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for a New Generation: A
Robinson, G, & Rose, M. (2007)
Bloomington, IN: AuthorHouse.
164 pages. ISBN: 978-1-4343-2411-5
View 'Teams for a New Generation' at Amazon.com
View 'Teams for a New Generation' at at Amazon.co.uk
Reviewed by Roger Greenaway in the Australian Journal for Outdoor Education, v12n1, 2008.
There has been much written about teams with an ongoing debate about the primacy of environment or dynamics as the most important element to effective teams. Yet the need for groups to be able to consistently tap into the collective intelligence present in the team is more and more important. This requires teams to move beyond cooperation, goodwill and consensus and be able to challenge individual and collective assumptions to see new alternatives. This book provides a simple but elegant model to understand how teams move past the mediocrity of consensus to innovative thinking that comes with Collective Learning. (extract from the publisher's description)
“This book provides a simple model to understand how teams
past the mediocrity of consensus to innovative thinking that comes
with Collective Learning. The purpose is to help facilitators move
experiential learning beyond the traditional notion of
The first half of the book comprises ten chapters that are mostly about collective learning and awareness (relational, personal and organisational). The second half of the book describes 12 ‘tools’ and 13 ‘activities.’ The ‘tools’ are a mixture of models and worksheets. Greg Robinson declares that one of his favourite ‘tools’ is a Challenge Course, though more logically the Challenge Course Climbing Tower is classified as an ‘activity’ rather than as a ‘tool.’ Collectively, these tools could be described as ‘diagnostic tools’ because their stated purpose is “to help the facilitator assess, track and pinpoint habits and tendencies that may be limiting the team’s effectiveness.” ...
It is interesting that the tools are intended to help the facilitator notice behaviours that may be limiting the team’s effectiveness. A facilitator of team learning will surely also want tools that that help them notice behaviours that are contributing to team effectiveness (not just limiting behaviours), as well as tools for teams to use (not just tools for the facilitator), as well as tools that get beneath behaviours...
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(The full review is published here with permission from the Australian Journal for Outdoor Education)
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