have happened.
11. During the debrief prompt participants to realize that even when a goal is
clear there might be many ways of getting it. Discuss how important it is to
communicate with your team, organize yourselves, have clear expectations
and develop a strategy that you all know about and can follow.
11:44 – The intent of this step is Thank participants for engaging in the activity. Invite them to go to the workspace
11:46 a.m. to provide participants and to actively participate in the next activity.
(2 minutes) with closure and explain
benefits of the activity.
11:46 a.m.– The activity is designed Master Post-it® Post-it® notes Every
12:01 p.m. to get everyone geared 1. Randomly pick a person to be the Master. Do it without letting the participating
(15 minutes) up to be attentive during participants notice it. member should
This activity ongoing activities, 2. Ask participants to keep an accessible area on the table clear of any item. have a clear
will run fostering attention to 3. Distribute Post-it® notes, one per person placed right in front of participants, on accessible
parallel to other team members the table only. space in front
Why are we actions. 4. During the course of the session, the master has to act in the least noticeable of them, on the
here activity. manner and place the post-it on his/her forehead. table where
5. Once other participating members realize the post-it on the Master’s they can place
forehead, they should do the same, as fast as they can. the Post-it®.
6. The member who performs Step 5 last will be asked to wave his/her left hand
every time he/she talks.
7. The activity will continue with everyone placing their post-its back on the table.
8. Return to step 4 until the team decides to finish the game
7
 DETAILED DESIGN (Continued)
TIME INTENT
11:46 a.m.– The intent of this activity
12:01 p.m. is to learn about team
(15 minutes) members’ vision about
their goals and purpose
of studying at SCAD.
Disclosing these personal
intentions leads to create
common ground between
team members.
12:01 – The intent of this step is
12:16 p.m. to express gratitude and
(15 minutes) receive feedback from the
participants.
Total: 150 mins
8
METHODS AND STEPS MATERIALS SET UP
Why are we here? Paper, Set the room
markers and with 1 table
1. Ask participants to clear the table. bowl and enough
2. Distribute the materials, one sheet and one marker per person. Place the chairs for every
bowl in the middle of the table. participant.
3. When every person has the materials, start the instructions. Have the
4. Ask the participants to write their names on the sheet and to draw a simple paper,markers
composition that represents their purpose of attending SCAD. They have 3 and bowl ready
minutes to execute this task. on the table.
5. When the time is up, ask the participants to fold their drawings and place
them in the bowl.
6. Take the bowl and give it to one of the participants. Tell him/her to take one of the
folded sheets. Now, tell him/her to try to interpret the drawing on the sheet.
7. When the participant finishes interpreting the drawing, the owner of
the drawing will share the actual vision to compare the real intent to the
interpretation. Then, he/she will take a drawing of the bowl and will repeat
the same activity.
Wrap up Paper and
markers
1. Thank the par participants for their a en on and engagement and invite them
to give feedback for the session.
2. Ask them to divide the paper in 4 quadrants. Tell them to name each
quadrant as follows:
— What I expected.
— What I actually experienced.
— What I appreciated.
— What I would have liked more of.
3. Ask them to fill out the form.
 PEER FEEDBACK SUMMARY
WHAT WAS EXPECTED?
Participants expected to break the ice in the group,
to get to know their peers better, build empathy
and have fun with the team.
WHAT WAS APPRECIATED?
Participants appreciated the energy and
engagement of the group and facilitators. They
also appreciated the variety and novelty of the
activities.
WHAT WAS EXPERIENCED?
Team members perceived the activities as engaging
and fun. Also, they built connections and empathy
towards their peers.
WHAT WOULD WE HAVE LIKED MORE OF?
Team members expressed that they would have
liked more time to develop the activities, a
closure to reflect about what happened in each of
them, making the activities’ transition easier and
smoother.
9
 TEAM REFLECTION
From the feedback gathered from the participants
we observed that the activities were successful
in engaging the group and tackling the goal set
for Stages 1 and 2. The activity, Pass it around,
triggered its first dive into the interaction amongst
participants and teamwork. Each member had to
understand the obstacles that constrained other
members in order to overcome those and reach
the common goal. The activity was engaging,
task-oriented and fun; it energized the group
for the upcoming activities. The second activity,
Organize cards, led the groups to work together
towards organization and planning. This activity
also gave them the opportunity to learn from their
experience, evaluate their skills, and reframe their
strategy. Having completed the two activities we
introduced Master Post-it®.

10
 It was short, highly engaging and a fun task which
made the group agile and pay attention to detail.
The last activity for the session was Why are we here,
which helped define a common ground and generate
understanding between peers. This common ground
defined our mission and reasons for being part of
this team.

An important and common observation was that the

pace of each activity was fast and the transition time
between each was short. The rush attributed to each
activity in comparison to the total time of the session
challenged our capabilities to balance the time and
closure with feedback for each activity. This lack
of balance might have resulted in us unconsciously
prioritizing our tasks and requirements over the team
learning experience. From our failures we learned
that time constraint is not as important as providing
the team with learnings from each activity.
Figure 33. Team in the classroom. 11
 STAGE 3

12 Figure 34. Drexler/Sibbet Team Performance Model® stage 3.

“Sometimes teams have precise charters that specify
what they are responsible for accomplishing. More
often, they are given a broad mandate and need
to make choices about how they will translate it
into goals. What are we doing is a more immediate
question than the larger question of purpose asked
during [Stage 1]” (The Grove Consultants International,
2008, p. 30).

Figure 35. The Five Bold Steps Map. 13

 ACTIVITY 1.
FORCE-FIELD ANALYSIS
INTENT
The intent of this activity is to work in
different teams, as a strategy that helps
the team members to align with different
perspectives and use new methods to
support change.

