Team Matrices

Team Metrics Resources for Measuring and Improving Team Performance

Mike Woodcock Dave Francis

HRD Press, Inc. • Amherst • Massachusetts

Copyright © 2008 by Mike Woodcock and Dave Francis The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution—or inclusion of items in publications for sale—may be carried out only with prior written permission from the publisher. Published by: HRD Press, Inc. 22 Amherst Road

Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com

ISBN 978-1-59996-129-3 Production services by Jean Miller Editorial services by Sally M. Farnham Cover design by Eileen Klockars

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Contents Introduction ....................................................................... vii Metrics for Auditing Generic Team Effectiveness ......................... 1

1.1 Team Effectiveness Audit .................................................. 3 Questionnaire ............................................................ 5 Score Sheet............................................................... 9 Profile..................................................................... 10 The 12 Components of Effective Teamwork ........................ 11 Exercise................................................................... 21 Overhead 1.1.1: The TEA Model ...................................... 27

1.2 Team Effectiveness Index .................................................. 29 Assessment ............................................................... 31 Score Sheet............................................................... 35 The 12 Dimensions of Team Effectiveness .......................... 37 Exercise................................................................... 43

1.3 Team Blockage Questionnaire ............................................. 45 Questionnaire ............................................................ 47 Score Sheet............................................................... 51 Overcoming Blockages to Effective Teamwork ..................... 53 Action Plan ............................................................... 59

1.4 High Energy Teamwork Assessment....................................... 61 Assessment ............................................................... 63 Analysis Sheet............................................................ 67 Action Plan ............................................................... 69 Overhead 1.4.1: The 20 Attributes of High Energy Teamwork ... 71

1.5 Team Roles Audit............................................................ 73 Questionnaire ............................................................ 75 Score Sheet............................................................... 81 Role Descriptions ........................................................ 83 Exercise................................................................... 87

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Metrics for Assessing Team Leadership..................................... 89

2.1 Team Leadership Skills Assessment...................................... 91 Assessment .............................................................. 93 Score Sheet.............................................................. 95 Notes on Skills for Leading Teams ................................... 97

2.2 Process Manager Skills Audit.............................................. 101 Assessment .............................................................. 103 Score Sheet.............................................................. 109 Process Management Skills............................................ 111 Task Sheet............................................................... 113

2.3 Team Management Roles Questionnaire ................................ 115 Questionnaire ........................................................... 117 Analysis .................................................................. 121 Action Plan .............................................................. 123 Metrics for Assessing Team Strengths and Barriers ...................... 125

3.1 Team Values Audit ......................................................... 127 Questionnaire ........................................................... 129 Score Sheet.............................................................. 135 The 12 values of Teamwork .......................................... 137 Exercise.................................................................. 141

3.2 Team Effectiveness Audit: Eastern or Western Orientation? ........ 143 Assessment .............................................................. 145 Answer Grid ............................................................. 147 The Ten Dimensions of Team Values ................................ 149 Task Sheet............................................................... 153 Overhead 3.2.1: The Ten Dimensions of Team Values............ 155

3.3 Team Meeting Effectiveness Index....................................... 157 Assessment .............................................................. 159 Score Sheet.............................................................. 163 What is an effective meeting? Activity Facilitator’s Notes ...... 165

3.4 Assessing the Stage of Team Development ............................. 167 Assessment .............................................................. 169 Score Sheet.............................................................. 173 The Five Stages of Team Development ............................. 175 Exercise.................................................................. 177

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3.5 Team Motivation Assessment ............................................. 179 Assessment .............................................................. 181 Team Scores Profile.................................................... 183 Elements of a Motivated Team....................................... 185 Mini-Workshop .......................................................... 189 Overhead 3.5.1: Team Motivation Wheel........................... 191

3.6 Team Problem-Solving Skills Assessment ............................... 193 Assessment .............................................................. 195 Notes on Problem-Solving............................................. 201

3.7 Team Decision-Making Review............................................ 205 Assessment .............................................................. 207 Score Sheet.............................................................. 211 The Four Levels of Decision Making ................................. 213 Worksheet ............................................................... 217

3.8 Audit of Inter-Team Skills ................................................. 219 Assessment .............................................................. 221 The 15 Inter-Team Skills .............................................. 223 Exercise.................................................................. 229

3.9 Audit of Inter-Team Communication .................................... 237 Assessment .............................................................. 241 Analysis .................................................................. 243 Action Plan .............................................................. 245 Metrics for Assessing Top Team Performance............................. 247

4.1 Top Team Roles Audit ..................................................... 249 Questionnaire ........................................................... 251 Score Sheet.............................................................. 255 Top Team Roles: Descriptions ........................................ 257 Exercise.................................................................. 263

4.2 Top Team Audit............................................................. 265 Questionnaire ........................................................... 269 Score Sheet.............................................................. 275 Interpretation Sheet ................................................... 277 Top Team Strengths: Definitions..................................... 279

4.3 HQ/Divisional Team Relationships Audit................................ 287 Assessment .............................................................. 289 Score Sheet.............................................................. 293

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Metrics for Facilitators......................................................... 295

5.1 Team-building Readiness Survey ......................................... 297 Survey.................................................................... 299 Score Sheet.............................................................. 301 Successful Team Building ............................................. 303

5.2 Team Facilitator’s Competence Audit .................................. 307 Assessment .............................................................. 309 Score Sheet.............................................................. 313 Team Facilitator Skills................................................. 315 Improving Your Team Facilitation Skills ............................ 319

5.3 Does the Team Need an External Facilitator?.......................... 321 Assessment .............................................................. 323 Score Sheet.............................................................. 327 Choosing an External Consultant..................................... 329

5.4 Which External Facilitator? ............................................... 333 Assessment .............................................................. 335 Score Sheet.............................................................. 339 The Role of the External Consultant ................................ 341

5.5 Calibrating Myself: A Team Feedback Exercise ........................ 345 Exercise.................................................................. 347 Overhead 5.5.1: Ground Rules for Giving Written Feedback for “Calibrating Myself” ............................................ 353 Overhead 5.5.2: Ground Rules for Giving Verbal Feedback for “Calibrating Myself” ............................................ 355

5.6 Team Sensing Interview ................................................... 357 Suggested Questions ................................................... 361 Additional Questions for Sensing Interviews with Strategy Teams....................................................... 365

5.7 Autonomous Work Group Assessment ................................... 367 Assessment .............................................................. 369 Success Dimensions .................................................... 371 Worksheet ............................................................... 375 Overhead 5.7.1: The Autonomous Work Group Wheel............ 377

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Introduction We believe that the widespread recognition of the crucial importance of teams as the key building block of organizations has been the single most important insight into organizational effectiveness in the past half century. Teams are groups of people who must interact together if common objectives are to be achieved. There are many types of teams ranging from top teams that formulate the strategies of companies to ad hoc teams that have been formed to solve a par-ticular problem and then disband. People have always formed teams—as studies of hunting bands of aboriginal people have demonstrated time and time again. Yet managers were slow to recognize the central importance of teamwork within industrial enterprises. Until the 1930s, the main emphasis of advice to managers came from those who either considered that individuals worked for themselves and had a simple “transactional” or economic rela-tionship with their employer or Marxists who believed that workers were locked into an insoluble conflict with management. Then the Hawthorne experiments in the late 1930s1 put teams on the map. These painstaking experiments demonstrated that team culture affected performance and morale. It followed that, if they were to be effective, supervisors and managers needed to be able to develop a positive set of norms in teams that resulted in support for the organization and an orientation toward efficiency.

Team building, as we know it today, began to be developed in the 1950s. Initially, it was based on a set of beliefs that were decidedly “new age”—emphasizing the impor-tance of building authentic, open, and personal relationships between co-workers. However, training in participative management styles soon accompanied the relation-ship-oriented approaches, and a distinctive set of team-building interventions was available by the end of the 1960s. Since then there have been significant develop-ments, including socio-technical systems approaches, team composition theory, and virtual team building. By the 1980s, team development had become commonplace, with managers taking their staff away for days offsite—sometimes with a facilitator, but increasingly self-facilitated. It was at this time that we began to realize that two important areas had been neglected. First, we form and disband teams frequently. Second, since work often involves several teams, a great deal of effectiveness is lost when the linkages between teams are not developed.

1 See Management and the Worker by F. J. Roetlisberger and W. J. Dickson (Cambridge, MA: Harvard Press, 1939).

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The key reason why teamwork has growing importance is connected to the evolution in organization. The traditional principles of organizational design, developed in the early days of the factory system as the industrial revolution gathered pace, empha-sized specialization, division of labor, and individual measurement. These attributes, while still important in many organizations, have become counterproductive in many advanced organizations. This is because much, if not all, of the routine work is now undertaken by machines: only the nonroutine work is left for people to do. Nonroutine work is more complex and uncertain, and involves cooperation between people. Sitting at a sewing machine making buttonholes is an individual task—the operator is interacting with the machine. Solving problems with a robot textile machine is, frequently, a team task. Today, team building is ubiquitous and well researched. It has come of age, and a comprehensive understanding of the dimensions of teamwork has been developed. Teams can exist for moments or days, or be semi-permanent. Team tasks vary from the development of business strategies to the performance of complex but routine tasks. We have recognized that no single methodology for team development is effec-tive for all types of teams. Nevertheless, the skills of working collaboratively with others have become central to the management process and there are a wide range of team-building resources available, both for team leaders and facilitators.

Team Building Teams in commercial businesses are an obvious group who benefit from planned team building. But all teams can participate, even though they may be working in a hospi-tal, a school, a theater, or an army unit. All organizations need well-developed teams. The team has been accurately described as “the most powerful tool known to man-kind.” It has the capacity to be uniquely stimulating, supportive, and energetic. Indi-viduals enjoy being part of a team, commit themselves to it, set high standards, and create a stimulating and creative environment. Managers undertake team building for seven key reasons:

• A team approach is an affirmative management style.

• Stress is reduced as problems are shared.

• Teams are the best way to manage coordination.

• More ideas are generated, so the capacity to innovate is increased.

• Large or interdisciplinary issues are better resolved by using a team approach.

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• Interpersonal difficulties, confusion over roles, and poor personal contribution issues can often be resolved successfully in a team.

• Being a member of a team is nurturing and motivating. A team has common tasks requiring combined efforts. It is not easy to create an effective team; it has to be constructed methodically and painstakingly. Relationships have to be built, painful issues may need to be exposed and resolved, work methods often need to be improved, and an energetic and positive climate needs to be created. The team needs to acquire a life of its own; one of the distinctive features of a team is its strong sense of identity. Team building takes time. Months may be needed to build relationships, establish efficient processes, clarify roles, and undertake a full task review. Team building brings many benefits. Individuals don’t all have the same skills, but one person’s strengths offset another’s weaknesses. In developed teams, work is fun: people enjoy the energy that comes from shared working and the support of others. Teams can accomplish much more than a lone individual. Also, working in a team shapes each person’s contribution, so a unified result is more likely. However, team work also has disadvantages. Decision making can be slow and pon-derous. The sense of individual responsibility may be diminished, since the team becomes the unit of responsibility. The degree of conformance expected of team members can blunt individual talent. Teams can, perhaps naturally, enter into com-petitive relationships with other teams to the disadvantage of the wider organization. It is a common experience for group interactions to be lifeless, defensive, unsatisfy-ing, confusing, and ineffective. This is a costly defect in any organization because effective management requires that people come together to coordinate resources, clarify objectives, initiate and sponsor ideas, plan operations, and get things done despite obstacles. Poorly performing teams are harmful. Despite these potential disadvantages and limitations, teamwork is here to stay! We cannot overturn thousands of years of human history. Today, organizations are increasingly dependent on teamwork. Multiple teaming is a prerequisite for success. Teams need attention at every stage of their development. New teams have a great deal to learn: They must clarify roles, build relationships, and develop effective proc-esses. Each change of task provokes a need to review the team’s effectiveness. Even well-established teams cannot rest on their laurels: They need to address the risk of complacency and consequent flawed decision making. Teamwork needs regular atten-tion; there is no alternative. Team building requires the right kind of team leadership. One test of a truly strong leader is a willingness to create and sustain a strong team. Inevitably, shortcomings

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will be exposed. The team leader is in a vulnerable position. It takes leadership cour-age to begin, so the team leader must understand in detail what is about to happen and agree to the process. The leader has a unique and crucial role in the development of the team. Team mem-bers invariably watch their leader’s management style. A team manager may announce an intention to adopt team management principles, but then behave in ways that clearly demonstrate a lack of commitment to the team approach to man-agement. Without effort, personal integrity, and trust, a team cannot be developed. Team leaders who use power for manipulating or demoralizing others or restricting potential are detected, scorned, and mistrusted. Perhaps the most important precon-dition for team building is that team members trust their leader. Trust grows when three conditions are present: First, people tell the truth; second, they are consistent; and third, they feel that the other person is on their side. A high degree of trust is critical to the development of a healthy and productive team. Effective team leaders are those who have developed a deep-rooted personal approach, appropriate to the task, that is warm yet open, confronting, and able to solve problems, and sets high standards for everyone, including the team leader. Emotion and commitment are essential ingredients in effective teamwork. As one manager said: “Being in a team means that when you get a request from another team member your immediate reac-tion is, ‘Yes, I can provide this and can I do anything else to help?’” An effective team, whether it has a life of a hundred minutes or ten years, is purpose-ful, efficient, and supportive. It satisfies the needs of individual members and the needs of the wider organization. Teams are the building blocks of organizations, but the team must not be built at the expense of others: in a real sense, the organization as a whole must function as a single team.

Team Metrics It is all very well to argue the case for teamwork, but this is not sufficient. Managers who have adopted the teamwork approach are quite right to ask the question, “How do we know how well we are doing?” This book will help answer this question. This book contains a collection of “metrics”—instruments that provide measures that, through numerical scores, provide a form of assessment that goes beyond the impres-sionistic. While these measures are not scientific in the sense that they can be veri-fied, they do, however, add precision and, importantly, provide a framework for assessment. Our aim is to provide a comprehensive and valid framework for assessing the key dimensions of teamwork. In most cases, we provide suggested next steps so that strengths can be built on and barriers removed.

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Metrics are “harder” than “touchy-feely” interventions. We recognize that teams are organic entities and their characteristics may not be capable of being precisely meas-ures; however, we believe that it is worth trying. The approach that we have taken in this book moves away from an act of faith toward an evidence-based approach. Each of the metrics in this book is based on a model or framework. These, for the most part, have been developed ground-up from the authors’ consulting experiences, although some have been developed from others’ work (and have been acknowledged, where possible, in the text). We have been inspired by some of the latest thinking about the importance of met-rics, including seminal work on the Balanced Scorecard.2 Teams are entities that are too complex for any one metric to provide all of the information needed. Several instruments are frequently needed in order to provide a range of lenses with which to view the team. It is important to note that metrics, in themselves, are not team building. They are an element of team building. Developmental interventions will be needed, and there are ample resources available to provide formats for these. See, for example, Team Development Toolkit by Francis and Woodcock.3 Not all teams will need the same intervention. Sometimes it is best to build on strengths, and at other times, barriers need to be identified and removed. Sometimes a metric will indicate a clean bill of health, and that is good news; not all teams are in need of team building.

Facilitating the Use of Team Metrics To use a metric, it is necessary to have someone act as the team’s facilitator. This can be a manager, trainer, or internal/external consultant. The facilitator plays a vital role in contextualizing, guiding, and managing the use of the metric and the development of improvement plans. It is not easy to be an effective facilitator. The role demands experience, wisdom, and skill. But don’t despair: The structured approaches described in this book simplify the task and make it less daunting.

2 Kaplan, R. S., & Norton, D. P. (January–February, 1992). The balanced scorecard—Measures that drive performance. Harvard Business Review, 71–79. 3 Francis, D., & Woodcock, M. (1997). Team development toolkit. Aldershot, England: Gower.

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The task of the facilitator goes beyond enabling the team to, as it were, hold up a mirror so that they see development needs in a new way. Members of the team may, themselves, be part of the problem. Facilitation can be about helping people change their behavior. It is not enough simply to know more. Team development requires new ways of thinking, perceiving, and behaving. We define the facilitator as “an action planner, catalyst, coach, confronter, devil’s advocate, disciplinarian, guide, listener, presenter, and supporter.” We will explore each of these roles in more depth below. Action Planner It would seem logical to think that most teams contain efficient planners. In actuality, this is rarely the case. All too often, resolutions are made, but never recorded or pro-gressed. The facilitator may need to become the action planner for the team—noting actions, identifying responsibilities, and producing minutes. Catalyst A facilitator, by their presence, changes the way in which the team operates. This is done in two ways: first, by paying attention to things that the team fails to address, and second, by questioning to expose the underlying logic in the way that members of the team think. Coach The facilitator needs to act like a coach of a sports team, providing direction and encouraging the team to tackle tasks that should be undertaken. Members of the team may ask the facilitator for the definitions of technical phrases or the implica-tions of a set of findings. They need to have confidence that such questions will be answered correctly. When conclusions are being prepared, it is advisable for the facilitator to avoid being judgmental. Confronter The effective facilitator helps the team reflect on its past performance. This can be construed by the receiver as confrontational. The skills involved in giving effective feedback are vital because providing feedback can profoundly influence the ways in which people behave. However, as with many powerful tools, feedback can be abused. Sometimes people are hurt or deflated as a result of receiving feedback. Since the intention behind giving feedback should never be to damage or hurt, feed-back should be given in a way that results in the receiver becoming stronger and more effective. Feedback is most effective when the receiver has invited the comments. This gives an opportunity for the receiver to ask for feedback in particular areas of concern. Good feedback is specific and deals clearly with particular incidents and

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behavior. Making vague statements is of little value. The most beneficial comments are direct, open, and concrete. Devil’s Advocate The facilitator needs to be able to question, generate informed debate, and stimulate the exploration of alternatives. This is essential when discussion does not survey available options, there is unwarranted optimism, ethical standards are slipping, or information is ignored that might shatter illusions. Disciplinarian To enable a metric to have the maximum impact, the process needs to be managed and driven. Team members can become distracted and a variety of pressures can undermine commitment to exploring the results of the metric and following through on an improvement plan. Some of the topics covered in this book require examining issues that are uncomfortable, long-term, or abstract. The facilitator should set stan-dards of careful inquiry and seek to maintain them despite frustration, tiredness, or accusations of irrelevancy. Guide Frequently, members of the team will need help coming to terms with theoretical constructs and unfamiliar processes. Later they may know what they want to achieve, but do not know how to get there. The accomplished facilitator has accumulated a set of skills, techniques, and practical models that can be used whenever necessary. Listener Sometimes the right thing for the facilitator to do is nothing. When members of the team are sharing values, feelings, or personal views, the facilitator is advised to con-sider psychologically withdrawing. There is a special skill in not being there, while sit-ting in the room. Listening should never be a passive activity. The facilitator should make observations but allow the conversation to ebb and flow and wait until it is time to intervene using one of the other roles we have described. Presenter Some of the metrics in this book require presentations on theory and process. It is vital that the members of the team acquire understanding of the underlying frame-works in depth. Effective presentations bring the metrics to life and add to motiva-tion.

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Supporter The encouragement of the facilitator can be important. The team may need support as it undertakes an assessment process. It is important that all members of the team buy in as well as manage a process of getting buy-in from others whose help is needed.

Using this Book This book will appeal to those who believe in the potential of teamwork to provide the twin benefits of improved performance and increased satisfaction to the people who work in teams. You may be a team leader, team member, facilitator, consultant, or advisor. Management coaches, Human Resources (HR) professionals, and those charged with assessing organizational effectiveness will find that the metrics provided in this book will become a useful resource. The metrics can be used for different purposes and have been divided into five sec-tions, as follows:

• Metrics for Auditing Team Effectiveness: instruments that enable a holistic assessment to be made of a team’s effectiveness

• Metrics for Assessing Team Leadership: instruments that examine aspects of the role of the team leader

• Metrics for Assessing Team Strengths and Barriers: instruments that exam-ine strengths and barriers that frequently occur in teams

• Metrics for Assessing Top Team Performance: instruments that enable top teams to assess their performance

• Metrics for Facilitators: instruments that help facilitators plan and deliver effective team development interventions

The metrics, taken together, provide a comprehensive, although not complete, set of instruments to assess teams—whether they be large or small, new or long-standing, personnel- or operations-focused, creative or strategic. We have tried to cover the key areas of team effectiveness. Not all teams are ready for team building. Before using a metric, it is helpful to have “yes” answers to the following five questions:

• Is the team leader really willing to proceed?

• Is it clear what the team leader really wants to achieve?

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• Do we have the “right” people in the team session?

• Are the team members positive about undertaking team building?

• Have the team members understood the commitment that they are under-taking?

All of the metrics in this book have been tried and tested, some for as long as 20 years. In some cases, we have taken the opportunity to extend or improve the approach taken when they were first published—others have proven their worth and are largely unchanged. The team leader and/or the facilitator must be aware of the needs of the team (hence the need for metrics) and have sufficient understanding of the concept of team building to steer the team through a series of developmental stages. An open approach is essential. All issues affecting the group must be talked through fully and feedback given and received. The team leader must demonstrate a high level of openness that is an integral characteristic of the team approach and at the same time be watchful toward team members, identifying their individual needs and enabling each member to be strengthened as team building continues. Some of the metrics in this book have been developed so that they are quick to do. This is to provide a resource to those who want to integrate team building into normal team meetings. Many teams have used audits, questionnaires, and assessment tools in recent years and there can be a level of fatigue with longer instruments. Yet, most teams will undertake something that requires just a few minutes of their time. We “take our hats off” to the facilitators and managers who have enabled a revolu-tion to take place in management thinking and practice over the past half century. There can be few managers anywhere in the world who have not been influenced by team-based management thinking. This is a twin tribute to the power of teams and the effectiveness of team facilitators. Much has been achieved, yet there is much still to do. Mike Woodcock Dave Francis

Metrics for Auditing Generic Team Effectiveness

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Metric 1.1

Team Effectiveness Audit

Introduction This metric incorporates recent thinking about teamwork and provides a means to improve team efficiency and effectiveness. The audit may be used with all types of teams, including cross-boundary, transitional, temporary, and virtual.

Objectives • To provide a model that defines the components of effective teamwork

• To improve understanding of the team development process

• To provide those responsible for team development with a profile of team strengths and weaknesses

• To facilitate team development

Materials All participants will need a copy of the:

• Questionnaire • Score Sheet • Profile • The 12 Components of Effective Teamwork • Exercise

The facilitator will need:

• OH 1.1.1: The TEA Model • An overhead projector

Method 1. Introduce the activity and outline the objectives listed above. Help

participants define “the team,” and invite participants to complete the questionnaire as directed.

2. Have participants complete score sheets as directed.

3. Give a short lecture on the 12 Components of Effective Teamwork, as defined

in the TEA Model (OH 1.1.1).

Auditing Generic Team Effectiveness

4

4. Encourage participants to display their scores on the Profile sheet provided. If members of an intact team have completed the TEA together, individual scores may be plotted on the Profile sheet (so that differences of views can be seen) and averages calculated so that the group profile can be determined.

5. Have participants read the 12 Components of Effective Teamwork, a handout

on the theory of the TEA Model, and instruct them to pay particular attention to the lowest scoring components.

6. Direct participants to complete the exercise, using the worksheets provided.

Time Required Approximately 2 hours and 10 minutes


5

Questionnaire This audit provides a snapshot of the effectiveness of a team. It will help identify the team’s strengths and show where team development may be needed. You need to have a particular team in mind as you complete the audit. In the box below, write a clear definition of the team that you intend to review. If several people from the same team are completing the audit, you should make sure that everyone has the same exact definition. The team being assessed is:

Rate how each statement relates to your team, using the scale from 1 to 5 below: 1 = Untrue almost all of the time 2 = Generally untrue 3 = Occasionally true 4 = Generally true 5 = True almost all of the time 1. The leader provides the focus needed to achieve

exceptional performance. 1 2 3 4 5

2. Team members have the knowledge needed to undertake all key tasks.

1 2 3 4 5

3. Team members are always clear about “deliverables.” 1 2 3 4 5

4. Team members are 100 percent clear about their role in the team.

1 2 3 4 5

5. Team members share their knowledge with each other.

1 2 3 4 5

6. If things aren’t working well, the team will consider radically different ideas.

1 2 3 4 5

7. This team cooperates well with other teams. 1 2 3 4 5

8. Members put the team’s needs as a top priority. 1 2 3 4 5


6

1 = Untrue almost all of the time 2 = Generally untrue 3 = Occasionally true 4 = Generally true 5 = True almost all of the time 9. All members would define the team’s core values in

the same way. 1 2 3 4 5

10. Members are proud of the team’s record of adopting new ideas.

1 2 3 4 5

11. Team members have the skills to work effectively withothers.

1 2 3 4 5

12. Everyone in the team is striving for excellence. 1 2 3 4 5

13. The team leader is flexible—providing direction or support as needed.

1 2 3 4 5

14. The personalities of team members complement one another.

1 2 3 4 5

15. Team members share the same definition of success. 1 2 3 4 5

16. When things change, the roles of members are redefined.

1 2 3 4 5

17. Team members say exactly what they think. 1 2 3 4 5

18. The team is quick to reorganize whenever necessary. 1 2 3 4 5

19. Team members are outward looking—they get input from many people.

1 2 3 4 5

20. Members put their personal interests second and the team’s interests first.

1 2 3 4 5

21. Members reach agreement on team values after full discussion.

1 2 3 4 5

22. New ideas are carefully considered—even if they are radical.

1 2 3 4 5

23. Structured team techniques (for example, for problem solving) are used.

1 2 3 4 5

24. Members set high standards for achievement. 1 2 3 4 5


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1 = Untrue almost all of the time 2 = Generally untrue 3 = Occasionally true 4 = Generally true 5 = True almost all of the time 25. The leader ensures that team members feel part of a

high performing group. 1 2 3 4 5

26. The team has a good blend of experienced and new people.

1 2 3 4 5

27. Time is invested to make sure that team objectives are 100 percent clear.

1 2 3 4 5

28. Everyone knows what contribution is expected of them.

1 2 3 4 5

29. There are frequent opportunities to review how the team is working.

1 2 3 4 5

30. If the team lacks resources, then a solution is quickly conceived to remedy the shortage.

1 2 3 4 5

31. There is full cooperation with other teams. 1 2 3 4 5

32. Members refer to the team as “we” and mean it! 1 2 3 4 5

33. If a team member behaves in a way that is contradic-tory to a core value, then others will point this out.

1 2 3 4 5

34. Once a new idea is considered to be worthwhile, resources will be allocated to “make it happen.”

1 2 3 4 5

35. Team meetings are structured to be both efficient and creative.

1 2 3 4 5

36. All the team members know what it takes to do a goodjob.

1 2 3 4 5

37. The team leader keeps in close touch with how members feel.

1 2 3 4 5

38. Some members of the team drive the other members to get things done.

1 2 3 4 5

39. All the members share the same vision of the team’s purpose.

1 2 3 4 5


8

1 = Untrue almost all of the time 2 = Generally untrue 3 = Occasionally true 4 = Generally true 5 = True almost all of the time 40. Team members know how their role fits in with the

others’. 1 2 3 4 5

41. Effective communication ensures that all team members are aware of what is happening.

1 2 3 4 5

42. Team members are very focused on meeting their internal or external customers’ precise needs.

1 2 3 4 5

43. Team members communicate at the right time with other teams that may be affected by their work.

1 2 3 4 5

44. If a team member needs help, others on the team are quick to offer assistance.

1 2 3 4 5

45. Team members refer back to the team’s core values when deciding what is the right decision to make.

1 2 3 4 5

46. This team deliberately looks for both big and small ideas for improvement.

1 2 3 4 5

47. Team members feel that “We really get things done” in team meetings.

1 2 3 4 5

48. Team members know immediately when their work is not good enough.

1 2 3 4 5


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Score Sheet Copy the scores from a completed TEA questionnaire on to the answer grid below. Total the scores for each column.

Questions

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

37 38 39 40 41 42 43 44 45 46 47 48

Totals

EL CM FT-C ER EC ASP EI HC SC HIC SP HS

Ia Ib Ic IIa IIb IIc IIIa IIIb IIIc IVa IVb IVc


10

Profile On the profile below, circle the total scores from the scoring grid on the previous page. Where appropriate, combine the scores from several completed questionnaires from the same team. Join up the scores to produce a profile.

Scores Ia Un-enabling leadership 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Enabling leadership

Ib Incapable membership 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Capable membership

Ic Lack of task clarity 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Full task clarity

IIa Lack of explicit roles 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Explicit roles

IIb Restricted communication

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Extensive communication

IIc Non-agile structure and

processes 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Agile structure and

processes IIIa Non-exploited

interactions 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Exploited interactions

IIIb Low commitment 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 High commitment

IIIc Unshared values 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Shared values

IVa Low innovation capacity 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 High innovation capacity IVb Unsystematic process 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Systematic process

IVc Low standards 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 High standards


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The 12 Components of Effective Teamwork We define an effective team as “a group that works together efficiently to achieve better results than could be achieved in other ways.” The Team Effectiveness Audit (TEA) is based on the premise that effective teams have 12 main attributes. These are shown on the reference model below.

CoreElements

I

IVPerformance

Orientation

FacilitativeProcessesII

IIIOngoingMaintenance

Ib. CapableMembership

Ia. EnablingLeadership

Ic. FullTask Clarity

IVc. HighStandards

IVb. SystematicProcess

IVa. HighInnovationCapacity

IIIc. SharedValues

IIIb. HighCommitment

IIIa. ExploitedInteractions

IIc. AgileStructure andProcesses

IIb. ExtensiveCommunication

IIa. ExplicitRoles

The TEA Model

In this model, the 12 components of effective teamwork are divided into basic requirements (Core Elements), processes that enable the team to carry out its tasks and adapt rapidly (Facilitative Processes), activities that maintain the team’s integrity (Ongoing Maintenance) and ways of focusing the team on results (Performance Orientation). The 12 attributes of effective teamwork are described on the following pages.


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Ia. Enabling Leadership The key role of the team leader is to enable the team to perform. The way that the leadership role is played should vary according to the team’s needs. Sometimes it is right for a team leader to be directive, visionary, and demanding. At other times the opposite is the case; the leader needs to be empowering and supportive and a good listener.

Team leaders have five core responsibilities:

1. Create a context for teamwork by providing structures and a positive climate

for team members to interact.

2. Ensure that tasks are understood in the same way by all team members.

3. Provide a role model so that team members have an example to follow.

4. Share what is important and not important so that team members have a vision of what could and should be done.

5. Exercise appropriate discipline. Ib. Capable Membership

The composition of a team is critical to its effectiveness. Teams are weakened if they lack people with appropriate and varied knowledge bases, skills, or personality profiles. It is widely understood that effective teams require people to play distinctive roles. For example, some people are full of creative ideas while others are, simply, good at getting things done. Because of the variety of activities undertaken by teams, it is not possible to provide a list of roles that need to be present in each team. The roles needed by a team cooking burgers in McDonald’s are very different from those required by a civil defense group speculating on the likely threats to a major city posed by terrorist groups. However, it is always worth asking, “What sorts of people do we need to get all the key tasks done?” and “What knowledge do we need to have within the team?”

Ic. Full Task Clarity

Recent research reinforces the long-held view that teams need to be very clear about what they need to achieve. Without clarity about deliverables, motivation declines and time is wasted. However, task clarity is not always easy to achieve. A team of production workers may have the task of producing 1,000 widgets each day. This seems absolutely clear, but what happens if there are problems with supplies, and minor and theoretically acceptable flaws begin to appear in the finished product? Let us assume customers would not notice the minor errors, and


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these have no effect on functionality. What is the team’s task in this situation? Is it to produce as if nothing was wrong? Or to stop the production line and try to find a solution? Or to point out the problem to the suppliers? Or what? It is necessary to work hard to ensure that clarity about objectives considers all of the possible parameters and that objectives are redefined in the light of new circumstances. Some team tasks need to be clarified frequently. They are clear for now, but may need to be redefined tomorrow. Task clarity is not an absolute—it is a temporary state. The aim is to have the current best definition of the task and have it communicated to all those who need to know. This can be referred to as “serial” clarity. Task clarity requires success criteria. In their simplest form, success criteria are defined by answering the question How will we know if we do this really well? Success criteria can be difficult to establish since team members may have different ideas about what success “looks” like. However, although defining success criteria is complex, it is important and should always be undertaken.

IIa. Explicit Roles

Often it is more efficient for one person to take responsibility for an area of work and, thereby, make a personal contribution to the team’s overall task performance. For this to happen, it is necessary for people to know what is expected of them. For many teams, especially those undertaking managerial tasks, little or no role clarity exists in advance. People do not know what they are expected to do, nor what they should do—they must define and redefine their roles, sometimes in real time. Consider, for example, a consulting company. One evening a senior partner watching television sees a program on how ants rebuild their nest after it has been damaged. The next day, he calls his team of consultants together and says, “I think we may be able to develop a consulting product based on self-repair in biological systems. Can you look into it and report on the feasibility within two weeks?” With such a vague direction, the consultant task force has only a broad indication of where to search for information. They will need to be creative in assessing the potential of biological ideas for their business (bearing in mind that other con-sulting companies may be offering similar products). They will need to invent roles for themselves, taking into account their individual talent, knowledge,


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opportunity, and other commitments. Their roles may not be fixed at the begin-ning of the project and may change several times during the two weeks they work together. As uncertainty increases, especially when it is desirable for the team members to specialize, it becomes necessary for roles to be clarified at great length within the team—both for the benefit of the role holder and to ensure that everyone knows what to expect from others.

IIb. Extensive Communication

One of the most exciting developments in team building is the growing recognition that knowledge transfer and knowledge synthesis are key tasks. Let us illustrate the point with a simple example. Suppose that a team of development engineers decide that they need to build a prototype of a new sub-assembly. One person may know where to obtain the specialized supplies, another has expertise in the unusual engineering required, a third understands electronic control systems, and so on. The new sub-assembly needs to integrate mechanical components and control systems. There needs to be transfer of knowledge from the holders to the others. But knowledge transfer may not be sufficient. New problems may arise that require a synthesis of different knowledge bases. Sometimes new knowledge must be created by trial and error. These activities—knowledge transfer, synthesis, and creation—are among the most important team communication needs. But they are not the only requirements. Team members must talk about objectives, progress, problems, concerns, and ideas. In addition, there is a need for each team member to feel included, important, and recognized. Communication must meet social and task needs. In general, teams benefit from open, direct communication that does not descend into personal attack. It is important, especially when decisions must be made, that team members be encouraged to express dissenting views and speak their minds. There are many real-life cases where doubts have been suppressed and flawed decisions made as a consequence. It helps if teams spend time thinking about their communication needs. They benefit from listing domains of necessary communication and planning to develop a communications infrastructure to facilitate communication and ensure that it is timely, authentic, and comprehensive. Communication needs to be seen as a key activity, at the heart of teamwork.


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IIc. Agile Structure and Processes One of the most persuasive new models of management is inelegantly called the agile paradigm. In essence, agility has two dimensions—re-configurability and focus. By re-configurability we mean the capacity to link disparate resources so that they create a temporary organization that meets the needs of the moment. By focus we mean the capability to use technologies and management systems to meet the exact needs of individual customers instantly—or as near instantly as possible. Team agility is easier to achieve than organization-wide agility. Perhaps the first teams were primitive hunting bands that learned to cope with all the changes in fortune that hunters encounter. In a sense, teams are designed to be agile, but this can be undermined or destroyed unless it is nurtured. We identify four main barriers to team agility—protected roles, low discourse, rigid leadership, and alternatives poverty. We will briefly explore these potential barriers. • Protected roles occur when team members have either a psychological or an

actual “contract” that states what they should do. If they protect their role description, in effect they say to anything new, “That’s not my job.”

• Low discourse means, simply, lack of relevant discussion. In a dynamic

environment, things occur frequently. Sometimes signals are weak and need interpretation. Team members need to share their perceptions, challenge each other, and come to a collective view. Then it should be possible to reconfigure resources appropriately.

• Rigid leadership is a barrier to agility because there is no guarantee that the

boss understands the situation or knows what is the right thing to do next.

• Alternatives poverty describes a situation where team members can see what needs to be done, but lack ideas about how to achieve it.

IIIa. Exploited Interactions

Most teams have a great deal of extensive interactions with non-team individuals and groups. For some teams, such external interaction is vital—it makes the difference between success and failure. External interaction is important for two key reasons: integration and knowledge provision.


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Exploiting external interactions is challenging. Sometimes it is unclear what value a particular interaction could add—not all things can be planned in advance. Perhaps more importantly, the input from many interactions is voluntary; outsiders have the right to consider whether they want to help and may be reluctant. Despite the difficulties, teams benefit when they exploit external interactions. Ideas from the outside stimulate questions and help opportunities to be identified. Different experiences add to the knowledge base of the team. Within organizations, teams frequently need to collaborate with others to get things done. Positive linkages do much to improve team performance.

IIIb. High Commitment

People need, at least in part, to subordinate their own interests to those of the team. A subtle but crucial change needs to take place. Team members need to move from saying “I want to win,” to saying, “I want us to win.” This commitment to the team, as has been shown many times in military campaigns, can make the difference between triumph and disaster. Commitment is a gift that each individual can choose to offer. Some people give commitment easily and with extreme loyalty. Others take their time, feeling that commitment should only be given carefully and, perhaps, conditionally. Still others are unwilling to commit. They provide a challenge for the team as they may perform the tasks required, but without making an emotional engagement. Such a lack of commitment can make a team vulnerable when things get tough. Consider the effect of lack of commitment by one member of a platoon in a battle situation where each member must rely on the others. Sometimes only the members of a committed group have the emotional resources to overcome extreme difficulties and achieve objectives despite the obstacles. Commitment is best when it is even handed. By this we mean that the individual is committed to the group and the group is committed to the individual. It is important that team members feel supported and enriched by being part of the team. Obviously, people are motivated differently, and it is important that team members obtain at least some satisfaction for their commitment. The way that commitment develops is subtle, and there is an interesting twist: too much commitment can be dangerous as a team becomes inward looking, arrogant, and complacent. More is not always better.


