Module 1

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Building Partnerships

Outcomes

As a result of completing this module, participants will be able to:

• Make an informed decision to become part of a decision-making team
  
  
• Identify how different team roles help group members work together
  
  
• Understand how conflict can be a stepping stone to change
  
  
• Develop team ground rules
  
  
• Contribute to the effective functioning of a team

Key Concepts

• When staff and parents work as partners to make decisions, programs become more responsive and family centered. Also, both staff and parents are provided opportunities for personal growth.
  
  
• Staff and parents can develop an effective decision-making partner ship by embracing and accepting each others' experiences,
  perspectives, and group interaction styles.
  
  
• Partnerships for decision making require a great deal of self examination, introspection, and understanding of individual and group dynamics.
  
  
• Decision-making partnerships work most effectively when the individuals involved have had an opportunity to get to know each other and practice working together.

Background Information

We usually think of shared decision making in the context of formal bodies such as the Policy Council or parent committees. However, Head Start programs have many other opportunities for parents and staff to be part of decision making teams. These teams may come together to make a single decision or to work on a long-term project. Through these opportunities, staff and parents can develop and practice critical team partner ship skills that they can apply both in the Head Start program and in their daily lives.

While partnership in decision making is a goal of each Head Start program, it cannot be taken for granted that people arrive at their center ready to make decisions in partnership with others. On the contrary, this collaborative effort may be a new experience for many parents and staff alike. Therefore, preparation and training are essential to success.

The activities in this module provide opportunities for current team members to build their partnership skills. Activities should be conducted with parents and staff who are likely to be working together on decision-making teams such as curriculum committees, activity coordinating commit tees, parent committees, or other planning groups. Activities are designed to maximize communication among team members, which is essential to the partnership-building process.

These activities also may be used to prepare both parents and staff who are not yet involved in a decision-making team but are likely to be so at some point in their Head Start experience.


Activity 1-1: Problems and Solutions

Purpose: This icebreaker activity demonstrates the idea that problems usually have a variety of possible solutions, and that asking many people for their input at the beginning of the decision making process can generate many creative solutions. It also sets the stage for the training activities that will follow.

Materials

Handout 1: Problems and Solutions; pens or pencils.

Process

Divide participants into small groups of five to eight and, if possible, have them seated at round tables.

Explain to the groups that they will be working to brainstorm solutions to several problems. Distribute one copy of Handout 1 to each group. Ask for a volunteer from each group to write down a problem that needs to be solved. This could be a personal problem, for example, "How can I keep the squirrels in my yard from being so destructive?" Or the question could be more broad, for example, "What can we do to solve the problem of poverty in our state?" Also ask them to think about a solution to their problem but not to write it down.

All the other group members should take turns writing a solution on the handout, starting at the bottom and then folding it up so the next person does not see what has been written.

Ask each volunteer to read aloud his or her problem and the solutions that were suggested. After group has reported out loud, these questions:

• What is your reaction to the range of ideas that were suggested by your group?
  
  
• How did you feel when your suggestion was read out loud?
  
  
• What did you learn from this exercise?

Debriefing

Introduce the workshop activities that follow by covering these points:

• Making decisions is a natural part of life. People are faced with issues that call for them to make decisions every day. Sometimes, the situations are such that a person makes a command decision (made by one person), other times decisions are consultative (when a person invites input prior to making the decision alone), and sometimes is sues call for consensus (when the people most affected share responsibility for finding a solution everyone can live with).
  
  Working together in partnership provides opportunities to develop many possible solutions when problem solving.
  
  
• This training guide focuses on building the capacity of staff and parents to make consensus or partnership decisions. It is based on the belief that a program is more responsive and family centered when staff and parents share decision making. In addition, there are more opportunities for personal growth (for staff and for parents).
  
  
• Working in partnership to make decisions also helps to build owner ship in the decision itself. When everyone feels they have been in cluded in the decision-making process, the decision itself is easier to carry out.
  
  
• Working in partnership with parents to make decisions is not new to Head Start programs. What may be new to some programs is the commitment to provide more meaningful opportunities for more parents to be involved in decision making.
  
  Conclude by providing an overview of how the activities you have selected will help program staff and parents work together in a variety of decision-making partnerships.
  

