This is a presentation I delivered at the 9th National Playwork Conference in March 2011.

1. What Makes Teamwork Work
David Stonehouse
Senior Lecturer
Tel: 01695 657003
E-mail: stonehod@edgehill.ac.uk
the University of choice

2. In Small Groups
• Build a tower with whatever you have
with you.
• You can not use furniture or anything
already in the room
• The tower must be free standing.
• The tallest tower wins and must remain
upright for longer than 60 secs.
the University of choice

3. What Teams and Groups are you
in?
Within Work?
Outside of work?
the University of choice

4. My Groups
• Family, small. • Running Club
• Family, large • Residents Association
• Friends • Children’s Nurse
• Work. • Union
• Within work sub
groups X7+
the University of choice

5. Playwork Principles
(Skills Active, 2004)
3. The prime focus and essence of playwork is
to support and facilitate the play process and
this should inform the development of play
policy, strategy, training and education.
Team work is about delivering outcomes and
bringing about successful change
Through all our team working activities we need to
keep at the forefront what the prime focus and
essence of playwork is and the important role we
play within it.
the University of choice

6. Playwork Principles
(Skills Active, 2004)
4. For playworkers, the play process takes
precedence and playworkers act as advocates
for play when engaging with adult led
agendas.
As advocates for children and young people we
need to make sure that our teams are focussed and
working effectively for our children and families
the University of choice

7. Playwork Principles
(Skills Active, 2004)
6. The playworker's response to children and
young people playing is based on a sound up
to date knowledge of the play process, and
reflective practice.
We need to reflect upon the teams we are in
and whether or not they are successful in
achieving the Playwork principles and
children’s right to play within our
organisations.
the University of choice

8. Teams
The word team conjures up ideas and feelings
around sports and games.
“Each player in a team game has a position and
a specific responsibility. The skills of the
players are important but the strength of the
team depends more specifically on how well
the players combine.”
(Belbin,
2010a:97)
the University of choice

9. A Definition of a Team
“a small number of people with
complementary skills who are
committed to a common purpose, set
of performance goals and approach
for which they hold themselves
mutually accountable.”
(Herriot &
Pemberton, 1999:191)
the University of choice

10. Groups & Teams
A group can be any number of people who
1. Interact with one another
2. Are psychologically aware of one another
3. Perceive themselves to be a group
(Schein, 1988)
“It is usually the case that whereas teams need
leaders, groups need managers.”
(Williams, 1996:15)
the University of choice

11. Small vs Large Groups
 Small Groups,
- little structure / organisation required &
leadership can be fluid.
 As they get bigger,
- structure & differentiation of roles begins
- face-to-face interaction less frequent.
the University of choice

12. Larger Groups
 Larger Groups,
- structure & role differentiation vital
- subgroups start to emerge
- positive leadership vital for success
the University of choice

13. Even Larger Groups 25+
• Almost impossible to maintain eye contact
• Group interaction more superficial
• Increased debate & excitement
• More common ground
• Loyalty to large group falls
• More subgroups form
• Less able to use participatory methods
the University of choice

14. Factors Affecting Participation
• Content / task
- relevant; interesting; important
• Environment
- physical e.g. comfort
- social e.g. accepting
- psychological e.g. non-threatening
• Individual’s pre-occupation e.g. distraction
• Level of interaction & discussion – does everyone
understand
• Familiarity – does everyone know each other
the University of choice

15. The life of a team goes through
various stages
• Forming – the getting together
• Storming – arguing over who does what, who is the
leader
• Norming – establish rules for working together,
both explicit and implicit
• Performing – actually working well together to
complete the task
• Mourning – when the team breaks up
(Furnham, 1999:180)
the University of choice

16. Teams Are A Question of Balance
Not well-balanced individuals but
individuals who balance well
with one another.
(Belbin,
2010b)
the University of choice

17. Belbin’s (2010a) Teams – Nine Roles for a
fully effective group
1. The Chairman/ • The Plant – Genius,
Co-ordinator – imagination, intellect
Strong sense of • The Monitor/
objectives Evaluator –
• The Shaper – Judgement, discretion
Drive, • The Resource
challenges Investigator – explore
anything new
the University of choice

