BSU 3 Day Agenda-Final Master Handout

BOWIE STATE UNIVERSITY
LEADERSHIP TEAM BUILDING WORKSHOP

“TAKING BSU TO THE NEXT LEVEL”
Labyrinth
Hicks@HRDConsultingServices.Com / 410-466-9023 1
Team Building Modules
Day 1 / June 13 Day 2 / June 14

Module A / 1:00 – 5:15 Module C / 8:00 – 12:15
Opening / Overview / Outcomes Team Puzzle Exercise

President’s Remarks Communicating & Collaborating
Tower Building Exercise Team SWOT Findings

Design, Plan, Deploy, De-Brief Team Effectiveness Challenges
Strategic Org. Positioning MBTI Team Preferences

BSU Current Culture Profile Team Member Role Contributions
BSU Leadership Legacy Cycle #10 Overview – Five Team Dysfunctions

Collaborative Leadership Potential Cabinet’s Team Functioning Report
MBTI Overview Setting Goals for

Applications of Preferences Team Effectiveness
Module De-Briefing Module De-Briefing
Setting Goals for Planning for the

Individual Effectiveness Follow-on Session
Team Retreat Guiding Questions
1. What are the strategic initiatives for BSU?

2. What are the 3-5 year goals and outcomes?
3. What are our order of these goals and initiatives?
4. What is the current view of the state of the BSU culture?
5. What are our values and how will they influence the direction of
BSU?
6. How does your level of self-awareness influence your leadership
impact, effectiveness, and outcomes?
7. What are the current thinking patterns of the Sr. Leadership
Team?
8. What is the source of your leadership behavior?
9. What are the team’s strengths and developmental targets?
10. How will the team leverage its preferences, strengths, and agility?
11. What is the current level of team effectiveness?
12. What are the critical developmental targets that require
management?
13. How can the team efforts be aligned with the BSU Mission?
14. What action plans will be deployed to ensure strategic organizational
positioning?
Workshop Ground Rules
1. Place all electronic communication devices on mute or vibrate.

2. Be present and actively participate.
3. Listen attentively and respect others when they are talking.
4. Speak from your own experience using “I” statements.
5. Practice being timely and punctual when returning from breaks.
6. Respectfully challenge others by asking questions – focus on
the ideas under discussion and avoid personal attacks.
7. We can agree to disagree on some matters and ideas.
8. Professional growth requires participation, feedback, and
reflection.
9. Be open to divergent points of view before making up your mind.
10. Solicit feedback about your impact on others at your own level
of comfort.
11. Our primary goal here is to listen, understand, and learn.
12. Be conscious of your body language and nonverbal responses.
13. Guide your own level of participation to fulfill your learning
expectations and the objectives of this workshop.
14. Please offer other ground rules that would ensure your
Participation.
Workshop Objectives
1) Establish an understanding of the source of your leadership

impact.
2) Expand awareness of self and one’s impact on others in a team

context.
3) Provide grounding and traction for a team in transition.
4) Optimize overall team effectiveness.
Outcomes
Provide a framework for team members to work effectively

together by understanding & managing the following;
 Self in a team context  Creativity

 Goal Achievement  Collaboration
 Team Dynamics  Decision Making
 Building Trust  Problem Solving
 Communications  Conflict Resolution
 Information Processing  Stress & Change Mgt.
Seven Habits of Highly Successful People
1. First Habit - Be Pro-active. Here, Covey emphasizes the original sense of

the term "proactive" as coined by Victor Frankl. You can either be proactive
or reactive when it comes to how you act about certain things. Being
"proactive" means taking responsibility for everything in life. When you're
reactive, you blame other people and circumstances for obstacles or problems.
Initiative, and taking action will then follow. Covey shows how man is different
from animals in that he has self consciousness. He has the ability to detach
himself and observe his own self, think about his thoughts. He goes on to say
how this attribute enables him. It gives him the power not to be affected by
his circumstances. Covey talks about 'Stimulus and Response'. Between
Stimulus and Response, we have the power to choose the response.
2. Begin with the End In Mind. This chapter is about setting long-term goals
based on "true-north principles". Covey recommends to formulate a "personal
mission statement" to document one's perception of one's own purpose in life.
He sees visualization as an important tool to develop this. He also deals with
organizational mission statements, which he claims to be more effective if
developed and supported by all members of an organization, rather than being
prescribed.
3. Put First Things First. Here, Covey describes a framework for prioritizing
work that is aimed at long-term goals, at the expense of tasks that appear to
be urgent, but are in fact less important. Delegation is presented as an
important part of time management. Successful delegation, according to
Covey, focuses on results and benchmarks that are to be agreed in advance,
rather than on prescribing detailed work plans.
4. Think Win/Win describes an attitude whereby mutually beneficial solutions

are sought, that satisfy the needs of oneself as well as others, or, in the case
of a conflict, both parties involved.
5. Seek First to Understand, Then to be Understood. Covey warns that giving

out advice before having empathetically understood a person and their
situation will likely result in that advice being rejected. Thoroughly listening
to another person's concerns instead of reading out your own autobiography is
purported to increase the chance of establishing a working communication.
6. Synergize describes a way of working in teams. Apply effective problem

solving. Apply collaborative decision making. Value differences. Build on
divergent strengths. Leverage creative collaboration. Embrace and leverage
innovation. It is put forth that, when this is pursued as a habit, the result of
the teamwork will exceed the sum of what each of the members could have
achieved on their own. “The whole is greater than the sum of its parts.”
7. Sharpen the saw focuses on balanced self-renewal. Regaining what Covey calls
"productive capacity" by engaging in carefully selected recreational activities.
http://en.wikipedia.org/wiki/The_Seven_Habits_of_Highly_Effective_People
Bowie State University’s Vision
Building on its image as a student-centered institution, and its history as an HBCU,

