Facilitation Guide: Team Development Using the Feedback Game

Introduction

The Feedback Game is designed to help teams progress through the stages of group development using Daniel Ofman’s Core Quadrant model, as aligned with Bruce Tuckman’s stages of team development (Forming, Storming, Norming, Performing). The game encourages introspection, feedback, and team-building, with exercises tailored to each stage of development.

Overview of Models

Daniel Ofman’s Core Quadrant Model

In Ofman’s model, the Core Quadrant consists of four elements:

1. Core Qualities: A person’s natural strengths.
2. Pitfalls: The negative counterpart of a core quality, which emerges when the quality is overused.
3. Challenges: Positive qualities that balance out the pitfalls.
4. Allergies: Negative qualities in others that an individual is highly sensitive to, often because they are the opposite of their own core quality.

In the Feedback Game, we refer to Core Qualities and Challenges as “Strengths” and label Pitfalls and Allergies as “Distortions.” This naming is used to emphasize that core qualities and challenges are both positive attributes, while pitfalls and allergies are distortions of those positive traits. By making this distinction, the game helps participants understand how strengths can be enhanced and how distortions can be mitigated for personal growth and team development.

For a deeper dive into Daniel Ofman’s Core Quadrant model, you can read more on this blog.

Bruce Tuckman’s Team Development Stages

Bruce Tuckman’s model describes four stages of group development that teams typically go through to reach high performance. These stages are:

1. Forming: The team is in the early stages of coming together. Roles and responsibilities are unclear, and team members may be cautious and polite. Trust is still being built, and individuals are focused on understanding their place within the group.
2. Storming: In this stage, conflicts arise as team members express their opinions, roles are challenged, and working styles clash. This is a critical phase where teams must navigate disagreements and differences to avoid stagnation.
3. Norming: After working through the conflicts, the team establishes clear roles, norms, and processes. There is a stronger sense of unity, and members begin to cooperate and collaborate more effectively.
4. Performing: At this final stage, the team operates at a high level of performance with minimal friction. Dissent is welcomed and used constructively to drive improvement, as members are confident in their roles and responsibilities.

Forming Stage: Getting to Know Each Other Through First Impressions

• Applicable Tuckman Stage: Forming
• Objective: To help new team members give and receive feedback based on first impressions, fostering quicker team familiarity.

Cards Used: Strength cards only (remove distortion cards)

Instructions:

1. Remove the distortion cards.
2. Place all strength cards face-up on the table.
3. Each player writes down the core strengths they recognize in their teammates based on first impressions.
4. One by one, each player receives feedback from the team on their perceived perceptions, supported by examples.
5. The player then has an opportunity to respond to the feedback.

Facilitator Notes:

• Focus feedback on first impressions and perceptions.
• Ensure all team members give and receive feedback equally.

Storming Stage: Overcoming Differences Through Introspection

• Applicable Tuckman Stage: Storming
• Objective: To help team members overcome differences by sharing personal strengths and giving feedback, thus fostering better understanding.

Cards Used: Strength cards only (remove distortion cards)

Instructions:

1. Remove the distortion cards from the deck.
2. Shuffle the strength cards and deal 5 cards to each player.
3. Place the remaining deck face-down in the center of the table.
4. The youngest player starts by drawing a card, giving them 6 cards in hand.
5. The player selects one card to discard, leaving 5 cards that they feel best represent their own strengths. This step allows the player to reflect on how they see themselves (introspection).
6. The discarded card is then given to another player. The player decides who among the team members is best suited for the card and explains, with an explicit example, why they believe that team member fits the strength on the card. This ensures the feedback is based on perception and is understood by the recipient.
7. The recipient places the card face-up for everyone to see.
8. Continue until all cards are drawn and distributed.

Facilitator Notes:

• Ensure that all feedback given is positive and free of judgment. Encourage participants to focus on sharing perceptions without criticizing or labeling anyone’s behavior negatively.
• Ensure that the feedback given when discarding cards is supported by clear examples.
• Encourage open communication and reflection, helping team members address differences constructively.

Norming Stage: Deepening Introspection and Feedback

• Applicable Tuckman Stage: Norming
• Objective: To deepen team introspection and provide feedback to strengthen the team’s functioning.

Cards Used: Both Strength and Distortion cards

Instructions:

1. Shuffle the deck and deal 5 cards to each player.
2. The remaining deck is placed face-down in the center.
3. The youngest player begins by drawing a card, giving them 6 cards in hand.
4. The player selects one card that fits them best and discards one card that fits them the least.
5. The discarded card is given to another player, with an explanation of why that person fits the strength or distortion on the card.
6. The recipient places the card face-up for everyone to see.
7. Continue until all cards are drawn and distributed.

Facilitator Notes:

• Make sure each player provides examples when giving feedback.
• Ensure feedback is based on perception and encourage players to see it as a reflection, not absolute truth.
• Facilitate balance so everyone receives equal feedback.

Performing Stage: Seeking Confrontation to Drive Improvement

• Applicable Tuckman Stage: Performing
• Objective: To enable team members to give feedback on areas of improvement while exploring personal challenges. In the performing stage, dissent is embraced as a tool for growth and improvement.

Cards Used: Distortion cards only

Instructions:

1. Shuffle the distortion cards and deal 5 cards to each player.
2. The remaining deck is placed face-down in the center.
3. The youngest player begins by drawing a card, giving them 6 cards in hand.
4. The player selects one card that represents a personal distortion (a behavior they recognize as a weakness or challenge) and discards it.
5. The discarded card is given to another player, with an explanation of why that person may exhibit this distortion. The player provides an example of when they observed this behavior.
6. The recipient acknowledges the feedback and places the card face-up for everyone to see.
7. After each round, the players discuss how the distortion relates to a core strength and identify potential personal challenges to balance out the distortion.
8. Continue until all cards are drawn and distributed.

Facilitator Notes:

• Encourage participants to embrace dissent and explore differences as a way to improve performance.
• Ensure the focus remains constructive, linking distortions to personal growth opportunities.
• Monitor the discussion to keep the conversation respectful and productive.

Final Reflection

At the end of the game, hold a reflection session to discuss the following:

• How well did introspection align with feedback from teammates?
• What areas of personal or team growth were identified?
• How can the team use these insights moving forward?

Conclusion

The Feedback Game, structured according to Tuckman’s stages of team development, helps teams reflect on personal strengths, distortions, challenges, and interpersonal dynamics. Facilitators should ensure that the environment remains supportive and respectful while guiding teams through meaningful feedback and personal development.

Appendix

Here is the full overview of all Core Qualities, their Pitfalls, corresponding Challenges, and Allergies, based on the strengths used in our Feedback Game and Daniel Ofman’s Core Quadrant model.