Team Building PPT - SamuElias SLA AD 2022

ደቡብ አመራር አካዳሚ
South Leadership Academy
TEAM BUILDING
TRAINING
June, 2014/2022
Hawassa, Ethiopia
TO TEAM BUILDING
TRAINING SESSION!
Climate Setting
Introduction to Each Other
 Your Name
 Educational Background
 Position
 Experience
 Life time success
 Missing issues
 Passion
Norms
 Punctuality
 Active participation
 Stick to the point of
Discussion
 Respect others’ idea
 Openness
 Make mobile phones in
silence/switch off mode
Reporters
Time Manager
Energy Team
1. ……
2. ……
3. ……
Expectations
What do you
expect from
the training to
improve your
knowledge
and skills?
1. _________
2. _________
3. _________
Training Entry Self-Assessment
South Leadership Academy

About the Academy
 The Academy has established by the SNNPR Executives Establishment
Regulation No 155/2006 E.C
 Mission: Creating competent and quality leaders and
professionals that witnessed in terms of knowledge, skills,
attitude and good ethics capable of generating sound and
verified scientific and problem solving ideas based on reliable
information, and leading and implementing.
 Vision: To see nationally and regionally renowned Centre of
Academic Excellence that equip leaders and professionals with
desired ethics, capabilities and quality, by the year 2022 EC.
Training Outline
 Introduction
 General objective of the training
 Session one: Basics of team building
 Session two: Skills required for building and
managing teams
Introduction
 Teams are becoming crucial for organizing work in today’s
corporate world.
 Having effective teams that contribute towards success is also
a basic concern for most organizations.
 Successful implementation of any project, and Achieving
organizational mission depends on effective team work that
consists suitable combination and collaboration.
 Leading a team, or working as a team member or part of a
cross-functional team, of right work for right person develops
a team, which gives expected outcomes.
 however, many factors influence a team’s performance, and
these factors need a considerable leadership to influence team
member diversity.
Introduction….
 In addition, among essential skills, conflict
management, communication and emotional
intelligence skills which would help trainees to
manage team dynamics, and build effective teams,
will be discussed in the training.
 Furthermore, we hope that trainees will gain basic
knowledge and skills on team building and work
with teams, in the effort of getting expected results
from team performance.
General Objective of the Training
 The overall objective of this training is to equip
trainees with basic knowledge and skills on team
building and enable them exert efforts at maximum
for their organization’s effectiveness and efficiency.
Training methods
Methods to be used for the training include:

 Lecture
 Brainstorming/reflections
 Group discussion and Activity
 Examples
 Role Play
 Video aid
Session One:
Basics of Team Building
1.1. Introduction
In this session, we will discuss the basic concepts of

team building including: definitions, importance, types,
characteristics of teams, barriers to team work, team
development stages, the role of leadership in building
and sustaining effective teams.
1.2. Session Objectives
At a successful completion of the training, trainees will be able
to:
 Explain the concepts team and team building
 Differentiate team and group
 Describe the importance of team work
 Explain the types of teams
 Describe the characteristics of effective teams
 List common barriers in team work
 Explain the five basic team development stages
 Define the role of leadership in team building and sustaining
effective teams
 Develop team guidance and instruction format
1.3. Basic Concepts of Team
 Brain Storming Questions

1.What is team?
2.Describe the difference between team and group?
3.Mention types of teams you are familiar with in your
organization.
Note: Discuss in your groups and reflect in plenary.
Concepts of Team …
∆ Definition of Team
A Team is a small number of people having a
consistent membership committed to a relevant shared
purpose, with common performance goals,
complementary skills, and a common approach to their
work. Team members hold themselves mutually
accountable for the team results or outcome.
(Katzenbach and Smith: The Wisdom of Teams. Harper Collins, New York, 1994)
Concepts of Team ...
Key Terms used in the above definition of team:
 Relevant Shared Purpose: The purpose or goal is defined by the members of
the team working collaboratively; within this purpose each team member has
specific tasks which are discussed and agreed upon.
 Consistent Membership: Members become comfortable with and
knowledgeable about each other’s’ skill levels and more committed to sharing
their knowledge and skills.
 Complementary Skills: Include technical or functional expertise, interpersonal
skills, supervisory or management skills.

 Commitment to a Common Approach: working methods and team process,
roles and responsibilities (team versus job roles); behavioral expectations; the
environment of the team which includes trust of each other.
 Mutually Accountable: Everyone is accountable all the time for the
accomplishment of the results of the team, the process and functioning of the
team as well as their own responsibilities.
 Common performance goals: Needs to have a common performance goal that
is closely related to the team’s purpose.

1.4. Difference between Team and Group
The Three Principal Distinctions between Groups and Teams
a) Team typically manifest a higher level of cooperation and cohesive
than standard groups.
 Teams are “we” - oriented
 Successful teams require individuals to surrender their self-internal
for the greater good so that the whole added up to more than the sum
of its parts.
b) Teams usually consist of members with more diverse skills than a
standing group.
A team requires complementary, not identical skills. Team members
are often chosen for their unique abilities and skills.
c) Teams typically have a stronger team identity than a standard
group. Team members see themselves as a unit on a quest to
accomplish a common mission.
Difference between Groups and teams
GROUPS TEAMS
Task and individual oriented Oriented towards team goal & agenda
Tend to be autocratic and hierarchical in Participatory
nature High level of interdependence and synergy
Low level of interdependence Difference is welcomed
Difference is suppressed Risk is accepted
Avoid risks Leadership is shared
Leadership is solo/unshared Membership selection is important
Membership selection is not that much Competition is with the outsiders
important Performance is measured directly by
Competition is inward collective work procedure
Performance measurement is indirectly, by Members feel sense of ownership
leaders influence on others Commitment to goal jointly established
No membership obligation Take initiative to contribute to
No commitment to goal organizations success
Are told what to do, no creativity Skills and talents developed are for success
Training is individualistic of team goals, synergy
Group decision making
May or may not participate in decision
making
 Activity
 Select an example of team and demonstrate team role