Bowie State University will provide its diverse student population with a course of
study that ensures a broad scope of knowledge and understanding that is deeply
rooted in expanded research activities. The University excels in teacher education
and will become the premier teacher of teachers. Through the integration of
internal business processes, technology, and the teamwork of administrators, faculty
and staff, the University will be recognized Statewide as a model of excellence in
higher education for the effective and efficient use of human, fiscal, and physical
resources
Mission
Bowie State University, through the effective and efficient management of its
resources, provides high-quality and affordable educational opportunities at the
baccalaureate, master's and doctoral levels for a diverse student population of
Maryland citizens and the global community.
The educational programs are designed to broaden the knowledge base and skill set
of students across disciplines and to enable students to think critically, value
diversity, become effective leaders, function competently in a highly technical world,
and pursue advanced graduate study.
The University is committed to increasing the number of students from under-

represented minorities who earn advanced degrees in computer science,
mathematics, information technology, and education.
Constituent needs, market demands, and emerging challenges confronting

socioeconomic cultures serve as important bases in the University’s efforts to
develop educational programs and improve student access to instruction.
Bowie State University’s Core Values
Academic Excellence - Promote a love for life long learning, discovery

and integration across a wide range of disciplines and interests.
Focus on the Whole Person - Strive for intellectual, physical,

psychological, social and spiritual health and well-being.
Integrity and Honesty - Construct an atmosphere of open, civil

discourse and careful listening; where freedom of thought and
expression are valued and protected. Foster mutual respect. Create an
environment where each individual is valued, can live safely and can
express himself or herself honestly. Promote a sense of justice,
democratic values, trust, consistency and fair play.
Diversity - In keeping with our heritage as a Historically Black

Institution, promote an awareness of and sensitivity toward differences
of race, gender, ethnicity, national origin, culture, sexual orientation,
religion, age and disability.
Community - Ensure unity of purpose and encourage shared ownership of

the University’s mission and vision. Encourage collaboration and open
communication within/across institutional divisions and constituencies.
Advance school spirit and teamwork.
Service - Providing opportunities to all constituent members for service

within and outside the institution. Identify, develop, encourage and
reward those who excel in the gift of leadership within the community
as well as those who serve as leaders and exemplars in the University,
their own communities and society as a whole.
Discernment - Reflect and examine through critical thinking the study

of ethics in the curricula, business practices and overall management of
the institution.
Self Improvement - Strive for excellent performance on an ongoing

basis, recognizing that growth and development require time and
sustained effort. Provide support, nurturing, and mentoring needed for
development. Challenge the status quo.
Civility – Aspire to treat people with respect, genuineness and positive

regard. To display democratic values.
BSU Leadership Values Sort
VALUES Least Moderate Most

Y = Yours / B = BSU Important Importance Important
1. Achievement/Success
2. Autonomy
3. Beauty
4. Challenge
5. Communication
6. Competence
7. Competition
8. Courage
9. Creativity
10. Curiosity
11. Decisiveness
12. Dependability
13. Discipline
14. Diversity
15. Effectiveness
16. Empathy
17. Equality
18. Family
19. Flexibility
20. Freedom
21. Friendship
22. Growth
23. Happiness
24. Harmony
25. Health
26. Honesty/Integrity
BSU Leadership Values Sort
VALUES Least Moderate Most

Y = Yours / B = BSU Important Importance Important
27. Hope
28. Humor
29. Independence
30. Innovation
31. Intelligence
32. Loyalty
33. Love/Affection
34. Open-mindedness
35. Patience
36. Power
37. Productivity
38. Prosperity/Wealth
39. Quality
40. Recognition
41. Respect
42. Risk-taking
43. Security
44. Service
45. Simplicity
46. Spirituality/Faith
47. Strength
48. Teamwork
49. Trust
50. Truth
51. Variety
52. Wisdom
BSU Culture Styles Indicator (I)
Read the descriptions and rate the extent to which they are currently prevalent in the BSU
Organizational / Enterprise Culture.
Culture Styles Low Med Hi

A. Achievement culture characterizes organizations that do things well and value
members who set and accomplish their own goals. Members of these organizations set
challenging but realistic goals, establish plans to reach these goals, and pursue them Low Med Hi
with enthusiasm. Achievement organizations are effective; problems are solved
appropriately, clients and customers are served well, and the orientation of members
(as well as the organization itself) is healthy.
B. Self-Actualizing culture characterizes organizations that value creativity, quality
over quantity, and both task accomplishment and individual growth. Members of these
organizations are encouraged to gain enjoyment from their work, develop themselves Low Med Hi
and take on new and interesting activities. While self-actualizing organizations can be
somewhat difficult to understand and control, they tend to be innovative, offer high-
quality products and/or services, and attract and develop outstanding employees.
C. Humanistic-Encouraging culture characterizes organizations that are managed in a
participative and person-centered way. Members are expected to be supportive,
constructive, and open to influence in their dealings with one another. A humanistic Low Med Hi
culture leads to effective organizational performance by providing for the growth and
active involvement of members who, in turn, report high satisfaction with and
commitment to the organization.
D. Affiliative culture characterizes organizations that place a high priority on
constructive interpersonal relationships. Members are expected to be friendly, open,
and sensitive to the satisfaction of their work group. An affiliative culture can Low Med Hi
enhance organizational performance by promoting open communication, good
cooperation, and the effective coordination of activities. Members are loyal to their
work groups and feel they ''fit in" comfortably
Copyright© 2003 by Human Synergistics, Inc. All Rights Reserved
BSU Culture Styles Indicator (II)
E. Approval culture describes organizations in which conflicts are avoided and
interpersonal relationships are pleasant-at least superficially. Members feel that
they must agree with, gain the approval of, and be liked by others. Though possibly Low Med Hi
benign, this type of work environment can limit organizational effectiveness by
minimizing constructive "differing" and the expression of ideas and opinions.
F. Conventional culture is descriptive of organizations that are conservative,
traditional, and bureaucratically controlled. Members are expected to conform,
follow the rules, and make a good impression. Too conventional a culture can Low Med Hi
interfere with effectiveness by suppressing innovation and preventing the
organization from adapting to changes in its environment.
G. Dependent culture is descriptive of organizations that are hierarchically
controlled and non-participative. Centralized decision making in such organizations
leads members to do only what they're told and to clear all decisions with Low Med Hi
supervisors. Poor performance results from the lack of individual initiative,
spontaneity, flexibility and timely decision making.
H. Avoidance culture characterizes organizations that fail to reward success but
nevertheless punish mistakes. This negative reward system leads members to shift
responsibilities to others and to avoid any possibility of being blamed for a mistake. Low Med Hi
The survival of this type of organization is in question since members are unwilling
to make decisions, take action or accept risks.
BSU Culture Styles Indicator (III)
I. Oppositional culture describes organizations in which confrontation prevails and
negativism is rewarded. Members gain status and influence by being critical and
thus are reinforced to oppose ideas of others and to make safe (but ineffectual) Low Med Hi
decisions. While some questioning is functional, a highly oppositional culture can lead
to unnecessary conflict, poor group problem solving, and "watered-down" solutions
to problems.
J. Power culture is descriptive of non-participative organizations structured on the
basis of the authority inherent in members' positions. Members believe they will be
rewarded for taking charge and controlling subordinates (and being responsive to Low Med Hi
the demands of superiors). Power-oriented organizations are less effective than
their members might think; subordinates resist this type of control, hold back
information, and reduce their contributions to the minimal acceptable level.
K. Competitive culture is one in which winning is valued and members are rewarded
for out-performing one another. People in such organizations operate in a "win-lose"
framework and believe they must work against (rather than with) their peers to be Low Med Hi
noticed. An overly competitive culture can inhibit effectiveness by reducing
cooperation and promoting unrealistic standards of performance (either too high or
too low).
L. Perfectionistic culture characterizes organizations in which perfectionism,
persistence, and hard work are valued. Members feel they must avoid all mistakes,
keep track of everything, and work long hours to attain narrowly-defined Low Med Hi
objectives. While some amount of this orientation might be useful, too much
emphasis on perfectionism can lead members to lose sight of the goal, get lost in
details, and develop symptoms of strain.
OCI Scorecard
( L = Low / M = Med / H = High )
Styles MB AT KB MD PR AV DC
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
Strategic Organizational Positioning
Visioning Exercise / Will the BSU Future be . . .?
Same Different
How so? How so?
More Less
How so? How so?
_____________________________ ____________________________
Better Worst
How so? How so?
____________________________ ____________________________
Strategic Organizational Positioning
Performing at Our Best
University Level
Routines and Habits Outcomes and Benefits
• _____________________ • _____________________
• _____________________ • _____________________
Cabinet Level
• _____________________ • _____________________
• _____________________ • _____________________
Individual Level
• _____________________ • _____________________
• _____________________ • _____________________
Legacy Leadership Practices
The Five Practices of Exemplary Leadership® resulted from an intensive