  
  Activity 1-2: Getting to Know You
  
  Purpose: This coaching activity prepares individuals for becoming members of decision-making teams by having them reflect on their own experiences as decision makers.
  
  Materials
  
  Handout 2: Making Decisions; pens or pencils; lined paper.
  
  Process
  
  Have participants imagine that they have been asked to become part of a decision-making team, such as the mayor's task force to help curb violence in the community. Ask them what their initial reactions might be to such an invitation. Would they feel honored or overwhelmed? What do they think the experience would be like? What concerns do they have about their own abilities to contribute?
  
  
  

Coach Preparation Notes: The above questions are meant only to get participants thinking. Do not ask for answers.

Explain to participants that this exercise will help them take stock of the many kinds of decisions they make every day, so that they can become more confident of the skills they bring to any group. The activity also will help them explore any hopes and fears they may have about joining a decision-making team.

Distribute Handout 2 and have participants fill it out individually. Tell participants that they will not be asked to share any specific information that they write, so they should be as candid as possible.

Debriefing

When participants have completed the handout, ask these questions:

• What did you learn about yourself when you made your list of decisions?
  
  
• Do you have any questions or concerns about becoming a team member that you would like to discuss now?

Ask participants to keep the handout so they can look at it later. Explain that you would like to meet again after they have completed the workshop activities in Module 1 to see if their hopes and expectations have been met and if their anxieties, fears, or concerns have been addressed.

Activity 1-3: Getting to Know You

Purpose: This activity helps individuals become better acquainted with each other-an important first step in becoming a team.

Materials

Large illustrations, one for every two participants (for example, 10 pictures for 20 participants). The pictures should be pasted onto cardboard or stiff paper and cut in half.

Process

Begin by stating that the reason they are all at this workshop is because they are partners on a decision-making team. This team may be a committee, planning group, work group, steering committee, or even the Policy Council/Policy Committee or Parent Committee. Each kind of team may have a very different task to perform or decisions to make, but if it is effective it has one important element in common: individual
members have, as their highest priority, the accomplishment of team goals.

Ask participants to reflect on the following questions:

• When have you been part of a group (for example, within Head Start, at your job, in your community, or even within a social group) given the task of solving a problem or making a decision?
  
  
• When was working as a group a positive experience and when was it not?
  
  
• When did you feel the experience was an opportunity for personal growth and when did you feel your time was not well spent?
  
  
• Why do some decision-making teams seem to work well together, while others do not?

Trainer Preparation Notes: These questions are meant as "stage setters." They are intended to be read through with only brief pauses to give participants a moment to reflect. They are not intended to be asked and answered one at a time.

Ask participants to raise their hands if they have had both positive and negative experiences in decision-making groups. Note that most often, people have had a range of experience working in groups. Sometimes it works well, other times it does not. So what makes the difference? One key factor is how well prepared individuals are to work together.

As in any relationship, partnerships need time to develop. This means that individuals need to get to know more about each other, to learn more about how they interact as a group, to build trust levels among members, and to decide what "ground rules" work best for their group. The way to prepare to work together as partners is by getting better acquainted.

Divide participants randomly into pairs by passing around a box full of pictures (for example, magazine illustrations, photographs, etc.) that have been cut in two. Have each participant draw from the box. Then have them find the person holding the other half of their picture. When every one has found their partner, explain that they will have 15 minutes to interview each other using the following questions (post on chart paper):

• What are you most proud of (for example, your family, your job)?
  
  
• What do you like to do in your spare time?
  
  
• What kinds of things do you think you do well?
  
  
• Why are you interested in working on a decision-making team?

Debriefing


When the interviews have been completed, bring the participants back together. Have the partners introduce each other to the whole group. Conclude the activity by reminding participants that this activity was just to "break the ice." Getting to know the other members of their team will be an ongoing process.

Trainer Preparation Notes: You may want to extend this activity to provide more opportunity for participants to become acquainted. For example, after completing the interview, ask participants to create a visual representation of their partner (for example, a drawing, puppet, or collage) to use when making their introductions. This kind of project can be fun and can extend the time participants work together.

Activity 1-4: Understanding My Role on a Team

Purpose:In this activity participants will examine their personal strengths
and how they play a role in supporting a team.

Materials

Handout 3: Understanding Team Roles: Where Do I Fit In?; pens or pencils; lined paper.

