Must-Have Team Building Resources Identifying the Stages ...€¦ · Stage One - Start-Up - (The...

Must-Have Team Building Resources

Identifying the Stages of Team Development

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© 2019 MakeADentLeadership

What We’ll Cover

GENERAL OVERVIEW 4 Using the Stages of Team Development Model 6

You Must Have Senior Leadership's Complete Support 7

Stage One - Start-Up - (The Telling Leader) 8

Stage 1 Breeds Compliance Not Performance 9

Stage Two - Pivotal - (The Coaching Leader) 11

Stage Three - Joining - (The Consultative Leader) 13

Stage Four - Self-Reliant - (The Delegating Leader) 15

The Next Step - Team Pillars The Tools to Transform Your Team 16

TEAM PILLARS 18 What Is A Team Pillar? 21

How You Use Team Pillars To Develop High Performance Teams 24

Step 1: Identify The Critical Success Factors 25

Step 2: Create Pillars For Each Of The Critical Functions 26

How Long Does It Take To Create A Team Pillar? 28

Step 3: Assess The Team's Stage of Development for Each Pillar 31

Teams Develop At Differing Speeds For Each Function. 32

Step 4: Plan Out Development Activities 35

Changing Team Leader Behaviors! 37

Negotiating Roles 39

Deepen Your Learning 41

SAMPLE PILLARS 42 General Behaviors 45


Business Literacy 49

Improving Individual Performance 53

Improving Team Performance 57

Maintaining Production Equipment 61

Managing Learning 65

Managing Safety 69

Team Meetings 73

Why Trust Us 77 About Shelley Holmes 77

Contact Us 78


GENERAL OVERVIEW


Using the stages of team development will help you take a team from

being 'told what to do', to being empowered and self-reliant (Often

known as self-managing - I prefer the term self-reliant as it is more

descriptive - most businesses don't want their teams to be self-

managing).

Something to keep in mind: You will need more than just this tool to

create an empowered high-performance team ... but it is definitely one

of the most important tools you can make use of as you take the

journey to creating a high-performance workplace.

These four Stages of Team Development help you clearly pinpoint the

behaviors you can expect from the team as they progress toward self-

reliance, the types of performance you can expect at each of the

stages and the types of interactions you can expect between team

members and their team leader.

As you read through the behavioral description, for each of the four

stages, you will be able to tell the difference between each stage by:

✓ The extent of direction and support that is provided by the leader to

the team

✓ The level of involvement that is shown by the team members


✓ The degree of interaction between the members in the team with

the team leader and external bodies

✓ The types of results that the team delivers

Note that this model indicates the team develops in a linear direction.

In reality this does not happen.

Teams keep moving back and forth between the various stages, and

can also be at a higher stage of development in some functional areas

than others. For example, a team could be at Stage 4 for Recording and

Monitoring Productivity Targets, but at Stage 2 for Providing Personal

Feedback to each other.

Using the Stages of Team Development Model The Stages of Team Development Model helps you in these four key

areas:

✓ Vision - Helps you to understand where you are going, and provides

a map as to how to develop your team

✓ Assessment - Enables you to assess the competence level of the

team (and team members)

✓ Development - Assists you to set training and development

objectives to develop the team to the next level

✓ Role Negotiation - Assists you to get clear about the appropriate

leadership style, for the team's competency level


Contact me if you would like advice and strategies on how to kick-start

conversations, with members in the senior leadership team, so that you

gain commitment.

You Must Have Senior Leadership's Complete Support Never embark on this process without getting the approval and

commitment of your senior leadership team.You need their long-term

commitment to be successful.

When things go wrong, and progress isn't as swift as you might like in

some areas - and it is bound to happen - your senior leadership must

be in it for the long-haul. And this only happens when they have an

understanding of the big picture, and the long-term benefits that are

going to be delivered to the business, even as you circumnavigate

hiccups and short-term failures.

If you want to create cynicism in the workplace, the best way to do it is

to start a process like this and then have the pin pulled on you,

because results aren't happening fast. This is a long-term process -

not a short-term fix (even though, often there are terrific short-term

wins!).

In the next section is a general overview, of each of the stages of team

development, that the team passes through to becoming an

empowered, self-reliant team


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Stage One - Start-Up - (The Telling Leader)

Using the conventional autocratic style of telling people what to do

certainly does get things done. However, this style of leadership is

found to be not so effective in building a high-performance team.

Understand this about the Directive style: the team will produce

according to the standards but will not perform beyond ... people just

do things mechanically because they are told to do so, but they do not

give their best.

Certainly, when a team is just being formed, particularly while the

members have very limited business, technical and social competence,

it is appropriate that the team leader starts with a directive/telling

style: telling team members what is expected of them and what they

are supposed to do.

The trap for most organizations is that they don't move beyond this stage, consequently trapping themselves

in poor performance.

In this stage, the communication is mostly downward, with almost no

upward.


Stage 1 Breeds Compliance Not Performance If you stay at Stage One for a long period of time it becomes an

environment of compliance ... where people give you time because

that's what they are being paid for, but they don't engage their heart,

soul and energy in the team or task.

They abide by the rules in order to evade 'punishment'.

A statement that you could frequently hear is "This is not my job".

They just stick to doing things that they are asked to do, and not a

piece of work more than that.

It is a style of management that breeds frustration and resentment.

People become fed up when they do not have the freedom to do things

in the way they believe can make it more efficient and productive and

make best use of their talents and skills.

97% of people who come to work want to do the right thing and indeed,

given the opportunity normally make decisions that benefit the

business.

Yet, in both Stages One and Two (of team development), effectively we

are creating systems and procedures, to control the poor actions of

the 3%, and thereby punishing the 97%. Doesn't really make sense

does it?


This Stage Is Frustrating for Leaders Too!

As frustrating as it is for team members, for anyone who wants to be a

high performance leader, this type of environment is fairly soul-

destroying too. In this kind of a setting, the leader of the team makes all

the important decisions, and consequently he or she mostly finds him

or herself fighting fires and managing crises.

The team leaders find themselves more or less similar to the rabbit in

the book 'Alice in Wonderland,’ always rushing and on the move but

actually not accomplishing anything. There is certainly very little time

for the team leader to focus on the long-term future of the business.

Therefore, if

✓ you wish to break away from compliance and head towards high

performance,

✓ you wish to see a broader horizon for yourself and your team

members,

✓ you want your work life as well as your team member's work life to

be productive and more rewarding,

Then it is high time you make efforts to move towards the next stage.


Stage Two - Pivotal - (The Coaching Leader)

In this stage, the leader gives more freedom and

responsibility to the team members, encouraging two-

way communication by seeking their suggestions and inputs, and

involving them in the goal-setting.

In Stage Two, the members of the team have more influence on how

the work gets done and, as a result, begin to feel more responsibility

and enjoyment for the work they are doing.

The Leader asks for input but still makes the decision

The Team Leader still holds the decision-making power (or managers'

higher up do) on anything that costs money, affects any policies or

requires any significant change. The team leader listens to team

member suggestions and complaints and often (but not always) uses

the team input in his/her decision-making.