performance;
 then reflect what you learnt from.
1.5. Importance of Team Work
 Reflections
 Do you enjoy working in a team environment?
 Please share your teamwork experience (times you
worked well, teamwork success and how your team
got insight on your capabilities in outshining the
team role)
Importance of Team Work …
A Teamwork approach has the following advantages for individuals,
managers and organizations; it
 Encourages learning from one another and sharing
 Shares the glory of a job well done
 Facilitates solutions when things don’t go as planned
 Builds self-esteem and confidence
 Maximizes a leader’s potential and minimizes weaknesses
 Creates common goal that is to increase customer satisfaction
 Teams provide multiple perspectives on how to meet a need or
reach a goal.
“ድር ቢያብር አንበሳ ያስር - Dir biyabir Anbesan Yasir” (an Amharic Proverb)
Alone we can do so little; together we can do so much (Helen Keller)
1.6. Types of Teams
 The type of teams varies from organization to
organization based on authority, purpose and time;
 The most common forms of teams in organization
are:
 Work Teams
 Parallel Teams
 Project Teams
 Management Teams
Types of Teams …
1) Work Teams
 These type of teams are continuing work units
responsible for producing goods or providing services.
Their membership is typically stable, usually full–
time, and well defined.
 Allows employees involvement in making decisions
that were formerly the province of superiors and
managers.
 Companies have implemented self-managing teams
to reduce costs, to improve productivity, and to
improve quality.
Types of Teams …
2) Parallel Teams
 Parallel Teams pull people together from different
work units or jobs to perform well.
 they literally exist in parallel with the formal
organizational structure.
 They generally have limited authority and can
only make recommendations to higher level
individuals in the organizational hierarchy.
Types of Teams …
Parallel Teams …
 Parallel teams are used for problem-solving
and improvement-oriented activities.
Examples: quality improvement teams,
employee involvement groups, quality circles,
and task forces.
Types of Teams …
3) Project Teams
 Project Teams are time-limited. They produce
one-time outputs, such as a new product or
service to be marketed by the company,
 Frequently, project teams draw their members
from different disciplines and functional
units, so that specialized expertise can be
applied to the project at hand.
Types of Teams …
Project Teams …
 For example, new product development
teams often draw their members from
marketing, engineering, and manufacturing.
 When a project is completed, the members
either return to their functional units or move
on the next project.
Types of Teams …
4) Management Teams
 Management Teams coordinate and provide
direction to the sub-units under their
jurisdiction, laterally integrating interdependent
sub-units across key business processes.
 The management team is responsible for the
overall performance of a business unit. Its
authority stems from the hierarchical rank of its
members.
Classification of Teams
Teams are further classified into four:

 Pseudo-team
 Potential team
 Real team
 High-performance team
Pseudo/Quasi-team
 This is a group for which there could be a
significant, incremental performance need or
opportunity, but it has not focused on collective
performance and is not really trying to achieve it.
 It has no interest in shaping a common purpose
or set of performance goals, even though it may
call itself a team.
 Pseudo-teams are the weakest of all groups in
terms of performance impact.
Pseudo-team …
 In pseudo-teams, the sum of the whole is less
than the potential of the individual parts.
 They almost always contribute less to
company performance needs than working
groups because their interactions detract from
each member's individual performance
without delivering any joint benefits.
Potential team
 There is a significant, incremental
performance need, and it really is trying to
improve its performance impact.
 Typically it requires more clarity about
purpose, goals, or work products and more
discipline in hammering out a common
working approach.
Potential team …
 It has not yet established collective
accountability.
 The steepest performance gain comes between
a potential team and a real team; but any
movement up the slope is worth pursuing.
Real team
 This is a small number of people with
complementary skills who are equally
committed to a common purpose, goals, and
working approach for which they hold
themselves mutually accountable.
 Real teams are a basic unit of performance.
The possible performance impact for the real
team is significantly higher than the working
group.
High-performance team
 This is a group that meets all the conditions of real
teams and has members who are also deeply
committed to one another's personal growth and
success. That commitment usually transcends the
team.
 The high performance team significantly
outperforms all other like teams, and outperforms
all reasonable expectations given its membership.
 It is a powerful possibility and an excellent model
for all real and potential teams.
1.7. Team Building
Tomorrow’s organizations will be flatter, information based

and organized around teams (Pitter Dracker).
 Questions for Reflection

1) Please, explain what team building is.
2) Discuss what the practice of team building looks
like in your organization, and reflect in the plenary.
Team Building …
∆ Definition of Team Building
Team building is:
 A strategy that can help groups to develop into a real team.
It is a process of working with a team to clarify its task and
how team members can work together to achieve it.
 A deliberate action focusing on encouragement of effective
working practices and diminishing of difficulties among
team members.
 A way of organizing people to support inter-dependence,
Cooperation and mutual agreement up on appropriate goals
and accountability for the team results or outcome which
requires close coordination of the team members to achieve
goals efficiently.
1.7.1. Process of Team Building
I. Pre-work:
 What is the task? ; What are the critical task demands?
 Will the group be manager-led, self-managing, or self-designing?
 Overall, how advantageous is it to assign the work to a team? How
feasible is it?
II. Create Performance Conditions:
 How should the group be composed and the task to be structured?
 What contextual supports and resources must be provided?
III. Form and Built the Team:

 Selection of Participants; Boundaries: who is/is not member
 Mission Acceptance; Clarity of Responsibilities
 Training on How to Work Together
IV. Provide Ongoing Assistance:

 How can opportunities be provided for the group to renegotiate its design
and context?
 What process assistance can be provided to promote positive group
synergy?
 How can the group be helped to learn from its experiences?
1.7.2. Team Development Stages
 Brainstorming
 Discuss
in small groups what the stages of team
development are, and reflect in a plenary.
Team Development Stages …
 Team development creates a captivating atmosphere by encouraging
co-operation, teamwork, interdependence and through building trust
among team members.
 According to Bruce Tuckman (1965), a noted psychologist, the team
development process occurs in five predictable stages:
 Forming
 Storming
 Norming
 Performing
 Adjourning
 Teams developed in a series of stages as they start to work together.
 So, becoming aware of the stages and what’s involved in each stage
(observable behaviors, feelings & thoughts, and needs of team), and
being prepared in forming and developing a new team is what
leadership required.
Forming
 It is the ‘getting to know you’ stage. Everyone is trying
to figure out how the team will work, what their roles
will be, and what kind of leader the team leader will
be.
 This stage doesn’t tend to last very long. It could be
one-meeting or a few weeks while the leader is still

designing roles and forming procedures of how she/he
will operate.
Storming
 This stage of is characterized by competition and
strained relationships among team members.

