module 1 / team building table of contents - … · module 1 / team building table of contents ......

MODULE 1 / TEAM BUILDING TABLE OF CONTENTS

OVERVIEW SESSION PLAN ....................................................................... 1

INTRODUCTION ..................................................................... 3

GOALS FOR LEARNING ...................................................... 3

ACTIVITIES SET THE STAGE

PART 1: ESSENTIALS FOR TEAM BUILDING ..........................4

PART 2: TEAMS AT WORK .................................................28

ON THE REEL

MARIA MOVES IN ................................................................8

BREAK IT DOWN

REACH OUT ........................................................................9

KNOW WHEN TO TRUST .................................................... 19

PRACTICE GOOD JUDGMENT ............................................22

BE POSITIVE .....................................................................25

TAKE POSITIVE RISKS .......................................................30

KNOW WHAT MOTIVATES ..................................................32

KEEP ON ROLE-ING ..........................................................36

GEAR UP! ..........................................................................38

WRITE TO THE POINT

REACH OUT ...................................................................... 18

PRACTICE GOOD JUDGMENT ............................................24

BE POSITIVE .....................................................................27

KNOW WHAT MOTIVATES ..................................................35

WE GOT GAME

PERPETRATING RHYMES ................................................... 11

ALIEN SPEAK ................................................................... 17

TRUST GAME .................................................................... 21

THE HUMAN KNOT ............................................................34

TELL IT LIKE IT IS ..............................................................42

FINAL ANSWER

FIRST ANSWER ...................................................................6

PAYS TO PLAY ...................................................................44

FINAL ANSWER .................................................................46

HOT LINK LIBRARY

THE MISSING LINK ........................................................... 43

Pa

rt 1

: E

sse

nti

als

fo

r Te

am

bu

ildin

gT

EA

M B

UIL

DIN

G S

ES

SIO

N P

LA

N:

SE

SS

ION

S 1

-5

ON

TH

E R

EE

L:

"Mari

a M

ove

s In

"

Man

ny re

ache

s out

to h

elp M

aria

and

her

mom

mov

e int

o th

eir n

ew a

partm

ent a

nd

mot

ivate

s his

friend

s to

form

a h

igh-

perfo

r-m

ance

team

to h

elp.

CG

pg.

8 •

10 M

inute

s

BR

EA

K I

T D

OW

N:

"R

each O

ut"

Th

is ex

ercis

e str

esse

s tak

ing th

e ini

tiativ

e

and

dem

onstr

ates

pos

itive

ways

to e

ngag

e po

tent

ial te

amm

ates

.C

G p

g.

9 •

30 M

inute

s

WE

GO

T G

AM

E:

"Tru

st G

am

e”

This

floor

gam

e bu

ilds t

rust

amon

g

team

mem

bers

.C

G p

g.

21 •

30 M

inute

s

WE

GO

T G

AM

E:

"Perp

etr

ati

ng R

hym

es"

Parti

cipa

nts

com

pete

in te

ams

to id

en-

tify

song

s. T

hey

anal

yze

lyric

s to

bet

ter

unde

rsta

nd m

essa

ges

abou

t Tea

m

Build

ing,

and

how

the

mes

sage

s m

ight

in

fluen

ce te

ens.

CG

pg.

11 •

30 M

inute

s

WE

GO

T G

AM

E:

"Alien S

peak"

Th

e gr

oup

colla

bora

tes

to c

ompl

ete

se

nten

ces

by h

avin

g ea

ch m

embe

r m

ake

a co

ntrib

utio

n.C

G p

g.

17 •

30 M

inute

s

WR

ITE

TO

TH

E P

OIN

T:

"Reach O

ut"

In

this

exer

cise,

par

ticip

ants

write

a st

ory

abou

t a tim

e wh

en th

ey re

ache

d ou

t to

som

eone

.C

G p

g.

18 •

30 M

inute

s

BR

EA

K I

T D

OW

N:

"Know

When t

o T

rust

”Pa

rticip

ants

disc

uss t

rust,

hon

esty,

resp

ect,

and

relia

bility

.C

G p

g.

19 •

30 M

inute

s

BR

EA

K I

T D

OW

N:

"Pra

cti

ce G

ood

Judgm

ent"

This

exer

cise

exam

ines c

ritica

l think

ing

requ

ired

for m

aking

dec

ision

s and

stre

sses

pa

ying

atte

ntion

to yo

ur in

stinc

ts.

CG

pg.

22 •

30 M

inute

s

SESS

ION

TW

OSE

SSIO

N O

NE

SESS

ION

TH

REE

SESS

ION

FO

UR

SESS

ION

FIV

E

WR

ITE

TO

TH

E P

OIN

T:

"Pra

cti

ce G

ood

Judgm

ent"

In th

is ex

ercis

e, p

artic

ipan

ts wr

ite a

stor

y ab

out a

time

when

they

pra

ctice

d go

od ju

dg-

men

t or p

artic

ipan

ts te

ll a st

ory a

bout

a tim

e wh

en th

ey d

id N

OT, a

nd h

ow th

ey w

ould

act

di

ffere

ntly

toda

y.C

G p

g.

24 •

30 M

inute

s

SE

T T

HE

STA

GE

:

"Part

1: E

ssentials

for

Team

build

ing"

This

exe

rcis

e gi

ves

a pr

evie

w o

f tea

m-

build

ing

esse

ntia

ls: h

ow to

reac

h ou

t, pr

actic

e go

od ju

dgm

ent,

know

whe

n to

tru

st, a

nd b

e po

sitiv

e te

am m

embe

rs.

CG

pg.

4 •

10 M

inute

s

BR

EA

K I

T D

OW

N:

"Be P

osi

tive

"Th

is ex

ercis

e fo

cuse

s on

grat

itude

and

sta

rting

the

day o

ff with

a g

ood

attitu

de.

CG

pg.

25 •

30 M

inute

s

WR

ITE

TO

TH

E P

OIN

T:

"B

e P

osi

tive

"In

this

exer

cise,

par

ticip

ants

mak

e a

list o

f all

the

thing

s the

y are

gra

tefu

l for.

CG

pg.

27 •

30 M

inute

s

CG

: C

urric

ulum

Gui

de

FIN

AL A

NS

WE

R:

"F

irst

Answ

er"

Parti

cipa

nts

com

plet

e a

pre-

prog

ram

su

rvey

of t

heir

attit

udes

, beh

avio

r, an

d kn

owle

dge

abou

t tea

m b

uild

ing.

CG

pg.

6 •

10 M

inute

s

This

is a

sugg

este

d se

ssio

n pl

an to

inte

grat

e YL

A’s

com

pone

nts.

