HRD Press Team Metrics Resources For Measuring and Improving Team Performance

Team Metrics
Resources for Measuring and

Improving Team Performance
Mike Woodcock
Dave Francis
HRD Press, Inc. • Amherst • Massachusetts

Copyright © 2008 by Mike Woodcock and Dave Francis
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Contents
Introduction ....................................................................... vii
Metrics for Auditing Generic Team Effectiveness ......................... 1

1.1 Team Effectiveness Audit .................................................. 3
Questionnaire ............................................................ 5
Score Sheet............................................................... 9
Profile..................................................................... 10
The 12 Components of Effective Teamwork ........................ 11
Exercise................................................................... 21
Overhead 1.1.1: The TEA Model ...................................... 27
1.2 Team Effectiveness Index .................................................. 29
Assessment ............................................................... 31
Score Sheet............................................................... 35
The 12 Dimensions of Team Effectiveness .......................... 37
Exercise................................................................... 43
1.3 Team Blockage Questionnaire ............................................. 45
Questionnaire ............................................................ 47
Score Sheet............................................................... 51
Overcoming Blockages to Effective Teamwork ..................... 53
Action Plan ............................................................... 59
1.4 High Energy Teamwork Assessment....................................... 61
Assessment ............................................................... 63
Analysis Sheet............................................................ 67
Action Plan ............................................................... 69
Overhead 1.4.1: The 20 Attributes of High Energy Teamwork ... 71
1.5 Team Roles Audit............................................................ 73
Questionnaire ............................................................ 75
Score Sheet............................................................... 81
Role Descriptions ........................................................ 83
Exercise................................................................... 87
iii
Metrics for Assessing Team Leadership..................................... 89
2.1 Team Leadership Skills Assessment...................................... 91
Assessment .............................................................. 93
Score Sheet.............................................................. 95
Notes on Skills for Leading Teams ................................... 97
2.2 Process Manager Skills Audit.............................................. 101
Assessment .............................................................. 103
Score Sheet.............................................................. 109
Process Management Skills............................................ 111
Task Sheet............................................................... 113
2.3 Team Management Roles Questionnaire ................................ 115
Questionnaire ........................................................... 117
Analysis .................................................................. 121
Action Plan .............................................................. 123
Metrics for Assessing Team Strengths and Barriers ...................... 125

3.1 Team Values Audit ......................................................... 127
Questionnaire ........................................................... 129
Score Sheet.............................................................. 135
The 12 values of Teamwork .......................................... 137
Exercise.................................................................. 141
3.2 Team Effectiveness Audit: Eastern or Western Orientation? ........ 143
Assessment .............................................................. 145
Answer Grid ............................................................. 147
The Ten Dimensions of Team Values ................................ 149
Task Sheet............................................................... 153
Overhead 3.2.1: The Ten Dimensions of Team Values............ 155
3.3 Team Meeting Effectiveness Index....................................... 157
Assessment .............................................................. 159
Score Sheet.............................................................. 163
What is an effective meeting? Activity Facilitator’s Notes ...... 165
3.4 Assessing the Stage of Team Development ............................. 167
Assessment .............................................................. 169
Score Sheet.............................................................. 173
The Five Stages of Team Development ............................. 175
Exercise.................................................................. 177
iv
3.5 Team Motivation Assessment ............................................. 179
Assessment .............................................................. 181
Team Scores Profile.................................................... 183
Elements of a Motivated Team....................................... 185
Mini-Workshop .......................................................... 189
Overhead 3.5.1: Team Motivation Wheel........................... 191
3.6 Team Problem-Solving Skills Assessment ............................... 193
Assessment .............................................................. 195
Notes on Problem-Solving ............................................. 201
3.7 Team Decision-Making Review............................................ 205
Assessment .............................................................. 207
Score Sheet.............................................................. 211
The Four Levels of Decision Making ................................. 213
Worksheet ............................................................... 217
3.8 Audit of Inter-Team Skills ................................................. 219
Assessment .............................................................. 221
The 15 Inter-Team Skills .............................................. 223
Exercise.................................................................. 229
3.9 Audit of Inter-Team Communication .................................... 237
Assessment .............................................................. 241
Analysis .................................................................. 243
Action Plan .............................................................. 245
Metrics for Assessing Top Team Performance............................. 247

4.1 Top Team Roles Audit ..................................................... 249
Questionnaire ........................................................... 251
Score Sheet.............................................................. 255
Top Team Roles: Descriptions ........................................ 257
Exercise.................................................................. 263
4.2 Top Team Audit............................................................. 265
Questionnaire ........................................................... 269
Score Sheet.............................................................. 275
Interpretation Sheet ................................................... 277
Top Team Strengths: Definitions..................................... 279
4.3 HQ/Divisional Team Relationships Audit................................ 287
Assessment .............................................................. 289
Score Sheet.............................................................. 293
v
Metrics for Facilitators......................................................... 295
5.1 Team-building Readiness Survey ......................................... 297
Survey .................................................................... 299
Score Sheet.............................................................. 301
Successful Team Building ............................................. 303
5.2 Team Facilitator’s Competence Audit .................................. 307
Assessment .............................................................. 309
Score Sheet.............................................................. 313
Team Facilitator Skills................................................. 315
Improving Your Team Facilitation Skills ............................ 319
5.3 Does the Team Need an External Facilitator?.......................... 321
Assessment .............................................................. 323
Score Sheet.............................................................. 327
Choosing an External Consultant..................................... 329
5.4 Which External Facilitator? ............................................... 333
Assessment .............................................................. 335
Score Sheet.............................................................. 339
The Role of the External Consultant ................................ 341
5.5 Calibrating Myself: A Team Feedback Exercise ........................ 345
Exercise.................................................................. 347
Overhead 5.5.1: Ground Rules for Giving Written Feedback
for “Calibrating Myself” ............................................ 353
Overhead 5.5.2: Ground Rules for Giving Verbal Feedback
for “Calibrating Myself” ............................................ 355
5.6 Team Sensing Interview ................................................... 357
Suggested Questions ................................................... 361
Additional Questions for Sensing Interviews with
Strategy Teams....................................................... 365
5.7 Autonomous Work Group Assessment ................................... 367
Assessment .............................................................. 369
Success Dimensions .................................................... 371
Worksheet ............................................................... 375
Overhead 5.7.1: The Autonomous Work Group Wheel............ 377
vi
Introduction
We believe that the widespread recognition of the crucial importance of teams as the
key building block of organizations has been the single most important insight into
organizational effectiveness in the past half century.
Teams are groups of people who must interact together if common objectives are to
be achieved. There are many types of teams ranging from top teams that formulate
the strategies of companies to ad hoc teams that have been formed to solve a par-
ticular problem and then disband.
People have always formed teams—as studies of hunting bands of aboriginal people
have demonstrated time and time again. Yet managers were slow to recognize the
central importance of teamwork within industrial enterprises. Until the 1930s, the
main emphasis of advice to managers came from those who either considered that
individuals worked for themselves and had a simple “transactional” or economic rela-
tionship with their employer or Marxists who believed that workers were locked into
an insoluble conflict with management.
Then the Hawthorne experiments in the late 1930s1 put teams on the map. These
painstaking experiments demonstrated that team culture affected performance and
morale. It followed that, if they were to be effective, supervisors and managers
needed to be able to develop a positive set of norms in teams that resulted in support
for the organization and an orientation toward efficiency.
Team building, as we know it today, began to be developed in the 1950s. Initially, it

was based on a set of beliefs that were decidedly “new age”—emphasizing the impor-
tance of building authentic, open, and personal relationships between co-workers.
However, training in participative management styles soon accompanied the relation-
ship-oriented approaches, and a distinctive set of team-building interventions was
available by the end of the 1960s. Since then there have been significant develop-
ments, including socio-technical systems approaches, team composition theory, and
virtual team building. By the 1980s, team development had become commonplace,
with managers taking their staff away for days offsite—sometimes with a facilitator,
but increasingly self-facilitated. It was at this time that we began to realize that two
important areas had been neglected. First, we form and disband teams frequently.
Second, since work often involves several teams, a great deal of effectiveness is lost
when the linkages between teams are not developed.
1
See Management and the Worker by F. J. Roetlisberger and W. J. Dickson (Cambridge, MA: Harvard Press,
1939).
vii
Introduction
The key reason why teamwork has growing importance is connected to the evolution
in organization. The traditional principles of organizational design, developed in the
early days of the factory system as the industrial revolution gathered pace, empha-
sized specialization, division of labor, and individual measurement. These attributes,
while still important in many organizations, have become counterproductive in many
advanced organizations. This is because much, if not all, of the routine work is now
undertaken by machines: only the nonroutine work is left for people to do.
Nonroutine work is more complex and uncertain, and involves cooperation between
people. Sitting at a sewing machine making buttonholes is an individual task—the
operator is interacting with the machine. Solving problems with a robot textile
machine is, frequently, a team task.
Today, team building is ubiquitous and well researched. It has come of age, and a
comprehensive understanding of the dimensions of teamwork has been developed.
Teams can exist for moments or days, or be semi-permanent. Team tasks vary from
the development of business strategies to the performance of complex but routine
tasks. We have recognized that no single methodology for team development is effec-
tive for all types of teams. Nevertheless, the skills of working collaboratively with
others have become central to the management process and there are a wide range of
team-building resources available, both for team leaders and facilitators.
Team Building
Teams in commercial businesses are an obvious group who benefit from planned team
building. But all teams can participate, even though they may be working in a hospi-
tal, a school, a theater, or an army unit. All organizations need well-developed
teams.
The team has been accurately described as “the most powerful tool known to man-
kind.” It has the capacity to be uniquely stimulating, supportive, and energetic. Indi-
viduals enjoy being part of a team, commit themselves to it, set high standards, and
create a stimulating and creative environment. Managers undertake team building for
seven key reasons:
• A team approach is an affirmative management style.

• Stress is reduced as problems are shared.
• Teams are the best way to manage coordination.
• More ideas are generated, so the capacity to innovate is increased.
• Large or interdisciplinary issues are better resolved by using a team approach.
viii
Introduction
• Interpersonal difficulties, confusion over roles, and poor personal contribution

issues can often be resolved successfully in a team.
• Being a member of a team is nurturing and motivating.
A team has common tasks requiring combined efforts. It is not easy to create an
effective team; it has to be constructed methodically and painstakingly. Relationships
have to be built, painful issues may need to be exposed and resolved, work methods
often need to be improved, and an energetic and positive climate needs to be
created. The team needs to acquire a life of its own; one of the distinctive features
of a team is its strong sense of identity.
Team building takes time. Months may be needed to build relationships, establish
efficient processes, clarify roles, and undertake a full task review. Team building
brings many benefits. Individuals don’t all have the same skills, but one person’s
strengths offset another’s weaknesses. In developed teams, work is fun: people enjoy
the energy that comes from shared working and the support of others. Teams can
accomplish much more than a lone individual. Also, working in a team shapes each
person’s contribution, so a unified result is more likely.
However, team work also has disadvantages. Decision making can be slow and pon-
derous. The sense of individual responsibility may be diminished, since the team
becomes the unit of responsibility. The degree of conformance expected of team
members can blunt individual talent. Teams can, perhaps naturally, enter into com-
petitive relationships with other teams to the disadvantage of the wider organization.
It is a common experience for group interactions to be lifeless, defensive, unsatisfy-
ing, confusing, and ineffective. This is a costly defect in any organization because
effective management requires that people come together to coordinate resources,
clarify objectives, initiate and sponsor ideas, plan operations, and get things done
despite obstacles. Poorly performing teams are harmful.
Despite these potential disadvantages and limitations, teamwork is here to stay! We

cannot overturn thousands of years of human history. Today, organizations are
increasingly dependent on teamwork. Multiple teaming is a prerequisite for success.
Teams need attention at every stage of their development. New teams have a great
deal to learn: They must clarify roles, build relationships, and develop effective proc-
esses. Each change of task provokes a need to review the team’s effectiveness. Even
well-established teams cannot rest on their laurels: They need to address the risk of
complacency and consequent flawed decision making. Teamwork needs regular atten-
tion; there is no alternative.
Team building requires the right kind of team leadership. One test of a truly strong
leader is a willingness to create and sustain a strong team. Inevitably, shortcomings
ix
Introduction
will be exposed. The team leader is in a vulnerable position. It takes leadership cour-
age to begin, so the team leader must understand in detail what is about to happen
and agree to the process.
The leader has a unique and crucial role in the development of the team. Team mem-
bers invariably watch their leader’s management style. A team manager may
announce an intention to adopt team management principles, but then behave in
ways that clearly demonstrate a lack of commitment to the team approach to man-
agement. Without effort, personal integrity, and trust, a team cannot be developed.
Team leaders who use power for manipulating or demoralizing others or restricting
potential are detected, scorned, and mistrusted. Perhaps the most important precon-
dition for team building is that team members trust their leader. Trust grows when
three conditions are present: First, people tell the truth; second, they are consistent;
and third, they feel that the other person is on their side. A high degree of trust is
critical to the development of a healthy and productive team. Effective team leaders
are those who have developed a deep-rooted personal approach, appropriate to the
task, that is warm yet open, confronting, and able to solve problems, and sets high
standards for everyone, including the team leader. Emotion and commitment are
essential ingredients in effective teamwork. As one manager said: “Being in a team
means that when you get a request from another team member your immediate reac-
tion is, ‘Yes, I can provide this and can I do anything else to help?’”
An effective team, whether it has a life of a hundred minutes or ten years, is purpose-
ful, efficient, and supportive. It satisfies the needs of individual members and the
needs of the wider organization. Teams are the building blocks of organizations, but
the team must not be built at the expense of others: in a real sense, the organization
as a whole must function as a single team.
Team Metrics
It is all very well to argue the case for teamwork, but this is not sufficient. Managers
who have adopted the teamwork approach are quite right to ask the question, “How
do we know how well we are doing?” This book will help answer this question.
This book contains a collection of “metrics”—instruments that provide measures that,