Team members are more active, in the sense that they are actively

involved in the learning process and in turn contribute more to the

team and the work assigned to them. The team is given some training

in problem solving, process improvement, meeting skills and also

interpersonal communication skills.


This is one of the exciting, but also challenging stages of team

development because as you begin to empower, you provide much

greater opportunity for upward and horizontal communication, which

can provide some brilliant breakthroughs and also some challenging

moments!

In Stage II team members continue to produce (do what they are told)

but they also begin to perform (do more than they have to). This stage

is one of the most pivotal of all the stages of team development and

the most frustrating.

Like teenagers, sometimes team members want more authority and

freedom than they are necessarily ready for, or the leadership team is

necessarily ready, (mentally and emotionally), to pass over.

Often organizations stop here, but there is a whole other world beyond

that ...


Often when asked, if they could change only one

behavior in their boss, people reply they would

ask for a boss who would ask more and tell less!

Stage Three - Joining - (The Consultative Leader)

In this stage the leader of the team takes more of a rear

seat and plays the role of a coordinator.

Team members are focused towards their goals and are busy handling

the daily tasks.

People are more committed to what they are doing.

They are doing things because they want to, not because they have to.

They are giving both their time and their energy. To become

empowered, and to stay empowered, the teams need to:

✓ Be delegated the power to make decisions,

✓ Have a degree of accountability for the outcomes,

✓ Access to much more business information than they had previously

been exposed to,

✓ Become more aware of the broader goals of the external

environment (vis customers and corporate bodies)

At this stage, the team members and the team leader MUST continually

work on developing their capabilities.


All true empowerment is based on increasing personal and team

capability, ableness, capacity - call it what you will, because now it's

the time to excel ... in the final stage which is self reliance...


Stage Four - Self-Reliant - (The Delegating Leader)

In this stage the leader of the team works primarily

outside the team. (I often jokingly tell my clients, at this stage they are

off at the beach drinking pina coladas!)

The members of the team are capable of handling the day-to-day and

mid-range tasks as well as any complex problems or situations on their

own. The team hits their goals and targets on a constant basis, and is

always on the watch out for continuous improvement opportunities.

In this stage, we find that almost all the members put their head, heart,

and hands into their work.

To Get A Team To This Stage You Have Lived, Loved, and Led Remarkably!

This is the ultimate result or stage that any team leader would want his

or her team to achieve.

As a leader, the knowledge that you have made a significant

contribution to the positive development of the team members, and

have had a direct impact on improved business results, along with


improved personal capability will result in an immense feeling of

satisfaction.

The Next Step - Team Pillars The Tools to Transform Your Team Whilst the general descriptions of team behaviors (described above),

are valuable on their own, their very generic nature doesn't provide

enough information for you to truly develop capability in specific

functions.

So we need to take it to the next level. Now we drill down to the specific

behaviors required, within the specific functions that the team must

perform. How much stronger would your team development efforts be,

if you could assess and train to the specific behaviors needed, in

functions such as:

✓ Business Literacy

✓ Managing Team Performance

✓ Managing Learning

✓ Improving Individual Performance

✓ Managing Meetings

✓ Managing Safety


✓ Improving Business Development

You can create descriptions for any function that is important to your

business' operations. I call these descriptions Team Pillars. I've used the

term pillars, because the dictionary describes a pillar as something that

supports a superstructure.

That is exactly what these Team Pillars do.

They are the support you need to create the superstructure of a self-

reliant, empowered, team based, high-performance organization.

Brace yourself. In the next section you are going to enter the liberating

world of the Team Pillars.

Reflection

✓ How much senior leadership support do you have? What do you

need to do to influence your senior leaders?

✓ As you think about your team, which stage of development would

best describe them?

✓ Is there anything you are doing that might be holding them back?

For example do you need to delegate more, coach more, have

more faith in them?

✓ Make a list of the behaviors that you might need to change in order

to help your team develop. Then focus on one or two of those

✓ Which functions are important in your business that your team

progresses more toward self-reliance? © 2019 MakeADentLeadership

TEAM PILLARS


Have you ever taken your team, away from the workplace, to hang off

ropes on the side of a mountain ... expecting this type of activity will

bring you closer together and build the foundation for better teamwork

and performance back in the workplace?

Well, while these types of activities are lots of fun and they definitely

have their time and place, they rarely translate into long-term,

sustainable and successful development of high performance teams.

The very best way to get teams working together, is to give them a task

that is work related, is challenging and provides them with a benefit

that they readily 'get'.

Developing teams in the workplace to their full potential can be a

challenge! And finding team building resources -- that work for the

long term -- can be disheartening.

If you have ever been frustrated at not knowing how to keep your team

growing and taking on higher duty tasks and performing at higher

levels, then these team Pillars could be the answer for you!

Below, is a process that I have successfully used with several

organizations, to help teams in the workplace to grow and develop,

over a sustained period of time, toward more self-reliance.

It is a process that provides structure to what ... for many organizations

... is a rather haphazard approach to team development.


Developing your team to self-reliance (or if you prefer self-managing) is something that happens over time.


What Is A Team Pillar? A Team Pillar is a

✓ description of the types of behaviors you expect to see displayed,

for a specific function, (both by the team members and their

leader)

✓ at each of the four stages of Team Development

✓ along with the types of results you would anticipate from a team

at that stage of development.

In this document you will find example Team Pillars, for each of the

following functions:

1. General Descriptions

2. Business Literacy

3. Improving Team Performance

4. Managing Learning

5. Maintenance

6. Improving Individual Performance

7. Managing Meetings

8. Managing Safety


You can develop pillars for any function that is important to your

business. I've chosen these samples simply because they are fairly

generic across many businesses.


Here is an of the type of information you will find in each of the pillars:

Identifying Team Performance Pillar (Example)

Team Members Team Leader Types of Results

Stage 1 - Start-Up (Here’s What To Do)

• Have difficulty interpreting information or reports related to team objectives and their broader impact

• Are primarily interested in results related to their specific work area

• Do not understand team KPI objectives

• Sets objectives, reviews and interprets results, and then determines priorities and actions

• Owns, and is responsible for, team performance

• Tells TMs what to do

• Collects and then reports on team’s performance

• Team performance issues remain unaddressed and therefore productivity suffers

• Team is not accountable for their collective results

• Performance is crisis driven

Stage 2 - Pivotal (Here’s Why You Do It)

• Collect data and begin to interpret results

• With promoting/guidance from TL, begin to take responsibility for follow-up on action items

• Understand KPI objectives

• Involves tram in determining priorities

• Begins to income TMs in co-ordination of performance issues with other shifts/teams

• Provides team performance improvement feedback

• Team shows limited accountability for resolving performance issues that are impacting on achieving targets

• Team performance begins to improve


Working with various clients, we have developed team pillars for all

types of functions - for example, for a corporate communications

consulting firm we created pillars on analyzing data, proof-reading

documents, business development ... really you can create team pillars

for any function that is important to your business.

How You Use Team Pillars To Develop High Performance Teams

Listed below are the steps to follow when creating (and then using)

Team Pillars.

