Fifty Activities For Self Directed Teams

50 Activities for
Self-Directed Teams
Glenn M. Parker
and
Richard P. Kropp, Jr.
Published by Human Resource Development Press, Inc.

© 1994 by Glenn M. Parker and Richard P. Kropp, Jr.
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. We do, however, ask
that the following statement appear on all reproductions.
Reproduced from 50 Activities for Self-Directed Teams , by Glenn M. Parker

and Richard P. Kropp, Jr., Amherst, Mass.: HRD Press, 1994.
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

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Contents
Introduction............................................................................................................................1
A Group Is Not a Team ................................................................................................1
All Teams Are Not Self-Directed ................................................................................1
Not Every Organization Is Ready for Self-Directed Teams .................................2
Making It Work..............................................................................................................3
Activities Support the Team Process .........................................................................3
References .......................................................................................................................5
Index to Activities..................................................................................................................7
Section I: Getting Started

1. Success Factors .....................................................................................................15
2. Readiness Rating..................................................................................................19
3. Self-Directed Team (SDT) Stages .....................................................................23
4. Roadblocks............................................................................................................27
5. Third Wave............................................................................................................31
6. Show and Tell: Getting Ready for Self-Direction..........................................37
7. Surfacing a Team Identity..................................................................................41
8. The Reality of Self-Direction..............................................................................45
9. Responsibility Charting......................................................................................49
Section II: Building and Maintaining the Team

10. Valuing Diversity.................................................................................................59
11. Dip Your Toe in the Water ................................................................................61
12. Self Test for Self-Direction .................................................................................65
13. Ready, Set…Go? ..................................................................................................69
14. Collaboration in the Workplace: A Must for Self-Directed Teams..........73
15. Climate Headline .................................................................................................75
16. Building a Culture of Self-Direction in the Workplace ................................83
17. A Personal Action Planner for Building Self-Directed Teams ....................85
18. Self-Directed Structures ......................................................................................89
19. Resolving Differences .........................................................................................97
20. Hot Buttons.........................................................................................................103
21. Self-Directed Values Exercise ..........................................................................105
22. Similarities and Differences .............................................................................107
23. Building Trust Among Self-Directed Team Players ...................................111
24. Shop ‘Til You… ...............................................................................................113
25. Self-Directed Team Culture Survey...............................................................115
26. Go With the Flow ..............................................................................................121
27. The Power of an Agenda .................................................................................125
iii
28. Creativity Break ................................................................................................ 131
29. Quotable Quotes................................................................................................ 133
30. Workplace Trust................................................................................................ 137
31. Past-Present-Future: Charting a Self-Directed Teams Path .................... 139
32. No Team Is an Island........................................................................................ 143
33. Ivory Pure Quality ............................................................................................ 147
34. Team Values....................................................................................................... 153
35. Process Analysis ................................................................................................ 157
36. Guiding Past and Future Team Practices ..................................................... 161
37. Meetings and Self-Directed Norms ............................................................... 165
38. Meeting Monsters ............................................................................................. 171
39. The Weather Report: A Culture Report...................................................... 179
40. How Do I Feel About All This? Assessing my Readiness
for Self-Direction........................................................................................... 189
41. The Wish List...................................................................................................... 193
42. Clarifying Team Values ................................................................................... 195
Section III: Special Issues

43. The Self-Directed Team Coach....................................................................... 201
44. Leadership Characteristics .............................................................................. 205
45. Supervisory Scenarios...................................................................................... 209
46. What Would You Do If…? .............................................................................. 213
47. You Know You’re Stagnating When ............................................................ 217
48. Animal Grid........................................................................................................ 221
49. Assessing Your Team Leader Effectiveness ................................................ 223
50. Just for Fun ......................................................................................................... 227
About the Authors ........................................................................................................... 229
iv
Introduction
A Group Is Not a Team
Despite what we call them, not all “teams” are teams. Some so-called teams are
really groups masquerading as teams because in today’s world it’s important to
be on something called a team. There is nothing wrong with being a part of an
effective group. For example, nine department managers report to the plant
manager. Each department manager has a set of objectives for which they are
accountable, however, there is not a team goal for which they are mutually
accountable and interdependence only exists among several subsets of the
department heads. They have goals but they are the overall goals of the plant for
production, quality and other factors. There is not a joint product or service for
which the whole group is responsible. This is a group and a very effective one.
A team, on the other hand, “… is a group of people with a high degree of

interdependence geared toward the achievement of a goal or the completion of a
task. To put it another way: they agree on a goal and agree that the only way to
achieve the goal is to work together” (Parker, 1990, p. 16). There are many
groups with a common goal that are not teams. The key is the requirement for
interdependence.
All Teams Are Not Self-Directed
There are as many ways of describing a self-directed team (SDT) as there are
variations of the term itself. They are variously labeled self-managing teams,
autonomous teams, semiautonomous teams, empowered teams and natural
work groups. We have chosen to go with the most widely used term: self-
directed teams.
There are also many ways of defining a self-directed team. For example, the
consulting firm, Development Dimensions International says that,
“A self-directed team is an intact group of employees who are

responsible for a whole work process or segment that delivers a product
or service to an internal or external customer. To varying degrees, team
members work together to improve operations, handle day-to-day
problems, and plan and control their work. In other words, they are
responsible not only for getting their work done but also for managing
themselves” (Wellins, Byham and Wilson, 1991, p. 3).
1
50 Activities for Self-Directed Teams
Another firm, Zenger-Miller, emphasizes team size, cross-training and individual

team member responsibility when they define a self-directed team as,
“...a highly trained group of employees, from 6 to 18 on average, fully

responsible for turning out a well-defined segment of finished work.
The segment could be a final product, like a refrigerator or ball bearing;
or a service like a fully processed insurance claim. It could also a be
complete but intermediate product or service, like a finished refrigerator
motor, and aircraft fuselage, or the circuit plans for a television set.
Because every member of the team shares equal responsibility for this
finished segment of work, self-directed teams represent the conceptual
opposite of the assembly line, where each worker assumes
responsibility for a narrow technical function” (Orsburn, Moran,
Musselwhite and Zenger, 1990, p. 8).
From Pfeiffer and Company we get a more narrow conception of a self-directed

team. Consultants Torres and Spiegel seem to limit self-directed teams to a
functional area in the production side of organizations. In their view,
“A self-directed team is a functional group of employees (usually

between eight and fifteen members) who share responsibility for a
particular unit of production. The work team consists of trained
individuals who possess the technical skills and abilities to complete all
assigned tasks. Management has delegated to the self-directed work
team the authority to plan, implement, control and improve all work
processes” (Torres and Spiegel, l990, p. 3).
While it is true that self-directed teams are more prevalent in production

operations, especially manufacturing, they are operating in the service side of the
business and this area is likely to expand. For example, many insurance
companies have established self-directed teams in policyholder services and
many consumer products companies have reorganized their customer service
functions into self-directed, cross-functional teams.
In its most basic form, a self-directed team is a group of employees who are responsible for
a clearly defined product or service and who do their jobs with little or no supervision.
Not Every Organization Is Ready for Self-Directed Teams
As you may know, self-directed teams are not for everyone. It is not easy to be
successful. Despite all the hype, only about one-third of all companies are trying
self-directed teams, and even in those companies only about one-third of the
employees are involved.
Where do they work best? They seem to have a greater chance for success in
those organizations where there is a long and successful history of employee
involvement with programs such as quality circles and employee problem-
solving teams. Top management support and middle management involvement
2
Introduction
are critical. An experienced work force helps because they have a thorough
understanding of the work but they also may have ingrained ways of thinking
that may stand in the way of change. Therefore, self-directed teams have been
quite successful in start-up (so-called Greenfield) sites where you can start fresh
with a new work force and new technology.
Making It Work
While it is difficult, it can be done. However, top management cannot just

announce it and expect employees to start working together. Here are a few tips
based on our experience in working with self-directed teams:
1. Be Patient. Successful teams do not happen overnight. They go through

peaks and valleys. It can take from six months to a year and a half for a team to
become an effective, self-directed team. Several activities in this manual focus on
the culture change required to make this process work
2. Train. Everyone needs training and lots of it. That includes management and
union, team leaders and members, supervisors and facilitators. We suggest 48
hours of training for leaders, members and supervisors. And we recommend an
additional 32 hours of special coaching skills training just for supervisors. Many
of the exercises provide skill training for leaders, supervisors, and team
members as well as activities for management on transitioning to a team-based
organization.
3. Involve Supervisors. To overcome their anxiety, supervisors need to

understand every step of the new process as well as their own roles as team
coaches, trainers and facilitators. There are number of activities that help
supervisors understand the role of the coach and how to carry out that role.
4. Involve the Union. The union needs to be a full and informed partner in the
planning and implementing of self-directed teams. They can participate in many
of the culture-change and planning exercises.
5. Learn From Others. Reading books and articles and attending conferences is
only the beginning. Talk with people who are already involved in self-directed
teams, visit their sites and take along key supervisors, union leaders and team
members.
Activities Support the Team Process
In this manual we have selected activities that are designed to help you
implement a successful self-directed team effort. You will find exercises for:
1. top management teams

2. middle managers
3. supervisors
3
4. team leaders
5. team members
6. self-directed teams
7. teams seeking to become self-directed
With this manual in hand you have lots of options. It’s a little like a
smorgasbord. There will be some items that you will like and be ready to try
today; there will be others that you will like but be reluctant to try and there will
be others that are just not right for you. Keep in mind that our other manual, 50
Activities for Team Building, volume 1, contains many exercises that can also be
used with self-directed teams.
The activities in this manual have been divided into three general categories:
1. Getting Started. Here you will find activities designed to help senior
management determine if the organization’s current culture supports the
concept of empowered teams; how to change the culture; how to assess a team’s
readiness for self-direction and how to get a team off the ground, including
planning for the transfer of decision-making authority.
2. Building and Maintaining the Team. In this, the largest section of the manual,
there are exercises to break the ice; build trust; resolve conflict; improve team
meetings; provide problem-solving skills; develop work process flow charts;
assess team effectiveness; develop team norms and values; inter-group team
building, and plain old-fashioned team building.
3. Special Issues. Special issues include many team-building areas that are unique
to self-directed teams, such as team leadership, dealing with team stagnation and
the changing role of the supervisor.
We suggest that you select the activities that suit your audience’s needs and meet
your comfort level. You should use only those activities that make sense for the
participants. Don’t do an exercise just because it sounds interesting to you if it
really won’t help the team develop. Just as important—pick those activities that
you feel comfortable facilitating. Your needs assessment should tell you what
will work and what won’t. By the same token, you might feel that an activity the
team could use might be too much of a stretch for you. You might be able to
overcome that challenge with good preparation, but keep in mind that you may
be able to use it next month or next year. The manual will still be there.
The best facilitators do their most important work before the session begins. It’s
important to carefully plan what you are going to do and say, including
anticipating the group’s reactions and questions. Planning also enhances your
confidence and helps you deal with the unexpected. If you are confident about
the activity you are better able to deal with the overhead projector that doesn’t
work or the difficult team member who won’t cooperate.
4
Introduction
We provide a great deal of detail about each activity. Each activity gives the
objectives; recommended group size; time limit; physical setting, and materials
and resources needed. On your end it’s important to plan your presentations to
the group about the objectives, or purpose, of the activity, and the activity itself.
One way to deal with their anxiety about the session is to provide a solid outline
and clear directions, which are given in the process notes.
At various points along the way and, without fail at the end, summarize the key
learning points or outcomes of the session. Help the people understand what
they have learned and, most important, how it relates to team effectiveness, how
they can use the ideas back on the job or what are the next steps for the team
and team members.
With this manual you have a wide range of resources available to you. In order
to successfully use these resources to develop and train self-directed teams,
1. survey and identify the training needs;

2. select the activities that respond both to those needs and meet your comfort
level;
3. develop a detailed plan for the session using the process notes as the starting
point;
4. carefully plan your presentation, including the instructions, to the group;
5. summarize the key learning points at the end;
6. facilitate a discussion of how the session outcomes will be used on the job.
REFERENCES
Orsburn, J. D., Moran, L., Musselwhite, E., and Zenger, J., Self-Directed Work
Teams, The Next American Challenge. Homewood, IL: Business One Irwin, 1990.
Parker, G. M., Team Players and Teamwork. The New Competitive Business Strategy.
San Francisco, CA: Jossey-Bass Pubishers, 1990.
Parker, G. M. and Kropp, R. P., Jr., 50 Activities for Team Building vol. 1 Amherst,
MA: HRD Press, 1992.
Torres, C. and Spiegel, J. Self-Directed WorkTeams: A Primer. San Diego, CA:

Pfieffer and Company, 1990.
Wellins, R. S., Byham, W. C., and Wilson, J. M. Empowered Teams.: Creating Self-
Directed Work Groups That Improve Quality Productivity and Participation. San
Francisco, CA: Jossey-Bass Publishers, 1991.
5
Index to Activities
Organizational Readiness
Team Assessment
Role of the Coach

Team Leadership
Problem Solving
Team Building
Interpersonal
Stagnation
Meetings
Start-up
Conflict
Page
# Title
1 Success Factors 15 •
2 Readiness Rating 19 •
3 Self-Directed Team Stages 23 •
4 Roadblocks 27 • •
5 Third Wave 31 • •
6 Show and Tell: Getting Ready 37 • •
for Self-Direction
7 Surfacing a Team Identity 41 •
8 The Reality of Self-Direction 45 •
9 Responsibility Charting 49 •
10 Valuing Diversity 59 • •
11 Dip Your Toe in the Water 61 •
12 Self-Test for Self-Direction 65 • •
13 Ready, Set,…Go? 69 • •
Collaboration in the Workplace:
14 A Must for Self-Directed 73 • •
Teams
15 Climate Headline 75 • •
16 Building a Culture of Self- 83 • •
Direction in the Workplace
A Personal Action Planner for
17 85 • •
Building Self-Directed Teams
18 Self-Directed Structures 89 •
19 Resolving Differences 97 • • •
20 Hot Buttons 103 • •
21 Self-Directed Values Exercise 105 • •
22 Similarities and Differences 107 • •
23 Building Trust Among Self- 111 • • •
Directed Team Members
24 Shop ’Til You… 113 •
25 Self-Directed Team Culture 115 • •
Survey
7
Index to Activities
Organizational Readiness
Team Assessment
Role of the Coach

Team Leadership
Problem Solving
Team Building
Interpersonal
Stagnation
Meetings
Start-up
Conflict
Page
# Title
26 Go With the Flow 121 • •
27 The Power of an Agenda 125 • •
28 Creativity Break 131 • •
29 Quotable Quotes 133 • • •
30 Workplace Trust 137 •
Past-Present-Future: Charting a
31 139 • •
Self-Directed Teams Path
32 No Team Is an Island 143 • • •
33 Ivory Pure Quality 147 • •
34 Team Values 153 • • • •
35 Process Analysis 157 • •
Guiding Past and Future Team
36 161 •
Practices
Meetings and Self-Directed
37 165 •
Norms
38 Meeting Monsters 171 •
The Weather Report: A Culture
39 179 •
Report
40 How Do I Feel About All This? 189 • •
41 The Wish List 193 •
42 Clarifying Team Values 195 • •
43 The Self-Directed Team Coach 201 •
44 Leadership Characteristics 205 •
45 Supervisory Scenarios 209 •
46 What Would You Do If…? 213 •
You Know You’re Stagnating
47 217 • •
When…
48 Animal Grid 221 •
Assessing Your Team Leader
49 223 •
Effectiveness
50 Just for Fun 227 • • •
8
Symbols
Handout
? Exercise
Overhead Transparency
9
Activities
Section I:
Getting Started
1
Success Factors
Objectives
1. To provide the top management team with a simple method to determine if

they are ready to undertake self-directed teams.
2. To provide the top management team with an opportunity to prepare a plan

to increase their chances for success.
Participants
Maximum of 10 people.
Time Limit
2 hours
Physical Setting
Chairs around a conference table.
Materials and Resources
1. Copy of Handout 1.1 for each participant

2. Flipchart and markers; tape or push pins
Process
1. Explain the objectives of the meeting, highlighting the importance of an up-

front assessment of the organization’s current ability to support the successful
implementation of self-directed teams.
2. Distribute copies of the handout. Facilitate a discussion on each of the factors

to gain agreement on the extent to which each of the elements are in place in the
current organization.
15
3. As you finish each factor, ask the group to come up with recommended
changes and action items. Post the items on the flipchart.
4. Conclude the session by summarizing the outcomes and possible next steps.
Variations
1. A more in-depth organizational assessment is Activity 2, Readiness Rating.
2. Add a rating scale to each of the factors and use it as a survey instrument.
3. Distribute the handout prior to the session for study and reflection by the
management team participants.
16
Handout 1.1
Success Factors
Directions: Below you will find a list of factors that have been determined to be
important to be in place before an organization embarks on self-directed teams.
To what extent do you think these elements exist in our organization?
1. Top-Level Commitment. There is a champion at or near the top of the

organization who is totally committed to self-directed teams and will protect,
support and fight for the success of the effort.
2. Management-Employee Trust. Managers trust that, over time, employees

will actively support the changes necessary to make this process successful.
Employees trust that management will allow them to take risks, express their
opinions and make decisions about the work in their area.
3. Willingness To Take Risks. Management is willing to risk a difficult and

costly change that will radically change their organization. Employees are willing
to give up their traditional individual jobs for a more demanding role as a team
member.
4. Willingness To Share Information. Management is willing to share

previously secret information about the business including financial reports.
5. Enough Time And Resources. Management is willing to take the time (often
years) and provide the resources in the form of training, materials, equipment
and re-tooling to ensure the success of the transition to teams.
6. Commitment To Training. Management is willing to provide intensive,

long-term training in interpersonal, administrative and technical skills necessary
for a team-based environment.
7. Operations Conducive To Work Teams. The business has an operation that

includes a wide range of employee tasks, with some complex enough that
improved skills and commitment can lead to improved productivity.
8. Union Participation. In a unionized environment, management makes the

union an active partner in the transition process. The union must be committed
to the team process and to providing the flexibility necessary to make the team
process successful.
Adapted from Jack D. Orsburn et al., Self-Directed Work Teams: The New American
Challenge. Homewood, IL: Business One Irwin, 1990.
17
2
Readiness Rating
Objectives
1. To assess your organization’s readiness to implement self-directed teams.
2. To develop a plan to increase your organization’s ability to successfully

implement self-directed teams.
Participants
Fewer than 10 people.
Time Limit
3 hours plus pre-work.
Physical Setting
1. Copy of Exercise 2.1 for each participant.

