Team Building & Development
CPAL #
Delivered by Chad Cook & Katherine Burik Cook Consulting & The Interview Doctor (330) 329-3137 Date:
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Table of Contents TOPIC
PAGE
Why Teams
3
Organizational Readiness for Teams
4-5
Team Types & Models
6 - 15
Team Orming Model Team 4 P Model Team Facilitator Maturation Model
Team Life Cycle Model Team Star Model
Team Assessment
16 - 26
Assessing Business Outcomes Team Performance Scoreboard Team Health Audit
Team Performance Worksheet Team Competency Team Member Competency
Team Planning
27 - 28
Planning Format
Team Description Purpose/Mission Metrics/Measurement
29 - 36 Goals/Priorities Team Guidelines
Team Roles Sponsor
37 - 39 Leader
Member
High Performance Teams
40 - 41
Team Pitfalls
Team Development Techniques
42 - 43
Team Tools
44 - 65
Affinity Diagramming / Notestorming Agendas, Time Management, Facilitation Winstar Two-line Exercise Gray Matter Ball Toss Team Building Agenda
Meeting Leadership Team Development Helium Stick Global Voting
Team Skills Nominal Group Technique Team Decision Making SWOT Analysis
MultiVoting Decision-Making Matrices
Teaming With Style
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Why Teams? Misuse of the word team has created many questions about the value and benefit of teams.
True teams deliver synergy that cannot be achieved from individuals working alone.
They empower people to deal with and handle more complex business issues because of the balance achieved through having many heads focusing on an issue versus one alone.
They reduce risk of failure by focusing many heads on issues, opportunities and options, thus ameliorating the risk associated with the solution or answer operationalized.
They foster empowerment to grow and take on more difficult business problems and opportunities both for the individual team members and the team as a whole.
They increase creativity, innovation and continuous improvement when structured appropriately.
They tend to be very flexible and versatile in changing direction quickly as the business demands it.
They remove the individual bias and personal perspective in favor of the team and business priorities.
They bring a check and balance aspect to productivity within the organization by making decisions across disciplines and functions without territorialism impacting the decisions.
They foster personal growth and expansion of capability for individuals and the team.
They embrace and support change much more quickly as a team, than as individuals.
Confidence in competence is increased such that bigger and bigger challenges can be undertaken and assigned.
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Readiness for Teams Assessing organizational readiness for teamwork The successful development of teamwork does not take place in a vacuum. A good deal depends on the larger organizational context. Teamwork flourishes in some organizations but struggles to get off the ground in others. Assessments of your organization's readiness for work teams can be used to create a road map for team building activities. Knowing where you are as well as where you are going will increase the effectiveness of your efforts. There are specific questions you can ask to help you judge whether your organization is ready for teamwork. If the answer to any of the following questions is 'No' then appropriate action must be taken before embarking on a team-building program. 1. Is the need to improve the performance of work teams accepted by everyone as a business imperative? 2. Is there a willingness to provide resources to allow better team work to come about? 3. Are employees ready to be empowered? 4. Are the employees right for teams? 5. Do employees have a shared sense of interdependence? 6. Is there little likelihood that push to develop stronger work teams will be lost due to the departure of a key person? 6. Is there little likelihood that push to develop stronger work teams will be lost due to the departure of a key person? 7. Will the transformation to work teams be implemented throughout most of the organization?
Yes
No
Yes
No
Yes Yes Yes
No No No
Yes
No
Yes
No
Yes
No
1. Is the need to improve the performance of work teams accepted by everyone as a business imperative? This is the most important organizational influence on the promotion of team work. If the business case is sufficiently strong the case for stronger team working will attract the appropriate level of support throughout the organization. 2. Is there a willingness to provide resources to allow better team work to come about? Support systems are essential to the enhancement of team effectiveness. The most important support systems are: training, leadership, reward and measurements, communication, goal setting, and team integration. Effective teams are continuously supported with these resources throughout their existence. © 2013 Cook Consulting
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3. Are employees ready to be empowered? This may seem an unusual requirement but working in teams leads to increased autonomy, participation, and responsibility. Autonomy refers to a sense of personal control over one's work. Participation is the extent that an individual believes they can contribute to organizational decisions. Responsibility is the degree of personal commitment a person brings to their job. 4. Are the employees right for teams? Building team work involves raising expectations among all employees that they will have increased autonomy, participation and responsibility. Employees who believe that what they do determines what happens to them in life are important to the successful growth of teams. These people value the autonomy that they feel when working in a work team because they like to make their own decisions. Employees who believe that they have no control over their destiny, usually perform better in more autocratic settings and may have trouble making the transition to work teams. 5. Do employees have a shared sense of interdependence? Organizations whose employees feel they do not need to depend on each other to get their jobs done have few reasons to engage in team building. It takes additional effort to work in a team, so it is important to know that there will be a benefit from a team effort. 6. Is there little likelihood that push to develop stronger work teams will be lost due to the departure of a key person? The development of stronger teams takes time and the sustained commitment of a small number of key people who are seen as champions of team work. In reality people tend to move from organization to organization and this is especially true of virtual organizations or parts of organizations that are structured around information and computermediated technologies. One way to minimize distributions caused by the departure of key staff is to make sure that the out-going 'champion' trains a successor in advance. Another is to ensure, where possible, that there are two key people with shared responsibilities for team-building. 7. Will the transformation to work teams be implemented throughout most of the organization? Work teams that are implemented in isolation from the rest of the organization, for example where team working is developed selectively in some departments, may be sabotaged by the suspicions of colleagues in other areas of the organization. If team working is seen by non-work team employees as fundamentally different, they may be viewed as suspicious and fail to attract the support they require. The organizational environment in which teams will operate must be receptive to the transformation, particularly if the teams exist in a virtual, ICT-supported environment.
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Team Types & Models True teams have a few things in common that identify them as a team: 1) They have a Team Description or Charter consisting of the Team Mission, Goals, Priorities, Norms and Membership 2) They have accountabilities for achieving specific business outcomes 3) They work together to achieve the Team outcomes 4) They have an organizational sponsor 5) The members like working together
Types of Teams: Leadership or Business Teams – Assigned specific roles for achieving business outcomes with no time limits (Executive Teams, Plant Leadership Teams, Self-Directed Teams, …) Project Teams – Assigned specific projects with limited timelines (Construction Team, Machine Installation Team, Ideation Team, …) Process or Functional Teams – Assigned accountability for specific work processes with no time limits (Functional Teams, M&A Teams, Cell Teams, …)
Team Growth Models (See examples on the next few pages) Orming Model – Forming, Storming, Norming, Performing, Adjourning Team Life Cycle Model – Structuring, Organizing, Applying, Achieving, Excelling Star Model – Safety, Measurement, Leadership, Development, Communication Team Development Model – Purpose, Positions, Process, Performance Empowerment Model – Facilitation
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Forming, Storming, Norming, Performing, Adjourning team development model The Ing Model provides a good explanation of team development and behavior be it a formal team or a workgroup team. As the team develops maturity and ability, relationships establish, and the leader adjusts his/her leadership style. Beginning with a directing style, moving through coaching, then participating, and finally to a delegating and empowering level. (see diagram) This progression of team behavior and leadership style can be seen clearly. The authority and freedom extended by the leader to the team members increases as the control of the leader reduces. Control Low Empowering
Leader
Control High Directing
Control High
Team Moves from high control of decisions, planning, problem solving, and resource management to low control through training and delegation to team members
Forming
Storming
Moves from low control of decisions, planning, problem solving, and resource management to high control through training and delegation from leader Control Low Norming
Performing
Adjourning
Team Maturity The progression is: 1. forming 2. storming 3. norming 4. performing 5. adjourning Features of each phase:
forming - stage 1 High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships.
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Processes are often ignored. Members test tolerance of system and leader. Leader directs.
storming - stage 2 Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches.
norming - stage 3 Agreement and consensus is largely formed among team members, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables.
performing - stage 4 The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions using criteria pre-agreed to with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style differences and process issues along the way. Team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees.
adjourning - stage 5 Adjourning, is the break-up of the group, hopefully when their task is completed successfully, their purpose fulfilled; everyone can move on to © 2013 Cook Consulting
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new things, feeling good about what's been achieved. Celebrations of success and/or achievement of the team are needed for team members to have closure so they can move on to the next challenge. From an organizational perspective, recognition of and sensitivity to people's vulnerabilities in this fifth stage is helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from this change. Feelings of insecurity would be natural for people with a high need for constancy, a regular routine and strong relationship needs. The Ing Model was created by Bruce Tuckman in 1965 and updated in 1975. ORMING MODEL
STORMING
FORMING
Common Feelings
Common Behaviors
Excitement, anticipation & optimism
Attempts to define the task and decide how it will be accomplished
Pride in being chosen for the team
Initial, tentative attachment to the team
Attempts to determine acceptable team behavior and how to deal with team problems
Suspicion, fear & anxiety about the job aheady
Decisions on what information needs to be gathered
Abstract discussions of concepts and issues; or for some members, impatience with these discussions
Discussion of symptoms of problems not relevant to the task; difficulty in identifying relevant problems
Arguing among members even when they agree on the real issue
Defensiveness and competition; factions and “choosing sides”
Questioning the wisdom of those who agreed with the goals and appointed the other members of the team
Establishing unrealistic goals; concern about excessive work
A perceived “pecking order,” disunity, increased tension and jealousy
Resistance to new approaches to the task and to quality improvement
Sharp fluctuations in attitude about the team and the chances for success
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ORMING MODEL
PERFORMING
NORMING
Common Feelings
Common Behaviors
A new ability to express criticism constructively
An attempt to achieve harmony by avoiding conflict
Acceptance of membership in the team
Relief that it seems everything is going to work out
More friendliness, confiding in each other, and sharing of personal problems; discussing the team’s dynamics
A sense of team cohesion, a common spirit and goals
Establishing and maintaining team ground rules and boundaries (the “norms”)
Constructive self-change
Ability to prevent or work thorough group problems
Close attachment to the team
Members having insights into personal and group processes, and better understanding of each other’s strengths and weaknesses Satisfaction with the team’s progress
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TEAM LIFECYCLE STRUCTURING Team is identified and designed
EXCELLING
ORGANIZING
Team achieves results that consistently meet or exceed the Mission, Vision, Goals, Objectives & customer needs
Team develops operating guidelines, identifies stakeholders / customers and completes Team Description
TEAM LIFECYCLE
ACHIEVING
APPLYING
Team consistently achieves objectives supporting the Mission and meets customer / stakeholder expectations
Team begins working to meet Mission, while testing the Team Description and Operating Guidelines
1994 Prism Performance Systems
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Team Star The concept and model started out with a five-pointed star and the five key areas of team responsibility were listed The star has as many points as there are accountabilities on the team Each point represents a role for a team member (sometimes an individual will take on two roles in addition to his/her individual contributor role. So some stars have seven points and add Supplies and Maintenance to the points.