research project to determine the leadership competencies that are essential
to getting extraordinary things done in organizations. To conduct the
research, Jim Kouzes and Barry Posner collected thousands of "Personal Best"
stories—the experiences people recalled when asked to think of a peak
leadership experience.
Despite differences in people's individual stories, their Personal-Best

Leadership Experiences revealed similar patterns of behavior. The study
found that when leaders are at their personal best, they:
Model the Way

Leaders establish principles concerning the way people
(constituents, peers, colleagues, and customers alike) should
be treated and the way goals should be pursued. They create
standards of excellence and then set an example for others
to follow. Because the prospect of complex change can
overwhelm people and stifle action, they set interim goals so
that people can achieve small wins as they work toward larger
objectives. They unravel bureaucracy when it impedes action;
they put up signposts when people are unsure of where to go
or how to get there; and they create opportunities for
victory.
Inspire a Shared Vision

Leaders passionately believe that they can make a
difference. They envision the future, creating an ideal and
unique image of what the organization can become. Through
their magnetism and quiet persuasion, leaders enlist others in
their dreams. They breathe life into their visions and get
people to see exciting possibilities for the future.
Challenge the Process

Leaders search for opportunities to change the status quo.
They look for innovative ways to improve the organization. In
doing so, they experiment and take risks. And because
leaders know that risk taking involves mistakes and failures,
they accept the inevitable disappointments as learning
opportunities.
Enable Others to Act

Leaders foster collaboration and build spirited teams. They
actively involve others. Leaders understand that mutual
respect is what sustains extraordinary efforts; they strive
to create an atmosphere of trust and human dignity. They
strengthen others, making each person feel capable and
powerful.
Encourage the Heart

Accomplishing extraordinary things in organizations is hard
work. To keep hope and determination alive, leaders recognize
contributions that individuals make. In every winning team,
the members need to share in the rewards of their efforts,
so leaders celebrate accomplishments. They make people feel
like heroes.
Copyright ©2000-2007 by John Wiley & Sons, Inc.

All rights reserved.
LSI Circumflex - Collaborative Leadership Action Planning
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
LSI Score Card

( L = Low / M = Med / H = High )
Styles MB AT KB MD PR AV DC
10)
11)
12)
Nine Dots Exercise
0 0 0
0 0 0
0 0 0
Please Understand Me
If I do not want what you want, please try not to tell me that my want is wrong.
Or if I believe other than you, at least pause before you correct my view.
Or if my emotion is less than yours, or more, given the same circumstances, try
not to ask me to feel more strongly or weakly.
Or yet if I act, or fail to act, in the manner of your design for action, let me be.
I do not, for the moment at least, ask you to understand me. That will come only
when you are willing to give up changing me into a copy of you.
I may be your spouse, your parent, your offspring, your friend, or your colleague.
If you will allow me any of my own wants, or emotions, or beliefs, or actions, then
you open yourself, so that some day these ways of mine might not seem so wrong,
and might finally appear to you as right -- for me. To put up with me is the first
step to understanding me. Not that you embrace my ways as right for you, but
that you are no longer irritated or disappointed with me for my seeming
waywardness. And in understanding me you might come to prize my differences
from you, and, far from seeking to change me, preserve and even nurture those
differences.
http://keirsey.com/
BSU’s Cabinet MBTI Individual Preference Type Chart
ISTJ ISFJ INFJ INTJ

# = ___ # = ___ # = ___ # = ___
% = ___ % = ___ % = ___ % = ___
ISTP ISFP INFP INTP
# = ___ # = ___ # = ___ # = ___
% = ___ % = ___ % = ___ % = ___
ESTP ESFP ENFP ENTP
# = ___ # = ___ # = ___ # = ___
% = ___ % = ___ % = ___ % = ___
ESTJ ESFJ ENFJ ENTJ
# = ___ # = ___ # = ___ # = ___
% = ___ % = ___ % = ___ % = ___
MBTI – Managers, Administrators, Supervisors

( N = 4,808)
ISTJ ISFJ INFJ INTJ

N = 935 N = 261 N = 124 N = 392
% = 19.45 % = 5.43 % = 2.58 % = 8.15
ISTP ISFP INFP INTP
N = 175 N = 80 N = 130 N = 280

% = 3.64 % = 1.66 % = 2.70 % = 5.82
ESTP ESFP ENFP ENTP
N = 158 N = 93 N = 203 N = 285

% = 3.29 % = 1.93 % = 4.22 % = 5.93
ESTJ ESFJ ENFJ ENTJ
N – 786 N = 218 N = 177 N = 511

% = 16.35 % = 4.53 % = 3.68 % = 10.63
MBTI Temperaments
Understanding the 4 temperaments provides profound insights into people’s deep
motivations, core psychological needs, core values, talents, and communication
patterns. This model provides a map to different perspectives and approaches to
problem solving, creativity, and communication.
Temperament theory describes four organizing patterns of personality and is based
in descriptions of behavior that go back over twenty-five centuries. It tells us the
“why” of behavior, our motivators, and sources of deep psychological stress. Knowing
our temperament patterns tells us our core needs and values as well as the talents
we are more likely to be drawn to develop.
http://www.16types.com/Request.jsp?lView=DynamicPage&Content=KeirseyanTemperament
The 4-MBTI Temperaments
Adapted from Linda V. Berens, Understanding Yourself and Others®: An Introduction to the 4
Temperaments-3.0 (Telos Publications, 2006) *Used with permission.
People of the People of the