Process

Set a context for this activity by telling participants that they will be looking at team roles. Every role on a team is important because it helps the team to function and achieve goals. People often play more than one role to meet the needs of the group.

Give each participant Handout 3. Explain that this handout looks at five basic team roles and presents just one of many possible ways of viewing team functioning. Let them know that the activity focuses on natural strengths or abilities that individuals exhibit on teams.

Next, read through the directions and ask participants if they have any questions. Encourage participants to take the time to reflect honestly on their experiences.

Debriefing

Ask participants the following questions:

• What are the roles you have carried out on a team?
  
  
• Do you think you are strongest at any particular role?
  
  
• Why is it important that different team members take on different roles?

Summarize by stating that because there are a variety of team roles to fill, everyone has an opportunity to apply their strengths to the decision-making process.

In closing, remind participants that the purpose of this activity was to help them identify their personal strengths. However, like other skills, working as an effective member of a team takes practice. End by suggesting that they may want to try out other team roles to build new skills.

Activity 1-5: Working Together

Purpose: This activity gives participants an opportunity to observe how members of a team work together to make decisions. Participants will gain an understanding of various team roles and how each is important.

Materials

Handout 4: Organizing the Junk Drawer; Handout 5: Team Observation Sheets; a variety of household items, junk, or classroom supplies with different shapes, sizes, colors and textures; pens or pencils; lined paper.

Process

Introduce the activity by pointing out the following:

• Each team member brings to the group a wealth of experiences, beliefs, and expectations that must be respected if the partnership is to function effectively.
  
  
• Team roles are a natural and necessary part of team functioning as members work together to achieve the goals and objectives of the team.
  
  
• Roles are not stagnant. Sometimes, a team member might play one role, sometimes another. A member might even play more than one role during a single team activity.

Continue by stating that participants are all no doubt familiar with some roles that are usually assigned (for example, facilitator, recorder, or time keeper). These roles enable the team to begin to function. However there are roles that help the group maintain itself, and enable teams to develop and work effectively in a partnership. In this activity participants will observe five roles and how each helps the team move forward towards its goal.

To begin, ask for four to six volunteers to be the problem solvers (Team 1). Assign everyone else to Team 2. Provide Team 1 members with Handout 4: Organizing the Junk Drawer and the bag of assorted items. Ask them not to begin until you explain the role of Team 2. Ask Team 1 to leave the room for a few minutes while Team 2 is briefed on its assignment.

Tell Team 2 participants that they will be observers. To help focus the observation, each participant should select one of the observation sheets from Handout 5.

Direct Team 2 members to take a moment and read through their Observation Sheets. Their task is to watch for examples of behavior, communications, or comments that help illustrate the roles outlined on their sheets.

Distribute pens and paper to Team 2 so they are able to take notes.

Ask if anyone from Team 2 has any questions. If not, ask Team 1 to come back into the room. Ask Team 1 to come to the front of the room so they can easily be observed. When both groups are ready, ask Team 1 to empty the contents of its junk drawer bag and begin. Allow 10-15 minutes for the activity.

Trainer Preparation Notes: Make sure Team 1 waits until it is back in the room to begin and discussion and decision making.

Debriefing
Have Team 1 explain the process they used in deciding how to organize the "junk drawer," in other words, how the group came to its decisions.

Then invite members from Team 2 to explain the roles on their observation cards and any examples of those roles which they observed.

Emphasize the following points:

• People approach the same task and see the same information in different ways.
  
  
• The diverse ways that different members view and approach a problem can help the group achieve its task.
  
  
• Team members who fill different roles question and discuss each other's reasoning, thus enabling the group to move toward its goal.

Activity 1-6: Managing Conflict

Purpose:This activity is designed to help participants understand that conflict is a natural part of human interaction. Conflict can have positive or negative effects, depending on how it is managed.

Materials

Handout 6: Dilemma Cards; chart paper; markers; easel.

Trainer Preparation Notes: Make enough copies of Handout 6 so that when participants are divided into small groups, each group will have three dilemma cards.