It o

ffers

an

orde

r, tim

e fra

me,

and

pag

e nu

mbe

r for

act

ivitie

s th

at a

re in

this

Cur

ricul

um G

uide

.

SESS

ION

SEV

ENPa

rt 2

: Te

am

s a

t W

ork

TE

AM

BU

ILD

ING

SE

SS

ION

PLA

N:

SE

SS

ION

S 6

-10

SE

T T

HE

STA

GE

:

"Part

2:

Team

s at

Work

"Th

is e

xerc

ise

reca

ps th

e m

ater

ial

cove

red

in th

e fir

st fi

ve s

essi

ons

and

prev

iew

s th

e ne

xt fi

ve s

essi

ons

of te

ams

at

wor

k: ta

king

pos

itive

risk

s, k

now

ing

wha

t mot

ivat

es, k

eep

on ro

le-in

g, a

nd

gear

ing

up.

CG

pg.

28 •

15 M

inute

s

WR

ITE

TO

TH

E P

OIN

T:

"Know

What

Moti

vate

s"Pa

rtici

pant

s te

ll a

stor

y ab

out a

tim

e th

ey w

ere

mot

ivat

ed to

wor

k on

a te

am.

CG

pg.

35 •

30 M

inute

s

BR

EA

K I

T D

OW

N:

"T

ake P

osi

tive

Ris

ks"

This

exe

rcis

e ex

amin

es h

ow p

ositi

ve

risk-

take

rs ta

ke c

hanc

es in

ord

er to

di

scov

er n

ew p

ossi

bilit

ies.

CG

pg.

30 •

45 M

inute

s

HO

T L

INK

LIB

RA

RY

:

"The M

issi

ng L

ink"

Parti

cipa

nts

revi

ew th

e w

ebsi

te

dire

ctor

y in

this

mod

ule

and

sugg

est

an a

dditi

on to

the

listin

g.C

G p

g.

43 •

30 m

inute

s

WE

GO

T G

AM

E:

"H

um

an K

not”

This

floo

r gam

e bu

ilds

trust

am

ong

team

mem

bers

. C

G p

g.

34 •

30 M

inute

s

BR

EA

K I

T D

OW

N:

"Keep o

n R

ole

-ing"

In th

is e

xerc

ise,

par

ticip

ants

exa

min

e di

ffere

nt h

ats

peop

le w

ear o

n te

ams:

Th

e D

river

, The

Fac

ilitat

or, T

he

Enth

usia

st, T

he A

naly

zer.

CG

pg.

36 •

30 M

inute

s

BR

EA

K I

T D

OW

N:

"Gear

Up!"

This

exe

rcis

e ex

amin

es th

e be

nefit

s an

d ch

alle

nges

whe

n ac

tivel

y w

orki

ng

on a

team

: bal

ance

and

com

mun

ica-

tion,

syn

ergy

and

sha

red

resp

onsi

bilit

y, di

vers

ity a

nd to

lera

nce,

pro

duct

ivity

an

d pr

iorit

ies,

mom

entu

m a

nd fo

cus.

CG

pg.

38 •

30 M

inute

s

FIN

AL A

NS

WE

R:

"F

inal

Answ

er"

Parti

cipa

nts

com

plet

e a

post

-pro

gram

su

rvey

of t

heir

attit

udes

, beh

avio

r, an

d kn

owle

dge

abou

t tea

m b

uild

ing.

CG

pg.

46 •

15 M

inute

s

WE

GO

T G

AM

E:

"T

ell I

t Lik

e I

t Is

”Th

is fl

oor g

ame

dem

onst

rate

s th

e po

wer

of p

ositi

ve s

elf-r

efer

ence

and

af

firm

ing

othe

rs’ u

niqu

e ta

lent

s.C

G p

g.

42 •

30 M

inute

s

SESS

ION

EIG

HT

SESS

ION

NIN

ESE

SSIO

N S

IXSE

SSIO

N T

ENB

RE

AK

IT

DO

WN

: "K

now

What

Moti

vate

s”Th

is e

xerc

ise

anal

yzes

var

ious

m

otiv

atio

ns: p

erso

nal g

ain,

sat

isfa

ctio

n,

belo

ngin

g, p

eer p

ress

ure,

reco

gniti

on

and

altru

ism

.C

G p

g.

32 •

30 M

inute

s

CG

: C

urric

ulum

Gui

de

FIN

AL A

NS

WE

R:

"P

ays

To P

lay"

Parti

cipa

nts

are

quiz

zed

on th

eir

rete

ntio

n of

mod

ule

cont

ent.

CG

pg.

44 •

15 M

inute

s

This

is a

sugg

este

d se

ssio

n pl

an to

inte

grat

e YL

A’s

com

pone

nts.

It o

ffers

an

orde

r, tim

e fra

me,

and

pag

e nu

mbe

r for

act

ivitie

s th

at a

re in

this

Cur

ricul

um G

uide

.

TEAM BUILDING

Participants learn to create an environment for sharing ideas and building relationships that are essen-tial to team building. The participants also examine the way teams work – learning what motivates people, demonstrating the value of diversity, and analyzing the dynamics of high performance teams. Through interactive games and group exercises, participants develop problem-solving and critical thinking skills; and learn the value of collaboration.

In the first animation, Maria Moves In, our virtual peers (a.k.a. the Crew) address issues related to reaching out to others, taking positive risks, building trust, and practicing good judgment. They build a team to help a family move into the neighborhood and find out that there are benefits to being good neighbors. In the Break it Down and Write to the Point sections, participants give their feedback on topics related to team building and develop social and communication skills necessary to become leaders. In the We Got Game section, participants learn to work in teams and contribute to the overall effort of the team. Their newly acquired knowledge about teams and teamwork is tested in Pays to Play.

These class activities are outlined in the following Curriculum Guide that includes instructions for using the Interface and instructor’s notes for further illustration of YLA’s pedagogy.

Because young people learn in different ways, YLA encourages active participation and interaction with the materials to accomplish the following goals for learning.

Consult session plan for sequence of activities.

Note page number of the sup-porting material needed for the next activity. When indicated, a CD-ROM may have to be loaded.

MODULE 1 / TEAM BUILDING INTRODUCTION

Goals for Learning

✔ Learn to exercise self-affirmation and the affirmation of others;

✔ Foster mutual respect and trust to create a successful team experience;

✔ Develop the ability to collaborate and contribute within a team;

✔ Practice positive attitudes and actions for learning in a team environment.