Catalyst™ Temperament . . . Stabilizer™ Temperament . . .
(Diplomatic Skill Set- Idealist- NF) (Logistical Skill Set- Guardian- SJ)
Want to be authentic, benevolent, and empathic. Want to fit in, to have membership. Hunger for
Search for identity, meaning, and significance. responsibility, accountability, and predictability.
Are relationship oriented, particularly valuing Tend to be generous, to serve, and to do their
meaningful relationships. Tend to be idealistic duty. Establish and maintain institutions and
and visionary, wanting to make the world a better standard operating procedures. Tend to protect
place. Look to the future. Trust their intuition, and preserve, to stand guard and warn. Look to
imagination, and impressions. Focus on the past and tradition. Foster enculturation with
developing potential, fostering and facilitating ceremonies and rules. Trust contracts and
growth through coaching, teaching, counseling, authority. Want security and stability. Think in
and communicating. Generally are enthusiastic. terms of what is conventional, comparisons,
Think in terms of integration and similarities and associations, and discrete elements. Generally
look for universals. Often are gifted in the use of are serious, concerned, and fatalistic. Usually
metaphors to bridge different perspectives. are skilled at ensuring that things, information,
Usually are diplomatic. Frequently are drawn to and people are in the right place, in the right
work that inspires and develops people and amounts, in the right quality, at the right time.
relationships. Frequently gravitate toward business and
commerce.
People of the People of the

Theorist™ Temperament . . . Improviser™ Temperament . . .
(Strategic Skill Set- Rational- NT) (Tactical Skill Set- Artisan- SP)
Want knowledge and to be competent, to Want the freedom to choose the next act. Seek
achieve mastery. Seek expertise to understand to have impact, to get results. Want to be
how the world and things in it work. Are theory graceful, bold, and impressive. Generally are
oriented. See everything as conditional and excited and optimistic. Are absorbed in the
relative. Are oriented to the infinite. Trust logic action of the moment. Are oriented toward the
and reason. Want to have a rationale for present. Seek adventure and stimulation.
everything. Are skeptical. Think in terms of Hunger for spontaneity. Trust impulses, luck,
differences, delineating categories, definitions, and their ability to solve any problem they run
structures, and functions. Hunger for precision, into. Think in terms of variation. Have a talent
especially in thought and language. Usually are for noticing and describing rich detail, constantly
skilled at long-range planning, inventing, seeking relevant information. Like freedom to
designing, and defining. Generally are calm. move, festivities, and games. Tend to be natural
Foster individualism. Frequently gravitate toward negotiators. Seize opportunities. Usually are
technology and the sciences. Tend to be well gifted tacticians, deciding the best move to
suited for engineering and devising strategy, make in the moment, the expedient action to
whether in the social sciences or physical take. Are frequently drawn to all kinds of work
sciences. that requires variation on a theme.
http://www.16types.com/Request.jsp?lView=DynamicPage&Content=KeirseyanTemperament
MBTI Translations
Type Preferences Sensing Intuiting
and 16 Personality Types Thinking Feeling Feeling Thinking
Judging ISTJ ISFJ INFJ INTJ

Introversion
Perceiving ISTP ISFP INFP INTP
Perceiving ESTP ESFP ENFP ENTP

Extraversion
Judging ESTJ ESFJ ENFJ ENTJ
Temperament Abstract Concrete
and 16 personality Types Directing Informing Directing Informing
INFJ INFP ISTJ ISFJ

Responding Idealist Idealist Guardian Guardian
Affiliative
ENFJ ENFP ESTJ ESFJ
Initiating Idealist Idealist Guardian Guardian
INTJ INTP ISTP ISFP

Responding Rational Rational Artisan Artisan
Extraversion
Initiating ENTJ ENTP ESTP ESFP

Rational Rational Artisan Artisan
Things-in-Common
Adapted from Linda V. Berens, Understanding Yourself and Others®: An Introduction to the 4
Temperaments-3.0 (Telos Publications, 2006) *Used with permission.
• Language—Ways to Use Words (Abstract ---- Concrete)

Language provides us a way to think about things, a way to translate back and
forth between our thoughts, feelings, and world views and the events and people
in our world. Our language usually reflects our natural way of viewing the world.
• Roles—Ways to Interact (Affiliative ----- Pragmatic)

When people come together to accomplish something, they typically either (a)
refer to other people and strive to get the job done together in an affiliative
manner; or (b) refer to the desired outcome and more autonomously take
whatever action they see fit to get the outcome in a pragmatic manner.
• Attention—Interest and Focus (Motive ----- Structure)

We can focus our attention on different things. Often in our communications we
find our interest and attention going to either the structure of a situation or to
people’s motives. In the Stabilizer and Theorist temperament patterns, there is
a focus on structure, and in the Improviser and Catalyst temperament patterns,
the focus is more on motives.
These dynamics are always operating in a situation, and if we become polarized along
these dimensions as we interact with others, communication can become extremely
difficult. However, we need to remember that we have at least one thing in common with
every temperament. The following is what the have in common:
Catalyst™ & Theorist™ - Stabilizer™ & Improviser™

Abstract/Idealistic
Concrete/Realistic -
Symbolic awareness, The mind's eye
Experiential awareness, The body's eye
Catalyst™& Stabilizer™ Theorist™ & Improviser™
Affiliation/Sanction -
Autonomy/Pragmatism -
Want everyone to work within the
norms or values Want to control own actions to meet goals
Catalyst™ & Improviser™ Theorist™& Stabilizer™

Motive - Structure -
Focus on why people do things Focus on order and organization
Interaction Styles and the 16 Personality Types
Chart-the-Course Chart-the-Course Behind-the-Scene Behind-the-Scenes

INFJ ISTJ INFP ISFJ
Chart-the-Course Chart-the-Course Behind-the-Scenes

Behind-The Scenes
INTJ ISTP ISFP
INTP
In-Charge In-Charge Get-Things-Going Get-Things-Going