DESCRIPTION
The group is divided into different work
teams in order to see the maps from
a different perspective and be able to
work with different members. After
analyzing what each group wants to
convey in the vision on their map, a
brainstorming activity is conducted within
each new team, in order to enable an
open discussion and to identify clearly
the support and challenges to achieve
the vision. At the end of the activity, the
facilitators will invite the participants to
reflect and discuss the results.

14 Figure 36–39. Force-field analysis activity.

 ACTIVITY 2.
VISION & BOLD STEPS LANDSCAPE
INTENT
The activity is designed to reach an
agreement on an over-arching vision of
where the team is heading in this project
and the four or five bold steps necessary
to provide a clear, high-level framework
for action.

DESCRIPTION
In order to bring explicit assumptions,
clear integrated goals, and a shared vision,
subgroups are formed and each creates
a strong vision linked to immediate steps
to create organizational tension and drive
creative action. These first steps require
the teams focused attention for more
than one group session. So as to focus the
increasing creative tension the next step is
to reassemble the subgroups and enable
a straightforward analysis on what each
group wants to convey in the vision of their
map. Next, they co-create the supports
and challenges for every vision. The last
step includes going back to the original
subgrouping, silent reflection, and filling the
last backup elements of the map.

Figure 40–43. Vision and bold steps landscape activity. 15

 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
Date: The purpose of this step Client discussion White board Have the
Apr.19.2016 is to make a decision and makers room set up
11:00 – regarding the partnership 1. Present the conundrum. with tables,
11:15 a.m. with the client. 2. Have an open discussion in the class. chairs and
(15 mins) 3. Decide what client we will move forward with. whiteboards.
4. Close the discussion with a final decision about the client.

11:15 – The intent of this activity is Force-field analysis (part 1) Map, Post-it® Tape maps and
11:25 a.m. to work in different teams, notes, tape, set area for
(10 mins) as a strategy that helps the 1. Organize teams on a round table and give the instructions. pens markers supports and
team members to align 2. Divide the teams based on predetermined diverse new match-ups. and printed challenges.
with different perspectives 3. Have participants analyze previous work and gather essential information agenda
and use new methods to using different methods to move forward.
support change. 4. Encourage participants to have an open discussion about the new information
gathered in order to establish the supports and challenges.

11:25 – The purpose of this Force-field analysis (part 2) Map, Post-it® Tape maps and
11:55 a.m. activity is to facilitate the notes, tape, set area for
(30 mins) process of coming up with 1. Encourage the participants to analyze the information provided by the other pens, markers, supports and
new insights and ideas team. and printed challenges.
by mixing up the original 2. Give the participants a stack of Post-it® notes and ask them to write the support agenda
teams. and challenges they think they will encounter. Have the group allocate the
notes in the map.
3. Ask the teams to share the challenges and supports with the rest of the group.

16
 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
11:55 a.m. – Break time
12:10 p.m.
(15 mins)

12:10 – The purpose of this activity Self reflection Paper, Tape maps and
12:25 p.m. is to allow participants markers, and set area for
(15 mins) to reflect on their 1. Organize the whole team around a table and provide members with a piece pens supports and
experiences individually of paper and a pen. challenges.
and later as a group. 2. Ask each member to write a reflection about the experience of changing
groups and trying a new method to develop the supports and challenges of
the map.
3. Ask each member to share his/her opinions and perspective.
4. Discuss with the participants how important it is to work with different team
members and to enable a good team environment in order to work towards a
common goal.

12:25 – Break time

12:40 p.m.
(15 mins)

12:40 – The purpose of this Dreams and fears analysis Paper, Give to each
1:10 p.m. activity is to have teams markers and team member
(30 mins) look at their maps from a 1. Re-organize groups into original composition. pens paper and
new perspective and keep 2. Ask participants to review the contribution of the previous team about the Post-it® notes.
working upon the ideas supports and challenges.
provided by the other 3. Ask the teams to reflect on the other team´s contribution and how it can help
group. them define their fears and dreams.
4. Encourage the team to write down ideas for dreams and challenges for future
discussion.

17
 DETAILED DESIGN (Continued)
TIME INTENT METHODS AND STEPS MATERIALS SET UP
1:10 – The intent of this activity Feedback Paper, Give to each
1:30 p.m. is to gather feedback from markers and team member
(20 mins) the participants using the 1. Hand participants a feedback form with questions about their feelings pens paper and
love and delta model. when they changed teams and what they felt was the reason for it. Post-it® notes.
2. Participants start to fill the feedback answering questions such as: How
they felt changing teams and what they think is the real purpose of seen
new team perspectives and opinions in working with different team
members.
3. After answering the form, ask each participant to reflect about their
experience.
4. Guide participants through a feedback session using the Love and delta
framework. The frame includes three expressions. What I observed, the
impact on me and my suggestion for improvement.
5. Participants share with the team verbally using the previous described
framework.
Total: 38 mins

18
 PEER FEEDBACK SUMMARY
WHAT WAS EXPECTED?
Participants expected to identify their goals with
the team, complete their maps, and have fun with
the team.
WHAT WAS APPRECIATED?
Participants appreciated the team´s creativity
and time management. They also appreciated to be
given a chance to work from a different perspective
and the meditation part with music.
WHAT WAS EXPERIENCED?
Team members perceived the activities as
constructive and engaging. They experienced a
collaboration process between different teams. In
addition, they experienced a good exercise to build
on others’ ideas and obtain new ideas from other
perspectives.
WHAT WOULD WE HAVE LIKED MORE OF?
Team members expressed that they would like to
have more time to discuss their feelings and
reflections, a conclusion of Goal Clarification, and a
closure to reflect about what happened to them.
19
 TEAM REFLECTION
From our feedback, we collected that the activities
were successful in clarifying our team goals and
thus accomplishing the objectives of stage 3. At
this stage we wanted to sort out assumptions,
develop a shared vision, and articulate clear goals
about the work ahead. Clarifying the shared vision
of our group was highly empowering, and has
helped build the motivation and creative tension
to tackle all the challenges and problems that will
inevitably arise. Having clear, integrated goals will
undoubtedly help us achieve team success. Writing
clear goals involved crafting key elements of the
group’s vision into specific, measurable statements
that can be put into action.