1. Identify the critical functions for your business

2. Work with your team to create a team pillar for each of these

functions

3. Assess the team's stage of development for each function

4. Identify and agree on the improvement areas needed, (within in a

specific time frame e.g. 6 months, 1 year, 5 years etc), to move to

the next stage of development

5. Understand the behaviors the Team Leader and Team Members

need to develop and use to move to the next development stage

Okay, so now you have the overview let's take a more detailed look at

each of these steps:


Step 1: Identify The Critical Success Factors

Initially keep this process simple. Only identify the top six to eight

functions that are critical to your business success and that your

organization would benefit from your team becoming more highly

capable within.

Depending upon the 'political' environment in which you find yourself,

you may decide to (initially) choose the functions that won't ruffle too

many feathers outside your own department ... until you have some

proof positive, that will help convince the naysayers, that using these

Pillars works and has a long-term positive impact on the bottom-line.

See my story below on how we had to convince the finance

department that the team pillars weren't going to send the company

broke, rather that we expected it to make money for us.


Step 2: Create Pillars For Each Of The Critical Functions

As indicated above, and what is probably blindingly obvious ... start

with what you feel will be the easiest/less controversial function/(s)

first.

For example, Safety is one of your important functions - this is often a

fairly easy team pillar to get going with in terms of both creating and

implementing, along with convincing people that self-reliance is the

way to go.

Here is how you create and document your Team Pillar for each function:

1. Describe the behaviors of a Stage 1 team member for that particular function.

2. Then describe the behaviors of a Stage 4 team member

3. Now describe the behaviors of a Stage 1 team leader

4. Now describe the behaviors of a Stage 4 team leader

5. Now describe the types of results that can be expected at those two stages

6. Now rinse and repeat Steps 1-5 above for Stages 2 and 3


Once you have done this, you should have a document that looks

similar to the samples I have provided you with. Speaking of those

samples ...they are exactly that ... just samples.

What I have in those sample pillars, may very well not be appropriate for

your business environment, or describe the behaviors you expect at

each stage.

NEVER, EVER just use the samples or hand them across to your team and say this is how we are going to

develop as a team - you will fail miserably.

One of the most critical elements in creating team pillars is that it is

done WITH your team, not for your team by a bunch of leaders in a

backroom. Do that, and you may as well not even implement the

process.

The development of the team pillar, by the team, is critical because it is

one of the best (and cheapest) team building resources and training

and development activities that you will ever invest in and you can do it

yourself!

Why the best? Well ...

✓ Your team members more fully understand ... as they grapple to

put into words the difference, say, between a Stage 2 and a Stage

3 team ... what the behaviors of success look like.

✓ They begin to realize where they, both as individuals, and as a

team are doing well ... and where improvement could happen.


✓ During the process they have to negotiate, and at times get

personal agendas out on the table. They will laugh. They will

battle ... there could even be tears. But, with a good facilitator (and

that shouldn't be you their Team Leader -- you are too close), hey

will transform into bigger picture thinkers and a stronger, more

cohesive team.

✓ They will learn, they will discover, they will be exposed to new

thinking.

✓ It plants seeds, that helps them to appreciate that staying where

they are means they are stagnating (both personally,

professionally and organizationally)

✓ They have to work together to come to an end result that will

profoundly change how they work together

... all in all everything you want in an exceptionally successful team

building and training program and not a rope in sight!

How Long Does It Take To Create A Team Pillar? It is an investment of time ~ and yes there can be lots of it. I have

worked with teams that have been able to develop a team pillar within

four hours ... and I have worked with a team that took 15 hours to

develop one pillar.

The length of time taken, depends upon the team's development, (how

used they are to openly discussing and negotiating) and the 'heat'

within the pillar.


For example, you will find that when it comes to creating a team pillar

around 'improving individual performance' people's agendas can come

to the fore.

It is likely the under-performers will likely try to sabotage and put the

brakes on anything that shines the light their lack of performance, and

this can bog the process down. You will need your best leadership skills

on that day (even with a good facilitator)!

Don't Frighten The Dickens Out Of Them!

You will also find that if a team is closer to a Stage 1 team, as explained

in the general descriptions of team development, than Stage 4, they

will be less adventurous/extravagant in how they describe the

behaviors of a Stage 4 team.

It isn't because they are being obtuse.

It is because they often can't see that far out ... even if you can ...

because up to this point they haven't been trained to think this way.

My recommendation is tread carefully to begin with. You don't want to

frighten them by something that they aren't ready for.

If you begin describing a Stage 4 team to them, which you see them

achieving 10-15 years down the track (which the best analogy I can

find, is similar to describing university, to a 4 year old kid about to go to

kindergarten), you will frighten the dickens out of them.


They won't want to come on the journey (just as describing university

to a kindergartener, will have them telling you I DON'T want to go to

school!) It can be a case of too much too soon and can overwhelm

even the brightest and most willing of team members.

It can be a case of too much too soon and can overwhelm even the

brightest and most willing of team members.

Pillars are dynamic documents that will change with time. So certainly

stretch their thinking ... but don't frighten them.

Be patient!

You may well have to settle for letting them describe a Stage 4 team ...

as what you may well have liked to have seen described as a Stage 2 or

3 team ~ knowing that in the future you will work with them again to

broaden their outlook on what behaviors describe Stage 4.


I worked with a team that, when we initially described the behaviors for the Pillar of Business Awareness, we thought

we had been really stretching the boundaries.

Two years later all our Stage 4 behaviors became our Stage 2 behaviors and we then took ourselves into the realms of what two years earlier we had thought were

impossible pipe dreams!

Step 3: Assess The Team's Stage of Development for Each Pillar

Once you've got your team pillar documented, now comes the fun part.

Again, working together, you and your team will assess which stage of

team development best describes their performance level.

Generally, if 90% of the team are exhibiting the behaviors described

for that stage more than 80% of the time, you can safely assume

they are operating at that level.

If you thought you had had vigorous debate, as you were developing

the Team Pillar, well assessing your team's stage of development can

be even more rocky.

Do make sure that you make use of team norms to ensure that, what

are likely to be robust conversations don't become personal attacks.

Which they can quickly degenerate into if you don't facilitate well ... I

have seen pent up frustration at under-performers come to the fore.

So do make sure that you are prepared to handle this well.


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Teams Develop At Differing Speeds For Each Function. It is important to note that, whilst you may judge that a team is at, say

Stage 2 or Stage 3 overall, there will be some functions at which they

excel quite quickly and others it is like dragging teeth out of a wide

awake tiger. A long, and difficult ... if not at times dangerous ... process!

For example, generally, in terms of "Meeting Productivity

Targets" teams very quickly become results focused and can be relied

upon to achieve performance targets.

Often moving quite rapidly through Stage 1 to Stage 3-4. Part of the

reason for this is that the results (or non-results) of the actions and

activities are easily measured.

You may not want your team to develop to self-managing for every single function.

For example, I worked with a client who was quite clear that they would never want their team to develop

beyond Stage 2 for business/financial literacy ~ even knowing that their business results would probably be

diminished because of this decision.