ENFJ ESTJ ENFP ESFJ
In-Charge In-Charge Get-Things-Going Get-Things-Going

ENTJ ESTP ENTP ESFP
Change Style Indicator Descriptions
Conserver: Prefers change that is implemented gradually and incrementally. You are good at managing
details and you generally approach a new situation in a deliberate and disciplined manner. You enjoy predictable
situations and appreciate established traditions and practice. You approach organizational improvement in a
consistent and predictable way. When change does occur you work to create goal alignment across levels and
functions in the organization and you help people with different perspectives reach agreement on a course of
action. You may find it difficult to recognize and challenge nonproductive organizational practices and policies.
You may find it difficult to take a big picture approach to a problem that forces you to look beyond the scope of
your current job. Keeping your customers needs in focus may require an intentional effort on your part.
Pragmatist: You prefer change that addresses specific, real problems and prefer to avoid change that
seems to be only for “the sake of change.” You are practical, reasonable and flexible in your approach to change.
You are open to new ways of doing things, but not too quick to commit. You may serve as a mediator and prefer a
“middle-of-the-road” approach. You like to have goals and objectives to guide you. You foster teamwork and
were willing to share leadership and power with others. You usually are able to see both sides of an issue and
may serve as a mediator, valuing resolution more than your own position. You study and learn from mistakes and
tend not to make the same mistake twice. You may value agreement and harmony over outcomes. You may find it
hard to make quick decisions and you may be seen as “flip=flopping” on issues. It may prove challenging for you to
formulate long-term strategies.
Originator: You prefer a fast and comprehensive approach to change. You are comfortable with taking
risks and with uncertainty. You may appear to be somewhat unconventional. Some people might see you as
undisciplined, but you see yourself as open to a better idea or way of getting the job done. You like for the rules
to fit the circumstances so you will try to change them when they do not fit. You may be seen as visionary and
may be viewed at times as unpractical. You can be very effective at seeing the big picture. You may generate a
vision that creates excitement and motivation for co-workers. You are an advocate for change and are seen as a
consistent initiator of change. You generate creative ideas and appreciate that trait in others. You can foresee
problems before they are apparent to others and act to address them. You may focus on individual contributions
at the expense of teamwork. You may not understand or appreciate the relationships and details needed to
coordinate efforts across departments and functions. You may not “stay the course” long enough to see the
benefit from a new strategy. You may lack appreciation or tolerance for sharing information and consensus
building.
http://www.discoverylearning.com/
Change Style Indicator & MBTI Translations
Group Mean % Cons. % Prag. %Orig.

ISFJ -17.80 64 31 5
ISTJ -14.90 56 38 6
ESFJ -13.20 49 47 4
ESTJ -8.70 28 64 8
ISFP -6.60 31 69 0
ISTP -3.90 29 58 13
ESFP -2.58 36 43 21
INFJ -0.78 23 67 10
ESTP 0.31 22 58 20
ENFJ 1.37 17 62 21
INTJ 3.26 9 71 20
ENTJ 7.00 8 57 35
INFP 10.29 4 62 34
ENTP 11.29 4 50 46
INTP 13.50 0 47 53
ENFP 13.62 5 39 56
Group Mean % Con.

.I
% Prag. % Org
E 1.95 19 53 28
I -5.40 34 50 16
S -10.80 45 47 8
N 8.10 7 55 38
T 1.50 25 54 21
F -1.96 30 48 22
P 7.30 11 51 38
J -6.90 35 52 13
Positive Scores Originator Direction * / Negative Scores Conserver Direction *
Group Mean Conservers Pragmatists Originators

Male 2.96* 17% 55% 28%
Female -1.10 27% 49% 24%
http://www.discoverylearning.com
MBTI Individual Action Planning - Communications
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
MBTI Individual Action Planning - Decision Making
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
MBTI Individual Action Planning - Change Management
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
MBTI Individual Action Planning - Managing Conflict
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Team Puzzle Exercise
Purpose:
To provide the team with an opportunity to demonstrate their capabilities at

communicating, collaborating, and problem solving around the accomplishment of a
common goal. It offers a powerful lesson in sharing information, presenting ideas,
listening, understanding, and working together to successfully achieve a task.
Goal:
Through collaborative efforts, successfully assemble a twenty-eight piece puzzle

within the allocated time using the thirty clues that are provided.
Outcomes:
1. Understand the importance and benefits of team work

2. Appreciate and utilize the skills and talents of all team members
3. Identify strengths and target areas for development
4. Learn to communicate effectively and to actively listen
5. Practice cooperating and collaborating to solve complex problems
6. Become aware of how preference styles influence team functioning
7. Identify the team within the team
8. Understand the impact of differences on performance
9. Practice managing change and resolving conflict
10. Strengthen professional relationship
11. Enhance opportunities for creating a positive work environment
12. Explore how synergy enhances individual and team performance
Directions will be read by the Facilitator.
Team SWOT Findings (A)

(>Insert as many comments as you deem appropriate)
Most Helpful Least Helpful

Team Member Behaviors Team Member Behaviors
1. Willingness to disagree 1. Tendency to blame others

2. Providing a backdrop on BSU 2. Appreciate other members
3. Outreach & embracing student deadlines
affairs philosophies 3. Being late to meetings
4. Being honest 4. Bringing issues to Cabinet w/o
5. Institutional Agenda notice
6. Flexibility 5. Personal Agenda
7. Communicator 6. Defensive
8. Focused on mission bottom line 7. Finger Pointing
9. Mission critical oriented 8. Lengthy opinions on every
10. Student-Centric subject during group discussion
11. Collaborative 9. Desire to impress the boss
12. To be a “we” more than an “I” 10. Over zealousness
user
13. Strong leadership skills & work
ethic
14. Verbal Strength
15. Active Listening
16. Desire to be member of
effective team
Team SWOT Findings (B)

Overall Team Overall Team

Strengths Opportunities
1. Great experience 1. Build a really strong university

2. Commitment to excellence 2. Enhance the university’s image
3. Great competence 3. Develop into a very highly
4. Commitment to BSU Students effective team
5. Openness 4. Enrollment Management Team
6. Dr. Burnim 5. Using budget as a management
7. Individual Skills tool across divisions
8. No Organizational Legacy 6. New leadership team
9. Fresh Ideas 7. New Leadership
10. Cohesiveness (once agree on 8. Call for changes by campus
the bottom line) community
11. Unified front behavior 9. Development of a Shared Vision
12. Behave like a Baseball 10. Change the institution
Basketball/Football Team 11. Accept & promote change
13. Varied professional 12. Cooperation & collaboration
experiences while consolidating existing
14. Energy agreements on organizational
15. Drive to succeed structures & responsibilities
16. Student Centered 13. Budget challenges
17. 14. Renewing administrative
integrity with external
agencies & the System Office
15. Meeting enrollment goals
16. Meeting fundraising goals
Team SWOT Findings (C)