Process

Introduce this activity by stating that when people hear the term "conflict," they often assume that it is something negative that should be avoided at all costs. For example, the word is often used to mean a fight, hostility, or even war. But conflict also means a difference in opinion or ideas. For example, one committee member might propose one solution to a problem while a second committee member proposes another. While exploring these options, the committee might even generate a third (and possibly better) idea. Conflict is a natural part of human interaction and when man aged wisely, it can lead to solutions. In other words, conflict (that is, differing points of view) can be a team strength. How individuals and teams deal with conflict will determine if it supports or undermines partnership efforts.

State that there is no one magic way to resolve conflict but that understanding the source of conflict is an important starting point for managing it.

Write these three sources of conflict on chart paper: informational, within relationships, and related to values. As you discuss each, ask the group for one or two examples from their own experience.

• Informational
  Sometimes people have differences of opinion or perspective because they have different information. For example, one member of a group may feel that few parents care about their children's education and Head Start because only six showed up for the meeting. Another group member may know that many parents are working or in school and cannot attend the meeting, and feels that six parents is a good turnout. If information is the root of conflict, providing more information and providing opportunities for people to hear each other can help them develop the perspective to resolve conflict.
  
  
• Within Relationships
  When people respect and trust each other, they are more apt to be open to each other's points of view and to resolving differences of opinion. Conversely, relationships that aren't working can get in the way of resolving conflict. For example, say that Ms. A and Mr. B are members of a decision-making team. If Ms. A does not trust Mr. B and feels that Mr. B is only out to "feather his own nest," Ms. A may not be willing to consider Mr. B's opinion no matter what it is. If the relationship itself is the root of conflict, no amount of additional in formation is likely to resolve it. Mending fences (that is. the relation ship) may be the place to start.
  
  
• Related to values
  Sometimes differences in opinion stem from beliefs or values, many of which are deeply rooted in one's personal history and culture. For example, Ms. A may believe that children should be "seen and not heard" while Mr. B believes it is healthy for children to question authority figures, including parents. This type of conflict can be a challenge to resolve because there is no right or wrong answer.

Divide participants into small groups and ask each group to select a recorder. Give each group three dilemma cards from the selection on Handout 6. Explain that their task is to discuss each of their dilemmas using the questions listed on the card. Allow 30 minutes for discussion time.

Reconvene the large group and ask each recorder to report on one of their dilemmas by briefly describing the situation and then by recapping what the group decided were the sources of conflict and how they could be handled. If time permits, have recorders report on their other dilemmas.

Debriefing

Sum up this activity by stating that an important first step in resolving a dilemma is to look at the possible sources of conflict. Note that by under standing the source, they can focus on what strategies to use to manage the conflict. Lead a discussion of the following questions:

• What have you learned from this activity that you can apply to your work together as a team?
  
  
• What types of conflict still make you feel uneasy?
  
  
• What can you do to become more comfortable with conflict?

Ask participants to keep the sources of conflict in mind when developing ground rules for their team, which they will do in workshop Activity 1-8.


Activity 1-7: Conflict Makes Me Feel...


Purpose: This activity provides participants with an opportunity to reflect upon their own beliefs about conflict and their personal reaction to it within their team.

Materials

Handout 7: My Feelings About Conflict; pens or pencils.

Coach Preparation Notes: This activity works best as a follow-up activity to workshop Activity 1-6: Managing Conflict

Process

Begin by stating that conflict (or differences in perspectives) is a natural part of working though a group process. The diversity of perspectives and approaches within a team helps to generate ideas and facilitate change. In other words, conflict can be considered a strength if it is managed wisely.

Not everyone is automatically comfortable with conflict, especially in a group setting. In fact, each member of a team may feel about and react to conflict in very different ways. For example, some may shy away from conflict and will "give in" rather than explore differences of opinion. Others may feel it is impolite to disagree or argue with another person in public. Others may have different ways of dealing with conflict depending on the topic and/or the individuals involved. Finally, some may feel managing conflict is one of their strengths.

Tell participants that this activity is to help them reflect on how they feel about conflict and how they work best at managing it. It is also an opportunity to identify ways in which other members of the team or you as the coach could help them become more comfortable with managing team conflict.

Distribute Handout 7: My Feelings About Conflict. Offer participants the option of completing this activity with other members from their team, with a trusted colleague, or by themselves. Select a time and place to meet and discuss the results of this activity with participants.

Debriefing

Once participants have completed the activity, use the following questions to engage them in a discussion:

• What would you want your fellow teammates to know about your feelings toward conflict?
  