This is not a problem, as long as you are making a conscious decision and aware of the implications of that decision ... which in this example this team were crystal

clear about.


But, in terms of "Providing Feedback To Each Other" you can expect

the progress to Stage 4 to be quite slow!

That is partly due to it being uncomfortable for anyone to raise

performance issues with another, particularly a peer. And, partly

because it is can be more challenging to measure how well people

provide, along with the results of, performance feedback.

It is quite common, to have a team who is performing as a Stage 3-4

team in terms of their capability to manage team productivity, but very

much at Stage 1 in terms of improving individual performance.

For example, as a group they can easily hold each other accountable

for achieving team performance outcomes (say exhibiting Stage 3

behaviors in the function of "Managing Team Performance"), but when

it comes time to address the under-performance of an individual they

expect the team leader to do it (Stage 1 behaviors in the function of

"Improving Individual Performance").

Most teams take a very long time to move from Stage 1 to Stage 2 in

terms of "Improving Individual Performance". As a leader, you would

probably agree that one of the most difficult tasks that confronts you is

managing the under-performance of individuals - it seems to be a task

that most people find difficult.

Read the ebook "Successful Feedback", it will certainly help you with

how to handle the challenging conversations you need to have when

performance issues raise their head. If you want you can contact

me directly about how we could train your people in these all important

skills.


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Best Indicator of High Performance

As an aside, 'improving individual performance issues', within the team is one of the greatest indicators of

whether you have a high performance workplace or not.

High performance organizations recognize the need to invest heavily in skilling their people to handle

performance issues - both with people they report to, their peers and people who report to them.

Step 4: Plan Out Development Activities

Use a matrix like this, so you and your team can quickly get a picture of

where they stand for a series of functions:

Using a grid like this helps you to begin to plan out where you need to

focus, and you can begin to turn your attention to how you will help

your team develop to the next stage.

And this doesn't just mean training programs.

Often it is the systems and the entrenched mindset and culture of the

organization and its leaders, that needs 'fixing' much more than the

development of individuals and teams.

It could be things like working to change restrictive policies and

procedures, it could be creating new systems, it could be freeing up

the information flow. (So many teams are hindered by such


Function Stage 1 Stage 2 Stage 3 Stage 4

Learning & Development

Safety

Maintenance

Team Performance

Scheduling

Problem Solving

Business Literacy

restrictions ... which came about because of the old style thinking of

trying to control everything).

One of the benefits, of using team pillars, is that it does help to lessen

the fear of those old-school, wary decision-makers, (who often sit in

corner offices!).

They can see there is a process, which systematically enables people

to develop and over time take on more higher level decision making

responsibility.

They can see it is not a free-for-all which will result in anarchy.


Convincing The Finance Department

Changing Team Leader Behaviors! Following the assessment, it will be very clear to you the style of

leadership you are currently using and where you, the leader, need to

grow and shift your style to effect long term changes in the team.

As well, you will have a road map of where you need to focus on a daily

basis in order to help your team shift, along the team development

continuum, toward being a self-reliant, empowered team.

Convincing The Finance Department

For example with one team, we had to work to convince the finance department that team members (who were production team members, within a factory environment) should be given the authority to control specific line item budgets, and authorize expenditure without getting 'management' approval. (This is where having your senior leadership's commitment to the process is critical.)

Needless to say, the Finance Department were, initially, totally against the idea and found it preposterous that we would want to 'trust' these people, with that sort of autonomy. It took the weighing in and influence of the most senior of leadership for this very strong barrier to be pushed through and a very reluctant (to say the least), Chief Financial Officer to be convinced that the sky wasn't about to fall.

Initially team members were given authority to authorize payments of up to $50. Five years down the track, all team members had automatic authority to spend up to $3,000 and some, depending upon job requirements, had expenditure authority up to $50,000!


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This can be most challenging - because you have to step out of your

comfort zone and release the reins. But, if you aren't growing, learning

and developing ... then how can you expect to grow and develop your

people?

The growth of teams in the workplace often directly correlates to the

growth of their leadership.

The simple fact that you are member of this site, tells me that you are

committed to being at your best and bringing your people with you, so

I'm confident that you and your team will experience the success you

are ready for.

It is fairly obvious that a leader, who can only use the behaviors of a

Stage 2 leader, can never grow and develop his or her team through to

a higher stage. So, in order for you to develop your team, you need to

focus on the behaviors at the next level. In that way you will draw your

people along with you.


Negotiating Roles

You will at times have to negotiate how you lead your team. You can

expect to be challenged by your team members that you aren't acting

as a Stage "x" team leader etc - don't let that worry you. Keep doing

your best and regularly refer to your team pillar for inspiration on the

types of behaviors you need to be role-modeling.


A Team Pillar In Action ...

Here is an example of how I used team pillars with an under-performer, to negotiate the behaviors we needed to see in order for him to be treated at a higher level.

I had taken over a production team, in a manufacturing facility, that had a team member who was underperforming.

Among other poor performance issues, the thing that was driving his team members' nuts was that, he had been regularly taking longer breaks than he was entitled to. The team were quite frustrated at having to cover for him, and a few had grumbled to me about it (not having the confidence to confront him directly, because he was a strong personality).

I had to start with facts (not hearsay from the team members). So, when he was due for a break I would note the time he left and the time he returned. After a few days of data gathering, I spoke to him about his performance. During the conversation he began to complain that I was treating him as a Stage 1 Team Member and I shouldn't be monitoring his performance.

I grabbed the Team Pillar and showed him that he had been acting as a Stage 1 Team Member, so this was the appropriate way to lead him. We were then able to discuss how he'd like to be treated, and the behaviors he'd need to exhibit in order to be treated differently.

Using the guidelines in the pillars, we very quickly put in place a plan of action for him, that enabled him to lift his performance to a level that ensured he was treated the way he wanted - as a Stage 3 team member. A win all round!


Team Pillars will become one of the power tools in your team

development activities. When teams use Team Pillars, higher

performance generally follows.

Deepen Your Learning

Test your learning by taking the Stages of Team Development quiz to

see how well you have integrated the knowledge.


https://my.makeadentleadership.com/identifying-stages-team-development-quiz/

SAMPLE PILLARS As noted above - these are only sample pillars …. you

would be doing your team a disservice if you just used these without input and thought from them.

If you try to just use them, as is, you’ll likely fail … be warned!


The value isn’t really in the finalized document. The value is mostly in

the rich discussions that your team members have as they discuss the

types of behaviors they would expect at each stage. It is during the

discussions, as you create YOUR Team Pillars, that the points made

above (and I'll repeat here, because they are important) come alive.

✓ Your team members more fully understand ... as they grapple to

put into words the difference, say, between a Stage 2 and a Stage

3 team ... what the behaviors of success look like.

✓ They begin to realize where they, both as individuals, and as a

team are doing well ... and where improvement could happen.

✓ During the process they have to negotiate, and at times get

personal agendas out on the table. They will laugh. They will

battle ... there could even be tears. But, with a good facilitator (and

that shouldn't be you their Team Leader -- you are too close), hey

will transform into bigger picture thinkers and a stronger, more

cohesive team.