2. Overhead projector, screen, flipchart, markers and tape or push pins.
Process
1. Prior to the meeting distribute copies of Exercise 2.1 to each member of the
management team with a request that they return the completed survey to you
prior to the meeting.
2. Prior to the meeting summarize the number of responses and determine the
mean for each question. Prepare a transparency of the summary and a printed
copy for each person.
3. Open the meeting by stating the objectives and indicating that we are using
the data to (1) determine if we are ready to undertake self-directed teams and (2)
if so, what do we need to do to prepare for a successful implementation process.
19
4. Facilitate a discussion on the organization’s strengths–the areas where the

scores are high (e.g., the mean exceeds 4.0)–and the areas we need to address.
Post the “Strengths” on one sheet of flipchart paper and the “Improvement
Areas” on another. Discuss the reasons behind the strengths.
5. Form subgroups to address each of the Improvement Areas. Ask each sub-
group to come with description of the:
• Problem
• Causes of the problem
• Possible solutions
• Recommendation
Allow 30 to 45 minutes for this activity.
6. After each group has presented its plan, summarize the session and get the
group to come up with a list of next steps.
Variations
1. Complete the exercise in the meeting, post the results on the flipchart by a
show of hands and lead an open discussion on the results.
2. Ask a sample of middle managers, first-level supervisors, team members

and customers to complete the exercise. Compare their responses with those of
senior management.
3. See also Activity 25, Self-Directed Team Culture Survey.
20
Exercise 2.1 ?
Exercise 2.1: SDT Readiness Survey
Directions: The purpose of this survey is to measure the extent to which this
organization is ready to embark on the implementation of self-directed teams.
Please indicate, by circling one number, the extent to which you agree with each
of the statements according to the following scale:
1-Strongly Disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly Agree
1. Top management supports the empowerment of teams to make decisions

about the how the work will be done in their area.
1 2 3 4 5
2. Middle management and first-line supervisors are willing to allow teams of

employees to make decisions about work in their area that were formerly made
by management.
1 2 3 4 5
3. The union supports the concept of empowered work teams.
1 2 3 4 5
4. The nature of the work lends itself to a team approach.
1 2 3 4 5
5. This organization has a strong tradition of employee involvement and

participative management.
1 2 3 4 5
6. This organization has a strong tradition of following through on new

employee-based programs.
1 2 3 4 5
7. This organization is willing to invest money in the technology or equipment

necessary to support a team-based effort.
1 2 3 4 5
Reproduced from 50 Activities for Self-Directed Teams by Glenn M. Parker and

Richard P. Kropp, Jr., Human Resource Development Press, Inc. 1994
21
? Exercise 2.1 - concluded
8. This organization is willing to openly share business information with non-

management employees.
1 2 3 4 5
9. Management is willing to provide the necessary problem-solving and team

building services to support a team-based effort.
1 2 3 4 5
10. The business is sufficiently secure to provide a period of relative stability

during which the teams can be trained and have time to develop.
1 2 3 4 5
11. There is a high level of trust in management by employees.
1 2 3 4 5
12. Top management empowers middle management to make decisions

without second-guessing them.
1 2 3 4 5
13. Management understands that self-directed teams take time to develop and
they have the patience to support the change process over time.
1 2 3 4 5
14. The physical layout of the workplace lends itself to working in teams.
1 2 3 4 5
15. The union (or management) is willing to change certain work rules and job
classifications to permit more flexibility, cross-training and self-determination.
1 2 3 4 5
Supports for Self-Directed Teams Include:
Needed Improvements Include:

22
3
Self-Directed Team (SDT)
Stages
Objectives
1. To list and describe the stages of development of a self-directed team.
2. To develop strategies for coping with each stage.
Participants
Unlimited, but works best with fewer than 15 people.
Time Limit
30 minutes to 1 hour.
Physical Setting
Chairs around a set of tables arranged in a U-shape.
1. Copy of Handout 3.1 for each participants.

2. Prepared transparency of Handout 3.1.
4. Overhead projector and screen
Process
1. Open the session by explaining that self-directed teams do not spring up as

fully functioning teams once they complete training. They usually go through a
series of stages until they reach the point of becoming a mature team.
2. Distribute the handout and display it on the overhead projector. Provide a

brief explanation of each stage and, where possible, include examples from your
organization.
23
3. Facilitate a discussion on (1) what can be done at each stage to successfully

manage the transition to the next stage, and (2) if appropriate, ask what stage
they think their team is in and what needs to be done to move the team forward
toward becoming a mature self-directed team. Record the responses on the
flipchart.
Variation
A companion exercise is Activity 1, Success Factors.
24
Handout 3.1
The Stages of Development of a Self-Directed Team
Stage 1: Start-Up
This is the honeymoon period that follows the kick-off and initial team training.
There is lots of support and enthusiasm.
Stage 2: State of Confusion
Teams experience difficulties and problems that were not anticipated or

discussed during the training. There is some negative reaction to the entire
change effort on the part of supervisors and some team members. Some people
question the “real reasons” for the move to self-direction.
Stage 3: Leader-Centered Teams
A team leader emerges as the dominant person on the team. Team members
look to this one person to be the chief contact person, resolver of conflicts and
organizer of the team’s work. Norms to guide team operations evolve to deal
with conflict, communications, decision-making and other issues.
Stage 4: Tightly Formed Teams
The team is on the road to success as they take responsibility for the planning
and managing of their work. Strong internal cohesion and loyalty is coupled
with competition with other teams.
Stage 5: Mature Self-Directed Team
As a mature team they are committed to achieving both team and organizational
goals and collaborating with other teams. Team members routinely acquire new
skills, take on new tasks and respond to customer needs with little external
direction. They make all decisions about the work and the management of the
team.
Adapted from Jack D. Orsburn et. al., Self-Directed Teams: The New American
Challenge. Homewood, IL: Business-One Irwin, 1990.

25
4
Roadblocks
Objective
To assess the possible roadblocks to successfully implementing self-directed

work teams.
Participants
4 to 8 people
Time Limit
1 hour.
Physical Setting
A small room with table and comfortable chairs.
Copy of Exercise 4.1 for each participant.
Process
1. Briefly discuss the idea that starting and maintaining self-directed work
teams can be a difficult task if certain unfavorable conditions exist. Those
conditions revolve around trust, clarity, resistance, participation and
commitment.
2. Distribute Exercise 4.1 and have the group complete the survey.
3. Ask members of the group to individually report their scores for each
question by posting them on a flipchart.
4. Collectively summarize the group scores and prioritize the issues, taking
those issues with the lowest scores first and working toward those with the
highest scores.
27
5. Have the team discuss each of the issues and develop an action plan to
address the problem areas.
6. Conclude the activity by reviewing the process and setting a specific date to
follow up.
Variations
1. Distribute the exercise prior to the meeting and prepare a summary of the
results for presentation at the meeting.
2. For another approach see Activity 2, Readiness Rating.
28
Exercise 4.1 ?
Exercise 4.1: Barriers to Effectively Implementing
and Maintaining Self-Directed Teams
Directions: For each of the items listed below, indicate the extent to which you
believe that the statement is true. Circle 1 if you believe the statement is
completely true, 2 if you believe the statement is somewhat true, 3 if you are not
sure, 4 if you believe the statement is somewhat untrue or 5 if you believe that
the statement is completely untrue.
Statement Circle One Number

1. Employees mistrust management’s motives. 1 2 3 4 5
2. Team members are unclear what is expected of 1 2 3 4 5

them.
3. Managers resist any change of this type. 1 2 3 4 5
4. First-line supervisors resist any change of this 1 2 3 4 5

type.
5. First-line supervisors are unclear about what is 1 2 3 4 5

expected of them.
6. Certain people feel that they will lose status and 1 2 3 4 5

power.
7. Managers do not demonstrate participative skills. 1 2 3 4 5
8. Employees resist any change of this type. 1 2 3 4 5
9. Managers are unclear about what is expected of 1 2 3 4 5

them.
10. There is a lack of top management commitment. 1 2 3 4 5

29
5
Third Wave
Objectives
1. To have participants examine the idea of self-directed teams and how self-
directed teams can enhance their organization’s productivity.
2. To examine participants’ preferences for their future situation.
3. To have participants develop a plan to implement self-directed teams to

realize their preferred futures.
Participants
Unlimited; works best with an intact work group.
Time Limit
90 minutes, plus pre-work.
Physical Setting
Large space with several tables and room for two groups of 10 people.
1. Flipchart paper and markers for each participant.

2. Two dozen rolls of masking tape.
4. Blank 8 1/2” x 11” paper for each participant.
5. Blank 3” x 5” note cards for each participant.
Process
1. Prior to the activity participants are instructed, by memo, to gather media

materials related to the future of their workplace. They are asked to gather
research, books, news clippings, videos, etc. that discuss all aspects of the work
31
setting that could reshape how they work or perform. Additionally, materials
should be collected related to how their industry in general is changing.
2. Begin the activity by asking that all the media materials be posted on the
walls. The facilitator gives a brief overview of the activity and discusses the
changing nature of the way work is organized. Further, the facilitator gives a
brief lecture on the nature of self-directed teams. The facilitator then asks all
participants to take 15 minutes and look over the posted materials.
3. Ask the participants to arrange themselves in groups. Each group receives

enough copies of Exercise 5.1, blank sheets of 8 1/2” x 11” paper, and blank 3” x
5” note cards.
4. Ask the participants to individually complete the exercise, expressing their

ideas about where work is headed within the next 5 years based upon the
displayed media.
5. Ask the participants to discuss, compare and contrast their individual

findings. Ask each group to list on a piece of flipchart paper those things that
they all agree are likely to occur within the next 5 years.
6. Then ask that each group post their flipchart sheet at the front of the room,
and speak to the entire group about the commonalties. Ask everyone to reflect
upon these changes and what they mean to them personally. How will they rise
to these challenges? Will they contribute or stand in the way of change?
Participants are asked to think about what it will mean to work in this future
place. How will it feel? What will it be like? Will this be in accordance with, or
against their personal belief systems?
7. Participants are then asked to individually write down on their blank sheet
of paper their thoughts on the workplace within the next 5 years and how they
will contribute to their own satisfaction at work given the changes. What would
they prefer? How will they see that their preferences come about? How will they
help others in the organization adapt to the future?
8. The participants are then asked to discuss the role that a team based
structure might have on their ability to achieve their desired state. After this
discussion the groups reconvene and report the product of their discussions.
9. Participants are then asked to write down on their note card and commit to
one action plan or statement that they can begin working with today to lead to
their desired future. They will be encouraged to post their note card
commitment statement at their workplace and refer to it.
32
Third Wave
Variations
1. Participants can select from materials brought by the facilitator rather than
having to collect and bring material with them.
2. Rather than use work sheets the group can simply use flipchart paper for the
exercise.
33
Exercise 5.1 ?
Exercise 5.1: The Shape of Work to Come–
An Exercise in Planning the Future
Use the following questions to guide your discussion about where the workplace
will be within 5 years.
• What type of work will we be doing?

• What will be the new customer needs and services we must provide?
• How will work be organized?
• How will our specific jobs change?
• What other changes will occur?

35
6
Show and Tell: Getting
Ready for Self-Direction
Objectives
1. To identify and understand the history of the organization in order to be

able to move forward to create a self-directed workplace
2. To share team members’ ideas, perceptions, and feelings about the

organization’s past.
3. To provide team members with an opportunity discuss their hopes and

expectations about the future.
Participants
Unlimited
Time Limit
1 hour.
Physical Setting
A room in a quiet location that would allow individuals to move around. The
tables and chairs should be set up in a U-shape with an additional long table
located in the middle of the U. Participants will need space to move around the
center table.
1. Tables for materials.

2. Flipchart and markers.
Process
1. Prior to the session individuals are told to bring an object they feel
represents the history of the organization.
2. Individuals are seated around the U with their objects.
37
3. Present the objective of the activity as a discussion of the history of the

organization, based on the different perspectives of the participants.
4. Team members are then encouraged, at random, to move to the front of the
U to discuss the object they brought with them. The only guidelines given are
that the person must discuss the object’s relevance to the history of the
organization from three perspectives: self, organization, and society.
5. As each individual presents his/her object, write the name of the object and
key points regarding the object on the flip chart.
6. After each individual presents an object, the object is placed on the table in
the center of the U.
7. Once all individuals have described their object and placed it on the table,
participants are then given a 10-minute break to move around, view, and discuss
the objects.
8. Conclude with a general discussion of how this activity can prepare the
group for change and pave the way for the implementation of self-direction.
Some possible discussion questions include:
• Did many of you learn things about the organization that you didn’t know
before today?
• Is the rationale for certain organizational policies and procedures easier to

understand now?
• Can you better understand some individual’s alliances and behaviors than
you did before?
• Are you more in tune with the organization’s philosophy now?
• Did you hear any unexpected descriptions of the organization?
• Do you feel your personal history with the organization is important to the
future of the organization?
• Was the exercise worthwhile?
• Any ideas on how to improve the exercise?
38
Show and Tell: Getting Ready for Self-Direction
Variations
1. The participants may be divided into teams to alleviate possible anxiety over
presenting their object solo and to foster team building. Teams would also allow
the exercise to be done in larger groups.
2. If the goal of the exercise was to discuss the future of the organization,
participants could be told to bring an object that represents the future of the
organization.
3. See also Activity 31, Past-Present-Future and Activity 36, Guiding Past and
Future Team Practices.
39
7
Surfacing a Team
Identity
Objective
To determine team members’ reactions to the proposed self-directed teams, and

feelings regarding the change strategies their team might need to implement in
support of new organizational goals.
Participants
Unlimited; works best with an intact work team or a department considering a

move to self-directed teams.
Time Limit
60 to 90 minutes.
Copy of Exercise 7.1 for each participant
Physical Setting
A comfortable room with chairs around a conference table.
Process
1. Describe the purpose of the questionnaire in Exercise 7.1, reinforcing

anonymity and the need for thoroughness and honesty.
2. Distribute the exercise giving the participants approximately 30 minutes to

complete it.
3. Form groups of 3 to 5 members and ask them to discuss their responses and
summarize the feelings of the group.
4. Have each group report the results of their discussion and generally discuss
their findings.
41
5. Conclude the activity by asking the entire group to do action planning to

close the gaps they perceive in their ability to support the self-directed team
concept.
Variation
A companion exercise is Activity 2, Readiness Rating.
42
Exercise 7.1 ?
Exercise 7.1: Management Perspectives
Questionnaire
1. What, if any, positive impact do you feel self-directed work teams will have
on your personal role in the organization?
2. What, if any, positive impact do you feel self-directed work teams will have
on your department’s role in the organization?
3. What, if any, changes do you feel you will be required to make to support
the self-directed team concept?
4. What, if any, changes do you feel your department will be required to make to
support the concept of self-directed work teams?
5. What do you consider to be the strengths and advantages of self-directed work

teams?
6. What do you consider to be the weaknesses and disadvantages of self-directed

work teams?
7. What does your department need to do in order to facilitate the transition to

self-directed work teams?
8. What does your department need other departments to do in order to

facilitate the transition to self-directed work teams?

43
8
The Reality of
Self-Direction
Objectives
1. To assess the level of empowerment that exists in a self-directed team.
2. To assess an organization’s readiness to transition to a team-based

organization.
Participants
Unlimited; works best with an existing self-directed team.
Time Limit
2 to 3 hours depending on the size of the teams.
Physical Setting
A room large enough to accommodate the group with comfortable seating

around a conference table and sufficient wall space.