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IIIc. Shared Values Values are basic assumptions about what is important or unimportant. As such, values are the foundation of behavior. When values are shared, they provide a solid basis for communication and co-working. We believe that all teams benefit when values are shared. Shared values become increasingly important as team members are given more discretion, need to pay more attention to multiple factors, or need to make decisions based on judgments. Let us explore this insight through an example. Consider a group of managers and staff running a home for elderly people. Obviously tasks need to be done day and night throughout the year. Often, staff work alone and have significant discretion about how to treat residents, what to do in emergencies, and so on. In addition, they need to be watchful, as potential problems can sometimes be detected early if staff are attentive to subtle signs. Moreover, decisions may have to be made when it is far from clear what is the best thing to do. In such circumstances, it is imperative to share values. If there is no consensus regarding values, managers and staff lack an integrating force that determines what is important, tells people to what they should pay attention, and shapes the ways in which staff behave, even when they are working alone and the results of their actions may never be known. Shared values evolve naturally in groups, but it may make sense to set aside time to clarify core values and work out what they mean in practice. When this is done honestly, it provides a solid set of principles that become the team’s DNA.

IVa. High Innovation Capacity

An important lesson was learned from the success of Japanese firms in the final decades of the twentieth century: things can always be improved. Sometimes improvement is small and straightforward—moving a lamp closer to a desk or re-using materials that were previously scrapped. We define this as workplace innovation. Innovation, simply defined, is gaining benefit from ideas. The ideas may not be new—many innovations come from ideas already proven elsewhere. Also, there are different ways of “capturing” the latest value inherent in an idea. So innovation is not a tidy process, but it is important.


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Having ideas is necessary, but not sufficient. There must be a process in place that sorts out good ideas from bad ones. Resources must be dedicated to developing these good ideas and working out how they can be exploited to the greatest advantage. All of this needs to be done within a framework of existing tasks—undertaking innovation, often a risky endeavor, cannot be allowed to prejudice other important tasks. Many teams have several innovation initiatives underway at the same time. In effect, they are managing an innovation process rather than progressing a single innovation from idea to exploitation. Some teams are surprisingly good at managing innovation as they find unexpected ideas and succeed in creating value for customers where others fail. An innovative team has an expected benefit: people enjoy working in such groups. They feel significant, powerful, and energized by the process of participating in innovation. Innovation needs to become a core process for many teams so that they do not simply do the work of today; they also play a part in creating tomorrow.

IVb. Systematic Process

Process is concerned with how things are done. Teams need to undertake many activities: clarifying tasks, agreeing on roles, defining values, generating ideas, and so on. Processes need to be in place to ensure that these activities get done on schedule. In order for teams to develop effective processes, they need to meet—ideally face to face, but sometimes remotely, perhaps using computer-assisted teamwork (groupware). Developing effective team processes is important, but not easy. We believe there are eight key categories of process skills. These are: 1. Tuning in—ensuring that everyone has a complete picture of every aspect of

the situation

2. Defining objectives—clarifying what is important and feasible for the team to achieve

3. Setting success measures—providing a means of ensuring that the team is on track

4. Creating and organizing knowledge—getting ideas, analyzing information, and exploring options

5. Decision making—selecting the right thing to do

6. Planning—organizing people and resources


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7. Taking action—making things happen

8. Reviewing to improve—learning from what has happened so that future teamwork will be better

Each of these skill categories requires a specialized approach. There are tools and techniques that can add precision and clarity. Effective teams know how to use the appropriate structured processes whenever needed.

IVc. High Standards

Teams are “instruments” for getting things done. The quality of team output can vary greatly. Effective teams set high standards for individuals, sub-groups, processes, and team outputs. For some teams, objective performance standards can be set. A highly efficient team working for a moving company can clear a home, without breakage, in two hours. A team of flight attendants must perform tasks such as meal service, customer service, and so on, often in restricted space and on a very tight timeline. Such teams perform similar tasks day after day. Over time, standards can be set so that an index of excellence may be calculated. Where teams undertake new tasks, it is generally more difficult, if not impossible, to define standards fully in advance, although the attempt should be made. Standards of excellence need to be adopted for all activities, not just for those that directly relate to outputs. Ensuring that standards guide behavior may not be easily achieved. Considerable learning may be required before they are understood fully. The reason for this is that sometimes standards cannot just be adopted—they need to be acquired. Standards are often dynamic: a standard that can be achieved today will be considered too low for tomorrow. With the right degree of stretch, standards drive a person forward so that their capacity grows. A team benefits greatly when all members are engaged in striving toward increasingly high standards.


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Exercise Worksheet 1 Complete this worksheet to clarify how to work on team effectiveness by building on strengths. List the top three strengths—the highest scoring items—indicated on the Team Effectiveness Profile—and consider how these can be reinforced and built upon. Ways to Reinforce and Build Upon This Strength

Highest scoring component is…

Second highest scoring component is…

Third highest scoring component is…


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Worksheet 2 Complete this worksheet to clarify how to work on team effectiveness by reducing or eliminating barriers. List the lowest scoring items indicated on the Team Effective-ness Profile that could be the main barriers to effective teamwork. What might be done to unblock them? Ways to Reduce Barriers

Lowest scoring component is…

Second lowest scoring component is…

Third lowest scoring component is…


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Worksheet 3 Complete this worksheet to explore all 12 components of the TEA audit model in relation to your own team. Add additional points only: do not repeat points made earlier.

Challenges We will do the following things:

Ia How will we ensure that leadership

enables the team to be efficient and effective?

Ib How will we recruit people with the necessary knowledge and skills?

Ic How will we ensure that we clearly define the tasks that we need to achieve?


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IIa How will we ensure that everyone

knows what is expected of them?

IIb How will we construct effective communication processes?

IIc How will we adapt our team structure and processes as tasks change?


25


IIIa How will we build strong links with

other groups who could help us?

IIIb How will we maintain high commit-ment to the team from the members?

IIIc How will we deal with differences of values?


26


IVa How will we be innovative so that

we exploit the potential of new ideas?

IVb How will we develop a systematic process for working together effectively?

IVc How will we ensure that high standards are achieved?

OH 1.1.1

CoreElements

I

IVPerformance

Orientation

FacilitativeProcessesII

IIIOngoingMaintenance

Ib. CapableMembership

Ia. EnablingLeadership

Ic. FullTask Clarity

IVc. HighStandards

IVb. SystematicProcess

IVa. HighInnovationCapacity

IIIc. SharedValues

IIIb. HighCommitment

IIIa. ExploitedInteractions

IIc. AgileStructure andProcesses

IIb. ExtensiveCommunication

IIa. ExplicitRoles

The TEA Model

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Metric 1.2

Team Effectiveness Index*

Introduction This instrument provides a straightforward tool for assessing the effectiveness of a specific team.

Objectives • To provide a format for assessing team effectiveness

• To suggest a model of team effectiveness

• To provide a framework for team development


• Assessment • Score Sheet • The 12 Dimensions of Team Effectiveness • Exercise

Method 1. Introduce the activity and outline the objectives listed above.

2. After participants complete the assessment, ask them to score it individually

using the Score Sheet (10 minutes).

3. Collect data from all participants, average the data, and display it on a master chart (20 minutes).

4. Have participants consider their team’s effectiveness score and what needs to

be done to take the team forward by discussing the 12 Dimensions of Team Effectiveness and completing the exercise (45 minutes).

Time Required Approximately 1 hour and 15 minutes

*Previously called Team Excellence Assessment

Team Effectiveness Index

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Assessment In the box below, indicate the team being assessed. The team being assessed is:

Rate how each statement relates to the team, using the scale from 1 to 6 below: 1 = Almost never true 2 = Rarely true 3 = Occasionally true 4 = Sometimes true 5 = Often true 6 = Almost always true 1. The team has well-defined objectives. 1 2 3 4 5 6

2. Each member of the team is clear about their role.

1 2 3 4 5 6

3. This team is quick to identify potential problems. 1 2 3 4 5 6

4. Team members are willing to speak up if they disagree with proposals and suggestions.

1 2 3 4 5 6

5. The team has built positive relationships with other teams.

1 2 3 4 5 6

6. Team members feel empowered—they know that they can take initiatives and get things done.

1 2 3 4 5 6

7. Team members say what they really think. 1 2 3 4 5 6

8. If someone has a different point of view from therest of the team, this is treated as an advantage, allowing useful debates to take place.

1 2 3 4 5 6

9. Team members support each other. 1 2 3 4 5 6

10. The team sets a fast pace. 1 2 3 4 5 6

11. From time to time, the team takes time out to review its effectiveness.

1 2 3 4 5 6


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1 = Almost never true 2 = Rarely true 3 = Occasionally true 4 = Sometimes true 5 = Often true 6 = Almost always true 12. Team members are praised for making positive

contributions. 1 2 3 4 5 6

13. Everyone on the team knows what the team is trying to achieve.

1 2 3 4 5 6

14. Team members are 100 percent clear about the roles and responsibilities of the other team members.

1 2 3 4 5 6

15. Meetings are highly productive. 1 2 3 4 5 6

16. The team manager waits to give their opinions until after others have had their say.

1 2 3 4 5 6

17. The team has worked hard to identify the requirements of their customers (internal or external).

1 2 3 4 5 6

18. This is a confident team—team members feel that they can overcome problems and setbacks.

1 2 3 4 5 6

19. If issues arise between team members, they are discussed openly.

1 2 3 4 5 6

20. Although they have different personalities, team members listen carefully to one another.

1 2 3 4 5 6

21. Team members don’t wait to be asked—they volunteer to help one another.

1 2 3 4 5 6

22. There is a “buzz” in this team—team members are highly energized.

1 2 3 4 5 6

23. If a mistake occurs, it is treated as an opportunity for learning—not finger pointing.

1 2 3 4 5 6

24. This is a team that celebrates success. 1 2 3 4 5 6

25. Team members demonstrate that they have a sense of shared mission.

1 2 3 4 5 6


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1 = Almost never true 2 = Rarely true 3 = Occasionally true 4 = Sometimes true 5 = Often true 6 = Almost always true 26. Every team member knows how they fit into the

team. 1 2 3 4 5 6

27. Problems are solved quickly. 1 2 3 4 5 6

28. Proposals are challenged before they are accepted.

1 2 3 4 5 6

29. This team cooperates with other teams to improve organizational effectiveness.

1 2 3 4 5 6

30. This team is energized when a big challenge occurs.

1 2 3 4 5 6

31. If there is something on a team member’s mind, it will be discussed openly.

1 2 3 4 5 6

32. Team members go out of their way to obtain input from others before they decide what is the right thing to do.

1 2 3 4 5 6

33. This is a cooperative team—people help each other.

1 2 3 4 5 6

34. Team members enjoy each other’s company greatly.

1 2 3 4 5 6

35. Month by month you can see that the team is performing better.

1 2 3 4 5 6

36. When a goal is reached, the team takes time to recognize the achievement.

1 2 3 4 5 6


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Score Sheet Copy the scores from the assessment onto the scoring grid below. Add the scores for each column. Then transpose the scores to the chart on the next page.

Questions

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

Totals


DP CRD EPS AG PI CDA IO AD SB HE CL CA

Your Score Team Effectiveness Dimensions

Ia Defined Purpose (DP) Ib Clear Role Definition (CRD) Ic Effective Problem Solving (EPS) IIa Absence of Groupthink (AG) IIb Positive Inter-team Work (PI) IIc Can-Do Attitude (CDA) IIIa Interpersonal Openness (IO) IIIb Appreciation of Difference (AD) IIIc Supportive Behavior (SB) IVa High Energy (HE) IVb Continuous Learning (CL) IVc Celebration Achievement (CA)


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Graph your scores on the matrix below by circling the appropriate number in each column. Then draw a line connecting your scores.

18 18 18 18 18 18 18 18 18 18 18 18

17 17 17 17 17 17 17 17 17 17 17 17

16 16 16 16 16 16 16 16 16 16 16 16

15 15 15 15 15 15 15 15 15 15 15 15

14 14 14 14 14 14 14 14 14 14 14 14

13 13 13 13 13 13 13 13 13 13 13 13

12 12 12 12 12 12 12 12 12 12 12 12

11 11 11 11 11 11 11 11 11 11 11 11

10 10 10 10 10 10 10 10 10 10 10 10

9 9 9 9 9 9 9 9 9 9 9 9

8 8 8 8 8 8 8 8 8 8 8 8

7 7 7 7 7 7 7 7 7 7 7 7

6 6 6 6 6 6 6 6 6 6 6 6

5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3


DP CRD EPS AG PI CDA IO AD SB HE CL CA


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The 12 Dimensions of Team Effectiveness The results of the Team Effectiveness Index give you structured feedback on how you perceive the team. High scores suggest the presence of a strength; low scores probably indicate an area for improvement. Most benefit comes when several people from the same team complete the assessment and compare and contrast their scores. If you can do this, read the notes on the 12 dimensions of team effectiveness below and complete the exercise, as suggested. 1. Defined Purpose

Teams benefit greatly from sharing a consensus about ends and means. This requires an understanding of the contribution of the team to the wider organization and identifying the needs of both internal and external customers. Purpose can be divided into two categories—permanent and ad hoc. Both categories of purpose are important. For example, the Human Resource Management team will be concerned permanently with supplying high-quality people to the organization, but may have the temporary purpose of upgrading sales training to meet the needs of a special new product launch. For both categories of purpose, the team must identify broad objectives (sometimes called aims) that deal with the big picture and narrow objectives (goals) that map out a program of specific achievements needed. Without a defined purpose, a team lacks the essential force to align energy and provide a sense of meaning. All team members must share a common definition of purpose.

2. Clear Role Definition

Individual team members must understand their place within the team. Roles must be clarified, and the expected contributions of each individual must be clearly understood. Role clarification should be undertaken at four levels:

1) Roles that the individual plays within the team

2) Roles that the team plays toward individual members

3) Roles that team members play toward each other

4) Roles that team members play to suppliers, customers, and other teams

The process of role clarification requires exploration, negotiation, and acceptance of accountability. To be clear about their roles, each team member must have debated role requirements with colleagues and have accepted the discipline of working within the agreed-upon role.


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3. Effective Problem Solving All teams need to solve problems that may vary in complexity from simple issues—such as who should be selected as the team’s representative at the monthly communications meeting—to complex matters—such as whether a $10 billion investment should be made in China. Team problem solving requires a common language and effective procedures. We believe that there are eight primary steps and that teams need to be able to implement all of the steps appropriately. The eight steps are:

1) Tuning in—ensuring all members of the team define the problem (or

opportunity) in the same way

2) Objective setting—developing a consensus on desired outcomes.

3) Success measurement—establishing what success means and how it will be measured

4) Information collection—collecting and generating ideas and organizing information

5) Decision making—evaluating options and choosing the best alternative

6) Planning—organizing what has to be done

7) Action—implementing plans with flexibility and energy

8) Reviewing to improve—learning from what occurs 4. Absence of Groupthink

Many observers of teams have detected a systematic bias that can lead to flawed decision making. This occurs when team members become so close to each other that they begin to think alike. People with divergent views tend to be suppressed (or even eliminated!). Usually unconsciously, team members turn to each other for explanation and confirmation of their views, and the leader frequently has great influence in determining the team’s stance. This shared mentality, brilliantly called groupthink, is a great threat to effective teamwork since the team becomes “a law unto itself.” Fortunately, groupthink can be reduced by following some simple processes, such as:

• Ensuring that the leader gives their views after the others have done so • Encouraging and rewarding dissent • Opening decisions to comments from outside


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If members of a team become too close, then groupthink can take root. Then team members define reality by what other members of the team think, rather than the true situation. The leader’s role, in part, is to prevent groupthink.

5. Positive Inter-Teamwork

All teams (except, perhaps, Robinson Crusoe and Man Friday) have suppliers and customers—interlinked teams that need to work together to achieve organiza-tional goals. It is important that teams maintain good relationships with other groups so that the organization functions effectively. It is natural for a group of people who work together to form themselves into a close team. However, it is equally natural for teams to develop hostile and negative relationships with other teams, which leads to poor management of organizational linkages. Poor inter-team relationships are often caused by:

• Lack of recognition of the concept of internal customers • Stereotyping—seeing the other team as inferior • Competitiveness—feeling a desire to win at the expense of the other team • Lack of communication • Unavailability of mechanisms for information sharing

6. Can-Do Attitude

Effective teams are confident. Team members feel potent—able to take initia-tives, overcome obstacles, and win despite difficulties. The can-do attitude liberates energy and mobilizes the team. When problems are identified, team members feel that they can be resolved. Opportunities are recognized and exploited. This dimension is an important aspect of team climate and is an emotional state shared by all team members (part of the “group mind”). Accordingly, the behavior of the team manager, and other opinion leaders, is a key factor. A can-do attitude is facilitated by:

• Setting achievable goals • Recognizing achievements • Turning failure into a learning opportunity • Determination to win • Relishing challenges • Predominance of positive individuals within the team


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7. Interpersonal Openness Teams (certainly in the Western world) thrive when members feel that they can be open and truthful with one another. Team members feel a sense of relaxation and ease when they can allow their thoughts to flow without feeling a need for caution or role playing. Openness also assists in improving the quality of team decision making by allowing uncomfortable facts, observations, or opinions to be expressed openly. Thus sensitive but crucial data can become part of the team’s decision-making process. Openness in a team is facilitated by:

• The leader acting as a role model • Individuals being prized in the team • Individuals developing skills in open communication and being challenged

where it is lacking • The leader presenting deliberately structured opportunities for discussion

8. Appreciation of Difference

Almost any team will have a range of people as members, varying on five main dimensions:

1) Difference in personality 2) Difference in ability 3) Difference in technical discipline 4) Difference in motives and drives 5) Difference in values and beliefs

Difficulties will often be seen as a source of friction, but by simple acceptance of difference, may become a source of strength and benefit. The positive acceptance of difference brings five main benefits:

1) Relationships are improved. 2) More viewpoints are available. 3) Potentially destructive conflicts are less likely. 4) There is a greater sense of unity. 5) Team creativity is enhanced.

In general, we are all suspicious of differences as we tend to categorize people into groups and develop stereotypes. When this is reduced, there is a significant benefit to the team.


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9. Supportive Behavior One of the most enjoyed characteristics of high-performing teams is the way in which team members go out of their way to support one another and adopt cooperative attitudes. Each team member benefits from being in win-win relationships with others. Conflict between team members can be constructive, especially when it is based on genuine difference of view about issues. However, latent conflict that undermines cooperation almost always deprives the team of a sense of unity and cohesion. Supportive behavior can be enhanced by:

• Allowing team members the opportunity to get to know one another in depth • Developing behavioral patterns that support cooperation • Demonstrating support for members • Recognizing that lack of supportive behavior is an issue and dealing with it in

group meetings 10. High Energy

One of the characteristics of effective teams is their capacity to mobilize human energy. Many people report that they find teamwork exciting and invigorating. One only has to watch a team of football players celebrating after a game to recognize the infectious enjoyment of being together that raises everyone’s game. Energy is always available, but is frequently inhibited or blocked. Team energy can be released by:

• Allowing team members to meet and enjoy one another’s company • Undertaking shared tasks • Facilitating the expression of personal feelings • Working through interpersonal issues • Celebrating successes (frequently) • Sustaining authentic interpersonal relationships

11. Continuous Learning

Effective teams are open to learning both from within and without. When a team stops learning, it will turn inward (this is often described as “becoming stale”). Learning, in part, comes from reviewing both successes and failures, and identifying the causal factors that shape performance. Learning from without can come from many sources. Trainers, managers, consultants, advisors, customers, similar teams, and other organizations can all provide useful input. One of the


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main contributions of outside learning is to challenge the status quo so that new ways of operating can be evaluated. Once a job is completed using a new process, it is necessary to schedule time for review in spite of a strong tendency to continue with the next task. Learning can be facilitated by:

• Setting aside time to review performance • Inviting impartial observers to comment on the team’s performance • Visiting similar teams in other organizations • Asking each team member to research other teams and report on their

approach • Using trainers to facilitate team-building events • Inviting each team member to critique the team’s performance

12. Celebration of Achievement

Teams require success in order to thrive. This doesn’t necessarily mean success in an absolute sense (a local men’s baseball team can never aspire to win the World Series). Rather, teams need success in their own terms, which means moving beyond present competence and achieving something new or difficult. Celebration is a natural human expression. Primitive tribes celebrate when they have a successful hunt or when a crop is brought in. When a team has succeeded at achieving a goal, there seems to be a natural cycle of energy that builds to a crescendo and then has to be released through some intense emotional expression. Teams that celebrate tend to have the following characteristics:

• They set goals for achievement. • Progress is monitored. • Celebratory events are arranged when successes are achieved. • All team members actively participate in the celebration. • The celebration has a real purpose.


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Exercise Use a flip chart to enable all team members to share their scores for each item. Identify the low scoring team effectiveness dimensions. Select the lowest scoring dimension and ask the questions below. Repeat this for other significant low scoring dimensions.

Questions Team Answers

1. Is this an area where the team is not performing well at the moment and the team’s output is diminished significantly?

2. Why does the team need to improve in this area?

3. Why has the difficulty occurred?

4. What are the possible remedies?


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Questions Team Answers

5. What must the team do in order to improve?

6. What must each team member do?

7. How will success be measured?

8. What will we do differently over the next month?

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Metric 1.3

Team Blockage Questionnaire

Introduction This metric provides a framework for assessing the performance of teams and helps identify where team development would be beneficial. It will help a team discover which of ten potential blockages or barriers may be inhibiting the team’s performance.

Objectives • To provide a model of effective and ineffective teamwork

• To provide a structure for a team review session

• To enable the members of a team to identify where they are blocked and in which areas team development is likely to be beneficial


• Questionnaire • Score Sheet • Overcoming Blockages to Effective Teamwork • Action Plan

Method 1. Introduce the activity and outline the objectives listed above (5 minutes).

2. Have participants complete the Questionnaire (10 minutes).

3. Have participants score the questionnaire and share results (20 minutes).

4. Read and discuss with participants relevant sections of the Score Sheet and Overcoming Blockages to Effective Teamwork (30 minutes).

5. Have participants complete the Action Plan to decide what to do next (30 minutes).



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Questionnaire The more people in the team who answer the questionnaire, the more accurate the results will be. If you are conducting a survey with others, you must all agree on the same definition of the team. It is essential that all participants share a common understanding. Write in the following box a clear description of the team that you will assess. The team being assessed is:

Consider the questions exclusively in relation to this definition of the team. The items below are grouped in five sections. You should complete each section in the same way. For each section, you must allocate 20 points to represent the team’s development needs as you see them. One item can receive all 20 points, or you can spread the points over as many items in that section as you wish. The goal is to highlight the team’s development needs. Allocate 20 points among the ten items in each of the sections below. Section 1

This team would be strengthened if… Points

1. Our team leader was more dominant.

2. We had a greater variety of personalities in the team.

3. Team members were fully committed to team success.

4. We were 100 percent clear about what we have to achieve.

5. We set higher standards for individual performance.

6. Team meetings were more effective.

7. Team members were fully open with each other.

8. Individuals felt that their needs were being met by being members of the team.


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9. We used team interaction more often to develop creative ideas.

10. There was greater cooperation between our team and other parts of the organization.

Section 2

This team would benefit if we could improve the ways that we… Points

11. Develop shared objectives with other teams.

12. Reduce resistance to change by team members.

13. Develop the skills of individual members.

14. Help team members say what they really think and feel.

15. Consult team members before key decisions are made.

16. Stimulate pride in team performance.

17. Spend more time discussing what needs to be achieved.

18. Build a high level of team spirit.

19. Obtain ideas from outsiders to challenge existing beliefs.

20. Receive hands-on leadership from the team leader.


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Section 3

This team would perform better if… Points

21. The team leader made a firm decision once arguments for all sides of an issue have been heard.

22. We acquired a broader range of skills among team members.

23. Members derived greater satisfaction from participating on the team.

24. Team members’ personal objectives were fully aligned with team objectives.

25. Required performance standards were clarified.

26. We worked through problems systematically to increase the probability that they would be solved.

27. Team members were comfortable saying what they really felt.

28. We made sure that all team members act as “teachers” so that everyone learns from one another.

29. Teamwork was more creative.

30. We had positive relationships with other teams in the organization.

Section 4

We would be a more successful team in the wider organization if we… Points

31. Understood better what the organization requires of us.

32. Were more radical when suggesting ideas.

33. Improved the performance of individual team members.

34. Asked for help when we experienced difficulties.

35. Met commitments and project milestones better.

36. Stated our standards of performance clearly.

37. Reviewed objectives in light of changing circumstances.


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38. Welcomed “outsiders” onto our team.

39. Extended our technical skills.

40. Presented our case better to senior managers.

Section 5

The team’s key development needs are to… Points

41. Develop more focused leadership.

42. Extend the membership of the team.

43. Build a more positive team spirit.

44. Improve the objective-setting process.

45. Set higher performance standards.

46. Clarify team members’ roles.

47. Review team members’ behavior to help them improve their own contribution.

48. Develop team members’ personal skills.

49. Put good ideas into practice more often.

50. Promote positive relations with other teams.


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Score Sheet Insert the scores below the corresponding question number on the answer grid below, and then total the scores for each horizontal line. Then transfer the totals to the table on the next page. TOTALS

1 20 21 40 41

1

2 19 22 39 42

2

3 18 23 38 43

3

4 17 24 37 44

4

5 16 25 36 45

5

6 15 26 35 46

6

7 14 27 34 47

7

8 13 28 33 48

8

9 12 29 32 49

9

10 11 30 31 50

10


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Teams are the building blocks of organizations. Teamwork is a core competency in organizations. It helps them evolve like a biological system, using shared knowledge as a crucial resource. However, teams have many guises. Sometimes a team will be a formal group with clearly identified membership. Frequently there will be ad hoc groups established for short-term projects with members joining and leaving as task requirements change. Even more interesting will be groups that work together as “virtual” teams.

The Team Blockage Questionnaire provides a way of assessing where a team is well developed and where further work needs to be done. Low scores indicate the strengths of the team, and high scores represent potential “blockages” that will need attention if the team is to develop further. It is helpful to identify typical blockages because, once these are understood, team problems are easier to resolve. The scoring system used in this metric indicates that a high score does not indicate the severity of the problem—it simply identifies issues that need to be explored and worked through. As the scores are the result of individuals’ perceptions, the survey is not scientifically accurate and the results may need further confirmation. However, it provides a useful indication of where to start. Copy your total scores into the table below. Repeat for each individual who has completed the survey and calculate average scores.

Potential Team Blockages

Individual Scores

Team Averages

1. Inappropriate leadership

2. Unqualified membership

3. Unconstructive climate

4. Unclear objectives

5. Low standards

6. Ineffective work methods

7. Insufficient openness and confrontation

8. Undeveloped individuals

9. Low innovative capacity

10. Unconstructive inter-team relationships


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Overcoming Blockages to Effective Teamwork On a team’s journey from immaturity to becoming mature and effective, it often happens that progress is blocked. Key symptoms of a blocked team are low energy and poor performance. Start your development process with the two or three blockages for which you had the highest scores. Ask yourselves:

• Is this a genuine problem for us? • Do we want to invest energy in exploring the blockage? • What methods or resources would help us make progress?

1. Inappropriate Leadership

Leadership is the most important factor in determining the quality of teamwork. A leader who is unwilling to use a team approach or who lacks the skills to develop this style of management will squelch any initiative to build a team. The effective leader will emphasize and show by their personal example that team issues are worked through effectively. The effective team leader does the following:

• Is true to his or her personal beliefs • Is considered by others to have integrity • Uses delegation to increase participation and power sharing • Is clear about standards • Is willing and able to give and receive trust and loyalty • Has the personal strength to maintain the cohesion of the team • Is receptive to the hopes, fears, and needs of team members and respects

their dignity • Is prepared to examine critically their own role and change behaviors that are

dysfunctional • Faces situations honestly • Encourages personal and team development • Establishes and maintains effective working practices • Tries to make work a happy, exciting, and rewarding experience

2. Unqualified Membership

A team is more than the sum of individual talents—it can do more than a collection of individuals. Teams need a balanced membership of people who work together. A team must have a balance of technical skills and personal attributes


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that, when taken together, give it the capability to tackle tasks effectively. Several distinct roles must be filled in any team, and an analysis of these provides a basis for the construction of a balanced and vibrant group. For example, a team may need an idea person, an analyst, a driving force, a planner, a restraining factor, and several doers. It is possible for each member to contribute in one or more of these roles. When a necessary contribution is missing from the team, ways must be found to fill the gap. If team members are lacking basic skills, the team may be incapable of making a high-level contribution.

3. Unconstructive Climate

Team members often come from diverse backgrounds and have a range of personal values and expectations. A team needs an affirmative climate that bridges differences. One test of a positive climate is whether people feel fully committed to the objectives of the group. Commitment to a team develops over time—it is not present until individuals have made personal decisions to devote their energy to work toward achieving the objectives of the group. The growth of commitment is an index of the maturity of the team. As emotional bonds develop, team members become more willing to strive for common goals and a great deal of personal satisfaction is derived from participation. The group develops close relationships that combine directness and honesty with concern for the welfare of members.

4. Unclear Objectives

The first step in achievement is clarifying what you want to deliver. In an able and mature team, members are clear on the desired outcomes. Team members are more likely to be committed to objectives if they have been involved in establishing them and feel a sense of ownership. If a team lacks a clear view of what it is to achieve, individual members cannot contribute systematically to success. Even when team goals are understood, any gap must be bridged between personal and group needs. An effective team enables each individual to meet their personal objectives and contribute to the achievement of team goals. Clear objectives for a team meet the following criteria:

• Objectives are defined after discussion and debate.

• Objectives are adopted after stakeholders’ (who may be outside the team) interests have been assessed.

• A strong emphasis is placed on results to be achieved rather than on things to do.

• Objectives are stated in ways that clearly identify the results required.

• Methods of measurement are defined.


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• Timetables for performance review are established.

• Objectives are felt to be achievable with the resources available.

• Objectives do not pull the team in too many different directions at once.

Team and individual objectives often change over time. The team that looks ahead, foresees difficulties, seizes opportunities, and redefines its goals in the light of experience will be more likely to succeed.

5. Low Standards

Sometimes teams do not set high standards: they do not strive to be world-class. An effective team sets high standards for conduct and stretching targets for achievement. Performing on a team that is capable of achieving results well above average is typically very satisfying to its members. For example, soldiers in elite regiments are more positive than those in ordinary regiments. The pursuit of excellence, even in everyday or mundane activities, is a great motivator. It stimulates individual competence, fosters pride, and increases each person’s sense of self-worth. Achievement should be recognized and rewarded within the team. Rewards don’t need to be financial—many people feel that personal recognition is as significant as cash in the hand. Standards ensure consistency. Standards should stretch, but not break, team members.

6. Ineffective Work Methods

Sound teamwork methods and effective decision-making procedures are essential for any team. Important issues to consider include the following:

• Mission and vision • Ways in which decisions are made • Collection and display of information • Communication within and outside the team • Whether resources are effectively coordinated • Procedures for reviewing decisions • Planning processes • Criteria to measure effectiveness

The effective team has honed its working methods so that they become a routine but strong discipline. The team learns that it can apply standards of quality to its meetings. Individual members have developed personal skills that are appreciated and utilized by the team. There is an air of competence, and boredom is rarely felt at meetings. The team quickly moves forward with a high level of personal attention and economy of expression that ensures that relevant issues are explored fully.


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7. Insufficient Openness and Confrontation Some teams fail to review the performance of people and team activities in an analytical and critical way. Such teams inhibit the free flow of judgment and comments, preferring a less-than-truthful climate. Withholding openness by team members can exist for several reasons:

• Politeness—team members feel that social etiquette precludes confrontation.

• Fear of “loss of face”—individuals see criticism as an unwelcome diminishing of their self-images.

• Refusal to “rock the boat”—team members consider criticism to be a means of exposing the weaknesses of others and undermining morale.

• Inadequate skills—team members do not feel able to handle critique constructively.

• Fear—if a person feels vulnerable, they are far less likely to contribute openly.

Such a lack of openness diminishes teamwork. In particular, if a team does not conduct “post-mortems” of both specific projects and routine work, learning is reduced. Reviews provide learning for the team. We call this aspect of teamwork critique. Individuals analyze the strengths and weaknesses of their own performance, are open about their personal assessments of others, and can accept negative comments without bitterness or defensiveness. If a team is to be successful, then its members must be able to state their views about each other and air differences or problems without fear of ridicule or retaliation. If team members are unwilling to express themselves, much energy, effort, and creativity will be lost. Effective teams do not avoid delicate or unpleasant issues, but confront them honestly and squarely. Managing open confrontation is never easy. No matter how much care is taken, feelings can be bruised. Confrontation, properly managed and constructively employed, leads to a greater understanding among the members of a team. Positive conflict results in openness, reduced tension, better relationships, and greater trust. Negative conflict breeds mistrust and hostility.

8. Undeveloped Individuals

Teams pool the skills of individuals. It follows that the most capable teams are those with members who have outstanding individual ability. A team is a vehicle for individual development. When new members join a team, they should be introduced with understanding and with expectation setting. A team has to make


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demands on each member, and the individual should not feel that it is acceptable to coast gently through; every member needs to feel that belonging is a privilege. We define strongly developed team members as those who:

• Have world-class technical talent • Have energy • Are in touch with their feelings • Are prepared to be open • Will change a viewpoint through reason • Put forward their viewpoints well

Observers have noted that well-developed team members display personal characteristics that are different from those of their less-effective colleagues. People who tend to achieve little as individuals seem to adopt a more passive approach to life, seeking to retreat to stability. They find challenge to be frightening and avoid it whenever possible. They do not seek insight into themselves and their beliefs, and see feedback and criticism as unhelpful and threatening. For them, life would be happier if they were surrounded by weak people, but they are not, and they often resent others they see making a success out of difficult situations. In contrast, people who often achieve successful results seem to take an active approach to life. They make things happen and seek new challenges. They wish to know more about themselves and are interested in the feedback that others can give them. They welcome constructive criticism, recognize that time and energy are finite, and so try to make the best use of their valuable resources. Individuals who are more strongly developed as people add to the power of the team.

9. Low Innovative Capacity

Effective teams are able to generate creative ideas and put them into practice—they are innovative. First, a need has to be identified—the missing link. Then a new idea is needed. This can be a logical extension of an existing stream of thought or a radical departure. The idea is seldom clear or fully worked out at its inception. It must be developed, enlarged, extended, and simplified, then tested. (Ideas have to work or they are merely topics for academic debate.) This process is often aided by a special kind of teamwork. Innovative capacity can be divided into six steps:

1) Identifying a need—the “missing link” 2) Generating germs of ideas 3) Developing mature proposals 4) Testing proposals 5) Applying the new idea 6) Assessing the benefits


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Much depends on a hard-to-define corporate attitude toward innovation. Some organizations have managed to become exciting places in which to work. One experienced manager says that a key task of management is to realize the “latent energy” available in the workforce. This can be done by both incremental continuous improvement and by major change processes (transformation). The boring repetition of meaningless tasks increases frustration and depresses vitality, enthusiasm, and innovation. From the viewpoint of organizational health, this is dangerous because it deprives the system of creative potential and increases resistance to change. Harnessing creativity requires more than an openness to innovate. Skills and procedures that can help are clearly identifiable, yet the most highly trained and experienced creative people continue to make errors because risk cannot be eliminated. Accordingly, a capacity to accept failure, and learn from it, is needed.

10. Unconstructive Inter-team Relationships

Teams usually need to interrelate with other groups, but the quality of coopera-tion is often poor. Unsatisfactory inter-team communication and lack of shared objectives are present all too often.

The team leader should play a special role in improving inter-team relationships, and they can do much to reduce hostility and to build cooperation. The management of inter-team relationships is a critical element in organizational effectiveness. In recent years, we have recognized the weaknesses in functional organizations that promote “silo” mentality and fail to develop the notion of the organization as a network of customer-supplier relationships. By taking the following steps, the team leader can help build positive inter-team relationships: • Map processes that overlap teams. • Identify common objectives. • Develop personal understanding across teams. • Provide opportunities for regular inter-team problem solving. • Build a climate of trust. • Establish a management structure to facilitate cross-department teamwork.


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Action Plan After reflecting on the results of the Team Blockage Questionnaire, fill out the action plan below.

What needs to be done?

How will we know when we have been successful?

Who is going to take action?

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Metric 1.4

High Energy Teamwork Assessment

Introduction This intervention examines energy levels in teams and may be completed by managers or team leaders at any level in an organization. It may be used in training programs or as the format for data collection during a team review process.

Objectives • To explore the concept of team energy

• To help a team explore how to create and sustain a higher-energy culture in the future

• To help managers evaluate whether they are creating and sustaining a high-energy culture in their teams

Materials All participants will need:

• A copy of the Assessment • A copy of the Analysis Sheet • Several copies of the Action Plan


• OH 1.4.1: The 20 Attributes of High Energy Teamwork • Overhead projector


2. Give each participant a copy of the Assessment to be completed as instructed

(approximately 10 minutes). Ensure that participants agree on the definition of the team they are reviewing.