 There are various degrees of conflict that teams
experience but basically the Storming stage deals with

issues of power, leadership, and decision making.
 It is the most crucial stage that requires leadership
skills.
Norming
 This stage is characterized by cohesiveness among team
members.
 The team begins to co-Operate with the leader and with
each other as they formulate their plans and communication
develops.
 Mutual support comes into play as group cohesion grows.
 Thus, during the norming stage, there is conflict resolution.
There is greater involvement of team members. There is a
greater “we” feeling rather than “I” feeling.
Performing
 At this point in team formation, the team is functioning at
its best. They are working under agreed upon methods
with the joint purpose of reaching the team’s goals.
 The team structures, procedures, policies, and processes
are set up such that they form a sort of team ‘culture.’
 The team is now operating like a well-oiled machine.
Leaders can delegate work and know it will be done well.
 She/he can focus on individual team-member development,
which will help to prepare the team members for leaving
the team.
Adjourning
 In this phase the team recognizes that their time

together is coming to an end.
 Leaders’ role revolves around helping each individual
move on to their next position or role.
 The dissolution of a team can be difficult for team
members, particularly those who have become attached
to other members of the team.
1.8. Characteristics of Effective Teams
A Clearly Defined and Commonly Shared Purpose
Clarity around Individual Roles and Responsibilities
Relevant Skills
Mutual Trust and Respect
Unified Commitment to Work towards the Greater Good of the
Team
A Climate of Co-operation
High Levels of Communication
Flexibility/An ability to voice differences and appreciate conflict
Negotiation Skills
Appropriate Leadership
Internal and External Support
Adequate Resources
Characteristics of Effective Teams …
Further, the characteristics of the High-Performance teams can be
explained with the acronym “PERFORM”:
P - implies Purpose of Existence and Strong Value Orientation;

E - implies Empowerment of the Team Members;
R - suggests Relationship & Open Communication resting on the
pillars of Trust & Cooperation;

F - means Flexibility & Adaptability;
O - means Optimum Outcomes & Productivity which can be
measured by using specific measures;

R - suggests Recognition, Rewards & Appreciation of
Outstanding Performance;
M - implies Morale.
1.9. Barriers of Team
Reflection:
1. What is team barrier?

2. Please mention some barriers that may arise
within teams, based on your team work
experience.
Barriers of Team …
 Team barriers refer to typical symptoms that cause a team for

not functioning well.
 There are five common dysfunctions of Teams; these are:
1. Absence of Trust
2. Fear of Conflict
3. Lack of Commitment
4. Avoidance of Accountability
5. Lack of attention to Results
“Bringing individuals together is easy, but making them perform is difficult. Giving
them task is easy, but expecting the best from them is tough.”
1.10. Team Size, Compatibility and Roles
Team Size
 The size of team is an important factor in its performance.
 According to author Stephen Robbins (2018), when teams
have more than 10-12 people, the team finds constructive

interaction difficulty. As team size increases, problems arise
with communication and co-ordination.
 The optimum performance of team size is probably five to
seven people.
 For larger projects it therefore, makes sense to have teams
and sub teams for different work packages, with the

occasionally ‘whole project’ team briefings to manage
communication.
Team Size, Compatibility and Roles….
Team Compatibility
Compatibility of members of a team is also important; it is better to
consider the following aspects in terms of team compatibility.
 The more homogenous the team in terms of background,
interests, attitudes and values, the easier it is to promote

cohesiveness.
 Differences in personality or skills in the team may actually
complement each other and help the overall performance.

However, they can also cause difficulties and conflict may arise
when members are in competition with each other.
 If teams are too cohesive, they can suffer the phenomenon of
‘group think’, where people are so in tune with what the others
are thinking they do not always see the broader picture and may
overlook something incredibly obvious.
Team Roles
 A team role refers to a tendency to behave, contribute
and interrelate with others in a particular way.

 According to Belbin R.M. (1996), there are nine clusters
of behavior, each of which is termed a team-role.

 These roles categorized in to three groups:
 Action oriented - Shapers, Implementers, Completer-

Finisher,
 People oriented - The Coordinator, Team Worker, Resource
Investigator, and
 Thought oriented - Plant, Monitor Evaluators.
 Each team-role has a combination of strengths and
allowable weaknesses.
Team Leader’s Role
 Where task is more complex, the more important it is
for the team to work well together and the need for
consensus on a focal person or leader.
 Good performance, therefore, requires that a leader/
facilitator should be picked because of ability to

direct and influence rather than status.
Team Leader’s Role ….
Team Environment Created by the Leader