Process
1. Present a short lecture on the idea of empowerment and the role of

autonomy in the creation and maintenance of self-directed work teams.
2. Have each person complete and score the exercise. Create a composite team
score by computing the average of the individual scores.
3. Process the exercise by asking each team to plot their scores on the
continuum and post it on a sheet of flipchart paper taped to the wall.
45
4. Facilitate a discussion on the meaning and implications of the results.
5. Conclude the activity by having the team complete an action plan. Ask them
to focus on a short term and two long-term changes.
Variation
A more specific exercise is Activity 12, Self-Test for Self-Direction.
46
Exercise 8.1 ?
Exercise 8.1: The Reality of Self-Directed Teams
Directions: Read each of the following statements and respond by selecting the
number that most closely represents the degree to which the statement is
characteristic of your team. 1 is least like your team, 2 is somewhat unlike your
team, 3 is sometimes like your team and sometimes unlike your team, 4 is
somewhat like your team and 5 is most like your team.
1. Our team has significant influence over the development of our goals.
2. Our team has a voice in all decisions that affect our work.
3. Our team openly shares its problems.
4. Our team has all the resources it needs to be effective.
5. Our team interviews and selects new members.
6. People outside our team do not interfere with our decision-making

process.
7. People outside our team are unable to influence our work assignments.
8. We set our own goals, standards and timetables.
9. People outside our team are very committed to our success.
10. People outside our team provide the tools we need to be successful.
11. Our team regulates the work schedule and work assignments.
12. Our team is kept informed of external action that might affect our ability
to achieve our goals.
13. Our members can select the way in which they will perform their work.
14. Our members can evaluate what needs to be done and formulate plans
to accomplish it.
15. Our team can change plans as long as the new plans do not conflict with
those of other groups.
Total

47
Continuum for the Reality of Self-Directed Teams

To determine the reality of your self-direction compute your individual and team
scores and plot them on the continuum below. The scale indicates the degree of
autonomous action your team can take.
Dependent Participative Autonomous
Self-–––––––––––––––––––––––––––––––––––––––––––––––––––––
Team––––––––––––––––––––––––––––––––––––––––––––––––––––
0–––––––--––––––18––––--–––––––––37–––––-–––-–––––56–––––--–––––––75
Terms:
Dependent—Teams that score in this range are managed by a traditional

manager in a traditional structure. Moving to self-direction will take basic work
on such issues as decision making, authority and task management.
Participative—Teams that score in this range are moving progressively toward

self-direction. Managers make a significant effort to involve all team members in
the action.
Autonomous—Teams that score in this range are highly self managed reflecting
an ability to make task-related decisions, manage performance and determine
membership and leadership.

48
9
Responsibility Charting
Objectives
1. To list the current work area tasks.
2. To designate current responsibility for each work area task as supervisory,

team or joint responsibility.
3. To determine who will be responsible for each task in the future as the team
moves toward self-direction.
4. To prepare a plan for the transfer of responsibility from the supervisor to

the team.
Participants
Fewer than 10 people; larger groups may be divided into sub-groups of 4 to 5

people.
Time Limit
4 to 6 hours depending on team size and the complexity of the work.
Physical Setting
Chairs around a conference table or tables arranged in a U-shape.
1. Copy of Exercises 9.1-9.3 for each participant.

2. Overhead transparency of each exercise.
3. Overhead projector and projector pens.
Process
1. Explain the objectives of the session as critical to the successful transition of

the team to a fully functioning self-directed team.
49
2. Display the transparency of Exercise 9.1 on the overhead projector. Ask the
team to brainstorm their current work area tasks. Write them in the left-hand
column. Then ask them to indicate who is currently responsible or makes the
decision about each item. Place a check in the appropriate column on the right
side of the exercise. It may be helpful to have the current supervisor participate
in this activity or have him/her review the exercise after the session.
3. You may wish to take a break at this point. Transfer the list of tasks and
responsibilities from Exercise 9.1 (developed in step 2) to the transparency of
Exercise 9.2.
4. Display the transparency of the exercise with the tasks and responsibilities
inserted. Ask the group to agree on a target date in the future. They may want
to prepare two charts–one, for example, for one year in the future and, another,
for two years from now. Ask the team to indicate who will be responsible for
each task in the future. Place a check in the appropriate column on the right side
of the exercise.
5. This may be another good time for a break. Then distribute copies of
Exercise 9.3. Ask the team to identify the best place to start the transition
process. List the tasks on the transparency.
6. Divide the team into subgroups. Ask each group to select one of the tasks
and come up with a plan for managing the transfer of responsibility to the team.
7. When the groups report back, facilitate a discussion on the plans. Conclude
the activity with a list of action steps designed to implement the plans.
Variations
1. You may want to prepare a sample list of work area tasks and
responsibilities prior to the session. Distribute this list to the team prior to step 2.
2. Ask supervisors to meet separately and complete their version of Exercise

9.1. You can use this as a basis of comparison with the one completed by the
team.
3. Since this activity can get tedious, you may want to schedule it over two or
three days with other activities mixed in.
4. See also Activity 12, Self-Test for Self-Direction.
50
Exercise 9.1 ?
Exercise 9.1: Responsibility Chart – Now
TEAM NAME:
Directions: A useful technique in establishing a self-directed team is developing a

responsibility chart. The chart is helpful in both defining the boundaries of the
team as well as resolving ambiguities in the decision-making process. It also
helps the team and the supervisor plan the transfer of responsibility.
The process begins with a listing of the specific activities that have to be
completed by or for the team.
Task/Decision Responsibility
Team Supervisor Shared

51

52
Exercise 9.2 ?
Exercise 9.2: Responsibility Chart – Future
Team Name:
Target Date:
Task/Decision Responsibility
Team Supervisor Shared

53

54
Exercise 9.3 ?
Exercise 9.3: Responsibility Planning Guide
Team Name:
Directions: After you have completed both charts in the previous exercises, it is
time now to identify the best places to start the transition of decision-making to
the team. List below your five top choices of tasks or decisions now handled by
the supervisor or shared that could be assumed completely by the team in the
future. Then come up with a plan for successfully managing the transition.
List your top five choices:
1.
2.
3.
4.
5.
Transition Plan:

55
Section II:
Building and Maintaining
the Team
10
Valuing Diversity
Objectives
1. To help team members get to know and understand each other better.
2. To help team members understand how culture influences behavior on a

team.
3. To help team members see how cultural diversity increases the team’s
resources.
Participants
Time Limit
30 to 45 minutes.
Physical Setting
Chairs arranged in circle or around a conference table.
None.
Process
1. This activity is designed primarily for a team with some degree of cultural
and gender diversity. Open the session by reviewing the objectives and how
they relate to your team. Explain that knowing something about a person’s
cultural and family background often helps to understand his/her behavior on
the team.
2. Ask participants, individually, to tell the team something about (1) the family
and culture in which they were raised, and (2) how they think their background
impacts their participation on the team and how they communicate with their
teammates.
59
3. As each person completes his/her presentation, encourage other team

members to seek clarification of anything that is said.
4. Conclude the activity by asking the team members to indicate any new
information they learned today about their teammates, including any surprises,
and how this information will increase team effectiveness.
Variations
1. You may want to describe the activity in advance of the session to give
people an opportunity to prepare their presentation.
2. If the team includes a number of people born outside of the country, it may
be helpful to have a world globe or large map available. Team members can
point out their country of origin when they make their presentation.
3. Another team member introduction exercise is Activity 22, Similarities and

Differences.
4. The focal point of this exercise may be changed to address interpersonal

conflicts.
60
11
Dip Your Toe in the
Water
Objectives
1. To learn the role of a sample in the data collection process.
2. To learn how to identify a biased sample.
Participants
Unlimited; large groups may be divided into subgroups for this activity.
Time Limit
1 hour.
Physical Setting
Chairs around a conference table or tables arranged in a U-shape.
Process
1. Open the session by explaining the importance of sampling in team data
collection. Clearly define a sample as the collection of partial information about a
problem in order to make a judgment about the total problem. You may use the
analogy of just sticking your toe rather than your whole foot in the water to see
if it’s too hot or too cold. You may also discuss the concept of political polls to
determine people’s feelings on issues and predict election results.
2. Hand out Exercise 11.1 to each participant. Divide into subgroups asking
each group to analyze the situations and decide if there are any biases in the
samples. Allow 20 to 30 minutes.
3. Bring the groups together for a discussion of the results. Facilitate a

discussion on ways to correct the bias and make it a representative sample.
61
Variations
1. Change the situations in the exercise to more closely parallel your work.
2. Discuss the possible uses of data collection samples for problem solving in
your work area.
62
Exercise 11.1 ?
Exercise 11.1: Sampling Scenarios
Directions: Read each situation and decide if there is a potential bias. Be prepared
to discuss the reasons for your answer and how you might reduce or eliminate
the bias.
1. A bank’s quality improvement team wants to respond to customer

complaints about long lines at teller windows. The branch manager says they
need to hire more tellers. The team decides to observe the number of customers
waiting in line, time how long they wait in line and note what type of business
they are doing during the busy 12 noon to 1 p.m. period.
2. A continuous improvement team is looking into computer input errors.

They decide to sample the work of two computer operators–one with most
seniority and one with the least seniority.
3. A self-directed team wants to locate the defects in their product. They decide
to collect a sample by examining every fifth piece that comes off the line.

63
12
Self Test for
Self-Direction
Objectives
1. To assess the team’s progress toward self-direction.
2. To develop a plan to transition to increased self-direction.
Participants
Time Limit
2 hours.
Physical Setting

2. Overhead transparency of Exercise 12.1.
3. Overhead projector, screen and a projector pen.
Process
1. Open the session with a statement about the need for a team to periodically
take stock of its strengths and weaknesses and, in the case of self-directed teams,
progress toward becoming a fully functioning, empowered team.
2. Distribute Exercise 12.1. Ask each person to complete it. Allow 10 to 15

minutes.
3. Display the transparency of the exercise on the overhead projector. Review

and discuss each item to determine if team members believe they are handling
these jobs. Probe for examples that support their answer.
65
4. Note functions that are not directed by the team. Facilitate a discussion on
whether the team feels it is ready to take over the responsibility.
5. Conclude with an action plan to increase the level of team self-direction.
Variations
1. Distribute the exercise before the session and ask that it be returned to you
or someone you designate. Score the responses and prepare a summary for
the meeting.
2. Change the form to a survey instrument with a response scale such as

“Almost Never” to “Almost Always.”
3. Companion exercises include Activity 13, Ready, Set...Go? and Activity 2,

Readiness Rating.
66
Exercise 12.1 ?
Exercise 12.1: Self-Test for Self Direction
Directions: Please think about how your team functions and indicate if it now
does the following jobs. Place a checkmark next to those functions the team now
performs.
1. _____Run weekly project meetings.
2. _____Develop production/service goals.
3. _____Schedule work.
4. _____Determine work assignments.
5. _____Set up training.
6. _____Set performance standards.
7. _____Interview job candidates.
8. _____Hire new employees.
9. _____Conduct performance appraisals.
10. _____Prepare budgets.
11. _____Make purchasing decisions
12. _____Select/elect the team leader.
13. _____Deal directly with customers.
14. _____Deal directly with suppliers.
15. _____Schedule vacations.
16. _____Schedule overtime.
17. _____Measure quality.

67
13
Ready, Set...Go?
Objectives
1. To help a team assess its readiness to embark on becoming a self-directed

team.
2. To help a team develop a plan to increase its chances of being successful as a

self-directed team.
Participants
Fewer than 10 people, large groups may be divided into subgroups of 4 to 5

people.
Time Limit
90 minutes to 2 hours.
Physical Setting
Chairs around a conference table. For larger groups, groups of tables and chairs
spread out around the room.
Materials

2. Overhead projector, screen, flipchart, markers, tape or push pins.
Process
1. Prior to the meeting give each team member a copy of Exercise 13.1 and ask
them to complete and return it to you prior to the next meeting.
2. Prepare a summary of the responses and the mean for each item on the
exercise. Copy the summary onto a transparency and make a photocopy for
each participant.
69
3. Open the session by outlining the objectives. Display the summary on the
overhead projector and distribute the hard copies. Ask for clarification of the
data.
4. Facilitate a discussion on the statements leading to a consensus on the team

factors that support self-directed teams and the factors that may hinder the
implementation of teams.
5. Divide the team into subgroups to come up with ways the team can deal
with the hindering factors. Ask them to come with two sets of
recommendations for:
• actions that can be taken by the team.
• actions that require the involvement of senior or middle management.
Allow 30 minutes for this activity.
6. After the groups report their recommendations, facilitate a discussion on

next steps including how to involve management in reviewing the
recommendations.
Variations
1. Distribute Exercise 13.1 at the meeting and lead an open discussion on the
responses.
2. Ask team members to add statements to the exercise.
70
Exercise 13.1 ?
Exercise 13.1: The Go Team Survey
Directions: The purpose of this survey is to determine our readiness to become a
self-directed team. Please indicate the extent to which the following statements
are true about our team according to the following scale:
1. almost never
2. less often than not
3. about half the time
4. more often than not
5. almost always
1. Team members are willing to learn more than one job.
1 2 3 4 5
2. Members are willing to share their skills and knowledge with each other.
1 2 3 4 5
3. Members want to become involved in work decisions in their area.
1 2 3 4 5
4. Members are willing to pitch in and help each other out when necessary.
1 2 3 4 5
5. Members are willing to assume accountability for the quality of work in their
area.
1 2 3 4 5
6. Members are willing to learn and take on increased management and

administrative tasks.
1 2 3 4 5
7. Members are able to trust each other.
1 2 3 4 5

71
8. Members are willing to change procedures to improve quality and

timeliness.
1 2 3 4 5
9. Members are willing to improve their relationships with other teams and
key people in the organization.
1 2 3 4 5
10. Members are willing to increase and improve their interactions with their
customers.
1 2 3 4 5
STRENGTHS OF OUR TEAM INCLUDE:
AREAS OF IMPROVEMENT INCLUDE:

72
14
Collaboration in the
Workplace: A Must for
Self-Directed Teams
Objectives
1. To clarify and expand a team’s norms.
2. To provide the group with a framework to understand and live within their
chosen norms.
3. To gain an understanding of collaboration and self-direction
Participants
Unlimited.
Time Limit
45 to 90 minutes depending on group size.
Physical Setting
Any room with wall space for mounting flipchart pages.
1. Flipcharts, paper, markers, masking tape, push pins.

2. Self-stick notes (such as Post-It™).
3. Index cards.
Process
1. Explain the objectives of the activity, highlighting the role that collaboration
plays in creating effective self-directed teams.
2. Discuss the concept of norms and the role they play in self-direction.
73
3. Ask the participants to take sheets of flipchart paper and list one norm per
sheet and post them around the room.
4. Distribute the self-stick notes and explain that they will have 20 minutes to
write how the norms will “look” to them when they are practiced by the group.
For example, Honesty: People will be saying what they think and feel all the
time. Place the self-stick notes on the flipchart paper.
5. Ask for questions. Ensure that everyone is clear about the task. Re-
emphasize the importance of participation and sincerity. Remind them that they
are free to read all the other notes for ideas and inspiration.
6. Get everyone back together in the circle and have participants volunteer to
present the information written on the flipcharts.
7. Move on to the second phase of this activity. Ask each participant to write
the answers to the following questions on index cards and to then share their
answers with the group: “What can we do to support each other in using that
norm?” “What can we do when we aren’t living up to that norm?”
8. Have the group discuss the various answers and using a consensus process
arrive at a list of actions that the group will adopt to ensure that the group
supports each other.
Variation
Conclude with short imagining exercise:
Ask participants to close their eyes. Have them imagine that 6 months from
now, they are in a team meeting. Ask them to imagine how living with the
norms will look. Ask “What have you been able to accomplish?” “How are you
dealing with each other?” “What norms do you see in practice?” Weave their
norms into the story at this point by asking: “How does honesty look?” “How
are you supporting honesty?” “What do you do if you think someone is being
less than honest?” and so on. Have them record their images on paper and let
them break for coffee and encourage them to share their images with each
other.
74
15
Climate Headline
Objective
To assess the climate of existing self-directed teams so that they may continually
renew their commitment to success.
Group Size
Unlimited.
Time Limit
1 Hour.
Physical Setting
A large room with movable chairs.
1. Copy of Exercises 15.1 and 15.2 for each participant.

2. Flipchart, markers and tape.
Process
1. Explain the objective of the survey and ask team members to take a few
minutes, read the questionnaire, and complete it.
2. The survey consists of twenty-six items designed to measure the climate of a

self-directed team. The survey is constructed around the following three
dimensions: task-related items, interpersonal-related items and individual-
related items. Each of the main dimensions has subdimensions as follows:
Task Interpersonal Individual

Innovation Communication Freedom
Quality Valuing people Flexibility
Analyses Fairness
Risk-taking Fitting in
Perfectionism Spirit
75
3. Once the group has completed the survey, instruct the group to score it using
Exercise 15.2.
4. Lead a discussion of the results focusing on those areas that require action to
improve and lead the group through a contracting session.
Variation
See Activity 12, Self Test for Self-Direction and Activity 13, Ready, Set...Go?
76
Exercise 15.1 ?
Exercise 15.1: Self-Directed Team Climate Survey
Directions: Please answer each of the following questions. Circle the number
that most reflects your team experience.
1. My peers allow me to try out new ideas and develop my own ways of
completing assignments.
Always 1 2 3 4 5 6 7 Never
2. It is easy for me to get information I need from other departments.
3. The team appreciates the quality of each assignment I complete.
4. I feel I am rewarded by other team members.
5. I am allowed to select the projects I will complete and determine when.
6. I assist in determining the projects that are important to my team.
7. I am treated equally to others within the team.
8. I am allowed to manage my work space as I like.
9. I am encouraged to try new techniques that we have not previously used to

solve problems.

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? Exercise 15.1 - continued
10. I feel as if I am a part of the organization.
11. I am evaluated on the merits of my performance as a whole, not on a

project-by-project basis.
12. I am encouraged to take all the time I need to complete a project in the best
way.
13. I am encouraged to participate in team-building activities.
14. I am allowed to go to my peers with changes and alternatives to a plan.
15. Messages flow easily between my department and other departments.
16. The finished product is more important than the expense.
17. The team publicly recognizes those that perform well.
18. I determine my own work schedule.
19. Each assignment is evaluated by someone on my team for its level of
success.
20. I receive the same amount of reward as others in the organization.

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Exercise 15.1 - concluded ?
21. I am able to express my personal and professional needs to team members.
22. I am rewarded for trying new ways to complete assignments.
23. I understand my importance to my team and to the organization.
24. I have the ability to select a variety of tasks to work on.
25. I have to rework an assignment until, in the opinion of my team members, it

is perfect.
26. I get together with members of other departments to participate in staff

development exercises.