3. Review the results (5 minutes) using the Analysis Sheet.


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4. Analyze the results in a group meeting (45 minutes) where the Analysis Sheets are completed, using OH 1.4.1.

5. Have participants complete an Action Plan for each team issue that needs

attention.

Time Required Approximately 1 hour


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Assessment In the box below, indicate the team being assessed. Complete the assessment on the defined team by circling one number for each item. Score all items to the best of your ability, even if you feel that you lack sufficient information to make an objective statement. The team being assessed is:

1. How are people with ideas and drive to get things done (champions) treated?

Idea champions are discour-aged.

1 2 3 4 5 6 The team often encourages champions to develop its ideas.

2. Do the members of the team seek improvements all the time?

The team does not adopt a policy of continuous improve-ment.

1 2 3 4 5 6 The team adopts a policy of continuous improvement in all the activities that are undertaken.

3. How open are team members to giving ideas and suggestions?

The team obtains few or no suggestions from members.

1 2 3 4 5 6 The team obtains many suggestions from members.

4. To what extent does the team have the benefit of “outsiders” being invited to challenge the way that things are done?

The team does not ask outsiders to act as critics or catalysts for change.

1 2 3 4 5 6 The team frequently asks outsiders to act as critics and catalysts for change.

5. Is time available for team members to work on things that they personally feel are important?

The team does not allow time for members to work on their own initiatives.

1 2 3 4 5 6 The team allows ample time for members to work on their own initiatives.


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6. How are risks dealt with in the team?

The team is disinterested in, or disrespectful to, risk takers.

1 2 3 4 5 6 The team is interested in, and respectful to, risk takers.

7. How does the team respond when someone tried to achieve something new, but fails in the attempt?

The team punishes “trying and failing.”

1 2 3 4 5 6 The team celebrates “trying and failing.”

8. To what extent does the team have a bias for action?

The team has a bias for inaction.

1 2 3 4 5 6 The team has a strong bias for action.

9. How does the team look upon innovative projects?

The team rarely or never supports innovative projects.

1 2 3 4 5 6 The team frequently and strongly supports innovative projects.

10. How does the team deal with conflict?

The team does not deal with conflict openly.

1 2 3 4 5 6 The team deals with conflict openly, seeing it as constructive.

11. How does the team deal with the viewpoints of people who come from different functions (for example, from marketing, research and development, manufacturing)?

The team does not value differences in functional perspectives.

1 2 3 4 5 6 The team values functional differences as different perspectives are seen as ways to improve decision making.

12. How much effort does the team invest into monitoring projects?

The team does not have efficient systems to monitor project performance.

1 2 3 4 5 6 The team has efficient systems to monitor project performance.


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13. How creative are team meetings?

Most of the time, team meetings are not creative.

1 2 3 4 5 6 Most of the time, team meetings are highly creative.

14. Do members of the team take pride in each other’s achievements?

The team takes little or no pride in team members’ achievements.

1 2 3 4 5 6 The team takes great pride in all team members’ achievements.

15. Does the team work hard to strive to be efficient (that is, by looking for ways of saving time, reducing waste, and so on)?

The team pays little attention to trying to increase efficiency.

1 2 3 4 5 6 The team pays a great deal of attention to trying to increase efficiency.

16. How willing is the team to learn from others (for example, best practice in other organizations)?

The team lacks a willingness to learn from others.

1 2 3 4 5 6 The team has a strong willingness to learn from others.

17. To what extent are individuals respected?

Team members do not show real respect for others on the team.

1 2 3 4 5 6 Team members show a great deal of respect for others on the team.

18. What attitude do team members take to new ideas?

The team is closed to new ideas.

1 2 3 4 5 6 The team is very open to new ideas.

19. How close are managers to team members?

In this team, managers are distant from team members.

1 2 3 4 5 6 In this team, managers are very close to team members.

20. How does the team deal with individuals who suggest unconventional ideas?

Unconventional ideas are unwelcome.

1 2 3 4 5 6 Unconventional ideas are always welcome.


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Analysis Sheet 1. Collect the scores for the 20 items on the High Energy Teamwork Assessment and

record the totals on the table below.

2. Rank the items, with the highest scoring as number 1, second highest scoring as number 2, and so on.

3. Consider items ranked 1, 2, and 3.

Issue Individual Scores

Total Score

Ranking

1. Championing

2. Continuous improvement

3. Suggestions

4. Outside catalysts

5. Support for initiatives

6. Risk taking

7. Failing

8. Bias toward action

9. Support for innovation

10. Conflict management

11. Functional relations

12. Monitoring projects

13. Creative meetings

14. Pride in achievement

15. Efficiency

16. Learning from others

17. Respect for individual

18. Respect for intellect

19. Management—employee closeness

20. Tolerance for the unconventional

Totals


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Action Plan Complete the table below for each team issue that needs attention. The issue is:

Reasons why this occurs

What could be done?

What will we do? How? By when?

1.

2.

3.

4.

5.

The 20 Attributes of High-Energy Teamwork

1. Championing 11. Functional relations 2. Continuous improvement 12. Monitoring projects 3. Suggestions 13. Creative meetings 4. Outside catalysts 14. Price in achievement 5. Support for initiatives 15. Efficiency 6. Risk taking 16. Learning from others 7. Failing 17. Respect for individual 8. Bias toward action 18. Respect for intellect 9. Support for innovation 19. Management—employee closeness

10. Conflict management 20. Tolerance for the unconventional

OH 1.4.1

The 20 Attributes of High-Energy Teamwork

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Championing

Continuous improvement

Suggestions

Outside catalysts

Support for initiatives

Risk taking

Failing

Bias toward action

Support for innovation

Conflict management

Functional relations

12.

13.

14.

15.

16.

17.

18.

19.

20.

Monitoring projects

Creative meetings

Price in achievement

Efficiency

Learning from others

Respect for individual

Respect for intellect

Management—employee closeness

Tolerance for the unconventional

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Metric 1.5

Team Roles Audit1

Introduction Teams thrive when they combine the talents of people who have distinctive styles and skills. This metric provides a systematic basis for facilitating respect for differences.

Objectives • To provide a framework and “a language” for discussing how different people

contribute to teams

• To build respect for difference between members of a team

• To help individuals explore how they can strengthen their contribution within teams

• To help teams be more efficient and effective


• Questionnaire • Score Sheet • Role Descriptions • Exercise

Each team will need:

• A flip chart • Markers • Masking tape

1 The authors acknowledge that this audit is a development of a research model originally formulated by Dr. Meredith Belbin at Henley Management College. The components of our audit were identified following studies of more established teams than Dr. Belbin observed, hence the different reference model presented here. Some of the ideas in this activity (and the analysis design) are based on Belbin’s book Management Teams: Why They Succeed or Fail (Heinemann, London, 1981). The definitions of team roles are partly based on the Myers-Briggs Type Indicator Model, and the skill definitions were partly drawn from Effective Problem Solving by Dave Francis (Routledge, London, 1990). An earlier version of this conceptual model was published in 50 Activities for Unblocking Organizational Communication, Volume 1, by Dave Francis (Gower, Aldershot, U.K., 1987) and Improving Work Groups, by Dave Francis and Don Young (Pfeiffer, San Diego, CA, 1993).


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Method 1. Introduce the activity, outline the objectives listed above, and answer any

questions (5 minutes).

2. Distribute copies of the Questionnaire and Score Sheet. Invite participants to complete the Questionnaire as directed and then score it, using the Score Sheet (20 minutes).

3. Give a short lecture on the ten team roles (15 minutes).

4. Distribute copies of the Role Descriptions and invite participants to read it

and complete the Exercise as directed. The Exercise is to be completed by small groups of two or three people (30 minutes). Groups can document their answers on flip charts and post them on the wall using masking tape.

5. Ask groups to report their findings and discuss them in a whole-group session

(45 minutes).

Time Required Approximately 2 hours and 30 minutes

Team Roles Audit

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Questionnaire This questionnaire will help you clarify how you operate in teams. It will also help you consider whether you wish to modify your behavior on teams in the future. Before you complete the questionnaire, decide whether you wish to consider your team roles generally or reflect on your behavior in a particular team. You can choose either approach, but you must be consistent throughout. Please complete the box below: I am reviewing my behavior on this team: Or, I am reviewing my behavior on teams generally:

The questionnaire has eight sections, each of which should be considered separately. For each section, you have 10 points to allocate. The number of points given for each statement should reflect how you consider that you behave at the present time. The more strongly you are practicing a particular behavior, the more points should be allocated. You must allocate 10 points—no more, no less—for each section. (Do not score each question on a scale from 1 to 10—a common error!) Section 1

When the team is starting work on a new task, I… Points

1. Work to build a positive spirit in the team so that the new task is undertaken with enthusiasm.

2. Ensure that a timetable is set for task completion.

3. Consider how to approach the task from a fresh viewpoint—different from that which the team has used previously.

4. Give my viewpoint on the challenges of the new task as a functional or technical specialist.

5. Ensure that all members of the team contribute in an organized and efficient way.


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6. Consider the situation from every point of view so as not to be carried away with the first idea that comes along.

7. Concentrate on organizing the available information about the nature of the new task.

8. Consider how to get the support that we need from people outside the team.

9. Contribute in whatever way seems to be helpful to the team as a whole.

10. Form my own view of what needs to be done and ensure that others hear what I have to say.

Section 2

When clarifying goals and objectives in a team, I… Points

11. Give a professional, functional, or specialist viewpoint.

12. Facilitate team members to define objectives comprehensively and systematically.

13. Consider how others (outside the team) will be affected by our objectives.

14. Work to achieve consensus about objectives in the team meeting.

15. Ensure that well-defined objectives are set so that rapid progress can be made.

16. Consider all possible objectives and do not get carried away with the first suggestion that comes along.

17. Develop proposals regarding goals and objectives that have been suggested by others.

18. Make sure that only goals and objectives that I think are sensible are agreed to.

19. Contribute flexibly in whatever ways seem to be beneficial.

20. Suggest radical objectives that no one else has thought of putting forward.

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Section 3

When defining what measures should be used to judge the team’s success, I… Points

21. Ensure that all the criteria that will be used to assess the level of success are measured.

22. Add my ideas only if I feel that it would help the group make progress.

23. Review what others (outside the team) who have a stake in our team’s performance would like us to do.

24. Suggest success measures used in my professional discipline (for example, finance or marketing).

25. Examine suggestions from others to ensure that they are relevant and practical.

26. Consider all possible success criteria and evaluate systematically the strengths and weaknesses of each possible way of assessing success.

27. Help the team come to a harmonious agreement as to what success means in this context.

28. Guide the team to accept sensible and positive success measures that we can use.

29. Try to be creative, looking for success measures that have not been used previously.

30. Organize the team to see that success measures are debated fully so that a sound collective decision can be made.

Section 4

When the team needs to be creative, I… Points

31. Can be relied upon to come out with unexpected ideas.

32. Comment analytically on what others say.

33. Decide what is the best idea from those suggested, and encourage others to adopt my viewpoint.

34. Contribute flexibly if I believe that I can add something of value.

35. Organize the team so that brainstorming disciplines and other creativity tools are used correctly.


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36. Explore and develop ideas so that they can be properly assessed.

37. Add ideas that I have gained from my professional or technical training.

38. Create the right climate for a creative session.

39. Bring in ideas from outside the team.

40. Ensure that the team maintains a strict schedule so that creativity sessions are productive.

Section 5

When decisions are being made in team meetings, I… Points

41. Give my opinion from my perspective as a specialist.

42. Ensure that the members of the meeting explore fully all the available options.

43. Take an independent viewpoint so that the full implications of all ideas are debated before making a decision.

44. Evaluate the impact on other teams of possible decisions that we make.

45. Persuade the team to accept my point of view.

46. Build an atmosphere in the meeting so that everyone can say what they really think.

47. Offer radical suggestions that no one else has considered.

48. Structure the discussion to ensure that each member of the team clearly understands the available options for making a decision.

49. Ensure that the meeting adheres to a strict timetable for decision making.

50. Help the other members of the team clarify their own views.

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Section 6

When planning what needs to be done in a team, I… Points

51. Ensure that actions and priorities are clearly understood.

52. Consider the likely implications on other teams of the team’s plans.

53. Ensure that effective planning disciplines are used to provide a structure for the team’s planning process.

54. Pull together proposals from others and develop comprehensive plans incorporating others’ input.

55. Contribute planning expertise from my specialized training.

56. Make sure that a clear timetable for action is developed.

57. Encourage team members to be highly motivated.

58. Assist in whatever ways seem helpful to develop plans.

59. Consider each aspect of the plan separately to ensure that it is realistic.

60. Look at planning as a creative activity and find new ways to use resources.

Section 7

Others value my work in teams because I… Points

61. Work hard to create a positive climate.

62. Provide really creative ideas.

63. Am a flexible resource.

64. Contribute as a specialist.

65. Make sure that things get done.


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66. Build positive links with others outside the team.

67. Bring structure to team meetings.

68. Provide leadership.

69. Build on others’ ideas so that they can be assessed fully.

70. Provide an impartial assessment of the team’s effectiveness.

Section 8

When reviewing team effectiveness, I… Points

71. Ensure that the views of all team members are considered.

72. Give my opinions and ideas on team effectiveness if I consider that these would be helpful.

73. Collect the views of people outside the meeting to give an external perspective.

74. Fundamentally question the effectiveness of the meeting and suggest radical changes.

75. Summarize everyone’s viewpoint and evaluate overall strengths and weaknesses.

76. Contribute to the review of team effectiveness as a functional specialist.

77. Collect all useful points and formulate a timetable for improvement.

78. Take an impartial attitude to evaluate the team’s performance objectively.

79. Decide what needs to be done and convince others to accept my views.

80. Stimulate open communication between team members.

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Score Sheet Copy your scores for each question into the table below. When you have done this, add your scores horizontally.

Statement Numbers Totals Team Roles

5 12 30 35 48 53 67 71 PM

7 17 25 36 42 54 69 75 CD

3 20 29 31 47 60 62 74 RA

1 14 27 38 46 57 61 80 HA

4 11 24 37 41 55 64 76 TE

2 15 21 40 49 56 65 77 OD

6 16 26 32 43 59 70 78 CR

9 19 22 34 50 58 63 72 CO

10 18 28 33 45 51 68 79 PO

8 13 23 39 44 52 66 73 PR

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Role Descriptions There are ten major roles that you can play in a team, as described below. Most of us have one or more “favorite” roles. Use the descriptions to help you understand what you contribute to a team. Process Manager (PM) Process management is a set of skills that should be acquired by all managers. All managers are required to play this role on occasion, and process skills can be learned through training and practice. The process manager channels human resources to per-form tasks, which include forming teams, identifying team members’ strengths, clari-fying objectives, structuring meetings, exploring issues, allocating roles to individuals, and maintaining momentum. The process manager brings structure to the team and ensures that goals are set. Process managers have the skills of a good chairperson and also tend to be controlled, self-confident, calm, and skilled as a communicator. Concept Developer (CD) The concept developer ensures that ideas are developed and evaluated. Ideas are built on, tested, and visualized, and the potential impact of different courses of action is assessed. Possibilities are identified and transformed into practical propos-als. The concept developer has an ability to see the potential merits and demerits of ideas. When someone suggests an idea, the concept developer will elaborate on it so that it can be assessed. The concept developer has a creative capability. The key skills are vision, imagination, ingenuity, logical thinking, and understanding. Radical (RA) The radical presents new ideas by considering problems and opportunities from a fundamentally creative viewpoint, seeing new possibilities, adopting unconventional approaches, generating insights, and producing novel proposals. There is often a strong intuitive capacity in the radical. Radicals look anew at reality, prefer to think things through independently, and refuse to accept traditional wisdom. The radical is a “free spirit.” Harmonizer (HA) The harmonizer builds morale by energizing, supporting, encouraging, and resolving interpersonal conflicts. Harmonizers believe that efficiency is based on positive interpersonal relationships. They sustain commitment and cooperation, and, thereby, performance. They want people to “play together” nicely. The predominant impres-sion is that of a caring person. Harmonizers also try to ensure that members value each other and gain something significant from their involvement in the team.


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Technical Expert (TE) The technical expert role is a specialist set of learned competencies and a body of knowledge gained through extensive training and experience. Technical experts contribute to the team from an expert or professional viewpoint. They contribute as a representative of an expertise. Output Driver (OD) The output driver works to ensure that jobs get done by setting time limit and targets, completing actions, and finishing tasks. Output drivers push to get things done and maintain standards. They check to see whether things could go wrong at the last moment and are creative in tactics and planning. Critic (CR) The critic role is an intellectual capability and personality disposition developed with appropriate skills. Critics take a mental step back from the team, judge, consider possibilities, look for possible pitfalls and sound notes of caution, and question and challenge ideas. They confront the team with objective observations and carefully weighed opinions. Critics are neither negative nor positive; the desire is to be objective. Cooperator (CO) The cooperator is an industrious member who assists in whatever ways are needed: helping, working hard, and being adaptable. Cooperators watch for needs and are willing to tackle unpleasant jobs without complaint. This role requires well-developed observational skills, altruism, enthusiasm, and a breadth of capabilities. The cooperator’s key contribution to the team is flexibility. Politician (PO) The politician role is a set of character traits developed with appropriate skills. Politicians feel that they know the right thing to do and deliberately try to influence other people to support their opinions. They mold the team, are results-oriented, and are highly influential. They build alliances, guide others, and are power conscious and persuasive. Such people are also dogged and resolute. They bounce back after setbacks. The role has been well described as a shaper, since the politician shapes opinion and objectives.

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Promoter (PR) The promoter role is a character trait (extroversion) developed with appropriate skills. Promoters deliberately gather useful contacts and make connections outside the team. They are open-minded, socially skilled, and cooperative. They link to others by being outgoing and sociable, building relationships, investigating resources, and sensing out ideas and possibilities. Promoters are fixers who enable things to get done.

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Exercise Discuss the results of the analysis and answer the questions below. What are the dominant team roles? Should they be developed further? How?

Dominant Team Roles Develop further? How?

What are the less dominant team roles? Should they be developed further? How?

Less Dominant Team Roles Develop further? How?

What are the team’s missing roles? What weaknesses do they give rise to? How could they be overcome?

Missing Roles

Weaknesses That are Likely to Occur in

the Team

How to overcome?

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Metric 2.1

Team Leadership Skills Assessment

Introduction This intervention is intended for use in training events but can also be adapted for use in counseling or team-building workshops. Individuals may use the metric for personal review.

Objectives • To explore the skills of an effective team leader

• To enable a team leader to review their skills and plan how to improve them


• Assessment • Score Sheet and Exercise • Notes on Skills for Leading Teams


2. Have participants complete the Assessment (approximately 10 minutes).

3. Have participants score the Assessment using the Score Sheet and Exercise

and the Notes on Skills for Leading Teams. Then have participants discuss their results with at least one other person, completing the exercise as directed (45 minutes).



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Assessment Consider your behavior in relation to your existing team. Assess each statement and place a checkmark in the appropriate column. Yes Partly No

1. I ensure that tasks are clearly defined so that all members of the team understand what has to be achieved.

2. I ensure that explicit measures of performance are established for each important task.

3. I define the purpose of the team within the wider organization.

4. I define what technical capabilities each team member should have.

5. I define what blend of personalities the team needs.

6. I give vision to the team.

7. I take personal charge of the team if performance is less than excellent.

8. I communicate effectively with all team members.

9. I agree what roles each individual should play.

10. I form, through leading by example, a hard-working team.

11. I maintain an open relationship with each team member.

12. I conduct effective team meetings.

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13. I ensure that the team relates well to other teams.

14. I ensure that the team regularly reviews its effectiveness.

15. I hold off-site meetings with all members of the team whenever it would be beneficial to do so.

16. I ensure that the team celebrates its successes.

17. I do not allow unsatisfactory standards to continue.

18. I ensure that training is available for team members.

19. I know each team member well.

20. I ensure that, whenever possible, each team member enjoys participating in the team.

21. I deal with difficult personal issues with care and sensitivity.

22. I share my own values and principles with the team so that they know where I am coming from.

23. I obtain feedback on team effectiveness from people outside the team.

24. I take great care to be fair.

25. I keep a measure of social distance so that everyone feels that they are treated equally.

Total number of checkmarks Multiply by x 3 x 1 x 0 Totals


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Score Sheet Scoring You have just completed a short self-assessment of your skills as a team leader. Although the numbers are subjective, they can provide the basis for a personal review. You can consider your scores in this way:

0−20 This is a relatively low score and it may be that you have not yet begun to explore the roles expected from a team leader.

21−40 This is a low-to-medium score and it should encourage you to think about your role as a team leader carefully. You will need to develop your skills further in order to improve your team leadership ability.

41−60 This is a medium-to-high score and it is likely to be beneficial if you build on your existing strengths and deal with any weaknesses.

61−75 This is a relatively high score. Keep it up!


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Exercise Look at the statements where you scored in the NO column and ask yourself, “What could I do differently?” If there are fewer than 7 NOs, then consider some PARTLY statements as well. You can refer to the Notes on Skills for Leading Teams on the next page to give you some additional ideas. Discuss your views and tentative action plans with at least one other person to clarify your thinking. Summarize your thoughts in the table on the following page.

Statement Number

What could I do differently?

How could I make useful changes?


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Notes on Skills for Leading Teams Not all team leaders approach the task in the same way. There are nine principal styles of team leadership. These are described below. 1. Value Driven

The team leader presents deeply held beliefs about what is good and bad, impor-tant and unimportant. By expressing values, team leaders capture interest and goodwill. Team leaders’ values strike a chord in others, and their conviction is persuasive. They invoke respect and admiration. Skills include value clarification, effective presentation, and ability to delve below the surface and get to the heart of the matter. Team leaders attract others by appearing to their moral sense.

2. Goal Setting

Team leaders ensure that goals and objectives are clearly understood by all con-cerned and direct effort toward achievement by monitoring the performance of others, setting success measures, and providing coordinated plans. Through set-ting milestones, they influence situations. Team leaders’ style is administrative in the best sense of the word. They use management techniques to channel effort. Skills include objective setting, action planning, performance-measurement, controlling, and giving feedback. Team leaders align others by obtaining their commitment to objectives, then keeping performance on track.

3. Need Fulfillment

Team leaders are practically helpful. They identify others’ needs and show how these can be fulfilled. Team leaders work at being a useful resource to others in problem solving; credibility and influence come through being genuinely useful. Skills include sensitivity, active listening, being client-centered, action planning, and cooperative counseling. Team leaders attract others by winning their confidence and being a valued colleague.

4. Visioning

Team leaders create pictures of a desirable future that offers better ways of doing things or righting wrongs. This brings meaning and direction into people’s thinking and gives an understanding of what could happen. Team leaders’ strengths are the capacity to express vivid images, imagination, opportunism, far-sightedness, and practicality. They are architects of the future. Team leaders attract others by providing a positive direction.


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5. Rational Persuasion Team leaders are persuasive in argument and debate. Facts are valid. They collect data, evaluate information, build a logical case, and present sound arguments. They appeal to reason and intellect. Team leaders’ position is defensible and reasonable. Skills include analysis, concept development, logical thought, and formal presentation. Team leaders attract others by the force of argument and rationality.

6. Pushing/Driving

Team leaders are influential because they use weight to cajole, demand, insist, or push people to act differently. They have a forceful, controlling, and dominant style, although this may be very subtle in expression. Team leaders are prepared to make a fuss to get change. Skills include deep knowledge of people, assertion, and the constructive use of conflict. Team leaders push others by personal willpower.

7. Institutionalizing

Team leaders obtain formal authority to give a power-base: obtaining powerful positions and building a legitimate role. Team leaders seek to acquire the right to decide how to allocate resources to further a cause. They concentrate on getting the foundation properly laid. Skills include organizational design, planning, per-formance control, and administration. Team leaders drive others with legitimate power.

8. Educating

Team leaders expose people to new ideas, experiences, concepts, possibilities, or inner reflections and act as teachers, educators, catalysts, counselors, and guides. They enrich people’s experience through demonstration and the opening of minds. They cause people to discover that their current thinking/behavior is, in some ways, inadequate. Skills include diagnosis, designing learning, communicat-ing principles, and teaching. Team leaders attract people by causing them to re-evaluate the world around them.

9. Supporting

Team leaders encourage and empower people to identify needs, evaluate options, formulate action programs, and take initiatives on their own account. They are supportive and positive, adding extra energy and giving confidence—not seeking to guide, but rather enabling others to act. Skills include listening, counseling, giving positive feedback, and advising. Team leaders give permission to act, moral


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support, and sometimes, practical support. Successful team leaders are skilled at dealing with feelings of people along with the organizational issues of managing the team’s process. Team leaders liberate energy in others. These nine styles provide a useful framework for team leaders to assess their own approach. The capacity to skillfully use a range of styles is the real test of leadership capability.

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Metric 2.2

Process Manager Skills Audit

Introduction In many team meetings, someone acts as the “process manager,” who may be described as a chairman, team coordinator, discussion facilitator, and so on. This role requires special skills that are explored in this metric. This audit is to be completed by individual process managers, and wherever possible, additional feedback should be collected from members of the process manager’s team.

Objectives • To clarify the role of the process manager in team meetings

• To provide a format for self-assessment of process management skills

• To provide a format for giving coaching and feedback to process managers

• To structure personal development planning to improve process management skills


• Assessment • Score Sheet • Process Management Skills • Task Sheet


2. Distribute the Assessment and have participants complete it (10 minutes).

3. Have participants complete the Score Sheet and interpret their results.

4. Distribute the Process Management Skills and Task Sheet for participants to

discuss and complete (30 minutes).

Time Required Approximately 45 minutes


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Assessment You may not have come across the team process manager before. A brief explanation may help. All teams need discipline and structure (process) to give shape and direction to their meetings. In small groups, process can be informal, with team members working together productively. When the informal method fails, or if the team is large, then someone has to take the role of the person who structures the team’s process—the process manager (PM). A PM is not a conventional chairman in that their role is not direct, rather it is to provide structure and organization to team meetings. The PM does not have special decision-making authority or higher status. However, the PM is expected to be able to suggest tools and techniques to help the team work together productively. In this sense, the PM provides a specialized resource to the team. In some cases, the PM can be an external facilitator whose sole responsibility is to seek to ensure that the members of the team work together effectively, creatively, and harmoniously. Identify the person who you will review (this can be yourself) and write his or her name in the box below: The person being reviewed is:

Consider each of the statements beginning on the next page, and circle a number to indicate your view of their performance in the role of PM over the past three months. Try to work from first-hand experience (that is, be able to support your scores with reference to specific incidents).


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1. The PM has assessed the personal strengths and weaknesses of all the members of the team.

No assessment has been made of the strengths and weaknesses of team members.

1 2 3 4 5 6 7 A comprehensive assessment has been made of the strengths and weaknesses of all team members.

2. The PM works hard to ensure that every team member feels fully included in all team meetings.

The PM does not intervene to ensure that team members feel included.

1 2 3 4 5 6 7 The PM intervenes whenever necessary to ensure that team members feel fully included.

3. The PM is skilled in encouraging each team member to contribute fully to all team meetings.

Team members do not feel encouraged to contribute to team meetings.

1 2 3 4 5 6 7 Team members feel that they are encouraged to contribute fully to all team meetings.

4. The PM works hard to bring a high level of energy and enthusiasm to the team.

The PM does not bring energy and enthusiasm to the team.

1 2 3 4 5 6 7 The PM brings great energy and enthusiasm to the team.

5. When someone acts against the interests of the team, the PM will discuss the problem and seek to resolve it.

No action is taken against anyone who is acting against the team.

1 2 3 4 5 6 7 Effective action is taken against anyone who is acting against the team.

6. The PM works hard to ensure that the team works in a structured manner.

The PM does not intervene to bring structure to the team’s meetings.

1 2 3 4 5 6 7 The PM intervenes whenever needed to bring structure to the team’s meetings.


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7. The PM works hard to ensure that all the members of the team understand the scope and scale of each new challenge as it occurs.

The PM does not ensure that members of the team under-stand the scope and scale of new challenges.

1 2 3 4 5 6 7 The PM ensures that members of the team understand fully the scope and scale of new challenges, as they occur.

8. The PM works hard to ensure that each team member understands the reasons why objectives are set.

The PM does not ensure that each team member under-stands the reasons why objectives are set.

1 2 3 4 5 6 7 The PM ensures that each team member understands fully the reasons why objectives are set.

9. The PM works hard to ensure that success criteria are set for each initiative.

The PM does not ensure that success criteria are set for each initiative.

1 2 3 4 5 6 7 The PM ensures that compre-hensive success criteria are set for each initiative.

10. The PM works hard to ensure that relevant information is collected and used.

The PM does not ensure that relevant information is col-lected and used.

1 2 3 4 5 6 7 The PM ensures that all rele-vant information is collected and used.

11. The PM works hard to ensure that different ways of moving forward (decision options) are explored fully.

The PM does not ensure that different ways of moving forward (decision options) are explored fully.

1 2 3 4 5 6 7 The PM ensures that different ways of moving forward (decision options) are explored fully.

12. The PM works hard to ensure that effective planning takes place to ensure that the team works in a coordinated and effective manner.

The PM does not ensure that effective planning takes place.

1 2 3 4 5 6 7 The PM ensures that effective planning takes place so that the team works in a coordinated and effective manner.


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13. The PM works hard to ensure that the team acts with energy and flexibility.

The PM does not ensure that the team acts with energy and flexibility.

1 2 3 4 5 6 7 The PM ensures that the team acts with energy and flexibility.

14. The PM works hard to ensure that the members take time to review the strengths and weaknesses of the team.

The PM does not ensure that the team takes time to review its strengths and weaknesses.

1 2 3 4 5 6 7 The PM ensures that the team takes adequate time to review its strengths and weaknesses.

15. The PM works hard to ensure that team members listen fully to the views of all the others.

The PM does not ensure that team members listen fully to the views of all the others.

1 2 3 4 5 6 7 The PM ensures that team members listen fully to the views of all the others.

16. The PM works hard to ensure that team members share openly what they really think.

The PM does not ensure that team members share openly what they really think.

1 2 3 4 5 6 7 The PM ensures that team members share openly what they really think.

17. The PM works hard to ensure that outside people are invited into the team to challenge the way that the team operates.

The PM does not ensure that outside people are invited into the team to challenge the way that the team operates.

1 2 3 4 5 6 7 The PM ensures that outside people are invited into the team to challenge the way that the team operates.

18. The PM works hard to ensure that a climate is created in which team members feel able to put forward “unconventional” ideas.

The PM does not ensure that there is a safe climate for the expression of “unconven-tional” ideas.

1 2 3 4 5 6 7 The PM ensures that there is a safe climate for the expression of “unconven-tional” ideas.


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19. The PM works hard to ensure that team members’ skills are developed effectively.

The PM does not ensure that team members’ skills are developed effectively.

1 2 3 4 5 6 7 The PM ensures that team members’ skills are developed effectively.

20. The PM works hard to ensure that each team member enjoys being part of the team.

The PM does not ensure that team members enjoy membership.

1 2 3 4 5 6 7 The PM ensures that team members greatly enjoy membership.


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Score Sheet Enter your scores from each statement onto the table below. If you have several scores for one person, then average the scores before you list them.

Statement Skill Score

1. Skill assessment

2. Inclusion

3. Gate-keeping

4. Energizing

5. Discipline

6. Structuring

7. Tuning in

8. Objective setting

9. Success measures

10. Information collection

11. Decision making

12. Planning

13. Action

14. Review to improve

15. Listening

16. Openness

17. External challenge

18. Creativity

19. Individual development

20. Team members’ satisfaction


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Interpreting the Results Although numerical scores can be misleading, the following guidelines may be helpful.

Score Comment

Below 50

You have just made a start! Why not videotape yourself in team situations and try to identify what is holding you back from being a more effective process manager?

50−69 There’s more to do! If you want to develop process management skills, we suggest that you work on developing specific behaviors that will help you make progress.

70−99 You are making progress! Identify a few areas to work on and collect feedback to see how well you are doing.

100 or more Well done! Build on your strengths and continue to practice. Process management is a very useful skill.


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Process Management Skills As the PM of a meeting, you have a vital role. The skills that you will need include:

• Keeping observant—so that you can keep “helicopter vision” and see when things are going wrong

• Focusing the team discussion—so that issues are explored fully

• Setting standards—so that the team operates efficiently and effectively

• Influencing group norms—so that positive practices are embedded

• Maintaining organization—so that things get done

• Providing discipline—so that people contribute positively and equally

• Facilitating input from all—especially those who are slower to come forward

• Suggesting options for ways of working on topics—so that the group is open to other ideas

• Dealing with inefficiency (for example, time wasting)—so that effectiveness is maintained

• Allocating tasks—if this would be a better use of resources

• Ensuring that action steps are agreed to—so that accountabilities are clear and decisions are implemented

• Celebrating success—so that work is felt to be worthwhile

• Reviewing effectiveness—so that the team learns from its experience


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Task Sheet Your Task The 20 Process Management Skills represent the most significant roles of the PM. Review your scores on each item of the Assessment and complete the worksheet below. If possible, discuss your analysis with at least one other person in order to clarify thinking and gain additional ideas. Ensure that you conclude with an action plan. 1. What are your key strengths as a PM? How do these add value to your team?

Key Strengths Value Added to Teams

1.

2.

3.

4.

5.

2. What are your key development needs as a PM? Why is it important that you

enhance your skills in these areas?

Key Development Needs Why Important?

1.

2.

3.

4.

5.

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Metric 2.3

Team Management Roles Questionnaire

Introduction The manager of a team can adopt different roles, which set the tone for how the team operates. This metric provides a method for a team manager to reflect on the roles that they play and consider whether to amend or change them. This activity was designed for use within a real team context, but it can be readily adapted for use in training programs, although the briefing instructions will need to be changed. The metric has been written to facilitate a dialogue between a team manager and a team member. The process can, of course, be repeated several times with different team members.

Objectives • To provide a framework for reviewing team management roles

• To provide the opportunity for team members to discuss team management roles with their leader


• Questionnaire • Analysis • Action Plan


2. Clarify the scoring system before team members complete the Questionnaire.

Each is allocated a set number of points, which all must be distributed among the ten possible team managerial roles described. The allocation of points is done twice—once for the current situation and once for the desired situation. The focus of attention is the team manager, so the team manager should complete the Questionnaire about him- or herself and the team member should consider the roles played by the manager.


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3. Distribute the Questionnaire and have the team manager and the team member complete it individually.

4. Give a copy of the Analysis and the Action Plan to the team manager and

team member. After they each complete their score graphs on the Analysis Sheet, have them meet uninterrupted for at least an hour for a structured discussion following the format given on the Action Plan sheet. They should discuss the results of the Questionnaire and compare and contrast their scores using the graphs provided.

Time Required At least 1 hour (excluding pre-work)


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Questionnaire Write the name of the manager being reviewed in the box below. Name of team manager being reviewed:

This Questionnaire is intended to help the team manager (named above) and a team member discuss the roles that the team manager currently plays and discuss possible changes of emphasis for the future. The focus of attention is the team manager, so the team manager should complete the questionnaire about him- or herself and the team member should consider the roles played by the named team manager. The team manager and the team member should complete a copy of the Questionnaire individually. You have been allocated two sets of 100 points, all of which must be distributed among the ten possible managerial roles described. The first set of 100 points should be distributed to evaluate what is happening now. The number of points given for each item should reflect the degree to which that role is emphasized at the present time. The more strongly a particular role is played, the more points should be allocated. Remember, you must allocate 100 points in total—no more, no less. The second set of 100 points should be distributed to reflect what you would like to happen in the future. Again, the number of points given for each item should reflect the degree to which that role should be emphasized. Remember, you must allocate 100 points in total—no more, no less.


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The Ten Team Managerial Roles 1. The team manager is an inspirer (communicates mission, direction, and

purpose).

The team manager behaves this way now.

I would like the team manager to behave this way.

2. The team manager is fully accountable (selecting, promoting, and dismissing staff, deciding what has to be done, and taking full charge).



3. The team manager is an expert (a “master” of the work we do who leads by example).



4. The team manager is a supervisor (training, checking, scheduling, and resolving day-to-day problems).



5. The team manager is a resource gatherer (acquiring resources from inside or outside the organization).



6. The team manager is an inspector (checking, investigating, and reporting—but not taking charge).




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7. The team manager is a coordinator (plans, monitors, and redirects resources to achieve specified objectives).



8. The team manager is a specifier of requirements (says what tasks are to be done and checks to see whether they have been done, but does not directly supervise).



9. The team manager is a helper (enables the team member to get jobs done).



10. The team manager is a colleague (works as an equal, without using authority).




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Analysis The team manager and the team member should plot their scores separately. Team Manager’s Scores Plot your scores on the graph below. Use a different colored pen for the current and desired scores. Then complete the discussion task as suggested.

Role

Points

10

1

2

3

4

5

6

7

8

9

Inspirer

FullyAccountableManager

Expert

Supervisor

ResourceGatherer

Inspector

Coordinator

Specifier ofRequirements

Helper

Colleague0 10 20 30 40 50 60 70 80 90 100


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Team Member’s Scores Plot your scores on the graph below. Use a different colored pen for the current and desired scores. Then complete the discussion task as suggested.

Role

Points

10

1

2

3

4

5

6

7

8

9

Inspirer

FullyAccountableManager

Expert

Supervisor

ResourceGatherer

Inspector

Coordinator

Specifier ofRequirements

Helper

Colleague0 10 20 30 40 50 60 70 80 90 100


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Action Plan After completion of the score graphs, the team manager and the team member should meet to discuss the results. The following questions should be addressed:

1. How far do the perceptions of the present situation agree?

2. What are the reasons for differences of perception?

3. How far do the perceptions of the desired situation agree?

4. What are the reasons for agreement in perception?

5. Looking at the tasks that have to be performed, what team manager roles would it be useful to increase?

6. Looking at the tasks that have to be performed, what team manager roles would it be useful to decrease?


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7. How should these changes be undertaken?