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

To use a metric, it is necessary to have someone act as the team’s facilitator. This
can be a manager, trainer, or internal/external consultant. The facilitator plays a
vital role in contextualizing, guiding, and managing the use of the metric and the
development of improvement plans.
It is not easy to be an effective facilitator. The role demands experience, wisdom,

and skill. But don’t despair: The structured approaches described in this book simplify
the task and make it less daunting.
2
Kaplan, R. S., & Norton, D. P. (January–February, 1992). The balanced scorecard—Measures that drive
performance. Harvard Business Review, 71–79.
3
Francis, D., & Woodcock, M. (1997). Team development toolkit. Aldershot, England: Gower.
xi
Introduction
The task of the facilitator goes beyond enabling the team to, as it were, hold up a
mirror so that they see development needs in a new way. Members of the team may,
themselves, be part of the problem. Facilitation can be about helping people change
their behavior. It is not enough simply to know more. Team development requires
new ways of thinking, perceiving, and behaving.
We define the facilitator as “an action planner, catalyst, coach, confronter, devil’s
advocate, disciplinarian, guide, listener, presenter, and supporter.” We will explore
each of these roles in more depth below.
Action Planner
It would seem logical to think that most teams contain efficient planners. In actuality,
this is rarely the case. All too often, resolutions are made, but never recorded or pro-
gressed. The facilitator may need to become the action planner for the team—noting
actions, identifying responsibilities, and producing minutes.
Catalyst
A facilitator, by their presence, changes the way in which the team operates. This is
done in two ways: first, by paying attention to things that the team fails to address,
and second, by questioning to expose the underlying logic in the way that members of
the team think.
Coach
The facilitator needs to act like a coach of a sports team, providing direction and
encouraging the team to tackle tasks that should be undertaken. Members of the
team may ask the facilitator for the definitions of technical phrases or the implica-
tions of a set of findings. They need to have confidence that such questions will be
answered correctly. When conclusions are being prepared, it is advisable for the
facilitator to avoid being judgmental.
Confronter
The effective facilitator helps the team reflect on its past performance. This can be
construed by the receiver as confrontational. The skills involved in giving effective
feedback are vital because providing feedback can profoundly influence the ways in
which people behave. However, as with many powerful tools, feedback can be
abused. Sometimes people are hurt or deflated as a result of receiving feedback.
Since the intention behind giving feedback should never be to damage or hurt, feed-
back should be given in a way that results in the receiver becoming stronger and more
effective. Feedback is most effective when the receiver has invited the comments.
This gives an opportunity for the receiver to ask for feedback in particular areas of
concern. Good feedback is specific and deals clearly with particular incidents and
xii
Introduction
behavior. Making vague statements is of little value. The most beneficial comments
are direct, open, and concrete.
Devil’s Advocate
The facilitator needs to be able to question, generate informed debate, and stimulate
the exploration of alternatives. This is essential when discussion does not survey
available options, there is unwarranted optimism, ethical standards are slipping, or
information is ignored that might shatter illusions.
Disciplinarian
To enable a metric to have the maximum impact, the process needs to be managed
and driven. Team members can become distracted and a variety of pressures can
undermine commitment to exploring the results of the metric and following through
on an improvement plan. Some of the topics covered in this book require examining
issues that are uncomfortable, long-term, or abstract. The facilitator should set stan-
dards of careful inquiry and seek to maintain them despite frustration, tiredness, or
accusations of irrelevancy.
Guide
Frequently, members of the team will need help coming to terms with theoretical
constructs and unfamiliar processes. Later they may know what they want to achieve,
but do not know how to get there. The accomplished facilitator has accumulated a set
of skills, techniques, and practical models that can be used whenever necessary.
Listener
Sometimes the right thing for the facilitator to do is nothing. When members of the
team are sharing values, feelings, or personal views, the facilitator is advised to con-
sider psychologically withdrawing. There is a special skill in not being there, while sit-
ting in the room. Listening should never be a passive activity. The facilitator should
make observations but allow the conversation to ebb and flow and wait until it is time
to intervene using one of the other roles we have described.
Presenter
Some of the metrics in this book require presentations on theory and process. It is
vital that the members of the team acquire understanding of the underlying frame-
works in depth. Effective presentations bring the metrics to life and add to motiva-
tion.
xiii
Introduction
Supporter
The encouragement of the facilitator can be important. The team may need support
as it undertakes an assessment process. It is important that all members of the team
buy in as well as manage a process of getting buy-in from others whose help is
needed.
Using this Book

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

assessment to be made of a team’s effectiveness
• Metrics for Assessing Team Leadership: instruments that examine aspects of
the role of the team leader
• Metrics for Assessing Team Strengths and Barriers: instruments that exam-
ine strengths and barriers that frequently occur in teams
• Metrics for Assessing Top Team Performance: instruments that enable top
teams to assess their performance
• Metrics for Facilitators: instruments that help facilitators plan and deliver
effective team development interventions
The metrics, taken together, provide a comprehensive, although not complete, set of
instruments to assess teams—whether they be large or small, new or long-standing,
personnel- or operations-focused, creative or strategic. We have tried to cover the
key areas of team effectiveness.
Not all teams are ready for team building. Before using a metric, it is helpful to have
“yes” answers to the following five questions:
• Is the team leader really willing to proceed?

• Is it clear what the team leader really wants to achieve?
xiv
Introduction
• Do we have the “right” people in the team session?

• Are the team members positive about undertaking team building?
• Have the team members understood the commitment that they are under-
taking?
All of the metrics in this book have been tried and tested, some for as long as 20
years. In some cases, we have taken the opportunity to extend or improve the
approach taken when they were first published—others have proven their worth and
are largely unchanged.
The team leader and/or the facilitator must be aware of the needs of the team
(hence the need for metrics) and have sufficient understanding of the concept of
team building to steer the team through a series of developmental stages. An open
approach is essential. All issues affecting the group must be talked through fully and
feedback given and received. The team leader must demonstrate a high level of
openness that is an integral characteristic of the team approach and at the same time
be watchful toward team members, identifying their individual needs and enabling
each member to be strengthened as team building continues.
Some of the metrics in this book have been developed so that they are quick to do.
This is to provide a resource to those who want to integrate team building into normal
team meetings. Many teams have used audits, questionnaires, and assessment tools in
recent years and there can be a level of fatigue with longer instruments. Yet, most
teams will undertake something that requires just a few minutes of their time.
We “take our hats off” to the facilitators and managers who have enabled a revolu-
tion to take place in management thinking and practice over the past half century.
There can be few managers anywhere in the world who have not been influenced by
team-based management thinking. This is a twin tribute to the power of teams and
the effectiveness of team facilitators. Much has been achieved, yet there is much still
to do.
Mike Woodcock
Dave Francis
xv
Metrics for
Auditing Generic
Team Effectiveness
Metric 1.1
Team Effectiveness Audit
Introduction
This metric incorporates recent thinking about teamwork and provides a means to
improve team efficiency and effectiveness. The audit may be used with all types
of teams, including cross-boundary, transitional, temporary, and virtual.
Objectives
• To provide a model that defines the components of effective teamwork
• To improve understanding of the team development process
• To provide those responsible for team development with a profile of team
strengths and weaknesses
• To facilitate team development
Materials
All participants will need a copy of the:
• Questionnaire
• Score Sheet
• Profile
• The 12 Components of Effective Teamwork
• Exercise
The facilitator will need:

• OH 1.1.1: The TEA Model
• An overhead projector
Method
1. Introduce the activity and outline the objectives listed above. Help
participants define “the team,” and invite participants to complete the
questionnaire as directed.
2. Have participants complete score sheets as directed.
3. Give a short lecture on the 12 Components of Effective Teamwork, as defined

in the TEA Model (OH 1.1.1).
3
Auditing Generic Team Effectiveness
4. Encourage participants to display their scores on the Profile sheet provided. If

members of an intact team have completed the TEA together, individual
scores may be plotted on the Profile sheet (so that differences of views can
be seen) and averages calculated so that the group profile can be determined.
5. Have participants read the 12 Components of Effective Teamwork, a handout

on the theory of the TEA Model, and instruct them to pay particular attention
to the lowest scoring components.
6. Direct participants to complete the exercise, using the worksheets provided.
Time Required
Approximately 2 hours and 10 minutes
4
Questionnaire
This audit provides a snapshot of the effectiveness of a team. It will help identify the
team’s strengths and show where team development may be needed.
You need to have a particular team in mind as you complete the audit. In the box
below, write a clear definition of the team that you intend to review. If several
people from the same team are completing the audit, you should make sure that
everyone has the same exact definition.
The team being assessed is:
Rate how each statement relates to your team, using the scale from 1 to 5 below:
1 = Untrue almost all of the time

2 = Generally untrue
3 = Occasionally true
4 = Generally true
5 = True almost all of the time
1. The leader provides the focus needed to achieve 1 2 3 4 5

exceptional performance.
2. Team members have the knowledge needed to 1 2 3 4 5
undertake all key tasks.
3. Team members are always clear about “deliverables.” 1 2 3 4 5
4. Team members are 100 percent clear about their role 1 2 3 4 5
in the team.
5. Team members share their knowledge with each 1 2 3 4 5
other.
6. If things aren’t working well, the team will consider 1 2 3 4 5
radically different ideas.
7. This team cooperates well with other teams. 1 2 3 4 5
8. Members put the team’s needs as a top priority. 1 2 3 4 5
5

4 = Generally true
9. All members would define the team’s core values in 1 2 3 4 5

the same way.
10. Members are proud of the team’s record of adopting 1 2 3 4 5
new ideas.
11. Team members have the skills to work effectively with 1 2 3 4 5
others.
12. Everyone in the team is striving for excellence. 1 2 3 4 5
13. The team leader is flexible—providing direction or 1 2 3 4 5
support as needed.
14. The personalities of team members complement one 1 2 3 4 5
another.
15. Team members share the same definition of success. 1 2 3 4 5
16. When things change, the roles of members are 1 2 3 4 5
redefined.
17. Team members say exactly what they think. 1 2 3 4 5
18. The team is quick to reorganize whenever necessary. 1 2 3 4 5
19. Team members are outward looking—they get input 1 2 3 4 5
from many people.
20. Members put their personal interests second and the 1 2 3 4 5
team’s interests first.
21. Members reach agreement on team values after full 1 2 3 4 5
discussion.
22. New ideas are carefully considered—even if they are 1 2 3 4 5
radical.
23. Structured team techniques (for example, for problem 1 2 3 4 5
solving) are used.
24. Members set high standards for achievement. 1 2 3 4 5
6

4 = Generally true
25. The leader ensures that team members feel part of a 1 2 3 4 5

high performing group.
26. The team has a good blend of experienced and new 1 2 3 4 5
people.
27. Time is invested to make sure that team objectives 1 2 3 4 5
are 100 percent clear.
28. Everyone knows what contribution is expected of 1 2 3 4 5
them.
29. There are frequent opportunities to review how the 1 2 3 4 5
team is working.
30. If the team lacks resources, then a solution is quickly 1 2 3 4 5
conceived to remedy the shortage.
31. There is full cooperation with other teams. 1 2 3 4 5
32. Members refer to the team as “we” and mean it! 1 2 3 4 5
33. If a team member behaves in a way that is contradic- 1 2 3 4 5
tory to a core value, then others will point this out.
34. Once a new idea is considered to be worthwhile, 1 2 3 4 5
resources will be allocated to “make it happen.”
35. Team meetings are structured to be both efficient and 1 2 3 4 5
creative.
36. All the team members know what it takes to do a good 1 2 3 4 5
job.
37. The team leader keeps in close touch with how 1 2 3 4 5
members feel.
38. Some members of the team drive the other members 1 2 3 4 5
to get things done.
39. All the members share the same vision of the team’s 1 2 3 4 5
purpose.
7

4 = Generally true
40. Team members know how their role fits in with the 1 2 3 4 5
others’.
41. Effective communication ensures that all team 1 2 3 4 5
members are aware of what is happening.
42. Team members are very focused on meeting their 1 2 3 4 5
internal or external customers’ precise needs.
43. Team members communicate at the right time with 1 2 3 4 5
other teams that may be affected by their work.
44. If a team member needs help, others on the team are 1 2 3 4 5
quick to offer assistance.
45. Team members refer back to the team’s core values 1 2 3 4 5
when deciding what is the right decision to make.
46. This team deliberately looks for both big and small 1 2 3 4 5
ideas for improvement.
47. Team members feel that “We really get things done” 1 2 3 4 5
in team meetings.
48. Team members know immediately when their work is 1 2 3 4 5
not good enough.
8
Score Sheet
Copy the scores from a completed TEA questionnaire on to the answer grid below.
Total the scores for each column.
Questions
1 2 3 4 5 6 7 8 9 10 11 12
13 14 15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31 32 33 34 35 36
37 38 39 40 41 42 43 44 45 46 47 48
Totals
EL CM FT-C ER EC ASP EI HC SC HIC SP HS

Ia Ib Ic IIa IIb IIc IIIa IIIb IIIc IVa IVb IVc
9
Profile
On the profile below, circle the total scores from the scoring grid on the previous
page. Where appropriate, combine the scores from several completed questionnaires
from the same team. Join up the scores to produce a profile.
Scores
Ia Un-enabling leadership 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Enabling leadership
Ib Incapable membership 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Capable membership
Ic Lack of task clarity 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Full task clarity
IIa Lack of explicit roles 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Explicit roles
IIb Restricted 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Extensive

communication communication
IIc Non-agile structure and 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Agile structure and

processes processes
IIIa Non-exploited 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Exploited interactions

interactions
IIIb Low commitment 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 High commitment
IIIc Unshared values 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Shared values
IVa Low innovation capacity 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 High innovation capacity
IVb Unsystematic process 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Systematic process
IVc Low standards 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 High standards
10
The 12 Components of Effective Teamwork

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

Task Clarity Roles
Ib. Capable IIb. Extensive

Membership Communication
Ia. Enabling IIc. Agile

Core Facilitative Structure and
Leadership Elements Processes Processes
I II
IV III
Performance Ongoing
IVc. High IIIa. Exploited
Orientation Maintenance
Standards Interactions
IVb. Systematic IIIb. High

Process Commitment
IVa. High IIIc. Shared

Innovation Values
Capacity
In this model, the 12 components of effective teamwork are divided into basic
requirements (Core Elements), processes that enable the team to carry out its tasks
and adapt rapidly (Facilitative Processes), activities that maintain the team’s
integrity (Ongoing Maintenance) and ways of focusing the team on results
(Performance Orientation).
The 12 attributes of effective teamwork are described on the following pages.
11
Ia. Enabling Leadership

The key role of the team leader is to enable the team to perform. The way that
the leadership role is played should vary according to the team’s needs.
Sometimes it is right for a team leader to be directive, visionary, and demanding.
At other times the opposite is the case; the leader needs to be empowering and
supportive and a good listener.
Team leaders have five core responsibilities:
1. Create a context for teamwork by providing structures and a positive climate

for team members to interact.
2. Ensure that tasks are understood in the same way by all team members.
3. Provide a role model so that team members have an example to follow.
4. Share what is important and not important so that team members have a
vision of what could and should be done.
5. Exercise appropriate discipline.
Ib. Capable Membership

The composition of a team is critical to its effectiveness. Teams are weakened if
they lack people with appropriate and varied knowledge bases, skills, or
personality profiles.
It is widely understood that effective teams require people to play distinctive

roles. For example, some people are full of creative ideas while others are,
simply, good at getting things done. Because of the variety of activities
undertaken by teams, it is not possible to provide a list of roles that need to be
present in each team. The roles needed by a team cooking burgers in McDonald’s
are very different from those required by a civil defense group speculating on the
likely threats to a major city posed by terrorist groups. However, it is always
worth asking, “What sorts of people do we need to get all the key tasks done?”
and “What knowledge do we need to have within the team?”
Ic. Full Task Clarity