1.11. Most Critical Success Factor
 The most critical success factor for a team is the way in which the team
members relate to each other and the manager and vice-versa.
 This chemistry between the team members and the manager and within
the team determines to a large extent the success or failure of the team.
 Once the elements of trust, integrity and commitment are established
within the team and the manager or the leader communicates the same
effectively to all the team members, the team is well on its way to
becoming a high performing one.
 The bottom-line here is that the symbiotic relationship between the
team members where each gives and takes from the other team
members is the most crucial aspect that determines the success of the
team.
 The essence of a team is the way in which the team acts in unison and
in tandem and sings as a chorus instead of a solo performance.
 Once the team evolves to a point where the entire team acts as one, then
the team could have said to be successful in meeting its objectives.
1.12. Summary
 Team is a collection of people gathered to accomplish shared
goals, which enhance greater effectiveness and efficiency than
the sum of individual results as an effect of synergy.
 In the process of building teams, leaders should:
 Ensure the suitability of team members’ profession,
experience and behavior when organizing teams based on
the mission at hand;
 Confirm that team members were clearly oriented about
their mission and became committed;
 Follow and check the behavior and feelings of team
members, provide support and create a conducive
environment in order to maximize benefits from the team
work.
Session Two
Skills Required for Effective team Building
2.1. Conflict Management Skills
1. Introduction
 Conflict is one of the barriers people suffer from serious issues when they
come to work together
 Understanding conflict, its causes and effects is fundamental to personal
and professional success.
 Unless conflict managed effectively it destroys good relationship and
become an obstacle that hinders working for the common purpose.
 Individuals, leader/managers need to have effective conflict handling
competencies to create an environment favorable for team work and
organizational efficiency and effectiveness.
 This session presents basic concepts and competencies of conflict
management required in a team work environment that help to handle
team dynamics and to achieve mission and organizational goals.
The objective of this training is to enable trainees learn how to
manage effectively workplace conflicts among individuals, work
groups or team members in order to create harmonious relationship
that enhance achieving organizational goals.
Specific Objectives
At the end of this session, participants will be able to:
 Explain the concepts conflict, conflict resolution, conflict
management and conflict prevention
 List the types and life-cycle /stages of conflict
 Describe the causes for work-place conflict
 Illustrate conflict management techniques
2.3. Meaning of Conflict
 A conflict is the expression of disagreement between

individuals or groups that differ in attitudes, beliefs,
values or needs, through which the parties involved
perceive a threat to their needs, interests or concerns.
 It can also originate from past rivalries and

personality differences. Other causes of conflict
include trying to negotiate before the timing is right
or at a time before the needed information is
available.
2.4. Concepts of conflict
Conflict Resolution:
 Eliminating the conflict by arriving at a mutually beneficial
outcome
Conflict Management:
 Mitigation of a conflict, without necessarily solving it so that
the, work process - is not disrupted.
Conflict Prevention:
 Anticipation of a possible conflict and taking measures
beforehand to ensure that the conflict does not arise.

2.5. Organizational Learning for Conflict Handling
 Organizational Learning is essential for company to remain in the

market and for the longevity of any group; this is especially true for
organizations.
 Properly managed conflict enhances learning through increasing the
degree to which groups ask questions and challenge the status quo.
 When conflict is understood, it is easier to find ways to predict it,
prevent it, transform it and resolve it.
 Managers/team leaders must consider the work environment and
anticipate possible conflicts that are likely to arise in the workplace
to take timely corrective actions beforehand and to transform these
conflict situations into opportunities for positive outcomes.
(Luthans, Rubach, & Marsnik, 1995)
2.6. Conflict Life-Cycle
Conflict is not a static situation, but a dynamic one. It is a
process, taking time to evolve. The conflict life cycle comprises:
1. Beginning
2. Early growth
3. Deadlock
4. Looking for a Way Out
5. Settling the Dispute or Resolving the Conflict
The intensity level differs over the life-cycle of a conflict. An
appreciation of the conflict cycle is essential on the part of
managers, to understand how, where and when to apply different
and appropriate strategies and measures of conflict management.
2.7. Levels/Stages of Conflict
Based on the level of intensity or emotional response it provokes, conflicts can be
classified in the following five stages:
1. Discomfort: The conflict has not yet clearly manifested itself, but has declared its
onset with palpable signs of discomfort. One does not feel comfortable about a
situation, but is not quite sure why? It is difficult to identify precisely what the
problem is.
2. Incidents: A short, sharp exchange has occurred without any lasting internal
reaction. Some unpleasant incident has occurred between people that has left one
upset or irritated.
3. Misunderstandings: Here motives and facts are often confused or misperceived.
Thoughts keep returning frequently toward the problem.
4. Tension: Here relationships are weighed down by negative attitudes and fixed
opinions. The way one feels about and regards the other person/s has significantly
changed for the worse. The relationship is a constant source of worry and concern.
5. Crisis: Behavior is affected, normal functioning becomes difficult, extreme gestures
are contemplated or executed. One is dealing with a major event like a possible
rupture in a relationship which entails grave consequences.
2.8. Types of Conflict
 Conflict sometimes, can act as a positive force within an
organization; while at other times it can act as a negative force.
 Conflicts classified in to two; these are:
 Functional Conflict: acts as a positive force that is the occurrence and
resolution of conflict may stimulate the organization to constructive
problem-solving. It may also lead people to look for ways of
productively altering how they do things. The conflict-resolution
process can ultimately be a stimulus for positive change within an
organization
 Dysfunctional Conflict: acts as a negative force, that is, the occurrence
and resolution of conflict may result in digression of efforts from goal
attainment and result in squandering of productive resources of the
organization. Conflicting workplace ideas, attitudes and actions may
lead to anger, tension, and anxiety. Deep hostilities and lasting
conflicts may eventually lead to violent behavior between employees.
 Managers must be sensitive to the consequences of conflict.
2.9. Causes for Workplace Conflicts
The Organizational Factors:

 Organizational Change
 Diverse Employee Groups
 Strategic/ Operational Disagreement
 Competition Between Groups
 Unreasonable Workloads/ Standards
 Jurisdictional Ambiguities
Causes for Workplace Conflicts….
Interpersonal Factors:
 Lack of Common Understanding
 Personality Clash
 Status Differences
 Goal Differences
 Communication Breakdown
2.10. Conflict Management Techniques
 It is important to understand and apply problem-

solving and conflict resolution techniques.
 Some known conflict resolution techniques include:
 Forcing
 Win-win (collaborating)
 Compromising
 Withdrawing and
 Smoothing (accommodating)
 Also, it is better to make sure the appropriateness,
and advantages and disadvantages of each
technique.
2.11. How to Manage Team Conflict
1. Verify if team members indeed are in conflict.
Ask the members and Listen
2. If members are in destructive conflict, then
select approaches to resolve conflict
3. Use the approaches selected by the team
members, with the entire team
2.12. Possible Approaches to Conflict management
Depending on the situation and duration of the conflict, there are a variety
of approaches that might support resolution of destructive conflict. Here
are some possible approaches:
 Focus on what members agree on, for instance by posting the mission,
vision and/or values statements to remind people of why they are there.
 Ask members, “If this disagreement continues, where will we be? How
will it hurt our organization?