8. What changes will be needed in the team manager’s behavior?

9. What changes in systems, training, and procedures will be necessary?

Metrics for Assessing Team Strengths and Barriers

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Metric 3.1

Team Values Audit

Introduction This metric provides an opportunity for teams to explore the values that they have adopted. It can lead to a profound reassessment of the team’s way of operating. Team members often develop closer relationships following participation in this audit.

Objectives • To provide a format for assessing team values

• To provoke a discussion as to where existing team values are functional or dysfunctional


• Questionnaire • Score Sheet • The 12 Values of Teamwork • Exercise


2. Distribute the Questionnaire and have participants complete it as directed.

3. Have participants score their Questionnaires, using the Score Sheet.

4. Interpret their results by leading a discussion about the 12 Values of

Teamwork.

5. Have them form into small groups to complete the Exercise as directed.


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Questionnaire This questionnaire asks for your opinions about a specific team or cluster of teams (for example, all of the teams working on a complex project). Before you begin, define the team that you wish to review and write the definition in the box below. (When several people from the same team complete the survey together, they should make sure that they are all using the same definition of the unit being assessed.) The team being assessed is:

Answer the 60 items on the following pages only in relation to this definition of the team being assessed. Even if you do not have enough information to make a definitive judgment, rate each item to the best of your knowledge, using the scale from 0 to 4 below: The statement is…

4 = Almost always true 3 = Largely true 2 = Neither true nor false 1 = Largely untrue 0 = Almost always untrue 1. The team manager(s) acts in ways that demonstrate

that they are in charge. 0 1 2 3 4

2. Much effort is invested in developing key members of the team so that they achieve a very high standard of competence.

0 1 2 3 4

3. Outstanding performance is well rewarded. 0 1 2 3 4

4. Great care is taken to ensure that key decisions are well considered.

0 1 2 3 4

5. There is a constant search for ways to do things more efficiently.

0 1 2 3 4

6. Team members avoid spending money unnecessarily. 0 1 2 3 4

Assessing Team Strengths and Barriers

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The statement is…

4 = Almost always true 3 = Largely true 2 = Neither true nor false 1 = Largely untrue 0 = Almost always untrue 7. People with genuine difficulties are treated with

compassion by management. 0 1 2 3 4

8. Care is taken to ensure that everyone feels part of the team.

0 1 2 3 4

9. Team procedures are well thought through. 0 1 2 3 4

10. The team is aggressive in defense of its own interests. 0 1 2 3 4

11. Everyone is aware of the importance of care for the customer.

0 1 2 3 4

12. Innovation and creativity are encouraged if they lead to more business.

0 1 2 3 4

13. The team manager is respected. 0 1 2 3 4

14. Considerable efforts are made to appoint the best candidates to key positions.

0 1 2 3 4

15. Team members receive regular feedback on how they are performing.

0 1 2 3 4

16. Over the past few years, decisions made by team management have proved largely successful.

0 1 2 3 4

17. New technologies and techniques are regularly investigated to see whether they could increase efficiency.

0 1 2 3 4

18. Great efforts are made to ensure that people understand the economic benefits that arise from the contribution they are making.

0 1 2 3 4

19. Team members are always given a fair hearing when disputes arise.

0 1 2 3 4

20. Team-building techniques are used often to ensure that the team works well.

0 1 2 3 4

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The statement is…

4 = Almost always true 3 = Largely true 2 = Neither true nor false 1 = Largely untrue 0 = Almost always untrue 21. Team members are held accountable for their

actions. 0 1 2 3 4

22. Threats to the team are treated seriously. 0 1 2 3 4

23. This team believes in being the best it can be. 0 1 2 3 4

24. New ideas are highly valued. 0 1 2 3 4

25. Team managers are widely perceived to have earned the authority that they exercise.

0 1 2 3 4

26. Great efforts are made to develop the skills of team members.

0 1 2 3 4

27. Team members’ rewards are clearly linked to performance.

0 1 2 3 4

28. The team plans well for the future. 0 1 2 3 4

29. The team is known for producing high-quality goods or services.

0 1 2 3 4

30. Team members are appraised on whether the activities that they undertake are cost-effective.

0 1 2 3 4

31. Team managers demonstrate by their actions that they care about the well-being of the people on the team.

0 1 2 3 4

32. Team members are proud of belonging to the team. 0 1 2 3 4

33. Basic codes of conduct between team members are well understood.

0 1 2 3 4

34. If standards were to slip, the team would take action to remedy the situation.

0 1 2 3 4

35. Competition between work groups is encouraged to raise standards of performance.

0 1 2 3 4


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The statement is…

4 = Almost always true 3 = Largely true 2 = Neither true nor false 1 = Largely untrue 0 = Almost always untrue 36. The team seizes opportunities as they occur. 0 1 2 3 4

37. Those with responsibilities are given commensurate authority so that things can get done.

0 1 2 3 4

38. Team members get real opportunities to develop their careers.

0 1 2 3 4

39. Performance is the main criterion by which team members are evaluated.

0 1 2 3 4

40. Decisions are communicated effectively to everyone who may be affected by them.

0 1 2 3 4

41. Low standards are not tolerated on this team. 0 1 2 3 4

42. Team members look after the company’s money as if it were their own.

0 1 2 3 4

43. This team is considered to be a good group to be involved with.

0 1 2 3 4

44. This is a team in which people go out of their way to be helpful to each other.

0 1 2 3 4

45. The team takes pride in having effective procedures to manage all routine situations.

0 1 2 3 4

46. The team deals effectively with anything or anyone that could get in the way of success.

0 1 2 3 4

47. Destructive competition between groups or departments is avoided.

0 1 2 3 4

48. Entrepreneurial skills are highly valued. 0 1 2 3 4

49. The team manager ensures that all team members are working toward the same set of goals.

0 1 2 3 4

50. The performance of the team is evaluated regularly. 0 1 2 3 4

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The statement is…

4 = Almost always true 3 = Largely true 2 = Neither true nor false 1 = Largely untrue 0 = Almost always untrue 51. People get rewarded for doing things that enable the

wider organization to be successful. 0 1 2 3 4

52. Team members have been well trained in decision-making techniques.

0 1 2 3 4

53. Pride in the job is demonstrated at all levels. 0 1 2 3 4

54. Financial resources are used prudently. 0 1 2 3 4

55. There are no destructive class or racial barriers on thisteam.

0 1 2 3 4

56. Deliberate steps are taken to develop effective teamwork across organizational boundaries.

0 1 2 3 4

57. Rules help, rather than hinder, task accomplishment. 0 1 2 3 4

58. Team members fight to protect the team’s interests. 0 1 2 3 4

59. The team performance is compared frequently with similar teams in other organizations.

0 1 2 3 4

60. Good ideas get acted upon quickly. 0 1 2 3 4

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Score Sheet On the grid below there are 60 squares, each one numbered to correspond to a statement. Copy the scores from your completed questionnaire. Be careful not to miss a statement. When you have copied all 60 scores, total the numbers in each row.

YourScores

YourScores

YourScores

YourScores

YourScores

RawTotals Code Issue

Reward for Excellence

Use of Hands-onPower

Support for Elitism

Emphasis onEffectiveness

Pursuit of Efficiency

Adoption of "EconomyEverywhere" Principle

Concern for Fairness

Strong Team Ethos

Belief in Structureand Accountability

Strong Defense

Commitment toCustomers

Ethic of Opportunism

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

Ia

Ib

Ic

IIa

IIb

IIc

IIIa

IIIb

IIIc

IVa

IVb

IVc

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The 12 Values of Teamwork Interpreting the Questionnaire Now that you have scored the Questionnaire, you are, no doubt, wondering what it means. Scores for each of the 12 values are shown on the right-hand side of the score sheet. High scores suggest a values strength; low scores suggest a barrier. Now that you have completed the Team Values Audit, you will have an idea about which are the peak values of your team. The Team Values Audit supports the principle that successful teamwork is the active and persistent pursuit of all 12 values reviewed by the Questionnaire. The First Core Issue: Team Management Because many teams are multidisciplinary, specialist functions must be integrated in order for the team to operate successfully. Only team management can direct and coordinate the team. To achieve success, team management must be well defined, well selected, well trained, and well motivated. Three sub-issues need to be addressed, as described below.

Use of Hands-on Power

The team manager has the authority and position to decide the mission of the team, shape the way that resources are used, and make decisions. The successful team manager understands the inherent power of his or her position and ensures that the team is well constructed and operates efficiently and effectively. In mature teams, it is not necessary for the team manager to use authority overtly, but it remains necessary to be willing and able to step in if team problems occur. The team adopts this value: The team must be managed. Support for Elitism

The quality of people who fill team roles can be extremely important. An inadequate team member can wreak havoc—both by sins of commission and by sins of omission. The successful team understands the vital importance of getting the best possible candidates into management jobs and of developing their competence continuously. The team adopts this value: Only the best will do. Reward for Excellence

Teams need to perform consistently and energetically in pursuit of the wider organization’s goals. The successful team identifies and rewards success. The team adopts this value: Performance is king.


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The Second Core Issue: Managing the Task Work in teams can be dull, grueling, demanding, challenging, and worrisome. In the final analysis, every team should be concerned with output, not with the toughness of the task. This means that the job must be done, and done well. It requires focusing on clear objectives, working efficiently, and conserving resources. We call this process managing the task. Three sub-issues need to be addressed, as described below.

Emphasis on Effectiveness

Focusing on the right issues must be a constant concern. A successful team is able to focus resources on activities that get results. The team adopts this value: We do the right thing. Pursuit of Efficiency

It has been said that good teamwork is about doing hundreds of little things well. All too often, a small error has a disproportionate effect on the quality of the whole. The drive to do everything well gives a sharp edge. The successful team searches relentlessly for better ways to do things, and it builds pride into the job. The team adopts this value: We do things right. Adoption of “Economy Everywhere” Principle

It is a great deal easier to spend money than to make it. Lack of effective cost control is a common cause of waste. The discipline rendered by a profit-and-loss account endows the wise team with the ultimate measure of success. Every activity costs money; someone, somewhere has to pay. The successful team understands the importance of facing economic reality. The team adopts this value: There are no “free lunches” here.

The Third Core Issue: Managing Relationships Members of senior management often expect teams to perform to a very high standard; they demand hard work, loyalty, skill, care, and honesty. However, if people are to give their best, they need to be treated with compassion, to feel valued, and to feel that they are part of a well-structured process. We call this managing relationships. Three sub-issues need to be addressed, as described below.

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Concern for Fairness

One of the greatest compliments paid to a good teacher is that they are firm but fair. What team members do and how they relate to one another has a major impact on their quality of life. Adopting an ethic of compassion and fairness builds trust between members and commitment to the team. The successful team realizes that team members’ views, perceptions, and feelings are important. The team adopts this value: We care, so we will win. Strong Team Ethos

A well-motivated group can achieve more than the sum of the individuals who belong to it. People enjoy the company of others and can work well collectively. One person’s talents can balance the weaknesses of another. It is important that people feel that they belong. The successful team ensures that it derives the benefits of effective teamwork. The team adopts this value: We pull together. Belief in Structure and Accountability

Every community develops a framework of laws that regulate conduct. These provide the ground rules of acceptable behavior. A team needs to operate in organized ways that enable team members to be clear for what they are accountable. The team adopts this value: Everyone must deliver.

The Fourth Core Issue: Managing the Environment Every team exists within an environment—sometimes turbulent, often hostile and complex. The members of the team must strive to understand the environment from all viewpoints—social, technical, economic, and competitive. Without this understanding, it is impossible to make wise decisions. In order to survive and succeed in its environment, a team must formulate a strategy of defense to protect its interests, take all necessary steps to be world-class, and seize opportunities whenever they occur. We call this process managing the environment. Three sub-issues need to be addressed, as described below.

Strong Defense

For some teams, it is a dog-eat-dog world. The successful team studies external threats and then formulates a strong defense. The team adopts this value: We know our enemy.


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Commitment to Customers

Almost all teams have customers—some internal, some external. The successful team takes all necessary steps to understand its customers and meet their needs. The team understands that it is the best who survive and the weakest who go to “the wall.” The team adopts this value: We survive because we are the fittest. Ethic of Opportunism

Despite the most brilliant planning, it is inevitable that opportunities and threats will occur. A team cannot afford to ignore the unexpected. It is wiser to actively seek out new opportunities than to allow others, more fleet of foot, to grab the best chances. Opportunities have to be seized quickly, even though this may involve risks. The successful team is committed to opportunism. The team adopts this value: We dare, so we win.

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Exercise Form into small groups to discuss the results of the Team Values Audit. Answer the following questions:

1. Do you agree with the “12 Values of Teamwork” as the definition of desirable team values? If not, what do you disagree with? What is the evidence that proves these values incorrect?

2. What are the dominant values of the team(s) you have studied? To what extent does the analysis “feel” right?

3. What are the strong values of the team? How do these contribute to success?

4. What are the weak values of the team? How do these contribute to lack of success?

5. What practical steps can be taken to build on successful values and remedy any area of weakness?

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Metric 3.2

Team Effectiveness Audit: Eastern or Western Orientation?

Introduction This intervention is intended for use with real teams, although it can be readily adapted during training events. Any number of groups may participate at the same time. As the assessment looks at Eastern and Western approaches, it is particularly suitable for cross-cultural groups.

Objectives • To provide a framework for discussing team values

• To clarify cultural influence in value systems

• To provide a framework for re-evaluating team values


• Assessment • Answer Grid, which may be prepared as an overhead transparency • The Ten Dimensions of Team Values • Task Sheet


• OH 3.2.1: The Ten Dimensions of Team Values • An overhead projector

Each group will need:

• A flip chart • Blank overhead transparencies • A set of colored overhead transparency markers


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2. Have participants complete the Assessment and record their scores on the

Answer Grid as directed (10 minutes).

3. Give a short lecture on The Ten Dimensions of Team Values, using OH 3.2.1, which may be handed out at this stage (15 minutes).

4. The team(s) works through the task as directed. A debate follows where

individual differences are fully discussed (45 minutes).


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Assessment Teams have shared values or beliefs that affect how team members think and feel. This questionnaire asks you to reflect on the values of a defined team. If you are completing the questionnaire with others, agree on an exact definition of the team being reviewed before you proceed. Record your definition in the box below. The team being assessed is:

Consider each of the items below and circle one number to indicate how you see the current values or beliefs of the team. Make your own judgment in each case—there are no right or wrong answers.

1. To what extent do levels of authority determine how people relate to one another?

There is a clear hierarchy of authority that determines how team members relate to one another.

1 2 3 4 5 6 With no clear hierarchy of authority, team members relate to one another according to their personal preferences.

2. How far does democracy (rule by majority opinion) determine the way decisions are made?

The most senior people make all significant decisions.

1 2 3 4 5 6 The views of the majority determine what is done.

3. To what extent does everyone on the team expect to participate in decision making?

Team members never expect to participate in decision making.

1 2 3 4 5 6 Team members participate fully in decision making on many occasions.


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4. Do team members feel that they can enjoy the support of their colleagues “through thick and thin”?

Team members do not expect to be supported by their colleagues.

1 2 3 4 5 6 Team members are supported by their colleagues, without question.

5. What is more important—the individual or the team?

The team is more important than the individual.

1 2 3 4 5 6 The individual is more important than the team.

6. What does the team value most—change or continuity?

Continuity is valued rather than change.

1 2 3 4 5 6 Change is valued rather than continuity.

7. What management style do team members want the team leader to adopt?

Team members prefer that the team leader be authori-tative and somewhat distant.

1 2 3 4 5 6 Team members prefer that the team leader be personal, responsive, and close.

8. How is conflict viewed?

Conflict is seen to be, almost always, unacceptable or dysfunctional.

1 2 3 4 5 6 Conflict is seen to be, almost always, constructive or functional.

9. How is effort viewed?

Team members undertake work because they feel that they are obliged to give their effort whatever the circum-stances.

1 2 3 4 5 6 Team members undertake work because they feel committed to the team.

10. How does the team cooperate with other teams?

Team members help members of other teams because they know that they will get help themselves if they need it.

1 2 3 4 5 6 Team members work with members of other teams because procedures require that cooperation take place.


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Answer Grid Record the scores of each member of the team on the answer grid below. Use a different colored pen for each team member if possible.

1. Equality

Not Valued 1 2 3 4 5 6 Valued

2. Democratic Process


3. Participative Decision Making


4. Generalized Support


5. Individualism


6. Change Acceptance


7. Autonomy


8. Conflict


9. Work Ethic


10. Inter-Team Cooperation



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The Ten Dimensions of Team Values The Questionnaire highlights differences between value systems based on a comparison between Western (individualistic liberalism) and Eastern (Confucianism) philosophies.1 Neither is right or wrong—it is a question of belief as to which values are superior. Here is a brief explanation of the ten dimensions.

The Ten Dimensions of Team Values

1. Equality: To what extent should people be treated as equals?

2. Democratic Process: Who has the power?

3. Participative Decision Making: Who should make decisions?

4. Generalized Support: Who looks after you?

5. Individualism: Is the individual or the team more important?

6. Change Acceptance: Is change seen as generally positive?

7. Autonomy: Who decides what you do?

8. Conflict: Is it good to argue?

9. Work Ethic: Is work natural?

10. Inter-team Cooperation: How should I work outside the team?

1. Equality

Eastern societies believe that authority is legitimate and provides order and direction. Western beliefs favor equality, and authority is less likely to be viewed as positive.

2. Democratic Process

Democracy is viewed as potentially disruptive in the East because it under-mines continuity and introduces unhelpful diversity. In the West, democracy is valued as a means of making those with power responsive to the powerless.

1 The inspiration for this activity came from “Clash of Civilisations” by Chris Jasper in Window (7 January 1994, Hong Kong, 3(1)).


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3. Participative Decision Making

Participation is seen as a hazard in Eastern societies, because it results in power being diluted and influence goes to those who are not responsible for the outcome. Conversely, participation is viewed as desirable in many Western organizations, because it is believed to both improve the quality of decisions and increase commitment to the outcome.

4. Generalized Support

In Eastern societies, the individual expects to be responsible for their own well-being and falls back on the family in times of need. Conversely, in Western society, the individual expects the employing organization or the state to be responsible for their welfare.

5. Individualism

In the East, the individual is less important than the team. The person’s needs and wants are subsumed into the general good. Western beliefs favor the individual above the team or collective group—sometimes individuals are defended against the organization.

6. Change Acceptance

Eastern societies prefer stability and continuity over change. In the West, change is regarded as desirable for its own sake, and social upheavals are looked upon as inevitable and developmental.

7. Autonomy

Autonomy (control by the individual of their behavior) is viewed with suspicion in the East where people do what is right rather than what they believe is best for themselves. In the West, autonomy is highly valued—individuals seek to control their destiny in their own interest.

8. Conflict

In the East, conflict is considered destructive, because energy is invested in accentuating differences rather than emphasizing common ground. Western attitudes to conflict are different: conflict is perceived as the mainspring of progress and an essential element in a dynamic team or organization.

9. Work Ethic

The Eastern view is that work is natural and a burden that mankind carries. A person who does not work is not fulfilling his or her obligations. Conversely, work is viewed in the West with mixed emotions: it is a life-choice—loved by some and hated by many.


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10. Inter-team Cooperation

In the East, relationships are considered to work best when they are recipro-cal—“one good turn deserves another.” Conversely, inter-team work is viewed in the West as a necessary element in an organization’s set of procedures: mutual obligations are less important.


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Task Sheet Consider the profile that your team has drawn and debate the following questions:

1. What values underlie your team at the moment?

2. What are the strengths of these values?

3. What are the weaknesses of these values?

4. What would be the pros and cons of moving further toward an Eastern model?

Pros Cons

5. What would be the pros and cons of moving further toward a Western model?

Pros Cons


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6. What team value changes do you feel are desirable in the next year? How can these be achieved?

Desirable Changes How to Achieve

7. What changes in behavior would be needed in the next year?

Changes Who? Why?

______________________ _____________________ ______________________

______________________ _____________________ ______________________

______________________ _____________________ ______________________

______________________ _____________________ ______________________

OH 3.2.1

The Ten Dimensions of Team Values

1. Equality: To what extent should people be treated as equals?

2. Democratic Process: Who has the power?

3. Participative Decision Making: Who should make decisions?

4. Generalized Support: Who looks after you?

5. Individualism: Is the individual or the team more important?

6. Change Acceptance: Is change seen as generally positive?

7. Autonomy: Who decides what you do?

8. Conflict: Is it good to argue?

9. Work Ethic: Is work natural?

10. Inter-team Cooperation: How should I work outside the team?

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Metric 3.3

Team Meeting Effectiveness Index

Introduction Teamwork involves participating in meetings; indeed, the act of meeting is the visible manifestation of teamwork in action. The Team Meeting Effectiveness Index provides a straightforward metric of the degree to which team meetings are efficient and effective, and improve teamwork.

Objectives • To evaluate the effectiveness of a team meeting

• To help a team leader assess the effectiveness of their own skills

• To provide a diagnostic input for a team-building process

• To offer techniques for making meeting more effective

Setup If the Team Meeting Effectiveness Index is to be used as the basis for a team-building session, then a week or so prior to the session, all the members at a particular meeting are asked to spend a few minutes at the end of the meeting completing the Assessment. Copies can be placed in a sealed envelope and kept for the team-building session. The Team Meeting Effectiveness Index may also be used as a stand-alone feedback questionnaire following a team meeting. All the participants are asked to complete the Assessment about the meeting they have just attended.

Materials • All participants will need a copy of the Score Sheet. • A flip chart and marker will be needed. • If the optional activity is to be completed, each participant will require three

blank Post-it® notes.


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2. As an option, the What is an Effective Meeting? activity can be conducted.

This provides a short introduction to the theory of successful meetings. Notes for facilitators are provided for this optional activity.

3. Have participants share their total scores from the Team Meeting

Effectiveness Index and then share their scores for each of the 20 items (on a flip chart).

4. Pose the following two questions to the team for discussion:

• What are the strengths of our team meetings that can be improved even

further?

• What is hindering the effectiveness of our team meetings that can be reduced or eliminated?

5. Between three and five action points should be agreed upon.

Time Required Approximately 1 hour (or 1 hour and 30 minutes with the optional activity)


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Assessment In the box below, indicate the team and the meeting being assessed. The team being assessed is: The meeting being assessed is:

Complete the assessment on the defined team and meeting by circling one number for each item.

1. How clear were you about the topics that were to be discussed at this meeting when you arrived?

I was totally unclear. 1 2 3 4 5 I was totally clear.

2. To what extent were you able to prepare fully for this meeting?

Not at all. 1 2 3 4 5 In every respect.

3. Did the leader of the meeting ensure that the objectives were clarified fully before detailed discussion started?

Objectives were not clarified.

1 2 3 4 5 Objectives were fully clarified.

4. Did the meeting have an adequate degree of structure—not too much, not too little?

The meeting was inappropriately structured.

1 2 3 4 5 The meeting was appropriately structured.

5. Did the leader of the meeting ensure that you contributed fully?

I was not helped to contribute fully.

1 2 3 4 5 I was helped to contribute fully.


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6. Were graphics, mind-maps, diagrams, and other visual aids presented in a creative way?

Visual aids were not used. 1 2 3 4 5 Visual aids were used creatively.

7. Did you discuss the issues openly (that is, said what you felt and shared information fully)?

I was less than open. 1 2 3 4 5 I was fully open.

8. In your opinion, was sufficient time allowed to discuss the key issues?

Key issues did not receive sufficient time.

1 2 3 4 5 Key issues received sufficient time.

9. Was the meeting decisive?

Decisions that needed to be made were not made.

1 2 3 4 5 Decisions that needed to be made were made.

10. Was a record kept of what was said and what was decided?

An appropriate record was not kept of what was said and decided.

1 2 3 4 5 An appropriate and complete record was kept of what was said and decided.

11. Did you enjoy participating in this meeting?

I did not enjoy participating in this meeting.

1 2 3 4 5 I enjoyed participating in this meeting.

12. Were the appropriate people at this meeting?

We were missing several key people from this meeting.

1 2 3 4 5 All the key people were at this meeting.

13. Were all participants brief and succinct when they made a contribution?

Some or many participants were not brief and succinct.

1 2 3 4 5 All participants were brief and succinct.


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14. Was this meeting used as a learning opportunity?

No steps were taken to learn from this meeting in order to make improvements in the future.

1 2 3 4 5 Positive steps were taken to learn from this meeting in order to make improvements in the future.

15. Were the action points/responsibilities identified clearly?

Action points/responsibilities were not identified clearly.

1 2 3 4 5 Action points/responsibilities were identified clearly for all parts of the meeting.

16. Did the participants contribute with a high level of energy?

Everyone’s energy level was low.

1 2 3 4 5 Everyone’s energy level was high.

17. Were conflicts or differences of views resolved without undermining personal relationships?

Personal relationships were damaged by conflicts or differences of view.

1 2 3 4 5 Personal relationships were not damaged by conflicts or differences of views.

18. Do you feel 100 percent confident that the actions agreed to in the meeting will get done on time?

I feel that most or all of the agreed-to actions will not get done on time.

1 2 3 4 5 I feel that all of the agreed-to actions will get done on time.

19. Did participants in the meeting go out of their way to cooperate, even on issues that do not concern them directly?

There is a low level of cooperation.

1 2 3 4 5 All participants in the meeting went out of their way to cooperate to the maximum degree possible.

20. Were meeting effectiveness tools, such as brainstorming, used appropriately?

Meeting tools were not used or were used inappropriately.

1 2 3 4 5 Meeting tools were used appropriately with good results.


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Score Sheet Add the scores for the 20 items and note the total:

Score Comment

Less than 39

A lot of work needs to be done!

40−59 The meeting was marginally effective, but a lot of work still needs to be done to upgrade future meetings.

60−79 The meeting was largely effective, but some work needs to be done to further upgrade future meetings.

80+ Well done! Build on your success.

Categorizing the 20 Items

Items Team Effectiveness Category

1. How clear were you about the topics that were to be discussed at this meeting when you arrived?

Structure

2. To what extent were you able to prepare fully for this meeting?

Structure

3. Did the leader of the meeting ensure that the objectives were clarified fully before detailed discussion started?

Leadership

4. Did the meeting have an adequate degree of structure—not too much, not too little?

Structure

5. Did the leader of the meeting ensure that you contributed fully?

Leadership

6. Were graphics, mind-maps, diagrams, and other visual aids presented in a creative way?

Structure


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Items Team Effectiveness Category

7. Did you discuss the issues openly (that is, said what you felt and shared information fully)?

Participation

8. In your opinion, was sufficient time allowed to discuss the key issues?

Efficiency

9. Was the meeting decisive? Results oriented

10. Was a record kept of what was said and what was decided?

Results oriented

11. Did you enjoy participating in this meeting? Participation

12. Were the appropriate people at this meeting? Results oriented

13. Were all participants brief and succinct when they made a contribution?

Efficiency

14. Was this meeting used as a learning opportunity? Efficiency

15. Were the action points/responsibilities identified clearly?

Results oriented

16. Did the participants contribute with a high level of energy?

Participation

17. Were conflicts or differences of views resolved without undermining personal relationships?

Participation

18. Do you feel 100 percent confident that the actions agreed to in the meeting will get done on time?

Results oriented

19. Did participants in the meeting go out of their way to cooperate, even on issues that do not concern them directly?

Participation

20. Were meeting effectiveness tools, such as brainstorm-ing, used appropriately?

Structure


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What is an effective meeting? Activity Facilitator’s Notes Introduce this session by saying, “We all attend lots of meetings, and we are going to spend a few minutes considering what is an effective meeting.” Present the task: “Think of a meeting that you have attended in the past few months that you felt was particularly effective. Think of three characteristics that made the meeting outstanding. Write a brief description of each characteristic on a separate Post-it® note.” After participants have completed this task, collect the completed Post-it® notes, and tell them that in 2003 at the American Society for Training and Development (ASTD) Conference in San Diego, the results of research into thousands of meetings were revealed. According to the ASTD research, meetings need to be:

• Well led: The leader has appropriate control, clarity of vision, positive stance; is realistic; and shows chairmanship skills.

• Structured: There are complete agendas, intelligent use of structure, self-discipline, and the appropriate use of frameworks and tools.

• Efficient: Things get done and the meeting does not take too much time. Time is invested where the greatest benefit lies. Learning is captured, and continuous improvement takes place.

• Participative: Participants contribute with commitment, a high energy level, and openness. There is involvement, cooperation, and full debate. Any conflicts are resolved quickly and amicably.

• Results oriented: The meeting is decisive, and there is a bias toward action. Actions are owned and implemented. The appropriate people are present to make things happen.

Categorize the completed Post-it® notes into these five categories, although you should be open to the idea that someone has suggested an attribute of an effective meeting that does not fit the ASTD categorization. The session should be participa-tive. In conclusion, emphasize that the meetings that they reviewed were from their own experience, so the data are likely to be valid. In conclusion: Effective Meetings = Well Led + Structured + Efficient + Participative + Results Oriented

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Metric 3.4

Assessing the Stage of Team Development

Introduction Teams develop, and as they do, they go through stages that are, to some extent, predictable. This assessment indicator helps a team know where it is on a development path and a team-building facilitator gain insight into what the team needs to do in order to develop further.

Objectives • To provide a conceptual model of the team-development process

• To provide a diagnostic framework that enables the members of a team to assess their current stage of development

• To provide a diagnostic input tool for a team-building process

• To provide insight into what issues may need to be explored to help the team move on to the next stage


• Assessment • Score Sheet • The Five Stages of Team Development • Exercise


2. Ask participants to complete the assessment individually (10 minutes).

3. Collect data from all participants, then average and display the data on a

master chart (20 minutes).

4. Give a short lecture on the five stages of team development, using The Five Stages of Team Development (10 minutes).


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5. Have participants consider at what stage of development their team is and what needs to be done to take the team forward by completing the Exercise (35 minutes).



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Assessment In the box below, indicate the team being assessed: The team being assessed is:

Rate how each statement relates to the team, using the scale from 0 to 4 below: 0 = Almost always untrue 1 = Often untrue 2 = Sometimes untrue 3 = Often true 4 = Almost always true

1. Members of the team do not know one another well as people.

0 1 2 3 4

2. I think that many members of the team are still trying to work out who has real power and influence in the group.

0 1 2 3 4

3. Members of the team relate well to one another, but the team does not get things done effectively.

0 1 2 3 4

4. The team is effective: it sets goals and achieves them.

0 1 2 3 4

5. Team members know what the others think without having to ask.

0 1 2 3 4

6. The team has been together for so long that it has lost its drive.

0 1 2 3 4

7. Team members take satisfaction from knowing that this is a high-performing group.

0 1 2 3 4

8. In this team, people have a lot of fun together, but a lot of time passes without much being accomplished.

0 1 2 3 4


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0 = Almost always untrue 1 = Often untrue 2 = Sometimes untrue 3 = Often true 4 = Almost always true

9. There are damaging personality clashes between team members.

0 1 2 3 4

10. This is a group of individuals—not a team. 0 1 2 3 4

11. Members of the team have not spent enough time together to be certain of the values and beliefs of other members.

0 1 2 3 4

12. It is not clear who is really in charge of the team.

0 1 2 3 4

13. Members of the team spend a lot of time chatting and building relationships with one another.

0 1 2 3 4

14. Members of the team have spent time thinking about how things need to change in order to improve performance, and many changes have been implemented.

0 1 2 3 4

15. The key people in this team are so comfortable with one another that they rarely challenge each other’s viewpoints.

0 1 2 3 4

16. Few things have changed in this team over the past year or so.

0 1 2 3 4

17. Team members go outside the team to look for ideas that will improve the team’s performance.

0 1 2 3 4

18. Things get done slowly, and there are many setbacks on this team.

0 1 2 3 4

19. One member cannot rely on the others to be helpful.

0 1 2 3 4

20. There is no real warmth or affection between team members.

0 1 2 3 4


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0 = Almost always untrue 1 = Often untrue 2 = Sometimes untrue 3 = Often true 4 = Almost always true

21. Team members have not spent enough time together to know whether they are truly committed to being full members of the team.

0 1 2 3 4

22. Underlying power conflicts prevent the team from moving forward.

0 1 2 3 4

23. If the team operated with more structure and self-discipline, it would be more effective.

0 1 2 3 4

24. This team can be relied upon to do what it says it will do.

0 1 2 3 4

25. The team would benefit from new blood or a shake-up.

0 1 2 3 4


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Score Sheet Copy your scores from the questionnaire onto the scoring grid below. (Note that the numbers are not in sequential order.) Add the scores for each horizontal row. Totals Stage

1 10 11 20 21 I

2 9 12 19 22 II

3 8 13 18 23 III

4 7 14 17 24 IV

5 6 15 16 25 V


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Profile Chart Circle your score for each stage and connect the circled numbers with a line to create a profile.

20 20 20 20 20

19 19 19 19 19

18 18 18 18 18

17 17 17 17 17

16 16 16 16 16

15 15 15 15 15

14 14 14 14 14

13 13 13 13 13

12 12 12 12 12

11 11 11 11 11

10 10 10 10 10

9 9 9 9 9

8 8 8 8 8

7 7 7 7 7

6 6 6 6 6

5 5 5 5 5

4 4 4 4 4

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

0 0 0 0 0

I II III IV V

Testing Infighting Learning Performing Declining


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The Five Stages of Team Development Read about the five stages of team development below and look at the table of team descriptors in the Exercise. These suggest what typically happens at the key stages of team development. Stage I: Testing The team is not really a team, but rather a collection of individuals who have shared tasks. Relationships are polite, impersonal, guarded, and courteous. Members are driven by self-interest. Relationships are undeveloped. There is no team mind. The team may function effectively because all the members are playing a role. Members are watchful: this has also been called the “ritual sniffing” stage. Stage II: Infighting The team is beginning to form. Team members are sorting out their real relationships with one another. However, the climate is often argumentative and undisciplined with a low level of listening, and some members confront authority figures. The lead-ership of the senior person may be questioned. Cliques and alliances may form. Team members are psychologically involved, but there is very little real commitment. Much energy goes inward. Stage III: Learning The team is willing to learn and begin to adopt a structured approach to problem solving and decision making. Team and individual effectiveness are reviewed. Mem-bers develop commitment to one another. All individuals have decided to opt in. The tasks to be performed become extremely important, but the team has not learned to be effective. The team conducts experiments in working methods and evaluates its performance. Stage IV: Performing The team has learned to become effective. The team climate is resourceful, confi-dent, open, and flexible. Meetings are efficient. Roles are clarified. Relationships are supportive but demanding. Energy is invested in the task. Team members help one another. There is genuine warmth and affection. The team is open to ideas of those outside its boundaries. Stage V: Declining The team has entered into a period of decline; energy has been lost or the team has become inward looking and self-satisfied. Team members have become accustomed to referring to others for confirmation of their views. Ideas are not challenged. Some-times members who criticize the status quo are isolated or rejected.


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Exercise Look at the team development table below. As a team, agree on your current stage of development. Decide what you can do to move toward the Performing stage.

Stage I: Testing

Stage II: Infighting

Stage III: Learning

Stage IV: Performing

Stage V: Declining

• Not a team—a collection of individuals

• Polite

• Impersonal

• Watchful

• Guarded

• Courteous

• Self-interested

• Relationships undeveloped

• No team mind

• Role playing

• The “ritual sniffing” stage

• Some teamwork

• Sorting out real relationships

• Argumentative

• Undisciplined

• Low level of listening

• Confronting authority

• Questioning leadership

• Cliques and alliances

• Little real commitment

• Energy inward

• Learning

• Structured

• Reviewing effectiveness

• Commitment to others

• Individuals opt in

• Roles clarified

• Energy focused on perform-ance

• Tasks extremely important

• Experiments in working methods

• Evaluation of performance

• Resourceful

• Confident

• Open

• Flexible

• Supportive

• Efficient meetings

• Clear roles

• Supportive but demanding climate

• Energetic

• Task-oriented

• Mutual help given

• Genuine warmth and affection

• Open to ideas

• Declining or low energy

• Inward looking

• Self-satisfied

• Ideas not challenged

• Critical members isolated or rejected

In order to move quickly toward the performing stage, we should:

Do these things…

For these reasons…

That will require that we…

And this will get done because…

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Metric 3.5

Team Motivation Assessment

Introduction This intervention is primarily intended for use with real teams, but it can also be adapted for use in training events or in management coaching.

Objectives • To provide a basic model of team motivation

• To enable a team to assess its current level of motivation

• To provide a structure for a team motivation improvement workshop


• Assessment • Team Scores Profile • Elements of a Motivated Team • Mini-Workshop

Overhead transparencies may be made of the:

• Team Scores Profile • Mini-Workshop


• OH 3.5.1: Team Motivation Wheel • An overhead projector • A flip chart • A set of different colored markers


2. Ask each member of the team to complete the Assessment (10 minutes).

3. Share each team member’s scores from the Assessment, using the Team

Scores Profile, and calculate an average score for each motivation area (20 minutes).


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4. Present the underlying theory, using the Elements of a Motivated Team, and show OH 3.5.1. Distribute a printout of Elements of a Motivated Team to each participant (10 minutes).

5. Distribute copies of the Mini-Workshop and establish a priority order to work

through the items. Usually teams choose to tackle the lowest scoring items first. Explain that the purpose is exploratory and that there should be no expectation that changes will necessarily occur as a result of the team session. The activity takes the form of mini-brainstorming sessions. Once expectations have been discussed and the format understood, the group is ready to begin brainstorming. Topics (trigger questions) should be explored in order of significance, allowing approximately three minutes for each topic. Record ideas in Column A. It is helpful to have a flip chart or overhead projector to capture ideas in larger groups (40 minutes).