Recent research reinforces the long-held view that teams need to be very clear
about what they need to achieve. Without clarity about deliverables, motivation
declines and time is wasted. However, task clarity is not always easy to achieve.
A team of production workers may have the task of producing 1,000 widgets each
day. This seems absolutely clear, but what happens if there are problems with
supplies, and minor and theoretically acceptable flaws begin to appear in the
finished product? Let us assume customers would not notice the minor errors, and
12
these have no effect on functionality. What is the team’s task in this situation? Is
it to produce as if nothing was wrong? Or to stop the production line and try to
find a solution? Or to point out the problem to the suppliers? Or what? It is
necessary to work hard to ensure that clarity about objectives considers all of the
possible parameters and that objectives are redefined in the light of new
circumstances.
Some team tasks need to be clarified frequently. They are clear for now, but may
need to be redefined tomorrow. Task clarity is not an absolute—it is a temporary
state. The aim is to have the current best definition of the task and have it
communicated to all those who need to know. This can be referred to as “serial”
clarity.
Task clarity requires success criteria. In their simplest form, success criteria are
defined by answering the question How will we know if we do this really well?
Success criteria can be difficult to establish since team members may have
different ideas about what success “looks” like. However, although defining
success criteria is complex, it is important and should always be undertaken.
IIa. Explicit Roles

Often it is more efficient for one person to take responsibility for an area of work
and, thereby, make a personal contribution to the team’s overall task
performance. For this to happen, it is necessary for people to know what is
expected of them.
For many teams, especially those undertaking managerial tasks, little or no role
clarity exists in advance. People do not know what they are expected to do, nor
what they should do—they must define and redefine their roles, sometimes in real
time.
Consider, for example, a consulting company. One evening a senior partner

watching television sees a program on how ants rebuild their nest after it has
been damaged. The next day, he calls his team of consultants together and says,
“I think we may be able to develop a consulting product based on self-repair in
biological systems. Can you look into it and report on the feasibility within two
weeks?”
With such a vague direction, the consultant task force has only a broad indication
of where to search for information. They will need to be creative in assessing the
potential of biological ideas for their business (bearing in mind that other con-
sulting companies may be offering similar products). They will need to invent
roles for themselves, taking into account their individual talent, knowledge,
13
opportunity, and other commitments. Their roles may not be fixed at the begin-
ning of the project and may change several times during the two weeks they work
together.
As uncertainty increases, especially when it is desirable for the team members to

specialize, it becomes necessary for roles to be clarified at great length within
the team—both for the benefit of the role holder and to ensure that everyone
knows what to expect from others.
IIb. Extensive Communication

One of the most exciting developments in team building is the growing recognition
that knowledge transfer and knowledge synthesis are key tasks. Let us illustrate
the point with a simple example. Suppose that a team of development engineers
decide that they need to build a prototype of a new sub-assembly. One person
may know where to obtain the specialized supplies, another has expertise in the
unusual engineering required, a third understands electronic control systems, and
so on. The new sub-assembly needs to integrate mechanical components and
control systems. There needs to be transfer of knowledge from the holders to the
others. But knowledge transfer may not be sufficient. New problems may arise
that require a synthesis of different knowledge bases. Sometimes new knowledge
must be created by trial and error.
These activities—knowledge transfer, synthesis, and creation—are among the most

important team communication needs. But they are not the only requirements.
Team members must talk about objectives, progress, problems, concerns, and
ideas. In addition, there is a need for each team member to feel included,
important, and recognized. Communication must meet social and task needs.
In general, teams benefit from open, direct communication that does not descend
into personal attack. It is important, especially when decisions must be made,
that team members be encouraged to express dissenting views and speak their
minds. There are many real-life cases where doubts have been suppressed and
flawed decisions made as a consequence.
It helps if teams spend time thinking about their communication needs. They
benefit from listing domains of necessary communication and planning to develop
a communications infrastructure to facilitate communication and ensure that it is
timely, authentic, and comprehensive. Communication needs to be seen as a key
activity, at the heart of teamwork.
14
IIc. Agile Structure and Processes

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

rigid leadership, and alternatives poverty. We will briefly explore these potential
barriers.
• Protected roles occur when team members have either a psychological or an

actual “contract” that states what they should do. If they protect their role
description, in effect they say to anything new, “That’s not my job.”
• Low discourse means, simply, lack of relevant discussion. In a dynamic

environment, things occur frequently. Sometimes signals are weak and need
interpretation. Team members need to share their perceptions, challenge
each other, and come to a collective view. Then it should be possible to
reconfigure resources appropriately.
• Rigid leadership is a barrier to agility because there is no guarantee that the

boss understands the situation or knows what is the right thing to do next.
• Alternatives poverty describes a situation where team members can see what
needs to be done, but lack ideas about how to achieve it.
IIIa. Exploited Interactions

Most teams have a great deal of extensive interactions with non-team individuals
and groups. For some teams, such external interaction is vital—it makes the
difference between success and failure. External interaction is important for two
key reasons: integration and knowledge provision.
15
Exploiting external interactions is challenging. Sometimes it is unclear what value

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

People need, at least in part, to subordinate their own interests to those of the
team. A subtle but crucial change needs to take place. Team members need to
move from saying “I want to win,” to saying, “I want us to win.” This commitment
to the team, as has been shown many times in military campaigns, can make the
difference between triumph and disaster.
Commitment is a gift that each individual can choose to offer. Some people give
commitment easily and with extreme loyalty. Others take their time, feeling that
commitment should only be given carefully and, perhaps, conditionally. Still
others are unwilling to commit. They provide a challenge for the team as they
may perform the tasks required, but without making an emotional engagement.
Such a lack of commitment can make a team vulnerable when things get tough.
Consider the effect of lack of commitment by one member of a platoon in a battle
situation where each member must rely on the others. Sometimes only the
members of a committed group have the emotional resources to overcome
extreme difficulties and achieve objectives despite the obstacles.
Commitment is best when it is even handed. By this we mean that the individual
is committed to the group and the group is committed to the individual. It is
important that team members feel supported and enriched by being part of the
team. Obviously, people are motivated differently, and it is important that team
members obtain at least some satisfaction for their commitment.
The way that commitment develops is subtle, and there is an interesting twist:
too much commitment can be dangerous as a team becomes inward looking,
arrogant, and complacent. More is not always better.
16
IIIc. Shared Values

Values are basic assumptions about what is important or unimportant. As such,
values are the foundation of behavior. When values are shared, they provide a
solid basis for communication and co-working. We believe that all teams benefit
when values are shared.
Shared values become increasingly important as team members are given more
discretion, need to pay more attention to multiple factors, or need to make
decisions based on judgments. Let us explore this insight through an example.
Consider a group of managers and staff running a home for elderly people.
Obviously tasks need to be done day and night throughout the year. Often, staff
work alone and have significant discretion about how to treat residents, what to
do in emergencies, and so on. In addition, they need to be watchful, as potential
problems can sometimes be detected early if staff are attentive to subtle signs.
Moreover, decisions may have to be made when it is far from clear what is the
best thing to do.
In such circumstances, it is imperative to share values. If there is no consensus

regarding values, managers and staff lack an integrating force that determines
what is important, tells people to what they should pay attention, and shapes the
ways in which staff behave, even when they are working alone and the results of
their actions may never be known.
Shared values evolve naturally in groups, but it may make sense to set aside time
to clarify core values and work out what they mean in practice. When this is done
honestly, it provides a solid set of principles that become the team’s DNA.
IVa. High Innovation Capacity

An important lesson was learned from the success of Japanese firms in the final
decades of the twentieth century: things can always be improved. Sometimes
improvement is small and straightforward—moving a lamp closer to a desk or re-
using materials that were previously scrapped. We define this as workplace
innovation.
Innovation, simply defined, is gaining benefit from ideas. The ideas may not be
new—many innovations come from ideas already proven elsewhere. Also, there
are different ways of “capturing” the latest value inherent in an idea. So
innovation is not a tidy process, but it is important.
17
Having ideas is necessary, but not sufficient. There must be a process in place
that sorts out good ideas from bad ones. Resources must be dedicated to
developing these good ideas and working out how they can be exploited to the
greatest advantage. All of this needs to be done within a framework of existing
tasks—undertaking innovation, often a risky endeavor, cannot be allowed to
prejudice other important tasks.
Many teams have several innovation initiatives underway at the same time. In
effect, they are managing an innovation process rather than progressing a single
innovation from idea to exploitation. Some teams are surprisingly good at
managing innovation as they find unexpected ideas and succeed in creating value
for customers where others fail.
An innovative team has an expected benefit: people enjoy working in such groups.
They feel significant, powerful, and energized by the process of participating in
innovation. Innovation needs to become a core process for many teams so that
they do not simply do the work of today; they also play a part in creating
tomorrow.
IVb. Systematic Process

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

the situation
2. Defining objectives—clarifying what is important and feasible for the team to
achieve
3. Setting success measures—providing a means of ensuring that the team is on
track
4. Creating and organizing knowledge—getting ideas, analyzing information, and
exploring options
5. Decision making—selecting the right thing to do
6. Planning—organizing people and resources
18
7. Taking action—making things happen

8. Reviewing to improve—learning from what has happened so that future
teamwork will be better
Each of these skill categories requires a specialized approach. There are tools and
techniques that can add precision and clarity. Effective teams know how to use
the appropriate structured processes whenever needed.
IVc. High Standards

Teams are “instruments” for getting things done. The quality of team output can
vary greatly. Effective teams set high standards for individuals, sub-groups,
processes, and team outputs.
For some teams, objective performance standards can be set. A highly efficient
team working for a moving company can clear a home, without breakage, in two
hours. A team of flight attendants must perform tasks such as meal service,
customer service, and so on, often in restricted space and on a very tight
timeline. Such teams perform similar tasks day after day. Over time, standards
can be set so that an index of excellence may be calculated.
Where teams undertake new tasks, it is generally more difficult, if not impossible,
to define standards fully in advance, although the attempt should be made.
Standards of excellence need to be adopted for all activities, not just for those
that directly relate to outputs.
Ensuring that standards guide behavior may not be easily achieved. Considerable
learning may be required before they are understood fully. The reason for this is
that sometimes standards cannot just be adopted—they need to be acquired.
Standards are often dynamic: a standard that can be achieved today will be
considered too low for tomorrow. With the right degree of stretch, standards
drive a person forward so that their capacity grows. A team benefits greatly when
all members are engaged in striving toward increasingly high standards.
19
Exercise
Worksheet 1
Complete this worksheet to clarify how to work on team effectiveness by building on
strengths. List the top three strengths—the highest scoring items—indicated on the
Team Effectiveness Profile—and consider how these can be reinforced and built upon.
Ways to Reinforce and Build Upon This Strength
Highest scoring
component is…
Second highest
scoring component
is…
Third highest scoring

component is…
21
Worksheet 2
Complete this worksheet to clarify how to work on team effectiveness by reducing or
eliminating barriers. List the lowest scoring items indicated on the Team Effective-
ness Profile that could be the main barriers to effective teamwork. What might be
done to unblock them?
Ways to Reduce Barriers
Lowest scoring
component is…
Second lowest scoring

component is…
Third lowest scoring

component is…
22
Worksheet 3
Complete this worksheet to explore all 12 components of the TEA audit model in
relation to your own team. Add additional points only: do not repeat points made
earlier.
Challenges We will do the following things:
Ia How will we ensure that leadership

enables the team to be efficient
and effective?
Ib How will we recruit people with the

necessary knowledge and skills?
Ic How will we ensure that we clearly

define the tasks that we need to
achieve?
23
IIa How will we ensure that everyone

knows what is expected of them?
IIb How will we construct effective

communication processes?
IIc How will we adapt our team

structure and processes as tasks
change?
24
IIIa How will we build strong links with

other groups who could help us?
IIIb How will we maintain high commit-

ment to the team from the
members?
IIIc How will we deal with differences

of values?
25
IVa How will we be innovative so that

we exploit the potential of new
ideas?
IVb How will we develop a systematic

process for working together
effectively?
IVc How will we ensure that high

standards are achieved?
26
OH 1.1.1
The TEA Model
Ic. Full IIa. Explicit

Task Clarity Roles
Ib. Capable IIb. Extensive

Membership Communication
Ia. Enabling IIc. Agile

Core Facilitative Structure and
Leadership Elements Processes Processes
I II
IV III
Performance Ongoing
IVc. High IIIa. Exploited
Orientation Maintenance
Standards Interactions
IVb. Systematic IIIb. High

Process Commitment
IVa. High IIIc. Shared

Innovation Values
Capacity
Metric 1.2
Team Effectiveness Index*
Introduction
This instrument provides a straightforward tool for assessing the effectiveness of
a specific team.
Objectives
• To provide a format for assessing team effectiveness
• To suggest a model of team effectiveness
• To provide a framework for team development
Materials
• Assessment
• Score Sheet
• The 12 Dimensions of Team Effectiveness
• Exercise
Method
1. Introduce the activity and outline the objectives listed above.
2. After participants complete the assessment, ask them to score it individually

using the Score Sheet (10 minutes).
3. Collect data from all participants, average the data, and display it on a
master chart (20 minutes).
4. Have participants consider their team’s effectiveness score and what needs to
be done to take the team forward by discussing the 12 Dimensions of Team
Effectiveness and completing the exercise (45 minutes).
Time Required
Approximately 1 hour and 15 minutes
*Previously called Team Excellence Assessment
29
Team Effectiveness Index
Assessment
In the box below, indicate the team being assessed.
Rate how each statement relates to the team, using the scale from 1 to 6 below:
1 = Almost never true

2 = Rarely true
4 = Sometimes true
5 = Often true
6 = Almost always true
1. The team has well-defined objectives. 1 2 3 4 5 6

2. Each member of the team is clear about their 1 2 3 4 5 6
role.
3. This team is quick to identify potential problems. 1 2 3 4 5 6
4. Team members are willing to speak up if they 1 2 3 4 5 6
disagree with proposals and suggestions.
5. The team has built positive relationships with 1 2 3 4 5 6
other teams.
6. Team members feel empowered—they know that 1 2 3 4 5 6
they can take initiatives and get things done.
7. Team members say what they really think. 1 2 3 4 5 6
8. If someone has a different point of view from the 1 2 3 4 5 6
rest of the team, this is treated as an advantage,
allowing useful debates to take place.
9. Team members support each other. 1 2 3 4 5 6
10. The team sets a fast pace. 1 2 3 4 5 6
11. From time to time, the team takes time out to 1 2 3 4 5 6
review its effectiveness.
31