✓ They will learn, they will discover, they will be exposed to new

thinking.

✓ It plants seeds, that helps them to appreciate that staying where

they are means they are stagnating (both personally,

professionally and organizationally)

✓ They have to work together to come to an end result that will

profoundly change how they work together

With the first sets of teams, that I created Team Pillars with, the

behaviors defined for Stage 4 are now what appear in this document as

Stage 2. As time evolved and the team became more mature, they © 2019 MakeADentLeadership

actually decided to re-write their Team Pillars to set the bar higher for

Self-Reliance. You may find a similar experience with your team.


General Behaviors

General Behaviors

Team Members (Do As Told)

Team Leader (Directing Leader)


• Focused on developing the technical

capability required to run the equipment/

provide the service

• TMs are activity/task focused; not results

or goal focused

• Work primarily as individual specialists on

specific tasks

• TMs do not have the competence to

participate in decision-making

• TMs do what they are told and rely on the

leader for direction

• TL interacts one-on-one with TMs

• Sets goals

• Plans and organizes work in advance

•Manages by observing activities, not by

reviewing output results

• Responsible for follow-up on individual

performance gaps and manages people

one-on-one

• Focuses on helping team to achieve

baseline competence

• Gives directions, without always explaining

why

• Communication is largely one-way and

about job priorities

• Identifies and initiates problem-solving

activities and develops action plan to solve

problems

• Controls decision-making about what, how,

when and with whom

• Has little time for addressing design issues

- focus is on shaping behaviors of

members to produce the product/service

according to specifications


General Behaviors

Team Members (Work Together as a Group)

Team Leader (Coaching Leader)


• TMs are asked for their input to decisions

that impact on their day-to-day activities e.g

productivity, quality, service etc.

•On a regular basis, meets with TL for review

of team results

• Understands goals, but don’t yet

understand how to use the measures to

perform more effectively

• Beginning to multi-skill, but still mostly

focused on developing technical

competence in their specialist field

• Beginning to expand their business and

social competence

• Looks to TL for reasoning behind decisions

and then models the thinking process

• Team interacts as a group, but the TL is the

pivot through which communication flows

•Often a time of unhealthy conflict

• TL is more goal focused than team

members

•Responsible for team’s results and

reviews results by self

•Continues to direct and evaluate work

performance

•Facilitates discussion of performance

gaps as a team

•Actively seeks input regarding

operational issues, makes final decision

about procedures and solutions but

always explains his/her reasoning

•Encourages team members to participate

in task forces or off-line efforts to follow-

up on performance gaps identified

•Brings team together to address conflict

issues

•Identifies problems, develops action

plans to solve, then consults with team

members

•Develops agenda for and leads meetings,

ensuring that agreements are

documented and actioned

•Coaches and educates team to

understand how they can take over some

of his/her current functions

•Consistently role models behaviors


General Behaviors

Team Members (Focus on Results and Day-to-Day Operation)

Team Leader (Joining Leader)

Stage 3 - Joining (Now You Try It!)

• The Team resolves most day-to-day

issues, administrative and support

tasks and performance

management responsibilities

• Understands outcome goals and

measures, are more results focused

and consistently achieve results on

all KPIs without the intervention of

the team leader

•Meets regularly to review results,

identify problems, and make

decisions.

• Is able to achieve goals and to

generally manage without the

support of Team Leader

• TMs interact frequently with each

other

• Team needs TL support to give focus

to longer-term issues

• TMs rely on TL co-ordination and

feedback to assess their

performance level

• Reviews results with team

• Collaboratively sets short term

performance goals

• Involves team members in problem

identification and resolution

• Asks team members to define how

the task is to be done

• Provides support and resources as

requested

• Encourages team to share

leadership of team meetings and

daily operational issues

• Supports task forces formed to

address performance gaps

• Facilitates peer performance

review sessions (training and

facilitation)


General Behaviors

Team Members (Run Day-to-Day, Focus on Long-Term

Improvement)

Team Leader (Delegating Leader)

Stage 4 - Self-Reliant (Now Excel)

•Requires little or no support from TL for self-

management and is confident in its ability

•Team resolves complex problems on their

own

•Generally successfully manages across

department/functional boundaries, in order

to achieve results

•Capable of continuous improvement on

current measures and finding new ways to

measure progress

•Spending time enhancing and improving

products and processes and not merely

meet current targets

•Work together well as a team and finds

creative ways to align individual needs with

customer and organizational needs

•Able to help other teams toward self-

reliance

•Team sets high performance targets and

consistently achieves targets without TL

involvement

•Team addresses individual and group

performance issues on their own

• Interacts with other depts/ corporate

influencers to make possible the

organization design changes, the team

needs

• Devotes considerable time to scanning

the external environment for issues,

and/or opportunities that could impact

the team (is working “on the business”)

• Reviews market information/future

trends with the team

• Provides feedback to team, as an

outside observer of their strengths and

weaknesses

• Helps assess specific team and

individual needs for self-management

• Available on an ‘on call’ basis to provide

guidance, ideas etc

• Provides support during ‘crisis

conditions’

• Helps individual team members to

develop the skills to teach self-reliance

to other teams, new members


Business Literacy

Business Literacy




Types of Results

• Are unaware of

business goals, or how

they impact business

• Business information is

not shared with TMs

• Do not have input into

direction of the

business

• Do not use financial

data in decision-making

• Not involved in

budgeting/KPI process

• Directs TMS to work

toward business goals

• Tracks progress vs

goals

• Develops budget

• Is held accountable for

financial performance,

yet lacks ‘tools’ to

impact results

• Team needs to be

directed in order to

achieve business goals

• KPI’s don’t dictate team

performance

• Targets may/may not

be achieved

• No explanation of why/

why not achieved


Business Literacy


Team Members (Work Together As A Group)


Types of Results

• Do not fully

understand links

between team goals

and financial results

• Are becoming aware of

business goals; e.g. line

effectiveness, rejects,

customer service levels

etc

• Information about the

business is more

readily available

• Given KPI’s/financial

data which is used,

minimally, in decision-

making

• Do not link their own

day-to-day behavior to

financial performance

• Removes barriers to

allow business goals to

be achieved

• Makes information

more readily available

to team.

• Coaches and educates

TMs on how their

performance impacts

the business

• Coaches team to take

responsibility to

improve business

results

• Reviews key business

results with the team

• Manages team to

achieve budget/KPI

targets

• Members understand

budgeting process on a

limited basis and begin

to suggest ways to

improve results

• Regularly, base goals

and targets are

achieved

• Some day-to-day

activities are aimed at

improving business

results, not just getting

the job done to

standard


Business Literacy


Team Members (Focus on Results and Day-to-Day

Operations)


Types of Results

• Understand links between

team output and business

performance

• Review business results

and modify their actions

to attain desired business

outcomes

• Share responsibility for

goal attainment

• Involved in the budgeting/

KPI development process

• Business information is

freely shared across all

levels of the business

• Drive business forward

and know their

competition

• Encourages

involvement of TMs in

budget process

• Coaches teams in

areas such as variable

costs: labour CoGS,

maintenance/repair,

rejects etc

• Analyzes tracks and

monitors

performance

• Shares responsibility

for action plans to

achieve goals

• Communicates to

team larger business

information

• Team takes

responsibility for

improving business

results

• KPI/budget numbers

are understood by

members and

normally achieved

• Day-to-day decisions

are usually made

with KPIs and

budgets in mind


Business Literacy

Stage 4 - Self Reliant (Now Excel!)