6. When all relevant mini-brainstorming sessions are completed, return to

trigger question 1 and ask, “Which of these areas for improving motivation is positive and practical?” List suggestions in Column B. Repeat the process for the remaining relevant questions (40 minutes).

Time Required Approximately 2 hours


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Assessment Indicate the team being assessed in the box below: The team being assessed is:

Reflect on how positive you feel about being a member of the team. Then rate each statement below by circling the appropriate number.

1. I feel that my role on the team requires me to use my abilities fully.

My abilities are not used. 1 2 3 4 5 6 My abilities are fully used.

2. I can see jobs through to the end on this team.

My tasks are fragmented. 1 2 3 4 5 6 My tasks are complete in themselves.

3. I am always learning new things on this team.

I do not learn anything. 1 2 3 4 5 6 I can learn a great deal.

4. The work that the team does interests me.

I am not interested in the work of the team.

1 2 3 4 5 6 I am very interested in the work of the team.

5. I feel that my contribution to the team is recognized by others as important.

I do not feel that my contri-bution to the team is recog-nized as being important.

1 2 3 4 5 6 I do feel that my contribution to the team is recognized as being important.

6. I receive extensive feedback on my performance within the team, so I know where I am successful and where I need to improve.

I receive no feedback. 1 2 3 4 5 6 I receive extensive feedback.


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7. In this team, my opinions really make a difference.

My opinions are not taken into account.

1 2 3 4 5 6 My opinions are very influential.

8. I feel like I can take initiatives.

I do not feel like I can take initiatives and get things done.

1 2 3 4 5 6 I feel empowered and take initiatives to get things done.

9. Through effective communication, I am made aware of things that are happening that affect the team.

I receive no communication about things that may affect the team.

1 2 3 4 5 6 I receive extensive communication about things that may affect the team.

10. In this team, we work to high standards.

Standards are low. 1 2 3 4 5 6 Standards are very high.

11. The team leader takes charge when necessary.

The team leader does not take control when necessary.

1 2 3 4 5 6 The team leader takes control when necessary.

12. The morale of this team is high.

Team morale is low. 1 2 3 4 5 6 Team morale is high.


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Team Scores Profile Circle each individual score for each issue using different colored pens to show personal differences. Motivational Issue

Ia. Stretching job challenge 1 2 3 4 5 6

Ib. Complete tasks 1 2 3 4 5 6

Ic. Continuous learning 1 2 3 4 5 6

IIa. Strong personal interest 1 2 3 4 5 6

IIb. Ample recognition 1 2 3 4 5 6

IIc. Extensive feedback 1 2 3 4 5 6

IIIa. High participation 1 2 3 4 5 6

IIIb. Full empowerment 1 2 3 4 5 6

IIIc. Effective communication 1 2 3 4 5 6

IVa. High standards 1 2 3 4 5 6

IVb. Appropriate control 1 2 3 4 5 6

IVc. High team morale 1 2 3 4 5 6


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Elements of a Motivated Team

Team Motivation Wheel

TaskSatisfaction

I

IVTeam-

OrientedLeadership

Pride inMembershipII

IIIEmpoweredParticipation

Ib. CompleteTasks

Ia. StretchingJob Challenge

Ic. ContinuousLearning

IVc. HighTeam Morale

IVb. AppropriateControl

IVa. HighStandards

IIIc. EffectiveCommunication

IIIb. FullEmpowerment

IIIa. HighParticipation

IIc. ExtensiveFeedback

IIb. AmpleRecognition

IIa. StrongPersonalInterest

Teams that successfully motivate their members have four key characteristics:

• Team members find their tasks satisfying in themselves. This is defined as task satisfaction.


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• Each member feels a sense of pride in being part of the team. This is defined as pride in membership.

• Members feel strong and fully involved. This is defined as empowered participation.

• Team leadership helps develop the team into a high performing unit with strong morale. This is defined as team-oriented leadership.

These are the four essential elements in a highly motivated team. Each element has three secondary characteristics, which are described below. I Task Satisfaction

Ia Stretching Job Challenge

Team members feel that their tasks stretch their abilities and require their attention and skill.

Ib Complete Tasks

There is an opportunity to feel a sense of completion rather than undertaking fragmented tasks.

Ic Continuous Learning

Working in the team is developmental—new insights, attitudes, and skills are acquired.

II Pride in Membership

IIa Strong Personal Interest

Team members’ personal interests are fulfilled by being members of the team.

IIb Ample Recognition

Individuals feel that others value their contribution.

IIc Extensive Feedback

Each team member knows their strengths and areas for improvement. III Empowered Participation

IIIa High Participation

Team members feel that their views and opinions really make a difference.


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IIIb Full Empowerment

Team members have a sense of personal power and feel able to achieve objectives.

IIIc Effective Communication

Information flows downward (so that team members feel informed), upward (so that managers know what is going on), and sideways (so that coordination takes place).

IV Team-Oriented Leadership

IVa High Standards

The team leader expects high standards of quality and output.

IVb Appropriate Control

The team leader is able and willing to take charge when necessary (but does not exercise control for personal satisfaction).

IVc High Team Morale

The team leader facilitates a strong sense of teamwork and maintains a high level of motivation.


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Mini‐Workshop Brainstorm ideas for addressing each relevant trigger question before deciding what are the most practical and positive suggestions.

Column A Column B Trigger

Questions Brainstormed Ideas

Practical and Positive Suggestions

I(a) In what ways could the tasks that the team members undertake be made more challenging?

I(b) In what ways could the tasks that team members undertake be made more complete?

I(c) In what ways could team members be helped to learn more?

II(a) In what ways could team members be helped to find more interest in their tasks?

II(b) In what ways could team members receive more recognition?

II(c) In what ways could team members receive more feedback?

III(a) In what ways could there be a higher level of participation?


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III(b) In what ways could team members be more empowered?

III(c) In what ways could communication be improved?

IV(a) In what ways could standards be improved?

IV(b) In what ways could an appropriate level of control be exercised?

IV(c) In what ways could team morale be improved?

OH 3.5.1

Team Motivation Wheel

TaskSatisfaction

I

IVTeam-

OrientedLeadership

Pride inMembershipII

IIIEmpoweredParticipation

Ib. CompleteTasks

Ia. StretchingJob Challenge

Ic. ContinuousLearning

IVc. HighTeam Morale

IVb. AppropriateControl

IVa. HighStandards

IIIc. EffectiveCommunication

IIIb. FullEmpowerment

IIIa. HighParticipation

IIc. ExtensiveFeedback

IIb. AmpleRecognition

IIa. StrongPersonalInterest

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Metric 3.6

Team Problem‐Solving Skills Assessment

Introduction Members of a team often need to pool ideas and work together to solve problems. Developing problem-solving capacity requires a number of interlinked skills. This activity looks at the ability of a team to develop and use these skills.

Objectives • To provide a model for reviewing problem-solving processes in teams

• To facilitate a team review process

Setup Choose a meeting of the team to be reviewed. Ideally, this should be a genuine problem-solving session where solutions to important or difficult problems are to be developed through the interaction of team members.

Materials All participants will need a copy of the Assessment


• A flip chart and markers • Notes on Problem Solving


2. Following the team’s meeting, distribute the Assessment and ask team

members to rate each of the 12 items and add one suggestion for improvement in the space provided (15 minutes).

3. Ask each team member to share his/her score (10 minutes).


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4. Discuss the 12 items separately, arriving at a consensus score for each of the items and sharing the improvement ideas. It is helpful to list improvement ideas on a flip chart as they are suggested (30 minutes).

5. Between three and five specific ideas for improvement should be considered,

decided upon, and recorded. List these on a flip chart under the heading: “During our next team problem-solving session we will…” (20 minutes).

6. Ask the team to take the flip chart that was completed in step 4 to the next

team meeting where problem solving will occur, and suggest that they try to implement the improvement ideas suggested.

7. Use the Notes on Problem Solving to lead a discussion on the 12 Steps of

Problem Solving.



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Assessment For a few minutes, individually consider the team meeting in which you have just participated and reflect on its effectiveness in defining and solving problems. Circle one of the numbers for each of the 12 items below. Suggest one improvement idea for each of the 12 items.

1. Organizing for Problem Solving The team was organized appropriately for problem solving (for example, the problem was defined clearly, everyone contributed to the analysis of the causes of the problem, possible solutions were explored fully).

The team was not appropriately organized.

1 2 3 4 5 6 The team was organized and was reorganized as necessary through the stages of the problem-solving process.

The team’s organization would have been more effective if the following had happened:

2. Facilitative Leadership Leadership was undertaken by the most appropriate person, who skillfully controlled the team process.

Leadership was inappro-priate.

1 2 3 4 5 6 Leadership was appropriate and the team’s problem-solving processes were skillfully controlled.

Leadership would have been more effective if the following had happened:


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3. Comprehensive Tuning In The team shared all necessary background information and clearly defined the problem to be solved.

Much or all of the relevant background information was not shared.

1 2 3 4 5 6 All relevant background information was shared so that members of the team felt that they were fully tuned in.

Tuning in would have been more effective if the following had happened:

4. Full Problem Analysis The team explored the causes of the problem systematically.

Systematic problem analysis did not take place.

1 2 3 4 5 6 Systematic problem analysis did take place so that the causes of the problem were understood fully.

Problem analysis would have been more effective if the following had happened:

5. Agreed-on Objective Setting The team clearly defined its objectives for the problem-solving session. All team members shared the same perceptions of objectives.

Objectives to be achieved in the session were not defined.

1 2 3 4 5 6 Objectives for the session were clearly defined and shared by all the members of the team.

Objective setting would have been more effective if the following had happened:


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6. Systematic Information Collection Relevant data was collected systematically from team members and other sources. They organized information so that everyone could absorb it.

Information was not collected or well organized.

1 2 3 4 5 6 Information was well collected and organized.

Information collection would have been more effective if the following had happened:

7. Identifying Creative Solutions The team was creative in identifying a range of possible solutions to the problem.

Creative possible solutions were not found.

1 2 3 4 5 6 A wide range of creative possible solutions were found.

Identifying possible solutions would have been more effective if the following had happened:

8. Clear Decision Making Possible solutions to the problem were examined carefully and a decision was made as to the best solution.

Decision making was not effective.

1 2 3 4 5 6 The decision-making process selected the best solution from the range of possible solutions that had been identified.

Decision making would have been more effective if the following had happened:


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9. Considered Implementation The team developed a plan for action, and within this, detailed plans were prepared for each person or function involved.

Planning was incomplete and/or inadequate.

1 2 3 4 5 6 Planning was effective and comprehensive.

Implementation would have been more effective if the following had happened:

10. Achieving Buy-In All members of the team indicated that they were fully committed to the course of action that had been agreed to.

Buy-in was insufficient or some members did not buy in.

1 2 3 4 5 6 Buy-in was complete and all members did buy in.

Buy-in would have been more effective if the following had happened:

11. Celebration of Progress The team recognized that progress had been made and celebrated its achievements.

Progress was not celebrated. 1 2 3 4 5 6 Progress was celebrated so that the team experienced a collective sense of achievement.

Celebration would have been more effective if the following had happened:


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12. Review to Improve The team took time to review its effectiveness during the problem-solving process, clearly identifying strengths (to build upon) and weaknesses (to improve).

Review was inadequate or inconclusive.

1 2 3 4 5 6 Review was thorough and productive.

Review to improve would have been more effective if the following had happened:

Total your scores:


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Notes on Problem Solving Heavy snow was forecast for all the cities in the Northeast. From Chicago to Pittsburgh, a blizzard was adding 1 inch of snow per hour to the runways, and the storm was moving east. Soon New York, Philadelphia, and Boston would be snowbound. Maintenance crews at each airport were ready with their snowplows and blowers, but the equipment couldn’t keep pace. Ice encrusted aircraft wings, and passengers badgered ground staff for information. Each airline in the region set up an emergency team to try to minimize cost and disruption. Computer simulations played with the options, asking “What if” questions such as: “Is it better to cancel flight 182 with 20 people from Washington to Detroit and have a plane in the wrong location, or cancel flight 141 with 107 people from Washington to Denver and have a plane in the right location?” Complex judgments concerning resources, inconvenience to passengers, risk levels, system recovery time, and cost/benefits had to be taken by weary controllers in their snow emergency teams. Millions of dollars could be squandered or saved, and it all depended on their decisions. One team recalled that a similar snow emergency had cost United Airlines $50 million a few years before. As well as the airport authorities, the airlines themselves with flights to cities in the Northeast had a problem that day. To be more precise, they had a big problem (the closing of airport runways) and a multitude of smaller but consequential problems (such as running out of coffee in a Boston terminal and a freight plane filled with live chickens that were freezing to death at Newark). Since there were several alternative choices available to the snow emergency teams, problem solving flowed into decision making in a seamless process. The team problem is too vague for us to use without further analysis. In everyday language, a problem can be an unexpected happening (the car breaks down on the way to a wedding) or a difficulty in planning (“I have a problem because my son won’t take his career seriously”). We divide problems into four categories:

1. Mysteries—negative deviations from the expected. This is when something important goes wrong and you don’t know why. “The dog food is coming out bright green and we don’t know the cause.”

2. Puzzles—something is wrong but you can’t find the solution. This is when there is a right answer, but you do not know what it is. “One of the compounds kills the AIDS virus but the computer has lost the record.”


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3. Dilemmas—there are several choices, but it is difficult to know what is best. A dilemma only exists where there are several things that could be done, each with merits and demerits. “We could hope that the storm lifts or carry the passengers by bus.”

4. Difficulties—the objective is clear, but how to achieve it is not. Difficulties are problems of implementation. It may be perfectly apparent what needs to be done, but there is uncertainty as to the process to use to make this happen. “We own two cats that spit and fight all the time. How can we get them to get along?”

Sometimes it helps to think about the type of problem before you try to solve it. Why? Because the most effective methodology varies according to the type of problem. This is shown in the table below.

Type of Problem Effective Methodologies

Mysteries Collecting data, structuring data, exploring variations, cause/effective analysis, problem definition

Puzzles Collecting data, developing hypotheses, experimenting, removing disproved hypotheses, validating

Dilemmas Determining choices, assessing strengths and weaknesses, identifying stakeholders, risk analysis

Difficulties Identifying helping and hindering forces, building support, isolating difficulties, resource mobilization, tactical management skills

It is strange, but true, that any procedure for problem solving becomes less useful as it is applied rigidly. Therefore, we encourage you to apply the following guidelines flexibly and be prepared to adapt your approach to the particular problem you face. If you fail to be effective in problem solving, then it is probable that one or more of the following stages has been inadequately handled. The model that we prefer has 12 steps:

1. Organizing for problem solving—ensuring that the team is structured appropriately for each phase of the problem-solving process

2. Facilitative leadership—having the best person lead the team and facilitate the involvement of others


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3. Comprehensive tuning in—sharing background information so that everyone is on the same wavelength

4. Full problem analysis—detailed exploration of the roots of the problem

5. Agreed-on objective setting—clarity as to what should be achieved in the problem-solving sessions

6. Systematic information collection—exploring all the aspects of the problem

7. Identifying creative solutions—generating both “in the box” and “out of the box” possible solutions

8. Clear decision making—being firm as to what solution to try first

9. Considered implementation—ensuring that everyone knows what they will need to do in order to make progress

10. Achieving buy-in—getting people to feel part of the solution

11. Celebration of progress—concentrating on the positives

12. Review to improve—learning from each experience

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Metric 3.7

Team Decision‐Making Review

Introduction This metric is designed for real management teams, but it can be adapted for use in training programs for the development of team skills. The activity is particularly useful for teams operating at the policy level, because it explores decision-making competencies.

Objectives • To improve the quality of team decision making

• To provide a model of effective decision-making processes

• To contribute to the team-building process

Setup Any number of participants may take part at the same time, but a facilitator is required for each team.


• Assessment • Score Sheet (results can be presented on a flip chart or overhead

transparency) • The Four Levels of Decision Making • Worksheet

A flip chart or an overhead projector may be used. A set of different colored pens should be provided for each team.


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2. Distribute copies of the Assessment. Emphasize that the Assessment should be

completed for a clearly defined team. Have participants complete the Assessment as directed (10 minutes).

3. Distribute copies of the Score Sheet and have participants complete them.

Scores from members of the team should be entered on the answer grid. Up to five sets of scores can be shown separately using different colored pens. Larger teams’ scores should be averaged. It is helpful if all members of the team can see the composite result on a flip chart or an overhead transparency (30 minutes).

4. Distribute copies of the Worksheet. After participants have entered their

scores, have them analyze the scores and determine the team’s strengths and weaknesses, using the Worksheet (30 minutes).

5. The Four Levels of Decision Making notes may be distributed as a handout for

participants to read after the session.



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Assessment This questionnaire considers the decision-making effectiveness of a defined team. Agree on a clear definition of the team that is being reviewed with the other participants and note the definition of the team that is to be reviewed in the box below. All questions should be answered strictly in relation to the team as defined. The team being reviewed is:

Consider how the team has operated in recent weeks in decision-making situations. Circle a number as appropriate for each item.

1. Has each team member demonstrated that they share a similar understanding of all aspects of the team’s responsibilities?

Many team members do not share a common under-standing of the team’s responsibilities.

1 2 3 4 5 6 7 All team members share a common understanding of the team’s responsibilities.

2. Does the team refer to the objectives to be achieved before evaluating options for decisions?

The team rarely, if ever, refers to objectives when it is considering options for decisions.

1 2 3 4 5 6 7 The team always refers to objectives when it is considering options for decisions.

3. Has the team comprehensively identified a wide number of alternative courses of action before making decisions?

The team does not spend time identifying a wide number of alternative courses of action before making decisions.

1 2 3 4 5 6 7 The team spends a great deal of time identifying a wide number of alternative courses of action before making decisions.


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4. Has the team collected and considered extensive information about each alternative course of action before making decisions?

The team rarely, if ever, collects additional information about each alternative course of action before making decisions.

1 2 3 4 5 6 7 The team always collects additional information about each alternative course of action before making decisions.

5. Has the team avoided being swayed by any preconceptions as it assesses options for decision making (that is, each time a decision needs to be made, the team approaches the issue with a “clear mind”)?

The team makes decisions based on its preconceptions.

1 2 3 4 5 6 7 The team approaches each decision openly with a “clear mind.”

6. Has the team been prepared to reconsider with an open mind “discarded” alternatives for action before making a final decision?

The team does not reconsider with an open mind discarded alternatives for action before making a final decision.

1 2 3 4 5 6 7 The team looks for, and reconsiders with an open mind, discarded alternatives for action before making a final decision.

7. Has the team systematically examined the possible negative consequences arising from each alternative for action before making decisions?

Possible negative conse-quences are not examined.

1 2 3 4 5 6 7 Possible negative conse-quences are always examined and discussed fully.

8. Has the team systematically examined all the possible positive consequences arising from each alternative for action before making decisions?

The team has not systemati-cally examined all the possi-ble positive consequences arising from each alternative for action before making decisions.

1 2 3 4 5 6 7 The team has systematically examined all the possible positive consequences arising from each alternative for action before making decisions.


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9. Has the team set up and maintained adequate mechanisms for monitoring the chosen course of action?

Mechanisms for monitoring the chosen course of action are not established.

1 2 3 4 5 6 7 Mechanisms for monitoring the chosen course of action are always established.

10. Has the team developed a full range of contingency plans to deal with predictable risks or difficulties?

There is rarely, if ever, a full range of contingency plans to deal with predictable risks or difficulties.

1 2 3 4 5 6 7 There is always a full range of contingency plans to deal with predictable risks or difficulties.


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Score Sheet Collect the scores from all members of the team and enter them on the answer grid below. Up to five sets of scores can be shown separately using different colored pens. Larger teams’ scores should be averaged. It is helpful if all members of the team can see the composite result on a flip chart or an overhead transparency.

7 7 7 7 7 7 7 7 7 7

6 6 6 6 6 6 6 6 6 6

5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 Shared under-

standing

Purposeful objective setting

Multiple options

Extensive information collection

Freedom from pre-

conceptions

Reviewing discarded

alternatives

Explored negative conse-

quences

Explored positive conse-

quences

Compre- hensive

monitoring mechanisms

Full contingency

plans

1 2 3 4 5 6 7 8 9 10


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The Four Levels of Decision Making Read the notes on effective team decision making and consider the implications of the data that you have collected about your own team. This Assessment is based on the belief that the highest quality team decisions are made when the following statements are true:

1. All team members share a common understanding of the team’s responsibilities. (Shared understanding ensures that time and commitment will be allocated to important issues.)

2. The team comprehensively assesses the purpose that will be served by possible objectives. (Purposeful objective setting ensures that the purpose of activities is clear.)

3. The team comprehensively identifies all possible courses of action. (Multiple options ensures that the widest possible consideration of options is given.)

4. The team comprehensively explores all possible courses of action. (Extensive information collection ensures that options are well considered.)

5. The team avoids being swayed by preconceptions. (Freedom from preconceptions ensures that each situation is considered anew.)

6. The team reconsiders discarded options. (Reviewing discarded alternatives ensures that good ideas are not prematurely discarded.)

7. The team systematically examines the possible negative consequences of all options. (Explored negative consequences ensures that all potential pitfalls are known and understood.)

8. The team systematically examines the possible positive benefits of all options. (Explored positive consequences ensures that all potential advantages are known and understood.)

9. The team establishes monitoring processes. (Comprehensive monitoring mechanisms ensures that assumptions about the merits of a decision can be validated.)

10. The team develops comprehensive contingency plans. (Full contingency plans ensures that both expected and unexpected events can be dealt with speedily.)

When developing competencies in team decision making, it is helpful to explore four levels of decision making, because each requires distinctive management skills.


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Level 1: Routine Decisions These decisions are matters of procedure and routine. Here the manager is behaving in a logical programmed way, almost like a computer, identifying situations and reacting in a predictable manner. The manager’s function is to sense and define situations and then take the responsibility for initiating action. Inadequate performance arises when a manager is insensitive, improperly perceives signs, behaves illogically, makes incorrect deductions, or is indecisive and fails to act effectively in due time. The manager who correctly perceives, accurately deduces, and incisively acts is fulfilling all that is expected. Creativity is not appreciated at this level because procedures are all prescribed.

Level 2: Empowered Decisions These decisions involve an element of initiative and discretion, but within defined limits. Here the manager assesses the merits of a range of solutions and tries to find the best fit between established policy and alternative actions. Effectiveness depends on the manager’s capacity to choose a course of action that has the highest probability of being in line with corporate values and policies, as well as being acceptable, economic, and effective.

Level 3: Innovative Decisions These decisions involve new challenge because the manager has to generate a creative solution that is, in some respects, genuinely innovative. Usually this requires a blend of tested answers and some new ideas. The manager’s effec-tiveness depends on individual initiative and the capacity to make a creative leap. Such decisions provide answers to problems that may have occurred before, but not in the particular form that currently exists. The manager is finding a novel solution to a known problem.

Level 4: Transformational Decisions These decisions are the most complex and demanding faced by a manager. They require a major or revolutionary innovation to achieve a satisfactory solution. Often the need or opportunity is one that initially is poorly understood, and solu-tions contain totally novel concepts and techniques. The manager needs to find ways to comprehend unexpected and unpredictable problems, and the solutions often involve developing new frameworks of thinking. The most advanced and demanding transformations may even require the development of a new branch of science or technology.


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Each of these levels of decision making makes different demands on managerial competence. The following examples clarify this:

• Consider the branch manager in charge of a shoe store whose work is almost entirely routine. The head office has established procedures to deal with almost any situation, including customer complaints, staff problems, display, ordering, and documentation. The manager’s task consists of thoroughly operating within the company’s guidelines. When something occurs that is not within the prescribed procedures, it is dealt with only after reference to a senior manager. Although predominantly following a routine, this manager does make important decisions, and a painstaking and responsible approach is necessary in order for the store to be successful. Using categories of decision-making ideas, this branch manager is working at Level 1, making decisions that are generally routine.

• A factory manager in charge of a production department operates in a rela-

tively open environment and has to make choices among a number of alter-native solutions. This may involve production control, materials handling, personnel replacement, industrial relations, and a wide range of other topics. Moreover, the manager is responsible for evolving a healthy, effective, and adaptable production system. There are many problems in the department, almost all of which have been experienced somewhere before. The range of available solutions is broad, and the manager’s task is to select the course of action most likely to succeed. In addition to making a rational analysis of a problem, the manager has a feel for the situation and uses it to determine an appropriate course of action. The situation is complex, with hard-to-define factors interfering, so action inevitably involves an element of personal judg-ment. It often proves possible to make the chosen answer succeed, if it is pursued with vigor and sufficient allocation of resources. The production manager’s activities are largely concerned with the selection of appropriate strategies, a characteristic of Level 2 decisions, which are empowered.

• In another part of the organization where the factory manager works is the

marketing department. Its task involves creating new solutions for reasonably well-understood problems. Innovative ideas are required from the marketing staff, whether the task is finding a new advertising approach or developing an incentive schedule to revitalize a flagging sales effort. To provide a compre-hensive foundation for decision making, problems need to be clarified and simplified, and data must be systematically collected. The characteristic of an outstanding marketing manager is the capacity to choose and promote sound strategies that offer genuine novelty and, at the same time, make sound business sense. Primarily concerned with creative adaptation, the marketing manager makes Level 3 decisions, which are innovative.


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• Open and poorly understood challenges create special demands on a manager. An appropriate example would be the head of a research center whose task is to make something distinctive and new. Such an assignment could be a fission reactor, an artificial diamond, or a new energy system. The manager usually begins with a problem that is insufficiently defined and where no known solu-tion will provide an answer. It is necessary to mobilize resources and to assemble an organization that is capable of being genuinely creative. Some-times new technical languages, concepts, tools, technologies, or facilities must be created. This means that a large proportion of the significant respon-sibilities of the manager is genuinely novel, and therefore the manager makes Level 4 decisions, which are described as transformational.

Experience suggests that it is as inappropriate for a manager to be overdeveloped as it is to be underdeveloped. A Level 1 job needs management skills appropriate to the task. A manager who possesses the skills to manage open, creative, or strategic problems can feel frustrated when there is no outlet for those skills. With this block-age of potential, the manager may undervalue current tasks, feel unfulfilled, and resent a system that seems restrictive. Managers learn by gaining experience with accomplished practitioners and by review-ing their own experience, gaining new insights, overcoming challenges, and accom-plishing things. Movement to a higher level of decision making only occurs when the manager becomes actively involved in handling higher-level problems. The table below links the four levels of decision making with the key skill demands made on the manager concerned. Managers working at higher levels of decision making also require lower level skills. For example, a manager working at Level 3 (innovative) requires not only the skills of that level, but also those of Level 1 and Level 2.

Routine Empowered Innovative Transformational

Implements procedural discipline

Evaluates soundly

Leads humanely

Employs limited discretion

Identifies needs

Generates alternatives

Understands policies

Makes empowered decisions

Identifies opportunities

Generates creative ideas

Makes incremental improvements

Analyzes risks

Introduces new paradigms

Makes radical changes

Employs transformational leadership


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Worksheet The decision-making

strengths of the team are…

When these were shown:

How these can be continued and

improved:

The decision-making weaknesses of the

team are…

When these were shown:

How these can be overcome:

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Metric 3.8

Audit of Inter‐Team Skills

Introduction This metric provides a means for moving toward a “boundaryless” organization. It is relevant to all those who work across organizational boundaries. Boundaries may be vertical, horizontal, geographic, or between customers, suppliers, partners, and so on. The audit has been used with managers, those who lead cross-boundary teams—professional and operations personnel. The metric is most commonly used in a training or workshop setting.

Objectives • To highlight skills needed to work in cross-boundary relationships

• To provide the basis for a personal development plan to develop “boundaryless” skills


• Assessment • The 15 Inter-Team Skills • Exercise

Method 1. Introduce the activity and outline the objectives listed above. In addition, the

following points may be made:

• The fundamental nature of many organizations is changing from structured, bureaucratic forms to flexible, task- or process-based structures in which boundaries need to be more permeable and fluid.

• Excessive, rigid, or negative boundaries limit opportunities for cooperation, reduce the capacity to act quickly, and lead to silo thinking—meaning that the organization works as a collection of parts rather than as a whole.

• Effective cross-boundary working requires special skills. It is often necessary to work closely with people who are remote and have a different culture or objectives.


220

2. Have participants complete the Assessment as directed (10 minutes).

3. Present the A, B, C, D, and E model from The 15 Inter-Team Skills provided (15 minutes).

4. Distribute copies of The 15 Inter-Team Skills and the Exercise to participants.

They may use these to deepen their understanding of the 15 cross-boundary team skills. Participants should be encouraged to discuss the results of the Exercise with one or two others (30 minutes).

5. Invite participants to share an insight from their experience of participating in

the session (10 minutes).



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Assessment Think about yourself as you work in cross-boundary teams (a cross-boundary team is one that includes members of different home teams, such as a product development team including marketing, production, and finance personnel). Look at the 15 per-sonal skills listed below. Read each statement and assess to what extent you feel it describes you by circling the appropriate number. Make sure that you consider only your behavior in cross-boundary teams as you answer each question.

ITEM Not Like Me Exactly Like Me

1. Exploring a wide range of possible goals before deciding which goal to adopt

1 2 3 4 5

2. Ensuring that everyone shares the same definition of agreed-upon goals

1 2 3 4 5

3. Setting and recording measurable success criteria so that everyone is clear about what is required

1 2 3 4 5

4. Asking everyone how they prefer to work so that individual differences can be accommodated

1 2 3 4 5

5. Practicing listening skills by clarifying and summa-rizing

1 2 3 4 5

6. Seeing each person as an individual, no matter what their gender, race, age, religion, and so on

1 2 3 4 5

7. Assessing each new task separately and defining the specific challenges that it poses

1 2 3 4 5

8. Planning how the team should be organized to meet the specific needs of tasks

1 2 3 4 5

9. Clarifying exactly what is expected from each team member

1 2 3 4 5

10. Ensuring that team members define what they will do and won’t do

1 2 3 4 5

11. Agreeing on what will happen if someone does not do what they are expected to do

1 2 3 4 5

12. Shouting for help when things are not working according to plan

1 2 3 4 5

13. Helping team members meet their own needs 1 2 3 4 5

14. Celebrating progress 1 2 3 4 5

15. Looking for and building on successes 1 2 3 4 5


223

The 15 Inter‐Team Skills Big changes are affecting many organizations and are driving managers to rethink how their enterprises operate. Today, organizations are becoming more fluid and adaptable—they need to facilitate cooperation across boundaries. Organizations need employees to develop a new set of skills. In all, 15 skills are identified within five categories—aiming, bonding, contracting, disciplining, and encouraging—or the A, B, C, D, and E model. Let us consider them one by one. Skill Category I: Aiming Aim refers to a desired future state. It is a statement about what can and should be achieved. Various words can be used to describe aims, including mission, goals, objectives, and intention. However, whatever words are used, the essence is the same. Aim is about contributing something new. It focuses effort on achievement. Aiming shines a beam of light into the future. There are three distinct skills in aiming:

Ia. Exploring Possible Goals

This helps ensure that selected goals are achievable, useful, and the best that can be achieved. Sometimes goals are adopted without sufficient thought and a great deal of effort is invested in striving toward a goal that provides less added value than could have been achieved.

Ib. Selecting Agreed-Upon Goals

This requires that everyone involved make a positive choice (“We will all commit to working toward achieving this.”) Equally important is the need for each cross-boundary team member to define the goal in the same way. All too often, people imagine that they have the same perception of the goal, but in fact, there are significant differences of interpretation.

Ic. Setting Success Criteria

This develops the definition of a goal and acts as a way to check that everyone understands the goal in the same way. Often goals are expressed vaguely. For example, someone might say: “We need to be much better at accessing potential new customers.” It is not until the question is asked, “What would success mean?” that phrases such as “much better at” can be quantified.


224

Skill Category II: Bonding Bonding refers to building commitment between members of the cross-boundary team. This is especially important since cross-boundary teams have few natural reasons to be close together. Often team members are located in parts of the organization with a distinctive culture and they have their own objectives to pursue. Unless the members of a cross-boundary team bond together, there is a real chance that the team will fail. There are three distinct skills in bonding:

IIa. Sharing “How I Prefer to Work”

This provides a means to create an atmosphere in which cross-boundary team members get to know one another. The team can adjust its way of operating to suit individuals. It becomes easier for each team member to work in ways that suit the others’ temperament and preferences. The act of sharing “how I prefer to work” gets beneath the level of roles and facilitates individuals relating to one another as individuals.

IIb. Listening, Summarizing, and Clarifying

These are simple but important skills that greatly improve communication. Listening increases the quantity of available information and, importantly, demonstrates to the speaker that their contribution is valued. Summarizing ensures that what has been said is correctly understood by others. Clarifying is the process of exploring what people have not explained adequately so that their viewpoints are understood fully by all concerned.

IIc. Avoiding Stereotyping

This is especially important in cross-cultural teams, although stereotypes can be found in all groups where there are social differences. A stereotype is a form of psychological shortcut so that, for example, a Western person may believe that all Japanese people are exceptionally good at mathematics. They will assume every Japanese person they meet is a mathematical genius. Many stereotypes are negative. Some people have strong gender stereotypes; others have racial stereo-types; and so on. Stereotyping is destructive to cross-boundary work since it prevents people from relating to others openly, respectfully, and intelligently.

Skill Category III: Contracting Contracting refers to developing an explicit agreement about all the key aspects of how the team will operate. The word explicit is the key. Cross-boundary teams are often formed quickly and must achieve results despite tight timescales and competing demands on their time. Too much is left to chance unless there is an explicit agree-


225

ment about how the team will function. A contract (sometimes called a “team char-ter”) is required. This will ensure that the team is able to undertake specific tasks, including creative work, planning, and coordination. There are three distinct skills in contracting:

IIIa. Identifying the Key Challenges of the Task

This is an essential first step. Unless the specific challenges of the task are identified, it is not possible to list all the needed attributes of the cross-boundary team. Contracts need to be determined for particular teams: for example, a team developing a global marketing plan needs very different attributes from a team producing a training plan for those about to retire from the organization. The key challenges should be listed and the question asked, “What do we need to do and what shouldn’t we do in order to successfully complete this task?”

IIIb. Deciding the Team’s Process

This is a further preparatory step. The team needs to answer the questions: How should we work together? How will we communicate? and Who should do what? Ideally, the whole process of the team’s work should be mapped in advance. In reality, this may be impossible since many cross-boundary teams are exploring and developing as they proceed. In such cases, it is frequently necessary to re-contract periodically.

IIIc. Defining Roles and Expectations

This clarifies how the team operates. One of the main benefits of contracting is that people become very clear about what is expected of them. This covers more than tasks to be achieved. More importantly, it deals with how things are done, including such topics as openness, cooperation, confrontation, leadership, and standards. It is insufficient to clarify the roles and expectations of each individual, because it is also necessary to clarify the roles and expectations of partners, client groups, service supporters, and so on. The aim is for everyone to be 100 percent clear about how they can and should contribute.

Skill Category IV: Disciplining Cross-boundary teams require discipline. Team members need to feel that there will be consequences if they do not make a satisfactory contribution. This is especially important where teams are operating remotely, perhaps on different continents. It is all too easy for a culture of nonperformance to develop. This erodes the capacity of the team to achieve its goals, and once rooted, a culture of nonperformance is hard to remedy.


226

There are three distinct skills in disciplining:

IVa. Agreeing to Do’s and Don’ts

This provides the basis for discipline. It is difficult to exercise discipline unless the “rules of the game” are explicit. At its simplest, this means answering questions such as: What is the best that we can do? What is acceptable? and What is not acceptable? It is important to emphasize the notion of agreement. Often teams fail to agree on the ground rules for discipline, and each member of the cross-boundary team has a distinctive set of standards. When this happens, self-discipline becomes difficult to maintain, and discipline in others is hard to enforce.

IVb. Agreeing on What Will Happen if Someone Does Not Perform as Expected

This is difficult but necessary. In many cross-boundary teams, no one takes responsibility for exercising control; indeed, it may be difficult to establish lines of authority. The absence of authority, however, should not mean that anything goes. Rather, blurred lines of authority should place a requirement on all team members to work on determining their own code of conduct. Often few specific sanctions are available for dealing with people who slip, although for many—except possibly the thick skinned—the risk of being named and shamed is usually sufficient.

IVc. Agreeing to Shout When Necessary

This is an important discipline that people need to impose on themselves. Often problems occur when one member of a cross-boundary team keeps to him- or herself. This deprives the other team members of the opportunity to help and prejudices team performance since tasks are frequently interdependent. Asking for help is an important discipline. In a well-functioning team, help flows to where it is needed. All members of a team need to know where the weak spots are located so that they can adjust their priorities. This enables everyone to take a measure of responsibility for the team as a whole, not just for their individual contributions.

Skill Category V: Encouraging A close camaraderie often develops in intact work groups where people meet daily. People support each other as they relax in each other’s company and share their working lives. Such easy relationship building rarely occurs naturally in cross-boundary teams. Positive cross-boundary relationships need to be worked for: mutual support cannot be left to develop by chance. It is necessary to build a positive climate. This is done by encouraging—supporting each other, building on positives, and celebrating progress.


227

There are three distinct skills in encouragement:

Va. Helping Team Members Meet Their Needs

It is encouraging when team members feel that they are getting a great deal out of involvement. People become demoralized when they feel a lot is being asked, but little is being given to them. When cross-boundary team members are psy-chologically rewarded, at least in part, their spirits are lifted and their commit-ment grows.