2 = Rarely true
4 = Sometimes true
5 = Often true
12. Team members are praised for making positive 1 2 3 4 5 6

contributions.
13. Everyone on the team knows what the team is 1 2 3 4 5 6
trying to achieve.
14. Team members are 100 percent clear about the 1 2 3 4 5 6
roles and responsibilities of the other team
members.
15. Meetings are highly productive. 1 2 3 4 5 6
16. The team manager waits to give their opinions 1 2 3 4 5 6
until after others have had their say.
17. The team has worked hard to identify the 1 2 3 4 5 6
requirements of their customers (internal or
external).
18. This is a confident team—team members feel 1 2 3 4 5 6
that they can overcome problems and setbacks.
19. If issues arise between team members, they are 1 2 3 4 5 6
discussed openly.
20. Although they have different personalities, team 1 2 3 4 5 6
members listen carefully to one another.
21. Team members don’t wait to be asked—they 1 2 3 4 5 6
volunteer to help one another.
22. There is a “buzz” in this team—team members 1 2 3 4 5 6
are highly energized.
23. If a mistake occurs, it is treated as an 1 2 3 4 5 6
opportunity for learning—not finger pointing.
24. This is a team that celebrates success. 1 2 3 4 5 6
25. Team members demonstrate that they have a 1 2 3 4 5 6
sense of shared mission.
32

2 = Rarely true
4 = Sometimes true
5 = Often true
26. Every team member knows how they fit into the 1 2 3 4 5 6
team.
27. Problems are solved quickly. 1 2 3 4 5 6
28. Proposals are challenged before they are 1 2 3 4 5 6
accepted.
29. This team cooperates with other teams to 1 2 3 4 5 6
improve organizational effectiveness.
30. This team is energized when a big challenge 1 2 3 4 5 6
occurs.
31. If there is something on a team member’s mind, 1 2 3 4 5 6
it will be discussed openly.
32. Team members go out of their way to obtain 1 2 3 4 5 6
input from others before they decide what is the
right thing to do.
33. This is a cooperative team—people help each 1 2 3 4 5 6
other.
34. Team members enjoy each other’s company 1 2 3 4 5 6
greatly.
35. Month by month you can see that the team is 1 2 3 4 5 6
performing better.
36. When a goal is reached, the team takes time to 1 2 3 4 5 6
recognize the achievement.
33
Score Sheet
Copy the scores from the assessment onto the scoring grid below. Add the scores for
each column. Then transpose the scores to the chart on the next page.
Questions
1 2 3 4 5 6 7 8 9 10 11 12
13 14 15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31 32 33 34 35 36
Totals

DP CRD EPS AG PI CDA IO AD SB HE CL CA
Your Score Team Effectiveness Dimensions

Ia Defined Purpose (DP)
Ib Clear Role Definition (CRD)
Ic Effective Problem Solving (EPS)
IIa Absence of Groupthink (AG)
IIb Positive Inter-team Work (PI)
IIc Can-Do Attitude (CDA)
IIIa Interpersonal Openness (IO)
IIIb Appreciation of Difference (AD)
IIIc Supportive Behavior (SB)
IVa High Energy (HE)
IVb Continuous Learning (CL)
IVc Celebration Achievement (CA)
35
Graph your scores on the matrix below by circling the appropriate number in each
column. Then draw a line connecting your scores.
18 18 18 18 18 18 18 18 18 18 18 18
17 17 17 17 17 17 17 17 17 17 17 17
16 16 16 16 16 16 16 16 16 16 16 16
15 15 15 15 15 15 15 15 15 15 15 15
14 14 14 14 14 14 14 14 14 14 14 14
13 13 13 13 13 13 13 13 13 13 13 13
12 12 12 12 12 12 12 12 12 12 12 12
11 11 11 11 11 11 11 11 11 11 11 11
10 10 10 10 10 10 10 10 10 10 10 10
9 9 9 9 9 9 9 9 9 9 9 9
8 8 8 8 8 8 8 8 8 8 8 8
7 7 7 7 7 7 7 7 7 7 7 7
6 6 6 6 6 6 6 6 6 6 6 6
5 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3 3 3
DP CRD EPS AG PI CDA IO AD SB HE CL CA
36
The 12 Dimensions of Team Effectiveness

The results of the Team Effectiveness Index give you structured feedback on how you
perceive the team. High scores suggest the presence of a strength; low scores
probably indicate an area for improvement. Most benefit comes when several people
from the same team complete the assessment and compare and contrast their scores.
If you can do this, read the notes on the 12 dimensions of team effectiveness below
and complete the exercise, as suggested.
1. Defined Purpose
Teams benefit greatly from sharing a consensus about ends and means. This
requires an understanding of the contribution of the team to the wider
organization and identifying the needs of both internal and external customers.
Purpose can be divided into two categories—permanent and ad hoc. Both
categories of purpose are important. For example, the Human Resource
Management team will be concerned permanently with supplying high-quality
people to the organization, but may have the temporary purpose of upgrading
sales training to meet the needs of a special new product launch. For both
categories of purpose, the team must identify broad objectives (sometimes called
aims) that deal with the big picture and narrow objectives (goals) that map out a
program of specific achievements needed.
Without a defined purpose, a team lacks the essential force to align energy and
provide a sense of meaning. All team members must share a common definition of
purpose.
2. Clear Role Definition

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

2) Roles that the team plays toward individual members
3) Roles that team members play toward each other
4) Roles that team members play to suppliers, customers, and other teams
The process of role clarification requires exploration, negotiation, and acceptance

of accountability. To be clear about their roles, each team member must have
debated role requirements with colleagues and have accepted the discipline of
working within the agreed-upon role.
37
3. Effective Problem Solving

All teams need to solve problems that may vary in complexity from simple issues—
such as who should be selected as the team’s representative at the monthly
communications meeting—to complex matters—such as whether a $10 billion
investment should be made in China.
Team problem solving requires a common language and effective procedures. We

believe that there are eight primary steps and that teams need to be able to
implement all of the steps appropriately. The eight steps are:
1) Tuning in—ensuring all members of the team define the problem (or
opportunity) in the same way
2) Objective setting—developing a consensus on desired outcomes.
3) Success measurement—establishing what success means and how it will be
measured
4) Information collection—collecting and generating ideas and organizing
information
5) Decision making—evaluating options and choosing the best alternative
6) Planning—organizing what has to be done
7) Action—implementing plans with flexibility and energy
8) Reviewing to improve—learning from what occurs
4. Absence of Groupthink
Many observers of teams have detected a systematic bias that can lead to flawed
decision making. This occurs when team members become so close to each other
that they begin to think alike. People with divergent views tend to be suppressed
(or even eliminated!). Usually unconsciously, team members turn to each other
for explanation and confirmation of their views, and the leader frequently has
great influence in determining the team’s stance. This shared mentality,
brilliantly called groupthink, is a great threat to effective teamwork since the
team becomes “a law unto itself.”
Fortunately, groupthink can be reduced by following some simple processes, such

as:
• Ensuring that the leader gives their views after the others have done so
• Encouraging and rewarding dissent
• Opening decisions to comments from outside
38
If members of a team become too close, then groupthink can take root. Then
team members define reality by what other members of the team think, rather
than the true situation. The leader’s role, in part, is to prevent groupthink.
5. Positive Inter-Teamwork
All teams (except, perhaps, Robinson Crusoe and Man Friday) have suppliers and
customers—interlinked teams that need to work together to achieve organiza-
tional goals. It is important that teams maintain good relationships with other
groups so that the organization functions effectively. It is natural for a group of
people who work together to form themselves into a close team. However, it is
equally natural for teams to develop hostile and negative relationships with other
teams, which leads to poor management of organizational linkages. Poor inter-
team relationships are often caused by:
• Lack of recognition of the concept of internal customers

• Stereotyping—seeing the other team as inferior
• Competitiveness—feeling a desire to win at the expense of the other team
• Lack of communication
• Unavailability of mechanisms for information sharing
6. Can-Do Attitude
Effective teams are confident. Team members feel potent—able to take initia-
tives, overcome obstacles, and win despite difficulties. The can-do attitude
liberates energy and mobilizes the team. When problems are identified, team
members feel that they can be resolved. Opportunities are recognized and
exploited.
This dimension is an important aspect of team climate and is an emotional state

shared by all team members (part of the “group mind”). Accordingly, the
behavior of the team manager, and other opinion leaders, is a key factor.
A can-do attitude is facilitated by:
• Setting achievable goals

• Recognizing achievements
• Turning failure into a learning opportunity
• Determination to win
• Relishing challenges
• Predominance of positive individuals within the team
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7. Interpersonal Openness
Teams (certainly in the Western world) thrive when members feel that they can
be open and truthful with one another. Team members feel a sense of relaxation
and ease when they can allow their thoughts to flow without feeling a need for
caution or role playing.
Openness also assists in improving the quality of team decision making by allowing
uncomfortable facts, observations, or opinions to be expressed openly. Thus
sensitive but crucial data can become part of the team’s decision-making process.
Openness in a team is facilitated by:
• The leader acting as a role model

• Individuals being prized in the team
• Individuals developing skills in open communication and being challenged
where it is lacking
• The leader presenting deliberately structured opportunities for discussion
8. Appreciation of Difference
Almost any team will have a range of people as members, varying on five main
dimensions:
1) Difference in personality
2) Difference in ability
3) Difference in technical discipline
4) Difference in motives and drives
5) Difference in values and beliefs
Difficulties will often be seen as a source of friction, but by simple acceptance of

difference, may become a source of strength and benefit. The positive
acceptance of difference brings five main benefits:
1) Relationships are improved.

2) More viewpoints are available.
3) Potentially destructive conflicts are less likely.
4) There is a greater sense of unity.
5) Team creativity is enhanced.
In general, we are all suspicious of differences as we tend to categorize people

into groups and develop stereotypes. When this is reduced, there is a significant
benefit to the team.
40
9. Supportive Behavior
One of the most enjoyed characteristics of high-performing teams is the way in
which team members go out of their way to support one another and adopt
cooperative attitudes. Each team member benefits from being in win-win
relationships with others. Conflict between team members can be constructive,
especially when it is based on genuine difference of view about issues. However,
latent conflict that undermines cooperation almost always deprives the team of a
sense of unity and cohesion.
Supportive behavior can be enhanced by:
• Allowing team members the opportunity to get to know one another in depth
• Developing behavioral patterns that support cooperation
• Demonstrating support for members
• Recognizing that lack of supportive behavior is an issue and dealing with it in
group meetings
10. High Energy

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

can be released by:
• Allowing team members to meet and enjoy one another’s company

• Undertaking shared tasks
• Facilitating the expression of personal feelings
• Working through interpersonal issues
• Celebrating successes (frequently)
• Sustaining authentic interpersonal relationships
11. Continuous Learning

Effective teams are open to learning both from within and without. When a team
stops learning, it will turn inward (this is often described as “becoming stale”).
Learning, in part, comes from reviewing both successes and failures, and
identifying the causal factors that shape performance. Learning from without can
come from many sources. Trainers, managers, consultants, advisors, customers,
similar teams, and other organizations can all provide useful input. One of the
41
main contributions of outside learning is to challenge the status quo so that new
ways of operating can be evaluated. Once a job is completed using a new process,
it is necessary to schedule time for review in spite of a strong tendency to
continue with the next task.
Learning can be facilitated by:
• Setting aside time to review performance

• Inviting impartial observers to comment on the team’s performance
• Visiting similar teams in other organizations
• Asking each team member to research other teams and report on their
approach
• Using trainers to facilitate team-building events
• Inviting each team member to critique the team’s performance
12. Celebration of Achievement

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

• Progress is monitored.
• Celebratory events are arranged when successes are achieved.
• All team members actively participate in the celebration.
• The celebration has a real purpose.
42
Exercise
Use a flip chart to enable all team members to share their scores for each item.
Identify the low scoring team effectiveness dimensions. Select the lowest scoring
dimension and ask the questions below. Repeat this for other significant low scoring
dimensions.
Questions Team Answers
1. Is this an area where the team is not

performing well at the moment and
the team’s output is diminished
significantly?
2. Why does the team need to improve

in this area?
3. Why has the difficulty occurred?
4. What are the possible remedies?
43
Questions Team Answers
5. What must the team do in order to

improve?
6. What must each team member do?
7. How will success be measured?
8. What will we do differently over the

next month?
44
Metric 1.3
Team Blockage Questionnaire
Introduction
This metric provides a framework for assessing the performance of teams and
helps identify where team development would be beneficial. It will help a team
discover which of ten potential blockages or barriers may be inhibiting the team’s
performance.
Objectives
• To provide a model of effective and ineffective teamwork
• To provide a structure for a team review session
• To enable the members of a team to identify where they are blocked and in
which areas team development is likely to be beneficial
Materials
• Questionnaire
• Score Sheet
• Overcoming Blockages to Effective Teamwork
• Action Plan
Method
1. Introduce the activity and outline the objectives listed above (5 minutes).
2. Have participants complete the Questionnaire (10 minutes).
3. Have participants score the questionnaire and share results (20 minutes).
4. Read and discuss with participants relevant sections of the Score Sheet and
Overcoming Blockages to Effective Teamwork (30 minutes).
5. Have participants complete the Action Plan to decide what to do next (30
minutes).
Time Required
45
Questionnaire
The more people in the team who answer the questionnaire, the more accurate the
results will be. If you are conducting a survey with others, you must all agree on the
same definition of the team. It is essential that all participants share a common
understanding. Write in the following box a clear description of the team that you will
assess.
Consider the questions exclusively in relation to this definition of the team. The items
below are grouped in five sections. You should complete each section in the same
way. For each section, you must allocate 20 points to represent the team’s
development needs as you see them. One item can receive all 20 points, or you can
spread the points over as many items in that section as you wish. The goal is to
highlight the team’s development needs.
Allocate 20 points among the ten items in each of the sections below.
Section 1
This team would be strengthened if… Points
1. Our team leader was more dominant.
2. We had a greater variety of personalities in the team.
3. Team members were fully committed to team success.
4. We were 100 percent clear about what we have to achieve.
5. We set higher standards for individual performance.
6. Team meetings were more effective.
7. Team members were fully open with each other.

8. Individuals felt that their needs were being met by being members of
the team.
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9. We used team interaction more often to develop creative ideas.

10. There was greater cooperation between our team and other parts of
the organization.
Section 2
This team would benefit if we could improve the ways that we… Points
11. Develop shared objectives with other teams.
12. Reduce resistance to change by team members.
13. Develop the skills of individual members.
14. Help team members say what they really think and feel.
15. Consult team members before key decisions are made.
16. Stimulate pride in team performance.
17. Spend more time discussing what needs to be achieved.
18. Build a high level of team spirit.
19. Obtain ideas from outsiders to challenge existing beliefs.
20. Receive hands-on leadership from the team leader.
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Section 3
This team would perform better if… Points
21. The team leader made a firm decision once arguments for all sides of
an issue have been heard.
22. We acquired a broader range of skills among team members.
23. Members derived greater satisfaction from participating on the team.