3

MODULE 1 / TEAM BUILDING SET THE STAGE / PART 1: ESSENTIALS FOR TEAM BUILDING

4

Set the Stage

PART 1: ESSENTIALS FOR TEAM BUILDING

1. Prepare before class

4 Watch the On the Reel animation and record your thoughts about the message. This is very important because all other activities will stem from this movie.

4 Familiarize yourself with all of the content on the Interface and in the curriculum guide so that you are comfortable teaching this material.

4 Collect related news articles and other materials to bring the topics covered into context. Include newspaper and magazine articles about the successes of high performance teams. These may include discussions of families or teams in business and industry, medicine, sports, entertainment, and social justice.

2. “Break the Ice” with the participants

4 Explain to participants that they will need to work in teams in order to accomplish goals in both their personal and professional lives. Knowing how to initiate teams and how to be an asset to a team are important skills to learn today.

4 Start a discussion about team building to open up the topic. Ask questions like:

•Whataresomeoftheteamsthatyouareapartoftoday?

•Whataresomeoftheteamsyouadmireandwhy?

•Howdoyouknowwhensomeonewillmakeagoodteam member?

•Whyisitimportanttohavepeoplewithdifferentopinionson yourteam?

•Whatteamswouldyouliketoseedevelopedinyourcommunity?

4 Share the collected materials with participants to bring these issues into context.

4 Use this discussion as an opportunity to assess the level of under-standing the participants have of the topics in this module. This will help you to develop an approach to teaching that targets the specific needs of the participants in your group.

Set the StageSet the Stage prepares instructors to make effective

use of the Team Building module in accomplishing the Goals for Learning.

MODULE 1 / TEAM BUILDING SET THE STAGE / PART 1: ESSENTIALS FOR TEAM BUILDING

5

Set the Stage

PART 1: ESSENTIALS FOR TEAM BUILDING (continued)

3. Preview for the participants

4 Give participants a preview of the things they will learn in Essentials for Team Building by explaining that they will:

•Learntoexerciseself-affirmationandtheaffirmationofothers;

•Learnthestepsthatwillhelpthemininitiatingteams;

•Learnhowtoevaluatepotentialteammembers;

•Developtheabilitytocollaborateandcontributewithinateam;

•Begintounderstandtheimportanceofbuildingtrustinteam situations.

4 Get the participants excited about the activities in Essentials for Team Building by describing some of its highlights. Herearesomesuggestions:

•Youandyourclassmateswillputyourheadstogethertobecome analienfromanotherplanet.You’llactasasinglebodyin answeringyourinstructor’squestions;

•Put your trust in your other classmates as you pair up to take turns falling backwards into each other's arms, learning when it's okay to take a positive risk with someone you know.

4. Set goals

4 Ask participants to set goals for this module by reflecting on and writing down what they want to learn and what they hope to achieve.

CONSULT SESSION PLAN FOR NEXT ACTIVITY

MODULE 1 / TEAM BUILDING FINAL ANSWER / FIRST ANSWER

6

Final Answer

u Go to www.urbantech.org and click .

v Enter then click .

w Click on YLA Interactive!

x Once the Interface has appeared on your computer screen, click .

y Select .

z Roll mouse over fifth icon from left on the Choose an Activity screen.

{ Click .

| After reading the instructions on-screen, click .

} Select .

~ After reviewing the First Answer directions, click .

FIRST ANSWER QUIZ

1. If I don’t like someone, I can’t be on the same team with them. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

2. I like to try new things that are challenging and help me grow. a. Strongly agree (4 points) b. Agree (3 points) c. Disagree (2 points) d. Strongly disagree (1 point)

3. Teams are good for sports, but in everyday life you’re on your own. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

The best responses are indi-cated here in bold. Participants will only be able to answer the First Answer quiz once.

The First and Final Answer questionnaires provide pre- and post- opportunities for par-ticipants to demonstrate their understanding and awareness of team building (knowledge), their positive and sincere con-cern about and commitment to its significance in their per-sonal and social development (attitude), and their ability to reflectively apply or act upon (behavior) the principles and learning goals central to this module. The results of the quizzes become part of the par-ticipant portfolio in APOLLO and can be viewed by all program staff. Participants also can view their progress in meeting the module goals for learning by accessing their portfolios.

6

MODULE 1 / TEAM BUILDING FINAL ANSWER / FIRST ANSWER

7

Final Answer

4. I feel uncomfortable being on a team made up of people who are different from me. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

5. I am involved in teams, clubs or group activities. a. Almost always (4 points) b. Usually (3 points) c. Rarely (2 points) d. Almost never (1 point)

6. I avoid situations where I need to trust and rely on other people. a. Definitely (1 point) b. Probably (2 points) c. Maybe (3 points) d. No (4 points)

7. I think about the consequences before going along with the crowd. a. Almost always (4 points) b. Usually (3 points) c. Rarely (2 points) d. Almost never (1 point)

8. When meeting new people, I judge whether I can trust them by the way they look. a. Almost always (1 point) b. Usually (2 points) c. Rarely (3 points) d. Almost never (4 points)

9. A team is successful when _______________. a. its members have a lot in common (0 points) b. its members have different skills and can fill different roles (4 points) c. it always wins (0 points) d. it eliminates the weakest link (0 points)

10. When someone has team spirit, it means ______________. a. they are highly motivated to contribute to the team’s goals (0 points) b. they help to support and include other members of the team (0 points) c. they display a positive attitude working in a team environment (0 points) d. All of the above (4 points)

11. Effective team leaders __________. a. are popular among their peers (0 points) b. command power and respect (0 points) c. provide vision and direction for the team (4 points) d. make all the decisions (0 points)

12. Teamwork only works well in _________. a. the workplace (0 points) b. school (0 points) c. sports (0 points) d. All of the above (4 points)


On the Reel

u Roll mouse over first icon from left on the Choose an Activity screen.

v Click .


MODULE 1 / TEAM BUILDING ON THE REEL / MARIA MOVES IN

6

Optional: If you’d like to spark the participants’ imagination, pause the movie by clicking the box in between the rewind and fast forward button when you see the screen below. This is a critical turning point in the ani-mation. Will Manny help Maria or is his helpful disposition simply an act to take advantage of her? Click the same button again when you want to see the rest of the episode.

8

The epigram that appears on-screen sets the tone for the module. Have a participant read it aloud. Click on the inter-face to pause the screen for more time. Click to resume play.

MODULE 1 / TEAM BUILDING BREAK IT DOWN / REACH OUT

Break It Down

u Roll mouse over second icon from left on the Choose an Activity screen.

v Click .

w After reading the instructions on-screen, click .

x Select .

yAfter reviewing the text on-screen, click .

REACH OUT

Every team – from the Lakers to your school choir - relies on individ-uals to create an environment of mutual respect that allows for open communication.