Team Members (Run Day-to-Day and Focus on

Long Term Improvement)


Types of Results

• Analyze and track budget/

KPI data

• Responsible for creating

team budget

• Develop actions plans to

achieve budget/KPI results

• Are responsible for taking

corrective actions against

budget/KPI performance

• Measure financial

performance of team and

sets goals

• Teach other teams about

business literacy

• Involved in setting the

compensation levels

within the team

• Act like business owners

• Gets involved in the

team budgeting

process as needed

• Teaches other teams

budgeting/KPI skills

• Develops financial and

performance

strategies

• Investigate new

methods/technologies

for financial

management

• Team owns

responsibility for

achieving KPIs

• All team members

can explain/calculate

the budget and KPI

numbers

• Team regularly

exceeds financial

performance targets

• Team/financial/

business

performance is at a

world class level

• Reward system highly

linked to business

goals


Improving Individual Performance





Types of Results

•Complain about poor

performance of others,

but don’t directly

confront the specific

person

•Do not effectively

address issues or resolve

conflict

•Individual performance

standards are set and

measured by TL

•TL does not address

individuals consistently

•TL uses rules rather than

principles to make

decisions regarding

performance

•Performance issues are

not addressed in a

timely manner. May wait

until a crisis occurs

before issues are

resolved.

•Minor issues become

major issues

•Motivation is low and

team goals not achieved,

because of inconsistency

in the setting and

application of in

performance

expectations and

standards






Types of Results

• Take part in

interpersonal skills

training, but do not use

these skills in a

consistent or timely

manner

• Do not always use facts

to support their views

• Blame systems, or

others, for their own

inappropriate behaviors

• Sets and monitors

performance goals

• Continues to provide the

majority of feedback to

poor performers

• Involves team in

situations by sharing

information

• Begins to use a

principle-based

approach to

performance

management

• Creates and is

responsible for the

implementation of a

Peer Review process

• TMs do not always

accept or act on the

feedback they receive

from other TMs

• Rumors may occur

because of timing in

addressing issues

• TMs understand

expectations and can

identify inconsistent

behaviors and begin,

with TL support, to

address them

• Team is anxious about

confronting members

who under-perform or

behave poorly





Operations)


Types of Results

• Address poor behavior/

performance in a

consistent and timely

manner

• Spend time developing the

norms and principles by

which they will operate as a

team

• Set individual performance

goals, with TL assistance

• Use the appropriate facts

and interpersonal skills to

confront and reward others

on performance issues

• Develop a process for

evaluating individual

performance

• Have a Peer Review process

in place which TMs are

heavily involved in

• Available to coach TMs

in handling difficult or

unresolved

performance

improvement

discussions

• Coaches team on

confronting peers and/

or other team leaders,

who are in different

departments and

having an impact on

their performance

• Participates in and

provides feedback and

insights on individual

evaluations

• Regular Performance

Feedback ensures

people are very clear

about what is

expected of them

• Following feedback,

and with support from

other TMs, individuals

consistently work

towards improving

their performance

• Team goals are not

affected by individual

TMs performance

•Morale is high and

people find it a great

place to work







Types of Results

•Able to make or support

tough decisions (e.g

denying pay increases,

deselection etc)

•Individuals regularly

undertake self-evaluation

and solicit feedback to

improve their own

performance

•Consistently achieve

individual goals

•Team works together on

difficult situations

•Team coaches other teams

in how to effectively

address performance issues

• Provides assistance, if

requested

• Coaches other teams

and other TLs in

providing feedback

• Assists team when

requested

• Identifies new

information and/or

technologies for

providing feedback

•Peer Reviews are seen

only as a confirmation

of previous 'real-time'

feedback discussions

•Team takes

responsibility for

improving the

performance of each

member

•Team has ownership in

major issues

•The Team is focused

upon performance

enhancement

•Team improves

systems to manage

poor performance


Improving Team Performance





Types of Results

•Have difficulty

interpreting information

or reports related to

team objectives and their

broader impact

•Are primarily interested

in results related to their

specific work area

•Perform work as

instructed by TL

•Do not understand Team

KPI objectives

•Sets objectives, reviews

and interprets results,

and then determines

priorities and actions

•Owns, and is responsible

for, team performance

•Tells TMs what to do

•Collects, and then

reports on team’s

performance

•Team performance

issues remain

unaddressed and

therefore productivity

suffers

•Team is not accountable

for their collective results

•Performance is crisis

driven






Types of Results

•Collect data and begin to

interpret results

•With prompting/

guidance from TL, begin

to take responsibility for

follow-up on action items

•Understand KPI

objectives and their

relationship to business

results

•Focus on managing

personal performance vs

peer or team

performance

•Begin to take interest in

events outside their

immediate work area

• Involves team in

determining priorities

•Begins to involve TMs in

co-ordination of

performance issues with

other shifts/teams

•Provides team

performance

improvement feedback

• Initiates team building

activities to advance the

performance capability

of the team

•Team shows limited

accountability for

resolving performance

issues that are impacting

on achieving targets

•Team Performance

begins to improve

•Team begins to

understand importance

of KPI’s and begin to

modify daily work

practices to improve

results





Operations)


Types of Results

•Collect, interpret, report KPI

results and do this regularly

•Share the responsibility for

team performance with the TL

•Provide feedback to each

other, to improve team

performance

•Co-ordinate with each other,

when performance gaps are

identified, relying on TL for

facilitation only when

necessary

•Team reviews its own

performance and sets actions

in place for continuous

improvement

•Willingly assist other work

areas to ensure team success

•Facilitates involvement

of team in setting KPI

objectives

•TL helps TMs to identify

performance gaps, set

priorities and take

accountability for

completion of action

items

•Leads development of

team building activities

•Team meets KPI

Objectives

•Team is flexible

enough to cover

others, who are

training or involved

in improvement

projects, ensuring

that business

objectives are met

at all times.

•Team is accountable

for its performance

•Train wrecks are

avoided







Types of Results

•Understand inter-relationship of

work areas & their dependence

upon each other for success.