24. Team members’ personal objectives were fully aligned with team
objectives.
25. Required performance standards were clarified.
26. We worked through problems systematically to increase the probability
that they would be solved.
27. Team members were comfortable saying what they really felt.
28. We made sure that all team members act as “teachers” so that
everyone learns from one another.
29. Teamwork was more creative.
30. We had positive relationships with other teams in the organization.
Section 4
We would be a more successful team in the wider organization if we… Points
31. Understood better what the organization requires of us.
32. Were more radical when suggesting ideas.
33. Improved the performance of individual team members.
34. Asked for help when we experienced difficulties.
35. Met commitments and project milestones better.
36. Stated our standards of performance clearly.
37. Reviewed objectives in light of changing circumstances.
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38. Welcomed “outsiders” onto our team.
39. Extended our technical skills.
40. Presented our case better to senior managers.
Section 5
The team’s key development needs are to… Points
41. Develop more focused leadership.
42. Extend the membership of the team.
43. Build a more positive team spirit.
44. Improve the objective-setting process.
45. Set higher performance standards.
46. Clarify team members’ roles.

47. Review team members’ behavior to help them improve their own
contribution.
48. Develop team members’ personal skills.
49. Put good ideas into practice more often.
50. Promote positive relations with other teams.
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Score Sheet
Insert the scores below the corresponding question number on the answer grid below,
and then total the scores for each horizontal line. Then transfer the totals to the
table on the next page.
TOTALS
1 20 21 40 41
2 19 22 39 42
3 18 23 38 43
4 17 24 37 44
5 16 25 36 45
6 15 26 35 46
7 14 27 34 47
8 13 28 33 48
9 12 29 32 49
10 11 30 31 50
10
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Teams are the building blocks of organizations. Teamwork is a core competency in

organizations. It helps them evolve like a biological system, using shared knowledge
as a crucial resource. However, teams have many guises. Sometimes a team will be a
formal group with clearly identified membership. Frequently there will be ad hoc
groups established for short-term projects with members joining and leaving as task
requirements change. Even more interesting will be groups that work together as
“virtual” teams.
The Team Blockage Questionnaire provides a way of assessing where a team is well
developed and where further work needs to be done. Low scores indicate the
strengths of the team, and high scores represent potential “blockages” that will need
attention if the team is to develop further. It is helpful to identify typical blockages
because, once these are understood, team problems are easier to resolve. The scoring
system used in this metric indicates that a high score does not indicate the severity of
the problem—it simply identifies issues that need to be explored and worked through.
As the scores are the result of individuals’ perceptions, the survey is not scientifically
accurate and the results may need further confirmation. However, it provides a useful
indication of where to start.
Copy your total scores into the table below. Repeat for each individual who has
completed the survey and calculate average scores.
Potential Team Individual Team

Blockages Scores Averages
1. Inappropriate leadership
2. Unqualified membership
3. Unconstructive climate
4. Unclear objectives
5. Low standards
6. Ineffective work methods
7. Insufficient openness and confrontation
8. Undeveloped individuals
9. Low innovative capacity
10. Unconstructive inter-team relationships
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Overcoming Blockages to Effective Teamwork

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

• Do we want to invest energy in exploring the blockage?
• What methods or resources would help us make progress?
1. Inappropriate Leadership
Leadership is the most important factor in determining the quality of teamwork. A
leader who is unwilling to use a team approach or who lacks the skills to develop
this style of management will squelch any initiative to build a team. The effective
leader will emphasize and show by their personal example that team issues are
worked through effectively. The effective team leader does the following:
• Is true to his or her personal beliefs

• Is considered by others to have integrity
• Uses delegation to increase participation and power sharing
• Is clear about standards
• Is willing and able to give and receive trust and loyalty
• Has the personal strength to maintain the cohesion of the team
• Is receptive to the hopes, fears, and needs of team members and respects
their dignity
• Is prepared to examine critically their own role and change behaviors that are
dysfunctional
• Faces situations honestly
• Encourages personal and team development
• Establishes and maintains effective working practices
• Tries to make work a happy, exciting, and rewarding experience
2. Unqualified Membership
A team is more than the sum of individual talents—it can do more than a
collection of individuals. Teams need a balanced membership of people who work
together. A team must have a balance of technical skills and personal attributes
53
that, when taken together, give it the capability to tackle tasks effectively.
Several distinct roles must be filled in any team, and an analysis of these provides
a basis for the construction of a balanced and vibrant group. For example, a team
may need an idea person, an analyst, a driving force, a planner, a restraining
factor, and several doers. It is possible for each member to contribute in one or
more of these roles. When a necessary contribution is missing from the team,
ways must be found to fill the gap. If team members are lacking basic skills, the
team may be incapable of making a high-level contribution.
3. Unconstructive Climate
Team members often come from diverse backgrounds and have a range of
personal values and expectations. A team needs an affirmative climate that
bridges differences.
One test of a positive climate is whether people feel fully committed to the
objectives of the group. Commitment to a team develops over time—it is not
present until individuals have made personal decisions to devote their energy to
work toward achieving the objectives of the group. The growth of commitment is
an index of the maturity of the team. As emotional bonds develop, team members
become more willing to strive for common goals and a great deal of personal
satisfaction is derived from participation. The group develops close relationships
that combine directness and honesty with concern for the welfare of members.
4. Unclear Objectives
The first step in achievement is clarifying what you want to deliver. In an able
and mature team, members are clear on the desired outcomes. Team members
are more likely to be committed to objectives if they have been involved in
establishing them and feel a sense of ownership. If a team lacks a clear view of
what it is to achieve, individual members cannot contribute systematically to
success. Even when team goals are understood, any gap must be bridged between
personal and group needs. An effective team enables each individual to meet
their personal objectives and contribute to the achievement of team goals. Clear
objectives for a team meet the following criteria:
• Objectives are defined after discussion and debate.

• Objectives are adopted after stakeholders’ (who may be outside the team)
interests have been assessed.
• A strong emphasis is placed on results to be achieved rather than on things to
do.
• Objectives are stated in ways that clearly identify the results required.
• Methods of measurement are defined.
54
• Timetables for performance review are established.

• Objectives are felt to be achievable with the resources available.
• Objectives do not pull the team in too many different directions at once.
Team and individual objectives often change over time. The team that looks
ahead, foresees difficulties, seizes opportunities, and redefines its goals in the
light of experience will be more likely to succeed.
5. Low Standards
Sometimes teams do not set high standards: they do not strive to be world-class.
An effective team sets high standards for conduct and stretching targets for
achievement. Performing on a team that is capable of achieving results well
above average is typically very satisfying to its members. For example, soldiers in
elite regiments are more positive than those in ordinary regiments. The pursuit of
excellence, even in everyday or mundane activities, is a great motivator. It
stimulates individual competence, fosters pride, and increases each person’s
sense of self-worth. Achievement should be recognized and rewarded within the
team. Rewards don’t need to be financial—many people feel that personal
recognition is as significant as cash in the hand. Standards ensure consistency.
Standards should stretch, but not break, team members.
6. Ineffective Work Methods

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

• Ways in which decisions are made
• Collection and display of information
• Communication within and outside the team
• Whether resources are effectively coordinated
• Procedures for reviewing decisions
• Planning processes
• Criteria to measure effectiveness
The effective team has honed its working methods so that they become a routine
but strong discipline. The team learns that it can apply standards of quality to its
meetings. Individual members have developed personal skills that are appreciated
and utilized by the team. There is an air of competence, and boredom is rarely
felt at meetings. The team quickly moves forward with a high level of personal
attention and economy of expression that ensures that relevant issues are
explored fully.
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7. Insufficient Openness and Confrontation

Some teams fail to review the performance of people and team activities in an
analytical and critical way. Such teams inhibit the free flow of judgment and
comments, preferring a less-than-truthful climate. Withholding openness by team
members can exist for several reasons:
• Politeness—team members feel that social etiquette precludes confrontation.

• Fear of “loss of face”—individuals see criticism as an unwelcome diminishing
of their self-images.
• Refusal to “rock the boat”—team members consider criticism to be a means
of exposing the weaknesses of others and undermining morale.
• Inadequate skills—team members do not feel able to handle critique
constructively.
• Fear—if a person feels vulnerable, they are far less likely to contribute
openly.
Such a lack of openness diminishes teamwork. In particular, if a team does not

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

greater trust. Negative conflict breeds mistrust and hostility.
8. Undeveloped Individuals
Teams pool the skills of individuals. It follows that the most capable teams are
those with members who have outstanding individual ability. A team is a vehicle
for individual development. When new members join a team, they should be
introduced with understanding and with expectation setting. A team has to make
56
demands on each member, and the individual should not feel that it is acceptable
to coast gently through; every member needs to feel that belonging is a privilege.
We define strongly developed team members as those who:
• Have world-class technical talent

• Have energy
• Are in touch with their feelings
• Are prepared to be open
• Will change a viewpoint through reason
• Put forward their viewpoints well
Observers have noted that well-developed team members display personal

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

Effective teams are able to generate creative ideas and put them into practice—
they are innovative. First, a need has to be identified—the missing link. Then a
new idea is needed. This can be a logical extension of an existing stream of
thought or a radical departure. The idea is seldom clear or fully worked out at its
inception. It must be developed, enlarged, extended, and simplified, then tested.
(Ideas have to work or they are merely topics for academic debate.) This process
is often aided by a special kind of teamwork. Innovative capacity can be divided
into six steps:
1) Identifying a need—the “missing link”
2) Generating germs of ideas
3) Developing mature proposals
4) Testing proposals
5) Applying the new idea
6) Assessing the benefits
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Much depends on a hard-to-define corporate attitude toward innovation. Some

organizations have managed to become exciting places in which to work. One
experienced manager says that a key task of management is to realize the “latent
energy” available in the workforce. This can be done by both incremental
continuous improvement and by major change processes (transformation). The
boring repetition of meaningless tasks increases frustration and depresses vitality,
enthusiasm, and innovation. From the viewpoint of organizational health, this is
dangerous because it deprives the system of creative potential and increases
resistance to change.
Harnessing creativity requires more than an openness to innovate. Skills and

procedures that can help are clearly identifiable, yet the most highly trained and
experienced creative people continue to make errors because risk cannot be
eliminated. Accordingly, a capacity to accept failure, and learn from it, is
needed.
10. Unconstructive Inter-team Relationships

Teams usually need to interrelate with other groups, but the quality of coopera-
tion is often poor. Unsatisfactory inter-team communication and lack of shared
objectives are present all too often.
The team leader should play a special role in improving inter-team relationships,
and they can do much to reduce hostility and to build cooperation. The
management of inter-team relationships is a critical element in organizational
effectiveness. In recent years, we have recognized the weaknesses in functional
organizations that promote “silo” mentality and fail to develop the notion of the
organization as a network of customer-supplier relationships. By taking the
following steps, the team leader can help build positive inter-team relationships:
• Map processes that overlap teams.

• Identify common objectives.
• Develop personal understanding across teams.
• Provide opportunities for regular inter-team problem solving.
• Build a climate of trust.
• Establish a management structure to facilitate cross-department teamwork.
58
Action Plan
After reflecting on the results of the Team Blockage Questionnaire, fill out the action
plan below.
What needs to How will we know when Who is going to

be done? we have been successful? take action?
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Metric 1.4
High Energy Teamwork Assessment
Introduction
This intervention examines energy levels in teams and may be completed by
managers or team leaders at any level in an organization. It may be used in
training programs or as the format for data collection during a team review
process.
Objectives
• To explore the concept of team energy
• To help a team explore how to create and sustain a higher-energy culture in
the future
• To help managers evaluate whether they are creating and sustaining a high-
energy culture in their teams
Materials
All participants will need:
• A copy of the Assessment
• A copy of the Analysis Sheet
• Several copies of the Action Plan

• OH 1.4.1: The 20 Attributes of High Energy Teamwork
• Overhead projector
Method
2. Give each participant a copy of the Assessment to be completed as instructed

(approximately 10 minutes). Ensure that participants agree on the definition
of the team they are reviewing.
3. Review the results (5 minutes) using the Analysis Sheet.
61
4. Analyze the results in a group meeting (45 minutes) where the Analysis Sheets
are completed, using OH 1.4.1.
5. Have participants complete an Action Plan for each team issue that needs
attention.
Time Required
Approximately 1 hour
62
Assessment
In the box below, indicate the team being assessed. Complete the assessment on the
defined team by circling one number for each item. Score all items to the best of your
ability, even if you feel that you lack sufficient information to make an objective
statement.
1. How are people with ideas and drive to get things done (champions) treated?
Idea champions are discour- 1 2 3 4 5 6 The team often encourages
aged. champions to develop its
ideas.
2. Do the members of the team seek improvements all the time?

The team does not adopt a 1 2 3 4 5 6 The team adopts a policy of
policy of continuous improve- continuous improvement in all
ment. the activities that are
undertaken.
3. How open are team members to giving ideas and suggestions?

The team obtains few or no 1 2 3 4 5 6 The team obtains many
suggestions from members. suggestions from members.
4. To what extent does the team have the benefit of “outsiders” being invited to
challenge the way that things are done?
The team does not ask 1 2 3 4 5 6 The team frequently asks
outsiders to act as critics or outsiders to act as critics and
catalysts for change. catalysts for change.
5. Is time available for team members to work on things that they personally feel
are important?
The team does not allow 1 2 3 4 5 6 The team allows ample time
time for members to work on for members to work on their
their own initiatives. own initiatives.
63
6. How are risks dealt with in the team?

The team is disinterested in, 1 2 3 4 5 6 The team is interested in, and
or disrespectful to, risk respectful to, risk takers.
takers.
7. How does the team respond when someone tried to achieve something new, but
fails in the attempt?
The team punishes “trying 1 2 3 4 5 6 The team celebrates “trying
and failing.” and failing.”
8. To what extent does the team have a bias for action?

The team has a bias for 1 2 3 4 5 6 The team has a strong bias for
inaction. action.
9. How does the team look upon innovative projects?

The team rarely or never 1 2 3 4 5 6 The team frequently and
supports innovative projects. strongly supports innovative
projects.
10. How does the team deal with conflict?

The team does not deal with 1 2 3 4 5 6 The team deals with conflict
conflict openly. openly, seeing it as
constructive.
11. How does the team deal with the viewpoints of people who come from
different functions (for example, from marketing, research and development,
manufacturing)?
The team does not value 1 2 3 4 5 6 The team values functional
differences in functional differences as different
perspectives. perspectives are seen as ways
to improve decision making.
12. How much effort does the team invest into monitoring projects?
The team does not have 1 2 3 4 5 6 The team has efficient
efficient systems to monitor systems to monitor project
project performance. performance.
64
13. How creative are team meetings?