Safety
Measurement
Leadership
Development
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Communication
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TEAMS How Teams Develop Structurally
The 4 P’s PURPOSE
Create Vision Develop Mission Define Goals Facilitate Alignment Identify Boundaries
POSITIONS
Team Roles Applying Functional Expertise Understanding Interpersonal Style Utilizing Diversity
PERFORMANCE Success Indicators Baseline Measures Scorecards
PROCESS Communicating Resolving Conflict Solving Problems Making Decisions Reinforcing 1991 Prism Performance Systems
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SELF-MANAGING TEAM FACILITATOR MODEL Group Member Behavior Underdeveloped Group
Traditional Teamwork
Un-empowered Fully Empowered Execute Facilitator’s Directions
Area of Group Membe r Control
Stage 1
Self-Managing Teamwork
Some Empowered
More Empowered
Participate when Requested in Planning, Directing, Controlling, Critical Thinking
React, Request Feedback, Test Out Dialog
Stage 2
Take Responsibility for Establishing Planning, Direction & Control
Stage 3
Stage 4
Group Member Control
0-6 Mos. (Settling In)
6-9 Mos. (Opening Up)
9 Mos.–1½ Yrs. (Participating & Reflecting)
1½ – 2 Yrs. (Transforming)
Team Facilitator Control
Plan, Direct, Control
Empowered Super Empowered Traditional Group Leadership
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Coach, Counsel, and Open Communication
Involve Through Participative Strategies and Critical Thinking
More Empowered
Very Empowered
Enlightened Team Leadership
Group Facilitator Behavior 14
Teach Others to Lead Themselves
Super Leadership
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Area of Continue d Facilitato r Control
Team Assessment Various aspects of team performance need to be measured in order to determine their success:
Business outcome achievement within the criteria set for delivery o Delivery to commitments reflected in their Team Description o Business metrics – Team Performance Worksheet & Scoreboard
Team capability as reflected by its journey to becoming a high performance team o Team or Group? o Member competency (see score board for matrix example) o Team Health Audit o Team Member Competency & Preferences
Team Leader Support & Effectiveness
Assessing Business Outcomes Monitoring, assessing and communicating team progress is just as important as doing this for each individual performer in the organization. The team is as critical as any individual in achieving its goals. Based on this there will be unique organizational forms and charts that reflect progress. Scorecards, charts, graphs, performance review forms, etc. The challenge is to make the performance progress format easy to communicate so everybody knows how performance is progressing over time. The first format that can help with this is the Team Performance Worksheet. The second is the Team Performance Scorecard.
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Team Performance Worksheet Complete the table below by identifying the results, objectives or performance targets and success indicators that align with your Team Description/Charter and Team Plan. Then determine the tracking method and reporting procedure you would expect the team to use to track performance. Performance Targets
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Success Indicators
Tracking Method
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Reporting Procedures
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Team Performance Scoreboard These could be data in charts, graphs, etc. that reflect key progress measures of team performance. Typically they are updated bi-weekly or monthly.
Team Scoreboard PROCESS IMPROVEMENT
Budget to Plan Jan Target 200,000 Dec Actual Budget 150,000 Budget Nov 100,000 Oct
Feb Mar
50,000 0
Apr
Sep
May Aug
Jun Jul
Cross-skilled Matrix
0.30 00 0.25 00 0.20 00 0.15 00 0.10 00 0.05 00 0.00 00 0
LEARNING & GROWTH 8 9
Joe 0KSE 1 2 3 4 5 6 7 X X Mat 0 X tSean X Jill 0 X X Don 0 Doug Sarah 0 X X X Harr 0 X yOpal X X Pam 0 X Deb 0 X X Jan 0 0
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Time Improvemen t
2
4
6
8
1 0
Target Actual
1 2
1 4
Customer Satisfaction Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 5.00
CUSTOMER VALUE
4.00 3.00 2.00 1.00 0.00
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Satisf Target Actual
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Team Competency Are You a Member or a Leader of a Group or a Team? Teamwork has become an overused word. The label is applied to groups of all kinds whether or not they are really teams. How, then, can you judge whether your groups is a team? Here are a few measures that could be used to make an evaluation. Respond with a yes or no to the following questions and write your response on this page. Convene your group / team and discuss the answers and agree to what could be done to improve your team environment. 1.
Do members of your work group have a strong commitment to the achievement of organizational goals? Is getting the job done a top priority? Are the goals and tasks clearly understood and accepted by everyone? Does a sense of urgency, excitement, and purpose permeate the group’s work meetings?
2.
Do members of your work group respect one another? Do they actively listen? Do they openly communicate their feelings? Are they wiling to give and receive constructive feedback about their work?
3.
Is full participation a norm in your group? Do all members take responsibility for helping others participate in group discussions, problem solving, and decision making?
4.
Are members generally cooperative with one another and with other work teams?
5.
Do members feel a sense of loyalty to individuals and to the group as a whole? Has each member made an emotional investment in the total group?
6.
Do group members feel committed to the implementation of the group/s decisions?
7.
Has the group taken responsibility for its own learning and development?
8.
Is the group capable of objectively evaluating its own work? Will members take corrective action on their own? Do the members care enough to sense problems and gather data in an effort to understand what might be making the group less effective?
9.
Do group members recognize situations where collective effort can be more effective than individual effort? Conversely, do members recognize when tasks are more effectively handled by an individual(s) rather than the total group?
10.
Is the group familiar with the concept of synergy? If so, do members attempt to reach synergistic outcomes when they work together?
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Team Health Audit If you are a team, use this survey to audit your strengths, weaknesses, opportunities and threats, over time. See the next page for the analysis portion of the process based on the 4P Model shared earlier in this workbook.
Name
Team
Date
Directions: Rate your level of satisfaction to the questions below using a scale of 1 to 4. 1
very dissatisfied
2 somewhat dissatisfied
3
somewhat satisfied
4 very satisfied
How satisfied are you: a.
With the definition of the team’s purpose?
1 2 3
4
b.
That expectations and boundaries for team activities are clearly defined?
1 2 3
4
c.
That the team has set specific and measurable goals?
1 2 3
4
d.
With how well the team’s purpose corresponds to the needs of the larger organization?
1 2 3
4
e.
That the leadership of the team performs effectively?
1 2 3
4
f.
That your responsibilities as a team member are clear?
1 2 3
4
g.
That the team members have the knowledge, skills and experience to accomplish the team’s purpose?
1 2 3
4
h.
That team members actively listen to and support one another?
1 2 3
4
i.
That team members share information and ideas freely?
1 2 3
4
j.
With the team’s ability to assign tasks to members and follow-up on the tasks?
1 2 3
4
k.
With how conflicts are resolved?
1 2 3
4
l.
With decision-making and problem solving in the team?
1 2 3
4
m.
With the overall progress of the team?
1 2 3
4
n.
With how the team measures and tracks its performance?
1 2 3
4
o.
That the team spends time considering how to be a better team?
1 2 3
4
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Team Health Audit Worksheet Team Name:
Date:
Purpose Team Member Scores
Average
Range
Team Member Scores
Average
Range
Team Member Scores
Average
Range
Team Member Scores
Average
Range
a. b. c. d.
Positions e. f. g.
Process h. i. j. k. l.
Performance m. n. o.
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Team Health Audit Processing the Team Audit Ask each team member to complete the survey. Collect the surveys and post the ratings by team member name on a flipchart or whiteboard. If your team has not achieved a level of trust that enables this posting by name, post them without names. Discuss: 1. Strongest and weakest “P” for the potential cause(s). a) Based on whether it is Purpose, Positions, Process or Performance, share your thoughts about what the opportunity appears to be for improvement. 1. Review each question for the strongest and weakest ratings. a) Discuss the three strongest and the three weakest questions to identify additional opportunities for improvement 2. Review each question for the most and least variable responses (range) between scores. a) Look for variations of score between member ratings to identify the most and least variation questions. Discuss why there are such differing views and opinions. Remember, no right and no wrong – it just is. 3. Develop an action plan for improving the highest priority team opportunity as identified by this Audit Survey. a) Identify and write down the actions necessary for the team to take to improve the area identified. b) Identify the accountable individuals and identify one as the leader for the change. c) Set a time frame or other metrics in place to assure it is being worked on consistently and diligently. d) Schedule progress reports in every meeting to indicate status of the change.
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Team Member Competency Your Team Member Preferences Directions: This is a survey, therefore, there are no right or wrong answers. Please answer each item according to how you honestly feel you function now as a team member rather than how you used to be or how you would like to be. Each sentence has four possible endings. Circle the a, b, c, d choice that you feel is most like you. Put an “X” across the a, b, c, d choice that you would like to be in the future. Each question (1-18) will have a circled choice and an “X” choice when you are finished. 1) During team meetings, I usually: a. Provide the team with technical data or information. b. Keep the team focused on our mission or goals. c. Make sure everyone is involved in the discussion. d. Raise questions about our goals or methods. 2) In relating to the team leader, I: a. Suggest that our work be goal-directed. b. Try to help him/her build a positive team climate. c. Am willing to disagree with him/her when necessary. d. Offer advice based on my area of expertise. 3) Under stress, I sometimes: a. Overuse humor and other tension reducing devices. b. Am too direct in communicating with other members. c. Lose patience with the need to get everyone involved in discussions. d. Complain to outsiders about problems facing the team. 4) When conflicts arise on the team, I usually: a. Press for an honest discussion of the differences. b. Provide reasons why one side or the other is correct. c. See the differences as a basis for a possible change in team direction. d. Try to break the tension with a supportive or humorous remark.
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Your Team Member Preferences (continued) 5) Other team members usually see me as: a. Factual. b. Flexible. c. Encouraging. d. Candid. 6) At times, I can be: a. Too results oriented. b. Too easy going. c. Self righteous. d. Shortsighted. 7) When things go wrong on the team, I usually: a. Encourage greater emphasis on listening, feedback, and participation. b. Press for a frank discussion of our problems. c. Work hard to provide more and better information. d. Suggest that we revisit our basic aims. 8) A risky team contribution for me is to: a. Question some aspect of the team's work. b. Push the team to set higher performance standards. c. Work outside my defined role or job area. d. Provide other team members with feedback on their behavior as team members. 9) Sometimes other team members see me as: a. A perfectionist b. Unwilling to reassess the team's mission or goals. c. Not serious about getting the real job done. d. A nitpicker. 10)I believe team problem solving requires: a. Cooperation by all team members. b. High level listening skills. c. A willingness to ask tough questions. d. Good solid data.
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Your Team Member Preferences (continued) 11)When a new team is forming, I usually: a. Try to meet and get to know other team members. b. Ask pointed questions about our goals and methods. c. Want to know what is expected of me. d. Seek clarity about our basic mission. 12)At times, I make other people feel: a. Dishonest because they are not able to be as confrontational as I am. b. Guilty because they don't live up to my standards. c. Small minded because they don't think long range. d. Heartless because they don't care about how people relate to each other. 13)I believe the role of the team leader is to: a. Ensure the efficient solution of business problems. b. Help the team establish long range goals and short term objectives. c. Create a participatory decision making climate. d. Bring out diverse ideas and challenge assumptions. 14)I believe team decisions should be based on: a. The team's mission and goals. b. A consensus of team members. c. An open and candid assessment of the issues. d. The weight of the evidence. 15)Sometimes I: a. See team climate as an end in itself. b. Play devil's advocate for too long. c. Fail to see the importance of effective team process. d. Overemphasize strategic issues and minimize short term task accomplishments. 16)People have often described me as: a. Independent. b. Dependable. c. Imaginative. d. Participative.
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Your Team Member Preferences (continued) 17)Most of the time, I am: a. Responsible and hard working. b. Committed and flexible. c. Enthusiastic and humorous. d. Honest and authentic. 18)In relating to other team members, at times I get annoyed because they don't: a. Revisit team goals to check progress. b. See the importance of working well together. c. Object to team actions with which they disagree. d. Complete their team assignments on time. Analysis and Sharing Take a look at your choices and identify the ones where you want to make a shift from where you are today, to where you would like to be in the future. Prioritize these shifts based on the one that will have the greatest positive impact on the group, first. Draft a plan for how you could accomplish this shift and share it with your teammates. Ask for their help in working with you and providing feedback in the form of Praise or Constructive Suggestions.