  
• If you could change anything about how you react to conflict, what would you like to change?
  
  
• How can your fellow teammates support you in making this change?

Conclude the activity by reminding participants that managing conflict is part of every team member's role and responsibility and it is a skill that requires ongoing practice.


Activity 1-8: The Rules We Live By

Purpose: This activity allows participants an opportunity to think through the conditions necessary for building trust and respect between group members and to use this information to develop their team's ground rules.

Materials

Chart paper; markers; easel; tape.

Process

In a calm, serious manner, ask each individual to think of a secret that they have never shared with anyone before. Allow participants the opportunity to reflect and for the tension to build. After a few minutes of silence, ask participants to call out the conditions that would be necessary if they were going to share this secret. (Usually participants are relieved as they realize they are not going to have to reveal their secrets!)

Record the conditions on chart paper. Then discuss how these same conditions are necessary for a successful decision-making partnership. Ideas generated might include: trust, respect, acceptance, positive relationship, honesty, ability to keep confidences, etc. Allow 10-15 minutes to discuss the importance of the ideas generated.

Summarize this part of the activity by emphasizing that effective partner ships are based on mutual trust and respect. All team members are responsible for developing and nurturing these key ingredients. One way of defining everyone's responsibility is to develop a plan for working together a set of rules everyone will be expected to know and follow.

Post the following definition:

Ground rules are guidelines that make clear what is expected from everyone on the team.

Since everyone will be expected to follow the ground rules, it is essential that everyone on the team develop and agree to them.

Some ground rules are logistical (for example, team members will be on time so meetings can start promptly). Others concern interpersonal communication (for example, feedback will be courteous and respectful). And some ground rules govern behavior (for example, it is part of every team member's responsibility to keep the group on task).

Divide participants into three groups. Assign each group a category (logistical, interpersonal communication, or behavior) and ask them to brainstorm a list of ideas for ground rules for their category. Remind participants that they may want to refer back to the conditions for trust that they generated in the first part of this activity.

Allow 15-20 minutes for groups to brainstorm. Have each group tape up their lists.

Bring the large group back together and allow some time to review all the small groups' lists. Explain that the team should use these ideas as a springboard for creating a single set of ground rules. Remind participants that even though all of the ideas on the lists are important, they will need to establish some priorities. Facilitate a discussion on identifying the new ground rules.

Trainer Preparation Notes: You may want to suggest a reasonable number of ground rules (for example, five to eight) so that the list does not become too overwhelming or hard to remember.

Once the ground rules have been identified, check with the group to see if there is any item on the list that causes anyone concern. If so, continue discussion until a set of rules are developed that is acceptable to all participants.

Debriefing

End the discussion by reminding participants that every member on the team shares the responsibility for using these ground rules as a guide for how they relate to other team members.

Ask participants if they are beginning to feel more like a team. Remind them that forging a team relationship takes time. Also, as in any successful relationship, it will take an ongoing effort on everyone's part to keep the relationship healthy and functioning well.


Next Steps: Ideas to Extend Practice

• Plan a fun social activity that will help team members get to know each other better. Fun, social experiences can be an effective strategy in bonding individuals into a team.
  
  
• Observe other groups in action and identify the different roles members play. Groups to observe could include the local school board, Policy Council, church, or community group.
  
  
• Becoming comfortable with new team roles takes time and practice. Work in pairs to try different team roles. Copy Handout 3 onto heavy paper and attach the arrow to the center to make a game spinner. Spin the arrow and select an item from the wedge. Strategize with your partner on how to model that behavior (for example, how you would say things, what you would do).
  
  
• Volunteer on a team outside Head Start (such as on a community project) to practice the skills learned in the module. Local projects could include a rally against budget cuts, a community clean-up, or local fund raising activities for charity.
  
  
• Have participants take stock of the other groups or teams they are involved in within Head Start. At your next meeting, ask if everyone is clear about the team's "ground rules." If not, use the activities in Module 1 to help your team develop or renew its ground rules.
  
  
• Redo your list of hopes and concerns from Activity 1-2 and compare it to the first list you made. If several members of your team share some anxieties and concerns, make a plan for additional training to help meet expectations and overcome fears. Or, develop your own action plan.

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