Joining the team requires taking the initiative to do the following:

✓ Introduce yourself

✓ Learn how the team operates

✓ Be open to new ideas

✓ Find out ways to help

mutual respect (noun) the ability to honor each other’s boundaries and indi-vidual worth. They say that all loving relationships are built on mutual respect.

initiative (noun) the action of taking the first step. The Senator took the initiative by asking his advisors how they thought the unemployment problem should be solved.

5

5Roll mouse over Manny’s image to see what he is thinking.

6

Purple words appearing on the Interface are automatically linked to the glossary. Click on them for definitions and sample sentences.

Getting StartedIt is important to emphasize

what a person should expect when taking these steps. Some people are extroverts and are more interested in joining groups. They have very good interpersonal skills and for them this process is easy. Others find reaching out to teams more difficult. These are introverts. They have talents and skills that are needed on a team but need help in making the first introduction. For them, this module is a good place to start thinking about how they can reach out and get involved in a group or team that they are interested in and put their skills and talents to work.

9

MODULE 1 / TEAM BUILDING

The sentences in italics are possible answers.

introvert (noun) one whose interest is more in oneself than the outside world. Some people mistakenly identify introverts as being rude because at times they are not very talkative.

extrovert (noun) one whose interest is more in the outside world than in oneself. Many extroverts make good public speakers.

Break It Down


REACH OUT...

1. Why is Manny reaching out to Maria? Manny knows from experi-ence that moving to a new place can be hard. He knows how she feels and wants to help.

2. Do you think Manny is an introvert or extrovert? Manny appears to be an extrovert in the animation. He took the initiative to introduce himself to Maria and has already volunteered to help Maria move in.

3. Is Maria an introvert or extrovert? ___ Introvert ___ ExtrovertMaria appears to be an introvert in the animation. She is quiet and retiring and seems reluctant to talk to Manny.

4. Tell a story about a time when you reached out to a person whom you did not know. How did you do it? Where and when did it happen? What did you say? Were you comfortable in meeting someone whom you did not know?

BREAK IT DOWN / REACH OUT

See the Hot Link: EncartaType keywords “introvert”

and “extrovert” to research their psychoanalytic origins.

Participants will be asked to address #4 in writing during

another exercise called Write to the Point.

Have participants vote by a show of hands.

10

We Got Game

uRoll mouse over fourth icon from left on the “Choose an Activity” screen:

vClick .

wAfter reading the instructions on screen, click .

xSelect .

yAfter reviewing the Perpetrating Rhymes directions, click .

6

11

MODULE 1 / TEAM BUILDING WE GOT GAME / PERPETRATING RHYMES

12


We Got Game

zClick on the big screen to begin.

{ Click the record to begin the first try of each round.

| The teams hear a one-second excerpt of a song; the specified team has15 seconds to guess the name of the artist. They type their answer in the box and click .

} If the specified team correctly identifies the artist within 15 seconds,they are awarded 10 points and game play advances to the discussion portion of the current round (see step 17).

If the specified team does not correctly identify the artist within 15 sec-onds, the game prompts the other team to begin the second try of the current round.

The teams now hear a two-second excerpt of the same song; the specified team has 15 seconds to guess the name of the artist. They type their answer in the box and click .

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WE GOT GAME / PERPETRATING RHYMES

13


We Got Game

If the specified team correctly identifies the artist within 15 seconds, they are awarded 10 points and game play advances to the discussion portion of the current round (see step 17).

If the sepcified team does not correctly identify the artist within 15 sec-onds, the game prompts the other team to begin the third try of the round.

The teams now hear a five-second excerpt of the same song, and this time the specified team has 15 seconds to guess the name of the artist by choosing from a list of four multiple choice options.

If the specified team correctly identiifes the artist within 15 seconds, they are awarded 10 points and game play advances to the discussion portion of the current round (see step 17).

If the specfied team does not answer correctly within 15 seconds, the cor-rect answer is revealed, no points are awarded, and game play continues to the discussion portion of the current round.

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15

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ANSWER KEY

Round 1: T.I. featuring

Justin Timberlake

Round 2:PussycatDolls

Round 3: Rembrandts

Round 4: Jay-Z featuring

Beyonce

Round 5: Alicia Keys

Round 6: Rihanna


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We Got Game

Any participant or the instructor clicks to begin the discussion round.

After analyzing the lyrics and discussing the questions on-screen with the group, click to advance to the next round, where game play con-tinues as in steps 7 to 17. The starting team alternates from round to round until all 6 rounds have been played.

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DISCUSSION ROUND LYRICS

Round 1:

“DeadandGone”byT.I.featuringJustinTimberlake


1. Message: T.I. is saying that he has made some mistakes in the past, but he is now thinking of how his actions affect his family. He is cur-rently making a conscious effort to make better decisions, as he under-stands people are counting on him. 2. Influence: Youngpeoplemaylearnthat there are positive or negative consequences to their actions. They could understand that their decisions don’tjustaffecttheirlife,butcanalsoaffect their friends, family and com-munity. Working hard for the good of the entire group is essential.

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We Got Game

Round 2:

“IHateThisPart”byPussycatDolls

Round 3:

Round3:“Friends”themesongbytheRembrandts

1. Message: The Rembrandts are saying that it is very comforting to know that you have a group of friends who truly understand you, and will be there through the good and bad times. 2. Influence: Some students could recognize and understand the different levels of team work; true team mem-bers share in the fun and exciting times, as well as withstand the con-flicts that may arise. The lyrics could also influence students to realize that it is in the challenging moments that you really learn how strong your team is.


1. Message:ThePussycatDollsareref-erencingafriendshipgonesour;ithurtsto know that someone you once trusted no longer has your back. As a result, the friendship and web of support is now falling apart. 2. Influence: Students could under-stand the hurt and damage that can happen to a person when a friend-ship starts to crumble. The lyrics also prompt students to think of their own friendship issues they may be experi-encing, and decide if they should work together toward a resolution or if the friendship is truly over.

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We Got Game

Round 4:

“BonnieandClyde”byJay-ZfeaturingBeyonce

Round 5:

“NoOne”byAliciaKeys

Round 6:

“Umbrella”byRihanna



1. Message: Jay-Z is saying that he has a loyal relationship with a friend. Hisfriend has his back at all times, helps to keep him focused and on track, and Jay-Z provides that same allegiance. 2. Influence: Students gain a candid view between dedicated team mem-bers that admittedlyhaveeachother’sback, keep it real with one another, and do whatever it takes to make sure they stay on track.