Vb. Celebrating Progress

This is important because it provides a sense of fulfillment. Cross-boundary team members become weary and their enthusiasm declines if progress is neither noted nor celebrated. It is important to note and honor progress, even if an end result has not been achieved. In a sense, all cross-boundary teamwork is a journey. As every traveler knows, long journeys need to be interrupted with staging posts, achievable goals, and periods when progress is enjoyed. Celebration does not need to be elaborate or expensive. Often a team conversation acknowledging progress is sufficient.

Vc. Looking for and Building on Success

This is a way of making real progress. Essentially the notion is simple. Sometimes we seek to find out what is going wrong and try to put it right. Although this can be useful, more progress can be made by seeing what is going right and amplifying helpful practices. It is always worth seeking to understand the reasons why pro-gress has been made so that useful behaviors can be repeated. The term building on success is interesting. For example, a cross-team conference call may have been particularly successful. It is worth asking, “Why was that call successful?” and “How can we take the principles of success and use them more effectively in the future?” Interestingly, this approach is often used to develop sports teams. It has been found that excessive concentration on problems does not provide a path to true excellence. It is necessary to find, understand, and build on success.

These 15 inter-team skills definitions provide a way to reflect on one’s performance when working cross-boundary and provide a format for personal skills development.


229

Exercise This audit provides a template to help you develop skills in working within cross-boundary and inter-group teams. Below you will find a scoring grid to assist you in interpreting the Assessment. Simply combine the scores as directed. For example, your score for Aiming is calculated by adding together your scores for items 1, 2, and 3; your score for Bonding is calculated by adding together your scores for items 4, 5, and 6; and so on.

Skill Area

High Score = 12 to 15

Medium Score = 8 to 11

Low Score = 3 to 7

I. Aiming (Skills 1, 2, and 3) Your score: _______

You contribute to helping the team define its goals and objectives and tie your own success to that of the team.

You have a reason-able level of motiva-tion to ensure that the team goals are the right ones and that you are working for the success of the team.

You could do more to help the team be clear about its objectives. Working on how your work is tied into that of the team will strengthen your contribution.

II. Bonding (Skills 4, 5, and 6) Your score: _______

You demonstrate a high degree of sensi-tivity to other people in the team. You contribute to helping the team bond together closely.

You value other team members’ contribution and facilitate some bonding in the team.

You could do more to help team mem-bers bond together. Developing awareness of others will strengthen your input.

III. Contracting (Skills 7, 8, and 9) Your score: _______

You identify the challenges of tasks, help determine team process, and define roles and expecta-tions.

You are fairly confi-dent about identify-ing challenges, determining team process, and defining roles and expecta-tions.

You could do more to help the team iden-tify the challenges of tasks, determine team process, and define roles and expectations.


230

Skill Area

High Score = 12 to 15

Medium Score = 8 to 11

Low Score = 3 to 7

IV. Disciplining (Skills 10, 11, and 12)

Your score: _______

You value discipline and are fully com-mitted to working as a full member of the team.

You understand the need for discipline and have a good sense of what is right. You are able to ask for support.

You could do more to be disciplined in teams, being accountable yourself and holding others accountable. Also you could ask for more help.

V. Encouraging (Skills 13, 14, and 15) Your score: _______

You are very com-fortable about encouraging others. You focus on success at all levels, i.e., team colleagues, stakeholders, and personal.

You place impor-tance on encouraging others to focus on success.

You could do more to encourage others and focus on encouraging success.

Using the Audit Results There are two different ways that you can use the audit results. You can build on strengths or unblock blockages. Both ways are useful—it is up to you to choose. On pages 225 through 229, you will find five tables, one for each of the audit categories. In each we have suggested specific behaviors that you could consider doing more or better. First select one area to work on—either to build on existing strengths or to help overcome a weak area. Work through one section completely by filling out the third column of the table and, whenever possible, discussing it with a colleague to clarify your thinking. If you have time, select another section and complete that as well. Then on page 230, complete the Moving Forward table.


231

Aiming

Intention Needed Behavioral Skills

Your Action Steps

To facilitate teams to explore goals, select the best goals, and clarify success criteria

Listing possible goals for the group

Describing goals clearly

Asking others to suggest goals

Evaluating the pros and cons of possible goals

Facilitating discus-sions about goals

Assessing the likely impact of goals

Formulating goals clearly

Assessing any disad-vantages of goals selected

Ensuring that goals are understood

Setting success criteria

Selecting ways to measure success

Ensuring that per-formance is assessed frequently

Other:


232

Bonding


Your Action Steps

To help team members cooperate fully and be committed to each other and to the task

Understanding individuals’ preferred team roles

Determining team members’ motivations

Practicing active listening

Building rapport with others

Demonstrating cooperation with others

Showing warmth and empathy

Treating everyone as an equal

Respecting differences of views

Being trustworthy

Other:


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Contracting


Your Action Steps

To ensure that teams go through a process of defining explicitly how they will work together and what is expected of everyone involved

Analyzing tasks to determine the challenges they pose

Predicting the team activities that are likely to be needed

Identifying the areas in which it is necessary to debate

Facilitating debates about the team’s charter or contract

Clarifying the expectations of others about deliverables

Preparing a formal contract/team charter

Keeping the team focused on the contract/team charter

Revising the contract/ team charter when things change

Other:


234

Disciplining


Your Action Steps

To ensure that high standards are set and everyone works hard to achieve them

Clarifying the rules to be used

Keeping to the rules

Reminding others to keep to the rules

Changing the rules whenever necessary

Setting high standards

Not accepting rules being broken

Working hard to achieve standards

Asking for help when things go wrong

Giving help to others when they need it

Caring about team performance

Other:


235

Encouraging


Your Action Steps

To look for the good things happening and encourage others by building on successes and being optimistic

Telling others what is important to you

Understanding what others seek to gain from the team’s work

Looking for things going well

Analyzing why successes occur

Building on successes

Recognizing progress

Celebrating process

Giving positive feedback to others

Maintaining high energy

Keeping all team members involved

Checking to ensure morale is high

Other:


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Moving Forward Now that you have reflected on how you can develop your inter-group skills, it is useful to prioritize. Complete the table below. The next time I need to work across

boundaries, I will do the following five things:

To ensure aims are clear, I will:

To encourage bonding, I will:

To develop a clearer team contract, I will:

To maintain discipline, I will:

To encourage others, I will:

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Metric 3.9

Audit of Inter‐Team Communication

Introduction This metric was devised for use with real-life interdependent teams, although it can be adapted for use on a wide variety of management training programs. The metric is in the form of an inter-team workshop, and suitable facilities for all the members of the two or more teams need to be provided. Facilitators should note that, for practical reasons, it has proved difficult to involve more than three teams in the activity at the same time.

Objectives • To provide a format for evaluating relationships between interdependent

teams

• To assist building constructive relationships between teams

Setup Because the event requires the disclosure of personal attitudes, it is essential that before the workshop the leaders of all teams involved review the Audit of Inter-Team Communication and agree to go ahead.


• Assessment • Analysis • Action Plan


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Method 1. Introduce the activity and outline the objectives listed above. Explain that

the task is to review relationships between the teams present. It should not be implied that current relationships are inadequate—only that there may be room for improvement.

2. Invite the team leaders of both teams to introduce the session and demon-

strate their commitment to the process (5 minutes).

3. If the members of the teams don’t know one another, then have each indi-vidual introduce him- or herself to the others. Structure this by saying:

Now what I’d like you to do is to find somebody in the group (move around if necessary) who you don’t know or don’t know well to be your partner. You need to interview your partner and there are questions that I want you to ask. If they have had a great experience of working in a cross-boundary team, what is one thing that they can identify that helped the cross-boundary team work effectively? We’re going to explore, from our own experience, cross-boundary teams. In short, identify a good one, and ask why that team actu-ally worked so well. And I’m going to give you about 4 or 5 minutes to do this. Any questions? You should interview each other, and your partner will introduce you to the whole group. It’s a chance for everybody to get to know each other and also to develop our thinking about cross-boundary teamwork—what makes it work well. And, later say:

The purpose is to introduce your partner just so that everybody knows every-body, and I’d like you to do it very quickly—just tell us what cross-boundary team they identified and what was the one success criterion they felt was important. It takes about 20 or 30 seconds a person, so if you were thinking of giving a 20-minute speech, please cut it back a little so that we can go around quickly. (15 minutes)

4. Distribute the Assessment and have each participant complete it as directed

(10 minutes).

5. Distribute the Analysis handout. Have participants form into groups of four (if practical) to discuss the results as directed. There should be a mixed team membership represented in each group of four (30 minutes).


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6. Invite a representative from each group to report the conclusions of their discussions. Lead a discussion about what steps to take next and have the participants complete the Action Plan (30 minutes).



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Assessment Often, relationships between teams are not as constructive as they could be. The Audit of Inter-Team Communication will help bring any difficulties to the surface so that they can be debated and resolved. Read each item and circle a number to reflect your view of the way that the teams in the room relate to one another at the present time.

1. The teams share common goals.

Totally untrue 1 2 3 4 5 Totally true

2. All team members feel an imperative need to pull together.


3. There is a shared vision of what has to be done.


4. There are no team objectives that conflict with the objectives of the other team(s).


5. The teams are measured in ways that pull them together, not apart.


6. Individuals personally know the members of the other team(s).


7. The teams’ senior managers obviously demonstrate their cooperative attitudes toward one another.


8. There is early discussion whenever one team is planning to take action that will affect the other team(s).



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9. There is frequent open communication between members of the teams.


10. In conversations among themselves, the members of one team do not criticize the members of the other team(s).


11. From time to time, there are joint sessions when any difficulties or problems are discussed and resolved.


12. There are formal systems for ensuring that the teams communicate efficiently together.



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Analysis Consider the results of the Audit of Inter-Team Communication, read the notes below, and complete the analysis as suggested. Notes on Inter-Team Communication In today’s business environment, customers have more choice than ever before. Product life cycles are shorter, and production batch sizes are smaller. In the face of increasing choices, levels of service are going up and businesses are innovating to find new ways to satisfy their customers. More firms are operating on a global scale. Massive changes are reconfiguring many businesses. As the world becomes a smaller place, competition is increasing and businesses are faced with more demanding customers. Winning companies are flexible, fast, and opportunistic—they are agile. Agility is undermined by “silo thinking,” where different divisions or groups of the organization operate separately and do not collaborate. To be agile, you must be ready to change as soon as the time is right. You cannot be inflexible. Boundaries often start in the minds of people. Almost intuitively, we define us and them. The boundaries in our heads define something as outside and separate from what is “inside.” There is a tendency to strive to ensure that we don’t lose any ground when we cooperate with them. Communication across boundaries—different locations, different cultures, language differences—is not easy, but when committed people work together, they find ways to communicate. In inter-team relationships, there is a need for a shared goal, a shared vision, and a shared set of intentions about what needs to be achieved. We recognize that it’s not always easy to achieve this. Shared goals are important, but more important are a number of things that are necessary in order to build successful cross-boundary teams: shared commitment to excellence and having a sense of common purpose. It is very important to be knowledgeable about each other and to be able to put yourself in the other person’s shoes. The more differences there are between groups, the more we have to work at knowing the other people as individuals. We must be kind to each other, be trustworthy, say what we’re going to do and do what we said we’d do, be straightforward, and act in accordance with shared values. A number of leading organizations have realized that if they are really going to be efficient and effective on a global basis, then they need to learn how to set up positive relationships across boundaries that provide shared policies and practices.


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There is a need to re-position; develop new competencies; improve methods, proc-esses, and routines; go for opportunities; and adapt the structures wherever needed. And these aren’t just for formal structures within the organization. There are infor-mal groups setting up project teams, solving problems as they come up. It is this capacity to put together an organization to get things done—even if just for a morn-ing, and then to move on—that we’re aiming to develop. Business strength lies in the capacity to be strong while in movement. Exercise In relation to your own teams, discuss and answer the following questions: 1. The strengths of our inter-team relationships are:

a)

b)

c)

d)

e) 2. Inter-team relationships could be improved in the following ways:

Current

Barriers What could be done to clear

the barriers?


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Action Plan Following your analysis of the strengths and weaknesses of inter-team relationships, complete the action plan below.

We will do these things by…

We will stop doing these things by…

We will start to do these things by…

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Metric 4.1

Top Team Roles Audit1

Introduction This audit provides a method for top team members to reflect on the roles that they and other team members play in teams. The Top Team Roles Audit may be used for training purposes, for teaching, or on team skill development workshops.

Objectives • To provide a language for discussing how different people contribute to teams

• To build respect for differences between members of a team

• To help individuals explore how they can strengthen their contribution to teams


• Questionnaire • Score Sheet • Top Team Roles: Descriptions • Exercise


• A flip chart • Markers • Masking tape • A pencil for each participant

_______________ 1Some of the ideas in this activity (and the analysis design) are based on research conducted by Meredith Belbin at the Henley Management College, UK, and published in his book Management Teams: Why They Succeed or Fail (Heinemann, London, 1981). The definitions of team roles are partly based on the Myers-Briggs Type Indicator Model and the skill definitions were partly drawn from Effective Problem Solving by Dave Francis (Routledge, London, 1990).

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2. Distribute copies of the Questionnaire to each participant to complete as

directed (15 minutes).

3. Distribute copies of the Score Sheet to each participant to complete as directed. Invite participants to share their scores and list them on a flip chart (15 minutes).

4. Distribute copies of the Top Team Roles: Descriptions and the Exercise to

each participant to read the explanation and complete the Exercise as directed (40 minutes minimum).


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Questionnaire This questionnaire reviews your contribution to the top team. Reflect on your behav-ior at recent meetings. Read each statement below and ask yourself whether it is a true description of how you actually behave on the top team. Rate each statement using the scale from 0 to 3 below: 3 = I behave this way nearly all the time 1 = I behave this way sometimes 0 = I rarely or never behave this way

Statement Rating

1. I carefully assess the capabilities of everyone else on the team.

2. I take other team members’ ideas and elaborate on them.

3. I express ideas that no one else has thought of.

4. I work hard to build a constructive team spirit.

5. I contribute to the team from my specialist discipline.

6. I push other team members to get things done on time.

7. I mentally stand back from the team to evaluate carefully what is going on.

8. I help the team in whatever ways are useful.

9. I deliberately try to influence other team members to see things my way.

10. I exploit influential contacts outside the team.

11. I structure the meetings.

12. I start to evaluate the potential of new ideas as soon as they are suggested.

13. I express unconventional ideas that go against traditional thinking.


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3 = I behave this way nearly all the time 1 = I behave this way sometimes 0 = I rarely or never behave this way

Statement Rating

14. I invest a great deal of effort to foster good relationships between team members.

15. I give judgments on matters relevant to my professional or functional discipline.

16. I am conscientious about ensuring that the team meets its commitments.

17. I do not get carried away with enthusiasm and thereby prejudice my objectivity.

18. I go out of my way to help the team in whatever capacity is needed.

19. I have strong views about what the team should do.

20. I develop relationships with outsiders who could be useful to the team.

21. I ensure that everyone is clear about the objectives of meetings.

22. I carefully explore ideas to assess whether they are promising.

23. I can be relied upon to produce entirely novel ideas.

24. I work hard to be supportive of other people on the team.

25. I contribute to the team as a functional specialist.

26. I push people to ensure that tasks get completed properly.

27. I seek to identify possible pitfalls before agreeing to go ahead.

28. I carefully observe where the team needs help and do whatever is necessary to make progress.

29. I exert a strong influence on the team’s decisions.

30. I act as a “salesperson” on behalf of the team to outside groups.


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Statement Rating

31. I work hard to ensure that everyone makes an effective contribution to team meetings.

32. I help others visualize the potential impact of new ideas.

33. I am a highly creative person within the team.

34. I act from the belief that good personal relationships are the foundation of effective teamwork.

35. I limit my input to contributions from my specialist expertise.

36. I feel dissatisfied until I am sure that tasks are properly completed.

37. I work hard to give a dispassionate and objective viewpoint on all proposals.

38. I adapt my role so that I am useful in any situation.

39. I am prepared to state my case again and again to win an argument.

40. I build liaisons with influential people from outside the team who might help us.

41. I organize team process (that is, determine how we manage our meetings).

42. I take the germ of an idea and develop workable proposals.

43. I refuse to accept conventional explanations unless I have validated them for myself.

44. I help sort out interpersonal conflicts between team members.

45. I regard myself primarily as a representative of a specialist discipline.

46. I strive to ensure that the team’s work is completed meticulously.


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Statement Rating

47. I think about what could go wrong before committing myself.

48. I am flexible no matter what role I play on the team.

49. I have very definite opinions and try to sway others to my point of view.

50. Once the team has made a decision, I find people who can get it implemented.

Please do not proceed until asked to do so.


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Score Sheet Transpose the scores from the audit to the table below. Then add up the points in each column.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Totals

PM CD RA HA TE OD CR CO PO PR When each team member has scored the audit, share the individual scores, and list them on a flip chart.


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Top Team Roles: Descriptions You have just completed the questionnaire and calculated your score. High scores indicate a role that you often play on the team, whereas low scores suggest that you rarely play this role. Explanatory notes on the ten roles are given below. Process Manager (PM) The process manager exploits and channels human resources to get things done. This involves forming teams, identifying people’s strengths, setting objectives, structuring meetings, clarifying issues, allocating roles, and maintaining momentum.

Process managers study members of the team to determine their strengths and weak-nesses, and maintain an analytical and observant approach. They bring organization and structure to the team, and ensure that goals and terms of reference are clear. Process managers are able to draw out the best from people and have the skills of a good chairperson. They tend to be controlled, self-confident, calm, and skilled as a listener and communicator.

All managers are required to play this role on occasion, and process skills can be learned through training and practice.

Key contribution: chairmanship Concept Developer (CD) Concept developers ensure that ideas are properly developed and evaluated. This is done by taking ideas and building on them, testing ideas for validity, visualizing the potential impact of different courses of action, seeing possibilities, and transforming ideas into practical proposals.

The overriding strength of concept developers is an ability to see the potential bene-fit of an idea. They will often play with novel proposals to see what they are worth. This role has been described as an “intellectual opportunist.” When someone suggests an idea, the concept developer will elaborate on it so that it can be evaluated.

Concept developers are imaginative, responsive, and ingenious. Design and develop-ment are strengths. Sometimes people who play this role are too quick to move on to the next idea. Able to see the potential of an idea, evaluate alternatives, and visual-ize the impact, concept developers show a strong creative streak. However, this tends to stop at the design stage, as true concept developers have relatively little interest in actual implementation, preferring to move on to the next problem. Concept devel-opers thrive on complex problems and enjoy a challenge; the key skills brought to the team are vision, imagination, ingenuity, precise and logical thinking, and under-standing.

Key contribution: visioning


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Radical (RA) Radicals contribute unexpected perspectives by considering problems from unusual viewpoints, seeing new possibilities, adopting unconventional approaches, generating insights, and producing novel proposals. Radicals look afresh at reality and seek to understand anew. They refuse to accept traditional wisdom.

Radicals may be described as the “mavericks” of the group. They are unfettered by conventional viewpoints and prefer to think through things independently. Radicals are free spirits.

There is often a strong sense of intuition in radicals. They need to get in tune with problems. Research suggests that the right side of the brain (the nonlogical) is par-ticularly active in radical thinking. Their ideas may not always be well presented or fully formed, but radicals want to be heard. Presentations always contain an element of the unexpected. Radicals stir up the team by refusing to accept conventional wis-dom, and can be seen as abrasive or irritating. Radicals often score highly on tests of mental ability: complex problems or novel challenges are welcomed. Radicals have developed skills of generalizing, classifying, providing evidence, and simplifying.

Key contribution: challenging Harmonizer (HA) Harmonizers build morale by energizing, supporting, encouraging, and resolving interpersonal conflicts. Harmonizers believe that efficiency is based on positive interpersonal relationships. Harmonizers sustain commitment, cooperation, and thereby, performance. They want people to “play together nicely.” The predominant impression is that of a caring person. Harmonizers try to ensure that members value one another and gain something significant from their involvement on the team.

Key contribution: maintaining team spirit Technical Expert (TE) Technical experts contribute specialized information, distinctive knowledge, or expertise from an expert, professional, or vocational viewpoint.

Technical experts possess a specialized and valuable body of knowledge. This has been acquired through extensive training and experience. They may be finance directors, marketing directors, corporate planners, HR directors, and so on. Technical experts contribute as representatives of an expertise. These team members may remain silent until a matter relevant to their specialization is raised. Technical experts are partisan, but their advice may be most important. Only the expert may know enough to give an informed opinion on a particular question.

Key contribution: specialist know-how


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Output Driver (OD) Output drivers push to ensure that jobs get done. This requires setting targets, meeting objectives, completing actions, and finishing tasks. Performance is valued for its own sake. There is a strong commitment to quality and integrity. A strong sense of duty is often present, based on well-developed inner standards.

Output drivers push to get things done and check to ensure that standards are main-tained. Organizing resources is a way of life. Some people who play the output driver role are inclined to be somewhat anxious. They are responsive to time limits. Output drivers may be intolerant of error, somewhat inflexible, and autocratic. These are the people who are always checking to see whether things could go wrong at the last moment. They are creative in tactics and contingency planning. This role is often described as conscientious.

Key contribution: pushing Critic (CR) Critics confront the team with objective observations and carefully weighed opinions to assist in wise decision making. They stand back, judge what is going on, consider possibilities, look for possible pitfalls, sound notes of caution, question proposals, and challenge ideas. Critics are not predisposed to be either negative or positive; the desire is to be objective.

Critics take a mental step back from the team. They exercise caution and avoid being sucked into the enthusiasm of the moment. Critics tend to be conservative, judging new proposals against past precedents. The critic role is an important antidote to “groupthink”—the dangerous collective hypnotism that teams sometimes experience. Critics actively hunt for possible pitfalls before agreeing to a course of action and are willing to play devil’s advocate—taking pride in giving a dispassionate viewpoint on any proposals. Critics, apparently, are the least enthusiastic members of the group. They may be accused of being cold. But, if they are able and experienced, their cri-tique contributes that most valuable element—wisdom. They are skeptical, decisive, accurate, and stable, but somewhat distant contributors.

Key contribution: impartial evaluation


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Cooperator (CO) Cooperators are diligent observers who actively assist the team in whatever ways are needed. They fill gaps by helping, adopting cooperative attitudes, being prepared to work hard, and being adaptable. True cooperators are “jacks of all trades.”

Cooperators watch for needs and are willing to do whatever is necessary to be useful. They will organize resources and tackle mundane or unpleasant jobs without com-plaints. Cooperators may lack assertion skills and become excessively helpful (that is, take a victim role). They are quick to see blockages to progress. This role requires high observation skills, generosity, enthusiasm, lack of concern for protocol, and a breadth of capabilities.

Key contribution: flexibility Politician (PO) Politicians shape the team’s collective viewpoints by being opinionated, results ori-ented, high in influence, building alliances, guiding others, being power conscious, and persuasive.

Politicians act like magnets on iron filings, pulling people in the same direction. They know the right thing to do, and deliberately try to influence other people to share their opinions. Once views are set, politicians resist attempts to shift them. These are people who will lobby, persuade, deal, and influence. Such people are often notably tenacious and persistent. They bounce back after setbacks. They are continuously working on the best ways to get ideas implemented. The role has been well described as a “shaper” since politicians mold and shape opinion and objectives. Politicians have a strong sense of personal values and such people are high in autonomy—self-governing. They are often highly strung, outgoing, dynamic, and intolerant. Politicians are quick to react, move the team toward action, and want to be personally identi-fied with success.

Key contribution: drive


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Promoter (PR) Promoters link the team to others by being outgoing and sociable, building relation-ships, investigating resources, and sensing out ideas and possibilities. They are fixers and enable things to get done.

Promoters deliberately gather useful contacts and make connections outside the team. The role suits outgoing people who readily make friendships. Promoters are the “salespeople” on the part of the team, sometimes acting as a bridge.

This role is particularly important in top teams, as there is a need to link the organi-zation to the community, industry bodies, key customers, related organizations, and suppliers. Often promoters act as figureheads of the organization.

However, promoters can be something of a gadfly, moving easily from one situation to another and never seeing things through. Such people are tolerant, socially adept, outspoken, nurturing, and cooperative.

Key contribution: linking


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Exercise As a team, answer the following questions:

In what roles are we strong?

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________

In what roles is the team lacking?

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________

Has the lack of certain key roles been a disadvantage in the past? What examples can you give of where the lack of a key role was a disadvantage?

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________

What steps should be taken to incorporate people who can effectively fill the gaps in our roles profile?

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________ Each individual should say what roles they feel they contribute to the team at the present time. Feedback can be obtained from other members of the team to act as a validity check. Each individual may obtain feedback from the others as to how this role is valued and what this person could do to enhance their contribution in the future. This feedback should be given in a supportive, not destructive, manner. Emphasis should be placed on the positive roles played. The team leader should receive feedback in the same way as the other team members.

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Metric 4.2

Top Team Audit1

Introduction This metric provides a format for assessing the development needs of top teams (that is, those with strategic responsibilities).

Objectives • To develop openness among top team members

• To identify top team strengths

• To identify barriers to top team effectiveness

• To identify areas for top team development

Setup The facilitator and the team leader should review the Top Team Audit before making a commitment to use it. For some top teams, using this metric can be a confronting experience—especially for the team leader. If a decision is made to go ahead, the facilitator should consult the leader and team members as to whether the Top Team Audit should be completed by team members anonymously before a mini-workshop to review the data. If anyone expresses a reservation, the facilita-tor should suggest that the data be collected anonymously in advance and a non-attributable summary of the data be provided at the mini-workshop.


• Questionnaire • Score Sheet • Interpretation Sheet • Top Team Strengths: Definitions

The facilitator will need a flip chart and markers.

_______________ 1The authors acknowledge that this metric draws from an earlier audit by D. L. Francis and D. Young.


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Method 1. At the start of the mini-workshop, allow the team leader to introduce the

activity. Then take control of the meeting by outlining the objectives listed above. Ask for help in keeping the mini-workshop on track. Invite team members to alert others to weaknesses of team process as they occur.

2. Say “In this session, we will explore the strengths and weaknesses of the

team’s process (the ways in which you work together). The team will review its effectiveness against 12 defined areas of competence, each of which are relevant to effective top teamwork. This audit deals with sensitive issues, and it is important to be as open as possible.”

3. If the team has opted to complete the Top Team Audit in the mini-workshop,

then ask each member of the team to complete the Questionnaire individu-ally. Have the team leader join the group for this task and complete the Questionnaire at the same time as the other members of the team. If the Questionnaire data are already available, provide it anonymously. Often team members begin to discuss their answers to the questions as they complete the Questionnaire, but such conversations should be tactfully curtailed as they can be distracting.

4. When everyone has completed the Questionnaire, distribute copies of the

Score Sheet and Interpretation Sheet to team members. Ask team members to score their own questionnaire as directed, using the Score Sheet. Then have team members transfer their results to the Interpretation Sheet.

5. Draw the team interpretation from the Interpretation Sheet on a flip chart,

and have each team member, including the team leader, share their scores.

6. Calculate totals for each of the 12 areas covered by the Top Team Audit.

7. Complete the Interpretation Sheet on the flip chart.

8. The scene is now set for discussion, review, and debate. Distribute Top Team Strengths: Definitions to the team members. Stand at the flip chart and lead the discussion on the team’s results. Ask team members to reflect on the pat-tern shown in the data. As they do this, ask the team to study the summary definitions of each top team strength to provide further information.

9. Lead a discussion to highlight overall team strengths and barriers.

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10. Have the team select the barrier that is felt to be most significant to explore deeper (this is not necessarily the barrier with the lowest score).

11. Have team members read the explanation on the selected barrier (see below)

and complete the task as directed.

12. During the discussions, it is helpful to refer back to the completed individual surveys. Statements relating to each barrier can be easily identified from the Score Sheet. Encourage team members to explain why they chose particular scores for significant items. Wherever possible, during discussions, ask team members to offer practical illustrations to make the data “real.” Steer the discussion toward a consensus on what needs to be done. The discussion should proceed until a program for improvement has been determined. If necessary, the session may be adjourned and continued at another time.

13. Repeat the process for other barriers until the team is satisfied that all sig-

nificant barriers have been discussed and appropriate action agreed to.

Time Required Approximately 3 hours

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Questionnaire Define clearly the team you are about to review, agree to this definition with colleagues, and list the names of team members below. The team being reviewed is: Team members are:

Below you will find 84 statements. Rate each statement strictly on how it relates to the team defined above, using the scale from 0 to 3 below: 3 = Generally true 1 = Sometimes true 0 = Generally true Record your score for each statement in the corresponding box. Please try to complete the survey in about 20 minutes or less (which means rating about four statements each minute).

Statement Rating

1. Members of the team are honest with one another.

2. The team has the authority to make strategic decisions for the business (in a large company this would be a strategic business unit).

3. Team meetings are well structured.

4. Team members cooperate with one another.

5. The team has access to comprehensive industry and market research.

6. The team leader encourages other team members to take a leader-ship role, when this is appropriate.


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3 = Generally true 1 = Sometimes true 0 = Generally true

Statement Rating

7. The team fundamentally reviews the business’s strategy at least once every two years.

8. The team is skilled at solving complicated problems.

9. Members of the team have extensive experience in the industry in which the business operates.

10. The team gives serious consideration to unconventional ideas.

11. Changes in the marketplace are carefully monitored.

12. The business’s systems enable decisions made by the top team to be rapidly implemented.

13. Team members are truthful to one another.

14. The team has the power to get things done.

15. Team meetings have clearly defined objectives.

16. Members of the team try to understand fully one another’s points of view.

17. The top team has adequate staff support (administrative, research, technical, and secretarial).

18. All members of the top team contribute to determining the future direction of the business.

19. Members of the team devote sufficient time to resolving strategic issues.

20. Team members have the skills to interpret economic and financial data.

21. Members of the team are committed to working for the long-term success of the business.

22. The team encourages innovative individuals to express their ideas.

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Statement Rating

23. The team regularly analyzes the overall strengths and weaknesses of the business.

24. Once the team has made a decision, it is rapidly implemented across the business.

25. Open debate takes place, even on contentious issues.

26. The team is strongly supported by those who could override their decisions (for example, shareholders, board of directors).

27. The team meetings address all issues that need to be discussed.

28. Team members are committed to the success of the team, rather than their own individual interests.

29. Adequate funds are available to obtain information needed for analysis and planning.

30. When necessary, the team leader takes charge and makes a clear decision.

31. The team uses up-to-date analytical techniques.

32. Team members present their views skillfully.

33. Team members have a sufficiently large network of useful external contacts.

34. The team will experiment and take risks.

35. The team carefully compares the costs of running the business with those of their competitors.

36. The business is refreshingly free from bureaucracy, and the top team ensures that it is kept that way.

37. There is a high level of energy in the team.

38. The team has the authority to determine policy across the organiza-tion.


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Statement Rating

39. Team meetings take about the right amount of time.

40. Team members take early action to resolve conflicts among themselves.

41. Team members can readily obtain training on unfamiliar concepts and techniques.

42. The team leader ensures that members of the team have a clear understanding of the business’s strategy and priorities.

43. Team members are free from being preoccupied with short-term “firefighting.”

44. Decisions are not made until available options have been carefully weighed.

45. Members of the team understand, in depth, the key technologies used in the organization.

46. The team has an outstanding record of implementing new ideas.

47. Before new commitments are undertaken, the probable costs/ benefits are carefully evaluated.

48. The business’s administrative and control systems are sufficiently flexible to implement the top team’s decisions.

49. Team members give each other direct but constructive feedback.

50. The team has the power needed to implement its chosen strategies.

51. The frequency of team meetings is sufficient.

52. Problems that concern several functions or groups are quickly resolved by cooperation among team members.

53. Members use external advice to get an impartial view on the quality of their strategic thinking.

54. Team members understand the personal values of the team leader.

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Statement Rating

55. Team members build organizational competencies that will strengthen the business in the longer term.

56. Team members have the skills to understand difficult numerical data.

57. Members of the team spend sufficient time getting to know cus-tomers very well.

58. New ideas and opportunities are not immediately rejected.

59. The team does not panic when temporarily thrown off course.

60. The team really does lead the business.

61. Team members say what they really think, not what they feel is the right thing to say.

62. The team has the authority to determine how the business should be structured (that is, define responsibilities and authority levels).

63. The team spends sufficient time considering whether their meetings are efficient and effective.

64. Members of the team know how the other members see the world.

65. Members have the skills and facilities to conduct elaborate “what if” and scenario analyses before making decisions.

66. The team leader consults team members before making policy decisions.

67. Team members keep up-to-date with new thinking on top manage-ment practices.

68. When complex issues are being discussed, great care is taken to present background information in ways that assist team members to gain a comprehensive understanding of the key issues in the minimum possible time.

69. The opinions of employees at every level are well understood by the members of the team.


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Statement Rating

70. Team members are encouraged to be creative.

71. Adequate time is given to reviewing the outcomes of the team’s previous decisions.

72. An effective management information system identifies potential problems quickly.

73. Team members are encouraged to be open, even if they express dissenting views.

74. The team makes the important decisions in the business.

75. Team meetings are conducted with a clear statement of actions that need to be undertaken and a specification of who is responsible for progressing each item.

76. Team members raise their thinking above sectional interests and consider the wider needs of the business.

77. Team members take effective steps to develop their own managerial competencies.

78. The team leader demonstrates their personal commitment to using a team style of leadership.

79. External advisors are used to add depth to the team’s strategic thinking.

80. Members of the team are skilled at getting to the heart of the matter (discriminating between important and unimportant issues).

81. The team is in touch with the whole business so that members of the team know how employees are feeling.

82. Structured techniques such as brainstorming or lateral thinking are used, where appropriate, to generate new ideas.

83. The team actively seeks any information or feedback that could indicate when wrong judgments have been made.

84. The team effectively controls the business.

Please do not proceed until asked to do so.

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Score Sheet You have entered a score for each of the 84 statements on the Questionnaire. Copy your scores onto the answer grid below. Then total the 12 vertical columns.

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70 71 72

73 74 75 76 77 78 79 80 81 82 83 84

I II III IV V VI VII VIII IX X XI XII

Now copy the totals onto the Individual Interpretation Sheet on the next page.

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Interpretation Sheet Individual Interpretation Enter your scores from the preceding page in the first column of the table below.

Totals Strength Barrier

I Open climate Closed climate

II Strong power base Weak power base

III Effective team meetings Ineffective team meetings

IV Cooperative relationships Uncooperative relationships

V Adequate backup Inadequate backup

VI Appropriate team leadership Inappropriate team leadership

VII Strategic orientation Lack of strategic orientation

VIII Strong analytical skills Weak analytical skills

IX Deep business know-how Shallow business know-how

X High creativity Low creativity

XI Reality orientation Lack of reality orientation

XII In command Not in command What the Scores Mean High scores indicate strengths, and low scores suggest a blockage. Team development can be helped by careful diagnosis of team capability leading to an improvement plan that builds on strengths and reduces or eliminates barriers. The scores above present only one individual’s viewpoint, and it is important to get a more representative assessment. Draw a table on a flip chart with sufficient space for each team member to add their scores. The scores should be entered and horizontal totals calculated. The relative distribution of scores between the 12 areas is more significant than the absolute numbers. The flip chart can be laid out as in the example on the following page, with a column for each team member.


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Team Interpretation

Top Team Strength

Team Member A

Team Member B

Team Member C

Team Totals

I Open climate

II Strong power base

III Effective team meetings

IV Cooperative relationships

V Adequate backup

VI Appropriate team leadership

VII Strategic orientation

VIII Strong analytical skills

IX Deep business know-how

X High creativity

XI Reality orientation

XII In command

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Top Team Strengths: Definitions Consider the explanations below before discussing what changes in behavior would be needed to improve the performance of the top team. Record your conclusions. I. Open Climate

Team discussions are open: team members say what they think and feel. Discus-sion is robust and there is no undercurrent of manipulation or corporate politics. Proposals, not people, are attacked. Ideas and proposals are constructively con-fronted. There is a high level of energy. Team members look upon different viewpoints as a valuable source of stimulation. An open climate facilitates authentic exchange of facts, opinions, feelings, reac-tions, and ideas. Openness helps ensure that all relevant factors are explored and there is a free flow of ideas between team members. This builds genuine com-mitment to team decisions and reduces “groupthink” (unrealistic shared group perceptions). An open team makes better decisions because proposals are well screened before being accepted, thinking is sharpened through constructive chal-lenge, and problems are identified and shared. The team also benefits in other ways: energy and excitement are released, and friendships and alliances are built. The probable consequences of a negative climate include the following:

• Political game playing • Lack of integration between team members • Suspect decision making • Job dissatisfaction and high stress levels • Defensive behavior • Problems swept under the carpet

II. Strong Power Base

The top team has real power, with sufficient autonomy to shape the future direc-tion of the business. If it is a unit of a larger business, this means that the team greatly influences its own strategy, structure, and operational policy within a supportive corporate framework. Without a strong power base, the team cannot set the direction, define the char-acter of the business, or be perceived as strong by those below. Accordingly, they cannot exercise a full leadership role. The absence of a strong power base undermines the self-esteem of team members who lose confidence in their own abilities. Often a weak power base results in a strategic vacuum or inappropriate strategies being imposed on the business by absent executives who do not know the business.


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The probable consequences of a weak power base include the following:

• Chosen strategies (especially those that take the business into a new direction) cannot be implemented.

• Strategies are devised that are unrealistic because the team lacks experience or full authority.

• The team is unable to commit essential resources (money, people, and so on) to implement chosen strategies.