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Team Planning Every team is created to address a business need in the form of delivering an outcome, service, solution, etc. To do this effectively requires the team to assemble a plan and them implement it. Plans consist of: 1. A listing of actions, projects or activities to be performed. 2. An indication of accountability (an individual) for each action, project or activity 3. A time frame for delivery of the action, project or activity. Sometimes additional metrics reflecting quality, volume or some other measurement of completion is associated with the action, project or activity. Frequently teams will assign or ask for a volunteer to be the accountable person to lead the plan components and then ask for volunteers to support the person in accomplishing the plan. The accountable person will report progress every time the team meets from that point until the plan is completed. An example of a plan format appears on the next page.
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PLANNING FORMAT Goal
Activity/ Event/ Project
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Detail
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Time Frame
Accountable
Metric
Team Description
The Team Leader or Sponsor could draft the Team Description independently or create it together. They must be sure they agree on the content before sharing it for input from team members
An agenda for sharing the Team Description could appear as follows: 1. Vetting for engagement – involving the members in the validating of the Team Description is a must in that it enables them to provide input, ideas and thoughts about what will work best in accomplishing the Team Mission and Goals. Vetting helps expand understanding of the need, and expectations of each other as well as the level of capability required to achieve the desired outcome/challenge. 2. Involving for commitment and accountability – With the sharing and expansion of the Team Description, members will hear and understand each others opinions and ideas. They will also learn a lot about how each other operates and communicates. Their input and involvement will cause them to identify their own level of interest and energy that they are willing to exert in accomplishment of the Team Mission/ Purpose. 3. Planning for deployment – as an expansion of the Team Description, a notestorming process for identifying additional detail about “How” the goals will be achieved is often undertaken. This process engages and energized members with the specifics of what is to be accomplished and the metrics associated with these projects and activities. See the Planning Format in this workbook for an example of the form in which team plans for accomplishing their work Strategies and Goals could be completed.
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Team Description Team Name Sponsored By Mission
Goals 1. 2. 3. 4. 5. 6. Climate
Membership
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TEAM DESCRIPTION Team Name Sponsored By
This individual supports the team, but is not a member of the team. He or she must have enough control of resources and power to break down organizational barriers. This individual must be able to coach the team, as well as measure and evaluate team performance.
Mission 20 to 25 words identifying the primary customer/client, the primary service/product, and the link to supporting the Company’s business.
Goals 1. 2. 3. 4. 5.
Identify 3 to 6 statements that reflect where you will invest the teams’ resources of time, money, information, and people in achieving its’ mission. To do this; brainstorm all the actions you feel must be done to achieve the mission, and then group them in categories. Give the categories outcome names and place them by the goal numbers.
6. Climate
Membership
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Indicate how you are going to work together to accomplish the mission and goals defined above. What will the environment be like? i.e., an open atmosphere where respect is given to all contributors, tasks that are committed to are completed on time, and in a quality manner, all ideas and opinions are listened to before a decision is made, …
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TEAM DESCRIPTION Team Name Sponsored By
Example
The Arcadia Plant Leader Team Joe Mylanta (VP of Operations for Mother Co.)
Mission To provide leadership and administrative services to support Arcadia’s associates in their efforts to achieve annual operations plans. Goals 1) Structure the Arcadia organization. 2) Prepare and communicate Arcadia’s operational plan. 3) Measure & report performance of Arcadia & associates. 4) Allocate resources. 5) Maintain Arcadia’s systems and procedures. 6) Develop Arcadia’s human resources. 7) Maintain facilities, equipment, and machines to support the operation. 8) Remove barriers to Arcadia’s performance. Climate Leadership is appointed on a permanent basis: however, when expertise is required in a situation or a particular meeting, any member can become the leader. Decisions will be made by consensus. Individual contributions in meetings will be reinforced and respected. Any team member may call a meeting. All meetings will have an agenda which will be distributed one day prior to the meeting. Action steps from each meeting will be recorded and distributed to each member within three working days following the meeting. The Leader Team will model those tools and practices that other Arcadia teams are to use. Confidential information will be respected. Team progress will be reviewed quarterly and a summary report prepared for the sponsor. Each team member will be actively involved in learning to be a team member, a team leader, and a team sponsor. Membership Jack Steed (Team Leader) Marilyn Rafner Jacob Ebinic
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Cheryl Dwarfner Harold Dueber Rob Peters
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MISSION / PURPOSE
Primary customer identified
Primary Product or service described
Business need/link established
25 words or less
Memorable and clear to any associate, customer, etc.
GOALS / PRIORITIES
Three to five outcomes sequentially listed from the most to least important that are essential for success
Provide the basis for measurements
They are not the only outcomes, just those that are key (80:20)
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MEASUREMENTS / METRICS Describe results quantitatively and/or qualitatively Form is such that the object is stated first followed by the verb and the descriptors Example:
Qualitative Developmental resources are readily available that meet design staff needs.
Quantitative Results are completed within cycle time and consistently meet published standards
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OPERATIONAL GUIDELINES FOR TEAMS (Generic) 1. Team decisions will be made by consensus. Work decisions will be delegated to specific sub-teams or members. 2. Written agendas will be prepared for each meeting and will be used to “control” the time and topics included in the meeting. 3. Agendas will be distributed to members at least three days prior to the scheduled meeting. 4. Minutes will be prepared and distributed to members and the sponsor within three days after the meeting. 5. Minutes will record: a. Attendance b. Accomplishments c. Actions to be taken and completion date d. Accountability for actions e. Agenda items for the next meeting, date & location 6. The leader will be selected by the team for a specified time unless the sponsor appoints him/her. These are the duties: a. Prepare agenda b. Facilitate meetings c. Coach members d. Liaison with sponsor e. Instructs f. Monitors tasks assigned to team members 7. A scribe or team administrator may be selected by the team to: a. Schedule meetings b. Prepare and distribute correspondence c. Prepare minutes and distribute d. Offer administrative tasks to support the team 8. Any member will be prepared to lead when the situation calls for his/her expertise. 9. Members will reinforce other members for contributions and avoid criticism. © 2013 Cook Consulting
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OPERATIONAL GUIDELINES FOR TEAMS (Generic) 10. Confidentiality will be observed by all members. 11. The team will conduct periodic “health audits” to determine how well tasks and relationships are being managed. 12. The sponsor is not a team member, but instead will support the team by: a. Structuring the team b. Securing members c. Coaching d. Providing feedback and reinforcement e. Removing barriers f. Providing resources 13. Members of the team are accountable for: a. Attending meetings b. Actively participating c. Preparing assignments d. Managing positive relationships e. Using good process skills in problem solving f. Assuming leadership when needed g. Continuously learning 14. The team will prepare a plan that lists their activities and projects. This plan governs the items that will appear on agendas. 15. Procedures will be established for: a. Team member travel b. Use of e-mail & other electronic communications c. Securing monetary funds d. Securing other resources e. Meeting locations, frequency, etc.
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Team Roles Sponsor Role Every team must have a sponsor. Sponsors are accountable for their team’s performance. The sponsor is not a member of the team, yet should keep close to the team to ensure success. When the sponsor and the team communicate effectively, and the sponsor supports the team’s efforts, the probability that the team will succeed is significantly increased.
Setting and communicating direction for a specific team
Communicating progress to the organization
Supporting the team process without becoming directly involved in the work of the team
Coaching team leaders and members to help improve team performance
Accepting accountability for the team’s success or failure
Helping access resources needed for team success
Removing barriers that impede the team’s progress
Maintaining close contact with his/her team to prevent problems and keeping results within the Team Description / Charter and Plan
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Team Roles Team Leader Role Each team must have as formal team leader. The role of the leader is to guide the team toward achieving its team mission. The team leader may be appointed by management or selected by the team members. The team leader role may rotate among the members on a yearly cycle. The responsibilities of the team leader include, but are not limited to:
Facilitating team meetings.
Coordinating between-meeting activities.
Coaching team members on the use of tools to analyze and resolve issues.
Fostering a positive team environment.
Managing appointment of team members into team roles as needed.
Training team members.
Supporting the team.
Clarifying team member assignments and accountabilities.
Acting as the primary liaison with the sponsor.
Handling disagreements or conflicts constructively.
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Team Roles Team Member Role Team members are the fundamental element in the success of the team. Each team member:
Takes an active role in making the team a success.
Attends and participates in team meetings.
Accepts responsibility and accountability for tasks assigned to the team.
Completes tasks assigned by the team according to team requirements.
Supports the team.
Handles disagreements and conflicts constructively.
Learns and utilizes the teamwork tools.
Contributes the time and talent that allows the team to successfully carry out the tasks.
Team Member Roles Within the Team:
Recorder
Project Leader
Timekeeper
Educator
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High Performance Teams 1. Mutual Goals – They are very clear about what they are together to accomplish. They agree to the achievement of goals together. They hold each other accountable for working together to achieve these goals. 2. Interdependence – They optimize the team performance versus emphasize personal performance exclusively. Subordinating personal desires for achievement and recognition to the superordinate team goals is not always easy or possible and can lead to eroding team performance significantly. 3. Commitment to Synergy – They understand the need for working together using common tools, techniques, processes, and behaviors. Individual performers who are new to teams find this a difficult area to learn initially and then miss it when they move into individual performers roles. It changes their life and their way of thinking about and undertaking work challenges as they move forward. 4. Accountability – Each member is accountable for contributing his or her capabilities in helping the team achieve its goals. Being open to and seeking learning are hallmarks of successful team members. You can't really have trust without this characteristic being in place. Turning a group into a team involves ensuring that these four elements are in place. This raises the question: How are the elements to be put in place? Providing the appropriate leadership is fundamentally important. A team's effectiveness is strongly influenced by the quality of its leadership. but leaders require followers and while much has been done to promote the development of leadership skills, the development of 'folllowership' or 'teamship' skills has been somewhat neglected. What does it mean to be a good follower and how can team members develop their followership skills? Being a good follower involves:
An understanding of, and a commitment to, team goals. Being concerned about and interested in others within the team. Including others in the decision-making process. Recognizing and valuing individual differences. Contributing ideas and solutions. Recognizing and rewards team efforts. Encouraging and appreciating feedback on team performance.
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Common Team Pitfalls
Confusion about what the goal of a team really is.
“Hidden agendas”: Individual goals and ambitions that are not shared with the group, yet influences the person’s behavior.
Interpersonal resentment and other feelings that are unexpressed, coloring the behavior toward other individuals of the team.
Resentment about “giving up” what members perceive to be their territory.
Unwillingness to accept one’s defined role in the team.
Disagreement over procedures, how to best complete a
task.
Strong competitive feelings between members.
A climate in which people are afraid to voice their feelings, ideas, and opinions
Teams commonly break down over unclear goals, unclear roles, or uncertain procedures.
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Team Development Techniques Onboarding new members – One critical aspect of maintaining team performance is the seamless changing of members and adding of members. This is a team accountability although a member may be assigned to facilitate the process. Mentoring/ Buddy Systems and coaching methodologies are necessary to accelerate the process of onboarding new members. Resolving conflict – Each individual member and the team as a whole are accountable for dealing with conflict issues that could erode trust and create barriers to performing well together. Trust, transparency, assertiveness skills and conflict resolution skills are necessary to deal with conflict situations within and external to the team. Team development exercises – Continuous improvement of the team is necessary if it is to survive and thrive as the project or role evolves. Benchmarking high performance teams, member development and intentional focus on improvement are necessary and typically assigned to a team member for maintaining focus and priority. See the Appendix for examples of Team Development Exercises: Affinity Diagramming – A Team Tool Meeting Leadership Agendas, Time Management, Facilitation – Team Leadership Tools Team Development Exercises Helium Stick Trust Building Team Building Agenda – An example Team Skills Nominal Group Technique Weighted Voting Decision-Making Matrices SWOT Analysis Teaming with Style (Disc, MBTI, Insights, Wilson Learning, Tracom, HRDQ, etc.) Although this is not included in this material, your organization may be familiar with Style Tools that could be used to identify the teams style profile. Based on the team preferences as
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represented by its’ members, the Strengths, Weaknesses, Opportunities and Threats can be identified. Then plans for improvement can be undertaken. Team member development – The team can grow no faster than it’s members. Some say, it can grow no faster than its weakest member. Maintain member performance standards and constructively confront those who choose to, or inadvertently don't align. Team Ability matrices are often kept that reflect team member capabilities and opportunities for development. These are particularly important in ongoing, production or technical teams where flexibility is a requirement for membership.