The first activity Force Field Analysis triggered a

new light into the process we were already engaged
in Vision & Bold Steps Landscape. By mixing the
sub-group members and allowing them to confront
new perspectives, the group was able to align
and understand their vision at a deeper level. The
activity consisted of three parts: understanding the
feeling and intent of the map, facing supports and
challenges, and silent reflection. The activity was
engaging, task-oriented and energizing; connection
and alignment were reinforced.

20
 The second activity involved completing the Vision
& Bold Steps Landscape. Three steps were taken
to finish the map: silent review of the previous
supports and challenges by other team members,
dreams and fears analysis, and written and verbal
post reflection with the four quadrant feedback
form. The activity came natural and with flow,
maybe because of the energy carried from the
previous activity. It helped define a common ground
between different sub-groups as well as individuals.

Observations directed towards the facilitating team

emphasized successful qualities in time management
as well as clarity and understanding of the activity
at hand. The different methods for reflection, such
as written and spoken, allowed team members to
reflect on their own before listening to their peers,
thus creating a collaborative feedback as well as
individual. However, an element to improve is the
communication of instructions, making them simple
and clear is of the utmost importance. For future
activities, we have learned that each facilitator must
own a specific part of the process, and provide clear
instructions in his or her own words.

Figure 44. Working on the force-field analysis. 21

 STAGE 4

22 Figure 45. Drexler/Sibbet Team Performance Model® stage 4.

“When goals are clear and options have been
identified, the team is eager to act. The question
becomes, How do we do it. This stage is the point
of greatest constraint, because making the choices
implied by this question requires team members to
commit to a specific course of action” (The Grove
Consultants International, 2008, p. 31).

Figure 46. The beginning of the Gameplan. 23

 ACTIVITY 1.
GRAPHIC GAMEPLAN
INTENT
The purpose of the game-plan map is to
design a clear visual plan of action based
on the five-bold steps map.

DESCRIPTION
The game plan map is used to layout
the necessary deliverables for each step
to be completed. Participants start this
activity by taping up The Five Bold Steps
and Gameplan maps onto the same
wall. This is so both maps can be seen
simultaneously. The vision and bold steps
are transferred onto the Gameplan map so
participants can visually plan what needs
to be done to accomplish each step. On
the arrow, where the steps are placed,
participants will add tangible related sub-
steps vertically to the map. At the bottom
of each category a success factor is placed
as a determinant for the completion of
each task. Team resources, objectives,
personal objectives and challenges are
also added as supporting evidence and
forethought to the plan.

24 Figures 47–49. Graphic gameplan activity.

 DESCRIPTION (Continued)
There is no right or wrong way to go about
completing the map other than to add all
relevant information. The completion of
the game-plan map is to prepare for the
more in depth Road Map that participants
will complete in the next stage.

Figure 50. Working on the Gameplan. 25

 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
Date: The purpose of the Gameplan Gameplan Clear wall space
Apr.21.2016 Gameplan map is to design map, to tape up two
12:00 – a clear visual plan of action 1. Ask participants to tape the completed Five Bold Steps map and the blank Five Bold maps for each
1:30 p.m. based on the Five Bold Gameplan map on to the same wall so both are visible. The Gameplan map Steps Map, team.
(90 minutes) Steps map. should ideally be placed on the right side of the set up for easy readability Post-it® notes,
during planning. markers and
2. Explain the objective of completing this map. tape
3. Show how Post-it® notes can be used to transfer ideas.
4. Explain that the vision and bold steps will be transfered into the Gameplan
map and be used as starting points to fill out the map.
5. Have participants add objectives, team/resources, challenges, tangible
deliverables, and success factors to the map. Remind them that these do not
need to be done in any particular pattern and that some may even be left
blank based on the team’s needs.
6. Wrap up the activity by having each team explain their map.
Total: 90 mins

26
 PEER FEEDBACK SUMMARY
What was expected?
Participants expected that the maps could help
them to determine their vision. Also, they expected
the maps to be a helpful tool to keep track of the
while aligning it towards a goal.
What was appreciated?
Participants appreciated sharing their ideas so they
could create a successful communication within the
team. They also appreciated finishing the map in
mixed groups.
What was experienced?
Team members experienced a good team
performance, a well organized facilitation, a
learning experience and good constructive
communication. They also felt they could speak
up and express their thoughts clearly, directly and
respectfully.
What would participants have liked more of?
Team members expressed that they would have
liked more examples and variations of similar
maps to see the differences between different
industries. They would have also liked to have more
discussions and team-mixing while creating the
maps to promote collaboration and the exchange
of different perceptions.
27
 TEAM REFLECTION
From our feedback, we gathered that the performed
activities for stage 4 in the The Team Performance
Model were successful in resolving purpose, team
identity, and membership. At this stage we went
through the Five Bold Steps map from The Grove
to guide us into understanding the process of the
model. The team divided into subgroups and created
visions from the previously defined team values.