• The team’s credibility is low and therefore cannot play a true leadership role in the business.

• Members of the team feel weakened and frustrated. Some may decide to seek more fulfilling jobs elsewhere.

III. Effective Team Meetings

Formal and informal discussions have an appropriate degree of structure and order. Time and effort are invested in preparation. The objectives of meetings are crystal clear, and all members understand their roles. Top teams consider issues of vital importance. They contain assertive and power-ful people. Data of considerable complexity are considered. Meetings are the only mechanism by which all of the relevant factors can be discussed, assessed, and resolved. Decisions reached are important and need to be clearly expressed and communicated. Members of top teams lead very busy lives. Team meetings need to be of high quality so that commitment to the team is maintained, all members have the opportunity to make contributions, and issues are efficiently explored and reviewed. This leads to a sense of being a winning team. Effective meetings ensure that decisions are clearly understood and the responsibilities for action are identified. The probable consequences of ineffective meetings include the following:

• Important issues never get addressed. • Time is wasted. • Team members “switch off.” • There is poor-quality decision making. • Cliques usurp power.

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IV. Cooperative Relationships Members of the team listen to one another. They seek to understand one another’s viewpoints. Team members help one another. Barriers to cooperation are detected and broken down. There is a high level of trust between team members, and interpersonal games are absent. Teams with uncooperative interpersonal relationships almost never function effectively. Cooperation is vital in top teams, because they address complex and uncertain issues of vital importance. It is especially important to avoid members playing political or exploitative games. Particularly damaging is point scoring, inter-functional competition, guardedness, and enjoyment of others’ failure. Cooperative relationships help ensure that decisions are made rationally, using the best data available, rather than on the basis of power play. Also, the contri-bution of less assertive members of the teams is encouraged, and the likelihood of full commitment to decisions is increased. The probable consequences of uncooperative relationships include the following:

• Lack of integration between team members • High levels of personal stress • Under-utilization of resources • Perception from below that the team is fragmented • Empire building • Shared problems that are neither identified nor solved

V. Adequate Backup

Administrative, educational, technical, advisory, and/or analytical services are readily available to team members who can call on these expert services to con-duct research, analyze data, suggest ideas, develop scenarios/predictive models, and/or challenge current modes of thinking. Individual team members can readily obtain training and coaching on unfamiliar concepts, techniques, and skills. The demands made on top teams are often intense. The pace is hectic. Along with short-term issues, there are fundamental strategic matters that need to be resolved. Without adequate backup, the team lacks information, analysis, struc-tured presentations, and help in implementation. Time is spent doing lower-level work, and there is insufficient intellectual energy available for strategic analysis and debate. The probable consequences of inadequate backup include the following:

• Decisions are not supported by appropriate data. • Strategic thinking is shallow.


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• The team lacks responsiveness to external forces. • Individual managers fail to keep up-to-date with new concepts and tech-

niques. • Team members are over-worked. • The team lacks credibility with outside stakeholders.

VI. Appropriate Team Leadership

The team leader is dedicated to the concept of team leadership. He or she uses the team to help determine the direction and operation of the business. A team leadership style does not imply that every decision is made by consensus or majority vote. There is appropriate direction and support from the leader. Within the team, there is not an “in” group and an “out” group. The leadership style is flexible to let others take initiatives, but the leader is decisive when the need arises. Leadership is probably the most important ingredient in effective team function-ing. In top teams, the leader should have a personal vision of the future that is communicated persuasively to others. This vision is rarely developed in isolation; the leader obtains a contribution to strategic and operational thinking from all members of the top team. It is especially important that the leader is clear about values, behaves consistently—both in word and deed—and encourages others to share these values. Appropriate team leadership means providing the right amount of direction and support to each team member. The leader will work hard to build a resourceful team, acquiring a blend of competent individuals, using their skills, and developing latent capability. The probable consequences of inappropriate leadership include the following:

• A lack of consequences about the mission of the business • Inappropriate (too much or too little) direction from the top • Inappropriate (too much or too little) support from the top • Team members’ capabilities not being fully exploited • Team members who are insufficiently controlled • Team members who are not developed

VII. Strategic Orientation

The team shares a developed model of management, a common language, and a set of concepts about strategy. Intellectual and theoretical contributions are carefully considered, not immediately rejected. Short-term concerns are not allowed to dominate the work of the team. Members of the team are personally committed to strategic thinking, keeping up-to-date with developments in strate-gic management theory and practice.

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Genuine belief about the benefits of strategic management is necessary because the external environment is never static. Organizations that are closed are always at risk. Managing the here-and-now is often so demanding that it takes conscious commitment and willpower to mentally step back and think strategically. Unless strategic management becomes a fundamental guiding principle of top manage-ment, the pressure of events will cause the business to chase immediate issues rather than its strategic goals. Strategic understanding demands an element of intellectual ability, which many managers often find difficult. The probable consequences of lack of strategic orientation include the following:

• Blurred vision of the future • Lack of focus • Uncoordinated decisions • Missed opportunities • Insufficient commitment to building layers of competitive advantage

VIII. Strong Analytical Skills

There is a balance of skills that enables the team to interpret social, economic, financial, market, technological, competitive, and management information systems data. During discussions, information is efficiently collated and under-stood. Effective techniques for problem solving and decision making are prac-ticed. The team is able to work with complex issues and arrive at well-considered conclusions. Most strategic issues can (and should) be expressed with stark clarity. This requires the capability to work with a plethora of hard or soft information, ideas, and concepts. No matter how good the backup to the top team, there must be an adequate level of ability among team members and an effective technology to use data to improve the quality of decision making. This includes the use of concep-tual frameworks and decision support systems, data interpretation skills, and modeling techniques. Weak analytical skills can have two forms: either words or numbers dominate the team’s thinking. Both quantitative and qualitative analyti-cal skills are needed. The probable consequences of weak analytical skills include the following:

• Options for decision making are under-researched. • Excessively simplistic viewpoints are taken. • The few who possess analytical skills dominate. • Unexpected and unwelcome (but predictable) surprises come up. • The team becomes bogged down and confused by detailed information.


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IX. Deep Business Know-How Members of the team understand, in depth, the particular nature of their busi-ness. They are personally committed to building the long-term strength of the business. They have a large network of contacts throughout their industry. The possibilities and difficulties of relevant technologies are well understood. The top team has a deep appreciation of the attitudes, feelings, and opinions of custom-ers and employees. There have been many occasions when a top team has made decisions, in igno-rance, that have later been proved to be foolish. A deep understanding of all aspects of the business does not prevent foolish decision making, but it does reduce the likelihood that ignorance is the cause of major decision-making blun-ders. Deep business know-how helps managers detect important issues and find rapid solutions. Those businesses, which are led by professional managers, can also suffer from excessive short-term decision making because managers are committed to their careers, rather than the business’s long-term development. The probable consequences of shallow business know-how include the following:

• The real needs and wants of the customer are not understood. • Key success factors of the industry are not correctly identified. • The challenge of operating problems is underestimated. • The top team alienates itself from the rest of the business. • Foolish decisions are made.

X. High Creativity

There is an open-mindedness in the team. Old habits and assumptions are vigorously questioned for relevance today. Radical ideas are heard and considered, as are innovative thinkers, both in- and outside the team. Experiments are set up to test new thinking. The team takes risks and accepts that there will be some failures. Most businesses operate in rapidly changing and challenging environments. Failure to respond to changes in society, economic factors, politics, customers, and competition may lead to eventual business demise. Top teams must be creative themselves and encourage creativity across the business. This attracts creative people to the business and creates a flow of new initiatives. The top team needs to encourage the recognition of opportunities, which stimulate new ways of thinking and keep the business fresh, sharp, and on its toes. High creativity in the top team helps prevent people in the business from becoming fixed to their existing self-image and being unable to respond to external threats and opportunities.

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The probable consequences of low creativity include the following:

• Assumptions that are not challenged • Unorthodox organizational practices • Slow adaptation to new challenges • Loss of innovative people • Competitive disadvantage • Perception by those below that the top team is resistant to change

XI. Reality Orientation

The top team is in tune with markets, competitors, and the business’s employees. The team has objectively analyzed the strengths and weaknesses of the business and understands the damage that will be caused by foolhardy or over-optimistic decisions. There are thorough team reviews of the effectiveness of past decisions and lost opportunities. Resource allocation decisions are well considered prior to commitment. The team seeks feedback on its effectiveness and maintains a solid practical orientation. Top management requires a blend of vision and realism. Top teams who cannot see the “wood for the trees” fail to recognize needs for change. Conversely, visionary strategies that are strong on idealism but untested against reality frequently lead to unrealistic aspirations and disaster. Creative thinking needs to be carefully reality tested prior to implementation. There is much evidence that most successful strategic development comes from realistic and incremental steps, rather than by huge leaps into the unknown. The probable consequences of a lack of reality orientation include the following:

• The top team does not correctly assess the distinctive competencies of the business.

• The top team has a lack of awareness of the real competitive situation—it does not really know what is going on out there.

• Disciplines for evaluating major decisions are inadequate.

• Excessively optimistic assumptions are made about the capacity of the business to adopt or do more.

• The top team loses credibility as its ideas are seen to be foolish and unsustainable.

• Economic realities are not recognized.


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XII. In Command The team is able to command the business. Information and control systems are well-developed and enable decisions to be effectively implemented. The business is managed by the team. Information flows readily up and down so that potential problems, especially those related to low morale, are rapidly detected. The apex of a business is the brain of the firm. The top team devises strategy, makes resource commitments, develops, coordinates, and controls the business. Effective direct supervision is vital. Unless the top team is in command, the business responds like a headless chicken. In particular, the control and coordination framework must overcome inertia, fragmentation, and resistance to change. Change can be blocked by many things: old habits of thinking, rigid perceptions held by senior people, and the sheer difficulty of shifting the focus of a large business. Top teams invariably want to make changes of priority and focus: they must have an effective management and administrative structure to transform their decisions into reality. The probable consequences of not being in command include the following:

• The business lacks focus and energy.

• There is a crisis of morale; employees feel that they are being poorly led.

• There is a crisis in the top team; members feel that they lack power and control.

• The business blocks changes in direction from the top.

• There is a proliferation of bureaucracy as procedures replace intelligence.

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Metric 4.3

HQ/Divisional Team Relationships Audit

Introduction This metric was designed for use at senior management levels within an organiza-tion. It can be used for an inter-team development event between corporate staff and divisional level management. The activity is most effective when undertaken by a group of senior representatives of HQ and operating divisions. It is particu-larly helpful if the relevant chief executives are involved.

Objectives • To review the effectiveness of team relationships between HQ and operating

divisions in a large organization

• To improve vertical communication and teamwork

Setup This activity can bring some contentious issues to the surface. It is important that senior managers realize that this is not just a training exercise. Review the Assessment in advance, and voluntarily agree to participate in the session. As many participants as desired may take part at the same time, but if the group consists of more than ten people, it will be necessary to form sub-groups to con-duct the activity in the method described below.


• Assessment • Score Sheet


• A supply of blank overhead transparencies • An overhead projector • A flip chart and different colored markers • The questions listed on the Score Sheet may be prepared in advance

(numbered and with one question only per overhead transparency)


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2. Have all participants complete a copy of the Assessment (10 minutes).

3. Ensure that the scores from the HQ side and the scores from the divisions side

are computed separately for each item, divided by the number of respondents to determine the average, and displayed. This is best done on an overhead transparency or flip chart using different colored markers to indicate the two sides (15 minutes).

4. Invite the most senior manager to lead a discussion about the results. Each of

the questions on the Score Sheet should be discussed in order and the answers recorded on a separate overhead transparency (45 minutes minimum).



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Assessment Consider the degree of teamwork that exists now between the corporate HQ and the operating divisions in this organization. Individually read each of the items below and circle a number that reflects how you perceive the relationship now.

1. To what extent does HQ adopt a team approach in working with the divisions (that is, both working together to develop the business)?

HQ does not seek to work with divisions as an integrated team.

1 2 3 4 5 HQ works with divisions as an integrated team.

2. To what extent do divisions adopt a team approach in their relationship with HQ (that is, both working together to develop the business)?

Divisions do not seek to work with HQ as integrated teams.

1 2 3 4 5 Divisions seek to work closely with HQ as integrated teams.

3. To what extent does HQ invest effort in selecting senior managers who are committed to adopting a team approach?

HQ invests little or no effort in selecting senior managers who are committed to adopting a team approach.

1 2 3 4 5 HQ invests a great deal of effort in selecting senior managers who are commit-ted to adopting a team approach.

4. To what extent does HQ invest effort in developing senior managers to become skilled in adopting a team approach?

HQ invests little or no effort in developing senior manag-ers to become skilled in adopting a team approach.

1 2 3 4 5 HQ invests a great deal of effort in developing senior managers to become skilled in adopting a team approach.

5. To what extent does HQ have people who play the role of strategy consultants?

HQ staff do not act as effec-tive strategy consultants to the divisions.

1 2 3 4 5 HQ staff act as highly effec-tive strategy consultants to the divisions, and they are there when they are needed.


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6. To what extent does HQ assist the divisions to obtain adequate financial resources?

HQ does not assist the divisions to obtain financial resources.

1 2 3 4 5 HQ assists the divisions to obtain financial resources, especially those needed for business development.

7. To what extent is HQ supportive of divisions that get into difficulties?

HQ always adopts a punishing stance whenever a division gets into difficulties.

1 2 3 4 5 HQ adopts a punishing stance only as a last resort when a division gets into difficulties.

8. To what extent does the reporting system required by HQ add value to the divisions?

The reporting system required by HQ increases the divisions’ workload, but adds little or no value to divisional operations.

1 2 3 4 5 The reporting system required by HQ adds substantial value to divisional operations.

9. To what extent does HQ succeed in ensuring that good ideas are conveyed across divisions?

HQ has a poor record for ensuring that good ideas are carried from one division to another.

1 2 3 4 5 HQ has a good record for ensuring that good ideas are carried from one division to another.

10. To what extent does HQ provide shared services when these would reduce cost or add value?

Shared services are not provided when these would add value or reduce costs.

1 2 3 4 5 Shared services are provided whenever these would add value or reduce costs without diminishing service levels.

11. To what extent does HQ undertake research and development that is likely to provide long-term advantage to the divisions?

No useful ideas or technolo-gies come from corporate research and development.

1 2 3 4 5 A flow of great ideas and technologies come from corporate research and development.


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12. To what extent does HQ work with government and other influencing bodies to create a supportive climate within which the divisions can operate?

HQ has a poor record of success in working with government and other influencing bodies to create a supportive climate for the divisions.

1 2 3 4 5 HQ has a distinguished record of success in working with government and other influencing bodies to create a supportive climate for the divisions.


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Score Sheet Scores from the HQ side and the divisions side should be computed separately for each item, divided by the number of respondents to determine the average, and displayed on a flip chart or overhead transparency. Each of the questions below should be written on a separate overhead transparency. Then, working as a total group, discuss each of the questions below, in order, recording answers on an overhead transparency as you go. 1. What value does HQ provide to the operating divisions?

2. What value could HQ provide but fails to deliver?

3. What do the operating divisions do that helps the relationship?

4. What do the operating divisions do that hinders the relationship?


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5. How will HQ’s behavior need to change in order to improve the relationship?

6. How will the operating divisions’ behavior need to change in order to improve the

relationship?

7. Who should be responsible for making the necessary changes? What time scales are

appropriate? How should the improvement process be monitored?

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Metric 5.1

Team‐Building Readiness Survey

Introduction This metric was designed for use by facilitators who are seeking to answer the question Is this team a good candidate for team-building activities?

Objectives • To provide a methodical framework for assessing the degree of readiness of a

team for a team-building intervention

• To provide a simple conceptual model that identifies the factors that influence whether a team-building intervention is likely to be successful

• To aid decision making to determine what needs to be done to prepare a particular team as a good candidate for a team-building intervention

Setup Generally, this survey will be completed by a facilitator or an HR manager. However, it can also be undertaken as a participative activity with the leader and/or members of a team.


• Survey • Score Sheet • Successful Team Building


2. Have the participant(s) complete the Survey.

3. Calculate the total score using the Score Sheet.


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4. Allow the participant(s) to decide whether to go ahead with an intervention. If this is to be done, then low-scoring items provide a way of targeting areas that need to be improved to increase team readiness. Successful Team Building provides a framework for deepening understanding of the factors that affect readiness for team building.



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Survey Sometimes it is worthwhile spending time trying to build a team. This survey will help you decide whether a particular team is ready for a team-building intervention. To score the survey, simply circle one of the numbers for each of the items.

1. How much time is available for team-building activities?

No time at all 1−2 days 3−4 days As long as it takes

−3 2 3 4

2. How much money is the team willing to dedicate to team-building activities?

None Less than $1,500 $1,500 As much as it takes

−3 1 3 4

3. Does the team leader want to lead the team-building process personally?

No To a slight degree To a moderate extent Very much

−6 −1 3 6

4. Do team members want to participate in the team-building process?

No To a slight extent To a moderate extent Very much

−2 0 3 4

5. Have team members already participated in training programs to develop their interpersonal skills?

None 1−2 members 3−4 members 5 or more members

0 2 2 3

6. To what extent is the team leader respected by the team?

Not at all To a slight extent To a moderate extent Very much

−2 2 3 4


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7. Do members of the team need to cooperate to achieve results?

Not at all To a slight extent To a moderate extent Very much

−4 −1 3 4

8. Does anyone on the team have previous team-building experience?

None of the team members have

experience

Yes, some members, but the experience

was negative

Yes, some members, but the experience was inconsequential

Yes, some members, and the experience

was positive

−3 −2 1 3

9. Is there a skilled facilitator available to the team?

No

Yes

Yes, and is highly

competent

Yes, is highly competent and has a

good reputation among team members

−2 2 3 4

10. Does the team meet together—either physically or virtually?

Never Rarely Sometimes (less than once a month)

Often (more than once a month)

−6 −2 1 3

11. Does top management support team building?

They are hostile They are disinterested

They are positive They are 100% supportive

−2 0 3 3

12. How important is the team’s task to the organization as a whole?

Unimportant Slightly important Some importance Great importance

−2 1 3 4

Add the scores for the 12 items and note the total: __________________


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Score Sheet If the scores total less than 20, the team is not ready. This does not mean that team building should not take place, but it may be difficult to ensure that it is a positive experience. It may be that other developmental strategies like coaching, training, counseling, team meetings, and so on will be beneficial, especially if they increase readiness. If the scores total 21−40, then the team is marginally ready. Team building may take place, but there are significant areas in which it is likely to be undermined by a lack of readiness. These potential hindering factors need to be identified and reduced, or eliminated, prior to a team-building intervention. If the scores total more than 41, then the team is ready. Go for it!


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Successful Team Building Team building can be an effective and economic use of resources. There are many opportunities to improve relationships and effectiveness. Unlike some conventional training techniques, team building deals with real issues and enables teams to make practical advances. However, not all teams are ready to begin team building. The approach requires that certain pre-conditions be met. Three questions need to be answered in the affirmative:

• Do team members want to engage in team building? • Could the team cope with the demands of team building? • Does the organization support a team-building approach?

Each of the items on this metric has a direct bearing on the likelihood of success and each is explained in the notes below. 1. Significant amount of time

The team-building approach requires that people learn new skills, work through relationship problems, and review current effectiveness. This all takes time to complete thoroughly. If a team is not prepared to spend time looking within itself, then it simply lacks the will or the drive to participate in team building. In practice, significant steps can be made within a two-day period, but a compre-hensive team-building approach may take much longer. The decision to spend time on team building is an important test of commitment. If the team approach is seen as positive, members will take steps to ensure that significant progress is made.

2. Amount of money available for team building

Another test of commitment is the willingness to spend money on team-building events. Much can be achieved on a low budget, but the willingness to spend money is a good test of a team’s interest. It is a particularly significant test of how much the group values the approach. A skilled advisor can help with team building processes. Some organizations have suitably qualified people on their staff; in other cases, an outside consultant can be used. Such a person may not be easy to find and will expect a professional fee for his or her work. Also, there are costs that will inevitably be incurred in putting on team-building events, including hotels, transportation, training materials, and time.


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3. Enthusiastic team leader in regards to team building The most senior person on the team is particularly important. They will often be confronted with difficult feedback and must be open to the team-building proc-ess. Without definite and clear enthusiasm, it is almost impossible for team building to get off the ground. This energy and commitment needs to be based on a realistic understanding of team building. Occasionally managers agree without understanding what they are committing to. Later they get cold feet and with-draw, leaving the team in a worse condition than when they started. Team mem-bers look to their leaders to give a lead. Usually they will tailor their own reac-tions to make them appropriate and acceptable. The team manager’s informed, open, and positive willingness to participate is a very significant aid to success.

4. Voluntary involvement of team members

It is important to ensure that all team members are prepared to involve them-selves in team building. This does not have to be a wholehearted commitment, as reservations from inexperienced participants are both natural and reasonable. However, there must be a willingness to participate in team building and be open about any doubts and concerns. If any team member is firmly opposed to the team-building approach, they can sabotage any activity. We feel that it is unethical to put excessive pressure on any individual. Often, reservations or opposition are based on fear, and it is important that this be dealt with prior to team-building activities. A commitment from all team members is a necessity, and their enthusiasm is a great advantage.

5. Training in interpersonal skills

In recent years, many competent training programs in interpersonal skills have been developed. When a team contains members who have experienced such programs, there is a reservoir of skills that will increase the possibility of rapid progress. Such individual training is a useful foundation for team building and is particularly helpful with people who have difficulties in relationships or communication.

6. Standing of the team leader

Team leaders who enjoy respect and loyalty and are highly valued by their teams are in a good position to develop the team. Team leaders who are less well considered need to recognize that part of the process of team building will often include an open, probably uncomfortable, evaluation of their own role. This can lead to a positive outcome if feedback is taken and changes in the leader’s behavior are made. However, should the team manager act defensively and spurn feedback from team members, then there is a strong probability that the outcome will be negative.


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7. Substantial task requiring cooperation The teams that respond best to team building are those with a substantial and important task to be accomplished through the cooperation of team members. Only if the team has a need to be effective through shared effort will it be seriously interested in developing as a team. The most effective team-building sessions are those that help members work together more effectively, and this results in clear improvement in team performance. Without a substantial task, the team often lacks the will to forge itself into an effective unit.

8. Team-building experience

When one or more team members have previously experienced team building in practice, they act as catalysts and help the process develop more quickly. To the uninitiated, team building appears somewhat mysterious and perhaps like a minefield. Previous experience helps people realize the potential of team building and support others as they go through the process.

9. Competent help

Teams quite often need help while undertaking team building. Like any management technique, the team approach needs to be learned, considered, experienced, and applied. A competent team facilitator can do much to help teams during the team-building process. Also they can act as a catalyst, observer, tutor, and process consultant while team-building sessions are in progress. Organizations that have a strong and competent person (either internal or external) to help teams develop are much better equipped to undertake team building. Occasionally teams can get into troubled waters. Difficulties may emerge that the group finds impossible to resolve. It is important that someone be available to assist the team if it gets stuck in this way.

10. Regular meetings

Team building is a process for developing groups that have shared tasks. Without regular meetings (either in person or virtually), there is no basis for the growth of the informal relationships that characterize an effective team. One of the most potent benefits of the team approach is the group vitality that develops and sustains individual members. This takes time to build and requires meetings and events to create a positive climate. From undertaking joint activity comes commitment to team achievement.


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11. Top management support Managers are influenced in their style by the attitude and approach of the top management group in the wider organization. Organizations where the team approach is understood and supported by top managers have a more favorable climate for team building. This encourages those involved who feel that the approach they are taking is legitimate and supported. Without top management support, it is harder for an individual manager to undertake team building, although much useful work can still be undertaken.

12. Importance of the team to the organization

It makes sense to begin a team-building approach with significant groups whose effectiveness makes a substantial impact on the well-being of the organization. In most organizations, team-building competence is a scarce resource, and so the use of this potent technique is best applied to significant teams.

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Metric 5.2

Team Facilitator’s Competence Audit

Introduction This metric has been developed to assist team facilitators to assess their own skills and plan a personal development program.

Objectives • To provide a methodical framework for assessing the competencies of a team

facilitator

• To provide a conceptual model that identifies the competencies of a team facilitator

Setup Usually, this audit will be completed by one facilitator working with another experienced facilitator or coach. However, it can also be undertaken as a participative activity with other facilitators as part of a peer development process.


• Assessment • Score Sheet • Team Facilitator Skills • Improving Your Team Facilitation Skills


2. Ask the facilitator who is seeking to review the skills to complete the

Assessment as directed. If possible, have the facilitator check his or her self-perception with peers and clients in order to make the Assessment as objective as possible (15 minutes).


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3. When the Assessment has been completed, calculate the total score using the Score Sheet (5 minutes).

4. Distribute Team Facilitator Skills and review the skills described to assist the

facilitator in developing an improvement plan. Help the facilitator analyze his or her score by completing Improving Your Team Facilitator Skills. Low-scoring items indicate areas that need to be improved (40 minutes).

5. The facilitator should find an experienced person to act as a mentor and

review his or her score and identify any patterns.



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Assessment Work through the audit, circling one number for each of the items. If possible, check your self-perception with peers and clients in order to make your assessment as objective as possible. Lastly, complete the scoring section at the end and reflect on what you can do to develop your team facilitation competencies.

1. Background reading

I have no knowledge of the literature on team building.

1 2 3 4 5 6 7 I have an up-to-date and complete perception of practitioner literature on team building.

2. Building organizational acceptance for involvement

I have not taken any steps to gain support from opinion leaders in the organization for my participation in facilitating team-building activities.

1 2 3 4 5 6 7 I have gained widespread support from opinion leaders in the organization for my participation in facilitating team-building activities.

3. Theory of team development

I do not have a model of the stages that teams go through as they move from an unformed group to a highly effective team.

1 2 3 4 5 6 7 I have studied various models of the stages that teams go through and I can adopt models that are suitable for the teams with which I work.

4. Flexible approach

I use a structured approach to team building and I do not deviate from it.

1 2 3 4 5 6 7 I am willing and able to respond to the needs of the team at any time.

5. Behavioral science methodology

I do not try to collect objective data and become a valid mirror to the team.

1 2 3 4 5 6 7 I collect objective data and strive to become a valid mirror to the team.


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6. Informed consent

I do not gain informed consent from the members of a team before a team-building intervention is undertaken.

1 2 3 4 5 6 7 I always gain informed consent from the members of a team before a team-building intervention is undertaken.

7. Designing team events

I have no experience in designing team workshops and other events.

1 2 3 4 5 6 7 I have extensive experience in designing team workshops and other events.

8. Problem solving and decision making

I do not have a model of team problem solving and decision making.

1 2 3 4 5 6 7 I have studied various models of team problem solving and decision making and I can adopt models that are suitable for the teams with which I work.

9. Repertoire of short lectures and structured activities

I am not familiar with short conceptual inputs and structured activities that could help a team progress.

1 2 3 4 5 6 7 I am familiar with many short conceptual inputs and structured activities that could help a team progress.

10. Giving feedback

I am not able to give open, complete, and detailed feedback to team members or teams.

1 2 3 4 5 6 7 I am able to give open, complete, and detailed feedback to team members or teams.

11. Observational skills

I frequently fail to observe important or subtle behaviors in groups.

1 2 3 4 5 6 7 I rarely fail to observe important or subtle behaviors in groups.


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12. Goal agreement

I do not obtain specific agreement as to the goals of team-building interventions before I begin.

1 2 3 4 5 6 7 I always obtain specific agreement as to the goals of team-building interventions before I begin.

13. Resources

I do not consider the resources available when I am planning a team-building intervention.

1 2 3 4 5 6 7 I always consider the resources available when I am planning a team-building intervention.

14. Team linkages

I treat each team as an isolated unit and do not seek to explore the linkages it has with other teams.

1 2 3 4 5 6 7 I treat each team as a unit within a wider organization and seek to explore the linkages it has with other teams.

15. Co-facilitating experience

I have never co-facilitated with a highly experienced facilitator.

1 2 3 4 5 6 7 I have co-facilitated with many highly experienced facilitators.

16. Confrontation skills

I often fail to confront difficult issues.

1 2 3 4 5 6 7 I always confront difficult issues.

17. Energizing ability

I find great difficulty in raising people’s energy levels.

1 2 3 4 5 6 7 I find no difficulty in raising people’s energy levels.

18. Applying learning

I do not use team-building techniques in my everyday life.

1 2 3 4 5 6 7 I use team-building techniques extensively in my everyday life.


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19. Obtaining feedback

I do not seek feedback on the impact of my own behavior.

1 2 3 4 5 6 7 I frequently seek feedback on the impact of my own behavior.

20. Action planning

I do not spend time helping teams plan how they are going to change the way they work following a team-building intervention.

1 2 3 4 5 6 7 I spend a great deal of time helping teams plan how they are going to change the way they work following a team-building intervention.


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Score Comment

Less than 20

You are at an early stage in developing your competencies as a facilitator. You should seek opportunities to work with more experienced facilitators.

21−40 You have some competencies, but there is a lot more that can be done. Try to identify under-developed competencies and fill gaps.

41−80 You have competencies as a team facilitator, but there is more that can be done. Try to identify under-developed competencies and fill gaps. Identify and build on your strengths.

81−100 You have well-defined competencies as a team facilitator, but there is more that can be done. Try to identify less-developed competencies and fill gaps. Identify and build on your strengths. Gain further experience.

101+ Keep it up! Teach others.


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Team Facilitator Skills The audit enables you to think about two vital aspects of the team facilitator’s contribution: (1) the knowledge and skills required, and (2) the general approach adopted. When you have considered both aspects, it can be useful to prepare a personal development plan that will help you develop your skills and approach systematically. 1. Background Reading in Team-Building Theory

In recent years, many books and articles have been written about team building. These provide useful ideas and techniques. Because team building is a powerful intervention into the life of a working group, it is vital that the process be carried out thoroughly and carefully. Background reading aids competence and confidence, thereby reducing the risk of unproductive sessions.

2. Building Organizational Acceptance

Facilitation takes place in an organizational context. It is important to gain support from opinion leaders in the organization for participation in facilitating team-building activities.

3. Theory of Team Development/Growth

Teams go through a gradual process of growth, from an initial immature stage to a smoothly functioning and close-working group. It is important that the team facilitator have realistic models of the stages of development that enable the present level of effectiveness of a team to be diagnosed accurately. Further development of the team can then be soundly planned using appropriate inputs, projects, and experiences.

4. Flexible Approach

Each team has its own needs. The competent facilitator is able to respond flexibly to teams and the changing dynamics of team-building sessions. It is advisable to adopt a flexible and open approach.

5. Behavioral Science Methodology

It is important that facilitators collect objective data and strive to become a valid mirror to provide the team with information so that assessment can take place. Collect information about the team’s needs. Start modestly: success builds confidence. People are more comfortable with things they can grasp. Things are less threatening when they are openly discussed.


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6. Informed Consent It is one of the ethics of team building that the facilitator always gains informed consent from the members of a team before a team-building intervention is undertaken. Manipulation undermines team building. Development is basically self-regulating. People cannot be formed into attitude change. People cannot be forced into openness and honesty. People can often be manipulated into pretending to change.

7. Designing Team Events

Team building requires some form of workshop session, so it helps if facilitators have extensive experience in designing team workshops and other events.

8. Problem Solving and Decision Making

Teams need to be effective at problem solving and decision making. Facilitators can intervene more effectively if they have studied various models of team problem solving and decision making and adopt models that are suitable for the teams with which they work.

9. Repertoire of Short Lectures and Structured Activities

One way for the facilitator to assist the team is by giving short talks or lectures that focus attention on relevant areas for development. The skillful team facilitator will have developed a repertoire from which can be drawn useful material to cover the range of difficulties that may be encountered. Also, large numbers of exercises, projects, and activities have been developed to help individuals and teams learn, from experience, about effective group working. These structured experiences are vital to effective team building, and the competent team facilitator will have acquired experience in using a number of them that help teams overcome difficulties.

10. Giving Feedback

One of the most important jobs of the team facilitator is to act as a mirror to the group and reflect back the characteristics of its present methods of operation. This requires the capacity to give accurate and useful feedback. The team members then use this information, plus their own observations, to monitor their effectiveness and identify areas for improvement.


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11. Observational Skills Experienced facilitators are skilled at observing important or subtle behaviors in groups. This requires careful observation of the processes being used in the team and the capacity to interpret signals.

12. Goal Agreement

Experienced facilitators obtain specific agreement as to the goals of a team-building intervention before they begin. This keeps the ownership of the team-building event with the team itself. It often pays to record goals.

13. Resources

It is important to be realistic. It has been said that it is best to start modestly: big oaks from little acorns grow. Usually, team building needs to occur within resource constraints.

14. Team Linkages

It is important to look at the way that teams relate to others and see each team as a unit within a wider organization. Often team building requires improving linkages with other teams. Poor inter-group relations are often wasteful. Clarify how the team will relate to other teams.

15. Co-Facilitating Experience

Team facilitation is a craft, and therefore it helps to have co-facilitated with many highly experienced facilitators. The skills of designing team-building events can be learned. In particular, the facilitator needs to gain experience in knowing when to introduce new inputs and the skills of timing. These skills can best be learned through working with an experienced facilitator.

16. Confrontation Skills

Sometimes a team facilitator needs to confront the team with aspects of their behavior that they may not care to consider. The skills of doing this construc-tively are hard to acquire. Skillful team building requires an open approach to dealing with issues that are important to the development of the group. These may often be sensitive and uncomfortable. The competent facilitator will have developed a capacity to identify topics needing to be aired and will have the skills to confront issues openly. Sometimes individuals need to receive feedback on the effects of their own behavior, and this requires similar skills of personal openness.


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17. Energizing Ability A team facilitator needs to be able to raise people’s energy levels so that there is sufficient commitment to work through important team issues. The successful facilitator needs to have the personal skills to gain rapport with a group and be respected as a useful and trustworthy advisor. The team members are entrusting confidential and delicate matters into their facilitator’s hands, and they need to have trust in the facilitator’s integrity and competence.

18. Applying Learning

It is important for the team facilitator to “practice what I preach” and use team-building techniques extensively in their everyday life. Unlearning often needs to precede learning.

19. Obtaining Feedback

The way facilitators handle themselves greatly affects their competence. Experienced facilitators frequently seek feedback on the impact of their own behavior.

20. Action Planning

Team building is more than workshops and off-site events. Changes need to be embedded. Experienced facilitators spend a great deal of time helping team members plan how they are going to implement changes following a team-building intervention. Commitment grows from real understanding. Change without commitment is empty.


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Improving Your Team Facilitation Skills Reflect on your scores for the 20 items and highlight where you scored 5 points or less. Take the five lowest-scoring items and complete the table below.

Identify the lowest

scoring items

Why does this item score lower than the others?

Why is it important to

strengthen in this area?

What could you do to strengthen in

this area?

1.

2.

3.

4.

5.

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Metric 5.3

Does the Team Need an External Facilitator?

Introduction Often teams consider using an external facilitator to play a role in the team-building process. Such interventions can be expensive and may have risk associated with them—since a dysfunctional experience will damage morale and, possibly, team effectiveness. This metric provides a systematic framework for assisting a team in assessing whether an external facilitator is likely to be helpful. An external facilitator is someone who is external to the organizational unit, although they may be employed elsewhere in the organization. Mostly, external facilitators are specialists working for themselves or small consulting firms.

Objectives • To provide a methodical framework for assessing the need for an external

team facilitator

• To reduce the risk of disappointing consultant interventions

• To help you get maximum benefit from your investment in consultant help

Setup Generally this Assessment will be completed by the manager of a team that is contemplating undertaking a team-building intervention and an HR manager will act as a facilitator.


• Assessment • Score Sheet • Choosing an External Consultant


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2. Have the team manager complete the Assessment as directed.

3. Calculate the total score. Using the Score Sheet, analyze the results with the

team manager.

4. Choosing an External Consultant can be read to provide a more extensive explanation of the issues involved in determining whether or not to use an external facilitator. A decision is made as to whether to use an external facilitator for a team-building intervention.



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Assessment Work through the assessment process circling one number for each of the items. Then complete the Score Sheet.

1. Is the team’s performance critical to the organization?

The performance of this team has a relatively small impact on the performance of the organization as a whole.

1 2 3 4 5 The performance of this team has a major impact on the performance of the organization as a whole.

2. Does the team present unusual problems or difficulties?

The team does not seem to have any unusual problems or difficulties.

1 2 3 4 5 The team seems to have unusual problems or diffi-culties.

3. Is this a senior team?

The team is relatively junior. 1 2 3 4 5 This is a senior team.

4. Has the team expressed a wish to use an external facilitator?

The team has not expressed a wish to use an external facilitator.

1 2 3 4 5 The team has strongly expressed a wish to use an external facilitator.

5. Are there resources available to employ an external facilitator?

There is no budget available to engage an external facili-tator.

1 2 3 4 5 A sufficient sum of money can be found to engage a highly experienced external facilitator.

6. Does the team need to make significant progress?

The team is making reason-able progress at the moment.

1 2 3 4 5 The team needs to make accelerated progress and is not doing so at the moment.


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7. Does the team have issues with the team leader?

The members of the team do not have issues to work through with the team leader.

1 2 3 4 5 The members of the team have significant issues to work through with the team leader and it has not been possible to resolve these yet.

8. Is there an internal facilitator?

There is a competent and well-regarded internal facili-tator.

1 2 3 4 5 There is not a competent and well-regarded internal facili-tator.

9. Does the organization have a history of getting substantial benefit from using an external facilitator in team-building interventions?

There is no history of gaining benefit from using an exter-nal facilitator.