1. Message: Alicia Keys is saying that she feels comforted knowing that she has someone who will always be there, despite what she may be going through. Working together and having support helps her not to stress as much and to feel like everything will be okay. 2. Influence: Students may be led to feel that when they are dealing with a problem, it is both comforting and rewarding to have a support group who help you through personal issues. As a result, students may be inclined to believe that with the right team, issues can be more confidently and positively resolved.

1. Message: Rihanna is saying that sticking together and being there for each other is her top priority. 2. Influence: Students may under-stand the importance of loyalty and working together as opposed to only being concerned with their own per-sonal well-being.

MODULE 1 / TEAM BUILDING WE GOT GAME / ALIEN SPEAK

We Got Game

uRoll mouse over fourth icon from left on the Choose an Activity screen.

vClick .

wAfter reading the instructions on-screen, click .

xSelect .

y After reviewing the text on-screen, click NEXT. .


Here are some questions to get you started:

4Where do you come from?

4How would you introduce yourself?

4What is your favorite food?

4How old are you?

4What sports do you play on your planet?

4What do you do after school?

4What are your hobbies?

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Commend The Participants On

A Job Well DoneRemind them that they could not have achieved this goal without the imagination of everyone involved.

By playing Alien Speak, par-ticipants learn firsthand that everyone collaborates in the success of a team.

Feel free to make up other questions to ask the alien in addition to the

ones we have suggested.

Make sure all participants have the chance to say at least three words before concluding this exercise.

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Importance of Reaching Out

Two important aspects of reaching out are active partici-pation and listening in a group. This exercise practices both skills.

MODULE 1 / TEAM BUILDING WRITE TO THE POINT / REACH OUT

Write to the Point

u Roll mouse over third icon from left on the Choose an Activity screen.

v Click .


x Select .

yAfter reviewing the text on-screen, write your e-journal entry in the empty

zClick ---------- to save your entry.


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Click to open a window that helps participants copy and paste their e-journal entry to a Word document. And then the sky’s the limit!

Click to see a sample e-journal. This may spark the participants’ imagina-tion.

After using the questions in Heads Up to help write their e-journal, participants can click to help with proofreading.

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window to the right.

Break It Down


v Click .


x Select .


MODULE 1 / TEAM BUILDING BREAK IT DOWN / KNOW WHEN TO TRUST

reliable(adjective) dependable. The newspaper reporter was always a reliable source for accurate information.

Manny Proves That He Is ReliableMaria’s trust in Manny

grows as the story progresses. In the beginning, Maria is uncomfortable because she has just met Manny and doesn’t know what to expect. After Manny proves that he is reli-able and can be trusted, Maria begins to trust him. Manny also shows his ability to collaborate and work in a team while pro-viding Maria and her mom a valuable service.

KNOW WHEN TO TRUST

Before you trust, it might help to ask yourself:

✓ Does this person tell the truth?

✓ Is this person reliable?

✓ Is this person respectful of others?

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Roll mouse over Maria’s image to see what he is thinking.

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BREAK IT DOWN / KNOW WHEN TO TRUSTMODULE 1 / TEAM BUILDING

Break It Down


KNOW WHEN TO TRUST...

1. Should Maria trust Manny at this time? ___ Yes ___ No Some participants will vote yes because he says he is only trying to help. Some will vote no because Maria does not know him well enough.

2. How does Maria’s trust in Manny grow as the story progresses? Maria learns that Manny tells the truth and is reliable. He says that he will watch the truck and when she returns everything is intact. She becomes more comfortable with him as she is able to see his truthfulness, his reliability and his respect for others.

3. Why is it important to trust the people on your team? If there is no trust, the team will not share responsibility or be willing to rely on teammates. This will result in the team not operating effec-tively.

Trust May Depend On Where You Live

The answer really depends on how comfortable the person is. If the setting is a small town where everyone knows his neighbor, the tendency would be to trust. People from large cities have a tendency to trust less because they have had some bad experiences.


See the Hot Link: Building TrustExplore further why

people have trouble devel-oping trust in others. Also find out some good ways to improve trust building.

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We Got Game


vClick .


xSelect .

yReview the text on-screen.


WE GOT GAME / TRUST GAME

This collaborative effort hinges upon being a reliable catcher and trusting the person catching you.


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Break It Down


vClick .


x Select .


instinct (noun) a natural or inborn ten-dency. People’s survival instinct can help them through incred-ibly dangerous situations.

trust (noun) faith in another’s ability, honesty or reliability; a confi-dent expectation. I trust that the bank will give me money from the ATM if I have funds available.

Trust Your InstinctsParticipants should learn to

listen to and trust their instincts. For example, they may ask, "Do I feel safe meeting a person or do I feel nervous?” Take the time here to examine the things to look for when meeting new people. Does the person express him or herself in a positive way? Ask for other important questions to ask.

PRACTICE GOOD JUDGMENT

If you are uncomfortable in a situation, maybe your instincts are trying to tell you something. Here are some questions to ask yourself when meeting someone new:

✓ How do I feel around this person?

✓ How does this person treat other people?

✓ Has this person earned my trust?

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BREAK IT DOWN / PRACTICE GOOD JUDGMENT

Roll mouse over Manny and Maria’s images to see what they are thinking.

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MODULE 1 / TEAM BUILDINGBREAK IT DOWN /

PRACTICE GOOD JUDGMENT

Participants will be asked to address #4 in writing

during another exercise called Write to the Point.

suspicious (adjective) suggesting doubt. Manny’s willingness to help watch the moving van made Maria quite suspicious.

Break It Down


PRACTICE GOOD JUDGMENT...

1. Why does Maria feel nervous and suspicious around Manny? She has just met Manny and she does not know why he is being so helpful.

2. Is Maria practicing good judgment when she leaves her stuff with Manny? ___ Yes ___ No Definitely not. Maria’s mother specifically asked her to stay with the van, and although things worked out in the end, this was bad judgment on Maria’s part. Maria made a very risky decision to leave all of her family’s belongings with someone whom she just met.

3. How could Maria demonstrate her appreciation for Manny’s offer and follow her mom’s advice? She could thank Manny and tell him that her mom asked her to stay with the truck.

4. Tell a story about a time when you practiced good judgment or a time when you did NOT, and how you would act differently today. What did you do? Who was involved? When and where did this happen? How did it turn out? Why do you think that this was or was not good judgment? Would you do things differently today?


See the Hot Link: Tapping Into Your Instincts

Listen to a sample audio clip about trusting instincts.

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WRITE TO THE POINT / PRACTICE GOOD JUDGMENTMODULE 1 / TEAM BUILDING

Write to the Point


v Click .


xSelect .

y After reviewing the text on-screen, write your e-journal entry in the empty window to the right.

z Click ---------- to save your entry.