 Have members restate their position. If it will take longer than three
minutes, allow opportunities for others to confirm or question for

understanding (not disagreement).
 Shift to prioritizing alternatives, rather than excluding all alternatives
but one.
 Take a 10-minute break in which each member quietly reflects on what
he/she can do to move the group forward.

Possible Approaches to Conflict management…
 Take 5-10 minutes and in pairs of two, each person
shares with the other what he/she is confused or
irritated about. One person in the pair helps the
other to articulate his/her views to the larger group.
Then switch roles and repeat the process.
 Propose an “agree to disagree” disposition.
 If disagreement or lack of consensus persists
around an issue, have a subgroup select options
and then report back to the full group.
 Tell stories of successes and failures in how group
members operate, including how members got past
their differences and reached agreement.
 Call for a vote on a stated question or decision.
B) EMOTIONAL INTELLIGENCE FOR
TEAM BUILDING
3.1. Introduction
 Emotional Intelligence is one of the key factors that play a great
role in team work to achieve organizational goals.
 It helps team members to minimize conflicts and increase their
performance capacity, and awareness of self and others.
 Leaders who have self and social awareness treat team
members in good manner and they devoted to achieve common
goals.
 So, this training shall discuss on basics of emotional intelligence
in order to help team members know about themselves and
other in their work place and achieve common goals.
 To enable trainees learn be aware of themselves
and others in order to build common
understanding and harmonious relationship
among each other in a team, and with others in
the work environment for organizational success.
Specific Objectives
At the successful completion of this session participants
will be able to:
 Explain the meaning of emotional intelligence (EI)
 Differentiate emotional intelligence from other forms
of intelligence
 Explain the importance of emotional intelligence in
team building and work-life

 Discuss how to be aware of self and others
 Clarify how to deal with others in difficult situations

3.3. Definition of Emotional Intelligence
Reflections
1. How do you understand emotion and emotional
intelligence?
2. What is your experience of emotional awareness
and dealing with others in your life?
3. Do you feel that you are acting correctly? Please
support your “yes” or “no” response with real
justifications.
Definition of Emotional Intelligence
As defined by different scholars, Emotional intelligence is:

 Awareness of emotion and using emotion to make
good decisions in life.

 Using emotions effectively requires the ability to
manage distressing moods.
 Control impulses, attain a high level of motivation,
and remain hopeful and optimistic in the face of
adversity.
 The capacity of awareness of our own moods and
attitudes and of those of others and the ability for
managing our selves well in our relationship with
others.
(Golman, 1995).
Definition of Emotional Intelligence…
 Emotional intelligence is the foundations for
leadership and is a type of social intelligence that
involves the ability to discriminate among them
and to use the information to guide ones
thinking and actions.
(Mayer & Salovey, 2002)
 The ability to identify, use, understand and
manage emotions in positive ways to relieve
stress, communicate effectively, empathize with
others, overcome challenges, and defuse conflict.
(Sullivan Kellie, 2016)
We can spot emotionally intelligent people pretty quickly who are:
 Successfully manage  Know how to say the

difficult situations “right” thing to get the
 Express them clearly right result
 Gain respect from
 Manage themselves
effectively when
others
negotiating
 Influence other people  Manage other people
 Entice other people to effectively when
help them out negotiating
 Keep cool under  Motivate them to get
pressure things done
 Recognize their  Know how to be positive,
emotional reactions to even during difficult
people or situations situations.
3.4. Theories and models of Emotional Intelligence
In conceptualization of emotional intelligence (EI), all

the theories and models are under the umbrella of three
main approaches of thought that includes:
 Trait approach,
 Ability approach and
 Mixed approach
Theories of Emotional Intelligence
Salovey and Mayer Goleman Theory: Petrides and Furnham

Theory: Ability Model Mixed Model Theory: Trait Model
(Maximum performance as Personal Competence: Emotional self-Perceptions

in IQ) (Managing ourselves) (self-report as in personality
Questionnaires)
 Identify emotions in  Self-awareness
one self and others  Self-regulation  Global
 Use emotions to  Motivation  Well-being
facilitate thinking  Self-control
Social Competence:
 Understand emotional (Managing others)  Sociability
meanings  Empathy  Emotionality
 Manage emotions  Social skills
Mayer, Caruso,& Salovey Goleman (1998): Working with Petrides and Furnham (2001):
(2000): Emotional intelligence Emotional intelligence European Journal of Personality
Ability Model
 Perceiving emotions/ a form of mental ability:
understanding nonverbal signs such as other
people’s body language or facial expressions.
o Reasoning with Emotions: using emotions to
promote thinking and cognitive activity
o Understanding Emotions: Interpreting emotions
of others around you, being able to recognize
people display emotions of anger when they
might not be angry at you but rather the
situation.
o Managing Emotions: regulating emotions,
responding appropriately and consistently.
Mixed Model
 Array of skills and characteristics: The model uses
"The Five Components" to efficiently describe
emotional intelligence.
o Self-Awareness (confidence, recognition of
feelings)
o Self-Regulation (self-control, trustworthiness,
adaptability)
o Motivation (drive, commitment, initiative,
optimism)
o Empathy (understanding others feelings,
diversity, political awareness)
o Social Skills (leadership, conflict management,
communication skills).
Mixed Model of Emotional Intelligence
R SELF SOCIAL
E
C
O SELF-AWARENESS SOCIAL-AWARENESS
G
N Empathy
I Self-Confidence
T  Organizational Awareness
I
 Emotional Self-Awareness
O  Accurate Self-Assessment  Understanding the Environment
N
R SELF MANAGEMENT SOCIAL SKILLS

E
G Self-Control Influence
U
L  Trustworthiness  Inspirational Leadership
A  Conscientiousness  Developing other
T  Adaptability  Influence
I
O  Drive and Motivation  Building bonds
N  Initiative  Team work and collaboration
Trait Model
 This model is defined as "a constellation of
emotional self-perceptions of emotional ability
within a personality framework (located at the
lower levels of personality)."
o One’s understanding and perception of their
emotions
o The use of personality framework to investigate
trait emotional intelligence.
Note: Refer your module and see the Descriptions of Daniel