Having both maps, Five Bold Steps and Gameplan,

visually accessible allowed the group to bound
around articulating ideas and real actions to
develop in a timeline with dates and allocated tasks,
reinforcing trust and showing a clear path.

Time management and clear instructions allowed

participants to understand and perform the
activities. Also, participants addressed that the
mix-up between teams brought new perspectives
on the generation of supports and challenges.
Participants suggested that they would have liked to
finish the agenda for the client meeting but due to
external factors it couldn’t be completed.

28
Figure 51. Thinking about the Gameplan. 29
 STAGE 5

30 Figure 52. Drexler/Sibbet Team Performance Model® stage 5.

“The key question a team in [Stage 5] asks is Who
does what, when, and where. The concern is the
sequence of work. A clear schedule, strategy or
process liberates the team to move into action
confidently. Conflicts and confusion arise when there
is commitment but no clear way forward” (The Grove
Consultants International, 2008, p. 32).

Figure 53. Team bonding time. 31

 ACTIVITY 1.
ROADMAP
INTENT
The purpose of the activity is to align all
members towards the execution of the
bold actions by defining responsibilities
and the timeline for each.

DESCRIPTION
Participants gather in front of the map
and copy-paste the vision and supporting
steps in the given space. Once this is done,
they should place the bold steps on the
map giving responsibilities to each person
or group. With this, the overall dates
and deadline for the project should be
defined and broken down to significant
dates throughout the timeline. Each group
or person working on the project should
define the breakdown of tasks that would
help them approach the final goal and fit
them into the timeline. Space provided
below the timeline is to list the challenges
and the team should be able to define
them and list ways to overcome them.

32 Figures 54–57. Roadmap activity.

 ACTIVITY 2.
SCRIBBLE
INTENT
The purpose for this activity is to break the
ice and promote participants to relax and
focus their mental energy to think in the
next process steps.

DESCRIPTION
The participants remain seated with a
letter size piece of paper ready and a pen.
The participants are asked to set the pen
on the paper, close their eyes and start
scribbling randomly and carelessly. Then
after a minute they will be asked to open
their eyes, see what they have scribble and
use color markers to make sense of their
drawings by making connections. At the
end participants will share their outcome.

Figures 58–61. Scribble activity. 33

 ACTIVITY 3.
MAGIC CARPET
INTENT
The purpose of this team building activity
is to encourage members to trust each
other while working towards a common
goal.

DESCRIPTION
Have participants stand on a sheet
preferably outside in the grass. The sheet
area should be calculated as 1.5 feet or
18inches length and width per participant.
Example: 5 participant=90in or a 90inx90in
square. Once all participants are standing
on the sheet prompt participants to
imagine they are all on a magic carpet high
in the sky. Now the carpet must be turned
over without anyone falling, or stepping,
off of the carpet or they must start the
task over. Participants will work together
and rely on each other to flip the sheet
over as a team. Allow participants multiple
lives, or opportunities, to complete the
task. Ask participants to explain how they
overcame their challenge and how this can
be adapted in to their group work.

34 Figures 62–65. Magic carpet activity.

 ACTIVITY 4.
MY MANE
INTENT
The goal of this activity is to have team
members express their values three
dimensionally using the symbols with
meanings provided. This will encourage
members to visually relate to each others
values.

DESCRIPTION
In 15 minutes using the symbols with
meanings provided, participants will create
individual sculptures out of pipe cleaners to
represent their values. By using the same
symbols participants will be encouraged
to think about relationships of the symbols
and the sculptures created as well as relate
them to their own sculptures. In conclusion
participants will explain their sculpture.

Figures 66–69. My mane activity. 35

 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
Date: The purpose of the activity Roadmap Roadmap Have
Apr.28.2016 is to align all members chart, marker participants
11:00 a.m. – towards the execution 1. Participants should place the bold steps on the map and list down and Post-it® gather around
12:30 a.m. of the bold actions by responsibilities to each person or group for the same. notes the map.
(90 minutes) defining responsibilities 2. With the overall dates and deadline for the project, they should define and Encouraging
and timelines for each. breakdown achievable significant dates throughout the timeline. them to
3. Each group or person working on the project should define the breakdown of collaborate and
tasks that would help them approach the final goal and fit them into the timeline. participate.
4. The team list their challenges and list ways to overcome them below the timeline.

Date: This activity promote Scribble Letter size Have

Apr.26.2016 participants to relax and paper, pen participants
11:25 – chill. Boost creativity and 1. Introduce the activity and ask participants to sit with the sheet of paper and and color seated with
11:33 a.m. to think outside the box. pen ready. markers enough space,
(8 minutes) Also enhance interaction 2. Ask them to scribble randomly in the paper free and loose for 1 minute. and with paper
with the participants by 3. Ask them to stop drawing and look at their scribble and connect the scribble and a pen.
sharing what they created. to make a drawing that makes sense.
4. Tell the participants to share what was their final outcome of the scribble.
Date: The purpose of this team Magic carpet One sheet Have
May.05.2016 building activity is to calculated participants
11:30 – encourage members to 1. Have participant stand in a circle while introducing the activity which is stand in a circle,
11:45 a.m. trust each other while 2. Ask participants to stand on sheet and complete the task 1.5X18 in per preferable
(15 minutes) working towards a 3. Ask participants to explain how they overcame their challenge and how that participant outside in the
common goal. can be adapted into their group work. grass.