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Exercise 15.2 ?
Exercise 15.2: Scoring
Directions: For each of the questions in the survey (numbers in parentheses),
enter the corresponding score in the two blank spaces provided.
1. Task Items:
Innovation (1,14) ___ ___
Quality (3,16) ___ ___
Analysis (6,19) ___ ___
Risk taking (9,22) ___ ___
Perfectionism (12,25) ___ ___
Subtotal: Task ______
2. Interpersonal Items:
Communication (2,15) ___ ___
Valuing People (4,17) ___ ___
Fairness (7,20) ___ ___
Fitting in (10,23) ___ ___
Team spirit/morale (13,26) ___ ___
Subtotal: Interpersonal ______
3. Individual Items:
Freedom (5,18) ___ ___
Self expression (8,21) ___ ___
Flexibility (11,24) ___ ___
Subtotal: Individual ______
TOTAL: Climate ______

81
16
Building a Culture of
Self-Direction in the
Workplace
Objectives
1. To help team members become aware of the culture of self-direction and

begin to think of ways to modify the current culture to meet both the needs of
the organization and their personal needs.
2. To create a structure representing team members’ perceptions of the current

culture.
3. To create a structure representing team members’ perceptions of a self-

directed culture.
4. To develop a plan to move toward a culture of self-direction.
Participants
Unlimited; the activity is designed for intact work groups or cross-functional

groups evaluating the use of self-direction.
Time Limit
90 minutes.
Physical Setting
A large conference room with 2 large tables and chairs.
• 1 large container of plastic interlocking building blocks.

• 1 instant camera with enough film to take 20 pictures.
• 20 pads of lined paper.
• 20 pencils.
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Process
1. Begin by asking the participants to introduce themselves and briefly state

their expectations for the activity.
2. Review the objectives of the activity.
3. Review the layout of the activity. Explain that each subgroup will create a
structure, with the building blocks, depicting their perceptions of the current
culture of the organization.
4. Then each group will create a structure depicting what a culture of self-
direction in the organization would look like.
5. Each group should then identify the gaps between the two structures and
develop action steps to close them.
6. Provide each group with a camera and film. The participants will photograph
their group’s structures so that they can have a visual reminder of how they
would like the organization’s culture to change. Suggest that these two
photographs be hung in the participants’ work area.
7. Conclude the activity with an informal discussion highlighting the results of

the exercise and what can be learned from the experience.
Variations
1. Eliminate the camera and have the group draw their work to display back in
their work areas.
2. Ask the total group to reconvene and select the best elements from each
structure and combine them to create one final form. A consensus model should
be used to reach this conclusion.
3. A companion exercise is Activity 18, Self-Directed Structures.

84
17
A Personal Action
Planner for Building
Self-Directed Teams
Objective
To provide a tool for team members and leaders to use to engage in action
planning for self development.
Participants
Unlimited.
Time Limit
Approximately 30 minutes.
Physical Setting
A small comfortable room with a conference table and chairs.
Process
1. Distribute Exercise 17.1 to the participants, explain its use and review its
contents for clarity. Allow 30 minutes to complete it.
2. Once the group has completed the form ask them to share their work with
the team for feedback and support.
3. Conclude the activity by briefly reviewing the need for action planning and
set a date for a follow-up session.
85
Variations
1. Have the group seal their action plans in self-addressed envelopes, collect
them and mail them back to the team members one week after the workshop
has been completed.
2. Have team members discuss and get feedback in subgroups with one or two
other people.
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Exercise 17.1 ?
Exercise 17.1: A Personal Action Planner for
Self-Directed Teams
The following guide will assist you in developing the actions necessary to
become a more effective member of a self-directed work team.
1. My current skills are effective in the team structure in the following areas:
2. I need to improve my skills in the following areas:
3. My goals for improving my skills are as follows:
4. Support I need from my teammates includes:
5. The following are the specific action steps I’ll take to achieve these goals.

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18
Self-Directed Structures
Objectives
1. To provide the team with an opportunity to practice working as a self-

directed team.
2. To improve the team’s ability to work independently.
Participants
10 to 12; with a larger group, several subgroups may be formed.
Time Limit
2 hours.
Physical Setting
Chairs around a large conference table or several tables put together to form a
large flat surface.
1. Flipchart and markers; tape or push pins.

2. “Construction” materials, such as a roll of toilet paper; rubber bands; paper
clips; markers; masking tape; sheets of flipchart paper; a ruler and self-stick notes
(such as Post-It™).
3. Copy of Exercise 18.1-18.3 for each participant.
Process
1. Introduce the activity as a team-building exercise that will give the team an
opportunity to both design and construct a project.
2. Give the team a copy of Exercise 18.1. Remind them that they will have 30
minutes to plan the project. Show them the construction materials. Ask two
people to serve as judges of the final product. Give them Exercise 18.2 and ask
them to develop the criteria during the next 30 minutes. Ask two people to be
observers. Give them Exercise 18.3.
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3. After 30 minutes, ask the observers to give their feedback and engage the
team in a discussion of how they worked together on the plan for the project.
Then ask the judges to present their criteria to the team. Encourage the team to
ask questions for clarification.
4. Send the team off again to revise their plan based on the criteria and then
construct the project. Allow 30 minutes for the construction.
5. After the project is presented, have the observers provide feedback on this
phase. At the same time, ask the judges to meet to agree on the assessment of
the project. Then ask the judges to present their findings.
6. Conclude the session with a discussion of what the team learned about
working independently in a team setting.
Variations
1. Make it a competitive exercise with several teams simultaneously building

the project and the judges determining which project most closely met the
criteria.
2. Make it a collaborative exercise by first having several teams plan the project
and then come together to merge their plans and construct one project.
3. See Activity 16, Building a Culture of Self-Direction into the Workplace.
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Exercise 18.1 ?
Exercise 18.1: The Team Structure
Directions: You are a team of engineers who have the task of designing and
building a structure that will represent your team. There will be a planning
period and a construction period. The factors to be used in judging your
structure will include height, beauty, strength and message (symbol or motto
that represents your team). The tower must reflect the unique features of your
team.
Your team has 30 minutes to develop a plan for the structure you are going to
build.
You will be given the materials that will be used to build the structure.
Other materials from the person of the team members may be used. However,
no artificial bases, for example, chairs, wastepaper baskets, may be used. The
structure must stand alone on its own—it may not be attached to the ceiling.

91
Exercise 18.2 ?
Exercise 18.2: Assessment Criteria
Directions: As judges, your role is develop specific criteria upon which to assess
the structure. For example, use your own definition of beauty and, if possible,
how will you measure it.
CRITERIA REQUIREMENT MEASUREMENT
1. Height
2. Beauty
3. Strength
4. Message
5. Other:

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Exercise 18.3 ?
Exercise 18.3: Observation Guide
Directions: Sit where you can see most of the team members. Look for specific
things that helped or hindered team effectiveness. Take notes and, as
appropriate, use quotes to give the flavor of actions.

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19
Resolving Differences
Objectives
1. To provide team members with a format for resolving a conflict with

another team member.
2. To reduce interpersonal conflict among team members.
Participants
10 to 20 people.
Time Limit
60 to 90 minutes.
Physical Setting
Chairs arranged in a circle or around tables in a U-shape.
Materials
1. Copy of Exercises 19.1 and 19.2 for each participant.
Process
1. Open the session by describing the objectives. Indicate that by the end of
this session participants will have a detailed and effective procedure for resolving
a conflict with another person. (You will apply the procedure to an actual conflict
you are now experiencing.)
2. Distribute Exercise 19.1. Ask each participant to complete it. Allow 15 to 20

minutes.
3. Ask each participant to team up with another person. They should share
and discuss their conflict situation with each other. Allow 20 to 30 minutes.
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4. Distribute and review Exercise 19.2. In the same subgroups, each person
should discuss how he/she might use the procedure to resolve a specific conflict.
They should focus especially on practicing “describing the behavior that bothers
you,” and “stating your wants.” They also may wish to role-play the meeting.
Allow 15 to 20 minutes.
5. Conclude the session by bringing the total group together to summarize key
learning about resolving interpersonal conflict.
Variations
1. As appropriate, you may ask participants to team up with the person with
whom they have the conflict.
2. Step 5 can be a role-play exercise with one person acting as the person
described in Exercise 19.1.
3. Another conflict exercise is Activity 20, Hot Buttons.
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Exercise 19.1 ?
Exercise 19.1: Describing The Conflict
Directions: Select one person, preferably someone on this team, with whom you
have had a misunderstanding or difference of opinion. Write a description of
how this person’s needs, goals, style and methods differ from yours. Describe
what this person does that causes the conflict and what you want this person to
do.

99
Exercise 19.2 ?
Exercise 19.2: Resolving Differences
1. Think about what’s bothering you. Focus on behavior and try to be specific.
2. Set up a meeting. Consider timing and location.
3. State your problem. Describe the behavior that bothers you and the impact it
has on you.
4. Check back. Your partner should paraphrase to ensure understanding.
5. State your wants. Again, be specific and ensure it relates to the problem.
6. Check back. Your partner should paraphrase your request.
7. Pop the question. Simply ask, “Will you do what I want?”
8. Answer the question. The range of responses includes complete acceptance,

partial acceptance, negotiated acceptance(“I will do this if you will do that”),
alternative solution, and complete rejection.
9. Set a follow-up meeting. Set a date to check progress.
10. Bring closure. Congratulate and thank each other.

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20
Hot Buttons
Objectives
1. To reduce the amount of unnecessary conflict on the team.
2. To improve interpersonal communication among team members.
Participants
Time Limit
Physical Setting
Chairs arranged in a circle or around a conference table.
None, unless using process described in Variations.
Process
1. This is a simple but powerful exercise for improving open and honest
communication, building trust and reducing destructive conflict among team
members. Open the session by explaining that everyone has pet peeves or “hot
buttons.” Hot buttons are those things that other people do that get others
upset and often block effective communication and teamwork. Unfortunately,
people usually don’t talk about them, so the purpose of the activity is for
participants to share hot buttons with each other.
2. Ask each team member to come up with at least two of their hot buttons
that are relevant to their participation on this team. You are looking for such
things as “don’t walk into my office and ask me a question when I’m either on
the phone or talking to someone in my office,” or “make sure you include me in
103
discussions that affect my work area,” and “don’t tell me at the last minute that
you can’t deliver that work you promised to have done by tomorrow.” Allow
10 to 15 minutes.
3. Have participants, individually, present their hot buttons to the total group.
Others may ask for clarification. Facilitate a discussion on the ability of the team
to do the things requested by each person.
Variations
1. You may want to get the hot buttons typed, printed and distributed to the
team after the session.
2. You can ask each person to write their hot buttons on a sheet of flipchart
paper and then post them on the wall around the room.
3. Another conflict exercise is Activity 19, Resolving Differences.
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21
Self-Directed Values
Exercise
Objective
To have team members rank the values of the organization and determine how
their ranking compares to senior management’s ranking.
Participants
Maximum of 20.
Time Limit
90 minutes.
Physical Setting
Private room with tables in a U-shape and easily movable chairs to

accommodate 20 people.
Materials
1. Flipchart with the organization’s top-five values presented in a pie chart

format.
2. Five pieces of self-stick paper with each paper having a number from 1 - 5
written on it. (You will need 5 sets of these for each group. Each set should be a
different color.)
Process
1. Outline the objectives of the activity and give a brief overview of the design.
2. Ask participants to divide into five groups with five people in each group.
3. Hand out the numbered self-stick paper to each group.
4. Tell them to list the values on the flipchart in order of importance to the
organization. One means most important and five the least important.
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5. Each group will select one person who will be responsible for attaching the
numbered self-stick paper on the flipchart and for reporting the group’s
rationale for the order. The group should be prepared to answer questions.
They will be given 35 minutes to reach a consensus.
6. Indicate that at the end of the exercise they will be told how their ranking
compared to how the president of the organization ranked the values.
7. Conclude the activity by reviewing the need for values alignment and
discuss steps that can be taken to achieve that. Set a date for a follow-up session
to review progress.
8. If time permits ask each subgroup to process the exercise using the Team
Process Questions given below.
Variations
1. If some groups finish the ranking more quickly than others, begin the
processing of the exercise.
2. If the group members seem to be stuck, give them some help with the
values with questions such as:
• What types of values seem to be important to your manager?

• What are some of the organization’s slogans? What type of values do they
highlight?
TEAM PROCESS QUESTIONS
1. Was this a difficult task?
2. How did you reach consensus?
3. Were there people in the group who were positive they knew the right
answer?
4. What are some of the things you learned from this exercise?
5. If your group did not come to the same consensus as the president of the
organization, what are the implications of this? What, if anything, should be
done about it?
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22
Similarities and
Differences
Objectives
1. To help team members get to know each other better.
2. To introduce participants in a team training session.
Participants
Time Limit
30 minutes.
Physical Setting
Tables and chairs in a room large enough to allow participants to break down
into small groups with some privacy.
Process
1. Explain the objectives of the activity in the context of your program. Help
people understand the importance of creating an informal, relaxed climate in a
team.
2. Distribute the exercise. Ask people to team up with a person they do not
know or do not know well. If necessary, make one group of three or you may
team up with one of the participants. Ask the teams to come up with as many
commonalities as possible. Allow about 10 minutes.
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3. Ask the teams to agree on the two commonalties that they think would be
most interesting (or surprising) to the rest of the team. Then ask them to come
up with a third item that is not true but feasible (it could be true). Emphasize
that they are trying to stump the other team members. Allow 5 to 10 minutes.
4. Ask each team to present their three commonalities without indicating which
one is not true. Ask the other team members to guess which one is untrue.
Probe to bring out as much information as possible. For example, if they both
like old movies, ask them to name some of their favorites.
Variations
1. Change the suggested topics to make them more relevant to your group.
2. Another exercise dealing with team member differences is Activity 10,

Valuing Diversity.
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Exercise 22.1 ?
Exercise 22.1: Similarities and Differences
Directions: Find someone you do not know or do not know well. Find out as
many things as possible that you have in common. Look for items that are not
evident from outward appearances. Here are some possible areas:
1. Family: We are both only children.

We both come from large families.
2. Likes and Dislikes. We both hate light beer.

We are both “Deadheads.”
3. Hobbies and Interests: We both like to ski.
4. Values: We both support strong gun control.
5. Influences on our Life: We were both brought up on a farm.
Directions: Wait for further instructions from the facilitator. Then prepare to tell
us about your similarities and differences.

109
23
Building Trust Among
Self-Directed Team
Players
Objectives
1. To develop problem-solving skills in a team.
2. To develop interdependence and trust within a team.
Participants
Maximum of 5 people (4 is ideal) for each team. Form as many teams as

required.
Time Limit
30 to 45 minutes.
1. One package each of red, white and blue clay.

2. Four to five blindfolds.
3. A flat working surface such as a desk or table.
Process
1. Participants are asked to choose a team leader. The team leader blindfolds the
remaining three participants. a) The team leader distributes one color clay to
each of the three. b) The team is told they will make the American flag with the
clay. c) The person with red clay is told to make the red stripes; white will make
the stars and the white stripes (if five participants, divide this task) and blue will
make the field for the stars. d) The team leader is told to oversee the teams’
work and offer whatever verbal (no physical) assistance is necessary for them to
make these individual parts of the flag. Allow 15 minutes to complete this task.
111
2. After individual pieces are made, blindfolds are removed. The team leader is
now blindfolded. With verbal (no physical) directions from the team, the leader
takes the red, white and blue parts and assembles the flag. Allow about 8-10
minutes.
3. After the flag is completed, the team leader’s blindfold is removed. General
discussion follows with members discussing interaction; communication
effectiveness; degree of encouragement/support; what worked well and ways
the process might have been improved.
4. Conclude the activity by reviewing the action and agreeing on next steps.
Variation
A companion exercise is Activity 18, Self-Directed Structures
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24
Shop ‘Til You...
Objective
To practice preparing a process flow chart.
Participants
Fewer than 10 people; larger groups may be divided into subgroups.
Time Limit
1 hour.
Physical Setting
Chairs around a conference table in a room with wall space for hanging flipchart
paper.
Flipchart and markers; tape or push pins.
Process
1. This exercise is a great way to practice creating a flow chart on a non-

threatening process.
2. Begin by selecting a typical process (or a hobby) in and around the home
such as cleaning the home or shopping for groceries. Write the name of the
process at the top of a sheet of flipchart paper and then ask team members to call
out the steps involved in the process(e.g., make up shopping list, read store ads)
in no particular order.
3. Divide the team into subgroups asking each group to take the list and
rearrange it in correct order. Give each group some sheets of flipchart paper, a
marker and some pins or tape and ask them to prepare a flow chart of the
process.
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4. When the groups present their charts, facilitate a discussion on the results.
Summarize the session with a description of the key aspects of creating a flow
chart.
Variations
1. See Activity 26, Go With the Flow, for a related exercise.
2. You may add to this activity by creating a sample flow chart prior to the
session and then asking the participants to assess it in class.
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25
Self-Directed Team
Culture Survey
Objectives
1. To allow members of self-directed teams to assess their strengths and areas

required for improvement.
2. To allow team members to assess their organization’s support and

commitment to their efforts.
Participants
Unlimited, may be used for any size or type of group but is most effective when
used to assist an intact self-directed team.
Time Limit
1 to 1 1/2 hours.
Physical Setting
A comfortable setting where team members can work both privately and in a
small group setting.