Critical Team Critical

Developmental Targets Team Threats
1. Accepting shared responsibility 1. Failure to plan appropriately for

for team success the unexpected
2. Getting enrollment management 2. Our weak budget position
right 3. Enrollment
3. Enrollment 4. Endowment
4. Endowment 5. Exposure
5. Exposure 6. Lack understanding of
6. Understanding individual styles organizational culture (can lead
7. Trust to bad decision making)
8. Collaboration between divisions 7. Politics
9. Display a united front 8. Organizational layers of politics
10. Having Fun 9. Each member as its own “bottom
11. Develop the concept of line”
“unified” bottom line for all 10. Budget cuts
12. Develop the “we” more than 11. Satisfying individual ambitions
“I” language 12.
13. Communication of details on
global issues
14. Outreach to the broader
external community Capital
Campaign
15.
Team SWOT Highlights
Team Strengths Improvement Targets
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
Team Role Descriptions for MBTI Types
The MTR-i team roles describe your "soft product" contribution to team
discussions and interactions. For example, when a team meets to resolve
a team problem, each team member contributes a different type of
perspective to the discussion, and tries to achieve a different effect.
One person may want to clarify the problem being discussed; another
may suggest ideas for resolution; a third may try to analyze the
situation and produce an explanation of how the problem came about.
The MTR-i team roles show the different types of contribution that are
made to the team.
There are eight MTR-i team roles:

ptor
Scul
S C E I
Cura
tor
c o x n
i n p n
e d Team Roles l o
n u o v
t c r a
Coa
e t e t
ch
s o r o
t r r
ader
Crus
http://www.teamtechnology.co.uk/workingoutyourteamrole.htm
The Eight Team Roles
* Coaches produce agreement and harmony across the team, trying to create a
positive team atmosphere and reach a consensus.
* Crusaders produce a sense of priority, stressing those issues that have most
importance so that discussions are focused on the most valuable topics
* Explorers uncover new potential in situations and people and explore new areas and
the possibilities that they present
* Innovators produce a sense of imagination and contribute new and alternative

perspectives and ideas
* Sculptors bring things to fruition, producing action to address the most urgent
matters, and using tools or techniques that they know (from experience) will
work
* Curators produce a clarification of ideas and information, producing a better

knowledge and clearer picture of any situation
* Conductors produce structure and introduce a logical organization into the way
things are done
* Scientists produce explanation of what is happening and the cause of problems,

and generate models to demonstrate how things work
Each team role contributes different 'soft products' the way the team interacts. In
the second article (of two) we'll take a look at how to use products to work
out the contribution you are making to the team, and therefore your team
role.
http://www.teamtechnology.co.uk/workingoutyourteamrole.htm
Team Member Role Dynamics & Effects
Team Member
If the role is under-represented . . .
Role
• Fail to take action

Sculptor • Not take account of present realities
• Respond too slowly to urgent matters
• Spend too much time talking around a topic
• Misunderstand each other without realizing
Curator • Communicate inconsistent messages
• Miss or lose important information
• Fail to capitalize on previous experience
• Descend into chaos
Conductor • Meander (lose focus and structure)
• Be disorganized and do work haphazardly
• Fail to coordinate effort (‘reinvent the wheel’)
• Be unable to solve difficult problems
Scientist • Fail to understand complex situations
• Not realize the consequences of actions
• Adopt solutions that could fail to succeed
Team Member
If the role is under-represented . . .
Role
• Get stuck in a rut

Explorer • Miss out on new opportunities
• Fail to keep improving
• Reject good ideas with hidden potential
• Fail to see alternatives perspectives
Innovator • Be unable to find a way around hard problems
• Lack a long-term strategy or vision
• Be devoid of new ideas
• Fail to reach consensus
Coach • Provide inadequate support to each other
• Discourage and de-motivate people
• Work independently at the team’s expense
• Lose sight of important priorities
Crusader • Invest effort in things that are unimportant
• Achieve the wrong things
• Lack team identify and cohesion
Team Member If the role is over-represented . . .

Role
• Sacrifice the long-term for expediency’s sake

Sculptor • Act too quickly without thinking things through
• Only do the same things again, fail to improve
• Be blinkered in their approach
• Collect and keep too much information
Curator • Create a burden of bureaucracy
• Over-focused on details (miss the wood for the trees)
• Reject reasonable assumptions (wanting certainly)
• Make process too rigid and inflexible
Conductor • Stifle spontaneous creativity by trying to structure it
• Achieve success at the expense of people’s welfare
• Adhere too closely to procedures (letter of the law)
• Over-analyze things, causing “paralysis by analysis’
Scientist • Have too many competing theories about things
• Nit-pick each others’ arguments
• Get locked into an irreconcilable debate
Team Member If the role is over-represented . . .

Role
• Not leave alone things that already work well

Explorer • Lack follow through to fully complete projects
• Start too many new initiatives
• Keep losing focus during discussions
• Generate ideas that are too radical
Innovator • Seem, to others, to be “on a different planet”
• Fail to make their vision relevant to others
• Want to pursue unrealistic or impractical ideas
• Fail to identify and discuss differences of opinion
Coach • Compromise too much and jeopardize achievement
• Build team spirit at the expense of creative conflict
• Fail to make enough demands of others
• Fail to look critically at their own beliefs
Crusader • Take an uncompromising stance on certain issues
• Alienate others through taking too strong a stand
• Fail to engage in objective debate
Closest MBTI Types for each Berlin Team Role
Closest
Team Role Types Next closest More distant Furthest Types
Coach ESFJ, ENFJ ISFJ, INFJ INFP, ISFP INTP, ISTP, INTJ
ESFP, ENFP ESTP, ENTP ISTJ, ESTJ, ENTJ
Crusader ISFP, INFP ESFP, ENFP ESFJ, ENFJ ESTJ, ENTJ, ISTP
ISFJ, INFJ ISTJ, INTJ INTP, ENTP, ESTP
Explorer ENFP, ENTP INFP, INTP INFJ, INTJ ISTJ, ISFJ, ESTP
ENFJ, ENTJ ESFJ, ESTJ ESFP, ISFP, ISTP
Innovator INFJ, INTJ ENFJ, ENTJ ENFP, ENTP ESFP, ESTP, ISTJ
INFP, INTP ISTP, ISFP ISFJ, ESFJ, ESTJ
Sculptor ESTP, ESFP ISFP, ISTP ISFJ, ISTJ INTJ, INFJ, ENTP
ESFJ, ESTJ ENFJ, ENTJ ENFP, INFP, INTP
Curator ISFJ, ISTJ ESFJ, ESTJ ESFP, ESTP ENFP, ENTP, INTJ
ISFP, ISTP INTP, INFP INFJ, ENFJ, ENTJ
Conductor ESTJ, ENTJ ISTJ, INTJ INTP, ISTP INFP, ISFP, INFJ
ESTP, ENTP ESFP, ENFP ISFJ, ESFJ, ENFJ
Scientist ISTP, INTP ESTP, ENTP ESTJ, ENTJ ESFJ, ENFJ, ISFP
ISTJ, INTJ ESFJ, INFJ INFP, ENFP, ESFP
Closest Team Roles for MBTI Types
Type Closest Next closest More distant Furthest