Most of the time, team 1 2 3 4 5 6 Most of the time, team
meetings are not creative. meetings are highly creative.
14. Do members of the team take pride in each other’s achievements?

The team takes little or no 1 2 3 4 5 6 The team takes great pride in
pride in team members’ all team members’
achievements. achievements.
15. Does the team work hard to strive to be efficient (that is, by looking for ways of
saving time, reducing waste, and so on)?
The team pays little 1 2 3 4 5 6 The team pays a great deal of
attention to trying to attention to trying to increase
increase efficiency. efficiency.
16. How willing is the team to learn from others (for example, best practice in
other organizations)?
The team lacks a willingness 1 2 3 4 5 6 The team has a strong
to learn from others. willingness to learn from
others.
17. To what extent are individuals respected?

Team members do not show 1 2 3 4 5 6 Team members show a great
real respect for others on the deal of respect for others on
team. the team.
18. What attitude do team members take to new ideas?

The team is closed to new 1 2 3 4 5 6 The team is very open to new
ideas. ideas.
19. How close are managers to team members?

In this team, managers are 1 2 3 4 5 6 In this team, managers are
distant from team members. very close to team members.
20. How does the team deal with individuals who suggest unconventional ideas?
Unconventional ideas are 1 2 3 4 5 6 Unconventional ideas are
unwelcome. always welcome.
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Analysis Sheet
1. Collect the scores for the 20 items on the High Energy Teamwork Assessment and
record the totals on the table below.
2. Rank the items, with the highest scoring as number 1, second highest scoring as
number 2, and so on.
3. Consider items ranked 1, 2, and 3.
Issue Individual Total Ranking

Scores Score
1. Championing
2. Continuous improvement
3. Suggestions
4. Outside catalysts
5. Support for initiatives
6. Risk taking
7. Failing
8. Bias toward action
9. Support for innovation
10. Conflict management
11. Functional relations
12. Monitoring projects
13. Creative meetings
14. Pride in achievement
15. Efficiency
16. Learning from others
17. Respect for individual
18. Respect for intellect
19. Management—employee closeness
20. Tolerance for the unconventional
Totals
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Action Plan
Complete the table below for each team issue that needs attention. The issue is:
Reasons why What could be What will

How? By when?
this occurs done? we do?
1.
2.
3.
4.
5.
The 20 Attributes of
High-Energy Teamwork
1. Championing 11. Functional relations
2. Continuous improvement 12. Monitoring projects
3. Suggestions 13. Creative meetings
4. Outside catalysts 14. Price in achievement
5. Support for initiatives 15. Efficiency
6. Risk taking 16. Learning from others
7. Failing 17. Respect for individual
8. Bias toward action 18. Respect for intellect
9. Support for innovation 19. Management—employee closeness
10. Conflict management 20. Tolerance for the unconventional
69
OH 1.4.1
The 20 Attributes of
High-Energy Teamwork
1. Championing 12. Monitoring projects
2. Continuous improvement 13. Creative meetings
3. Suggestions 14. Price in achievement
4. Outside catalysts 15. Efficiency
5. Support for initiatives 16. Learning from others
6. Risk taking 17. Respect for individual
7. Failing 18. Respect for intellect
8. Bias toward action 19. Management—employee
9. Support for innovation closeness
10. Conflict management 20. Tolerance for the
unconventional
11. Functional relations
Metric 1.5
Team Roles Audit1
Introduction
Teams thrive when they combine the talents of people who have distinctive styles
and skills. This metric provides a systematic basis for facilitating respect for
differences.
Objectives
• To provide a framework and “a language” for discussing how different people
contribute to teams
• To build respect for difference between members of a team
• To help individuals explore how they can strengthen their contribution within
teams
• To help teams be more efficient and effective
Materials
• Questionnaire
• Score Sheet
• Role Descriptions
• Exercise
Each team will need:

• A flip chart
• Markers
• Masking tape
1
The authors acknowledge that this audit is a development of a research model originally formulated
by Dr. Meredith Belbin at Henley Management College. The components of our audit were identified
following studies of more established teams than Dr. Belbin observed, hence the different reference
model presented here. Some of the ideas in this activity (and the analysis design) are based on Belbin’s
book Management Teams: Why They Succeed or Fail (Heinemann, London, 1981). The definitions of
team roles are partly based on the Myers-Briggs Type Indicator Model, and the skill definitions were
partly drawn from Effective Problem Solving by Dave Francis (Routledge, London, 1990). An earlier
version of this conceptual model was published in 50 Activities for Unblocking Organizational
Communication, Volume 1, by Dave Francis (Gower, Aldershot, U.K., 1987) and Improving Work
Groups, by Dave Francis and Don Young (Pfeiffer, San Diego, CA, 1993).
73
Method
1. Introduce the activity, outline the objectives listed above, and answer any
questions (5 minutes).
2. Distribute copies of the Questionnaire and Score Sheet. Invite participants to

complete the Questionnaire as directed and then score it, using the Score
Sheet (20 minutes).
3. Give a short lecture on the ten team roles (15 minutes).
4. Distribute copies of the Role Descriptions and invite participants to read it

and complete the Exercise as directed. The Exercise is to be completed by
small groups of two or three people (30 minutes). Groups can document their
answers on flip charts and post them on the wall using masking tape.
5. Ask groups to report their findings and discuss them in a whole-group session
(45 minutes).
Time Required
Approximately 2 hours and 30 minutes
74
Team Roles Audit
Questionnaire
This questionnaire will help you clarify how you operate in teams. It will also help you
consider whether you wish to modify your behavior on teams in the future.
Before you complete the questionnaire, decide whether you wish to consider your
team roles generally or reflect on your behavior in a particular team. You can choose
either approach, but you must be consistent throughout. Please complete the box
below:
I am reviewing my behavior on this team:
Or, I am reviewing my behavior on teams generally:
The questionnaire has eight sections, each of which should be considered separately.
For each section, you have 10 points to allocate. The number of points given for each
statement should reflect how you consider that you behave at the present time. The
more strongly you are practicing a particular behavior, the more points should be
allocated. You must allocate 10 points—no more, no less—for each section. (Do not
score each question on a scale from 1 to 10—a common error!)
Section 1
When the team is starting work on a new task, I… Points
1. Work to build a positive spirit in the team so that the new task is
undertaken with enthusiasm.
2. Ensure that a timetable is set for task completion.
3. Consider how to approach the task from a fresh viewpoint—different

from that which the team has used previously.
4. Give my viewpoint on the challenges of the new task as a functional or
technical specialist.
5. Ensure that all members of the team contribute in an organized and
efficient way.
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6. Consider the situation from every point of view so as not to be carried

away with the first idea that comes along.
7. Concentrate on organizing the available information about the nature
of the new task.
8. Consider how to get the support that we need from people outside the
team.
9. Contribute in whatever way seems to be helpful to the team as a
whole.
10. Form my own view of what needs to be done and ensure that others
hear what I have to say.
Section 2
When clarifying goals and objectives in a team, I… Points
11. Give a professional, functional, or specialist viewpoint.
12. Facilitate team members to define objectives comprehensively and

systematically.
13. Consider how others (outside the team) will be affected by our
objectives.
14. Work to achieve consensus about objectives in the team meeting.
15. Ensure that well-defined objectives are set so that rapid progress can
be made.
16. Consider all possible objectives and do not get carried away with the
first suggestion that comes along.
17. Develop proposals regarding goals and objectives that have been
suggested by others.
18. Make sure that only goals and objectives that I think are sensible are
agreed to.
19. Contribute flexibly in whatever ways seem to be beneficial.
20. Suggest radical objectives that no one else has thought of putting
forward.
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Team Roles Audit
Section 3
When defining what measures should be used to judge the team’s
success, I… Points
21. Ensure that all the criteria that will be used to assess the level of
success are measured.
22. Add my ideas only if I feel that it would help the group make progress.
23. Review what others (outside the team) who have a stake in our team’s
performance would like us to do.
24. Suggest success measures used in my professional discipline (for
example, finance or marketing).
25. Examine suggestions from others to ensure that they are relevant and
practical.
26. Consider all possible success criteria and evaluate systematically the
strengths and weaknesses of each possible way of assessing success.
27. Help the team come to a harmonious agreement as to what success
means in this context.
28. Guide the team to accept sensible and positive success measures that
we can use.
29. Try to be creative, looking for success measures that have not been
used previously.
30. Organize the team to see that success measures are debated fully so
that a sound collective decision can be made.
Section 4
When the team needs to be creative, I… Points
31. Can be relied upon to come out with unexpected ideas.
32. Comment analytically on what others say.

33. Decide what is the best idea from those suggested, and encourage
others to adopt my viewpoint.
34. Contribute flexibly if I believe that I can add something of value.
35. Organize the team so that brainstorming disciplines and other creativity
tools are used correctly.
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36. Explore and develop ideas so that they can be properly assessed.
37. Add ideas that I have gained from my professional or technical training.
38. Create the right climate for a creative session.
39. Bring in ideas from outside the team.

40. Ensure that the team maintains a strict schedule so that creativity
sessions are productive.
Section 5
When decisions are being made in team meetings, I… Points
41. Give my opinion from my perspective as a specialist.
42. Ensure that the members of the meeting explore fully all the available
options.
43. Take an independent viewpoint so that the full implications of all ideas
are debated before making a decision.
44. Evaluate the impact on other teams of possible decisions that we make.
45. Persuade the team to accept my point of view.
46. Build an atmosphere in the meeting so that everyone can say what they
really think.
47. Offer radical suggestions that no one else has considered.
48. Structure the discussion to ensure that each member of the team
clearly understands the available options for making a decision.
49. Ensure that the meeting adheres to a strict timetable for decision
making.
50. Help the other members of the team clarify their own views.
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Team Roles Audit
Section 6
When planning what needs to be done in a team, I… Points
51. Ensure that actions and priorities are clearly understood.
52. Consider the likely implications on other teams of the team’s plans.
53. Ensure that effective planning disciplines are used to provide a

structure for the team’s planning process.
54. Pull together proposals from others and develop comprehensive plans
incorporating others’ input.
55. Contribute planning expertise from my specialized training.
56. Make sure that a clear timetable for action is developed.
57. Encourage team members to be highly motivated.
58. Assist in whatever ways seem helpful to develop plans.
59. Consider each aspect of the plan separately to ensure that it is

realistic.
60. Look at planning as a creative activity and find new ways to use
resources.
Section 7
Others value my work in teams because I… Points
61. Work hard to create a positive climate.
62. Provide really creative ideas.
63. Am a flexible resource.
64. Contribute as a specialist.
65. Make sure that things get done.
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66. Build positive links with others outside the team.
67. Bring structure to team meetings.
68. Provide leadership.
69. Build on others’ ideas so that they can be assessed fully.
70. Provide an impartial assessment of the team’s effectiveness.
Section 8
When reviewing team effectiveness, I… Points
71. Ensure that the views of all team members are considered.
72. Give my opinions and ideas on team effectiveness if I consider that

these would be helpful.
73. Collect the views of people outside the meeting to give an external
perspective.
74. Fundamentally question the effectiveness of the meeting and suggest
radical changes.
75. Summarize everyone’s viewpoint and evaluate overall strengths and
weaknesses.
76. Contribute to the review of team effectiveness as a functional
specialist.
77. Collect all useful points and formulate a timetable for improvement.
78. Take an impartial attitude to evaluate the team’s performance

objectively.
79. Decide what needs to be done and convince others to accept my views.
80. Stimulate open communication between team members.
80
Team Roles Audit
Score Sheet
Copy your scores for each question into the table below. When you have done this,
add your scores horizontally.
Team
Statement Numbers Totals
Roles
5 12 30 35 48 53 67 71 PM
7 17 25 36 42 54 69 75 CD
3 20 29 31 47 60 62 74 RA
1 14 27 38 46 57 61 80 HA
4 11 24 37 41 55 64 76 TE
2 15 21 40 49 56 65 77 OD
6 16 26 32 43 59 70 78 CR
9 19 22 34 50 58 63 72 CO
10 18 28 33 45 51 68 79 PO
8 13 23 39 44 52 66 73 PR
81
Team Roles Audit
Role Descriptions
There are ten major roles that you can play in a team, as described below. Most of us
have one or more “favorite” roles. Use the descriptions to help you understand what
you contribute to a team.
Process Manager (PM)

Process management is a set of skills that should be acquired by all managers. All
managers are required to play this role on occasion, and process skills can be learned
through training and practice. The process manager channels human resources to per-
form tasks, which include forming teams, identifying team members’ strengths, clari-
fying objectives, structuring meetings, exploring issues, allocating roles to individuals,
and maintaining momentum. The process manager brings structure to the team and
ensures that goals are set. Process managers have the skills of a good chairperson and
also tend to be controlled, self-confident, calm, and skilled as a communicator.
Concept Developer (CD)

The concept developer ensures that ideas are developed and evaluated. Ideas are
built on, tested, and visualized, and the potential impact of different courses of
action is assessed. Possibilities are identified and transformed into practical propos-
als. The concept developer has an ability to see the potential merits and demerits of
ideas. When someone suggests an idea, the concept developer will elaborate on it so
that it can be assessed. The concept developer has a creative capability. The key
skills are vision, imagination, ingenuity, logical thinking, and understanding.
Radical (RA)
The radical presents new ideas by considering problems and opportunities from a
fundamentally creative viewpoint, seeing new possibilities, adopting unconventional
approaches, generating insights, and producing novel proposals. There is often a
strong intuitive capacity in the radical. Radicals look anew at reality, prefer to think
things through independently, and refuse to accept traditional wisdom. The radical is
a “free spirit.”
Harmonizer (HA)
The harmonizer builds morale by energizing, supporting, encouraging, and resolving
interpersonal conflicts. Harmonizers believe that efficiency is based on positive
interpersonal relationships. They sustain commitment and cooperation, and, thereby,
performance. They want people to “play together” nicely. The predominant impres-
sion is that of a caring person. Harmonizers also try to ensure that members value
each other and gain something significant from their involvement in the team.
83
Technical Expert (TE)

The technical expert role is a specialist set of learned competencies and a body of
knowledge gained through extensive training and experience. Technical experts
contribute to the team from an expert or professional viewpoint. They contribute as
a representative of an expertise.
Output Driver (OD)