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Break It Down


vClick .


xSelect . .


BE POSITIVE

A positive attitude brings hope into your life and builds trusting relationships.

Try keeping these suggestions in mind:

a Focus on the positive qualities about yourself

a Affirm other's unique talents

a Be clear about your values

a Be grateful for the good things in your life

MODULE 1 / TEAM BUILDING BREAK IT DOWN / BE POSITIVE

affirm (noun) to make a positive declaration or confirmation. Most movie posters these days include one-line affirmations from professional critics.

gratitude (noun) thankful appreciation for favors received. Upon discovering that Maria’s new friends helped to unload the rental van, Maria’s mother was full of gratitude.

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6 6

Roll mouse over Manny’s image to see what he is thinking.

MODULE 1 / TEAM BUILDING BREAK IT DOWN / BE POSITIVE



Break It Down


BE POSITIVE...

1. How do you think Maria feels now that Manny has said something positive about her painting? It probably makes her feel good about herself and better about Manny.

2. Name four things that you like about Manny. He is friendly and wants to help a new person in the neighborhood. He is positive. Even after Maria questions him, he is still eager to help. He compli ments Maria on her painting. He convinces his friends to assist him in moving Maria’s furniture.

3. Name all the things you like about yourself. Some possible answers are: respect that you give your parents, time you spend helping people, loyalty to friends, the way you play sports, the grades you get in school, your positive attitude, the way you dress and fix your hair, the fact that you don’t drink or take drugs.

4. Make a Gratitude List – a list of all the things that you are thankful for. My best friend or my singing ability.

See the Hot Link: Daily InventoryGet more help and tools to

practice writing a gratitude list.

26

Write to the Point


vClick .


xSelect .


z Click to save your entry.


MODULE 1 / TEAM BUILDING WRITE TO THE POINT / BE POSITIVE

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MODULE 1 / TEAM BUILDING SET THE STAGE / PART 2: TEAMS AT WORK

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Set the Stage

PART 2: TEAMS AT WORK

1. Prepare before class

4 Watch the On the Reel animation again and follow the session plan toreviewtheactivitiesinPartTwoofthismodulecalledTeams At Work. Become familiar with the content on the Interface and thecurriculum guide so that you are comfortable teaching this material.

4 Collect newspaper and magazine articles to bring the topics covered in Teams At Work into context. Good examples are articles about effective leadership and team dynamics. Collect content that encompasses a variety of teams in busi-ness and industry, medicine, sports, entertainment and social justice.

2. Take the next step with the participants

4 Take a few minutes to recap the lessons of the first half of the module and introduce thesubjectmatterof thesecondhalf.Herearesome questions that you may want to ask:

• Whataresomeofthechallengesthatcomeupwhenyouwork withotherpeople?

• How does a team benefit from different backgrounds and opinions?

• Howimportantisitforteammemberstohavethesamegoalin mind?

• Whataresomeof the things thatmotivatepeople tobecome involvedinactivities?

4 Share the collected news articles with participants to bring these issues into context.

4 Use this discussion as an opportunity to assess and record the level of understanding the participants have of the topics in this module. ThiswillhelpyoutodevelopanapproachtoteachingPartTwoofthe curriculum.

MODULE 1 / TEAM BUILDING SET THE STAGE / PART 2: TEAMS AT WORK

Before every exercise, instructors should present an overview of what the

participants are about to do, and then after the activity, recap the material. Participants need constant reinforcement as they absorb the material.

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Set the Stage

PART 2: TEAMS AT WORK (continued)

3. Preview for the participants

4 Provide a brief introduction to the themes coveredin Teams At Work. Explain that participants will:

• Learntoopenupandtakepositiverisks;

• Understandwhatmotivatespeopletoworkhardonteams;

• Learnsomeofthemainrolesthatindividualteammembers oftenplay;

• Learnthequalitiesofahigh-performanceteam;

4 Get the participants excited about the activities in Teams At Work by describing some of its highlights.Herearesomesuggestions:

• Twist arms with your classmates to become a human knot, then work with the team to create a strategy for untangling the knot;

• Learnaboutyourclassmates’bestqualitiesandtellthemabout yours;

• Test yourknowledgeaboutworking in teamswitha “Pays to Play”challenge.

4. Set goals

4 Ask participants if they have started to meet the goals discussed during the first Set the Stage and how their expectations may have changed.AskparticipantswhattheyhopetoachieveinPartTwoof this module.


See the Hot Link: Alicia KeysRead about her success

in music as a result of good teamwork.

Break It Down


v Click .


x Select .

y After reviewing the text on-screen, click .

TAKE POSITIVE RISKS

Remember that great love and great achievements involve great risk.

✓ Recognize the benefits

✓ Weigh the possible outcomes

✓ Don’t be afraid to stand up for what’s right or unpopular

MODULE 1 / TEAM BUILDING BREAK IT DOWN / TAKE POSITIVE RISKS

Reflect Onthe Trust Game

Being on a team means taking positive risks such as trying new things. It also means standing up for what is right. Sometimes it means resisting the pressure to just "go along with the crowd" or taking the easy way out. For example, Manny could have just walked by Maria’s truck and not offered to help. That would have been the easy thing to do.

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BREAK IT DOWN / #MODULE 1 / TEAM BUILDING BREAK IT DOWN / TAKE POSITIVE RISKS

Break It Down


TAKE POSITIVE RISKS...

1. Why don’t more people take risks like Manny did and strike up a conversation with a new neighbor? Because it could mean setting themselves up for rejection.

2. Is warning Maria about the police a smart way to introduce himself to her? ___ Yes ___ No Yes, if she is about to get a parking ticket. However, he may also want to take this opportunity to tell Maria a little about the neigh-borhood – where kids go to school, where they hang out, etc. This could lead to a new friendship.

3. Did Manny, Freddy and Shawna take a positive risk when they agreed to help out? Yes, the positive risk was agreeing to help without knowing what they would get in return.

4. How would you define a negative risk? The possibility of suffering loss or damage – having more to lose than to gain. Playing the lot-tery can be a negative risk if you bet your monthly rent money.

5. Can you remember a time when taking a risk, like going on a college tour or joining the school debating club, led to an oppor-tunity? Why was it a risk? What was the opportunity? When and where did it happen? Who was involved?



See the Hot Link: Risk-TakingRead a doctor’s assess-

ment on the value of teenage risk-taking.

See the Hot Link: Team Building Inc: 7 Keys

Explore ways to take positive risks on a team.


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Break It Down


vClick .


xSelect .


KNOW WHAT MOTIVATES

What makes you go to work or school, hang out with your friends, play

on a sports team, or help a family move into the neighborhood?