Team Role Team Roles
ENFJ Coach Explorer, Crusader, Conductor, Scientist,
Innovator Sculptor Curator
ESFJ Coach Sculptor, Crusader, Conductor, Scientist,
Curator Explorer Innovator
INFP Crusader Explorer, Coach, Conductor, Scientist,
Innovator Curator Sculptor
ISFP Crusader Sculptor, Coach, Conductor, Scientist,
Curator Innovator Explorer
ENTP Explorer Conductor, Innovator, Sculptor, Curator,
Scientist Coach Crusader
ENFP Explorer Coach, Innovator, Sculptor, Curator,
Crusader Conductor Scientist
INFJ Innovator Coach, Explorer, Sculptor, Curator,
Crusader Scientist Conductor
INTJ Innovator Conductor, Explorer, Sculptor, Curator,
Scientist Crusader Coach
Closest Team Roles for MBTI Types
ESFP Sculptor Coach, Curator, Explorer, Innovator,

Crusader Conductor Scientist
ESTP Sculptor Conductor, Curator, Explorer, Innovator,
Scientist Coach Crusader
ISFJ Curator Coach, Sculptor, Explorer, Innovator,
Crusader Scientist Conductor
ISTJ Curator Conductor, Sculptor, Explorer, Innovator,
Scientist Crusader Coach
ESTJ Conductor Sculptor, Scientist, Coach, Crusader,
Curator Explorer Innovator
ENTJ Conductor Explorer, Scientist, Coach, Crusader,
Innovator Sculptor Curator
ISTP Scientist Sculptor, Conductor, Coach, Crusader, Explorer
Curator Innovator
INTP Scientist Explorer, Conductor, Coach, Crusader,
Innovator Curator Sculptor
The Five Team Dysfunctions
Patrick Lencioni, The Table Group; John Wiley & Sons, Inc., San Francisco, CA, 2007.
Five Team Dysfunctions
#1: Absence of Trust – Members of great teams trust one another on

a fundamental, emotional level, and they are comfortable being
vulnerable with each other about their weakness, mistakes, fears, and Low Med High
behaviors. They get to a point where they can be completely open
with one another, without filters. This is essential because . . .
#2: Fear of Conflict – Teams that trust one another are not afraid
to engage in passionate dialogue around issues and decisions that are
key to the organization’s success. They do not hesitate to disagree Low Med High
with, challenge, and question one another, all in the spirit of finding
the best answers, discovering the truth, and making great decisions,
This is important because . . .
#3: Lack of Commitment - Teams that engage in unfiltered conflict
are able to achieve genuine buy-in around important decisions, even
when various members of the team initially disagree. That is because Low Med High
they ensure that all opinions and ideas are put on the table and
considered, giving confidence to team members that no stone has been
left unturned. This is critical because …
#4: Avoidance of Accountability – Teams that commit to decisions
and standards of performance do not hesitate to hold one another
accountable for adhering to those decisions and standards. What’s Low Med High
more, they don’t rely on the team leader as the primary source of
accountability, they go directly to their peers. This matters because …
#5: Inattention to Results - Teams that trust one another engage in
conflict, commit to decisions, and hold one another accountable, are
very likely to set aside their individual needs and agendas and focus Low Med High
almost exclusively on what is best for the team. They do not give in
to the temptation to place their departments, career aspirations, or
ego-driven status ahead of the collective results that define team
success.
Patrick Lencioni, The Table Group; John Wiley & Sons, Inc., San Francisco, CA, 2007.
Ranking of the Team’s Five Functioning / Scorecard
Team #1 #2 #3 #4 #5
Functions
Trust
Conflict
Commitment
Accountability
Results
The Five Team Dysfunctions Report-Out
The team assessment is a benchmark, not a report card – the purpose is to give us a
sense of the team’s unique strengths and areas for improvement. This resource will
tell you where you are now as a team. What is working well, and not so well so that
you can decide what kinds of changes are required going forward.
Implications of the Scorecard
Overall Assessment Findings
Strengths
Potential Areas for Improvement
Areas of Differences
Common Areas of Concern
Celebrating What Is Working
Examples of the evidence of Trust
Examples of the evidence of Conflict
Examples of the evidence of Commitment
Examples of the evidence of Accountability
Examples of the evidence of Attention to Results
Acknowledging What Is Not Working
Examples of the evidence of Trust
Team Challenge? ____________________________________
Examples of the evidence of Conflict
Team Challenge? ____________________________________
Examples of the evidence of Commitment
Team Challenge? ____________________________________
Examples of the evidence of Accountability
Team Challenge? ____________________________________
Examples of the evidence of Attention to Results
Team Challenge? ____________________________________
Five Team Dysfunctions Action Planning – Trust
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Five Team Dysfunctions Action Planning - Conflict
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Five Team Dysfunctions Action Planning - Commitment
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Five Team Dysfunctions Action Planning - Accountability
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Five Team Dysfunctions Action Planning - Results
Start Stop
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Continue
• _____________________
• _____________________
• _____________________
Do More Do Less
• _____________________ • _____________________
• _____________________ • _____________________
• _____________________ • _____________________
Workshop Evaluation Form
Today’s Date: _______________
For each of the following areas, please indicate your reaction with a check mark ():
Needs Not
Content / Activities / Presentation Excellent Good
Improvement Applicable
1. Relevant to the team needs