1:00 – The goal of this activity is My mane Ashanti Have

1:15 p.m. to have team members African participant sit
(15 minutes) express their values three 1. Have participants clear the table. symbol around a clean
dimensionally using the 2. Pass out and explain the origins of the symbols. print-out and table
symbols with explanations 3. Pass out pipe cleaners and have participant start building. pipe cleaners
provided. This will 4. Have participants talk about their sculpture by using the symbols and there
encourage members to meanings as references.
visually relate to each
others values.
Total: 128 mins
36
 PEER FEEDBACK SUMMARY
What was expected?
Participants expected to have fun activities which
would involve in refreshing our minds getting the
group back together to explore new creative ideas.
What was appreciated?
Participants appreciated the simplicity and fun of
the activities which provided a positive side and
different perspectives. They also appreciated that
they learned more which they would have never
expected as an outcome.
What was experienced?
Team members not only experienced laughter and
fun activities which connect all team members
together but also experienced an open mind and a
sense of changing their perspectives.
What would participants have liked more of?
Team members expressed that they would have
liked more physical experience and a longer time
dedicated to these activities. They want to hear
everyone’s voice.
37
 TEAM REFLECTION
From our feedback, we collected that the activities
were successful in achieving an overall goal of
unifying the team. At these stage we wanted
to create an environment of high-achieving,
confident team members prior to the upcoming
facilitation session. Creating a sense of partnership
with our colleagues was highly empowering
and undoubtedly helped build the motivation
necessary to successfully achieve our goals. Our
previously cleared and integrated goals were a
key element that continuously proved valuable
throughout the process.

The Scribble, Magic Carpet, and My Mane activities

proved successful in engaging participants
into creative thinking, being introspective and
thoughtful yet very vocal about their thought
processes. The activities triggered new light into
the transformation of concepts and abstract
thought into different medium. From sheets
of paper, colors and forms into values and
tridimensional representations. Communicating
verbally and nonverbally to encourage trust within
team members always with a clear goal in mind.
The activities were engaging, task-oriented and
energizing; connection and alignment within the
team was reinforced.

38
Figure 70. Rebecca and the roadmap. 39
 STAGE 6

40 Figure 71. Drexler/Sibbet Team Performance Model® stage 6.

“High performance is a WOW state, as a team masters
its processes and begins to experience the ability to
change goals as well as achieve them. You can feel
when it happens and observe its effects, but not
necessarily control it. The team has achieved the ow
state where high trust guides the group competency.
In a state of high performance, boundaries and
individual limits are eliminated, everything moves
together, and everyone responds as if they were part
of a whole” (The Grove Consultants International,
2008, p. 33).

Figure 72. Team playing with the sacks. 41

 ACTIVITY 1.
HOW YOU FELT
INTENT
This activity is a comprehensive and
personal analysis of how the students felt
during the quarter and how it influenced
their performance within the team.

DESCRIPTION
This activity aims for a personal reflection
from team members about their journey
in the class. Each team member chooses
an object from the nature that represents
them, how they felt during the quarter
and key learnings. By having a physical
representation of their journey the
participants express in a different matter
their experience.

42 Figures 73–76. How I felt activity.

 ACTIVITY 2.
MY SWOT
INTENT
An individual reflection based on peer
evaluation and leadership map, so that
participants identify personal strengths,
weaknesses, threats and opportunities.
This activity also allows the participants to
reflect upon team’s performance and find
opportunities for improvement.

DESCRIPTION
The activity helps students do a self
evaluation gathering and reflecting about
the information from the TPM arch, the
peer feedback and their personal leadership
map. By compiling all these information the
participants make comments and create a
SWOT analysis for themselves.

Figures 77–80. My SWOT activity. 43

 ACTIVITY 3.
TEAM IN THE SACK
INTENT
This fun activity will serve as an energizer
to make everyone move around, relax,
cooperate and shift their mindsets from
individual work to group work.

DESCRIPTION
This activity is a relay contest where the
goal is to work as a team by crawling
under teammates legs and jumping inside
a sack to cross a path and grab puzzle
pieces. At the end the first team that puts
together all the pieces will win.

44 Figures 81–84. Team in the sack activity.

 ACTIVITY 4.
A NEW MAP
INTENT
The intent of this activity is a team
reflection so that participants identify
opportunities for improvement and
successful experiences that might be
repeated in the future.

DESCRIPTION
Using a what worked and what could
improve map the participants are asked to
write down their ideas without talking and
then pin them in the respective section of
the map. The activity gives an overview
of how the group felt, and leads to the
next activity where participants share and
reflect throughout a drawing.

Figures 85–88. A new map activity. 45

 ACTIVITY 5.
DRAWING THE FINISH LINE
INTENT
With this activity the team members learn
to identify the characteristics of a high
performance team and how it feels to be
part of one.

DESCRIPTION
After creating the previous map
participants share their thoughts. Then
each participant expresses what he/she
considers is a high performance team. As
a group, participants create and unify all
reflections in a drawing; which expresses
how they felt working in such team. While
they are drawing each three minutes
the participants switch places and build
up in other’s art piece. At the end one
big drawing consolidates all participants
thoughts and reflections.

46 Figures 89–92. Drawing the finish line activity.

 ACTIVITY 6.
WRAPPING UP
INTENT
This activity offers an overall and personal
reflection of the learnings throughout
the quarter that will allow students to
grade themselves understanding the
entire process. This activity also helps to
find out opportunities for improvement
as facilitators for stage 6 and what
participants liked about the activities.

DESCRIPTION
The participants are asked to spread out
and fill in the self grading sheet. And then
fill out the feedback form for the facilitators
based on what they experienced in the
different activities.

Figures 93–96. Wrapping up activity. 47

 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
Date: The purpose of this Hello! Envelopes Have each
May.26.2016 step is to get ready for 1. Welcome participants. with the participant
11:00 – the activities and start 2. Ask participants to place the peer feedback for each team member inside the name of each envelopes with
11:05 a.m. getting team members envelopes that will be situated in the park stage. Every envelope will have all participant names and have
(5 mins) comfortable with the the peer feedback, a copy of TPM map and each participant leadership map. and scissors every team
materials that will be used 3. Every envelope will have also have chocolates that will represent a gesture of member bring
during the day. gratitude from the team. their peer
feedback
printed and cut.