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Team Tools Affinity Diagramming / Notestorming – A Team Tool Meeting Leadership Agendas, Time Management, Facilitation – Team Leadership Tools Team Development Exercises Winstar Two-line Exercise Helium Stick Gray Matter Ball Toss Global Voting Team Building Agenda – An example Team Skills Nominal Group Technique MultiVoting Team Decision Making Decision-Making Matrices SWOT Analysis
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Affinity Diagramming / Notestorming – A Team Tool Affinity Diagramming is a great tool for planning that engages all participants with tapping their creativity and idea pools for consideration and sharing. Directions for the full-blown process can be found on line by searching for “Affinity Diagramming”. Notestorming is an adaptation of the Affinity Diagramming process for teams. Write the topic for notestorming on a flipchart – this could be a problem statement or planning need. Write the following steps on a flipchart Step 1 1. In silence 2. Write one idea per 3M Note containing the potential tasks, activities and projects that need to be accomplished in order to achieve the outcome or goal written on the flipchart 3. Post your 3M notes as you create them 4. Look at each others posted ideas to expand your thoughts after your initial ideas 5. Generate 60 ideas in ten minutes (10 to 15 per participant) Step 2 6. Talk about and discuss ideas (5 to 7 minutes) 7. Add ideas based on the dialogue Step 3 8. In silence 9. Organize notes into groups/ categories (10 minutes) 10. Place headers at top of groups of tasks 11. Organize tasks into logical progression/ add steps and tasks as needed 12. Organize headers into a logical flow of the high level process – sequence the headers such that they build to the solution 13. If time permits, indicate estimated time frames, assign accountabilities, identify potential metrics for progress measurement and reporting Step 4 14. Ask questions (Engaged, Concerned, Questions/Adds?) 15. Adjust as Adds are suggested that have value
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Meeting Leadership Agendas: Send them a day or two ahead of the meeting so participants can prepare and anticipate what to bring to the meeting. Every meeting should have a Purpose stating why the meeting is scheduled. Every meeting should have a time frame so participants can plan accordingly. An Agenda template appears on the next page.
Facilitating meetings: Meetings fall into three categories: o Presentations – a one-way delivery of information and data intended to inform participants about some content-specific topic (Announcements, progress reporting, financial reporting, etc.) o Planning meetings – an interactive process for gathering ideas and input regarding a specific opportunity or issue to be addressed o Decision-making meetings – a sharing of conclusions, positions and preferences resulting in a collective decision (Problem solving)
Facilitating these types of meetings requires the leader to bring an appropriate model for the type of meeting being conducted such that all participants can work together while focusing on a single model for presentation, planning or decision-making. o Open the meeting with a review of the meeting purpose, goals and process o Keep the group within the time frames allotted for each step in the process/ agenda o Close with next steps for participants to take as a consequence of attending the meeting
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Agenda Template Purpose: Date: Time: Call-In Number: Called By: Timekeeper: Attendees:
Location: Meeting Type: Call-In Code: Facilitator: Note Taker:
Preparation for Meeting Please Read: Please Bring: Action Items From Previous Meeting Item/Responsible/Due Date 1. Agenda Items Item/Presenter/Time Allotted 1. ] 2. 3. New Action Items Item/Responsible/Due Date 1. 2. Next Steps
Other Notes or Information
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Team Development Exercises Winstar Exercise Purpose: To build awareness and understanding of how to work together effectively. Goals: 1. Awareness of the need for clear message communication between sender and listener. 2. Awareness of the need for designated leadership and followership. 3. Understanding of trust as it applies to leadership and peers. 4. Awareness of team interdependence required to achieve a common goal. 5. Understand the value of group problem solving, and idea generation to achieve high performance outcomes. Materials: A rope of approximately five feet per person in length. Process: 1. Introduction to Exercise Purpose – Brief (see above) Goals – Brief (see above) “Everyone please take the rope in your hands. You are meeting together, face-to-face. Without speaking (in silence) and without letting go of the rope with either hand (your hands may slide back and forth), please form a five-pointed star that crosses in five places such as the ones you used to draw in grade-school.” “What questions do you have? Please begin.” o If they request planning time, offer them three minutes to plan before beginning the exercise. o They may not practice with the rope during this period of time. Observe and be prepared to provide examples of positive leadership, communication, trust, joint problem solving, etc. Debrief: 1. What happened? How did you work together without being able to speak? What barriers did not being able to speak create? How much planning did you undertake before you started doing? Was it enough? How did you solve the problem? Who generated ideas? Who was viewed as the leader? Could you have come up with the same solutions alone?
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3. What did you learn from this exercise?
Ask any question that seems to fit the groups learning needs.
4. Where are you challenged by similar communication barriers at work? How could you overcome them using some of the principals we just discussed? What would you like to carry over to the office?
Two Line Exercise Purpose: To provide positive feedback for constructive behaviors Time: 15 to 20 minutes Process: Form two lines with participants facing one another. Assign one line as “A’s” and the other as “B’s”. They can be sitting or standing. Explain that the A’s are going to “give a gift” to the person across from them by, first, telling them something you really appreciate about what you have observed them do and you feel has a positive impact on the group, then by identifying a different behavior they could do more of to increase their positive impact on the group. They will look them in the eyes and respectfully provide this feedback. The person in the B line who is receiving the feedback, listens attentively and says, “Thank You” after the speaker is finished. Then, the line B participants do the same for the line A people; provide them with feedback about what they are doing well, and one area they can increase use of for positive impact. They are to deliver this feedback in an honest and positive way.
Take 20 to 30 seconds each to deliver the feedback and a few seconds to reciprocate with the thank you. Now, line A has the end person move to the beginning of line B and all others shift to the next person across from them, and do the same process. The facilitator will keep time and indicate the time when rotations are to be made. The facilitator will restate the process every time and call time after 30 seconds. Facilitator: Continue this rotation until all participants have provided feedback to one another.
Debrief: Discuss your responses to the following questions with your current partner, briefly.
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How did you feel giving and receiving this feedback? What Leader Behaviors does this drill practice? When can these Leader Behaviors be applied on the job? Request for volunteers to share their insights and/or responses with the group.
Helium Stick Purpose: To demonstrate team interdependency, communications & leadership Equipment:
Tent pole (helium rod) for each team of up to 18 people (Sectioned, shock-corded, tent pole i.e., typically 15’ long for up to 18 people – allow approximately 2 to 2.5 feet per person)
Time: 30 minutes Facilitator:
Explain that there is no trick to this exercise, and that it does require team skills.”
Objective: To lower the stick to the floor Setup:
Stand facing each other in two even lines, shoulder-to-shoulder and facing the center. Both of your hands must be in a simulated pistol position () with thumb clenched inside coiled fingers. Hold your arms waist high (or thereabouts) (demonstrate what you are explaining)
Intersperse your fingers with the person across from you such that there is your finger, then their finger, then your other finger, then their other finger. Do this “interspersing” the whole way down the line like a zipper.
Rules: Quality standards dictate that the helium rod must remain in contact with your fingers at all times in a resting position. You may not lap or curl any fingers or your thumb over the rod, and you also may not lock the rod in place in any way yourself or between two persons. (demonstrate what you are explaining)
“When I let go of the rod, the team’s objective is to lower it to the floor without dropping it, and roll it gently off your fingers as a team. You have 15-minutes to complete the exercise.”
Would you like some time for planning? I will allow a three-minute planning period if you want to take it before the fifteen-minute team challenge begins. They may not lift the helium stick for practicing during this time.
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Okay, are the instructions and quality standards clear? What questions do you have?
Cautions: Be aware that breaking the quality standards results in bad things happening, so be careful to maintain the standards at all times. I would like for you to maintain these standards within the team versus me having to police them. Start Exercise: Okay, here you go. Lift the pole from the floor (or desktop) and place it on their fingers, at waist height, pressing it down on their fingers to make sure they are all touching it. Continue pressing down until you say “Go”. Remind them that the rod is their connection to the team and they have no choice but to touch it in support of being a team member.
If the rod drops or separates, or they loose touch with the rod, stop the exercise and fix the rod or place it on the floor to the side. Ask if the team would like to discuss anything prior to re-starting the exercise. Dropping is normal, separating should never occur or you need to tighten the shock cord.
If a quality standard is broken or illegal behaviors take place, the facilitator should stop the exercise, take the rod off their fingers and explain that a quality standard was broken, then explain the specific standard that was broken (if they don’t).
Then blindfold a participant other than the person who broke the quality standard and explain that, just as at work, when we break a quality standard it is typically not the standard breaker who suffers but somebody else further down the line.
Return the rod to the start position and begin again.
Debrief: Ask participants to pair up or join in groups of three and share together … about “What happened?” (Share for two-minutes) What happened? How’d it happen? o DEBRIEF: Ask of volunteers, “Interesting observations shared?”
(Share for two-minutes) What were you feeling, saying, doing at the beginning, middle and end of the exercise? How was this similar to or different from how you behave at work? o DEBRIEF: Ask of volunteers, “Interesting observations shared?” Switch partners (3-minutes)
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What did you learn about yourself and others that detracts from or enhances team performance (no names)? o DEBRIEF: Ask about any “Interesting observations shared?” What learning will you carry back to work that will improve your personal ability to enhance team performance? o DEBRIEF: Ask of volunteers “Interesting observations shared?” Switch partners (3-minutes) What did you learn about interdependency within the team? o DEBRIEF: Ask of volunteers “Interesting observations shared?” What did you learn about communications within the team? o DEBRIEF: Ask of volunteers “Interesting observations shared?” What did you learn about leadership within the team? o DEBRIEF: Ask of volunteers “Interesting observations shared?”
Behaviors Required to Lower the Pole As a Team (Confidential – do not share): Only one vocal leader they all focus on. Not blaming; just cooperate & help/coach each other. A process they all buy into and make happen together.
Gray Matter Objective:
Break through Mental Locks. Be BOLD, OUTRAGEOUS AND CREATIVE in thinking.
Number of Participants: Materials:
Gray clay, erasers. A blank paper for each person. Flip chart.
Area needed: Time Frame:
unlimited
Large open space where participants can initially work individually and later work with teams. 30 minutes
Leaders Instructions to Group: 1. Instruct participants to open to draw a circle on the page with lines extending from the circle like the rays of sunshine. Give each person gray clay (kneaded eraser). Instruct them to come up with as many names or things the gray matter could be used for.
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2. Divide them into small groups of 3 or 4. Have them combine their lists, without duplicating, and decide which group has the most items or names listed. Mark results on the flip chart. 3. Have each group create 50 new names for items the gray matter could be used for. They are not to include anything from their previous list. Give them a few minutes and then have them tally results. Again, write the results on the flip chart. Have them disregard that list and challenge them to create a new list of 100 different names or items the clay could be used for. Again, write the results on the flip chart. 4. Discuss as a group ways they could have broken through the mental locks that limited their ideas for the gray matter use.