✓ Peer-pressure: wanting the approval of others

✓ Wanting to Belong: a desire to identify with a group or team

✓ Obligation: feeling compelled by law or by what you believe is

right

✓ Recognition: prestige, being singled out or celebrated for your

actions

✓ Satisfaction: a sense of fulfilment, pride or enjoyment

✓ Personal Gain: Money or other tangible rewards

MODULE 1 / TEAM BUILDING BREAK IT DOWN / KNOW WHAT MOTIVATES

motive (noun) an incentive or inner drive influencing a person’s actions. In other words, why people do things. The pros-ecutor had the murder weapon but no motive, so they let their primary suspect go free.

obligation (noun) bound by moral, legal or physical force. Maria feels an obligation to attend church every Sunday.

compel (verb) to force. Fear of failure often compels students to study for tests.

prestige (noun) the power to impress or influence. Lady Diana used her prestige to raise awareness about the abundance of land mines in third world countries.

fulfilment (noun) satisfaction or gratifica-tion. When Derek Jeter won The World Series for a third time, he had incredible feelings of fulfilment.

tangible (adjective) real; something you can touch. The Olympic gold medal was tangible proof that Peter was the best speed skater in the world.

altruism (noun) philanthropy; love of humanity. Many volunteers are motivated by altruism.

Roll mouse over Freddy’s image to see what he is thinking.

6

Why People Join TeamsThis animation explains the

reasons that people join teams and do their best. We have pre-pared this list of reasons for you to discuss with the class. Can you think of other reasons? Do they fit into these categories?

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BREAK IT DOWN / #MODULE 1 / TEAM BUILDING BREAK IT DOWN / KNOW WHAT MOTIVATES



Break It Down



KNOW WHAT MOTIVATES...

1. When Freddy and Shawna are first asked to help with the move, what do they say they want? They want to be paid for their time and work. They want compensation in the form of money.

2. After Freddy meets Maria, does his motivation change? ___ Yes ___ No Yes. Freddy is now motivated by satisfaction. He is attracted to Maria and wants to get to know her better.

3. Does Manny feel obligated to help Maria? Maybe. He may get a feeling that he should help a new family move into the neighbor-hood. But he also seems to get personal satisfaction from helping others.

4. What is Maria’s motivation when she lets Manny watch her WeHaul? ___ Peer-pressure ___ RecognitionRemember how Maria changed her mind about letting Manny watch the truck when he became upset and started walking away. She wants his approval. Many times feeling guilty or wanting to please is a result of peer pressure.

5. Tell a story about a time when you were motivated to work on a team. What kind of team was it? Where did you join – at school, in your neighborhood, some other place? When did you join – how old were you? How did you join – were you asked by someone or did you take the initiative? What did the team do? Did you enjoy the experience of being on a team?

See the Hot Link: Inspire Top Performance In

OthersRead about some keys to inspiring high-level perfor-mance in a small business or team.

33

MODULE 1 / TEAM BUILDING WE GOT GAME / THE HUMAN KNOT

We Got Game


vClick .

wAfter reviewing the text on-screen, click .

xSelect .

yReview the text on-screen and click .


6

See the Hot Link: Team Building Inc: Ropes

Another, more advanced game to experience the value of a team.

unison (noun) something that occurs together or at the same time. The choir sang in unison.

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The Human Knot shows how vital everyone’s cooperation is

for a team to accomplish its goal. Some members may be more outspoken than others, but the group relies on each individual’s collaborative efforts to be suc-cessful. Ask the participants how they think this game deals with problem solving in a group.

Write to the Point

uRoll mouse over third icon from left on the Choose an Activity screen.

vClick .


xSelect .


z Click to save your entry.


MODULE 1 / TEAM BUILDING WRITE TO THE POINT / KNOW WHAT MOTIVATES

6

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Break It Down


vClick .


x Select .

y After reviewing the text on-screen, click .


visionary (noun) one who sees dreams and grand ideas. Oprah Winfrey is often hailed as a self-help visionary.

morale (noun) spirits; mental or moral condition in respect to courage and confidence. They were losing by 14 points at halftime, but the coach did her best to

keep the team’s morale high.

KEEP ON ROLE-ING

Each person on the team has her role to play. Find out what you are best at and what the team needs.

Here are some team roles:

✓ The visionary: usually the one who assembles the team; the Leader

✓ Facilitator: the one who makes sure that the work is done; the Manager

✓ Enthusiast: the one who keeps the team’s morale up; the Motivator or Cheerleader

✓ Analyzer: the one who defines the team’s process; the Planner or Designer

✓ Do-er: the one who performs the tasks; the Worker

6

Helping to Make the Team Successful

It is important in this section to emphasize that you can play more than one role on a team. If you decide to join a team, do your best in the role that you agree to play so that the team is successful. In addition to what you do best, pay attention to what motivates you.

BREAK IT DOWN / KEEP ON ROLE-ING

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BREAK IT DOWN / #

Break It Down


MODULE 1 / TEAM BUILDING BREAK IT DOWN / KEEP ON ROLE-ING

KEEP ON ROLE-ING...

1. What role does Manny play on the team ? ___ Visionary ___ Analyzer Although you can probably see Manny in more than one role in this animation, his critical role is The Visionary He is the leader, the one who gets the idea to help Maria move her things. He then exerts a strong influence on his friends to help. He forms the team.

2. Can the same person play different roles on a team? Yes. Manny also plays the secondary role of Enthusiast – he keeps the team’s morale up.

3. What roles do Maria and Freddy play? Maria is the Analyzer because she knows the layout of the apartment and tells the team where to put the stuff. Freddy is the Do-er – no one carries more stuff than he does.

4. Pick a team, any team, and describe the roles that each team member plays. This can be a team that you joined at school or in your neighborhood. Or it can be a popular sports team, or music team, or some other team that you know and admire.


See the Hot Link: In The ZoneFind out some key

objectives to reach your highest level of performance on a team.

37

Break It Down


vClick .


x Select .

MODULE 1 / TEAM BUILDING BREAK IT DOWN / GEAR UP

6

The Common GoalBe sure to point out the

team is made up of individuals who are focused on a common goal and who share respon-sibility. It is different from a collection of individuals who are standing at a traffic light waiting to cross, or a group that comes together for a block party or church picnic.

The High Performance Team

In this exercise, we would like the participants to understand what makes a team function effectively. We call this a "high performance team." Also we will examine what is needed to accomplish each function. Here’s a list of what to look for when observing a high perfor-mance team.

Roll mouse over Manny’s image to see what he is thinking.

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GEAR UP!