18. Belbin’s (2010a) Teams – Nine Roles for a
fully effective group
• The company • The
worker/Implementer Completer/Finisher
– practical common – capacity for follow
sense, hard working. through, perfection.
• The Team Worker – • Specialist –
promotes team spirit, professional
responds to people, expertise on the
diplomate. subject matter.
the University of choice

19. Belbin’s Teams Continued
 Too many people doing the same role
will lead to imbalance
 Too few roles and some tasks will not
get done
 In a small team individuals may have to
perform more than one role
(Belbin,2010b)
the University of choice

20. Problems In Teams & How To
Overcome Them.
The Monopoliser
- Ask for a contribution from each person
in turn.
- “That’s one suggestion; what
suggestions do other people have?”
the University of choice

21. Problems in Teams
The Silent Member
- Draw them into the discussion
- Challenging the person by asking them
what the problem is.
the University of choice

22. Problems in Teams
The Saboteur
- Challenging them sooner than later
- Find out what is making the person
want to undermine the group
the University of choice

23. Problems in Teams
The Habitual Joker/Clown
- Point out what happens to the group’s
work or discussion when the person
makes light of it
- Saying how you and the group feel
about such behaviour
the University of choice

24. Problems in Teams
The know-it-all
- Show to the member how the group
feels its work is being affected by this
behaviour
the University of choice

25. Eight Critical Success Factors for
Teams
• A Clear Elevating • A collaborative climate
Goal • Standards of excellence
• A results-driven • External support &
structure recognition
• Competent team • Principled leadership
members
• Unified commitment
the University of choice

26. Choosing a Leader
• Expertise
• Style of leadership.
• Initiation of work
• Workload expectancy
• Functional responsibility
• Hierarchical status
OR
Shared Leadership
the University of choice

27. Helping Teams to be Effective
Well managed meetings
- Have a designated Chair Person or
facilitator
- have an agenda including the purpose,
topics, lead person for each topic, and time
estimates
- Start on time and keep to time
- Keep minutes
- Action Points with individual responsibilities
assigned.
(Davy & Gallagher, 2006)
the University of choice

28. Building Rapport!!!
& Team Building
• Warm ups
• Team member introductions
• Games
• Team building exercises - outward bound
courses
the University of choice

29. National Occupational Standards
– Level 4 (Skills Active, 2010)
• PW20: Work with other organisations,
agencies and professional. Joint working
• A319: Recruit, select and keep colleagues.
Talks about skill of team building.
• A320: Allocate and monitor the progress and
quality of work in your area of responsibility.
Team working.
• PW17: Develop, manage and review
operational plans for play provision. Teams
within change.
the University of choice

30. Any Questions or Debate?
the University of choice

31. Bibliography
Belbin, R. M. (2010a) Team Roles at Work. Second Edition, Oxford, Butterworth
– Heinemann.
Belbin, R. M. (2010b) Management Teams: Why They Succeed or Fail. Third
Edition, Oxford, Butterworth – Heinemann.
Davy, A. & Gallagher, J. (2006) New Playwork: Play and Care for Children 4 – 16.
Fourth Edition. London: Thomson Learning.
Furnham, A. (1999) ‘Reaping the Benefits of Teamwork’ In: Billsberry, J. (ed) The
Effective manager: Perspectives and Illustrations. Milton Keynes. The Open
University.
Herriot, P. & Pemberton, C. (1999) ‘Teams: Old Myths and a New Model’ In:
Billsberry, J. (ed) The Effective manager: Perspectives and Illustrations. Milton
Keynes. The Open University.
Schein, E.H. (1988) Organizational Psychology. Third Edition, London, Prentice
Hall.
Skills Active (2004) Playwork Principles.
http://www.skillsactive.com/playwork/principles (accessed 8 February 2011)
Skills Active (2010) National Occupational Standards- Level 4.
http://www.skillsactive.com/training/standards/level_4/playwork (accessed 9
February 2011)
Williams, H. (1996) The Essence of Managing Groups and Teams. Essex,
Pearson Education.
the University of choice