Application to follow the Gray Matter This can be done with small groups or large groups broken into small groups Introduction: Now we will repeat a similar activity with the outcome focused on creating and capturing new bold fresh ideas that will blast us through our goals of . Step 1 You will have 2 minutes to individually write down 10 brand new fresh, not currently being used for (goal). Write 5 ideas per post-it note. Example: Creating energy & focus at work. Ex. Coming up with new ideas to blast through how we are currently getting and issuing Master cards. Ex. For creating more interaction across roles. Ex. For managing work loads and changes in personnel. Remember: go for quantity, the wild, and the outrageous. Don’t filter or judge your ideas or focus on how to implement them. You have 2 minutes: GO! Step 2 “STOP!” – Now form 3 groups of four and compare your list of ideas and remove duplicates. Each group read their list out loud to the other 2 groups and remove the duplicates Celebrate and stick notes onto the flip chart Next, have everyone repeat after you: “These are just my first ideas. I have plenty more.” Step 3 Begin Again Give another 2 minutes for the same task using post-it notes. 10 brand new fresh, bold, wild, outrageous, never been used or mentioned before ideas for .
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Step 4 Time 2 minutes then STOP Each group reads their lists. Eliminate duplicate ideas. Celebrate! Post up on the flip chart. Repeat after me: “These are just my second ideas, I have plenty more.” Step 5 Last round – give another 2 minutes for the groups to come up with 5 brand new, outrageous, wild never been used or mentioned before ideas for . Use post-it notes. Trust your creative self. Trust that you have the answers. Step 6 Time 2 minutes “STOP” Everyone reads ideas and discards duplicates. Celebrate! Post notes on the flip chart. Step 7 Option One: Have someone take responsibility for compiling a list of all the ideas. Distribute to all participants. Outline next steps to be accomplished with the list(s). Option Two: (Preferable) Each participant choose 1 idea (of any) that she will champion personally and develop three action steps to be completed by a certain date.
Ball Toss Exercise Objective: To pass balls of different sizes and shapes through a sequence, creatively reducing the time to do so - getting breakthrough improvement. This requires collaboration, sharing of learning, open to learning, leadership, behavior change, etc. Group Size: Minimum of 8. Maximum of 20 (beyond 20 split into two groups.) Timing: 30 to 45 minutes Set up: 1. Have participants stand in a circle and include you in the circle. 2. Show a ball (tennis or another small round one) and announce to the group that the ball that you have represents a product that customers currently buy. Indicate that this product, in order to be made, has to touch many parts of the organization before it is finally delivered to the customer. Hopefully it is what the customer expects, wants, and is delivered in the time frame that the customer desires. 3. Simulate the parts of the organization and when in the process the product touches a part in the organization. You will establish a sequence
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that will continue to be repeated in this exercise. To establish the sequence state you will toss the ball to someone other than the person on their right or left, then they will toss it to someone else in the circle, and they will toss it to someone else in the circle not on their right or left and this continues until finally everyone has had the ball only once and it is to end always with the person on your right. Everyone must handle the ball only once and this sequence must always be repeated. 4. Establish the sequence with the above criteria and remind participants that they have to remember who gave them the ball/product and who they need to pass it to. 5. Now have the group repeat the sequence but this time timed (remind them of quality standards; you start the ball and it ends with person on your right, the ball must be touched by each person only once and must be in the sequence you just set right before this. PLUS the ball/product cannot hit the ground. If it does it’s a defect and must be left on the ground, —(note; with each timed run from this point forward restate standards and asked if that run met the standards/if not redo plus 10 second penalty) 6. Obtain the benchmark time for this group for the run and post it on a flipchart. 7. Next introduce to the group that it would be great if there was just one product to be concerned with but that isn’t the case in reality, so this is what will happen: There will be 10 products being run through the organization and delivered to the customer. I will introduce a new product when the product before it leaves the hands of the first person I toss it to. I will continue to introduce products in this way until all 10 are in the system. You must follow all the standards (time and quality, and sequence - see above). You also must stay in your location as you are now. 8. Given there will be 10 products to deliver, ask the group what is their goal of how many they can successfully get to the customer while maintaining standards / quality and in what amount of time (given that one ball/product took “X” amount of time). 9. Give group 2-3 minutes to give you their target: how many products and the time. Post the target # of products (quality) and time. 10. Run the next timed run with 10 products (kept in a bag and brought out and introduced as you desire, not as the group might want, and instruct the group to just leave product on the floor if someone drops or doesn’t catch the product in the sequence. It is a defect and the customer doesn’t want it and it is an opportunity for your competition to capture more market share for that product. 11. Post results with # of balls/products successfully (after reviewing quality standards to insure accurate results) delivered and time of delivery.
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12. If the group processed 9 or 10 you can remove the criteria of maintaining their locations in the circle. If it is less than 8 then run the round again, maintain the circle until quality improves a little. Either way ask if they believe they can improve their performance (increase capability in the process through doing something differently on a personal or collective basis) and give 2-3 minutes for planning and again ask for and post the target goal of # of products/balls and the time they believe they can do it in. Run the round again, time and post quality and timing results. 13. Whenever you remove the constraint of the circle you should get marked improvement in quality and time, but if quality is sloppy don’t remove the constraint-reward because an understanding of what is expected for quality by your customers and keeps you competitive/rework for defects costs money. 14. Next challenge the group if they have pretty good quality to cut their time in half and post targeted time. (increase capability in the process through doing something differently on a personal or collective basis) Give them 34 min of planning time. Run the round, post the actual time and product #. 15. Repeat the rounds each time challenging them to halve the time, all the while repeating the standards of start with you and end with person on right, everyone must touch once and only once, the balls must not hit the ground (if they do they cannot pick up and put them back into the sequence) and they must repeat the original sequence in the form of a question to monitor quality and call them if you see otherwise. Continue until they are down to under 5 sec. or energy is waning. 16. Typically the time goes from 5 minutes to under 5 seconds for the process to be maintained with some pretty creative solutions. You make the call if the essence of the quality standards are maintained. Debrief Address the issue of “quality vs. speed” or “quality and speed”. The importance of speed in the market place, but not speed without quality. Ask what capability expansion occurred on a personal basis and how did it get triggered or allowed. What capability did they learn or re-learn that helped achieve the high performance outcome? Ask about creativity in the design of processes. Ask for identification of how breakthrough occurred. Ask about people contributing or not. How did ideas emerge-how did they get to execution etc.? Possible Objects needed in a bag (12) Golf Ball Juggling Ball Nerf Ball Small Basketball
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Small Football Squish Ball Stress-ball of A Globe Tennis Ball
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Global Vote Exercise Purpose: Trust Building, transparency Content: Interpersonal trust can be viewed as having five components: Truth Respect Understanding Support Trustworthiness Goals: 1. To get team members to talk openly about their own feelings, attitudes, and level of personal trust. 2. Team building and development Process: Two flip charts are positioned 30 to 50 feet apart. Then the number one and the words "Almost Never" are written on one flip-chart. On the other the number seven and the words "Almost Always" are written. Participants are asked to imagine a scale between one and seven, think about the statement: "We tell each other the truth", and to vote with their feet. That is to get up and physically position yourself on the scale. The facilitator asks each group to declare where they are standing on the scale, ones, twos, etc. Then the facilitator chooses someone, looks them in the eye and asks "Why are you standing there? After hearing the answer, the facilitator moves on to the next person and asks the same question. All participants should be given the opportunity to answer the question on telling each other the truth. Then the facilitator, makes the statement: "We respect one another", and instructs the team to vote with their feet. Again depending on time constraints and the size of the team, everyone might be given the opportunity to answer the question: "Why are you standing there?" The statements and voting continue with "We seek to understand one another." "We support one another." And "We are trustworthy". Trustworthy means that we do what we say we are going to do and keep our commitments to one another. As the facilitator gets to the last two or three questions, it might be good idea to call on people randomly, planning to hear from only a portion of the team members. At this point give the team a short break and do not attempt to process the exercise for take aways or learnings. The value of this exercise is that team members can calibrate each other team member's attitudes, beliefs and convictions on these very important team relationship dimensions. This will guide individual team members in determining the best way to deal with one another when these dimensions come into play later as the team continues to form. © 2013 Cook Consulting
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Team Building Agenda – Example Purpose:
To build or develop team skills.
Goals:
1. 2. 3. 4.
Build or validate team description (Purpose, Goals, Roles, Plans) Build or develop team relationships Improve team work processes Initiate metrics for measuring and improving team performance
Participants:
Existing teams or groups wishing to be teams 2 to 12 team members Executive, business, self-directed, cell, project teams
Time:
Typically initiated with a one to two day team launch session, with three to four half-day follow-up sessions spread over four to six months.
The agenda can be adjusted to address teams with varying levels of maturity.
Agenda: Initial Agenda (1 day)
Leader Kick-off Purpose, Goals and Agenda for session Expectations for session Sharing of team experiences, leader role, etc. Ground Rules agreement Team Health Audit (completed prior to meeting) Analysis Planning for improvement Interpersonal Style Self Survey or 360 Report (Disc, MBTI, ISP, Insights, …) Model shared Team profile developed Discussion, sharing, dialogue Relationship Building or Leader Awareness Exercise Helium Stick or Two-Line Exercise Team Structuring Exploration & Clarification Values, Purpose, Goals, Strategies, etc. Practicing Team Skills Activity Ball Toss, Winstar, etc. Debrief Self-Guided Relationship Building Exercise Winstar or Ball Toss Debrief Close and Application Take-A-Ways Assignment for Next Session
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Team Skills Nominal Group Technique Nominal group technique (NGT) is a structured method for group brainstorming that encourages contributions from everyone. When to Use the NGT
When some group members are much more vocal than others. When some group members think better in silence. When there is concern about some members not participating. When the group does not easily generate quantities of ideas. When all or some group members are new to the team. When the issue is controversial or there is heated conflict.
Procedure
Materials needed: 3M sticky notes and pen or pencil for each individual, flipchart, marking pens, tape. State the subject of the brainstorming. Clarify the statement as needed until everyone understands it. Each team member silently thinks of and writes down as many ideas as possible in a set period of time (5 to 10 minutes). Each member in turn states aloud one idea and posts it on the flipchart. o No discussion is allowed, not even questions for clarification. o Ideas given do not need to be from the team member’s written list. Indeed, as time goes on, many ideas will not be. o A member may “pass” his or her turn, and may then add an idea on a subsequent turn. Continue around the group until all members pass or for an agreed-upon length of time. Discuss each idea in turn. Wording may be changed only when the idea’s originator agrees. Ideas may be stricken from the flipchart only by unanimous agreement. Discussion may clarify meaning, explain logic or analysis, raise and answer questions, or state agreement or disagreement. Prioritize the ideas using multivoting.
Considerations
Discussion should be equally balanced among all ideas. The facilitator should not allow discussion to turn into argument. The primary purpose of the discussion is clarification. It is not to resolve differences of opinion. Keep all ideas visible. When ideas overflow to additional flipchart pages, post previous pages around the room so all ideas are still visible to everyone.
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MultiVoting Multivoting narrows a large list of possibilities to a smaller list of the top priorities or to a final selection. Multivoting is preferable to straight voting because it allows an item that is favored by all, but not the top choice of any, to rise to the top. When to Use Multivoting
After brainstorming or some other expansion tool has been used to generate a long list of possibilities. When the list must be narrowed down, and. When the decision must be made by group judgment.
Multivoting Procedure
Materials needed: flipchart or whiteboard, marking pens, 5 to 10 slips of paper or dots for each individual, pen or pencil for each individual. Display the list of options. Combine duplicate items. Number (or letter) all items. Decide how many items must be on the final reduced list. Decide also how many choices each member will vote for. Usually, five choices are allowed. The longer the original list, the more votes will be allowed, up to 10 each. o For groups that are advanced in their trusting of one another, dots can be distributed that they then post beside the number of the choices. o Another option is to give each participant a marker and ask them to make hash marks beside the choices they have chosen. Working individually, each member selects the five items (or whatever number of choices is allowed) he or she thinks most important. Then each member ranks the choices in order of priority, with the first choice ranking highest. For example, if each member has five votes, the top choice would be ranked five, the next choice four, and so on. Each choice is written on a separate paper, with the ranking underlined in the lower right corner. o Sometimes individuals are allowed multiple votes for a single item. Typically this weighted number is limited to 2 or 3 of the five votes. Tally votes. Collect the papers, shuffle them, then record on a flipchart or whiteboard. The easiest way to record votes is for the scribe to write all the individual rankings next to each choice. For each item, the rankings are totaled next to the individual rankings. If a decision is clear, stop here. Otherwise, continue with a brief discussion of the vote. The purpose of the discussion is to look at dramatic voting differences, such as an item that received both 5 and 1 ratings, and avoid errors from incorrect information or understandings about the item. The discussion should not result in pressure on anyone to change their vote.