Golman’s 20 competencies for more understanding.
Areas of Emotional intelligence
BROWN DAVID, 2011 TIM HIGGS, 2018
1. Self-Awareness and 1. Awareness of our own

Control emotions
2. Managing and using our
2. Empathy own emotions
3. Social Expertness constructively
4. Personal Influence 3. Awareness of emotions in
others
5. Mastery of Purpose
4. Interacting with others in a
and Vision
way that helps them
manage their emotions for
constructive outcomes.
Areas of Emotional Intelligence… (Brown David, 2011)
1. Self-Awareness and Control: The ability to fully
understand ourselves and use that information to
manage emotions productively.
2. Empathy: The ability to understand the
perspective of others.
3. Social Expertness: The ability to build genuine
relationships and bonds and express caring,
concern, and conflict in healthy ways.
4. Personal Influence: The ability to positively lead
and inspire others, as well as ourselves.
5. Mastery of Purpose and Vision: The ability to
bring authenticity to our lives and live out our
intentions and values.
The Benefits of Emotional Intelligence at Work
Increasing one’s emotional intelligence at work

has many benefits including the ability to:
 Better manage stress at work
 Improve relationships with co-workers
 Deal more effectively with supervisor
 Be more productive
 Be a better manager or/and leader
 Better manage work priorities
 Be a better team player.
Stein Steven J. (2009),

 Session Summary
Emotional intelligence:
 Is all about self and social awareness in brief;
 Helps individuals and groups or teams to be
aware of them self and others in order to

understand each other and work together for
common goals.
 Involves:- self-awareness and management,
social expertness, empathy, personal influence,

and mastery of purpose and vision.
 Competencies are more important and very
crucial in effective job performance in a due

course of leading and working with teams to
maximize organizational benefits resulted in
SESSION FOUR
COMMUNICATION SKILLS FOR TEAM
BUILDING
4.1. Introduction
 Communication is a basic tool for mangers and teams to share
ideas, convey messages, express beliefs and thoughts.
 Communication is a vital part of our daily routines. 70–80 percent
of our working time is spent in some kind of communication.
 .
 Communication system may not be effective to achieve our
purpose; as information is known as a power, its flow should be
managed properly
 Communicating effectively is necessary to avoid
misunderstanding, and to manage conflicts.
 Therefore, to improve our communication and build a healthy
relationship with team members and co-workers, we need to
learn and develop effective communication skills.
At the end of this training, participants will be

able to:
 Understand basic concepts of Communication
 Explain the Process of Communication
 Describe the characteristics of effective
communication
 List the styles of communication
4.3. Meaning and Concepts of Communication
 Reflections
1. How do you define the term communication?
2. Why communication is important in teams?
3. Assume you are a manger of an organization and

your team members are not keen on your decision
to revise the strategic plan of your organizations;
so, what do you do? Elaborate what type of
communication skill you are need to persuade
them?
4. What is the difference between effective
communication and persuasive communication?
4.3.1. Definition of Communication
 Communication describes the process of conveying
messages (facts, ideas, attitudes and opinions) from one
person to another, so that they are understood.
(M.W. Cumming, 1998)
Lets look at additional definitions given by different
scholars:
 Communication is the transmission of information,
ideas, emotions, skills, etc., by the use of symbols, words,

pictures, figures, graphs, etc.
(Newman and Summer, 1977; Berelson and Steiner, 2010)
 Communication is a communion by words, letters,
symbols or messages, and as a way that one organization
member shares meaning with the other. (Bellows and
others, 2005)
4.3.2.Key points in the definition of Communication
From the above definitions we can understand that

Communication:
 Is a Two-way Exchange of Information: sharing of
information between two or more persons, with continuous

feedback
 Is a Process: Each message is part of a process and does not
occur in isolation - The meaning attached to a message

depends on what has happened before and on the present
context.
 Involves a Sender and a Receiver : communication starts
with a sender and requires a receiver to attach some meaning

to that message.
 Could be Verbal or Non-verbal: It could be through the use
of words in spoken or written form, or through the use of

body language such as gestures and facial expressions.
 Is Unavoidable: It is impossible to not communicate. Our
4.4. The Communication process
Sender
Feedback Encoding
Communication Process
Receiver Message
Decoding Channel
4.5. Purpose of Communication
Communication occurs in the context when people

trying to fulfill one or more needs of the following:
 To give or get information
 To cause change of action
 To avoid something unpleasant, like silence
or confrontation
 To create excitement and reduce boredom
 To be empathically understood and feel
respected.
4.6. Communication Skills
 A healthy communication is very important to
group/team as well as organizational success.
 Thus, communications skills are the tools we
need to use to remove the barriers to effective
communications.
 The key communication skills mostly include:
listening, speaking, reading and writing.
So, we will discuss the details of these skills.
Communication Skills….
Listening Skill
 Listening takes more part in our daily communication.
 Listening skill has great importance in communication
 it helps to let your conversational partner know that
he is being listened to you (Bostrom, 1990).

 Listening is stimulating for the partner, and can avoid
the problems that occur when one does not listen well.
 Effective listening implies that the listener
understands what the speaker says.