2. Easel, flipchart and markers.
Process
1. Explain the objectives of the activity and Exercise 25.1.
2. Ask team members to complete and score the survey in the exercise.
3. Facilitate a discussion of the results focusing on corporate support for self-

directed teams and support for self-direction in the team culture.
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4. Conclude the activity with the development of an action plan for each of the
issues identified.
Variations
See also Activity 2, Readiness Rating; Activity 15, Climate Headline; and Activity 16,
Building a Culture for Self-Direction.
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Exercise 25.1 ?
Exercise 25.1: Self-Directed Culture Survey
Directions: Please indicate, by circling one number, the degree to which you
agree with the following statements according to the following scale:
1. Strongly disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly agree
1. Our organization provides adequate time and resources for our team to do
its job effectively.
1 2 3 4 5
2. Team members feel secure in their jobs.
1 2 3 4 5
3. Innovation is encouraged and failure is accepted.
1 2 3 4 5
4. Members of our team are trusting and open with each other.
1 2 3 4 5
5. There is mutual respect among teams for each other’s work.
1 2 3 4 5
6. Information is readily available and accessible to our team.
1 2 3 4 5
7. Organizational goals are clear and understandable.
1 2 3 4 5
8. Good work is recognized and rewarded.
1 2 3 4 5

117
9. Teamwork between departments is encouraged and rewarded throughout

the organization.
1 2 3 4 5
10. Top management trusts the work of our team.
1 2 3 4 5
11. Vertical and horizontal communication are effective throughout the

company.
1 2 3 4 5
12. Competition in the company is constructive and productive.
1 2 3 4 5
13. Members of our team understand their responsibilities.
1 2 3 4 5
14. Members of our team participate in setting our goals.
1 2 3 4 5
15. Team members are open in their communication with each other.
1 2 3 4 5
16. Unusual or unpopular views can be freely expressed without fear of

retaliation.
1 2 3 4 5
17. Conflicts are openly discussed and resolved.
1 2 3 4 5
18. Strong and experienced team members assist those less experienced.
1 2 3 4 5

118
Exercise 25.1 - continued ?
19. Meetings are productive.
1 2 3 4 5
20. Team members can openly disagree with upper management.
1 2 3 4 5
21. Personal development is encouraged.
1 2 3 4 5
22. Team members feel a sense of identity and pride in their work.
1 2 3 4 5
23. Individual efforts are recognized and encouraged within the team.
1 2 3 4 5
24. Team efforts are recognized outside of the team.
1 2 3 4 5

119
Self-Directed Culture Survey

Scoring Summary
1. ______ 13. ______
2. ______ 14. ______
3. ______ 15. ______
4. ______ 16. ______
5. ______ 17. ______
6. ______ 18. ______
7. ______ 19. ______
8. ______ 20. ______
9. ______ 21. ______
10. ______ 22. ______
11. ______ 23. ______
12. ______ 24. ______
TOTAL TOTAL
COMPANY TEAM
CULTURE ______ CULTURE ______
(Maximum = 60) (Maximum = 60)

120
26
Go With the Flow
Objectives
1. To learn how to create a work process flow chart.
2. To create a flow chart for a work process in your organization.
Participants
Fewer than 10 people; larger groups may be divided into subgroups of 4 to 5

people.
Time Limit
2 to 3 hours.
Physical Setting
Chairs around a conference table in a room with lots of empty wall space to post
flipchart paper.
1. Flipchart paper and markers; push pins or masking tape.

2. Several pads of large self-stick notes.
Process
1. Open the session by outlining the concept of “work as a process.” Indicate

that creating a flow chart is the first step in a solid quality improvement effort.
2. Select one of the team’s main work processes. Divide the team into several
subgroups. Give each person a copy of Exercise 26.1 and ask each subgroup to
complete it. Allow about 30 minutes.
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3. Distribute several sheets of flipchart paper, a pad of self-stick notes, a marker

and some tape or pins. Ask the groups to write each process step on one of the
notes and transfer them to the flipchart putting them in the order in which the
work flows in the area. For example, the first step is often “order received from
customer” and the last step is “product shipped to customer.”
4. Post the completed charts on the wall around the room. Ask all team
members to walk around the room to view the various flow charts. Encourage
team members to ask questions to clarify the work process.
5. Conclude the activity by facilitating a discussion aimed at achieving a

consensus on a complete, accurate flow chart for the work process. Write the
steps on the flipchart. After the session, have the flow chart printed and
distributed to all team members. Review it at a subsequent meeting.
Variations
1. If the team is small, create one flow chart on the flipchart in the front of the
room.
2. Create a sample flow chart for one of your work processes with errors in it.
Ask the team to evaluate and correct the chart.
3. A good next step is Activity 35, Process Analysis.
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Exercise 26.1 ?
Exercise 26.1: Work Flow Process
Directions: Identify one of the main work processes in your area. Complete the
items below for that process.
Process Name:
Purpose of the Process:
The Process Begins With:

123
Steps in the Process Include:
The Process Ends With:

124
27
The Power of an Agenda
Objectives
1. To identify the causes of ineffective/nonproductive meetings.
2. To assess the effectiveness of your team’s meetings.
3. To demonstrate how a good agenda can overcome many causes of

ineffective meetings.
Participants
Unlimited but works best with a maximum of 20 people.
Time Limit
1 hour.
Physical Setting
Chairs around a set of tables arranged in a U-shape. For larger groups, several
sets of tables and chairs spread out around the room.
1. Overhead transparencies (OHT) 27.1 and 27.2.

2. Overhead projector, screen and projector pen.
Process
1. Explain the purpose of the session. Display OHT 27.1 on the overhead
projector.
2. Ask team members to pair up with the person next to them and discuss:
“Which of these causes applies to our team?” And: “Do you want to add any
other items to the list?” Allow 10 minutes.
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3. Ask each subgroup to report. As appropriate, add causes to the list.
4. Facilitate a discussion on how an agenda might eliminate some of these

problems.
5. Conclude the session by displaying OHT 27.2 on the overhead projector.

Show how this agenda addresses many of the causes.
Variations
1. Show OHT 27.2 before step 4. Ask team members to point out how each of
the causes is addressed by specific parts of the meeting notice and agenda.
2. A companion exercise is Activity 38, Meeting Monsters.
126
OHT 27.1
WHAT CAUSES A POOR MEETING?
1. Too long
2. Too many people
3. Wrong people attend
4. Nothing accomplished
5. Members unprepared
6. Discussion off track
7. Side conversations
8. No action items at end
9. Important items not discussed
10. Members arrive late

127
OHT 27.2
SAMPLE MEETING NOTICE
Meeting Title: AAA Project Meeting
Meeting Date: April 1, 1994
Starting Time: 2:00 PM Ending Time: 3:15 PM
Location: Conference Room A
Pre-work: Read First Quarter Report; Review Your YTD Budget; Review March
Minutes (especially the proposal for a new district).
AGENDA
Topic Action Responsibility Time

1. Status of ‘93 Budget: Decision on J. Kaplan 30 min.
Plan v. Actual Overruns
2. Creation of New Decision V. Ku 20 min.
District
3. Feedback from F.Y.I S. Edwards 15 min.
Customers
4. Presentation at ACM Who will Prepare? A. Carlin 10 min.
Conference
ATTENDEES
Required: Optional:
J. Kaplan R. Bowyer
D. Provencher L. Kelley
D. Lasley
R. Lakshmanan
S. Langion
V. Ku
A. Carlin
S. Edwards

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28
Creativity Break
Objectives
1. To practice brainstorming.
2. To increase team member creativity.
3. To introduce the concept of the creativity break.
Participants
Time Limit
Physical Setting
One large room with tables and chairs arranged in a U-shape and several small
breakout rooms.
1. About four or five familiar everyday objects such as a packet of sugar

substitute, button, can opener, corkscrew, ashtray, paper clip, lipstick, audio
cassette or tea bag. Wrap each object in paper.
2. Flipchart, four or five markers and tape or push pins.
Process
1. Explain the objectives of the activity in the context of team problem-solving.

Make note of the fact that brainstorming is an important tool in generating ideas
for solving problems.
2. Form four or five subgroups. Display the objects. Explain that these objects
have been found in an archaeological dig that is at least one thousand years old.
Their task is to think of as many different uses as possible for these ancient
objects. Give each team one of the objects wrapped in paper. Allow 10 minutes.
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3. After 10 minutes call a break. Bring everyone together and have a coffee or
soda, show a clip from a funny movie, play some soothing music, go for a walk
or do some other relaxing activity for 10 to 15 minutes.
4. Return the groups to their task of coming up with uses for their object.
Allow 10 more minutes.
5. Reconvene the total group and ask them to show their object and present
their list of uses.
6. Conclude the session by talking about the process and how the creativity
break helped generate more ideas.
Variations
1. Change the objects to include more items specifically related to the

organization.
2. Ask the subgroups to present their lists before the break in order to
compare this list with the final list.
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29
Quotable Quotes
Objectives
1. To describe the team’s current approach to risk-taking.
2. To agree on the team’s approach to and support for risk-taking in the future.
Participants
Fewer than 10 people; may be used with maximum of 20. Larger groups can be
divided into subgroups of 4 to 5 people.
Time Limit
Physical Setting
Chairs around a set of tables in a U-shape with a single table up front for the
projector.
1. Overhead transparency (OHT) 29.1.

2. Overhead projector, screen and a projector pen.
Process
1. Explain the objectives of the activity including a brief presentation on the

importance of risk-taking in self-directed teams.
2. Display OHT 29.1 on the overhead projector. Ask team members to pair up
with the person next to them and decide which quote best describes the team’s
current approach to risk-taking. Allow 5 minutes.
3. Facilitate a discussion on the responses. Probe for reasons for selecting a
quote. Ask for examples of past team actions or decisions that reflect the idea
behind the quote.
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4. Ask the team how satisfied they are with the current approach to risk-
taking. If they are somewhat dissatisfied, ask: “In the future, which of the quotes
would you like to be known by?”
5. Close the session by facilitating a discussion on ways the team can increase
the level or type of risk-taking.
Variations
1. Change the quotes to make them more relevant to your team.
2. Do not use OHT 29.1. Ask the team to come up with a quote that best
represents the team’s approach to risk-taking.
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OHT 29.1
QUOTABLE QUOTES
“NOTHING VENTURED, NOTHING GAINED.”
“GO FOR THE GUSTO.”
“ACTIVITY DOESN’T MEAN PRODUCTIVITY.”
“A PLACE FOR EVERYTHING AND

EVERYTHING IN ITS PLACE.”
“READY, FIRE, AIM.”
“TIME WAITS FOR NO ONE.”
“SLOW, BUT SURE.”
“LOOK BEFORE YOU LEAP.”
“OPPORTUNITY KNOCKS BUT ONCE.”
“WHEN IN ROME, DO AS THE ROMANS DO.”
“SEIZE THE DAY.”

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30
Workplace Trust
Objectives
1. To examine the role that trust plays in the formation and success of groups.
2. To identify the barriers and supports for trust in teams.
Participants
Works best with an intact team of fewer than 10; larger groups may be divided
into subgroups of 5 to 7 people.
Time Limit
Physical Setting
Chairs in a circle or around a conference table.
Materials
1. 3” X 5” Index cards (enough for 4 for each person).

3. Some type of bucket.
Process
1. Begin with a lecturette on the role of trust in the success of groups.

Suggested readings for background: The Social Psychology of Organizing by Karl E.
Weick (Addison-Wesley Publishing Company); Managing the Paradox of
Organizational Trust by Louis B. Barnes (Harvard Business Review March-April
1981); Joining Together by David W. Johnson and Frank P. Johnson (Prentice Hall)
2. Pass out 4 3” X 5” index cards to each person. Explain that you will be asking
them to respond to a series of questions regarding trust. After each question
they will have time to respond on the cards – one card per question. They will
put their cards in the bucket in the middle of the floor. After everyone
137
has finished responding to a question, the bucket will be passed around and each
person will pick out a card and read it to the total group. Record the responses
on the flipchart.
Question 1: In general, what can get in the way of developing trust in a group?
Question 2: Knowing what you know about yourself and the people in this
room, what can potentially get in the way of developing trust in this specific
group?
Question 3: In general, what can support the development of trust within a

group?
Question 4: Knowing what you know about yourself and the people in this
room, what can potentially support the developing of trust in this specific group?
3. Indicate that whenever a new group forms there can be fears or concerns
regarding working with each other. Some can be based on past history, others
can be because a person is an unknown to others. Ask participants to take a few
minutes to read what has been recorded on the flipcharts and then record on a
piece of paper or notebook their reactions to and feelings about the responses.
Allow 10 minutes.
4. Point out that those participants who expressed concerns about working
with other team members should attempt to resolve those concerns before too
much time passes. If someone feels that another person may have an issue with
the person, suggest that he/she consider finding out as well. It will help the
person and the success of the team if feelings are not put aside or buried.
Eventually they will get in the way. Allow 15 minutes for participants to walk
around outside to reflect on what was discussed. Participants may walk together
or alone.
5. Conclude the activity by thanking everyone for their participation and

sincerity. Note that trust is fragile and needs to be nurtured, especially during
the formation of a team. Trust will not magically appear: it takes a great deal of
work. It can easily disappear and teams must be aware of that.
Variations
1. You can save meeting time by distributing the questions in advance asking
team members to bring in their answers on 3” X 5” cards.
2. Use the questions to create a written survey. Ask team members to

complete and return the survey to you. Summarize the results and present it to
the team. Facilitate a discussion and action planning session based on the survey
results.
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31
Past-Present-Future:
Charting A Self-Directed
Teams Path
Objectives
1. To review and highlight past team accomplishments and achievements in

relation to past team goals.
2. To prioritize overall department goals, reflecting their relationship to

individual and team goals.
3. To prepare future individual and team goals and tie them to overall
department goals.
Participants
12-16 people.
Time Limit
6 to 8 hours.
Physical Setting
A space large and comfortable so that the participants can move around and
interact easily.

2. Individual pens and pads for each person.
Process
1. Prior to the meeting each team will spend some time reviewing and
preparing a report of their goal accomplishments for the past review period.
Teams should be sent Exercise 31.1.
139
2. At the meeting each team will be given 30 minutes to present their review.
At the end of each team presentation, there will be a brief discussion of future
goals.
3. Completed exercises and updated objectives are taped to a wall at the

completion of each team presentation.
4. After the team presentations, summarize the current and future goals as
identified.
5. The entire group will decide how to prioritize the list of future department
goals.
6. The meeting will conclude with one participant agreeing to summarize the
written sheets and distribute the summary to each member. Steps 7 through 9
should take place after the workshop.
7. After distribution of the typed priority list, each team will meet and tie their
individual and team goals into the department summary goals.
8. Revised goals will be submitted to the facilitator who will distribute them to
the entire group.
9. A follow-up meeting will be scheduled to eliminate excess goals, resulting in

a manageable number.
Variations
1. Subgroups can be formed with representatives from each team to discuss

goals.
2. If the meeting schedule is too long, current goals can be presented on the
first day and future goals can be scheduled on a second day.
3. A companion exercise is Activity 8, The Reality of Self-Direction
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Exercise 31.1 ?
Exercise 31.1: Team Success Sheet
Goal Accomplishments
1.
2.
3.
4.
5.

141
6.

142
32
No Team is an Island
Objectives
1. To identify a methodology for improving relationships with other key teams

and stakeholders.
2. To improve relationships with external stakeholders.
Participants
Fewer than 10; larger groups may be divided into subgroups of 4 or 5.
Time Limit
60 to 90 minutes.
Physical Setting
Chairs around a conference table or set of tables arranged in a U-shape.
Materials

2. Several overhead transparencies of Exercise 32.1.
3. An overhead projector and several projector pens.
4. Several blank transparencies.
Process
1. Open the session with a statement about the importance of effective

interfaces with key people and teams in the organization.
2. Ask the team to brainstorm a list of stakeholders in the organization with

whom they need to develop effective cross-team relationships. Write the names
on a blank transparency that is displayed on the overhead projector.
143
3. Divide into subgroups of three to four people. Ask each group to select one
of the key stakeholders and prepare a plan to improve relationships with them.
Distribute a copy of Exercise 32.1 to each person and one transparency of the
exercise to each team along with a transparency pen. Each team should
complete their plan and ask one person to write it on the transparency.
4. Each team presents their plan followed by an open discussion with other
team members.
5. Conclude the activity by facilitating a discussion of next steps for building

effective inter-team relationships.
Variations
1. Focus on only one key stakeholder (e.g., a major supplier or customer,

senior management or a key support group). The total group develops the plan
together in an open discussion while the facilitator writes the answers on the
transparency.
2. Focus on only one key stakeholder. Each subgroup develops its plan
independently. When the total group reconvenes, the plans are compared and
the best ideas are incorporated into one team plan.
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Exercise 32.1 ?
Exercise 32.1: Relationship Building
Directions: Respond to the following questions in the spaces provided.
1. Select a person, department or team that you need to help your team be
successful:
2. What specific types of help or support do you need from them?
3. What types of assistance do they need from you?
4. What common goals do you share with them?
5. Are there any existing barriers that seem to prevent you from working
together?
6. What specific steps can you take to overcome these barriers?

145
7. Which member of your team would be the best interface or contact person
with this team?
8. What specific steps will you take to develop an effective relationship with
this person or team?

146
33
Ivory Pure Quality
Objectives
1. To help the team understand the impact of errors.
2. To define quality from the team’s perspective.
Participants
Fewer than 10; larger groups may be divided into groups of 4 to 6 people.
Time Limit
1 hour.
Physical Setting
Chairs around a conference table or tables arranged in a U-shape. For larger

groups, sets of tables and chairs spread out around the room.
1. Copy of Handout 33.1 for each person.