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Repeat the voting process. If greater decision-making accuracy is required. This voting may be done by weighting the relative importance of each choice on a scale of 1 to 10, with 10 being most important.
Team Decision Making The many group processes involved in Consensus Decision Making which have a marked influence on group effectiveness can be dichotomized into interpersonal processes and task processes. The former deals with how a group is to accomplish its goal; the latter, with what is to be done. In order to be effective, a group must combine both interpersonal processes and task processes. Specifically, the Interpersonal Processes include skills such as active listening, creative thinking, supporting, leveling, and confronting behavior. The task processes involve analyzing the situation, determining desired realistic outcomes, and determining which courses of action have the greatest potential for achieving optimum results with minimal negative consequences. Task processes involve rational thinking, i.e., solving problems, making decisions or constructing plans. The combination of the interpersonal processes and the task processes leads, over time, to a successful team that has created synergies resulting in high productivity. To simplify team decision-making a criteria-based matrix of options or choices is often used to give the decision focus and remove personal biases as much as is possible. Decision-Making Matrices A decision matrix evaluates and prioritizes a list of options. The team first establishes a list of weighted criteria and then evaluates each option against those criteria. This is a variation of the L-shaped matrix. When to Use a Decision Matrix
When a list of options must be narrowed to one choice. When the decision must be made on the basis of several criteria. After the list of options has been reduced to a manageable number by list reduction.
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Typical situations are: 1. When one improvement opportunity or problem must be selected to work on. 2. When only one solution or problem-solving approach can be implemented. 3. When only one new product can be developed
Decision Matrix Procedures. • Brainstorm the evaluation criteria appropriate to the situation. If possible, involve customers in this process. • Discuss and refine the list of criteria. Identify any criteria that must be included and any that must not be included. Reduce the list of criteria to those that the team believes are most important. Tools such as list reduction and multivoting may be useful here. • Assign a relative weight to each criterion, based on how important that criterion is to the situation. Do this by distributing 10 points among the criteria. The assignment can be done by discussion and consensus. Or each member can assign weights, then the numbers for each criterion are added for a composite team weighting. • Draw an L-shaped matrix. Write the criteria and their weights as labels along one edge and the list of options along the other edge. Usually, whichever group has fewer items occupies the vertical edge. • Evaluate each choice against the criteria. There are three ways to do this:
Method 1: Establish a rating scale for each criterion. Some options are: 1, 2, 3 (1 = slight extent, 2 = some extent, 3 = great extent) 1, 2, 3 (1 = low, 2 = medium, 3 = high) 1, 2, 3, 4, 5 (1 = little to 5 = great) 1, 4, 9 (1 = low, 4 = moderate, 9 = high)
Make sure that your rating scales are consistent. Word your criteria and set the scales so that the high end of the scale (5 or 3) is always the rating that would tend to make you select that option: most impact on customers, greatest importance, least difficulty, greatest likelihood of success. • Method 2: For each criterion, rank-order all options according to how well each meets the criterion. Number them with 1 being the option that is least desirable according to that criterion. • Method 3: Establish a baseline, which may be one of the alternatives or the current product or service. For each criterion, rate each other alternative in comparison to the baseline, using scores of worse (–1), same (0), or better (+1). Finer rating scales can be used, such as 2, 1, 0, –1, –2 for a fivepoint scale or 3, 2, 1, 0, –1, –2, –3 for a seven-point scale. Again, be sure that positive numbers reflect desirable ratings. • Multiply each option’s rating by the weight. Add the points for each option. The option with the highest score will not necessarily be the one to choose, but the relative scores can generate meaningful discussion and lead the team toward consensus
Decision Matrix Example
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Figure 1 shows a decision matrix used by the customer service team at the Parisian Experience restaurant to decide which aspect of the overall problem of “long wait time” to tackle first. The problems they identified are customers waiting for the host, the waiter, the food, and the check. The criteria they identified are “Customer pain” (how much does this negatively affect the customer?), “Ease to solve,” “Effect on other systems,” and “Speed to solve.” Originally, the criteria “Ease to solve” was written as “Difficulty to solve,” but that wording reversed the rating scale. With the current wording, a high rating on each criterion defines a state that would encourage selecting the problem: high customer pain, very easy to solve, high effect on other systems, and quick solution.
Figure 1 Decision Matrix Example “Customer pain” has been weighted with 5 points, showing that the team considers it by far the most important criterion, compared to 1 or 2 points for the others. The team chose a rating scale of high = 3, medium = 2, and low = 1. For example, let’s look at the problem “Customers wait for food.” The customer pain is medium (2), because the restaurant ambiance is nice. This problem would not be easy to solve (low ease = 1), as it involves both waiters and kitchen staff. The effect on other systems is medium (2), because waiters have to make several trips to the kitchen. The problem will take a while to solve (low speed = 1), as the kitchen is cramped and inflexible. (Notice that this has forced a guess about the ultimate solution: kitchen redesign. This may or may not be a good guess.) Each rating is multiplied by the weight for that criterion. For example, “Customer pain” (weight of 5) for “Customers wait for host” rates high (3) for a score of 15. The scores are added across the rows to obtain a total for each problem. “Customers wait for host” has the highest score at 28. Since the next highest score is 18, the host problem probably should be addressed first.
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Four Questions Purpose: Every time a presentation is given, these questions are used as an organized structure for processing the presentation information. As you get accustomed to these, you can move through them faster and more efficiently. For the initial use of them, take your time to process each thoroughly. Process: 1. Post the four questions on a wall before the presentation 2. Introduce the presenter and remind the group to hold their questions until after the presentation 3. Following the presentation ask: a. Okay, so What engaged you or energized you about the presentation? What did you really like about it? i. Ask presenting group to capture important points to consider as people provide input and ideas b. And, What concerned you or caused you to feel that this content might not be complete or operational? i. Definitely capture these points for later processing ii. Do not let arguments or disagreements occur here. Capture the information for later processing and discussion, if needed c. So, What questions did this presentation and your concerns raise for you? i. Capture the questions. d. Lastly, What adds or enhancements would you suggest as a consequence of your concerns and questions? i. List adds for later consideration and maybe incorporation in the plan Do not allow people to anticipate and respond to future questions. Thoroughly process each question and ask impatient pushers to hold their question for the appropriate time. 4. Celebrate the groups presentation and hard work by clapping, snapping fingers, stomping, or some other form of celebration
SWOT Exercise (Strengths, Weaknesses, Opportunities, Threats Analysis) Purpose: To create a one-page analysis of any issue or opportunity. Time: 30 to 60 minutes
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Process: Create two to four small groups and assign either one quadrant or two quadrants to each group. Internal to Organization
Strengths
Weaknesses
Opportunities
Threats
Ask the groups to brainstorm or notestorm External to Organization options for what should appear in the one or two boxes assigned to them based on their perceptions and analysis of the organizational factors that currently exist. Ask them to identify as many as possible before prioritizing them. Strengths and Weaknesses are internal to the organization, and Opportunities and Threats come from outside usually. Such areas as: Services People Resources Machinery
Raw Materials Innovation Processes Systems
Software Customer Service
Ask each group to present their findings and identify the top three issues that need to be recognized in each of their boxes and explain why. Use the Four Questions to gather input from the audience and ask the presenting group to respond after the Four Question process is completed. Adjust the top three issues in each box based on the consensus reached after the responses to the Four Questions are completed. Use the SWOT Analysis final product to help plan for the work strategies, plans and priorities required for the team to be successful.
Strengths require strategies that emphasize them, play them up and use them to best advantage.
Weaknesses require strategies that either improve them or make them less vulnerable to result in failure.
Opportunities require strategies that make them more likely to take place or assure that they will take place. Preparation for when they do happen can then be anticipated.
Threats require strategies to reduce the likelihood of their taking place, or reduce the impact they will have on the organization. Preventive and Contingent plans could be developed, just in case these actually occur.
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Teaming With Style
Style Survey Behavioral Characteristics Value to the Organization Style Skill Strengths Tension in Human Relationships Style Identifier Action Plan for Versatility Behaviors to Include & Avoid -
Driver Expressive Analytic Amiable
Team Member Styles Understanding and Interpreting Survey Results in a Team Environment -
Analytic Driver Amiable Expressive
If You Exhibit Two Styles If Your Results Show High Versatility Increasing Your Effectiveness as a Team Player Analysis and Application Planning Increasing the Effectiveness of Your Team Team Player as Team Leaders Team Member Style Profile Chart Client Relationship Management
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This is the Way I Am …
1. Circle 20 Strengths and 20 Weaknesses. 2. Total each column of Strengths and Weaknesses. 3. Add like columns together for both Strengths and Weaknesses to determine the Grand Totals.