•Ensure they have up-to-date

knowledge about the entire facility

operations & are proactive in

assisting other work areas to

resolve issues

•Develop forums for discussing with

other teams ways to improve

facility performance

•State ‘we’, the team, are

responsible for team performance

•Own performance improvement

through developing training and

team building programs

•Analyze trends in performance, to

enable long-term planning, as well

as short-term, weekly planning

•Benchmark comparable work

groups, in world-class facilities, to

set world-class performance

•Assist each other in making

adjustments in behavior, to

constantly improve

•Seen as a Continuous

Improvement resource to other

teams

•Develops performance

management skills within the

Team

•Works outside of team to assist

in performance management of

other groups

•Monitors and intervenes only

when appropriate

•Acts as a resource

•Assists in development of new

measures and new technology

to advance performance of the

team

•Team has complete

ownership of its own

results and begins to

find new ways to

increase group

performance

•Team consistently

exceeds KPI objectives

and starts looking at

raising standards

•Team is seen as a

resource to other teams

in the organization, in

continuous

improvement and

assisting in improved

organization-wide

performance

improvement initiatives

•Team drives new ways/

methods to meet KPIs -

benchmarks against

other organizations to

set world class

objectives


Maintaining Production Equipment





Types of Results

•Have insufficient

technical ability to

perform maintenance

tasks and need direction

in what to do

• Lack knowledge in

selecting the right tool

and correct way to use it

• Lack the knowledge to

detect and solve

mechanical problems

•Contact Maintenance

Team to make

adjustments to

equipment

• Log inaccurate/

incomplete data into log

books

•Plans maintenance work

•Responsible for ensuring

technical problems are

addressed

•All preventative

maintenance or

mechanical repairs are

completed by

Engineering Resources.

• Excessive machine

downtime

•Mechanical fixes are

short-term

• Production stopped for

long periods for

maintenance tasks to be

performed






Types of Results

•Have gained technical

knowledge and skills to

perform regular

Preventative Maintenance

(PM) tasks and assist in

repairs, but do not

consistently follow PM

schedules

•Assist Engineering

resources in major repairs

and PMs in work area

•Identify and use the right

tool for the task

•Suggest improvements, but

lack the technical

knowledge to do the repair

on their own

•Provide input into

discussions and decisions

at meetings, which are

facilitated by an

Engineering Resource

•Begin to understand the

spare parts ordering

system

•Accurately input

maintenance data into the

PM system

•Analyses down-time data

•Co-ordinates preventative

maintenance schedules

•Encourages TMs to repair

breakdowns with

Engineering Resources

help

•Mechanical down-time is

reducing

• Improved response time in

making repairs





Operations)


Types of Results

•While undertaking PMs,

make observations of

machine irregularities and

accurately document

•Consistently repair

breakdowns and perform

preventative maintenance

•Detect and identify

potential problems, make

improvement suggestions

•Engineering Resources only

called upon for major or

complicated breakdowns

•Collect and collate

downtime information

•Share information, plant-

wide, regarding

maintenance problems and

solutions

•Assists TMs to analyze

downtime information

and prioritize

maintenance work

•Assists TMs on major or

complicated

breakdowns

•Reminds team on

occasion to perform

preventative

maintenance

•Provide guidance in

using computer

maintenance system

•Engineering resources

assist only in major or

complicated

breakdowns, enabling

them to focus on

improving equipment

capability

•Engineering team

members are fewer,

but more highly

specialized and

become experts in

their field

•Equipment is working

close to optimum

levels and productivity

is high







Types of Results

•Competently repair all

breakdowns and implement

improvements to

equipment and processes

•Accountable for execution

of improvement suggestions

•Involved in equipment

selection and

commissioning

•Uses computer system to

monitor equipment and

plan PM to minimize

production down-time

•Use data to predict, and

then put in place process

changes, to prevent

breakdowns

•Redesign products,

processes and equipment to

minimize equipment wear

•Manage capital works

projects

•Have a good understanding

of TPM practices

•Serves as a resource for

complicated problems

•Coaches other teams on

maintenance tasks

•Mechanical downtime

minimal

•All regular

maintenance work is

completed during

production hours

•Equipment is running

at, and may even have

been modified to run

beyond, specifications

for long periods of

time.


Managing Learning

Managing Learning




Types of Results

• Avoid formal training

but attend when

required

• Reluctant to share

learning

• Learn primarily from

trial and error method

• Are resistant to/

mistrusting of, any

assessment process

• Schedules specific

training activities, when

required

• Organizes informal

training to fill apparent

gaps

• May complain about

time lost due to

training

• Formal learning is not

valued

• Learning is

uncoordinated and

largely ad hoc

• People may learn

wrong procedures and

mistakes are continued

indefinitely

• Members learn what

they have to, and don’t

extend the knowledge

into other areas


Managing Learning




Types of Results

• Are inconsistent in

applying knowledge

gained during training

• Begin to suggest

development needs to

TL

• Complain that there

are not enough

opportunities to learn

• Do not always

recognize or take

advantage of learning

opportunities

• Accept assessment

process

• Identifies and plans

learning activities

• Ensures appropriate

support material is

available

• Facilitates learning

activities

• Develops overall

program and strategy

in conjunction with

learning co-ordinator

• Facilitates transfer of

learning to other teams

• Learning is viewed as a

tool to improve

individual skills rather

than a way to excel

• Learning is structured

and coordinated to

increase overall

effectiveness of the

team, rather than the

individual

• Training is not

completely

standardized

• Training is viewed as a

tool to solve

performance issues


Managing Learning



Operations)


Types of Results

• Consistently apply the

knowledge they have

gained

• Understand the need for

reflection and insight to

constantly improve their

own knowledge base and

performance levels

• Contribute to the

development of the

overall learning program

• Perform training and take

responsibility for others

learning

• Develop and modify

learning materials so they

are up-to-date

• Team members assess

each others competency

• Transfer learning to other

teams

• Measures the

effectiveness of the

learning program

against specific goals

• Refines and develops

new modules

• Reviews and assists

in assessment

process

• Coaches to ensure

TMs apply knowledge

• Effectiveness is

measured and

adjustments made

to ensure optimum

learning

opportunities

• Learning is viewed

as a tool to increase

team effectiveness,

rather than build

mastery in

individuals

• Training is more

effective


Managing Learning





Types of Results

• Refine and develop new

modules and learning

documentation

• Are responsible for

assessment and

accreditation of new TMs

• Measure effectiveness of

specific learning programs

with specific goals

• Refine and develop overall

programs

• Constantly reflect on their

performance and ask

themselves “What have I

learnt from this, what can

I change, how can I

improve”

• Are self-directed learners

• Transfer learning to sister

sites

• Researches and

benchmarks learning

in other organizations

• Provides coaching and

feedback on

developing new

training modules

• Focuses on what

future business

requirements may

emerge, to ensure

learning programs are

able to support

desired outcomes

• Behavior changes are

made for the long-

term, once

knowledge has been

gained

• Goals and objectives

determine which

learning methods are

used and how

resources are

allocated

• A world class

learning organization

is established

• People develop

mastery and become

‘world experts’ in

their field


Managing Safety

Managing Safety




Types of Results

•Rely on TL to anticipate

safety hazards

•Adhere to safety

requirements, but only

when continually

enforced

• Instructed in the

appropriate safety gear

to be used

•Rely on the TL to address

unsafe behavior

• Incidents and accidents

are not investigated or

reviewed by TMs

•Safety equipment is

ordered and provided by

the TL

•Measures safety

standards

•Enforces conformity with

safety policies

•More concerned about

production issues than

safety issues

•Accident Investigations

are filled in as a matter

of routine

• Safety performance is

not tracked or recorded

by the team.