11:05 – The intent of this How I felt Objects from Have a big
11:25 a.m. activity is to encourage nature and area were
1. Ask the participants to form a circle.
(15 mins) a comprehensive and honk participants can
2. Give instructions for the activity before the start of the activity. These
personal analysis of form a circle
instructions are:
participant´s feelings and and share their
A. Every team member will have 10 minutes to find an object from nature
performance within the objects.
that represents their experience throughout the quarter.
team.
B. After they select the object, they will share with the other team members
why it represents how they felt throughout the quarter.
3. Facilitators will honk in the following other: when 3 min remain, when 1 min
remain and at the end of the activity.
4. Ask if any participants have questions regarding the activity.
5. Initiate the activity.
6. Manage time accordingly.

11:25 – The purpose of the activity My own SWOT Envelopes, Provide

11:50 a.m. is to reflect on peer 1. Ask each team member to grab the envelope with their name. copies of each participants with
(25 minutes) evaluation and leadership 2. Encourage each member to find a quiet place where he/ she feels participant´s their personal
maps in order to identify comfortable to open the package. It contains the peer evaluation, personal peer evaluation envelope and an
personal strengths, leadership map and the TPM arc map. and vision open place to
weaknesses, threats and 3. Once comfortable, ask participant to read the peer review and reflect on how map, copy of reflect
opportunities. they feel about it. the TPM arc,
4. Then ask them to open the leadership map and read their personal goals and markers and
vision. Post-it® notes

48
 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
5. Ask them to reflect on what has been accomplished and what is still being worked
on and what was on the peer evaluation that the participants didn’t consider when
they were building the vision map.
6. Encourage participants to look at the TPM arc map and reflect about their personal
performance during each stage.
7. Finally ask the participants to develop a SWOT analysis based on their personal
analysis.
8. Wrap-up this activity.

11:50 a.m. – Break time

12:00 p.m.
(10 mins)

12:00 – The purpose of this activity Team in the sack Four Provide an
12:15 p.m. is to make everyone move 1. Divide the group in 2 teams of four. sacks, four open space
(15 mins) around, relax, cooperate 2. Give the instructions: This activity will be a relay contest between the two envelopes to organize
and shift their mindsets teams. The team has to set in a straight line. The last person has to cross with pieces teams of 4 in a
from individual work to under his/her teammate’s legs, reach the front, step into the sack and then to solve two straight line.
group work. jump towards the bucket that will contain 4 envelopes with puzzle pieces. puzzles and
3. Each team member will grab one envelope and bring it back jumping in the two buckets
sack. Once they get back, they should give the sack to the next player and
that player has to do the same until they have gathered the 4 envelopes. As a
team they have to complete the puzzles to win. The team that finishes first is
the winner.
4. Start the activity.
5. Congratulate the winner.

12:15 – The intent of this activity A new map The Place the new
12:45 p.m. is to have participants 1. Put up the evaluation poster (what worked and what could improve) on the ground. evaluation map on the
(25 mins) work as a team to 2. Introduce the purpose and the value of this activity to the class. poster, ground and
identify opportunities 3. Encourage people to write their personal opinions on Post- it® notes Post- it® notes secure it and
for improvement and individually, starting with what worked. markers and give everyone
successful experiences 4. Let everyone share their personal opinions on what worked with the class and tape. Post- it® notes
that might be repeated in put them on the poster. and markers.
the future. 5. Let everyone share their personal opinions on what could improve with the
class and put them on the poster.
49
 DETAILED DESIGN (Continued)
TIME INTENT
12:45 – The purpose of this
1:05 p.m. activity is to help team
(20 mins) members learn to identify
the characteristics of a
high performance team
and how it feels to be part
of one.
1:05 – The purpose of this
1:25 p.m. activity is to reflect on
(20 mins) the learnings throughout
the quarter and to
provide facilitators with
the feedback about the
activities.
1:25 – The intent of this step is
1:30 p.m. to provide the instructions
(5 mins) for next class and get
ready for the stage 7
activity.
Total: 140 mins
50
METHODS AND STEPS MATERIALS SET UP
6. Make sure all problems are brought up in the group rather than in the hall
7. Encourage everyone to have a look at other’s opinions on the poster without
evaluation or discussion.
8. Acknowledge each contribution without evaluation.
9. Feedback.
Drawing the finish line White paper Situate the
1. Situate a long white paper and markers on the floor. and markers white paper on
2. Ask the team to reflect and discuss how they felt about being part of a high the floor and
performance team. distribute the
3. Ask participants to do one drawing as a group representing the previous markers.
reflection.
4. Ask participants to share and explain their drawing.
5. Encourage a big round of applause.
Wrap up Feedback Gather the
1. Gather the team and ask them to make a circle forms team in a circle
2. Tell them to look again at the different materials and reflect on every activity and they should
of the day have their
3. Ask them to fill in the self-grading sheet. package with all
4. Ask them to fill the feedback form. the materials.
Secret Santa (part 1) Small papers Gather
1. Introduce the agenda of the activities of stage 7 with the everyone and
2. Ask every participant to bring 12 dollars for the next class to pay for the salsa name of each have ready the
classes, provide the address and time. participant and papers on the
3. Let every participant choose a piece of paper with a name from the bag. one bag bags and the
4. Ask them to bring a dessert for the person whose name was on the paper field trip forms.
and to write a message for that person that is writing down in the paper they
chose previously (ask for any allergies).
5. Hand out the field trip for next class.
6. Thank everyone.
 PEER FEEDBACK SUMMARY
What was expected?
Participants expected creative and fun activities
that involved team performance evaluation,
personal and peer feedback and reflection about
key learning obtained during the quarter.
What was appreciated?
Participants appreciated the natural environment
were the activities took place, and everyone’s
openness to collaborate. They also appreciated the
improvisation of the facilitating team to move to a
quieter place, maintaining the track of the agenda.
What was experienced?
Team members experienced well-planned series
of activities, which made them feel engaged
and participative within the team. They also
experienced activities that fostered introspection
and team reflection.
What would participants have liked more of?
Team members expressed that they would have
like more teamwork activities and time to reflect
during the SWOT activity.
51
 TEAM REFLECTION
This activity was an opportunity to share and
open up with others expressing true feelings
and attaching bonds. As facilitators, we also
participated in some activities under the invitation
of other team members, which gave us an
opportunity to experience and test the quality of
the activity making the results more integral.