1 2 3 4 5 There is a history of gaining great benefit from using an external facilitator.

10. Does the organization have access to a credible external facilitator who knows the organization?

The organization has no links with an external team facili-tator.

1 2 3 4 5 The organization has links with a credible external team facilitator who knows the issues in this organization.

11. Is there time for the external facilitator to tune in?

No time is available for the external facilitator to tune in to the particular needs of the team.

1 2 3 4 5 Ample time is available for the external facilitator to tune in to the particular needs of the team.

12. Is the chemistry right?

There is no rapport between the external facilitator and the members of the team.

1 2 3 4 5 There is close rapport between the external facili-tator and the members of the team.


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13. Can the external facilitator be objective?

There are reasons why the external facilitator will find it difficult to be entirely objective (for example, they may have friendships with team members).

1 2 3 4 5 There are no reasons why the external facilitator will find it difficult to be entirely objective.

14. Do the external facilitators known to the organization have a track record of success in this kind of assignment?

There is no track record of success.

1 2 3 4 5 There is a substantial track record of success.

15. Are there external facilitators personally interested in this kind of assignment?

The external facilitators have no special interests in this kind of assignment.

1 2 3 4 5 The external facilitators have strong special interests in this kind of assignment.


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Score Comment

Less than 30

It is unlikely that the team needs an external facilitator.

30−49 An external facilitator may be needed, but more work needs to be done in defining the assignment and specifying the roles required of the external facilitator.

50+ It is likely that an external facilitator will be the best choice for facilitating a team-building process in this case.


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Choosing an External Consultant A brief explanation of the 15 factors that affect the choice as to whether to use an external facilitator are shown in the table below.

Question Relevance

1. Is the team’s performance critical to the organization?

Teams that need to perform at a high standard cannot be allowed to fail. An external facilita-tor may permit rapid progress to be made.

2. Does the team present unusual problems or difficulties?

Unusual problems may require the added experience that an external facilitator brings.

3. Is this a senior team? Senior teams may require the added stature and experience that an external facilitator brings.

4. Has the team expressed a wish to use an external facilitator?

If there are issues that an internal facilitator cannot deal with, the team may wish to employ an external facilitator.

5. Are there resources available to employ an external facilitator?

It is often necessary to pay a professional fee.

6. Does the team need to make significant progress?

An external facilitator may permit rapid progress to be made.

7. Does the team have issues with the team leader?

Issues with the team leader are particularly delicate and may require the objectivity and skill of an external facilitator.

8. Is there an internal facilitator?

The absence of a competent internal resource increases the need for external help.

9. Does the organization have a history of getting substantial benefit from using an external facilitator in team-building interventions?

A positive history increases the probability of success.


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Question Relevance

10. Does the organization have access to a credible external facilitator who knows the organization?

A known facilitator is helpful, since skills vary greatly.

11. Is there time for the external facilitator to tune in?

External facilitators need more time to tune in.

12. Is the chemistry right? Team building is a sensitive issue. Everyone must feel comfortable with the facilitator.


The external facilitator needs to bring objectivity and must work for the team, not the wider organization.

14. Do the external facilitators known to the organization have a track record of success in this kind of assignment?

Successful experience increases the likeli-hood of success.

15. Are there external facilitators who are personally interested in this kind of assignment?

The external facilitator needs to be committed.

An external facilitator can help with a number of problems confronted by a team that is just beginning to consider its own development. Initially, there is the natural apprehension of the team’s leaders and members in setting out on an uncharted course. Team members may feel particularly exposed, especially if they suspect that their job security is at risk. Some team members may also feel apprehensive about exposing themselves to a new and unknown process. As their skills develop, teams usually become adept at recognizing their own process problems. But at first, people may be too engrossed in what they are doing to be able to stand back and see what is going on; they can use the perspective of an external facilitator. And while a team is developing, problems and issues may arise that are particularly difficult or sensitive; also these call for the skills of a facilitator. As a team matures, it normally develops the ability to handle its own problems, and the need for external help either diminishes or disappears. Later, mature and effective teams may want to spend time with a trusted facilitator once or twice a year, just to get another perspective on how things are going.


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A facilitator cannot make a team effective; teams do that for themselves. They cannot do the work of the team. But a facilitator can assist a group in many different ways. In general, team facilitation is not about the content of the team’s work, but the process by which members of a team are working together. The distinction between content and process is vital. A team-development facilitator is concerned with helping the team do the following:

• Identify strengths that can be built upon

• Identify barriers to effective teamwork

• Diagnose what is going on inside the team and why the barriers exist

• Recognize, confront, and work through the problems themselves

• Set team-development objectives and chart their own progress The facilitator’s major contributions are likely to include the following:

• Observe what is happening between team members as the team works

• Serve as a mirror to the team so that the members have a clear view of their behavior

• Select activities that are appropriate in helping the team improve its performance

• Give feedback to the team and its members on how they are doing A team-development facilitator will not do the following:

• Usurp leadership, but will support the manager and each member

• Tell the team what is wrong with it, but will help the team recognize its own problems

• Make decisions for the team, but will help the team make its own decision

• Get engrossed and involved in the content of the team’s work—making the team dependent on their continued presence—but will work to make the team independent of external help

Experienced team-building facilitators provide skills in working sensitively with groups of people in a helping and supportive way and also offer their experience in working with the problems of many teams. It is these skills and experiences that the team is buying.


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Sometimes an organization simply needs someone who possesses expert knowledge not contained in the organization. Once the knowledge is transferred, there is no need for the facilitator, who then is paid and leaves. At other times, there are facilitators who possess skills that are beyond the capacity of anybody in the organization. They can be used in the following ways:

• To help start a team-development process

• When team managers and members do not have the skills at the same time to manage and take part in team-development activities

• When team members feel that they are too involved to be able to stand back and see what is going on

• To give impartial feedback on team performance problems

• To help a team review progress at intervals

• When inter-group problems arise that are difficult for the team to handle alone

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Metric 5.4

Which External Facilitator?

Introduction This metric provides a systematic way of helping a team assess whether a particular external facilitator is likely to have the skills needed to benefit the team.

Objectives To provide a methodical framework for assessing the suitability of an external facilitator for a particular team-building assignment

Setup Generally this assessment will be completed by the manager of a team that is contemplating undertaking a team-building intervention, and an HR manager can act as a facilitator.


• Assessment (several copies) • Score Sheet • The Role of the External Consultant

Method 1. Introduce the activity and outline the objective listed above.

2. Have the team manager complete the Assessment as directed.

3. Calculate the overall score and use the Score Sheet to help the team manager determine if a particular external facilitator has the appropriate skills to benefit his or her team.

4. Give the team manager The Role of the External Consultant to assist in the decision-making process.



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Assessment Work through the Assessment process circling one number for each of the items. Then complete the Score Sheet. The Assessment can be completed for several external facilitators and their scores compared to assist in a selection process. The name of the external facilitator being assessed is:

1. How much relevant experience does this external facilitator have?

Relatively little relevant experience with this kind of team or this kind of issue.

1 2 3 4 5 A great deal of relevant experience with this kind of team and this kind of issue.

2. Does this external facilitator offer an off-the-shelf approach?

This external facilitator has an off-the-shelf approach that they use whatever the circumstance.

1 2 3 4 5 This external facilitator designs interventions that meet the specific needs of clients and uses off-the-shelf approaches when they are relevant.

3. Does the external facilitator appear to have sufficient stature to command the respect of the team?

The external facilitator lacks stature and will struggle to command respect.

1 2 3 4 5 The external facilitator has considerable stature and will command respect.

4. Does the external facilitator use a client-centered methodology?

The external facilitator is not committed to developing the client team’s capacity to solve its own problems.

1 2 3 4 5 The external facilitator is committed to developing the client team’s capacity to solve its own problems.


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5. Does the external facilitator have experience in similar industries?

The external facilitator has no experience in similar industries.

1 2 3 4 5 The external facilitator has a great deal of experience in similar industries.

6. Does the external facilitator have experience with managers/specialists at the same level in other organizations?

The external facilitator has no experience working at the same organizational level.

1 2 3 4 5 The external facilitator has a great deal of experience working at the same organizational level.

7. Is the external facilitator likely to bring new frameworks and methods?

The external facilitator is unlikely to bring new frameworks and methods.

1 2 3 4 5 The external facilitator is highly likely to bring new frameworks and methods.

8. Does this external facilitator have sufficient time to undertake the assignment?

It is unlikely that the external facilitator will have the time available.

1 2 3 4 5 The external facilitator will have ample time available.

9. Does the external facilitator have a history of achieving substantial benefits from their team-building sessions?

The facilitator has no history of achieving benefits from team-building interventions.

1 2 3 4 5 The facilitator has a history of achieving considerable benefits from team-building interventions.

10. Does the external facilitator know the organization well?

The external facilitator does not know the organization.

1 2 3 4 5 The external facilitator knows the organization very well.

11. Will the external facilitator specify in advance what he or she hopes to deliver?

The external facilitator is not willing to try to set deliverables in advance.

1 2 3 4 5 The external facilitator is willing to define a comprehensive set of deliverables in advance.


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12. Is the chemistry right?

There is no rapport between this external facilitator and the members of the team in question.

1 2 3 4 5 There is close rapport between this external facilitator and the members of the team in question.


There are reasons why this external facilitator will find it difficult to be entirely objective (for example, they may have friendships with team members).

1 2 3 4 5 There are no reasons why this external facilitator will find it difficult to be entirely objective.

14. Is the external facilitator willing to disengage when the assignment is completed?

The external facilitator is likely to want to sell an ongoing relationship.

1 2 3 4 5 As a matter of principle, the external facilitator will not try to sell an ongoing relationship.

15. Are the external facilitator’s values consistent with your own?

There are likely to be serious clashes of values.

1 2 3 4 5 Values appear to be consistent.


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Score Assessment

Less than 30

Think again!

30−45 Possible choice

46−50 Probable choice

60+ Sign now!


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The Role of the External Consultant We know a brilliant consultant who failed high school, worked as a carpenter for 15 years, and then by accident became involved in team-development work. Another successful consultant started work as an engineer and, through his church member-ship, became involved in social work and then team development. Another colleague has a degree in psychology and a Ph.D. based on psychotherapy research. Identifying the characteristics of effective consultants is difficult because of the wide diversity of backgrounds and experience shared by those we have known, but here is our best attempt. An effective consultant is a person who has self-knowledge, gained from a breadth and depth of personal experience. This knowledge cannot be developed from text-books or academic education. It comes, rather, from working extensively with other people and clarifying their own personal values. Effective consultants have a founda-tion of practical theory. This does not mean an ability to regurgitate other people’s theories, impressive though this may sometimes seem. It does mean that they are able to draw on research and theory in a relevant way to guide their work. They are open and realistic. Some consultants will promise the world. Others are subtle manipulators who attempt to con or even threaten others into changed behaviors. A good consultant will be open in giving feedback to others and will be explicit about their own values. Importantly, they will also develop a clear contract at the beginning of a job, which will define the expectations and responsibilities of both client and consultant. They can work with the team on the here-and-now issues, but also encourage the members to visualize ways of improving for the future. Where to Find Consultants When an organization has no need for a consultant, it may be assailed by publicity material promising dramatic consulting results in every field conceivable—from accounting to Zen meditation. When there is a specific need, finding the right consultant may become a challenge. Sometimes it seems as though all the good consultants have migrated to greener fields, are booked for the next year, or were last heard of heading for the desert to write a book. However, the right consultant can be found somewhere—in business schools, other centers of management education, large and small consulting firms, inside other companies, and in independent practice. Consultants who work under many different titles with the most common being: group facilitator, group training specialist, change agent, and personal skills specialist. The very best way to find the right individual to meet your needs is by recommendation from others who have had good experiences. A work of warning: when approaching large institutions or


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consulting firms, remember that you are going to work with an individual person, not the institution, so check on the person who will be doing the work. How to Choose a Suitable Consultant It is wise, first, to check out the work of a prospective consultant and look for relevance to your needs and standards of quality. Any consultant worth their salt will be pleased to refer you to past clients; if necessary, visit them. A second tactic is talking with several consultants and choosing one of them. Discuss your problems with each consultant and work through whatever strategy is proposed. Does it feel right? Realistic? Not too slick? In working through these issues with you, the consultants should be showing some of the behavioral skills that will be manifest in their work. Reject a consultant such as the one who totally disrupted a whole office by his pushy and pompous telephone behavior. When this man finally reached the manager and announced that he was a “specialist in human relations,” the manager, having heard the effects of his behavior, just said, “I don’t believe you!” and hung up. Another criterion is whether you feel the development of any personal warmth, trust, and understanding. This is critical because a team-building consultant will be working intimately with the team and each one of its members. The initial exploration of problems with a team manager and the team (done before any commitment to work is made) should be deep enough to enable the team to develop a personal feeling of whether it would feel good about working with the consultant. Something to check as part of the initial contract with a consultant is whether they will devote sufficient time and energy to service your needs. Finally, can you afford the consultant? Consultants are not cheap, but a good consultant can make all the difference to the success of your team’s development. The Stages of Working with a Consultant Effective management of the introduction of a consultant to your team or organization will reduce the risks of a bad experience. The process could include the following steps:

1. Review and identify the group’s needs. What issues and problems does the team feel it has?

2. Obtain consensus from the team concerning the need for an external consultant. If there is a general feeling that skilled outside help is necessary, move to the next step.


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3. Contact a number of viable consultants and have them meet other team members.

4. Select the most appropriate consultant.

5. Develop a contract with the consultant. This is not so much a formal written document as a mutual understanding that covers the following:

• The initial diagnosis of the problems to be worked on and the method of working on these issues

• How much further diagnosis is required, and how this will be done

• The relationship between the consultant and team members (especially the team manager)

• What kind of role the consultant normally likes to play in the design of initial activities

• When work will start, how progress will be reviewed, how success will be measured

• The time scale over which work will be carried out and the broad amount of consulting time required

• How much this will cost, and how the consultant will be paid

6. Complete the initial diagnostic work and plan the initial activities. As much as possible, this should be done with and accepted by the whole team.

7. Start work. Review.

8. Identify how and broadly when the consultant will begin to withdraw from the team. A good consultant’s major goal will be to bring the team to a position in which it is strong enough to handle its own development without external help.

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Metric 5.5

Calibrating Myself: A Team Feedback Exercise

Introduction This is an activity for real teams whose members have worked together for several months. This metric provides a structured approach for enabling team members to calibrate how others perceive them.

Objectives • To improve communication and openness in a team

• To build confidence and trust between team members

• To clarify boundaries between roles

• To provide individuals with data to assist them in planning how they can improve their personal contribution to the team

Setup Facilitators should note that this is a sensitive and high-risk activity that has shown itself to be very powerful. Accordingly, Calibrating Myself is an activity that should be used only by experienced facilitators.

Participants should be advised, in advance, that the method to be used involves a considerable level of disclosure from all members of the team and they should be willing volunteers who have demonstrated their commitment prior to the event. Unless all members of the team volunteer to participate, the facilitator should not go ahead.

All participants should also be told, in advance, that the event will conclude with half an hour of social time, which is important for them to attend.

Materials • A room large enough to display several flip charts • Exercise • Flip charts and markers • Overhead transparencies 5.5.1 and 5.5.2 • Markers for transparencies • An overhead projector


346

Method The facilitator’s style should not be judgmental (that is, no opinions should be given by the facilitator on individuals). The activity takes the form of a mini-workshop with eight stages. Detailed instructions are given for each stage on the Exercise.

Time Required A minimum of 2 hours (based on a team with six members)

Calibrating Myself

347

Exercise Stage 1: Introduction The facilitator introduces Calibrating Myself by outlining the objectives and giving an overview of the method to be used. This ensures that participants know what to expect. A climate of trust and a relaxed atmosphere needs to be generated (some humor can be allowed at this stage to relieve any tension), but a professional approach should be maintained throughout. Following the introduction, comments on the exercise are invited, and all questions should be answered so that it is clear that there is voluntary agreement to proceed from all concerned. Agreement should be explicit, not implicit. As part of this initial “contracting” process, it should be under-stood that all team members will spend some social time together at the end of the session, because it is important to gain distance from the emotional intensity of the session and return to relationships as normal (about 20 minutes). Stage 2: Data Collection Briefing All participants are asked to prepare a flip chart with their name at the top (as a heading) and two columns: one with the sub-head “I Wish” and the other “I Appreciate.” The facilitator should demonstrate how the chart is to be completed, as shown below:

Tony

I wish... I appreciate...


348

Participants should be told that each member of the team will be invited in a few minutes to visit every other participant’s flip chart and to enter comments in the appropriate columns using the ground rules outlined on the graphic below. The ground rules can be written on a flip chart or made into an overhead transparency using OH 5.5.1.

Ground Rules for Giving Written Feedback for “Calibrating Myself”

1. Sign messages.

2. Be comprehensive.

3. Make comments about things that the person does or could do.

4. Be specific.

5. Be complete.

The points made in the ground rules may be elaborated as follows:

• All comments are messages from one team member to another and should be signed.

• Comments should be comprehensive—everything that a person wishes to say about that person should be included.

• Comments should be behavioral rather than attitudinal (such as “I have difficulty when you arrive late for meetings” rather than “You are a poor time manager”).

• Comments should be specific—dealing with readily identifiable behaviors.

• Comments should be entered even if they duplicate another’s views (it is acceptable to add initials to a comment that has already been written).

(15 minutes)

Calibrating Myself

349

Stage 3: Data Collection Everyone in the team is asked in turn to visit all the others’ flip charts and make their comments one by one. Some participants may wish to make notes first. When all charts are completed, the team proceeds to the next stage (about 30 minutes). Stage 4: Agenda Setting Before the team moves on, observations on the process so far are invited and feelings expressed. Team members should be asked to consider quickly the information on the flip charts that has been written about the members of the team to prepare a running order in which team members will be invited to explore what has been written about them. Participants are asked to rate their own need for airtime on a scale of 1 to 5, 5 being the highest, and team members can also rate other members’ need for airtime, also on a scale of 1 to 5. Generally, the running order is determined by the number of points allocated, with the individual who has accumulated the largest number of points going first. A time schedule should be agreed to on a flip chart that has team members’ names written in the left-hand column (this prevents one person from getting an undue amount of airtime). This helps set priorities for airtime and the length of time needed for each individual. The running order is then recorded in the last column (about 20 minutes). Stage 5: Feedback and Discussion A brief input on feedback skills should be presented by the facilitator—the graphic below can be written on a flip chart or made into an overhead transparency using OH 5.5.2 Ground Rules for Verbal Feedback, and can be used to structure the presentation.


350

Ground Rules for Giving Verbal Feedback for “Calibrating Myself”

1. The person whose turn it is shows his or her flip

chart.

2. He/she reads out all comments and asks for clarification (no explanations or defensive remarks).

3. Group members give feedback that is

• truthful; • detailed; • specific; • descriptive (not judgmental).

4. They may or may not identify areas for improvement.

5. Remember: the intention is to help, not damage, each other.

The facilitator should emphasize that giving and receiving feedback is one of the most significant ways of assisting personal growth. When asked to identify some of the most important experiences in their personal development, many people will reflect for a few moments and then talk about particular people who have given them direct and pertinent information about themselves. Such feedback can have so much impact that it can profoundly influence the ways in which people behave. However, as with many powerful tools, feedback can be abused, and sometimes people are hurt or deflated through receiving feedback. Since the intention behind giving feedback should never be to damage or hurt, ways should be found for giving feedback that result in the person being stronger and more effective. Each team member should be reviewed in the agreed-upon running order. For each turn, the team member reads out all the comments that have been made about him or her on his or her flip chart and, after this has been done, the team member can ask for clarification of any points that need further exploration. The team helps the team member absorb the information that has been given to him or her and, only if he or

Calibrating Myself

351

she wishes to consider how his or her behavior could change in the future in the light of the feedback. Care should be taken to prevent the team member whose turn it is from becoming defensive or using the opportunity as a platform for defending him- or herself. Humor should be discouraged throughout. The facilitator should take notes of actionable points to be able to summarize at the end of each person’s turn. At the end of each individual session, it is useful for the facilitator to summarize the possible changes in behavior that have been suggested, although it is recommended that participants not provide an action plan at this time, because time is needed to digest the feedback and reflect on what has been said. All team members should be expected to give feedback to each individual (at least 10 minutes per participant). Stage 6: Team Action Planning After the individual sessions have been completed, general areas for team improve-ment should be identified and discussed. A team plan for improving teamwork should be agreed to (about 45 minutes). Stage 7: Conclusion Team members are asked to say how they feel and summarize what they have gained from the experience (allow at least 20 minutes for this stage). Stage 8: Social Time It is important to have some social time before team members depart. This could be a meal or a friendly team game (about 30 minutes).

OH 5.5.1

Ground Rules for Giving Written Feedback for “Calibrating Myself”

1. Sign messages.

2. Be comprehensive.

3. Make comments about things that the person does or could do.

4. Be specific.

5. Be complete.

OH 5.5.2

Ground Rules for Giving Verbal Feedback for “Calibrating Myself”

1. The person whose turn it is shows his or her flip

chart.

2. He/she reads out all comments and asks for clarification (no explanations or defensive remarks).

3. Group members give feedback that is

• truthful; • detailed; • specific; • descriptive (not judgmental).

4. They may or may not identify areas for improvement.

5. Remember: the intention is to help, not damage, each other.

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Metric 5.6

Team Sensing Interview

Introduction This metric enables a facilitator to tune in to the issues that a team needs to confront. It is appropriate when used with “real” teams. The facilitator should use the data collected in the sensing interview to develop a profile of team issues. This can be done numerically. For example, when giving feedback to the team, the facilitator can say: “In relation to this team’s degree of clarity as to what new or different capabilities the team will need to develop, all the team members considered that at least one new or different capability would be needed in the next three years. Five team members mentioned ‘customer service,’ four mentioned ‘use of new technology,’ and two mentioned ‘improved cost management.’” This metric requires that the facilitator develop categories for giving feedback from the data collected.

Objectives • To provide a structured format for collecting information about

communication, efficiency, and effectiveness

• To assist in preparing for and planning team-building workshops

• To develop listening and consulting skills

• To provide a way of giving a profile of team issues built from comments from team members

Materials The facilitator should adapt the Suggested Questions to the particular circum-stances of the team. Some questions may be relevant, others irrelevant. Addi-tional items may be included. If appropriate, Additional Questions for Sensing Interviews with Strategy Teams may be used.

Method The “sensing interview” approach is part of the data collection process that precedes a team-building intervention. It is important that the team be ready for the intervention. A team can be considered to be ready for team building when:

• The leader wishes to use a team approach. • The team has objectives that require them to work together. • The team possesses the basic attitudes and skills for effective teamwork.


358

The purpose of sensing interviews is to identify the root causes of strengths and problems. Team sensing is a critical skill for organization development practitioners. “Sensing” is the organized and purposeful review of key dimensions of team effectiveness as perceived by the team leader and team members. It results in greater clarity about the symptoms and the root causes of strengths and problems. The involvement of team members results in better data and contributes to the shared ownership of conclusions. Team building requires that each team member stand back and openly evaluate how the team is operating. The focus is on the “team process” rather than on “getting the job done.” Inevitably, shortcomings will be exposed, so the team manager is in a potentially vulnerable position. It takes leadership courage to begin team building. The team manager must understand in detail what is about to happen and agree to the process. When the team manager accepts the principle, then all other team members should be briefed so that they are aware of what is about to happen and of the potential benefits of the exercise. If one or more members of the team do not feel that it is right to go ahead with team building, this issue will need to be resolved before going ahead. The facilitator should be an advisor to the whole team (not just to the team manager). The facilitator’s assignment is to help the team build on strengths, identify barriers to effectiveness, specify the role it should play, review current process, and plan how to improve. The sensing interview to be conducted with each member of the team generally lasts about 1 hour on the basis that what is said is anonymous, but not confi-dential. Copious notes should be taken, often verbatim quotations. The facilitator methodically collects data on matters such as values of the team, its mission in the organization, goal clarity and commitment, relationships and accountability, decision-making processes, communication, leadership style and rewards, openness and trust, cooperation and competition, relationships with other teams, and other issues that need to be addressed. The figure on the following page outlines the issues that will be covered normally in a sensing interview. The facilitator should interview each team member and ask the questions in order on the Suggested Questions. Team members should be told that their views will be considered to be anonymous, but they will be recorded and fed back to the team manager and members.


359

When all team members have been interviewed, the facilitator should categorize the data and produce a report of answers to each question, not attempting to synthesize views or produce recommendations. Where appropriate, the data can be analyzed to provide a numerical profile of the issues facing the team. Initially, the data should be shared with the team manager during a 3-hour private feedback and coaching session. It is vital that the team leader be given an opportunity to react to all data prior to feedback being given to the team.

Time Required The time required for sensing interviews can vary greatly. In general, it is reasonable to allow 3 hours of the facilitator’s time for each person to be interviewed—30 minutes for preparation, 1 hour and 30 minutes for the interview, and 1 hour for subsequent analysis.


360

Values

Relationshipswith other

teams

Cooperationand

competition

Missionin the

organization

Relationshipsand

accountability

Decision-making

processes

Goal clarity

Leadershipstyle

Rewards

Opennessand trust

Communication

Sensing Interviews: Typical Issues


361

Suggested Questions 1. What do you like about being a member of the team? (Be as specific as you

can, giving examples. Can you list three points?)

2. How would you define the current roles of the team? (What functions is the team performing both for the members and for the wider organization? Can you express this in a sentence?)

3. What are the real strengths of the team? (What are the three most successful

aspects of the team as it operates today?)

4. How would the strengths of the team be extended and amplified? (Can you make three suggestions and explain them?)

5. If you believe that strategy (making key decisions that allocate the

organization’s resources and establish its direction) is part of the role of the team:

• What is the process of strategy formulation?

• What are the strengths of the team in strategy formulation?

• What prevents (blocks) the team from being more effective at strategy formulation?

6. To what extent does the membership of the team fully represent the

capabilities that you need to perform your tasks as a team:

• Is there sufficient representation of existing and wanted markets (that is, people with a market focus)?

• Is there sufficient representation of the core technology(ies) that you use (that is, people with a technology focus)?

• Is there sufficient representation of people who span boundaries to ensure effective internal coordination?

• What capabilities are missing from the team?

7. Looking to the future—say in three year’s time—what new or different capabili-ties will the team need to develop? (All of your ideas would be helpful.)

8. Do the personalities of the team blend to provide a balanced whole? If not,

where are there strengths and where are there weaknesses?

9. How would you describe the leadership style used by the team manager?


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10. What effects does their concern for direction and control have?

11. What effects does their concern for relationships have?

12. What do you think the team leader should do to improve teamwork (in each case, give specific examples)?

• It would help if they did the following things more or better. • It would help if they did the following less, or stopped doing them. • It would help if they did the following things differently.

13. In your regular team meetings:

• What sorts of issues get higher priority?

• What sorts of issues get lower priority?

• Give illustrations of the sorts of issues that the team (in your opinion) handles really well.

• Give illustrations of the sorts of issues that the team (in your opinion) does not handle really well.

14. Comment on the following aspects of your formal team meetings:

• Appropriateness of the degree of formality • Quality of preparation done by yourself • Setting the agenda • Sequencing the agenda • Timing of agenda items • Establishing objectives for discussions • Clarifying success criteria for discussions • Presenting information at the meeting

− Reports − Financial data − Use of visual aids

• Clarifying issues during discussion • Identifying options for decisions • Evaluating options for decision • Making decisions • Recording decisions • Allocating responsibilities for implementation • Monitoring progress of implementation • Reviewing meetings to see how they could be improved • Degree of interpersonal openness • What could be done to improve your personal contribution to the meeting?


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15. What do you think would help the team work better:

• To play a constructive role within the organization? • To work together more productively?

16. Do you have any feedback for other members of the team? Let’s take them

one at a time. What do you think would help the team if team members did more of, differently, less of? What new things should be started to help the team? (Your comments will be shared anonymously.)

17. Looking to the future—say in two year’s time—what capabilities will the team

need to develop?

18. What are important fundamental issues that should be addressed by the team in the next few months?

• Direction • Competitive edge • Leadership downward • Influence upward • Communication • Systems • Middle-level competence • Structure • Other: _________________________________________________

19. How would you describe the relationships between team members?

• In terms of closeness • In terms of trust • In terms of openness • In terms of cliques (that is, in-groups and out-groups)

20. In addition to the points you made earlier, what could be done to improve

your own contribution to the team? (Can you list three points and explain what you would do differently?)

21. What would be the best outcomes from a team-building session?

22. Is there anything else that would be helpful for me to know?


365

Additional Questions for Sensing Interviews with Strategy Teams

1. Please could you describe your business? How large is it? How many different businesses are you in? How many people work in the business? How are they employed? Please outline your organizational structure.

2. What are the key points in the history of the business? How have you gotten to where you are now? At what stage of development are the industries that you compete in?

3. Who are your customers? Why do your customers choose you?

4. Who are your significant competitors? What are their market shares? What are the competitors doing?

5. How do you collect information about the market? How is your market segmented? Which are the attractive segments? What is your unit’s position in each market segment?

6. What are the significant strategic questions that you are facing at the moment?

7. What will the business look like in three years? What will be different and what will remain the same?

8. What have been your most significant achievements over the past year or two?

9. How do you attract good people and reward them?

10. What are the basic values that your business has at the moment? What are the strengths and weaknesses of these values, in terms of helping you achieve your mission? What are you doing to change the values and culture of the organization?

11. What are the most significant barriers in the business? How do these affect your operations? How do these barriers affect your strategic ambitions?

12. How does the top team operate? What are the strengths of your top team? What are the weaknesses of your top team?

13. What principles guide the way you manage? What is the dominant metaphor for the company (i.e., this company is like…)?

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Metric 5.7

Autonomous Work Group Assessment

Introduction This assessment provides a framework that can be used to improve a specific autonomous work group (AWG) and a tool to help the members of an AWG consider whether they have the pre-conditions for success. For the purposes of this exercise, an AWG is defined as “a group that does not require direct external supervision and undertakes a high degree of self-management.”

Objectives • To explore the concept of AWGs

• To diagnose whether an existing AWG possesses the pre-conditions for success

Materials All participants will need a copy of:

• The Assessment • Success Dimensions • The Worksheet • OH 5.7.1: The Autonomous Work Group Wheel


• OH 5.7.1: The Autonomous Work Group Wheel • An overhead projector • A flip chart • Markers

Method 1. Introduce the activity and outline the objectives listed above. Invite each

participant to define a work group that is being, or could be, managed as an AWG. Participants should know the group well. One group should be selected for review (10 minutes).

2. Have participants complete the Assessment on the defined group as directed

(10 minutes).


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3. Give a short lecture on the success dimensions of AWGs using OH 5.7.1 and drawing from the explanatory material in Success Dimensions. Give the participants a copy of Success Dimensions and a copy of OH 5.7.1 (15 minutes).

4. Where appropriate, divide participants into discussion groups, each with four

to seven members. Each group then completes the Worksheet (1 hour).

5. During the discussion, draw out learning points from participants and list these on a flip chart. If appropriate, an action plan may be developed (20 minutes).

Time Required The time required for this activity varies according to the kinds of work groups being reviewed. The minimum time required is 1 hour and 40 minutes.


369

Assessment The assessment will help you decide whether a defined work group has the necessary competencies to operate effectively as a self-managed (autonomous) group. You may review either a group that could be self-managed at some time in the future or a group that is currently being self-managed. Define the group that you want to review in the box below: The work group being reviewed is:

Complete the assessment on the defined group by circling one number for each item.

1. The work group has strong problem-solving skills.

Problem-solving skills are weak.

1 2 3 4 5 6 Problem-solving skills are strong.

2. The work group’s manager acts as a facilitator rather than taking the role of a directive manager.

The manager directs. 1 2 3 4 5 6 The manager acts as the facilitator of the group.

3. Group members are able and willing to manage themselves.

Group members are not self-starters.

1 2 3 4 5 6 Group members are self-starters.

4. Both the group (as a team) and individual members receive sufficient training to help them organize their own work.

Training has been absent. 1 2 3 4 5 6 Training has been sufficient.

5. The tasks that the group needs to perform require that members work together closely.

Tasks do not require teamwork.

1 2 3 4 5 6 Most or all of the tasks that the group needs to perform require teamwork.


370

6. The reward system works to encourage the group to perform as a unit (rather than rewarding individuals).

The reward system does not support group performance.

1 2 3 4 5 6 The reward system supports group performance.

7. The role of the group within the organization is clear (the group’s purpose, output requirements, and success measures are defined).

The group’s organizational role is unclear.

1 2 3 4 5 6 The group’s organizational role is clear.

8. The group receives all the information that it needs to manage itself effectively.

The information system does not provide the group with the information necessary for self-management.

1 2 3 4 5 6 The information system provides the group with all the information necessary for self-management.

9. Relationships with (internal and external) suppliers and customer groups are strong and positive.

Inter-group relationships are weak.

1 2 3 4 5 6 Inter-group relationships are strong.


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Success Dimensions Since the early 1970s, innovative organizations have increasingly used the autonomous work group (AWG) approach as a basis for organizing day-to-day work. The argument is simple but challenging: it is suggested that boss-directed groups tend to disem-power employees and create an environment of restriction and dependency. How-ever, if team members take control over their working lives, then morale, perform-ance, and responsibility improve: in effect, they form an autonomous work group. AWGs are not easy to sustain: sometimes managers or supervisors abdicate responsi-bility before an AWG is ready and the group’s performance slips to an abysmal level. Work groups need to be able and willing to take responsibility for activities that are elements of the managerial role in many organizations. The AWG approach, when implemented effectively, has many advantages, if the group is ready. Nine dimensions of readiness are listed below:

The AutonomousWork Group Wheel

Strongsupplier/customer

relationships

Strongproblem-solvingskills Manager

acts as afacilitator

Self-startinggroup

members

Ongoingtraining

Integratedtasks

Rewardsystem that

supportsthe group

Roleclarity

Developedinformation

systems


372

1. Strong problem-solving skills AWGs must identify problems and potential problems before they become serious and find ways to resolve them quickly and effectively. Team methods for group problem solving are often useful to define problem areas, brainstorm options, propose solutions, and devise action plans.

2. Manager acts as a facilitator

The term autonomous work group implies that a group is responsible for its own behavior, performance, and output. In practice, management activities will always be required, but this should facilitate the development of the capability of the team rather than controlling its behavior. The true role of the manager in an AWG is as a coach, empowerer, and facilitator.

3. Self-starting group members

Not all people want to be members of an AWG—some lack interest, interpersonal skills, or capability. Each group member should be selected with great care (a task often undertaken by the group itself). Members who are not self-starting lack the capability to be full contributors.

4. Ongoing training

The group, not managers, provide control and coordination in AWGs. Continuous development of individuals enables the AWG to upgrade both individual and collective competence. Individuals should be encouraged to develop an ever-widening set of skills so that they can provide a more flexible and capable resource to the group.

5. Integrated tasks

If tasks are excessively fragmented, it can result in an AWG breaking down and group members undertaking different task elements in isolation from the others. AWGs are most effective when there are substantial shared tasks to be performed. Only when members of the group depend on one another will the energy of the group be released.

6. Reward system that supports the group

If the organization’s reward systems emphasize individual accomplishment, rather than group achievement, then the group will tend to develop a competitive culture—not the collaborative culture needed for a successful AWG. Reward systems should recognize the individual’s contribution but emphasize the group’s performance.


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7. Role clarity Role clarity requires that (1) the intent or purpose of the team be defined and (2) the performance requirements and success measures be defined. AWGs need to be 100 percent clear about their mission and primary tasks (sometimes called core processes). Initially, it will be members of senior management who define the group’s charter—specifying what needs to be done and what key results are expected to be achieved. As it becomes established, an AWG will, typically, seek to renegotiate, develop, and redefine its group’s charter to take into account its increasing competence and its perception of what needs to be done.

8. Developed information systems

Teams cannot be autonomous unless they have access to information that allows all key performance parameters to be assessed and managed. Management Infor-mation Systems (MIS) usually provide both close-to-real-time and comparative data to senior management. AWGs need the same information if they are to be self-managing.

9. Strong supplier/customer relationships

No work group is an island: every group has suppliers and customers (either internal or external to the organization). These linkage relationships need to be cooperative and effective. There is a risk that AWGs become inward looking and insular since they have to spend time weighing options and making decisions. It is necessary for an AWG to negotiate positive, win-win agreements with all inter-related teams.


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Worksheet When all the members of the group have completed the Assessment, compare your scores by completing the grid below (using a different colored pen for each person).

Issue Score

1. Strong problem-solving skills 1 2 3 4 5 6

2. Manager acts as a facilitator 1 2 3 4 5 6

3. Self-starting group members 1 2 3 4 5 6

4. Ongoing training 1 2 3 4 5 6

5. Integrated tasks 1 2 3 4 5 6

6. Reward system that supports the group 1 2 3 4 5 6

7. Role clarity 1 2 3 4 5 6

8. Developed information systems 1 2 3 4 5 6

9. Strong supplier/customer relationships 1 2 3 4 5 6


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List each issue with an average score of less than 5 on a flip chart with the lowest-scoring item at the top, as shown below: Issue:

What needs to be done? How?

Use the resources of the group to complete both columns.

• Repeat for other low-scoring items.

• If appropriate, document the information on a flip chart for the group to use as an action plan.

OH 5.7.1

The AutonomousWork Group Wheel

Strongsupplier/customer

relationships

Strongproblem-solvingskills Manager

acts as afacilitator

Self-startinggroup

members

Ongoingtraining

Integratedtasks

Rewardsystem that

supportsthe group

Roleclarity

Developedinformation

systems

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