2. Overhead transparency (OHT) 33.1.
3. A bar of Ivory Soap.
4. An overhead projector and screen
Process
1. Display the transparency on the overhead projector. Explain the objectives

of the activity. Remind the team that Ivory soap’s old advertising guarantee was
that it was “99 and 44/100% pure.” Ask the team: Would we be satisfied with
“99 and 44/100%” error-free products or services?
2. Follow-up with this probe: “Would we be satisfied with 99.9% error-free

products or services?” Facilitate a discussion on the responses.
147
3. Distribute Handout 33.1. Which of these items surprises participants the

most? Which would have the most dramatic personal impact? Which item could
be most easily corrected? Which one would affect the most people?
4. Ask the team for estimates of what one-tenth of one percent error rate
would mean in their work. For example, how many actual errors would that
percentage reflect in a specific process? What would be the result in lost sales or
income? How much time would be lost in redoing the work?
5. Conclude the activity with a discussion of “What is Quality?”
Variations
1. Prior to the session you may want to do some research to find out what one-
tenth of one percent would mean in their work.
2. Begin the session with an open discussion of the question, “What is Quality?”
3. Change step 5 to use subgroups to examine the cost of one-tenth of one

percent in specific areas (e.g., lost sales, redoing the work).
4. A related quality exercise is Activity 26, Go with the Flow.
148
Handout 34.1
QUALITY FACT SHEET
ONE-TENTH OF ONE PERCENT ERROR RATE MEANS:
• 18 planes crash daily.
• The U.S. Postal Service loses 17,000 pieces of mail per hour.
• Pharmacists incorrectly fill 3,700 prescriptions daily.
• Banks erroneously deduct $24.8 million from accounts every hour.
• Surgeons perform 500 incorrect operations every week.

149
OHT 33.1
IVORY SOAP IS
99 and 44/100%
PURE

151
34
Team Values
Objectives
1. To help members of the team assess their personal values and determine
how values impact team productivity.
2. To help individual team members assess their personal feelings about self-
directed work.
Participants
Unlimited. May be used for any team or group but is best used with groups
considering or embarking on a self-directed work team process.
Time Limit
2 to 3 hours depending on the size of the teams.
Physical Setting
For team building with one team: a small room with a round or rectangular
table and chairs. For a team training workshop: several round or rectangular
tables and chairs spread around the room.
Process
1. Distribute Exercise 34.1 and explain the objective of the activity giving a brief
lecture on the use of reflective feedback and how that feedback can improve the
working relationships among and between team members.
2. Ask team members to complete the exercise. Because of the nature of the
survey there is no summative scoring. Each item is considered individually.
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50 Activities for Self-Directing Teams
3. Once the exercise has been completed and scored, ask the group to reflect
individually and privately on their responses and to determine their ability to be
a successful team player.
4. Ask team members to share their responses with the other team members
so they can each develop a better understanding of their collective values.
5. Conclude the session by asking the team members to develop a personal

action plan.
Variations
1. Team members can be asked to write down on 3x5 cards their top three
values and post them so that each member can read and react to them.
2. See also Activity 21, Self-Directed Values Exercise.
154
Exercise 34.1 ?
Exercise 34.1: Team Values
Directions: Please circle the number that best represents your feelings toward
each of the following statements.
1. I have a clear definition of my role within the team.
Never 1 2 3 4 5 6 Always
2. I have a clear definition of my job responsibilities.
3. I have clear knowledge of the mission of the team.
4. I feel the mission of the team changes during difficult times.
5. I feel my values change during difficult times.
6. If my team members do not produce as they are expected to, I feel

personally responsible.
7. If one of my team members was having problems, I would help the person.
8. If one of my team members was not following company policy, I would

ensure that other team members were informed.

155
9. If I needed to take a day off for personal reasons but only had sick time
available, I would use the sick time.
10. I feel that strict policies regarding punctuality and attendance are critical for
an efficient office.
11. At the end of the day I feel I have accomplished much of what I intended to.

156
35
Process Analysis
Objectives
1. To learn how to analyze a work process.
2. To analyze an existing work process.
Participants
Time Limit
2 to 3 hours.

2. Several transparencies of the exercise.
3. Overhead projection screen and some projector pens.
4. Completed flow chart would be very helpful.
Physical Setting
Chairs around a conference table or a set of tables in a U-shape.
Process
1. This activity is especially useful after a team has learned how to prepare a
work process flow chart. See Activity 26, Go With the Flow.
2. Begin by reviewing the objectives of the activity and explaining that one way
to improve an existing process is to ask, and answer, some tough questions
about it. Identify an existing work process in your area that you want to
analyze.
157
3. Distribute Exercise 35.1. Divide into subgroups. Give each group a

transparency and a projector pen. Ask them to analyze the work process by
answering the questions on the exercise. They should write their responses on
the transparency. Allow 30 to 45 minutes.
4. After the groups present their responses, facilitate a summary discussion

that places their ideas in these four categories:
• Non-value-added tasks.
• Gaps in the process.
• Redundancies.
• Areas of unclear responsibilities.
Variations
1. For related exercises, see Activity 24, Shop ‘Til You…, and Activity 26, Go With
the Flow.
2. To save time you may divide up the questions among the subgroups.
158
Exercise 35.1 ?
Exercise 35.1: Process Analysis Questions
Directions: First, identify a specific work process in your area. Then, respond to
the following questions.
Process:
1. Does each step add value? Identify any steps that do not add value to the
process.
2. Are any steps performed to accommodate potential errors or revisions?
3. Are there any steps that should be done by someone else?
4. Should any steps be combined with other tasks?
5. Are the customer requirements clear? Identify any unclear requirements.
6. Are there measurements for each customer requirement? Identify any

requirements where the measurements are either nonexistent or unclear.

159
7. Is there adequate communication and feedback between tasks? Identify any

steps where it could be improved.
8. Are roles and responsibilities clear? Identify any that require clarification.
9. Are there undue delays? Identify any steps where there appear to be
unnecessary delays?
10. What are the obvious redundancies (i.e. same work done twice)?
11. What sequential tasks could be parallel?
12. Which tasks could be eliminated? For those tasks that could be eliminated,
what are the consequences of eliminating the task?

160
36
Guiding Past and Future
Team Practices
Objective
To draw out the experiences of team members to determine past and present
practices that represent the guiding philosophy of the self-directed team.
Participants
Works best with a small, intact self-directed team.
Time Limit
1 hour.
Physical Setting
A small conference room with comfortable chairs and conference table.

2. Pen and note pad for each participant.
Process
1. Describe the objectives of the activity and distribute Exercise 36.1.
2. The written portion of the exercise focuses on anecdotal behaviors, both

positive and negative, and will act as a springboard for a follow-up discussion.
The ensuing discussion should provide the team with feedback concerning the
view team members have of the organization. The exercise also contains a
component where team members can offer suggestions for the future.
3. Once the team members have completed their individual work, ask for each
team member to share his/her responses.
161
4. Help the group discern common elements and norms. Use the information
from the responses to construct a framework for what actually happens now on
the team and what the group would like to have happen in the future.
5. Facilitate a discussion to propose initiatives that can effectively deal with the
various issues raised.
6. Conclude the activity by reviewing the activity and establishing time frames
for follow-up.
Variations
1. See Activity 34, Team Values, for a companion exercise.
2. Consider distributing the exercise prior to the session to give team members
some time to think about the exercise.
162
Exercise 36.1 ?
Exercise 36.1: Past and Future Practices
1. Briefly describe, in a paragraph or less, a positive situation, event, or practice
from the past (over three years ago) that best illustrates “how things are done
around here.”
2. Briefly describe, in a paragraph or less, a negative situation, event, or practice

from the past (over three years ago) that best illustrates “how things are done
around here.”
3. Briefly describe, in a paragraph or less, a positive current situation (within the

last year), event, or practice that best illustrates “how things are done around
here.”
4. Briefly describe, in a paragraph or less, a negative current situation (within

the last year), event, or practice that best illustrates “how things are done around
here.”
5. Using past and present realities as a guideline, suggest an action or policy

that the team can pursue for the future that will align the way things actually get
done with the way things could be done better in the future.

163
37
Meetings and
Self-Directed Norms
Objectives
1. To bring to the surface the cultural norms of a self-directed team when those
members are in a meeting.
2. To examine team members’ feelings about the norms of a meeting.
Participants
Any number of an intact team.
Time Limit
1 hour.
1. Flipchart paper, pens for each participant.

2. Two sheets of 8 1/2” x 11” paper for each participant.
3. Masking tape.
4. Flipchart sheets prepared with the questions asked in steps 2 and 3 in the
Process section.
Physical Setting
Process
1. Begin the activity by stating that the group will be examining events that
take place in meetings and how people feel about them.
2. Divide the team into subgroups of four or five people. Give each participant
two sheets of 8 1/2” x 11” paper and ask them to label the first sheet “Nuts and
Bolts of Meetings.” Tell the participants to write their answers to the questions
about to be read on that sheet. Select your questions from the sample list
entitled “Nuts and Bolts Questions.”
165
3. Ask the team members to put that sheet aside and label a second sheet “My
Reaction to Meetings.” Tell the team members to write their answers to the
questions about to be read on this second sheet. Select your questions from the
sample questions entitled “Reaction Questions.”
4. Ask the team members to pass their two sheets of paper to another person
in the subgroup. Ask the person to compile the results. Take a 15-minute break.
5. Lead a discussion about the first series of questions, noting commonalties

and differences and asking participants why they think they exist, and their
affect on meetings. Team members are encouraged to think of other issues
about meetings they may not have though of at first, or react to something
someone else stated.
6. Conclude with team members being asked to be more aware of the “things
they take for granted” about meetings, and to be more aware of how they may
impact upon others. Develop a set of action steps to improve meeting
effectiveness.
Variations
1. The exercise could be conducted in teams if the group is large. At the

beginning of the exercise, participants are paired in dyads or triads, and
collectively decide upon the questions.
2. While the facilitator is compiling the participants’ responses onto the flipchart
paper in step 5, the participants could be asked to label a third sheet of paper
“My Ideal Meeting.” The facilitator then states that the participants now have 5
minutes to “daydream” about their ideal meeting. How would it be run? Who
would set it up? Where would it be held? What would get done, and how?
After compiling step 5, the facilitator then asks participants to present their
“ideal meeting” to the others. The participants respond to the new ideas.
Next, they would be asked to write a list of things they will do differently at the
next meeting as a response to what they have heard about from others.
3. If the team’s problem centers around poor agendas, see Activity 27, The
Power of An Agenda. If the problem concerns poor meeting behaviors, see
Activity 38, Meeting Monsters.
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Sample List - Sheet 1
NUTS AND BOLTS QUESTIONS
• Where are meetings usually held?
• Who is responsible to call meetings?
• Who runs the meetings?
• What is the arrangement of furniture at the meeting location?
• How does a meeting typically begin?
• Is the agenda sent out in advance of a meeting?
• Are agendas followed at meetings?
• Is food/coffee provided at meetings?
• Are people on time to meetings?
• Who talks the most at meetings?
• Who contributes the least at meetings?
• Are you given an opportunity to speak at meetings?

167
Sample List - Sheet 2
REACTION QUESTIONS
• Do you like the meeting location? Why/Why not?
• Does the person who is responsible for calling meetings provide enough
notice for you?
• Does the person running the meetings do an effective job? Why/Why not?
• Is the meeting room’s physical set-up comfortable for you? Why/Why not?
• How do you feel about having or not having an agenda?
• How do you feel when the agenda is not followed at meetings?
• Should food/coffee be provided at meetings?
• Is it necessary to be on time to meetings? Why/Why not?
• How do you feel about the person who talks the most at meetings?
• How do you feel about the person who contributes the least at meetings?
• How do you feel about your own opportunity to speak at meetings?
• How do you rate the productiveness of meetings on a scale of 1-7, with 1

being least productive, and 7 being highly productive.

169
38
Meeting Monsters
Objectives
1. To identify the types of behaviors that disrupt team meetings.
2. To develop tactics for dealing with problem behaviors in team meetings.
Participants
10 to 20 people.
Time Limit
60 to 90 minutes.
Physical Setting
Chairs around a conference table or tables arranged in a U-shape. As an

alternative, three or four sets of tables and chairs are spread out around the
room so that people can sit in teams of four or five members.

2. Overhead transparency of the exercise.
3. An overhead projector, screen and three transparency pens.
Process
1. Open the session with an explanation of the objectives of the activity.
2. Distribute the exercise and briefly review each of the “monsters.” Divide the
group into three subgroups and give each group a transparency of one of the
pages of the exercise and a transparency pen. Each group is asked to come up
with ways of dealing with the three monsters on their page. They should write
their answers on the transparency. Allow 20 to 30 minutes.
3. Each subgroup presents their responses on the overhead projector. Other

groups seek clarification and provide alternative responses.
171
4. Conclude the activity with a brief presentation on how to deal with meeting
monsters using some of the responses provided on page 177.
Variations
1. Companion exercises include Activity 27, The Power of an Agenda and Activity
37, Meetings and Self-Directed Norms.
2. Change the monsters to behaviors that are more relevant to your team.
3. Ask the team to come up with a list of monsters. Write this list on blank
transparencies. Distribute the transparencies to the subgroups and ask them to
come up with tactics for dealing with each monster.
172
Exercise 38.1 ?
Exercise 38.1: Meeting Monsters
MONSTER WHY WHAT TO DO
1. Overly talkative
2. Highly argumentative
3. Rambler

173
4. Obstinate, rigid
5. Griper, whiner
6. Side conversation

174
7. Definitely wrong
8. Off the subject
9. Silent

175
Possible Responsible
MEETING MONSTERS
1. Overly talkative: Interrupt with “That’s an interesting point. Now let’s see
what the rest of the team thinks.”
2. Highly argumentative: Honestly try to find the merit in his/her statements.

Try humor: “I respect your right to be wrong,” or try sarcasm: “I hate people
who beat around the bush.”
3. Rambler: Say: “Your point is interesting, but we’re need to move on to the
next agenda item.”
4. Obstinate, rigid: Throw his/her point to the team for consideration. Tell
him/her that time is short, ask that the group’s viewpoint be accepted for the
moment, but you’ll be glad to discuss it later.
5. Griper, whiner: Point out that organizational policy cannot be changed at

the meeting; “So let’s try to figure out how we can best operate under the
present system.”
6. Side conversation: Call one of them by name, restate the most recent
opinion and ask for his/her opinion. Refer to your team norms about no side
conversations.
7. Definitely wrong: Try: “That’s one way to look at it,” or “I see your point,
but did you know that (corporate policy forbids it or the FDA requires it)?”
8. Off the subject: Try: “Something I may have said lead off the topic, but this
is what we are discussing right now.”
9. Silent: Ask the person next to him/her a question and then ask the silent
person to comment on the answer. If the silent person is near you, ask his/her
opinion on a subject that you are sure he/she knows a great deal about.

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39
The Weather Report:
A Culture Report
Objectives
1. To understand the participant’s perception of his/her team as if it were a

person.
2. To understand how achievement, affiliation and power affect the ability of a

self-directed team to be productive.
Participants
Unlimited but governed by the size of the self-directed team.
Time Limit
60 to 90 minutes.
Physical Setting
Process
1. Begin the activity by explaining the need to understand how the

organization views the team concept and the perspective it has on the potential
for self-directed teams to be successful.
2. Distribute Exercise 39.1 and have participants complete it. Instructions for
scoring the survey are included in the exercise.
3. Give a brief lecture on the ideas of achievement, affiliation and power and
the role they play in making self-directed teams successful. Use the Lecture
Notes on page 187.
179
4. Discuss the results of the exercise with the team. Probe for similarities and
differences in responses; ask for examples and determine if a consensus on one
orientation exists.
5. Conclude the activity by asking the team members to decide if they want the
team to change its orientations and, if so, what steps should be taken.
Variations
1. Have the team divide into groups according to the three styles and discuss
the implications of a balanced perspective for the team.
2. See also Activity 4, Roadblocks.
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Exercise 39.1 ?
Exercise 39.1: Organizational Weather Report
Directions: Each of the following numbered items consists of three statements.
Imagine that your team is a person, and for each separate item, rank each of the
three statements according to how descriptive you think it is of your team’s
feelings, thoughts, behaviors, or opinions about that item. In the blanks provided
to the left of the statements, write 1 for the statement that is most descriptive, 2 for the
statement that is next most descriptive, and 3 for the statement that is least
descriptive.
DON’T FORGET, EVALUATE THESE STATEMENTS ACCORDING TO HOW

YOU BELIEVE THE TEAM WOULD FEEL, THINK, OR BEHAVE, IF IT WERE A
PERSON.
RANK STATEMENT
l. ___a. When solving a problem, I like to work on it behind the scenes, so

that I can be solely responsible for the solution.
___b. When solving a problem, I like to choose teams to work on it and find
a team solution.
___c. When solving a problem, I like to choose teams to work on it but only
if I can be in complete control.
2. ___a. Managers should set challenging goals for their subordinates.
___b. Goals should be set through mutual agreement of team members.
___c. It is important to set goals that are within the average individual’s
capacity to achieve.
3. ___a. My employees would describe me as a good listener.
___b. Employees describe me as fluent, i.e., a good communicator.
___c. Conversations at work should focus on job-related matters.

