In yesterday’s post I wrote about my love of teaching. In the work I do, there are two areas of learning I love facilitating most. One is helping students learn ways to build effective teams and foster an environment where everyone understands how each member can best contribute to the team. The second is in the area of helping students learn about their strengths.
In my last post of 2021 I asked my readers the question: What are some of your “themes” that have emerged this year, and what do they tell you about possible directions for your 2022? In my first post of 2022, I shared an example from my life on how I met a goal I’d set for 2021 - the act of inviting more writing and creativity into my life.
In my post on March 17, I wrote that the vast majority of young people are not taught how to collaboratively co-build an effective team or to curate the ongoing factors needed to maintain a strong team environment. This led to tips on how to lay the foundation of a team by creating a shared understanding of each member’s past team experiences – both good and bad.
Thinking back to teams you were part of in school, or even now, do you usually step into a leadership role or do you take the time to understand how each of your group members wants to contribute and then decide how you can best contribute to the group’s work? Both are equally valuable ways to contribute to teamwork, but it’s when each approach is misunderstood that problems occur.
Let’s start with a question this week. Have you ever been part of a team or group experience where you’ve thought to yourself: “To heck with it, I’m just going to do everything myself because it’s the only way it’s going to get done right?” I ask this at the beginning of many of the workshops I facilitate on building effective teams, and without fail, almost every person raises their hand.