BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 1

Appendix A
Learning Group Formation Activities
Dysfunctions Description of Dysfunction Activities Time Allotted
Dysfunction 1: Absence of
Trust
Trust lies at the heart of a functioning
team (Lencioni, 2002, p. 195).
1. People Bingo
2. Personal History Exercise
3. Nine Dots
4. Lifelines
2 hours
Dysfunction 2: Fear of
Conflict
All great relationships, the ones that last
over time, require productive conflict in
order to grow (Lencioni, 2002, p. 202).
1. TKI
2. Roles and Labels

3 hours
Dysfunction 3: Lack of
Commitment
Commitment is a function of two things:
clarity and buy-in (Lencioni, 2002, p.
207).

1. Slide Show 30 minutes
Dysfunction 4: Avoidance
of Accountability
Accountability refers specifically to the
willingness of team members to call their
peers on performance or behaviors that
might hurt the team (Lencioni, 2002, p.
215). .

1. Brown Bag
2. The Tallest Tower
45 minutes
Dysfunction 5: Inattention
to Results
The ultimate dysfunction of a team is the
tendency of members to care about
something other than the collective goals
of the group (Lencioni, 2002, p. 216).

1. How Many Squares? 30 minutes

Activity Descriptions
People Bingo
Instructions
Discussion
On a sheet of paper, make a list of ten interesting characteristics or
experiences. Start by listing on the left-hand side of the page the list of criteria,
or statements about yourself that others do not yet know. For example, I have
traveled out of the U.S. or I enjoy collecting something, I supervise
employees. Once your list is complete, walk around the room and form pairs
or groups based on common interesting characteristics (as listed on the left-
hand side of your paper). As you find people that share some commonality
with your list, write their names down on the right-hand side of the page, next
to the statement you both have in common. Based on those you have the most
in common with, begin to form a separate group.
Once all groups are formed based on commonality,
share as cohort your discoveries and thoughts on the
commonalities, including your feelings and thoughts
around those you unexpectedly found to have past
experiences in common.


Personal History Exercise (Lencioni, 2002)
Instructions
Share some personal history with peers. As a start, each of the following questions can be answered, adding additional information
based on the comfort level of the individual: number of siblings, hometown, and unique challenges of childhood, favorite hobbies,
first job, and worst job.


BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 2



Nine Dots
Instructions
Discussion
Draw nine dots on a flip chart (draw an example for group). Each team has 2
minutes to work individually to figure out how to connect all nine dots using
only four lines and without lifting the pen off the paper. Try doing the same but
now as a group, each group has 2 minutes to complete. As a group, draw your
results on the assigned flip chart.
As a team, discuss the results, including which
method took longer (individual vs. team), who
emerged as a leader, who was trusted to guide the
team, who remained quiet and followed the lead
of others.

Lifelines
Objective
Materials Instructions
High level of disclosure, high risk, discovers some
of the "hot" buttons and why they are so important.
This activity is good for a group that works closely
together and has a high level of investment.
Caution: can be emotional and take quite a bit of
time.
Large pieces of
newsprint, markers
or crayons
Each member draws a line on a paper to represent the
highs, lows, significant events, turning points, etc. of
her/his life to date (can also project into the future).
Indicate peaks, dips and label areas of the timeline to
help explain it. Members share their lifelines with
other members. The group can ask questions, but
everything remains confidential.

Thomas-Kilmann Conflict Mode Instrument (TKI)

Objective
Discussion
In order to deal productively with
conflict, we must first understand how
each of us approaches and reacts to
conflict. The TKI assessment is a useful
tool in understanding how an individual
copes with conflict.

Upon completion of the assessment, as a team, analyze the result by team member,
highlighting areas that can serve as potential drawbacks in the future, strengths that can
add value to a team. During the discussion, each team member should be mindful of his
or her feelings, thoughts and initial reactions as you hear peers share the results of their
assessment. Part of what is shared should include these insights.
Upon completion of the group discussion, each group must share with the rest of the
cohort what was learned as a team, and as an individual. Probing questions should
include:

Where you surprised by your results or those of others on your team?
Did you begin to think how you would function on a team with particular
individuals based on their responses to the assessment?


BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 3



Roles and Labels

Objective
Materials Instructions Discussion
To observe how roles can
play out in a group, examine
roles people play and identify
both the positive and
negative aspects of roles.
Post-it notes with
labels or other
head band type
labels, paper, tape,
string.
Give each person a role to wear on
their head. Ask them not to look at it,
but put it on directly. Tell the group
that their task is to build a something
of their choosing using the materials
given. Ask them to treat people
according to their labels. Designate at
least an observer who will not
participate in the task. Have the team
begin the role pay.
Discussion should center on these
questions:
1. What did you think your label
said?
2. Are there labels among our
group? How did it affect your
participation? How does it
affect participation?