181
4. ___a. I encourage discussions that are directed toward problem solving.
___b. Sometimes, I take an opposing point of view in a discussion just as a

matter of interest.
___c. I enjoy discussions that enable me to know my team peers better.
5. ___a. I encourage employees to be team members.
___b. It is not a priority with me that employees belong to a specific team.
___c. I encourage individuality; seeing employees as team members does

not interest me.
6. ___a. I like to have feedback about how well employees have worked with
others as a team member.
___b. I like to have specific feedback about how well employees have done
a job.
___c. I am the best judge of how well employees have done a job; raises
and or promotions are the feedback that is important to the
employees.
7. ___a. The most important aspect of performance analysis is the setting of

future goals for the team members.
___b. The most important aspect of performance analysis is the planning of

a team member’s future development.
___c. The purpose of performance analysis is to isolate what a team

member has done correctly and what mistakes he/she has made.
8. ___a. Conflict is a tool that can be used to arrive at the best possible solution
to a problem.
___b. Conflict can be very healthy; it keeps people on their toes.
___c. Conflict should be controlled; teams whose members argue among

themselves are seldom very productive.

182
Exercise 39.1 - continued ?
9. ___a. A factor of concern with any problem solution is its acceptability to
the team that must implement it.
___b. If I am convinced that a problem solution will work, I expect it to be

implemented and I accept responsibility for the consequences.
___c. If I find a problem solution that works, I want to implement it;

prolonging discussion about it with team members is usually a waste
of time.
10. ___a. If one of my employees does something incorrectly, I make sure that
there is guidance to show him/her how to correct it.
___b. If one of my employees does something incorrectly, I make sure that

the situation is discussed with him/her, and we agree to correct it.
___c. If one of my employees does something incorrectly, I make sure that

he/she is told to correct it.
11. ___a. Team members should use mistakes as learning tools and thus
improve themselves.
___b. I make mistakes, but as long as I am right most of the time, I deserve
to be rewarded.
___c. I do not like being wrong; I do not make the same mistake twice.
12. ___a. With hard work and the support of the right management, a team
member can overcome most problems.
___b. Hard work can overcome most problems.
___c. A strong commitment can overcome most problems.
13. ___a. I focus more on my personal relationships with my top managers

than I do with the other team members.
___b. I spend time and effort developing and improving my personal

relationships in the team.
___c. I develop personal relationships at work only when they help me to

complete my work tasks.

183
14. ___a. “Do not step on people on the way up; you may meet them on the
way down.
___b. “Nothing succeeds like success.”
___c. “Nobody remembers the name of the person who came in second in
a race.”
15. ___a. If I am right, I will win in the long run.
___b. If I am strong in my convictions, I will win in the long run.
___c. I try to be patient with team members; doing so pays off in the long
run.
16. ___a. Team members produce satisfactorily when their supervisors work
alongside of them.
___b. Team members’ productivity increases when they have input

regarding their job tasks.
___c. Team members must be challenged to reach new heights of

excellence.
17. ___a. I enjoy convincing my team members to do things my way.
___b. As long as a decision is right, whether it was an individual decision or

a team decision is not important.
___c. For any decision to become final, all members of the team that will
implement it should find it acceptable.
18. ___a. I work well when I have a personal relationship with my managers.
___b. I work well in situations in which I am my own boss.
___c. I work well when I have deadlines to meet.
(see next page for scoring)

184
SCORING SHEET
Instructions: Transfer your rankings from the survey to this sheet. Then add the
numbers in each vertical column and write the total in the blank provided. The column
with the lowest total represents your perception of the organization’s first-priority
values/beliefs in terms of its orientation toward achievement, affiliation, and power;
the column with the next-lower total represents its second-priority values/beliefs; and
the column with the highest total represents its third-priority values/beliefs.
Achievement Affiliation Power
la__________ lb__________ 1c__________
2c__________ 2b__________ 2a__________
3c__________ 3a__________ 3b__________
4a__________ 4c__________ 4b__________
5b__________ 5a__________ 5c__________
6b__________ 6a__________ 6c__________
7a__________ 7b__________ 7c__________
8a__________ 8c__________ 8b__________
9c__________ 9a__________ 9b__________
10a__________ 10b__________ 10c__________
11b__________ 11a__________ 11c__________
12b__________ 12c__________ 12a__________
13c__________ 13b__________ 13a__________
14b__________ 14a__________ 14c__________
15a__________ 15c__________ 15b__________
16a__________ 16b__________ 16c__________
17b__________ 17c__________ 17a__________
18c__________ 18a__________ 18b__________
TOTAL__________ TOTAL__________ TOTAL__________
(see page 187 for clarification of results)

185
Lecture Notes
Feelings, Thoughts, and Behavior Reflect

Values, Attitudes, and Interests
Achievement-oriented organizations value employees who:
• Enjoy challenging work, but want to ensure success; set conservative goals.
• Plan ahead to avoid problems, so they can be personally responsible for

successful results.
• Are concerned with meeting deadlines and have great anxiety about projects
until completely successful.
• Require frequent reinforcement with sales figures, standards, etc.
Affiliation-oriented organizations encourage employees to:
• Direct energies toward the establishment and maintenance of effective

working relationships with others.
• Examine the human side of decisions that are made within the organization,
and focus on the interrelationships that exist among those who are to be
affected by the decision.
• Try to maintain harmony and mutual respect among members while

undertaking tasks.
Power-oriented organizations foster employees who:
• Overcome resistance in achieving an objective or goal, and communicate

fluently, as this skill is important for arguing and confronting conflict.
• Prefer autocratic decision-making and direction in an authoritarian manner;

remind others who’s in charge, closely oversee the work, and make others
feel inadequate.
• Consider people as means to an end, which loses the value of establishing

and maintaining satisfactory relationships in the organization.

187
40
How Do I Feel About
All This? Assessing
My Readiness for
Self-Direction
Objective
To allow individual team members to assess and express their feelings regarding
the self-directed team concept.
Participants
Works best with small, intact self-directed teams.
Time Limit
1 to 2 hours.
Physical Setting
A small room with a conference table and chairs
Process
1. Briefly describe the activity explaining that each team member has a
personal set of values that drives his/her ability to interact and be a productive
team player. Add, that if we are to have a truly effective team, we need to
understand those drives and be prepared to work with them.
2. Distribute Exercise 40.1 and ask if everyone understands it. Indicate that
there is no score for this questionnaire.
189
3. Once the group has completed the questionnaire, lead a discussion of the
results. Ask team members to describe their reaction to the questions and talk
about their answers.
4. During this discussion capture the essence of each team member’s responses
and synthesize the discussion creating a list of common team values.
5. Conclude the activity by reviewing the discussion and developing action

steps designed to reinforce the collective values of the team.
Exercise 40.1 ?
Exercise 40.1: Values Questionnaire
Directions: Please take a few minutes to respond the following statements using
this scale: 1-strongly agree; 2-agree; 3-neutral; 4-disagree and 5-strongly
disagree. Circle one number.
1. If my employer gave me a salary increase I would work harder.
1 2 3 4 5
Why? __________________________________________________________________
2. I know more about my job than my peers.
1 2 3 4 5
Why? __________________________________________________________________
3. If I come in to work a half hour late I should have to use my own time (i.e.
vacation).
1 2 3 4 5
Why? __________________________________________________________________
4. If my team puts me in charge of a project I like to be closely monitored and

given lots of direction.
1 2 3 4 5
Why? __________________________________________________________________
5. I respect the individuals that have been team members longer than I have.
1 2 3 4 5
Why? __________________________________________________________________
6. Any person in a management position is a valuable asset to the company.
1 2 3 4 5
Why? __________________________________________________________________

191
7. My favorite time of my workday is lunch.
1 2 3 4 5
Why? __________________________________________________________________
8. The reason I stay in my current job is the stability.
1 2 3 4 5
Why? __________________________________________________________________
9. I think employee involvement from all ranks is important.
1 2 3 4 5
Why? __________________________________________________________________
10. I think creative problem solving is important.
1 2 3 4 5
Why? __________________________________________________________________
11. Having a feeling of “family” in an organization is important.
1 2 3 4 5
Why? __________________________________________________________________
12. I should be held accountable for the quality of my work.
1 2 3 4 5
Why? __________________________________________________________________

192
41
The Wish List
Objectives
To have participants review their recent past in order to regenerate ideas and
initiatives that may have been previously rejected. This collection of old and new
ideas will form the basis for planning a future vision by each team.
Participants
Works best with a small, intact team; large groups may be divided into
subgroups.
Time Limit
1 1/2 hours.
Physical Setting
Chairs arranged around a large table.

2. Items listed in step 1 below.
Process
1. Before the session participants are instructed to bring media materials

related to their current image of the team. They are told, in memo form, to
gather research, books, news clippings, tools, products and other things that
they feel portray the team’s image. Participants are also asked to bring any team
reports, budgets, budget requests, capital requests, etc., from the past 3 to 5
years.
2. Begin the exercise by asking all the media material to be displayed. Then ask
the participants to review the materials for 15 to 25 minutes.
193
3. Once the team members have had an opportunity to reflect on the items,
form subgroups and ask them to answer the following questions:
• What happened in our team?

• What could have happened to our team?
• What can happen in our team in the future?
Allow 30 minutes for this activity.
4. After the allotted time, regroup and ask each of the subgroups to report.
Process the reports.
5. Post the action items on the flipchart. Facilitate a discussion on the “wish
list” and develop an action plan to enact it.
6. Conclude the activity by recapping and briefly discussing the need to

understand our past in order to realize our future.
Variation
1. See companion Activity 36, Guiding Past and Future Team Practice.
194
42
Clarifying Team Values
Objectives
1. To provide an opportunity for the participants to be creatively open about

the values, attitudes, and interests of their organization.
2. To identify and compare the organization’s values, attitudes, and interests

with the team’s goal of self-direction.
3. To provide an opportunity to explore the match between the goals or values

of the participants and those of the organization.
Participants
Works best with a small intact team.
Time Limits
1 to 1 1/2 hours.
1. Three sheets of paper and a marker for each participant.

2. Newsprint and additional markers.
3. Masking tape.
Process
1. Introduce the activity by stating that it is useful for the members of a team to
think from time to time about their values, attitudes and interests, and whether
they, as individuals, are in agreement.
2. Distribute three sheets of paper and a marker to each participant. Restate

the organization’s goal of creating self-directed teams. Ask the participants to
make believe the organization is a person and describe that person in terms of
the values, attitudes, and interests associated, either positively or negatively,
with this goal.
195
3. Tell the participants that they have 5 minutes to list these on one of their
sheets of blank paper.
4. Collect the lists and read them aloud while a member of the team posts them
on a flipchart.
5. Facilitate a discussion using some of the following questions:
• Why did members select these particular descriptions?

• Is there a common theme running through the descriptions?
• What might this mean in terms of the way members perceive the
organization?
• What does this imply about the values of the team and its ability to become a
self-directed team?
• What does it imply about the organization?
• Does any group member’s description differ significantly from the rest?
• What might be the reason?
• What implications do the results have for the team? The organization? The
individual members?
6. Point out that the above perceptions have come from the way the
organization’s processes have shaped the group members’ way of doing
business within the organization. Ask the participants to give examples of how
this may or may not be the case.
7. Point out that teams are often cultures within other cultures and that the
values of these cultures can differ to a great extent.
8. Post the following diagram:
The values of the

Overlapping organization for which all
values members work OR the values
of an outside
organization/group to which
the individual belongs
Personal
values of the The values of this group
individual
9. Explain that the larger the shaded area the more comfortable individuals are
likely to feel in the organization; i.e., there is less value conflict. There is often
tension when values clash and that values may conflict more often than one
realizes.
196
Clarifying Team Values
10. Ask the participants to think of the team to which they belong, and think
about themselves in relationship to the team and the organization, in terms of
the diagram of the three circles. With the diagram as a model, draw circles to
represent their own values in relation to their group and organization, and list
the values in each circle.
11. Form pairs. Ask each individual is to explain the rationale behind his/her
drawing.
12. Regroup and lead a discussion focusing on the following:
• As you look at the shaded areas on the drawings, what does it indicate about
the match between the individual, the team, and the organization?
• What values outside the common area are shared by individuals within the
team?
• How can the values, attitudes, and interests be either maintained, improved,
modified or turned around to be more in line with the goal of self-direction?
13. Conclude the activity by reiterating that from time to time, it is useful for
members to make believe their team is a person and describe that person and
themselves in terms of the values, attitudes, and interests usually associated with,
either positively or negatively, the current mission or direction of the team.
Explain that this elicits an image of the organization, and that taken collectively,
such images constitute an organizational self-image. It reveals what the
individual experiences from the organization and what the organization may
experience from the individual, both in reality and as transference phenomena.
The consistency and the degree of dependability in this relationship have great
bearing on the success of the team in meeting its stated goals.
Variation
See also Activity 21, Self-Directed Values Exercise and Activity 34, Team Values.
197
Section III:
Special Issues
43
The Self-Directed Team
Coach
Objectives
1. To help supervisors understand the new role of the coach in the self-directed
team (SDT) environment.
2. To provide supervisors with an opportunity to assess their strengths and

weaknesses as a coach.
Participants
Fewer than 10 people but may be done in a larger group by dividing the group
into subgroups of 4 to 5.
Time Limit
Physical Setting
Table and chairs arranged in seminar style or a U-shape. For larger groups, sets
of tables and chairs spread out around the room.
1. Copy of Handout 43.1 for each participant.

2. Overhead transparency of Handout 43.1.
3. Overhead projector and screen.
Process
1. Open the session by displaying the overhead transparency on the overhead

projector and explaining the new role of the supervisor as a coach of self-directed
work teams. Distribute a copy of the handout to each person and encourage
them to take notes on your lecture. Ask the group if they have any additions to
the list.
201
2. Facilitate a discussion on the problems and challenges in carrying out these

new roles. When a problem comes up, ask other members of the group how
they have handled it. Where appropriate, bring in some of your experiences and
observations. Allow 45 minutes to one hour for this discussion.
3. On the handout, ask each person to rate him-/herself on the extent to which
they are currently able to carry out each role. Keep the rating simple. Use O.K.
for those roles they are confident about and N.I. to designate where they need
improvement. Place the ratings in the blank space to the left of each number.
4. Ask each person to pair up with the person next to them to (1) discuss their
ratings and the reasons for the ratings, and (2) what they can do to improve their
ability to carry out the new roles as coach. Allow about 30 minutes for this
discussion. About 5 minutes before the discussion is to end, announce that you
want everyone to come up with one action step they are going to take to
increase their effectiveness as a coach.
5. Conclude the session by asking participants, individually, to present the

action step they are going to take to improve their coaching abilities.
Variations
1. Alter the items on the list to make them more relevant to your organization.
2. Add to step 4 the assignment that they also come up with one action
management can take to help them carry out their role as coach.
3. For complimentary exercises, see Activity 45, Supervisory Scenarios, and

Activity 46, What Would You Do If …?
202
Handout 43.1
The Self-Directed Team Coach
____ 1. COORDINATOR. Helps the team coordinate its work with other teams
and other departments. Serves as liaison with senior management. Helps them
obtain resources and information necessary for their work.
____ 2. TRAINER. Trains team members how to do the current job, how to
solve problems and how to manage the overall work of the area including the
planning and administrative duties. Facilitates cross-training of team members
as appropriate. Helps the team understand the big picture including the impact
of their decisions on other teams and the customer.
____ 3. SUPPORTER. Supports team decisions, encourages new ideas,

recognizes team member contributions, gets external recognition for the team
and encourages the team to move toward more independence. Specifically,
supports the team leader’s efforts to carry out his/her role with decreasing
dependence on the supervisor.
____ 4. TRUST BUILDER. Allows and encourages the growth of the team
toward self-direction by pushing them to take responsibility for the
management of the work including the opportunity to make some mistakes
provided these mistakes do not violate the contract or any laws, or interfere with
ongoing operations
____ 5. ACCOUNTABILITY BUILDER. Encourages and helps the team

understand that as they take on the responsibility for the management of the
work they must also be accountable for the quality of the work.

203
44
Leadership
Characteristics
Objectives
1. To gain agreement on the most important characteristics of a team leader.
2. To teach the team how to reach a consensus.
Participants
An intact team of 6 to 8 people or several teams of 6 to 8 people who are all

conducting the activity at the same time.
Time Limit
60 to 90 minutes
Physical Setting
For one team, a round or rectangular table and chairs in a small room. With
several teams, a large room with sets of tables and chairs spread out around the
room.

2. Flipchart, markers, tape or push pins.
Process
1. Explain the objectives of the session. Clearly review the directions at the top
of the exercise. Ask each person to privately rank the ten characteristics and
place their ranking in the left column labeled “Individual.” Allow about 10
minutes for this activity.
2. Ask the team to come up with a consensus on the ranking of the ten items
and place their ranking in the right column marked “Team.” You may want to
review the definition of a consensus decision and the guidelines for reaching a
consensus. Allow about 30 minutes for this activity.
205
3. Ask the team to report their results. Facilitate a discussion on the top five
characteristics probing for the reasons for selecting these characteristics as
important to the success of a self-directed team.
Variations
1. You can enrich the activity by asking team members to add other traits they
admire to the list. You can do this either before or after they rank the list of ten.
2. Change the title to “Characteristics of an Effective Team Member,” or

“Characteristics of an Effective Supervisor.”
3. After the ranking has been completed, ask team members to rate
themselves against the list. In other words, to what extent do they possess these
characteristics?
4. See also Activity 48, Animal Grid.
206
Exercise 44.1 ?
Exercise 44.1: Characteristics of an Effective Team
Leader
Directions: Please rank the characteristics that you think are most important for a
leader of a self-directed team.
First, each member should individually rank the items, starting with “10” as the
most important characteristic down to “1” as the least important. Place your
ranking in the column labeled “Individual.”
Then, as a team, come to a consensus on the ranking of the ten items. Write the
team’s consensus in the “Team” column.
INDIVIDUAL CHARACTERISTIC TEAM
____ Competent ____
____ Cooperative ____
____ Courageous ____
____ Determined ____
____ Fair-minded ____
____ Forward-looking ____
____ Honest ____
____ Imaginative ____
____ Independent ____
____ Inspiring ____

207
45
Supervisory Scenarios*
Objective
To teach supervisors how to deal with typical problems that come up in trying to
coach a self-directed team.
Participants
15 to 20 people.
Time Limit
90 minutes.
Physical Setting
Tables and chairs arranged in seminar style or U-shape. The room should be
large enough to allow for three to four private small group meetings or you will
need several breakout rooms.