The output driver works to ensure that jobs get done by setting time limit and
targets, completing actions, and finishing tasks. Output drivers push to get things
done and maintain standards. They check to see whether things could go wrong at the
last moment and are creative in tactics and planning.
Critic (CR)
The critic role is an intellectual capability and personality disposition developed with
appropriate skills. Critics take a mental step back from the team, judge, consider
possibilities, look for possible pitfalls and sound notes of caution, and question and
challenge ideas. They confront the team with objective observations and carefully
weighed opinions. Critics are neither negative nor positive; the desire is to be
objective.
Cooperator (CO)
The cooperator is an industrious member who assists in whatever ways are needed:
helping, working hard, and being adaptable. Cooperators watch for needs and are
willing to tackle unpleasant jobs without complaint. This role requires well-developed
observational skills, altruism, enthusiasm, and a breadth of capabilities. The
cooperator’s key contribution to the team is flexibility.
Politician (PO)
The politician role is a set of character traits developed with appropriate skills.
Politicians feel that they know the right thing to do and deliberately try to influence
other people to support their opinions. They mold the team, are results-oriented, and
are highly influential. They build alliances, guide others, and are power conscious and
persuasive. Such people are also dogged and resolute. They bounce back after
setbacks. The role has been well described as a shaper, since the politician shapes
opinion and objectives.
84
Team Roles Audit
Promoter (PR)
The promoter role is a character trait (extroversion) developed with appropriate
skills. Promoters deliberately gather useful contacts and make connections outside
the team. They are open-minded, socially skilled, and cooperative. They link to
others by being outgoing and sociable, building relationships, investigating resources,
and sensing out ideas and possibilities. Promoters are fixers who enable things to get
done.
85
Team Roles Audit
Exercise
Discuss the results of the analysis and answer the questions below.
What are the dominant team roles? Should they be developed further? How?
Dominant Team Roles Develop further? How?
What are the less dominant team roles? Should they be developed further? How?
Less Dominant Team Roles Develop further? How?
What are the team’s missing roles? What weaknesses do they give rise to? How
could they be overcome?
Weaknesses That are

Missing Roles Likely to Occur in How to overcome?
the Team
87
Metrics for
Assessing Team
Leadership
Metric 2.1
Team Leadership Skills Assessment
Introduction
This intervention is intended for use in training events but can also be adapted for
use in counseling or team-building workshops. Individuals may use the metric for
personal review.
Objectives
• To explore the skills of an effective team leader
• To enable a team leader to review their skills and plan how to improve them
Materials
• Assessment
• Score Sheet and Exercise
• Notes on Skills for Leading Teams
Method
2. Have participants complete the Assessment (approximately 10 minutes).
3. Have participants score the Assessment using the Score Sheet and Exercise
and the Notes on Skills for Leading Teams. Then have participants discuss
their results with at least one other person, completing the exercise as
directed (45 minutes).
Time Required
91
Assessment
Consider your behavior in relation to your existing team. Assess each statement and
place a checkmark in the appropriate column.
Yes Partly No
1. I ensure that tasks are clearly defined so that all

members of the team understand what has to be
achieved.
2. I ensure that explicit measures of performance are
established for each important task.
3. I define the purpose of the team within the wider

organization.
4. I define what technical capabilities each team

member should have.
5. I define what blend of personalities the team

needs.
6. I give vision to the team.
7. I take personal charge of the team if performance

is less than excellent.
8. I communicate effectively with all team members.
9. I agree what roles each individual should play.
10. I form, through leading by example, a hard-

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

member.
12. I conduct effective team meetings.
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Assessing Team Leadership
13. I ensure that the team relates well to other

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

effectiveness.
15. I hold off-site meetings with all members of the

team whenever it would be beneficial to do so.
16. I ensure that the team celebrates its successes.
17. I do not allow unsatisfactory standards to

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

members.
19. I know each team member well.
20. I ensure that, whenever possible, each team

member enjoys participating in the team.
21. I deal with difficult personal issues with care and

sensitivity.
22. I share my own values and principles with the

team so that they know where I am coming from.
23. I obtain feedback on team effectiveness from

people outside the team.
24. I take great care to be fair.
25. I keep a measure of social distance so that

everyone feels that they are treated equally.
Total number of checkmarks

Multiply by x3 x1 x0
Totals
94
Score Sheet
Scoring
You have just completed a short self-assessment of your skills as a team leader.
Although the numbers are subjective, they can provide the basis for a personal review.
You can consider your scores in this way:
0−20 This is a relatively low score and it may be that you have not
yet begun to explore the roles expected from a team leader.
21−40 This is a low-to-medium score and it should encourage you to

think about your role as a team leader carefully. You will need
to develop your skills further in order to improve your team
leadership ability.
41−60 This is a medium-to-high score and it is likely to be beneficial if

you build on your existing strengths and deal with any
weaknesses.
61−75 This is a relatively high score. Keep it up!
95
Exercise
Look at the statements where you scored in the NO column and ask yourself, “What
could I do differently?” If there are fewer than 7 NOs, then consider some PARTLY
statements as well. You can refer to the Notes on Skills for Leading Teams on the next
page to give you some additional ideas. Discuss your views and tentative action plans
with at least one other person to clarify your thinking. Summarize your thoughts in
the table on the following page.
Statement What could I do How could I make

Number differently? useful changes?
96
Notes on Skills for Leading Teams

Not all team leaders approach the task in the same way. There are nine principal
styles of team leadership. These are described below.
1. Value Driven
The team leader presents deeply held beliefs about what is good and bad, impor-
tant and unimportant. By expressing values, team leaders capture interest and
goodwill. Team leaders’ values strike a chord in others, and their conviction is
persuasive. They invoke respect and admiration. Skills include value clarification,
effective presentation, and ability to delve below the surface and get to the heart
of the matter. Team leaders attract others by appearing to their moral sense.
2. Goal Setting
Team leaders ensure that goals and objectives are clearly understood by all con-
cerned and direct effort toward achievement by monitoring the performance of
others, setting success measures, and providing coordinated plans. Through set-
ting milestones, they influence situations. Team leaders’ style is administrative in
the best sense of the word. They use management techniques to channel effort.
Skills include objective setting, action planning, performance-measurement,
controlling, and giving feedback. Team leaders align others by obtaining their
commitment to objectives, then keeping performance on track.
3. Need Fulfillment
Team leaders are practically helpful. They identify others’ needs and show how
these can be fulfilled. Team leaders work at being a useful resource to others in
problem solving; credibility and influence come through being genuinely useful.
Skills include sensitivity, active listening, being client-centered, action planning,
and cooperative counseling. Team leaders attract others by winning their
confidence and being a valued colleague.
4. Visioning
Team leaders create pictures of a desirable future that offers better ways of
doing things or righting wrongs. This brings meaning and direction into people’s
thinking and gives an understanding of what could happen. Team leaders’
strengths are the capacity to express vivid images, imagination, opportunism, far-
sightedness, and practicality. They are architects of the future. Team leaders
attract others by providing a positive direction.
97
5. Rational Persuasion
Team leaders are persuasive in argument and debate. Facts are valid. They
collect data, evaluate information, build a logical case, and present sound
arguments. They appeal to reason and intellect. Team leaders’ position is
defensible and reasonable. Skills include analysis, concept development, logical
thought, and formal presentation. Team leaders attract others by the force of
argument and rationality.
6. Pushing/Driving
Team leaders are influential because they use weight to cajole, demand, insist, or
push people to act differently. They have a forceful, controlling, and dominant
style, although this may be very subtle in expression. Team leaders are prepared
to make a fuss to get change. Skills include deep knowledge of people, assertion,
and the constructive use of conflict. Team leaders push others by personal
willpower.
7. Institutionalizing
Team leaders obtain formal authority to give a power-base: obtaining powerful
positions and building a legitimate role. Team leaders seek to acquire the right to
decide how to allocate resources to further a cause. They concentrate on getting
the foundation properly laid. Skills include organizational design, planning, per-
formance control, and administration. Team leaders drive others with legitimate
power.
8. Educating
Team leaders expose people to new ideas, experiences, concepts, possibilities, or
inner reflections and act as teachers, educators, catalysts, counselors, and
guides. They enrich people’s experience through demonstration and the opening
of minds. They cause people to discover that their current thinking/behavior is, in
some ways, inadequate. Skills include diagnosis, designing learning, communicat-
ing principles, and teaching. Team leaders attract people by causing them to re-
evaluate the world around them.
9. Supporting
Team leaders encourage and empower people to identify needs, evaluate options,
formulate action programs, and take initiatives on their own account. They are
supportive and positive, adding extra energy and giving confidence—not seeking
to guide, but rather enabling others to act. Skills include listening, counseling,
giving positive feedback, and advising. Team leaders give permission to act, moral
98
support, and sometimes, practical support. Successful team leaders are skilled at
dealing with feelings of people along with the organizational issues of managing
the team’s process. Team leaders liberate energy in others.
These nine styles provide a useful framework for team leaders to assess their own
approach. The capacity to skillfully use a range of styles is the real test of
leadership capability.
99
Metric 2.2
Process Manager Skills Audit
Introduction
In many team meetings, someone acts as the “process manager,” who may be
described as a chairman, team coordinator, discussion facilitator, and so on. This
role requires special skills that are explored in this metric. This audit is to be
completed by individual process managers, and wherever possible, additional
feedback should be collected from members of the process manager’s team.
Objectives
• To clarify the role of the process manager in team meetings
• To provide a format for self-assessment of process management skills
• To provide a format for giving coaching and feedback to process managers
• To structure personal development planning to improve process management
skills
Materials
• Assessment
• Score Sheet
• Process Management Skills
• Task Sheet
Method
2. Distribute the Assessment and have participants complete it (10 minutes).
3. Have participants complete the Score Sheet and interpret their results.
4. Distribute the Process Management Skills and Task Sheet for participants to
discuss and complete (30 minutes).
Time Required
Approximately 45 minutes
101
Assessment
You may not have come across the team process manager before. A brief explanation
may help. All teams need discipline and structure (process) to give shape and
direction to their meetings. In small groups, process can be informal, with team
members working together productively. When the informal method fails, or if the
team is large, then someone has to take the role of the person who structures the
team’s process—the process manager (PM).
A PM is not a conventional chairman in that their role is not direct, rather it is to

provide structure and organization to team meetings. The PM does not have special
decision-making authority or higher status. However, the PM is expected to be able to
suggest tools and techniques to help the team work together productively. In this
sense, the PM provides a specialized resource to the team. In some cases, the PM can
be an external facilitator whose sole responsibility is to seek to ensure that the
members of the team work together effectively, creatively, and harmoniously.
Identify the person who you will review (this can be yourself) and write his or her
name in the box below:
The person being reviewed is:
Consider each of the statements beginning on the next page, and circle a number to
indicate your view of their performance in the role of PM over the past three months.
Try to work from first-hand experience (that is, be able to support your scores with
reference to specific incidents).
103
1. The PM has assessed the personal strengths and weaknesses of all the members
of the team.
No assessment has been 1 2 3 4 5 6 7 A comprehensive assessment
made of the strengths and has been made of the
weaknesses of team strengths and weaknesses of
members. all team members.
2. The PM works hard to ensure that every team member feels fully included in all
team meetings.
The PM does not intervene to 1 2 3 4 5 6 7 The PM intervenes whenever
ensure that team members necessary to ensure that team
feel included. members feel fully included.
3. The PM is skilled in encouraging each team member to contribute fully to all

team meetings.
Team members do not feel 1 2 3 4 5 6 7 Team members feel that they
encouraged to contribute to are encouraged to contribute
team meetings. fully to all team meetings.
4. The PM works hard to bring a high level of energy and enthusiasm to the team.
The PM does not bring energy 1 2 3 4 5 6 7 The PM brings great energy
and enthusiasm to the team. and enthusiasm to the team.
5. When someone acts against the interests of the team, the PM will discuss the
problem and seek to resolve it.
No action is taken against 1 2 3 4 5 6 7 Effective action is taken
anyone who is acting against against anyone who is acting
the team. against the team.
6. The PM works hard to ensure that the team works in a structured manner.
The PM does not intervene to 1 2 3 4 5 6 7 The PM intervenes whenever
bring structure to the team’s needed to bring structure to
meetings. the team’s meetings.
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7. The PM works hard to ensure that all the members of the team understand the
scope and scale of each new challenge as it occurs.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that members
members of the team under- of the team understand fully
stand the scope and scale of the scope and scale of new
new challenges. challenges, as they occur.
8. The PM works hard to ensure that each team member understands the reasons
why objectives are set.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that each
each team member under- team member understands
stands the reasons why fully the reasons why
objectives are set. objectives are set.
9. The PM works hard to ensure that success criteria are set for each initiative.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that compre-
success criteria are set for hensive success criteria are
each initiative. set for each initiative.
10. The PM works hard to ensure that relevant information is collected and used.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that all rele-
relevant information is col- vant information is collected
lected and used. and used.
11. The PM works hard to ensure that different ways of moving forward (decision
options) are explored fully.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that different
different ways of moving ways of moving forward
forward (decision options) (decision options) are
are explored fully. explored fully.
12. The PM works hard to ensure that effective planning takes place to ensure that
the team works in a coordinated and effective manner.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that effective
effective planning takes planning takes place so that
place. the team works in a
coordinated and effective
manner.
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13. The PM works hard to ensure that the team acts with energy and flexibility.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that the team
the team acts with energy acts with energy and
and flexibility. flexibility.
14. The PM works hard to ensure that the members take time to review the
strengths and weaknesses of the team.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that the team
the team takes time to takes adequate time to review
review its strengths and its strengths and weaknesses.
weaknesses.
15. The PM works hard to ensure that team members listen fully to the views of all
the others.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that team
team members listen fully to members listen fully to the
the views of all the others. views of all the others.
16. The PM works hard to ensure that team members share openly what they really
think.
team members share openly members share openly what
what they really think. they really think.
17. The PM works hard to ensure that outside people are invited into the team to
challenge the way that the team operates.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that outside
outside people are invited people are invited into the
into the team to challenge team to challenge the way
the way that the team that the team operates.
operates.
18. The PM works hard to ensure that a climate is created in which team members
feel able to put forward “unconventional” ideas.
The PM does not ensure that 1 2 3 4 5 6 7 The PM ensures that there is a
there is a safe climate for safe climate for the
the expression of “unconven- expression of “unconven-
tional” ideas. tional” ideas.
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19. The PM works hard to ensure that team members’ skills are developed
effectively.
team members’ skills are members’ skills are developed
developed effectively. effectively.
20. The PM works hard to ensure that each team member enjoys being part of the
team.
team members enjoy members greatly enjoy
membership. membership.
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Score Sheet
Enter your scores from each statement onto the table below. If you have several
scores for one person, then average the scores before you list them.
Statement Skill Score
1. Skill assessment
2. Inclusion
3. Gate-keeping
4. Energizing
5. Discipline
6. Structuring
7. Tuning in
8. Objective setting
9. Success measures
10. Information collection
11. Decision making
12. Planning
13. Action
14. Review to improve
15. Listening
16. Openness
17. External challenge
18. Creativity
19. Individual development
20. Team members’ satisfaction
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Interpreting the Results

Although numerical scores can be misleading, the following guidelines may be helpful.
Score Comment
Below 50 You have just made a start! Why not videotape yourself in team
situations and try to identify what is holding you back from being
a more effective process manager?
50−69 There’s more to do! If you want to develop process management

skills, we suggest that you work on developing specific behaviors
that will help you make progress.
70−99 You are making progress! Identify a few areas to work on and
collect feedback to see how well you are doing.
100 or more Well done! Build on your strengths and continue to practice.
Process management is a very useful skill.
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Process Management Skills