STRENGTHS DRIVER Bold Task-Oriented To the Point Initiator Directs Others Action Focus Efficient Confident States Ideas Strong-Willed Direct Forceful Businesslike Dominant Hard-Working Independent Productive Competitive Seeks Results Decisive
Totals:
WEAKNESSES
AMIABLE
EXPRESSIVE
Mediator Trusting Cooperative Friendly Stable Coach Adaptable Consistent Team Player Listener Personal Warm Delegator Loyal Tolerant Harmonizer Counselor Steady Supportive Patient
Lively Seeks Change Intuitive Futuristic Initiator Demonstrative Risk Taker Spirited Swift to Act Spontaneous Interactive Animated Stimulating Sociable Inspiring Optimistic Talker Creative Assertive Promoter
Strengths
GRAND TOTALS:
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ANALYTIC Perfectionist Thinker Thorough Questioner Detailed Reserved Accurate Analytical Likes Facts Unassuming Persistent Logical Right Specialist Objective Orderly Focused Impartial Correct Competent
Driver Amiable Expressive Analytic
DRIVER
AMIABLE
EXPRESSIVE
ANALYTIC
Bossy Challenger Unyielding Frank Poor Listener Impatient Tyrant Workaholic Commanding Insensitive Unsympathetic Confronter Stubborn Detached Headstrong Impersonal Blunt Domineering Preoccupied Proud
Timid Compliant Low Risk Compromiser Non-Assertive Hesitant Indecisive Submissive Defers Worrier Vague Avoids Conflict Go Along Hesitant Dependent Avoids Risks Slow Intrusive Too General Aimless
Restless Wants Credit Show-off Undisciplined Erratic Changeable Unpredictable Impatient Loud Interrupts Impulsive Disorganized Excitable Lacks Focus Inconsistent Avoids Detail Temperament Brassy Aggressive Angered Easily
Critical Cold Withdrawn Skeptical Insecure Slow Loner Aloof Hard to Read Introvert Avoid Others Dispassionate Fussy Guarded Formal Unforgiving Distant Backward Picky Nonresponsive
Totals:
____ ____ ____ ____ DRIVER AMIABLE
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Weaknesses Driver Amiable Expressive Analytic ____ ____ ____ ____ EXPRESSIVE ANALYTIC
Behavioral Characteristics of Each Style Task Style Delegation Authority
DRIVER
ANALYTIC
AMIABLE
EXPRESSIVE
Poor Delegator Delegates work, but not authority
Poor Delegator Hangs on to tasks for quality control
Good Delegator Understands people, tries to match person with task
Erratic Delegator Might give authority, then take it back
Time Management
Efficient use of time - Likes to get to the point
Works slowly to ensure accuracy - Not good at setting priorities
Spends time in personal interaction, to detriment of tasks at times
Tens to rush to the next thing
Communication
One-way - Not a good listener Better at initiating communication
Good listener, especially in relation to tasks
Two-way flow - A good listener
Enthusiastic and stimulating Often one-way Can inspire others
Acceptance of Criticism
Responds best to specifics related to task outcome
Responds best to logical, objective criticism about how process will be affected
Might take it personally Needs positive reinforcement
Might react emotionally Avoid arguing Emphasize areas of agreement
Decision Making
Fairly fast - Looks at options Always makes decision with goal in mind
Slow / thorough Needs lots of evidence - most comfortable with research phase
Makes decisions slowly, with input from others Prefers consensus
Impulsive decisions often by intuition - Lots of wins & losses
Risk Taking
Takes calculated risks - Makes sure of back-up data
Low risk - Doesn’t like surprises - Won’t move until fairly sure of outcomes
Low risk - Wants to make sure people are not harmed
High risk Stimulated by risktaking
Motivated By
Need to achieve end results - Need for action
Need to be right and accurate
Needs to be secure in relationships
Need for approval and applause
Strength of purpose - Good decision maker Reaches goals Gets things done
Thoroughness and accuracy in analyzing all the data
People skills - Good communicator - Good team leader or player
Enthusiasm Gets people motivated and involved
Poor listener Limited people skills
Too cautious - Slow Has a hard time making decisions
May sacrifice results for harmony - reluctant to confront others
Lack of patience and attention to detail
Major Strength
Major Weakness
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Value To The Organization
ANALYTIC
DRIVER
Objective, “The anchor of reality”
Task accomplisher, bottom-line results person
Conscientious and steady Self-motivated and hard worker Comprehensive worker Forward looking - progressive Defines, clarifies, gathers information, criticizes, and tests Maintains standards
Fast decision maker, initiates business Disciplined, likes to control self and others
AMIABLE
EXPRESSIVE
Dependable and loyal team member
Enjoyable to be around
Works for a leader and a cause
Moves quickly with high energy
Good listener
Creative imagination
Patient and empathetic
Initiates relationships
Good at reconciling factions, very calming
Motivates others toward goals
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Style Skill Strengths
Logic
PUSH ENERGY
-
Reasoning: Using Facts and Reasons Suggesting, Proposing, Recommending Rational Problem Solving
-
Listening: Reflecting Empathizing Questioning
-
Involving: Soliciting Views Consensus Problem Solving
-
Sharing: Disclosing Exposing Need for Help
-
Involve
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Asserting: Stating Expectations Expressing Likes/Dislikes Specifying Outcomes
-
Rapport Building: Common goal Focus Recognizing Points of Agreement
-
Visioning: Sharing Possibilities
PULL ENERGY
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Assertion
Excite
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TENSION IN HUMAN RELATIONSHIPS
Just as the assertive and responsible aspects of the interpersonal style model are “observed aspects”, so is versatility an “observed aspect” of interpersonal style. When we observe the behavior of a person, we perceive him or her to be more or less assertive and more or less responsive than others we know. When we observe the behaviors of a person we also perceive him or her to be more or less versatile than others we know. People who are greatly versatile demonstrate by their behavior an intense awareness of the feelings, ideas, concerns, and opinions others display. People who are limited in versatility demonstrate by their behavior little awareness of the feelings, ideas, concerns and opinions others display. They show a “me first” style, and appear to be preoccupied with their own needs. Perceptions of versatility are highly situational, much more so than perceptions of assertiveness and responsiveness. In some situations with some people a person may appear to be very versatile, while in other situations with other people a person may appear to be quite limited in versatility. Just as there are extremes of assertiveness and responsiveness there are extremes of versatility. At one extreme is extensive versatility. People with extensive versatility are usually described as open-minded, negotiable, concerned for others, and adaptable. At the other extreme is limited versatility. People with limited versatility are usually described as single-minded, nonnegotiable, concerned for themselves, and unable to adapt. Those in the middle of the scale move away from the limited versatility extreme toward the extensive versatility extreme. People in the middle of the scale may be described as somewhat or moderately open-minded, negotiable, concerned for others and somewhat or moderately adaptable. Versatility can be determined through the application of 360 feedback surveys, and is the critical factor in supporting productive relationships.
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Style Identifier Circle the appropriate letter or number on the continuums listed. Add each column. The highest column is an indication of the predominant style you observed. Name of the person observed (optional): ___________________________________________ I would describe this person as: 1.
Go along…………………….Take charge D
2.
B
A
1
Reticent………………………..Outspoken D
3.
C
11. Cold……………………….……………..…Warm
C
B
2
A
1
Accepting…………………..Confronting D C B A
2
Compliant………………….…..Dominant D C B A
6.
2
A
C
B
C
B
2
1
A
1
B
TOTAL ___
4
2
3
4
18. Little body ………………..……..Lots of body movement movement 2
3
4
19. Non-responsive……………..……Responsive
A
1
10. Slow, studied………………..Fast-paced D
3
A
Asks questions………...Declares ideas C
4
17. Task-oriented……….……...People-oriented 1 2 3 4
Cooperative………………..Competitive D C B A
D
3
2
1 9.
4
16. Reserved………………….…..…….….Sociable
Hesitant in ……………….…..Definite in speech speech D
8.
B
3
15. Fact-oriented….…….…...Opinion-oriented
Deliberative…………………..….Decisive D
7.
C
4
14. Emotionally…………….….…..….Emotionally detached involved
Non-assertive………………….Assertive D
3
13. Controlled………………….….….….Animated expression expression
1 5.
4
12. Calm…………………….…………..….Excitable
1 4.
3
2
3
4
20. Impersonal focus………..…..Personal focus
C
B
A
1
2
3
___
___
___
___
___
___
4 ___
I believe this person’s style to be (Place an “X” in the appropriate box) My style is (Indicate with a “O” in the appropriate box) Place a star (*) in the box where you would like this person to perceive you as a result of your style modification.
D
C
B
A
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Action Plan Development Based on my style and perception of the other person’s style, I plan to: (Write general style modifications desired)
I will include these specific issues or behaviors in my dealings with this person.
I will avoid these specific issues or behaviors in my dealings with this person.
Remember: Time Usage:
Short/Sweet vs. Long/Involved
Phrasing:
Direct vs. Questioning
Pacing:
Quick/Distinct vs. Paced/Methodical
Structure:
Precise/Clear vs. Open/Independent
Decision Making:
Provide it vs. Ask for it
Information:
Brief/To the point vs. Detailed
People Focus:
Low concern vs. High concern
Assertiveness:
High control needs vs. Low control needs
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Driver Circle strategies you want to incorporate in your plan to deal with Driver
Indicate areas to Avoid
INCLUDE
AVOID
1. Include clear, specific, to-the-point information.
1. Avoid rambling, or wasting their time.
2. A brief business introduction.
2. Avoid socializing to develop a relationship
3. Include objectives and support material in an well-organized “package”. Be prepared.
3. Avoid forgetting or loosing things; don’t be disorganized or messy; don’t confuse or distract their minds from business.
4. Include facts presented logically: Plan your presentation efficiently.
4. Avoid loopholes or cloudy issues. Clarify information.
5. Include specific (preferably “what?”) questions.
5. Avoid asking rhetorical questions, or useless ones
6. Include alternatives, options and choices to they can make their own decisions.
6. Avoid arriving with a ready-made decision, and be flexible f you do.
7. Include facts and figures about probability or success or effectiveness of options.
7. Avoid speculating wildly or offering guarantees and assurances if you can’t make them good
8. If you disagree, deal with facts; not people.
8. If you disagree, avoid letting it reflect on him/her personally
9. If you agree, support results, not the person.
9. Avoid, “I’m with you” statements. State facts to support your agreement.
10. Include motivation and persuasion statements referring to objectives and results.
10. Avoid trying to convince by assuring them to “trust” you.
11. Include support and maintenance statements referring to objectives and results.
11. Avoid directing or ordering statements.
12. Include an immediate, gracious departure when business is concluded.
12. Avoid pursuing a “wrap-up” after finishing business.
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Expressive Circle strategies you want to incorporate in your plan to deal with Expressive
Indicate areas to Avoid
INCLUDE
AVOID
1. Include planned interactions that support their dreams and intentions.
1. Avoid legislating or cutting them off.
2. Include time for relating, socializing, if they initiate it.
2. Avoid curt, cold, or tight-lipped behavior.
3. Include talk about people and their goals; opinions they find stimulating.
3. Avoid driving on to facts and figures, alternatives, and abstractions.
4. Include overviews of actions; put details in writing, pin them to modes of action.
4. Avoid leaving decisions hanging in the air.
5. Include questions asking for their opinions and ideas regarding people and actions.
5. Avoid wasting time trying to be impersonal, judgmental, taskoriented.
6. Include ideas and options for implementing action.
6. Avoid “dreaming” with them or you’ll lose time.
7. Include enough time to be stimulating, fun loving, fast moving.
7. Avoid kidding around too much or “sticking to the agenda” too much.
8. Include testimonials from people that they see as important, prominent.
8. Avoid talking down to them.
9. Include special, immediate and extra incentives for their willingness to take risks.
9. Avoid being strongly opinionated or dictatorial.
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Analytic Circle strategies you want to incorporate in your plan to deal with Analytic
Indicate areas to Avoid
INCLUDE
AVOID
1. Be sure to prepare your “case” in advance.
1. Avoid being disorganized or messy.
2. Include a straightforward, direct approach; stick to business.
2. Avoid being giddy, casual, informal, loud.
3. Include information, which supports their principles; use a thoughtful approach and build your credibility by listing pros and cons to any suggestion you make.
3. Avoid rushing the decision-making process.
4. Provide an organized contribution to their efforts: present specifics and do what you say you can do.
4. Avoid vagueness about what’s expected of either of you; don’t fail to follow through.
5. Include sufficient time to present the facts, but be persistent.
5. Avoid dilly-dallying.
6. Include a scheduled approach to implementing action with step-bystep timetable; assure them there won’t be surprises.
6. Avoid leaving things to chance or luck.
7. Include a follow through plan.
7. Avoid offering special personal incentives.
8. Include an organized presentation of your position, if you disagree.
8. Avoid threatening, cajoling, wheedling, coaxing, and whimpering.
9. Provide them time to verify reliability of your actions; be accurate and realistic.
9. Avoid the use of testimonies of others or unreliable sources; don’t be haphazard.
10. Include solid, tangible, practical evidence.
10. Avoid using someone’s opinion as evidence.
11. Minimize risk by including guarantees over a period of time.
11. Avoid using gimmicks or clever, quick manipulations.
12. Include, when appropriate, enough time to be thorough.
12. Avoid pushing too hard to being unrealistic with deadlines.
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Amiable Circle strategies you want to incorporate in your plan to deal with Amiable