• Accountability lays with

TL for ensuring safe

working practices

• TMs unaware of

importance of safety

issues to overall team/

organization

performance


Managing Safety




Types of Results

•Clearly understand

safety norms and

procedures

•Safety equipment is

ordered by TMs,

following approval by TL

•Asked for input into

setting safety standards,

reporting hazards and

suggesting changes to

immediate work area

•Some TMs address

others if behavior is

unsafe

•Aware safety is

everyone’s responsibility

• Team requires regular

audits by TL, to be able

to assess if

housekeeping

standards are being

met

• Instigates cleaning in

‘non-designated’ areas

• Coaches TMs on their

cleaning performance

• Occasionally, needs to

remind TMs to wear

and use appropriate

safety gear

•Unsafe behavior is not

always addressed, nor

corrected

• Safety may, at times, be

compromised

•How to tackle problems,

which create a

hazardous environment,

not well understood


Managing Safety



Operations)


Types of Results

•All TMs wear and use the

appropriate safety gear

•Have the authority to order

safety equipment

•With the assistance of the

Safety Committee, set and

monitor safety standards

•Address and remove those,

who do not conform to

safety standards, from a

potentially unsafe situation

•Sets priority for

correction of safety

hazards.

• Involves team in review

of procedures with an

eye to improving safety

•Emphasizes the need

for TMs to take

responsibility for safety

•Works jointly with team

to prevent safety

hazards

•Shares leadership with

TMs on various safety

projects

•Teams take on

responsibility to

improve safety so

there is a positive

impact on business

results.

•All incidents and

accidents are promptly

recorded and reported

by the team

•Safety incidents and

near misses are

significantly reduced


Managing Safety





Types of Results

•Provide coaching to other

teams on safety issues

•Responsible for maintenance

and replacement of safety

equipment

•Look for ways of improving

safety standards and

procedures

•Share knowledge of potential

safety hazards and take

corrective action

•Anticipate potential safety

hazards and take corrective

action before an incident

occurs

•Analyze results to target

problem areas and undertake

improvement programs

•Participate in continuous

improvement efforts to make

the facility as incident proof as

possible

•Consider safety implications of

any product or process

innovation and make

adjustments as necessary

• Facilitates evaluation of

recommendations, only if

TMs have difficulties in

achieving required

improvements

•Provides input on safety

issues to the team when

required

• TMs are accountable for

resolution of safety

hazards in own area, and

use appropriate

resources to find

solutions

• Safety issues are

recognized and acted on

and resolved in a

systematic and thorough

manner

• TMs identify potential

safety hazards and

resolve before an

incident occurs

• TMs discover ways of

altering and redesigning

equipment and systems

to make the plant safe

•Recognized by larger

community as world-

class safety results


Team Meetings

Team Meetings




Types of Results

•Do not participate fully

at team meetings

•Do not follow-up on

action items

• Are only interested in

results related to their

specific work area

•Often do not see the

reason for having team

meetings and often find

them a waste of time

• Sets objectives, reviews

and interprets results

and then determines

priorities and actions

• Collects and presents

performance data at

team meetings

• Facilitates the meetings

and also keeps minutes

• Meetings are ineffective

• Lack of follow up on

action items

• Learning (in meetings) is

minimal

• Team has no ownership

in meeting or processes


Team Meetings




Types of Results

•Have to be asked to

provide input or

contribute at meetings

•Begin to facilitate

meetings, raise the

agenda, and prepare

information

•With prompting/

guidance from TL, begin

to take responsibility for

follow-up on action

items

•Begin to take interest in

events, which occur,

outside their immediate

work area

•The TL primarily raises

non-standard agenda

items.

•Coaches TMs to improve

their facilitation skills

• TMs begin to complete

action items and

productivity improves as

a result

• TMs begin to see team

meetings as a forum to

improve team

performance

•Not always successful in

ensuring even

participation during the

meeting.


Team Meetings



Operations)


Types of Results

• Facilitate team meetings

and strive to improve skills

• All TMs participate fully

throughout the meeting

• Regularly contribute agenda

items, that assist in

improving the performance

of the team - discussing

social, business and

technical issues

•Helps TMs to identify

performance gaps, set

priorities and take

accountability for

completion of action

items

• Supports facilitator by

‘stepping in’ during

crisis /heated moments

• Continues to keep the

team focused on results

• TMs take ownership

for ensuring effective

meetings

• Team meetings are

perceived as an

important way of

improving team

performance and TMs

recognize that their

contribution to the

team meeting is

important and a good

use of their time.


Team Meetings





Types of Results

• Successfully facilitate

meetings, ensuring meeting

objectives are met

• Team Meetings are

conducted with or without a

TL present

• Value the time spent in

team meetings and

recognize that a successful

team meeting enables them

to improve the

performance of the team

• Coach other team members

to improve effectiveness in

facilitation skills

• Show good judgment to call

in outside resources to

meet facilitation needs

when meetings are

particularly challenging/

outside the norm

•Monitors team

facilitation skills, only

steps in as needed

• The Team reviews

plant performance,

identifies both process

and business

problems and

priorities, and then

activates problem

solving groups aligned

with plant goals

• Issues are fully

debated and TMs

regularly challenge

each other during the

meeting about

improving

performance to meet

and exceed all team

goals.


Why Trust Us

About Shelley Holmes Using tools, tips, ideas and strategies that help them to be really clear

about what is ‘success critical’ and how to get there fast, Shelley

guides leaders to flourish as they live, love and lead at a remarkable

level .… making the dent in the universe they are destined to.

For several years, Shelley was a key leader in a High-performance

Organization (that had national and international recognition). It is this

real-world experience that underpins and brings to life the theory and

insights gained, from her deep study of high-performance leadership.

Around the globe, she has worked with organizations (with total

revenues in excess of $116 billion) and supports thousands of individual

leaders through, coaching, consulting, workshops, webinars, audio

programs and the Make A Dent Leadership website (which has over

5,000 visitors per day).


Shelley’s Philosophy...

Whether you like it or not, the way that you show up at work defines you

as a human being.

On grand and small scales, the way you interact with others, the

products and services you are a part of delivering, all roll together to

become a part of the legacy that you leave behind. The way you deal

with others, the things you teach them, that cause them to grow, and

become a better version of themselves .... as individuals, work

colleagues, leaders, and parents ... now that defines who you are!

There are hundreds of resources like this at Make A Dent Leadership

where you can join our community of leaders who are focusing on

being inspired and inspiring and making their dent in the universe.

If you are ready to be the best possible version of yourself, to lead with

more energy and passion than you thought possible... if you are ready

to make a dent in the universe ...

Contact Us Website: MakeADentLeadership.com

Contact: Email

Twitter: http://www.twitter.com/MakeADentLeader

Facebook: facebook.com/MakeADentLeadership

Linkedin: linkedin.com/in/shelleyholmes


http://www.makeadentleadership.com

http://www.makeadentleadership.com


http://www.twitter.com/MakeADentLeader

http://www.facebook.com/MakeADentLeadership

http://linkedin.com/in/shelleyholmes

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