A gear is an assembly of parts that performs a particular function. Here, the gear is the team of Manny, Freddy, Maria and Shawna. Working together they successfully move Maria in.

Break It Down

GEAR UP!

y Review the Parts of a High Performance Team: BALANCE, SYNERGY, DIVERSITY, PRODUCTIVITY, MOMENTUM, and then click each one to review the benefits and challenges associated with each.

z Click on to display the benefits and challenges associated with BALANCE:

{ After reviewing text on-screen, click to close the pop-up.

| Click on to display the benefits and challenges asso-ciated with SYNERGY:

} After reviewing text on-screen, click to close the pop-up.

Click on to display the benefits and challenges asso-ciated with DIVERSITY:

After reviewing text on-screen, click to close the pop-up.


39

10

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diversity (noun) difference or variety. In my high school, there was a great diversity of students from all over the world.

momentum (noun) the speed or quickness of an entity; the force with which something moves forward. Momentum is a mani-festation of the team’s spirit.

Break It Down

GEAR UP!

Click on to display the benefits and challenges asso-ciated with PRODUCTIVITY:


Click on to display the benefits and challenges asso-ciated with MOMENTUM:


After reviewing the text on-screen, click .


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13

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momentum (noun) the speed or quickness of an entity; the force with which something moves forward. Momentum is a mani-festation of the team’s spirit.

BREAK IT DOWN / #

Break It Down



GEAR UP!...

1. What happens if a team lacks a common goal or loses its focus? It becomes just a collection of individuals like the people standing at a light waiting to cross. The team will eventually break up and disburse. You can probably name a few.

2. Name a team in which self-interest caused members of the team to work against one another. NWA, Death Row Records, Destiny’s Child, The Jackson 5.

3. Why is Manny trying to form a team? Manny wants to help Maria move into her apartment (the vision) but needs help in order to get the job done. He needs to distribute the work.

4. How is diversity important on a high performance team? Different people have different strengths. For example, Shaquille O’Neil is an outstanding center but you also need fast runners and good free-throw shooters.

5. Which one of these birds works in a team? ___ Hawks ___ Geese Geese are known to migrate flying in formation. Hawks are loners.

goal (noun) the result that one strives to attain. If I work hard now, I will reach my future goals.


See the Hot Link: Team Building Inc: Geese

Find out more about how these birds work as a team.

41

We Got Game


vClick .

wAfter reviewing the text on-screen, click .

xSelect .

yReview the text on-screen and click .


MODULE 1 / TEAM BUILDING WE GOT GAME / TELL IT LIKE IT IS

6

Participants learn how each person is accountable for com-municating information about one specified teammate. Talk about the power in being posi-tive. Try and highlight the value added when participants have a variety of experiences to draw upon. This is diversity working on a small scale.

42

HOT LINK LIBRARY / THE MISSING LINK

Hot Link Library

u Roll mouse over the last icon on the Choose an Activity screen.

v Click .


x Select .

y After reviewing the text on-screen, click and use one of the search websites to find a missing link site.

z Enter the full address of the site in the URL box.

{ Write a description of the site in the recommendation window following the guidelines explained in the left panel.

| Click to save your entry.


Build Skills GraduallyThe first time you ask your participants to do

the Missing Link activity, you may want to ask them to con-sider only the first and second website attributes, Relevance and Purpose. As this activity is repeated in other modules and the participants get comfortable with how to evaluate a web site, add other attributes from the list until they are able to consider all the attributes on the list.

Click to see a sample missing link entry. This may give the participants’ ideas for their own missing link entries.

6


The Missing Link entry is assessed both by the instructor and by YLA.

After the participants have completed this activity, the instructor will log into APOLLO and record their assessment of the essay based on quality of writing. YLA rates Missing Link entries based on the attributes provided and chooses the best Missing Link entries received from YLA sites nationwide. The participants with the winning entries will receive an e-certifi-cate, they have their picture on the YLA website, and the link they submitted will be added to the Hot Link Library giving them credit as the author.

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Final Answer

u Roll mouse over fifth icon from the right on the Choose an Activity screen.

vClick .

w After reading the instructions on-screen. click .

x After reviewing the Pays To Play instructions on-screen, click .

6

FINAL ANSWER / PAYS TO PLAY

Correct responses are indicated here, but answers may vary in order on the Interface.

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Final Answer

y Answer all 8 questions, and the computer automatically tabulates player’s score.


FINAL ANSWER / PAYS TO PLAY

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FINAL ANSWER / FINAL ANSWER

46

Final Answer

u Roll mouse over fifth icon from left on the Choose an Activity screen.

v Click .


x Select .

y After reviewing the Final Answer directions, click .

FINAL ANSWER QUIZ

1. If I don’t like someone, I can’t be on the same team with them. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

2. I like to try new things that are challenging and help me grow. a. Strongly agree (4 points) b. Agree (3 points) c. Disagree (2 points) d. Strongly disagree (1 point)

3. Teams are good for sports, but in everyday life you’re on your own. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

6

The best responses are indi-cated here in bold. Participants will only be able to answer the Final Answer quiz once.


FINAL ANSWER / FINAL ANSWER

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Final Answer

4. I feel uncomfortable being on a team made up of people who are different from me. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

5. I am involved in teams, clubs or group activities. a. Almost always (4 points) b. Usually (3 points) c. Rarely (2 points) d. Almost never (1 point)

6. I avoid situations where I need to trust and rely on other people. a. Definitely (1 point) b. Probably (2 points) c. Maybe (3 points) d. No (4 points)

7. I think about the consequences before going along with the crowd. a. Almost always (4 points) b. Usually (3 points) c. Rarely (2 points) d. Almost never (1 point)

8. When meeting new people, I judge whether I can trust them by the way they look. a. Almost always (1 point) b. Usually (2 points) c. Rarely (3 points) d. Almost never (4 points)

9. A team is successful when _______________. a. its members have a lot in common (0 points) b. its members have different skills and can fill different roles (4 points) c. it always wins (0 points) d. it eliminates the weakest link (0 points)

10. When someone has team spirit, it means ______________. a. they are highly motivated to contribute to the team’s goals (0 points) b. they help to support and include other members of the team (0 points) c. they display a positive attitude working in a team environment (0 points) d. All of the above (4 points)

11. Effective team leaders __________. a. are popular among their peers (0 points) b. command power and respect (0 points) c. provide vision and direction for the team (4 points) d. make all the decisions (0 points)

12. Teamwork only works well in _________. a. the workplace (0 points) b. school (0 points) c. sports (0 points) d. All of the above (4 points)

YOU HAVE SUCCESSFULLY COMPLETED THIS MODULE


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