Slide Show

Instructions
Description Tactics
In slide show the players
will be freezing into
positions one after
another while the
presenter justifies each
'slide' and tells a story.
This game is done best with lighting cues for the position changes. Each
time the lighting drops, the players on stage scramble into a new position.
When the light comes up the presenter (usually just off stage miming a
controller) must justify the new positions that the players have taken on.
Slide show will be stronger if the presenter identifies a lead character, and
resolves each slide around the lead character. Don't be afraid to endow
players in the slide as inanimate objects like trees or lamps. The players
that make up the slides should keep a few things in mind. Everyone does
not need to be in every slide. If the story is going in a certain direction try
to continue with the story. Save the crazy positions for later in the scene,
or when the scene is dying. The players need to support the presenter, and
listen to the presenter. Eventually a story will be told and the slide show
will end.
The players on stage can
get into stranger and
stranger positions. All the
players can run off stage
leaving a blank stage. The
players can keep the same
position slide after slide.
The presenter can
comment that a slide is in
backwards or upside
down, or out of focus
requiring the players to
accommodate the slide.

Brown Bag Discussion

Objective
Materials Instructions
To have an opportunity to discuss
group issues in a fair and respectful
way.
Small pieces of paper, paper bag

Have each person write down favorite quotes,
drawing them out one at a time and taking
about what they mean to the group.

The Tallest Tower

Objective
Discussions
Each team must complete the tallest tower
possible within the given time frame.
Each member should identify three to five behaviors that surfaced during the
exercise, and three to five things that they will commit to going forward based on
what they learned.


How many squares?

Objective
Instructions Discussion
To raise awareness about the
importance of considering the
perceptions and opinions of other
people.
Draw a large square on the flipchart sheet.
Divide the square into smaller squares. Ask
each team to count the total number of
squares. List the various answers on the
flipchart.
As a team, discuss why you think answers
differed from one person to another. Also, what
did the activity teach you about the perceptions
of other people and your level of attention to
details?



BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 4



Appendix B
Kepner Tregoe Decision Making Model
Developed in the 1960s by Charles H. Kepner and Benjamin B. Tregoe, the Kepner
Tregoe decision making is a structured methodology for gathering information and
prioritizing and evaluating it. The model is divided into four dimensions:
Situational Appraisal Clarify the problem
Problem Analysis Defining the problem and its root cause
Decision Analysis Identify alternatives. Risk analysis
Potential Problem Analysis Alternatives are further scrutinized against potential problems and negative
consequences; actions are proposed to minimize risk

Sample Analysis
1. Prepare decision statement. Include desired results and required actions
2. Define:
a. Strategic objectives must haves
b. Operational objectives want to haves
c. Restraints limits in the system
3. Rank the objectives and assign relative weights







4. List alternatives. Generate as many potential courses of action as possible whether
immediately feasible or not
5. Score each alternative
a. Eliminate any alternative that does not fit the must haves
b. Go through each alternative, rating each against a Want Scale of 1 to 10
c. Multiply the weight of the objective by the satisfaction score to come up
with the weighted score
d. Repeat this for each alternative









BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 5



6. Choose the top two or three alternatives and consider potential problems or
negative effects of each
7. Consider alternatives against all of the negative effects
a. One at a time again, rate alternatives against adverse effects, scoring for
probability and significance








8. Analyze the weighted score versus the adversity rating for each and choose the high
scoring one
9. Consider the winning option against each negative consequence and suggest a plan
of action to minimize the adverse effects


BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 6



Appendix C
Group Dynamics: Its Characteristics, Team-Building & Details


























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Appendix D
We Will All Lead In Some Way Do It With Grace

The fundamental state of leadership is a temporary psychological condition. We become less
comfort-oriented and more purpose-centered. We stop asking, What do I want? Since what we
want is to be comfortable, this question keeps us in the reactive state. Instead we ask, What result
do I want to create? (Fritz, 1989). An honest answer to this question tends to create an image or
vision that may attract us outside our comfort zone and into the uncertain journey that is the
creative state. (Quinn, 2004, p. 21)















BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 10



Creative States to Draw From
Authentic Engagement: Know that everyone,
including you, is by nature a hypocrite.
Understand that monitoring and reducing
hypocrisy is your greatest source of power. Know
that you must compromise while knowing what
you will not compromise. (Quinn, 2004, p. 120)
Responsible Freedom: Understand that foolish
freedom leads people to destroy their own
resources. Recognize that responsible freedom
means choosing to become more than you are
now. Focus on the results you want to create.
Realize that only when you are growing can you
know your best self. (Quinn, 2004, p. 182)



BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 11



Dealing with Things We Dont Want To



The two foremost barriers to excellence are planning and communication. (Cummings &
Worley, 2009, p. 10)
Humans dont merely find ways to act unnaturally; they find ways to enjoy activities that arent
inherently enjoyable. (Grenny, Patterson, Maxfield, McMillan, Switzler, 2013, Influencer, p. 81)

Four Tactics to Help People Love What They Hate
Allow for Choice Tell Meaningful Stories
Create Direct Experiences Make It a Game
BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 12



Evaluating Team Performance


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Judging People's Strengths
Power as Capacity
Leverage an attribute of the power
holder
knowledge / skill; admiration /
interpersonal attributes ;
expressiveness; reputation

Power as
Dependency A person can have power over you only
if s/he has something you desire
the importance of resources /
alternatives to resources / scarcity of
resources


Types of Power Softness collaboration / integration
Rationality reasoning
Laterality discussion / negotiation

What is the reaction of the team to the way power and influence are employed in the
community?
BUILDING THE PI PRIME ORGANIZATION AS A BRAIN 14