Workshop on Team Dynamics and Team Building Tasks

This presentation is about a workshop session on team dynamics and team building tasks. It discusses the importance of good leadership, effective decision-making, and problem-solving in a team. It also covers communication with stakeholders and the psychological factors that impact team behavior and performance. The presentation includes a workflow for planning workshops and trainings, focusing on the installation of software in an organization. The workshop is suitable for advanced employees.

Professional Practice

3. Workshop session on team dynamics and activity
sheet for team building tasks
Team :
 My team is consists of good leaders, effective decision makers, problem
solving leaders and efficient managers which set rules according to the
requirement of the activities and schedule all task systematically (Krishnan
and Ahmed, 2015).
 These professionals perfectly know time management and have good team
building relationships among them.
 They know team dynamics as well.

Communication example with other team
member or stakeholder
 In project management a stakeholder communication plan is
crucial and needs to be formulated.
 Communication with stakeholders can be done with the help of
meetings, emails and conference calls.
 Team dynamics are psychological, unconscious factors that
impact the direction of team's behaviour and its overall
performance (Chukwu and Mahajan, 2014).
Workflow
 Below chart shows planning workshops and trainings for
installation of software in organisation.

CONTD..
Depending on situational factors, exact order may change but the elements will
remain same.
1. Selecting a track to develop:
Organisation has different tracks of learning based on the needs of staff and
faculty:
Teaching online
Course Design
Quality Design (QM)
Using Multimedia

CONTD..
2. Identifying workshop topics: In this stage, logical progression of learning
within the track of study is developed (Bolden, 2016).It also includes
managing online classrooms which includes facilitating discussions and so
on.
3. Choosing a delivery mode:
 For every training, the best delivery mode is chosen in order to reach the
intended audience requirement. Various delivery modes are as follows:
 Self-paced vs facilitated
 On-demand vs. scheduled
 Facilitated : virtual ( e.g. webinars, online courses, etc.)
 Facilitated : face to face (e.g. in a computer lab or classroom)

CONTD...
4. Assigning focus areas, skill levels and formats:
This is similar what is found in the session agendas and received at conferences
(Strnadová and et.al, 2014).
Like this, more informative look is provided to the attendees by tagging each
workshop with session which allows them to decide whether their significant
needs will be fulfilled or not.
Examples of focus areas
Tools (e.g. hardware, software, applications)
Pedagogy and best practices
'How-to

CONTD...
 Examples of skill levels
 Novice
 Intermediate
 Advanced
 Examples of formats
 Hands-on
 Discussion
 Open consulting (i.e. office hours with instructors and designers)

CONTD...
5. Write workshop descriptions:
Brief description of the training should be provided in the track. For each
session learning objectives must be appropriate (Svalestuen and et.al, O., 2015).
As it is discussed above, it would be helpful to list the skill level, focus area
and format in addition to the delivery mode at the end of the session description.
6. Post for registration & plan for feedback:
By using event registration system each session could be tagged and for every
attendee, workshop should be posted.
This can be done according to the learning track.

Workshop/Activity sheet
Workshop Title: Planning a Training Event
Delivery Mode: Scheduled Seminar
Focus Area: Newly Installed software and its applications
Skill Level: Advanced employees
Format: Discussion in sessions
Description: Main objective of event to describe the importance of
software and know viewpoints of internal employees on its installation.
Link to participant feedback: Online feedback would be preferred.

REFERENCES
 Amanchukwu, R.N., Stanley, G.J. and Ololube, N.P., 2015. A review of leadership
theories, principles and styles and their relevance to educational management.
Management. 5(1). pp.6-14.
 Baral, S.K., 2017. Role of Emotional Intelligence to Handle Conflicts and Team
Building: An Analytical Study. Splint International Journal of Professionals. 4(2).
p.85.
 Berson, Y. and et.al., 2015. Leading from different psychological distances: A
construal-level perspective on vision communication, goal setting, and follower
motivation. The Leadership Quarterly. 26(2). pp.143-155.

THANK YOU