Listening Skill…
Active Listening
consists:
 Setting the stage
 Ensuring mutual understanding
 Understanding body language, and
 Suspending judgment
Listening Skill…
Active Listening…. (What the listener expected)
 Setting the stage: The listener should choose an
appropriate physical environment, remove distractions,

be open and accessible to listen with empathy.
 Ensuring mutual understanding: reflect feelings,
paraphrase main ideas, interrupt to clarify, and confirm

next steps.
 Understanding body language: observe position and
posturing, make eye contact, and consider the expression

and gestures of the speaker
 Suspending judgment: The listener needs to be
concentrated, keep an open mind, and hear the person

before making any judgment/decision.
Behaviors that Support Effective Listening
 Maintaining relaxed  Offering simple
body posture acknowledgements
 Leaning slightly  Reflecting meaning
forward if sitting (paraphrase)
 Facing person  Reflecting emotions
squarely at eye level  Using eye contact
 Providing non-
 Maintaining an open
distracting
posture
environment
 Maintaining
appropriate distance
Behaviors that Hinder Effective Listening
 Acting distracted  Diagnosing
 Telling your own  Judging
story without  No response
acknowledging  Invalidating
theirs first
response, put
 Interrupting
downs
 Changing the subject  Reassuring without
 Giving
acknowledgment
advice/solutions
 Criticizing
B) Speaking Skill
 Speaking is one of the communication skills that mangers use
to communicate with concerned people to convey message.
 The manner of speech has great importance in defining the
workplace relationships.
 So, while managers speaking with their colleagues or
subordinates, they are recommended to keep in mind the
following points as ground rules:
o Keep the message clear
o Be prepared
o Keep the message simple
o Be vivid when delivering the message
o Be natural
o Keep the message concise
Reading Skill
 Good reading habits and strategies help
managers handle their tasks more efficiently.
 Reading strategies for optimal results (Kellie Fowler,
2004):
1. Knowing what is needed to be known, and reading
appropriately
2. Knowing how deeply to read the document: skimming,
scanning or studying
3. Using active reading techniques to pick out key points and
keeping the mind focused on the material
4. Creating and using table of contents, indexes and glossaries
for reading magazines and newspapers, and clipping useful
articles, and to help assimilate technical information
5. Understanding how to extract information from different
article types
Writing
 Clear and correct writing is essential to a successful leadership
communication.
 Readers are likely to remember the error rather than the message.
 Some principles must bear in mind while setting out to write:
 Proof-read aloud everything: your ear will catch mistakes your eye
misses.
 Make no assumptions: The ideas must be explained in full to be
understood.
 Do not lecture: Write only what must be understood to make the proper
decision or choice.
 Rough draft all important letters and reports: Check for content,
sequential development of ideas, and conciseness.
 Always put yourself in the “other person’s shoes” and ask yourself,
“Why? Does it say something of value and real importance to me?”
 Many people are too busy to read carefully: Be sure your ideas are clear
and easy to follow.
Writing Principles….
The most effective manner to develop the flow of idea is:
Concept, Benefit, example and data respectively.
 Define all “terms” and eliminate vague pronouns:
These two traps cause more problems in writing than

any other set of conditions.
 Grammar, punctuation, and spelling should be perfect:
Use a dictionary - either a good unabridged volume or

the “spelling checker” version on your computer.
 Plan your time to allow for proofreading and
correcting: When your success depends upon the

quality of your letters and reports, there are no excuses
for ineptitude.
Communication Styles
Understanding communication styles will help learners,
leaders and teams:
 how to react most effectively when confronted with a
difficult persons
 To recognize when they are using manipulative
behavior to get their own needs met.

 To remember and make choice which communication
style to use.
 There are four basic communication styles:
o Assertive
o Aggressive
o Passive, and
o Passive-aggressive
Communication Styles…
Passive communication Style
 Based on compliance and hopes to avoid confrontation at all
costs; upsetting others.

 Tends to result in a lose-win situation, and results in feelings
of victimization, resentment, and a loss of a sense of control.

 People do not talk much, question less, do very little. have a
low sense of self-esteem, have a difficult time recognize and

how to meet their needs; They internalize discomfort rather
than risk.
 Examples (passive communicators say or behave):
o I am unable to stand up for my right
o I don’t know what my rights are
o I am weak and unable to take care of my self
o People never consider my felling
Passive-aggressive
 A combination of styles, passive-aggressive - avoids direct
confrontation (passive), but attempts to get even through
manipulation (aggressive).
 The passive aggressive people incorporate elements of both styles.
 They try to use procrastination, forgetfulness, and intentional
inefficiency rather than being direct in their communications.
 This style of communication often leads to office politics and
rumor-mongering
 Examples (someone speaks in a passive-aggressive manner:
o “I knew that wouldn’t work.”
o “If that’s the way you want it...”
o “How could you even think that?”
o “When was the last time you helped me?” - “The problem with
Joe is...”
Aggressive Communication
 Always involves manipulation.
 Managers adopting the aggressive style:
o Create a win-lose situation.

o Use intimidation and control to get their needs met, and they are
disrespectful and hurtful to others in communications.
o Have the underlying beliefs that power and control are the only
way to get needs met.
o Operate from a real sense of inadequacy and may have a lack of
empathy for others.
 Example (Aggressive communicators say or behave):
o I am superior and you are inferior and wrong
o I am a boss and dominate you
o It is all your fault
o You are not worth any thing
o I am entitled
Assertive
 The assertive style is the most effective and healthiest form
of communication
 It’s how people naturally express themselves when their
self-esteem is intact, giving them the confidence to
communicate without games and manipulation.
 The assertive people:
o Are direct with the goal of creating a win-win situation.
o operate from the belief that each person is responsible
for solving his or her own problems, and neither party in
communication has to justify themselves to each other.
o Take responsibility for their own decisions and actions.
If they are serious about taking control of their life, they
should practice being more assertive.
Assertive….
Examples (common messages), you can hear from
assertive speakers:
 “Yes, that was my mistake.”
 “As I understand your point . . .;” “Let me explain
why I disagree with that point.”
 “Let’s define the issue and then explore some options to
help resolve it.”
 “Please hear me out and then work with me to resolve
my concern.”
Differences between the communication Styles
Passive Passive - Aggressive Assertive
Aggressive
 Emotional  Emotional  Inappropriate  Appropriately

dishonest dishonest, ly honest, honest,
 Indirect,  Direct,  Direct,
 Indirect,
 Self-denying  Expressive,  Self-
 Inhibited, at first,  Attacking, enhancing.
 Self-denying,  Self-  Blaming,  Expressive,
enhancing at  Controlling,  Self-
 Blaming,  Self-
expense of Confident,
 Apologetic. others later. enhancing at  Empathic to
expense of emotions of all
others. involved.
Others’ rights I subtly make I boldly insist I clearly express

and need take clear that my
that my rights that we both have
precedence over rights and needs
mine prevail and needs prevail rights and needs
Source: Paterson R.J.(2001)