Since this activity took place in the park instead of

the classroom, we noticed that the attitude and
energy that everyone showed during the activity
was different. Comparing with having class indoors,
the outdoors class and activities make people
feel more interactive and relaxing. For example,
the drawing activity became one of the most
outstanding activities during that day because
it gave every team member an opportunity to
collaborate with each other to finish a task that was
not related to the project. Since everyone needed
to work on other’s drawing, new connections were
created between each other, which might lead to a
higher level of team trust.

However, this relaxing environment may also make

participant distracted. We noticed that during the
new poster activity, which needed every participant
to keep silent and think deeply, some participants
52
 could not concentrate on the activity but kept
talking with other people, which influenced the
quality of the results. The same situation took place
in the first activity as well. At first participants were
doing superficial reflections, and then when we
asked them to close their eyes they took it seriously.

After conducting the session and reading the team

members feedback form we realized that the
participants enjoyed the environment that was
created by being outside of class and they were
happy. The feedback also told us that they wanted
Regina, our professor, to participate in more
activities. After all, it was a good session and was a
great way to give closure to quarter´s feedback.

Figure 97. VB drawing. 53

 STAGE 7

54 Figure 98. Drexler/Sibbet Team Performance Model® stage 7.

“Over time the conditions that initially set your team in
motion may change. High performance is demanding.
Don’t be surprised if people ask Why continue. This
key question reminds us that team performance is an
ongoing process, and must be renewed by returning
to [Stage 1] and reassessing if the work is still needed,
worthwhile, and has some personal value and
meaning” (The Grove Consultants International, 2008,
p. 34).

Figure 99. Salsa class. 55

 ACTIVITY 1.
LET´S DANCE SALSA
INTENT
The purpose of this activity is to encourage
a cultural exchange where participants get
to learn about Latin culture and have fun
as a team.

DESCRIPTION
This activity aims to build bonds between
multicultural teams through the exchange
of traditional customs. All team members
meet in Salsa Savannah Studio where
an expert dancer teaches salsa lessons.
Participants will learn salsa fundamentals
and the importance of teamwork to have a
great time.

56 Figures 100–103. Let´s dance salsa activity.

 ACTIVITY 2.
SHARE THE SWOT
INTENT
The purpose of this activity is to learn from
other’s reflection and build team empathy.

DESCRIPTION
This activity works as a wrap up of the
SWOT activity that participants made in
stage 6. All participants share how they felt
doing the personal SWOT, reading the peer
feedback and important takeaways for their
personal and professional lives.

Figures 104–107. Share the SWOT activity. 57

 ACTIVITY 3.
LUNCH
INTENT
The intent of this activity it to have lunch
together in a different environment in
other to augment and tune connections
between the participants.

DESCRIPTION
Have lunch as a group is an activity that
provides a relaxing environment, increases
interaction between participants and
provides them a space to create personal
relationships. Chose location and time and
ask participants to be ready to share with
their team.

58 Figures 108–111. Lunch activity.

 ACTIVITY 4.
SECRET SANTA
INTENT
The activity is designed to have team
members complement each other for the
different learnings they brought in other’s
lives throughout the quarter and have an
emotional closure.

DESCRIPTION
As conclusion for the last stage, it is
important to strengthen bonds between
team members while they share how they
felt through the collaboration experience.
Team members will exchange presents and
personal messages.

Figures 112–115. Secret Santa activity. 59

 DETAILED DESIGN
TIME INTENT METHODS AND STEPS MATERIALS SET UP
Date: The purpose of this Let’s dance salsa Salsa The set up is
May.31.2016 activity is to encourage a 1. Latin Cultural Lesson at Salsa Savannah Studio, 428 Bull Street (Before leaving instructor and defined by
11:00 – cultural exchange where the studio, tell everyone to wait for the instruction for next step once they open space Salsa Savannah
11:45 a.m. participants get to learn arrive to the O house café) Studio.
(45 mins) about Latin culture and
have fun as a team.

11:45 a.m. – The purpose of this step Change locations

12:00 p.m. is to relocate the group to
1. Way to O House. Participants walk to O House SCAD amenity building.
(15 mins) have lunch.

12:00 – The purpose of this activity Share the SWOT Participant´s Sit around a
12:15 p.m. is to learn from other’s 1. Once participants get to J. O’s, ask them to sit in a big table SWOT analysis big table were
(15 mins) reflection and build team 2. Ask participants to share how they felt during and after doing the Swot analysis everyone can see
empathy. exercise conclusion (The Swot activity helps you to get to know yourself better each other.
as a professional and have a deeper understanding of the valuable things you
can provide to an organization).
12:15 – The intent of this activity it Lunch Sit around a
1:15 p.m. to have lunch together in 1. Lunch at J.O.’s, 201 West Oglethorpe Avenue big table were
(60 mins) a different environment in everyone can see
other to augment and tune each other.
connections between the
participants.