Indicate areas to Avoid
INCLUDE
AVOID
1. Try to start with a personal comment. Break the ice socially.
1. Avoid rushing headlong into business or the agenda.
2. Show sincere interest in them as people, find areas of common involvement; be candid and open.
2. Avoid sticking coldly or harshly to business; on the other hand, don’t lose sight of goals by being too personal.
3. Patiently draw out personal goals and work with them to help achieve these goals; listen; be responsive.
3. Avoid forcing them to respond quickly to your objectives; don’t say, “Here’s how I see it.”
4. Present your case softly, nonthreateningly.
4. Avoid being domineering or demanding; don’t threaten with position power.
5. Ask “how?” questions to draw their opinions.
5. Avoid debating about facts and figures.
6. Watch carefully for possible areas of early disagreement of dissatisfaction.
6. Avoid manipulating or bullying them into agreeing because they probably won’t fight back.
7. If you disagree, look for hurt feelings, personal reasons.
7. Avoid patronizing or demeaning them by using subtlety or strong language.
8. Move casually, informally.
8. Avoid being abrupt and rapid.
9. Define clearly (preferably in writing) individual contributions.
9. Avoid being vague; be definite in your decisions and actions.
10. Provide guarantees that their decision will minimize risks; give assurances that provide them with benefits.
10. Avoid offering assistance and guarantees that you can’t fulfill.
11. Provide personal assurances, clear, specific solutions with maximum guarantees.
11. Avoid making decisions for them or they’ll lose initiative; don’t leave them without backup support.
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Team Member Styles Understanding and Interpreting Style Results In A Team Environment ANALYTIC Data Oriented The Analytic is an information-oriented team member who enjoys providing the team with good technical information and data. You do your “homework,” push the team to set high performance standards, and use your resources wisely. Most people see you as dependable although they believe, at times, you may become too bogged down in details of data. The Analytic does not see the big picture or the need for positive team climate. Most of the time you:
But sometimes you:
complete all team “homework” in a timely and efficient manner
go into data overload with reports that are too long
freely share all of the information and materials you have
push for unrealistic performance standards
push the team to set high performance standards
lose sight of the “big picture--the goal or charter of the team
provide technical training for team members and serve as a data base for new members
lack patience with team climate and process issues
can be depended upon to do what is asked of you
Usually people see you as:
become impatient with other team members who do not live up to your standards
However, occasionally you are:
dependable
short-sighted
systematic
data-bound
proficient
a perfectionist
efficient
narrow
pragmatic
cautious
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DRIVER Task Oriented The Driver style is a task-oriented member who sees the task activities of the team as paramount. You are flexible and open to new ideas, willing to pitch in and work outside your defined role and are able to share the limelight with other team members. Most people see you as a “high activity” person but they believe, at times, you may fail to periodically revisit the mission. The Driver style often does not give enough attention to the basic team relationships and overlooks the individual needs of the other team members. Most of the time you:
But sometimes you:
help the team establish goals, objectives, and action plans
do not give attention to the basic team relationships
pitch in to help out other members who need help
fail to periodically revisit or challenge the mission or goals
are willing to work outside your defined role to help the team
do not focus on the individual needs of team members
are willing to share the limelight with other team members
complain about lack of progress toward team goals
work hard to achieve team goals even if you don’t agree with them
do not give sufficient attention to the process by which goals are reached
Usually people see you as:
However, occasionally you are:
forward-looking
too day-to-day
cooperative
not relationship focused
independent
unrealistic
active
unconcerned about group process
realistic
running with blinders on
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AMIABLE Relationship Oriented The Amiable style is a process-oriented member who is an effective listener. You are a facilitator of involvement, conflict resolution, consensus-building, feedback and the building of an informal, relaxed climate. Most people see you as a positive person but find that, at times, you may see process as an end in itself. The Amiable style often does not confront other team members or give enough emphasis to completing task assignments and making progress toward team goals. Most of the time you:
But sometimes you:
help the team relax and have fun by joking, laughing, and discussing personal interests
see team process and climate as an end in itself
help to resolve process problems (e.g., conflict, lack of involvement)
fail to challenge or contradict other team members
listen attentively (while withholding judgment to all viewpoints
do not recognize the importance of ask accomplishment
recognize and praise other team members for their efforts
overuse humor and other process techniques
encourage all team members to participate in team discussions and decisions
do not give enough emphasis to long-range planning
Usually people see you as:
However sometimes you:
encouraging
impractical
enthusiastic
vague
supportive
slow
humorous
not sufficiently serious
relaxed
not bottom line focused
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EXPRESSIVE Question Oriented The Expressive style is the team member who questions the goals, methods, and even the ethics of the team. You are willing to disagree with the leader or higher authority and encourage the team to take well-conceived risks. Most people appreciate the value of your candor and openness although, at times, you may not know when to back off an issue. The Expressive style often becomes selfrighteous and tries to push the team too far. Most of the time you:
But sometimes you:
are willing to disagree with the team leader
do not know when to back off
candidly share your views about the work of the team
push the team to unreasonable risks
challenge the team to take well considered risks
become rigid and inflexible
push the team to set high ethical standards for their work
paint yourself into a corner
are willing to back off when your views are not accepted
are too direct in communicating with other team members
Usually people see you as:
However, occasionally you are:
candid
rigid
honest
arrogant
principled
self-righteous
assertive
aggressive
ethical
unyielding
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If You Exhibit Two Styles ANALYTIC & DRIVER You tend to be focused on both the short-and long-term aspects of the job. You will do whatever it takes to complete the immediate task and reach the team’s overall goals. Such things as sharing your expertise, training, pitching in and working outside your designated role comes naturally to you. You focus on the strategic and tactic issues, which means that you may not give sufficient attention to the internal dynamics and relationships of the team. You may be so focused on the work that you may fail to raise important questions about the team’s efforts.
ANALYTIC & AMIABLE Some may say this is the best of all possible combinations because you emphasize both task and process—getting the job done and how it gets done. You push the team to do excellent work and you are able to facilitate a supportive work environment by encouraging involvement, using your listening skills and resolving differences. At times, however, you may lose sight of the big picture—where your team is going. You may be reluctant to criticize anything about the team for fear of disrupting the positive climate.
ANALYTIC & EXPRESSIVE
You bring to the team an emphasis on delivering quality work and exploring options combined with an ability to question the team’s tasks and process. You push the team to set higher standards, live up to those standards and to periodically question both the standard and the work produced. You like to get things done, and suggest alternatives to the standard way of doing things. You may push the team to unrealistic standards, excessive analysis and fail to see the need to move forward expeditiously toward the long-term goals. Extensive questioning combined with a strong task focus may result in a lack of concern for internal team climate. You can lead the team astray in your search for creative ways of accomplishing tasks.
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DRIVER & AMIABLE
Some people may refer to you as a participative leader because of your emphasis on achieving goals combined with a need to get team members involved in the development and implementation of the goals. Your willingness to pitch in and work outside of your defined role meshes nicely with the capability to help establish a supportive and positive team climate. At times you may not give sufficient attention to the long-term objectives of the team. You also may not be as concerned with the need to create a climate that welcomes critical comments about the team’s goals and internal dynamics.
DRIVER & EXPRESSIVE You bring to the team a focus on the future and constant reminders to stay on track coupled with a willingness to question the team’s purpose, goals, and methods. When necessary, you can be the team’s risk-taker as you suggest that the team take a hard look at some innovative and far-reaching ideas. However, if you go too far or are too confrontational you run the risk of being disruptive to the team’s dynamics. Your strong emphasis on the future and the big picture may mean you become impatient with other team members who are concerned with the maintenance of a positive team climate.
AMIABLE & EXPRESSIVE Your primary contributions are on the process side of the team’s success. You insure that the members work well together while you push the team to address important questions about their strengths and weaknesses. However, you run the risk of seeing process as an end in itself. You need to keep in mind that the team must set long-term goals and work hard to deliver high quality products and services that satisfy current customer needs.
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If Your Results Show High Versatility
If your scores indicate high versatility, you have the capacity to easily use the strengths of all four styles. You have the flexibility to provide the team with what is needed at the appropriate time. You should also have the ability to easily relate to other team members. However, your impact as a team player may be diffused because other team members may find it hard to read and understand where you are coming from.
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Increasing Your Effectiveness As A Team Player Here are some tips for making use of the information you have learned about yourself. Affirm your strengths. Acknowledge that you’re O.K. Look for ways to add to your strengths. Be the best Driver, Analytic, Expressive or Amiable. Look for teams and situations where your strengths are appreciated; be versatile in those situations where your strengths are not valued. For example, Expressive should be versatile in a conservative, risk-adverse environment. Extend your repertoire by incorporating more of the strengths of other styles. For example, if your least active style is Amiable, develop a plan to increase your skills as a group facilitator. Develop your ability to analyze your team. When you observe the need for a particular strength (e.g., to challenge complacency) provide an appropriate intervention and/or encourage others to do the same. Be aware of your tendencies to become an ineffective team player—to use your strengths to excess. If possible, work with a colleague or use feedback from the survey provided by colleagues to identify (1) your potential excesses, (2) when they are likely to appear, and (3) what you can do, perhaps with the help of others, to minimize the tendencies.
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Analysis And Application Planning My main strengths as a team player are: My strengths show up on the job in the following ways and/or situations: My potential for becoming an ineffective team player shows up on the job in the following ways and/or situations: Ways I can become a more effective team player include:
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Increasing The Effectiveness Of Your Team
You can use the survey scores to diagnose your team. You can identify your strengths, look at the potential weaknesses, and develop an improvement plan. Reproduce the grid shown on the last page of this booklet on a flip chart or overhead transparency. Ask one person to record all of the names and scores on the grid. Circle the score of the primary styles of each person as seen by others. Identify: Strengths of the team
Potential weaknesses, such as: a. Overload of a particular style b. Missing styles
Discuss: How strengths have helped us in decision-making, problemsolving, planning, client relations, quality, and other areas.
How the team weaknesses may have reduced our effectiveness.
A recent decision, problem, success or failure in light of the survey scores.
Develop a plan to make more effective use of your team strengths and minimize the team’s weaknesses.
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Team Players As Team Leaders The effective team leader is an effective team player. Effective team leadership requires the articulation of a vision, the creation of a clear mission, and the development of goals, objectives, and action plans. The most effective leaders involve team members in these activities. Effective team leaders ensure the completion of immediate tasks and work assignments in a high quality and timely fashion. The most effective leaders inspire a desire to produce quality products and services, and to provide excellent customer service. They have the ability to communicate with all team members and with important players outside the team. The most effective leaders have excellent skills in listening, conflict resolution, and consensus building. They create an open environment in which members feel free to express their views with candor and integrity. The most effective leaders are challengers of the status quo and are supportive of others who push for risk taking and innovation. A team player can be either a follower or a leader. Many people play both roles in an organization and, in fact, may play both roles during the same day. In the morning you may attend a meeting with the operations manager as team leader. In the afternoon you may hold a task force meeting where you serve as leader. Your team player style remains consistent as you make your transition from follower to leader and back again. However, the style may manifest itself in different ways depending upon the role. As a member, the Analytic can be depended upon to provide accurate data in support of the team’s effort, and as a leader, the Analytic can provide structure to help the team solve technical problems efficiently. In a leadership role, Driver tends to be a task-oriented assignor, and as a follower, Driver does what is required to keep the team moving toward its goals. Amiable, as team leaders, are noted for their participative management approach, and as members, they encourage and support the involvement of others. Expressive raises questions about team issues and sometimes questions the leader; as the team leader, Expressive models the devil’s advocate in order to establish the norm of candor and openness for the team. In the final analysis, your style remains consistent as you change roles. As your roles change, the way in which you manage the role will vary from how others have handled it in the past. Leaders are expected to behave differently from followers, and they do, although, good leaders are also good followers. The behavior of a leader will be consistent with that particular individual’s style preferences.
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Team Member Style Profile
NAME
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DRIVER
AMIABLE
88
EXPRESSIVE
ANALYTIC
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Relationship Management Plot the Profile of Your Team on the Grid to the Right.
What are the characteristics of this profile? (Strengths/Weaknesses)
Plot the Profile of your client on the Grid to the Right.
What are the characteristics of this Profile? (Strengths/Weaknesses, Preferences)
What should be included in your dealings with this client? 1. 2. 3. What should be avoided in your dealings with this client? 1. 2. 3. What is your general “Plan of Action” to exhibit versatility with this client?
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