Strategies for Developing Assertive Communication
 Watch your body posture - practice using an

open, assertive body language and voice.
 Think before you speak - Take a few seconds to
make sure you are conveying the right
message, and in the way you want to convey it.
 Don’t apologize if it’s not warranted.
 Remember it is “ok” to say “no”.
 Remember everyone is entitled to an opinion,
and don’t try to convince others.
Strategies for Developing Assertive
Communication….
Assertiveness is all about:
 Being honest about yourself and other
 Being prepared
 Being confident
 Trying to find solution
 Listening to and understanding the other point of

view
 Expressing what you want, need or feel but not at
the expense of others, and

 Showing genuine empathy.
Types of Communication
There are two types of communications people may
be involved; these are persuasive and Effective:
 Persuasive communication: aims at prompting
change in the receiver’s behaviors, beliefs, values

or preferences.
 Effective communication: is about delivering
information unambiguously, so that the receiver

can decode it correctly. It is a two-way or
multidirectional that always involves a feedback
loop.
Characteristics of Effective communication
 Effective communication is the art and process of
creating and sharing ideas, messages and
information’s address the target audience clearly.
 Effective communication depends on the richness
of ideas.
Characteristics of Effective communication
Effective communication consists the following characteristics:
 Clarity of Purpose: The aim of the message should be clear.
 Completeness: The message should be complete, and supported by
facts and observations.

 Conciseness: The message should not include any unnecessary details.
 Feedback: The message should be understood by the sender and
receiver; and the feedback should be timely and in person, and specific.
 Empathy: The speaker should step into the shoes of the listener and be
sensitive to their needs and emotions.

 Modify the message according to the audience: The information
requirement by different people in the organization differs according to

their needs. Use of jargons should be minimized.
 Multiple Channels of communication: using different channels
increases the chances of clarity and reinforces message.

 Make effective use of Grapevine: This important to identify, work
upon significant issues, and deliver formal messages/responses.

The 7Cs of Effective communication
These are the set of principles defined by M. Cutlip and Allen H. (1952)
1. Completeness: A complete message makes the communication smooth. The
receiver gets all the information he needs to process the message and take
action.
2. Conciseness: helps the receiver focus on what’s important, speeds up the
processing of information and caters for improved understanding.
3. Consideration: Effective communication takes into account the receiver’s
background and points of view. Tailoring message to your audience makes it
easier for them to process the information.
4. Concreteness: Specific, tangible, and vivid message helps the receiver gain an
overview of the broader picture. Concreteness mitigates the risk of
misunderstanding, fosters trust and encourages constructive criticism.
5. Courtesy and consideration: complement each other in effective
communications. respecting the receiver’s culture, values and beliefs; i.e.,
crafting a message genuinely polite and unbiased.
6. Clearness: Start with a clear communication goal and accurate thoughts; it
reduces ambiguities and confusion in the communication process.
7. Correctness: Correct grammar and syntax vouch for increased effectiveness and
credibility of your message. Formal errors might affect the clarity of message,
trigger ambiguity and raise doubts.
 Session Summary
 Communication is a process of exchanging ideas or information
between two or more parties using different medium
 Effective communication is very important in team building
process and team management for the achievement of
organizational goals.
 Skills of effective communication play a great role to build a
healthy relationship among team members, leaders and managers
 The team leaders need to communicate the members in assertive
ways and understand their feelings by giving due attention
 Active listening is more important to catch-up the motives and
feeling of members about their works
 Integrating effective communication skills like: clarity of the
massage, completeness, concreteness correctness, courtesy and
consciences are also required for successful relationship and team
work success.
I Thank You!
Samuel Elias (MA)

SLTL (SLA)
leul4samuelias@yahoo.com
+251 916 86 84 91

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ደቡብ አመራር አካዳሚ

South Leadership Academy

South Leadership Academy

Methods to be used for the training include:

In this session, we will discuss the basic concepts of

 Brain Storming Questions

skills, supervisory or management skills.

is closely related to the team’s purpose.

 Select an example of team and demonstrate team role

 Shares the glory of a job well done

 Facilitates solutions when things don’t go as planned

 Builds self-esteem and confidence

 Maximizes a leader’s potential and minimizes weaknesses

 Creates common goal that is to increase customer satisfaction

 Teams provide multiple perspectives on how to meet a need or

Teams are further classified into four:

Tomorrow’s organizations will be flatter, information based

 Questions for Reflection

III. Form and Built the Team:

IV. Provide Ongoing Assistance:

one-meeting or a few weeks while the leader is still

strained relationships among team members.

experience but basically the Storming stage deals with

 In this phase the team recognizes that their time

P - implies Purpose of Existence and Strong Value Orientation;

pillars of Trust & Cooperation;

measured by using specific measures;

1. What is team barrier?

 Team barriers refer to typical symptoms that cause a team for

 According to author Stephen Robbins (2018), when teams

have more than 10-12 people, the team finds constructive

and sub teams for different work packages, with the

interests, attitudes and values, the easier it is to promote

complement each other and help the overall performance.

and interrelate with others in a particular way.

of behavior, each of which is termed a team-role.

 Action oriented - Shapers, Implementers, Completer-

facilitator should be picked because of ability to

Team Environment Created by the Leader

 A conflict is the expression of disagreement between

 It can also originate from past rivalries and

the, work process - is not disrupted.

beforehand to ensure that the conflict does not arise.

 Organizational Learning is essential for company to remain in the

The Organizational Factors:

 It is important to understand and apply problem-

will it hurt our organization?

minutes, allow opportunities for others to confirm or question for

he/she can do to move the group forward.

 Differentiate emotional intelligence from other forms

team building and work-life

 Clarify how to deal with others in difficult situations

As defined by different scholars, Emotional intelligence is:

good decisions in life.

 Successfully manage  Know how to say the

In conceptualization of emotional intelligence (EI), all

Salovey and Mayer Goleman Theory: Petrides and Furnham