1:15 – The activity is designed
1:30 p.m. to have team members
(15 min) complement each other
for the different learnings
they brought in other’s
lives throughout the
quarter and have an
emotional closure.
Total: 150 mins
60
Secret Santa (part 2) Desserts and Have a clean
1. Let everyone finish their lunch and clean the table tissues table.
2. Select a random team member to start the Secret Santa activity.
3. Ask the chosen member to reveal the secret name on their tag and share with
the team what they learned from them throughout the quarter. Encourage
participants to share a hug and give the selected person the dessert.
4. The person that receives the dessert must then reveal their secret name tag
and proceed as the first person.
5. The activity ends when everyone receives their dessert.
6. Give paper towels as some tears might show up. Next, devour the dessert.
 PEER FEEDBACK SUMMARY
What was expected?
Participants expected a wrap up of the course with
fun activities and celebration.
What was appreciated?
Participants appreciated well prepared activities
and the opportunity to comment and share how
they felt reading the peer feedback. They also
appreciated that activities were different and
everyone was involved.
What was experienced?
Team members experienced engaging activities
that allowed them to learn new things about others
and reinforce connections and bonds.
What would participants have liked more of?
Team members would have liked more time for
feedback between activities in order to know how
team members from different countries felt sharing
with other cultures.
61
 TEAM REFLECTION
This activity worked as a wrap up of the Team
Performance Model Arc®. In this last stage team
members had the opportunity to bond and
build connections through culture exchange. As
facilitators we conveyed the joy and engaging
attitude all team members had during the quarter.

We think it was a great idea to do different

activities for us to bond as a team, the salsa classes
were phenomenal and everyone had a great time.
The salsa instructor did a good job by paring us
up and making us exchange dancing partners. The
environment felt relaxed and comfortable.

When it was time for lunch we were chatting and

sharing stories about ourselves. It was a moment
all of us appreciated. The feedback form confirmed
that team members felt good about engaging
with their peers. Finally the Secret Santa activity
was really valuable as it encouraged everyone to
thank to one of his/her peers and to congratulate
the team for the passion and commitment it had
throughout the class experience.

A great experience ends and we are grateful for

what we have shared as a team in the Facilitating
Creative Thinking Class. Special thanks to our
mentor for her skills, trust and talent.
62
Figure 116. Hugging. 63
 REFERENCES
Sibbet, D. (2011). Visual teams. Hoboken, NJ: John
Wiley & Sons.

Grove Consultants International (nd). Team

performance model overview.

Grove Consultants International (nd). Team leader

guide.

American Psychological Association. (2009).

Publication manual of the American
Psychological Association, sixth Edition.
American Psychological Association.

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 LIST OF FIGURES
Figure 1: Cover ...................................................... i Figure 52: Drexler/Sibbet Team Performance
Figure 2: Artifacts .................................................. iv Model® stage 5 .................................... 30
Figure 3: Prof. Regina Rowland ............................. v Figure 53: Team bonding time .............................. 31
Figure 4: Team work .............................................. vi Figure 54–57: Roadmap activity ............................ 32
Figure 5-16: Design team portraits ....................... viii Figure 58–61: Scribble activity .............................. 33
Figure 17: Drexler/Sibbet Team Performance Figure 62–65: Magic carpet activity ..................... 34
Model® ................................................. x Figure 66–69: My mane activity ........................... 35
Figure 18: Outdoor team work ............................. xi Figure 70: Rebecca and the roadmap ................... 39
Figure 19: Drexler/Sibbet Team Performance Figure 71: Drexler/Sibbet Team Performance
Model® stages 1 & 2 ............................. xii Model® stage 6 ..................................... 40
Figure 20–23: Pass it around activity .................... 2 Figure 72: Team playing with the sacks ................ 41
Figure 24–27: Organize cards activity ................... 3 Figure 73–76: How I felt activity ........................... 42
Figure 28: Master Post-it® activity 4 ...................... 4 Figure 77–80: My SWOT activity ........................... 43
Figure 29–32: Why are we here activity ............... 5 Figure 81–84: Team in the sack activity ................ 44
Figure 33: Team in the classroom ......................... 10 Figure 85–88: A new map activity ........................ 45
Figure 34: Drexler/Sibbet Team Performance Figure 89–92: Drawing the finish line activity ...... 46
Model® stage 3 ..................................... 12 Figure 93–96: Wrapping up activity ...................... 47
Figure 35: The Five Bold Steps Map ..................... 13 Figure 97: VB drawing .......................................... 52
Figure 36–39: Force-field analysis activity ............ 14 Figure 98: Drexler/Sibbet Team Performance
Figure 40–43: Vision and bold steps landscape Model® stage 7 ..................................... 54
activity ............................................ 15 Figure 99: Salsa class ............................................ 55
Figure 44: Working on the force-field analysis ..... 20 Figure 100–103: Let´s dance salsa activity ............ 56
Figure 45: Drexler/Sibbet Team Performance Figure 104–107: Share the SWOT activity ............. 57
Model® stage ........................................ 22 Figure 108–111: Lunch activity ............................. 58
Figure 46: The beginning of the gameplan ........... 23 Figure 112–115: Secret Santa activity .................. 59
Figure 47–49: Graphic gameplan activity .............. 24 Figure 116: Hugging .............................................. 62
Figure 50: Working on the gameplan .................... 25
Figure 51: Thinking about the Gameplan .............. 28
65