Process
*It is recommended that this activity follow Activity 43, The SDT Coach.
1. Begin by explaining the objectives and relating it to the previous session on

the role of the coach. Explain that in this session, the focus is on some of the
actual problems involved in carrying out the role of the coach of a self-directed
team.
2. Begin by asking the group to come up with problem situations that they
have encountered in working with self-directed teams. Write the problems on
the flipchart. When the list is complete, ask for clarification of the situations.
209
3. If the list contains more than four items shorten the list by combining some
problems and voting on the four toughest or most prevalent problems. Circle
or in some other way identify the four problem situations selected by the group.
4. Explain that you are going to divide them into four subgroups giving each
group one of the problem situations. The groups are to create a scene that
depicts the problem.
Allow people to select the problem in which they are most interested provided
you get a fairly even distribution of people among the four problems.
5. Distribute Exercise 45.1. Clarify the task. Allow 20 to 30 minutes to create

the scene in their breakout meetings.
6. Ask each group in turn to present its scene. Encourage the team to facilitate
the discussion on how to handle the problem.
7. Conclude the session by summarizing the learning. Refer to the list of the
roles of the coach in Activity 43. Show how the roles were played out in these
problem situations.
Variations
1. See also Activity 43, The Self-Directed Team Coach, and Activity 46, What Would
You Do If …?
2. If you have done some data collection, you may want to present a list of four
typical problems.
3. After the discussion of how to handle the situation, the group may go back
into the role play and try one of the suggestions.
210
Exercise 45.1 ?
Exercise 45.1: Supervisory Scenarios
Directions:
1. Discuss your personal experiences with the problem situation and how you
handled it.
2. Prepare a scene, of 1 to 2 minutes, that depicts the problem with members of

your group acting as:
• Narrator — sets the stage for the scene by explaining who, when, where, and
any other information needed to understand what is about to happen.
• Supervisor/Coach — serves as coach in the scene and afterward leads the

discussion on what happened and what should be done about it.
• Team Members — act as problem team members and others as required to

understand the situation.
3. Present the scene up to the point where the problem occurs but before anything is
done about it.
4. At this point the Supervisor asks for ideas from the class on how to handle
the situation. The ideas are listed on the flipchart and discussed.

211
46
What Would You Do If...?
Objectives
1. To help supervisors understand their new role as self-directed team coaches.
2. To help supervisors make daily decisions that will support team self-direction.
Participants
Unlimited. A large group may be divided into subgroups with each group
completing the exercise.
Time Limit
1 hour.
Physical Setting
Chairs around a set of tables arranged in a U-shape.

Process
1. Explain the objectives of the activity. Brainstorm a list of the roles of the
supervisor in the self-directed team environment. Post the list on the flipchart.
2. Distribute Exercise 46.1. Divide into subgroups of three and ask them to
decide how they would handle each situation. Allow 20 minutes.
3. Reconvene the total group and discuss each situation. Probe for specific
responses. Emphasize how each response helps or hinders self-direction on the
part of the team.
213
4. Conclude the session by returning to the list of roles. Ask the group to add
to, delete or revise items on the list.
Variations
1. Change the situations to more closely reflect your work area.
2. Use the handout from Activity 43, The Self-Directed Coach.
3. Another related exercise is Activity 45, Supervisory Scenarios.
214
Exercise 46.1 ?
Exercise 46.1: What Would You Do If…?
Directions: As you study each of these situations think of how you might handle
them as a traditional supervisor and then as a coach of a self-directed team.
1. The team leader asks you for help in dealing with a disruptive member of
the team.
2. A member of the team comes to you to complain about the team leader.
3. Several members of the team are having difficulty understanding a new

procedure.
4. Your boss, the department head is very upset. He wants you to address the
team about some serious quality problems pointed out by the customer.
5. Some tools are constantly breaking.

215
47
You Know You’re
Stagnating When...
Objectives
1. To identify the early warning signs that your team is in trouble.
2. To develop a plan to get the team back on track.
Participants
Unlimited; works best with a maximum of 15 people. It may be done with a

larger team by dividing into small subgroups.
Time Limit
1 hour.
Physical Setting
Chairs around a conference table or tables in a U-shape. For larger groups, sets
of tables and chairs spread out around the room.

Process
1. This activity is appropriate for a mature team that has recently completed a
major project and where there appears to be some loss of interest. At this point
a team is particularly vulnerable to stagnation.
2. Begin by asking team members for their definition of “stagnation.” Post the
responses on the flipchart. Explain that team members love a challenge such as
climbing a mountain, but once they reach the summit and have taken in the
view, they’re ready for the next mountain. If there is no immediate challenge for
the team, trouble, in the form of stagnation, often begins.
217
3. Explain that today they are going to look at their team and the potential for
stagnation. Distribute Exercise 47.1. Ask team members to complete it.
4. Facilitate a discussion on the responses. Post the trouble signs on the

flipchart. Ask for other signs that are not on the list, but ones that exist on their
team.
5. Divide into subgroups giving each of the groups one of the trouble signs to
consider. Ask each group to come up with a list of action items designed to
address the sign. Allow about 20 minutes for this activity.
6. After the groups report their results, conclude the session by setting a date
for checking back to see if the signs of stagnation have disappeared.
Variations
1. Change the exercise to include other signs that are more relevant to the
participants’ team.
2. See also Activity 50, Just for Fun.
218
Exercise 47.1 ?
Exercise 47.1: You Know You’re Stagnating When...
Directions: If you see any of these signs on our team, put a checkmark next to the
statement. Be prepared to discuss the reasons for each answer.
____1. Our meetings seem to have lost their “zip” and “fire.”
____2. People arrive late and leave early.
____3. Substitutes sit in for members.
____4. People are ignoring important assignments.
____5. Members complain they have “more important work to do.”
____6. Other: Please list:
____7. Other: Please list:

219
48
Animal Grid
Objectives
1. To provide team leaders with an opportunity to understand their leadership

style.
2. To provide team leaders with an opportunity to adjust their style to the

needs of their team.
Participants
12 to 15 team leaders.
Time Limit
1 to 2 hours.
Physical Setting
Chairs in a circle or around a conference table.
Flipchart and markers; tape or push pins.
Process
1. You can have some fun with the activity while you teach team leaders about
their style and its impact on the performance of their team. Ask each leader to
come up with an animal that they think represents their team leadership style.
You can give them some examples such as a hunting dog that looks around for
opportunities for the team, a watch dog that protects the team, a teddy bear that
is all warm and fuzzy or an eagle that is strong and proud. You may wish to
have people team up with another person to have them help each other come up
with ideas.
2. Create a grid on the flipchart with the names of the leader down the left-
hand column leaving space on the right for their responses.
221
3. Ask each person to present his/her animal along with an explanation for the
selection. Post the responses on the flipchart. Encourage other participants to
ask questions for clarification. If people know each other, they can add their
perspectives on the selections.
4. Facilitate a discussion on how each animal helps and, potentially, can hinder
the team.
5. Conclude the session by asking each person to come up with the

characteristic of other animals they would like to add to their repertoire. If time
permits, ask each person to present his or her plan.
Variations
1. Create a grid using cars as the example. For example, a leader might be a
Mercedes with lots of excellent technical expertise or a Corvette with a cool laid-
back manner.
2. Enrich the exercise by having members of their team submit their

nomination of which animal or car they think represents their leader’s style.
Summarize the responses and present the results in an anonymous report to the
leaders after they have made their personal selections.
3. See also Activity 44, Leadership Characteristics and Activity 49, Assessing Your
Team Leader Effectiveness.
222
49
Assessing Your Team
Leader Effectiveness
Objective
To provide the current team leader with an assessment of his/her current

leadership practices.
Participants
Unlimited, but works best with a small groups of self-directed work team
leaders.
Time Limit
Approximately 1 hour.
Physical Setting
A comfortable working area with chairs around a conference table.
Materials
Process
1. Begin the activity by discussing the need to continually renew leadership

skills and the value of reflecting on our current practice.
2. Distribute Exercise 49.1 and explain how to complete the questionnaire.
3. Give the group 30 minutes to complete the exercise.
4. Process the results focusing on the gaps between the ideal scores and the
actual scores reported.
5. Conclude the activity by reviewing the process and directing the members
to create action plans to deal with the issues uncovered.
223
Variations
1. Have the team leaders ask their teams to complete the same survey prior to
the workshop so that a comparison can be made between leader and member
perceptions.
2. See also Activity 44, Leadership Characteristics and Activity 48, Animal Grid.
224
Exercise 49.1 ?
Exercise 49.1: Assessing Team Leader Effectiveness
Directions: Circle the number that best reflects the extent to which you agree
with the statement.
1. I treat all team members with respect and dignity.
Disagree 1 2 3 4 5 6 7 Agree
2. The rules of the organization are clearly understood by all team members.
3. Team members are encouraged to offer differing views on how they feel the
team should function.
4. I help the team get the resources required so that we can meet the needs of
our customers.
5. I am supportive and understanding of team members’ needs.
6. I help promote self-direction among team members.
7. Team members are given work objectives that are clear and obtainable.
8. I recognize and reward hard work and dedication is recognized and

rewarded by me.

225
9. I promote open and honest communication on the team.
10. Given complete freedom, team members would choose to have me continue
as team leader.

226
50
Just for Fun
Objective
To have fun.
Group Size
Unlimited.
Time Limit
As long as you want.
Physical Setting
A large comfortable room with movable chairs.
A flipchart, several markers, tape or push pins or an overhead projector, screen,

blank transparencies and several projector pens.
Process
1. Use the activity when there is a need to relax and have some fun. It’s a great
way to build team spirit.
2. Begin by announcing (with “tongue in cheek”) that the leader of your team
has resigned. However, you have received résumés from several people who
are interested in the position. The team’s task is to help select the best person.
3. Applicants for the position of team leader include: Letterman, Madonna,

Clint Eastwood, Roseanne, Dr. Ruth, Sly Stallone, Norm (from Cheers) and
others you may want to add to the list.
227
4. Divide the team into subgroups. Ask each subgroup to select one of these
people and come up with a list of (humorous) things they think this person will
do to change the team to bring it in line with their personal philosophy or
principles. Give each group a sheet of flipchart paper and a marker or a blank
transparency and a projector pen.
5. Ask each subgroup to present its report. At the end you may wish to ask
the entire team who they would choose to lead their team.
6. Continue the fun over lunch. Bring in sandwiches or pizzas.
Variations
1. Change the names of the candidates to include some local celebrities.
2. To add to the fun you can ask the subgroups to select one person in their
group to role play their candidate interviewing for the position.
228
GLENN M. PARKER
Author and consultant Glenn Parker works with organizations to improve

quality and productivity by creating and sustaining high performing teams. His
best-selling book, Team Players and Teamwork: The New Competitive Business
Strategy (Jossey Bass, 1990), was selected as one of the ten best business books of
1990. His training and team building instruments, The Parker Team Player Survey
(Xicom, 1991) and The Team Development Survey (Xicom, 1992), are fast becoming
the standards in the field. Glenn is also co-author of 50 Activities For Team
Building (HRD Press, 1991), which was selected by Human Resource Executive as
one of 1992’s Top Ten Training Tools. Most recently, he is the author of Cross
Functional Teams: Working With Allies, Enemies and other Strangers (Jossey-Bass,
1994) and co-author of 50 Activities For Self-Directed Teams (HRD Press, 1994).
Glenn is also a regular contributor to Today’s Team, a monthly newsletter for
team leaders, members and facilitators.
Glenn does not just talk or write about teamwork. He is a hands-on consultant
and trainer who works with start-up and ongoing teams of all types in a variety
of industries. He facilitates team building with intact teams and conducts training
workshops in team effectiveness for many organizations including Merck and
Company, Johnson & Johnson, Bristol-Myers Squibb, Hoffmann-La Roche, Ciba-
Geigy, 3M, Asea Brown Bovari, The Budd Company, AT&T, NYNEX, Bell
Communications Research, Sun Microsystems, Allied-Signal, LEGO,
Environmental Protection Agency and the U.S. Military Academy.
Glenn holds a B.A. from City College of New York, an M.A. from the
University of Illinois and has studied for the doctorate at Cornell University. He
is much in demand as a speaker and is a regular presenter at national
conferences sponsored by the American Society for Training and Development
(ASTD) and Lakewood Conferences. He is past president of the ASTD Mid-New
Jersey and a member of many other ASTD committees.
Glenn lives in Lawrenceville, New Jersey with his wife, Judy. In his spare time he
plays tennis, roots for the Philadelphia 76ers and plans his next vacation.
229
RICHARD P. KROPP, JR.
Dick has successfully bridged the gap between the world of the practitioner and
the academic world. He has over 20 years of experience as an internal HRD
consultant and manager with such companies as AT&T, the First National Bank
of Boston and Wang Laboratories. At Wang, Dick was Director of Human
Resource Development for Manufacturing Operations where he was responsible
for executive, management, professional and technical employee development.
He developed many innovative development systems that were adopted in
other organizations as well.
Dick is currently Assistant Professor in the Department of Organizational

Communication at Suffolk University in Boston. He has also taught at Boston
University and the University of Massachusetts. He holds a B.A. in theater from
Mansfield University, an M.A. in Communication from Temple University and a
Ph.D. in Human Resource Education from Boston University.
Dick is also Managing Partner of The Davies Group Inc., a tactical human
resource consulting firm in Nashua, NH. Some of his clients include Charles
River Laboratories, Sun Microsystems, Travelers Insurance, PictureTel
Corporation, NYNEX and New Hampshire Insurance. He has conducted team
building sessions, designed human resource systems, and developed
management development strategies for a variety of organizations.
He is an active member and leader of the American Society of Training and

Development (ASTD). He is currently President of the Massachusetts Chapter
and was formerly Region 1 Director. Dick is also an active member of the HRD
Professors Network and the HRD Consultants Network where he served as
Chairperson. He has been a speaker at several past ASTD National Conferences,
Region 1 Conferences and local ASTD chapters.
Dick is the co-author of Communicating in the Business Environment (HRD Press,

1990) and 50 Activities for Team Building (HRD Press, 1991) which was selected as
one of 1992’s Top Ten Training Tools by Human Resource Executive. He recently
completed a new book on collaborative work structures in organizations.
Dick lives a quiet life in Boston where he plays golf, collects rare wine, listens to
(and occasionally sings) Irish folk songs.
231

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Section I: Getting Started

Section II: Building and Maintaining the Team

Section III: Special Issues

About the Authors ........................................................................................................... 229

A Group Is Not a Team

A team, on the other hand, “… is a group of people with a high degree of

All Teams Are Not Self-Directed

“A self-directed team is an intact group of employees who are

Another firm, Zenger-Miller, emphasizes team size, cross-training and individual

“...a highly trained group of employees, from 6 to 18 on average, fully

From Pfeiffer and Company we get a more narrow conception of a self-directed

“A self-directed team is a functional group of employees (usually

While it is true that self-directed teams are more prevalent in production

Not Every Organization Is Ready for Self-Directed Teams

While it is difficult, it can be done. However, top management cannot just

1. Be Patient. Successful teams do not happen overnight. They go through

3. Involve Supervisors. To overcome their anxiety, supervisors need to

Activities Support the Team Process

1. top management teams

1. survey and identify the training needs;

Torres, C. and Spiegel, J. Self-Directed WorkTeams: A Primer. San Diego, CA:

Role of the Coach

Role of the Coach

1. To provide the top management team with a simple method to determine if

2. To provide the top management team with an opportunity to prepare a plan

Chairs around a conference table.

Materials and Resources

1. Copy of Handout 1.1 for each participant

1. Explain the objectives of the meeting, highlighting the importance of an up-

2. Distribute copies of the handout. Facilitate a discussion on each of the factors

1. A more in-depth organizational assessment is Activity 2, Readiness Rating.

1. Top-Level Commitment. There is a champion at or near the top of the

2. Management-Employee Trust. Managers trust that, over time, employees

3. Willingness To Take Risks. Management is willing to risk a difficult and

4. Willingness To Share Information. Management is willing to share

6. Commitment To Training. Management is willing to provide intensive,

7. Operations Conducive To Work Teams. The business has an operation that

8. Union Participation. In a unionized environment, management makes the

1. To assess your organization’s readiness to implement self-directed teams.

2. To develop a plan to increase your organization’s ability to successfully

Fewer than 10 people.

3 hours plus pre-work.

Chairs around a conference table.

Materials and Resources

1. Copy of Exercise 2.1 for each participant.

4. Facilitate a discussion on the organization’s strengths–the areas where the

Allow 30 to 45 minutes for this activity.

2. Ask a sample of middle managers, first-level supervisors, team members

3. See also Activity 25, Self-Directed Team Culture Survey.

1-Strongly Disagree 2-Disagree 3-Neutral 4-Agree 5-Strongly Agree

1. Top management supports the empowerment of teams to make decisions

2. Middle management and first-line supervisors are willing to allow teams of

3. The union supports the concept of empowered work teams.

4. The nature of the work lends itself to a team approach.

5. This organization has a strong tradition of employee involvement and

6. This organization has a strong tradition of following through on new