Four Outcomes Leaders Seek From Teambuilding Experiences
Photo by Alex Smith on Unsplash
Throughout my career, I have spoken to hundreds of managers, team leaders, event planners, and administrative staff in an effort to assess needs and plan perfectly customized team experiences. Those needs assessment conversations consistently revealed group leaders fit into one of four categories. To connect, discover, develop, or overcome.
Great experiential program designers understand how important outcomes are to the success of the event and the satisfaction of the client. And it does not matter how flawlessly you design or execute an event if there is a discrepancy between what the client really wants and what you offer.
What are the four reasons leaders want their team, organization, or school, to have an interactive teambuilding experience?
Connect
The primary reason for the event is human connection. The leader believes fun and human interaction are the most important thing needed for their team. They need opportunities to be around our coworkers and see them as people first, not their job title. They may seek out a company that does teambuilding events or plan their own thing.
Examples:
Bowling
Company picnic
Cookout / BBQ
Escape room
Scavenger hunt
Trivia night
Zipline/canopy tour
Pub crawl/getting drinks
The leader might say
We’ve been working hard and just need a break.
I want my team to get to know each other as people.
I don’t care if we learn anything, I just want everyone to have a good time.
We need our team to bond.
What success looks like
Employees are spending quality time together, but not talking about work.
The event was fun and memorable.
Any learning that takes place is the result of a novel experience, not intentional teaching or discussion.
2. Discover
Discover events can also be referred to as discovery learning. Whatever happens, is good. Participants do an activity, reflect on that activity, and go through the Experiential Learning Cycle. What, So What, and Now What are discussed. Whatever conversation that happens is the right conversation, whether or not it was the most important thing for the group to discuss or learn. Participants and facilitators discover together. There may be suggested topics to steer towards, but in general, it’s a very free-flowing learning environment.
Examples
Traditional challenge course programs
Traditional experiential learning programs
Connect activities paired with reflection and discussion
The leader might say
“Can we talk about communication or problem-solving?”
“I want our team to build trust.”
“I did a ropes course as a kid, and I want others to have that same experience.”
What success looks like
Activities are pertinent to the audience and engaging.
Concepts have real-world applications.
Learning comes from identifying teachable moments, reflection, and discussion.
3. Develop
In a developmental event, there are clearly defined concrete goals. The focus is knowledge acquisition, retention, and skill development. Good developmental events have a method of measuring effectiveness such as a pre/post-test or a retrospective self-assessment. Experiential activities and other playful and methods of engagement are only included to the degree that they reinforce the content. It is very clear to participants what they are supposed to do with the content they are learning.
Examples
Training and development workshops
Certificate programs
Connect activities paired with lecture, reflection, and discussion
The leader might say
“I want us to do a one-day workshop on conflict resolution tactics.”
“I want our team members to be certified in Crucial Conversations.”
“We need to improve our skills in collaborative project management.”
What success looks like
Employees can perform the skills they learned in the developmental workshop.
Participants think or act differently on a specific topic as a result of the event.
There is a tangible impact that lasts a significant time after the event.
4. Overcome
The final category is overcome. There is an actual problem and the leader knows it is crucial to fix it. Time and budget are secondary, they will pay what is necessary and take as long as is required to fix the problem. A pre-packaged workshop or developmental training is not enough to repair what’s broken. There is not a clear or identifiable path to flourishing.
Examples
Multi-session team coaching
Customized consulting packages
Multi-event programs or cohorts
May involve focus groups, assessments, interviews of team members, etc.
The leader might say
“I’ve already tried x, y, and z, but nothing has worked. I don’t know what to do, or how to fix it.”
“Our work culture is toxic. We need significant time and effort to make this a healthy place for employees.”
“I don’t care what it costs or how long it takes, we are going to make sure this is an organization where people feel like they belong.”
What success looks like
Participants engage through the process over the long haul.
When new employees hear stories of the past, they find it hard to believe the organization was ever that dysfunctional.
Slow, painful, authentic progress.
Conclusion
Before planning your next team event, determine which of these four categories best fits what you want to accomplish. I have worked with far too many group leaders who erroneously believed they could improve the skills of teamwork, leadership, problem-solving, communication, collaboration, empathy, and trust with a two-hour connect program of some games and a zipline.
Reflection and Action
Before planning your next team event ask yourself:
What are we trying to accomplish?
How much time do we have?
Is it realistic to believe we can accomplish (insert goal) in the time we have using (insert method)?
The event is successful if…?
Do I need a vendor or should I plan this event in-house?
Is my vendor qualified and experienced in the outcome category we need?