2. Appropriate to my needs
3. Well organized
4. Presented at the right level
5. Effective activities & exercises
6. Useful visual aids & handouts
7. Practical applications
8. Assessments generated insights
9. Well paced for the audience
10. Facilitator was knowledgeable
11. Responsive to questions
12. Presented material clearly
13. Covered material thoroughly
14. Engaged participants
15. Asked useful questions
How could this workshop be improved? _____________________________________________
_____________________________________________________________________________
Any other comments or suggestions? _______________________________________________
_____________________________________________________________________________
Needs Not
Overall Excellent Good Improvement Applicable
How would you evaluate this

Team Building Retreat?
Organizational Profile
HRD Consulting Services

P.O. Box 20846 / Mt. Washington, MD 21209 / 410/466-9023
hicks@hrdconsultingservices.com / http://www.hrdconsultingservices.com
PROFESSIONAL CAPABILITY PROFILE
• EXECUTIVE COACHING SERVICES -- provides coaching consultation to individuals seeking to maximize their
performance effectiveness within their current position; offers developmental strategies for career enhancement,
enrichment, advancement, and reinvention.
• DIAGNOSTIC ORGANIZATIONAL ASSESSMENTS -- conducts front-end data analysis of the organization's

culture and re-engineering strategy; provides feedback sessions of the results; facilitates the design and development of
customized organizational effectiveness interventions; and provides ongoing process consultation to implement program
initiatives.
• 360 MULTI-RATER DEVELOPMENTAL ASSESSMENT/FEEDBACK -- an instrumented approach to formulating a base

line for performance effectiveness; identifies developmental targets for performance improvement and utilization
parameters for leveraging strengths; formulates and aligns action plans with business strategies; and monitors
implementation steps.
• TEAM FACILITATION -- works with new and intact teams in their efforts to ensure quality service & products for
the
end-user; collaborates with management and team members in identifying team issues; collects diagnostic data via interviews
and survey questionnaires; provides feedback on the findings & makes recommendations for team development interventions;
facilitates real-time team sessions for studying & understanding team member’s roles, unique contributions, & the behavioral
impact on team performance.
• CUSTOMIZED TRAINING -- designs and delivers training sessions; facilitates effectiveness of intact teams & focus
group sessions; delivers staff training in the areas of leadership development, community leadership training, employee
retention and utilization strategies, resiliency training, workforce diversity, and organizational change management and
revitalization.
• TEAM PERFORMANCE COACHING -- provides coaching consultation to individuals and team members who are
translating their 360-degree diagnostic team results into an overall team performance plan.
• CAREER TRANSITION MANAGEMENT -- provides career assessment and transition management consultation
services to organizations re-engineering and reducing staff; designs and delivers strategic career venture
workshops for impacted candidates embarking upon a major career transition.
• ASSESSMENT INSTRUMENTS -- experienced/certified to use Benchmarks, Profilor, Emotional Competency

Inventory, Leadership Effective Assessment, Personal Values Questionnaire, MBTI, DISC, FIRO-B, CPI, 16PF, SDS, CLI, CAI,
ACCI, COS, CISS, CLI, COS, TDS, Skillscope. On-line assessment deliver capability.

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BOWIE STATE UNIVERSITY

LEADERSHIP TEAM BUILDING WORKSHOP

Team Building Modules

Day 1 / June 13 Day 2 / June 14

Opening / Overview / Outcomes Team Puzzle Exercise

Tower Building Exercise Team SWOT Findings

Strategic Org. Positioning MBTI Team Preferences

BSU Leadership Legacy Cycle #10 Overview – Five Team Dysfunctions

MBTI Overview Setting Goals for

Module De-Briefing Module De-Briefing

Setting Goals for Planning for the

Team Retreat Guiding Questions

1. What are the strategic initiatives for BSU?

Workshop Ground Rules

1. Place all electronic communication devices on mute or vibrate.

1) Establish an understanding of the source of your leadership

2) Expand awareness of self and one’s impact on others in a team

3) Provide grounding and traction for a team in transition.

4) Optimize overall team effectiveness.

Provide a framework for team members to work effectively

 Self in a team context  Creativity

Seven Habits of Highly Successful People

1. First Habit - Be Pro-active. Here, Covey emphasizes the original sense of

4. Think Win/Win describes an attitude whereby mutually beneficial solutions

5. Seek First to Understand, Then to be Understood. Covey warns that giving

6. Synergize describes a way of working in teams. Apply effective problem

Bowie State University’s Vision

Building on its image as a student-centered institution, and its history as an HBCU,

The University is committed to increasing the number of students from under-

Constituent needs, market demands, and emerging challenges confronting

Bowie State University’s Core Values

Academic Excellence - Promote a love for life long learning, discovery

Focus on the Whole Person - Strive for intellectual, physical,

Integrity and Honesty - Construct an atmosphere of open, civil

Diversity - In keeping with our heritage as a Historically Black

Community - Ensure unity of purpose and encourage shared ownership of

Service - Providing opportunities to all constituent members for service

Discernment - Reflect and examine through critical thinking the study

Self Improvement - Strive for excellent performance on an ongoing

Civility – Aspire to treat people with respect, genuineness and positive

BSU Leadership Values Sort

VALUES Least Moderate Most

BSU Leadership Values Sort

VALUES Least Moderate Most

BSU Culture Styles Indicator (I)

Culture Styles Low Med Hi

(as well as the organization itself) is healthy.

B. Self-Actualizing culture characterizes organizations that value creativity, quality

C. Humanistic-Encouraging culture characterizes organizations that are managed in a

participative and person-centered way. Members are expected to be supportive,

commitment to the organization.

D. Affiliative culture characterizes organizations that place a high priority on

constructive interpersonal relationships. Members are expected to be friendly, open,

work groups and feel they ''fit in" comfortably

Copyright© 2003 by Human Synergistics, Inc. All Rights Reserved

BSU Culture Styles Indicator (II)

Culture Styles Low Med Hi

E. Approval culture describes organizations in which conflicts are avoided and

interpersonal relationships are pleasant-at least superficially. Members feel that

minimizing constructive "differing" and the expression of ideas and opinions.

F. Conventional culture is descriptive of organizations that are conservative,

traditional, and bureaucratically controlled. Members are expected to conform,

% = _ % = _ % = _ % = _

# = _ # = _ # = _ # = _

% = _ % = _ % = _ % = _

# = _ # = _ # = _ # = _

% = _ % = _ % = _ % = _

# = _ # = _ # = _ # = _

% = _ % = _ % = _ % = _