As the PM of a meeting, you have a vital role. The skills that you will need include:
• Keeping observant—so that you can keep “helicopter vision” and see when
things are going wrong
• Focusing the team discussion—so that issues are explored fully
• Setting standards—so that the team operates efficiently and effectively
• Influencing group norms—so that positive practices are embedded
• Maintaining organization—so that things get done
• Providing discipline—so that people contribute positively and equally
• Facilitating input from all—especially those who are slower to come forward
• Suggesting options for ways of working on topics—so that the group is open to
other ideas
• Dealing with inefficiency (for example, time wasting)—so that effectiveness is

maintained
• Allocating tasks—if this would be a better use of resources
• Ensuring that action steps are agreed to—so that accountabilities are clear
and decisions are implemented
• Celebrating success—so that work is felt to be worthwhile
• Reviewing effectiveness—so that the team learns from its experience
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Task Sheet
Your Task
The 20 Process Management Skills represent the most significant roles of the PM.
Review your scores on each item of the Assessment and complete the worksheet
below. If possible, discuss your analysis with at least one other person in order to
clarify thinking and gain additional ideas. Ensure that you conclude with an action
plan.
1. What are your key strengths as a PM? How do these add value to your team?
Key Strengths Value Added to Teams
1.
2.
3.
4.
5.
2. What are your key development needs as a PM? Why is it important that you
enhance your skills in these areas?
Key Development Needs Why Important?
1.
2.
3.
4.
5.
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Metric 2.3
Team Management Roles
Questionnaire
Introduction
The manager of a team can adopt different roles, which set the tone for how the
team operates. This metric provides a method for a team manager to reflect on
the roles that they play and consider whether to amend or change them. This
activity was designed for use within a real team context, but it can be readily
adapted for use in training programs, although the briefing instructions will need
to be changed. The metric has been written to facilitate a dialogue between a
team manager and a team member. The process can, of course, be repeated
several times with different team members.
Objectives
• To provide a framework for reviewing team management roles
• To provide the opportunity for team members to discuss team management
roles with their leader
Materials
• Questionnaire
• Analysis
• Action Plan
Method
2. Clarify the scoring system before team members complete the Questionnaire.
Each is allocated a set number of points, which all must be distributed among
the ten possible team managerial roles described. The allocation of points is
done twice—once for the current situation and once for the desired situation.
The focus of attention is the team manager, so the team manager should
complete the Questionnaire about him- or herself and the team member
should consider the roles played by the manager.
115
3. Distribute the Questionnaire and have the team manager and the team
member complete it individually.
4. Give a copy of the Analysis and the Action Plan to the team manager and
team member. After they each complete their score graphs on the Analysis
Sheet, have them meet uninterrupted for at least an hour for a structured
discussion following the format given on the Action Plan sheet. They should
discuss the results of the Questionnaire and compare and contrast their scores
using the graphs provided.
Time Required
At least 1 hour (excluding pre-work)
116
Team Management Roles Questionnaire
Questionnaire
Write the name of the manager being reviewed in the box below.
Name of team manager being reviewed:
This Questionnaire is intended to help the team manager (named above) and a team
member discuss the roles that the team manager currently plays and discuss possible
changes of emphasis for the future. The focus of attention is the team manager, so
the team manager should complete the questionnaire about him- or herself and the
team member should consider the roles played by the named team manager.
The team manager and the team member should complete a copy of the
Questionnaire individually. You have been allocated two sets of 100 points, all of
which must be distributed among the ten possible managerial roles described.
The first set of 100 points should be distributed to evaluate what is happening now.
The number of points given for each item should reflect the degree to which that role
is emphasized at the present time. The more strongly a particular role is played, the
more points should be allocated. Remember, you must allocate 100 points in total—no
more, no less.
The second set of 100 points should be distributed to reflect what you would like to
happen in the future. Again, the number of points given for each item should reflect
the degree to which that role should be emphasized. Remember, you must allocate
100 points in total—no more, no less.
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The Ten Team Managerial Roles

1. The team manager is an inspirer (communicates mission, direction, and
purpose).
The team manager behaves this way now.
I would like the team manager to behave this way.
2. The team manager is fully accountable (selecting, promoting, and dismissing

staff, deciding what has to be done, and taking full charge).
3. The team manager is an expert (a “master” of the work we do who leads by

example).
4. The team manager is a supervisor (training, checking, scheduling, and resolving

day-to-day problems).
5. The team manager is a resource gatherer (acquiring resources from inside or

outside the organization).
6. The team manager is an inspector (checking, investigating, and reporting—but

not taking charge).
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7. The team manager is a coordinator (plans, monitors, and redirects resources to

achieve specified objectives).
8. The team manager is a specifier of requirements (says what tasks are to be done
and checks to see whether they have been done, but does not directly
supervise).
9. The team manager is a helper (enables the team member to get jobs done).
10. The team manager is a colleague (works as an equal, without using authority).
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Analysis
The team manager and the team member should plot their scores separately.
Team Manager’s Scores

Plot your scores on the graph below. Use a different colored pen for the current and
desired scores. Then complete the discussion task as suggested.
1 Inspirer
Fully
2 Accountable
Manager
3 Expert
4 Supervisor
Resource
5
Gatherer
Role
6 Inspector
7 Coordinator
Specifier of
8
Requirements
9 Helper
10 Colleague
0 10 20 30 40 50 60 70 80 90 100
Points
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Team Member’s Scores

Plot your scores on the graph below. Use a different colored pen for the current and
desired scores. Then complete the discussion task as suggested.
1 Inspirer
Fully
2 Accountable
Manager
3 Expert
4 Supervisor
Resource
5
Gatherer
Role
6 Inspector
7 Coordinator
Specifier of
8
Requirements
9 Helper
10 Colleague
0 10 20 30 40 50 60 70 80 90 100
Points
122
Action Plan
After completion of the score graphs, the team manager and the team member should
meet to discuss the results. The following questions should be addressed:
1. How far do the perceptions of the present situation agree?
2. What are the reasons for differences of perception?
3. How far do the perceptions of the desired situation agree?
4. What are the reasons for agreement in perception?
5. Looking at the tasks that have to be performed, what team manager roles
would it be useful to increase?
6. Looking at the tasks that have to be performed, what team manager roles
would it be useful to decrease?
123
7. How should these changes be undertaken?
8. What changes will be needed in the team manager’s behavior?
9. What changes in systems, training, and procedures will be necessary?
124
Metrics for
Assessing Team
Strengths and
Barriers
Metric 3.1
Team Values Audit
Introduction
This metric provides an opportunity for teams to explore the values that they
have adopted. It can lead to a profound reassessment of the team’s way of
operating. Team members often develop closer relationships following
participation in this audit.
Objectives
• To provide a format for assessing team values
• To provoke a discussion as to where existing team values are functional or
dysfunctional
Materials
• Questionnaire
• Score Sheet
• The 12 Values of Teamwork
• Exercise
Method
2. Distribute the Questionnaire and have participants complete it as directed.
3. Have participants score their Questionnaires, using the Score Sheet.
4. Interpret their results by leading a discussion about the 12 Values of

Teamwork.
5. Have them form into small groups to complete the Exercise as directed.
Time Required
127
Team Values Audit
Questionnaire
This questionnaire asks for your opinions about a specific team or cluster of teams
(for example, all of the teams working on a complex project). Before you begin,
define the team that you wish to review and write the definition in the box below.
(When several people from the same team complete the survey together, they should
make sure that they are all using the same definition of the unit being assessed.)
Answer the 60 items on the following pages only in relation to this definition of the
team being assessed. Even if you do not have enough information to make a definitive
judgment, rate each item to the best of your knowledge, using the scale from 0 to 4
below:
The statement is…

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

that they are in charge.
2. Much effort is invested in developing key members of 0 1 2 3 4
the team so that they achieve a very high standard of
competence.
3. Outstanding performance is well rewarded. 0 1 2 3 4
4. Great care is taken to ensure that key decisions are 0 1 2 3 4
well considered.
5. There is a constant search for ways to do things more 0 1 2 3 4
efficiently.
6. Team members avoid spending money unnecessarily. 0 1 2 3 4
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Assessing Team Strengths and Barriers
The statement is…

3 = Largely true
1 = Largely untrue
7. People with genuine difficulties are treated with 0 1 2 3 4

compassion by management.
8. Care is taken to ensure that everyone feels part of the 0 1 2 3 4
team.
9. Team procedures are well thought through. 0 1 2 3 4
10. The team is aggressive in defense of its own interests. 0 1 2 3 4
11. Everyone is aware of the importance of care for the 0 1 2 3 4
customer.
12. Innovation and creativity are encouraged if they lead 0 1 2 3 4
to more business.
13. The team manager is respected. 0 1 2 3 4
14. Considerable efforts are made to appoint the best 0 1 2 3 4
candidates to key positions.
15. Team members receive regular feedback on how they 0 1 2 3 4
are performing.
16. Over the past few years, decisions made by team 0 1 2 3 4
management have proved largely successful.
17. New technologies and techniques are regularly 0 1 2 3 4
investigated to see whether they could increase
efficiency.
18. Great efforts are made to ensure that people 0 1 2 3 4
understand the economic benefits that arise from the
contribution they are making.
19. Team members are always given a fair hearing when 0 1 2 3 4
disputes arise.
20. Team-building techniques are used often to ensure 0 1 2 3 4
that the team works well.
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Team Values Audit
The statement is…

3 = Largely true
1 = Largely untrue
21. Team members are held accountable for their 0 1 2 3 4

actions.
22. Threats to the team are treated seriously. 0 1 2 3 4
23. This team believes in being the best it can be. 0 1 2 3 4
24. New ideas are highly valued. 0 1 2 3 4
25. Team managers are widely perceived to have earned 0 1 2 3 4
the authority that they exercise.
26. Great efforts are made to develop the skills of team 0 1 2 3 4
members.
27. Team members’ rewards are clearly linked to 0 1 2 3 4
performance.
28. The team plans well for the future. 0 1 2 3 4
29. The team is known for producing high-quality goods or 0 1 2 3 4
services.
30. Team members are appraised on whether the 0 1 2 3 4
activities that they undertake are cost-effective.
31. Team managers demonstrate by their actions that 0 1 2 3 4
they care about the well-being of the people on the
team.
32. Team members are proud of belonging to the team. 0 1 2 3 4
33. Basic codes of conduct between team members are 0 1 2 3 4
well understood.
34. If standards were to slip, the team would take action 0 1 2 3 4
to remedy the situation.
35. Competition between work groups is encouraged to 0 1 2 3 4
raise standards of performance.
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The statement is…

3 = Largely true
1 = Largely untrue
36. The team seizes opportunities as they occur. 0 1 2 3 4

37. Those with responsibilities are given commensurate 0 1 2 3 4
authority so that things can get done.
38. Team members get real opportunities to develop their 0 1 2 3 4
careers.
39. Performance is the main criterion by which team 0 1 2 3 4
members are evaluated.
40. Decisions are communicated effectively to everyone 0 1 2 3 4
who may be affected by them.
41. Low standards are not tolerated on this team. 0 1 2 3 4
42. Team members look after the company’s money as if 0 1 2 3 4
it were their own.
43. This team is considered to be a good group to be 0 1 2 3 4
involved with.
44. This is a team in which people go out of their way to 0 1 2 3 4
be helpful to each other.
45. The team takes pride in having effective procedures 0 1 2 3 4
to manage all routine situations.
46. The team deals effectively with anything or anyone 0 1 2 3 4
that could get in the way of success.
47. Destructive competition between groups or 0 1 2 3 4
departments is avoided.
48. Entrepreneurial skills are highly valued. 0 1 2 3 4
49. The team manager ensures that all team members are 0 1 2 3 4
working toward the same set of goals.
50. The performance of the team is evaluated regularly. 0 1 2 3 4
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Team Values Audit
The statement is…

3 = Largely true
1 = Largely untrue
51. People get rewarded for doing things that enable the 0 1 2 3 4
wider organization to be successful.
52. Team members have been well trained in decision- 0 1 2 3 4
making techniques.
53. Pride in the job is demonstrated at all levels. 0 1 2 3 4
54. Financial resources are used prudently. 0 1 2 3 4
55. There are no destructive class or racial barriers on this 0 1 2 3 4
team.
56. Deliberate steps are taken to develop effective 0 1 2 3 4
teamwork across organizational boundaries.
57. Rules help, rather than hinder, task accomplishment. 0 1 2 3 4
58. Team members fight to protect the team’s interests. 0 1 2 3 4
59. The team performance is compared frequently with 0 1 2 3 4
similar teams in other organizations.
60. Good ideas get acted upon quickly. 0 1 2 3 4
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Team Values Audit
Score Sheet
On the grid below there are 60 squares, each one numbered to correspond to a
statement. Copy the scores from your completed questionnaire. Be careful not to miss
a statement. When you have copied all 60 scores, total the numbers in each row.
Your Your Your Your Your Raw

Scores Scores Scores Scores Scores Totals Code Issue
1 13 25 37 49 Ia Use of Hands-on
Power
2 14 26 38 50 Ib Support for Elitism
3 15 27 39 51 Ic Reward for Excellence
Emphasis on
4 16 28 40 52 IIa Effectiveness
5 17 29 41 53 IIb Pursuit of Efficiency
Adoption of "Economy
6 18 30 42 54 IIc Everywhere" Principle
7 19 31 43 55 IIIa Concern for Fairness
8 20 32 44 56 IIIb Strong Team Ethos
Belief in Structure
9 21 33 45 57 IIIc and Accountability
10 22 34 46 58 IVa Strong Defense
Commitment to
11 23 35 47 59 IVb Customers
12 24 36 48 60 IVc Ethic of Opportunism
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Team Values Audit
The 12 Values of Teamwork

Interpreting the Questionnaire
Now that you have scored the Questionnaire, you are, no doubt, wondering what it
means. Scores for each of the 12 values are shown on the right-hand side of the score
sheet. High scores suggest a values strength; low scores suggest a barrier. Now that
you have completed the Team Values Audit, you will have an idea about which are the
peak values of your team.
The Team Values Audit supports the principle that successful teamwork is the active
and persistent pursuit of all 12 values reviewed by the Questionnaire.
The First Core Issue: Team Management

Because many teams are multidisciplinary, specialist functions must be integrated in
order for the team to operate successfully. Only team management can direct and
coordinate the team. To achieve success, team management must be well defined,
well selected, well trained, and well motivated.
Three sub-issues need to be addressed, as described below.
Use of Hands-on Power

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

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

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

Work in teams can be dull, grueling, demanding, challenging, and worrisome. In the
final analysis, every team should be concerned with output, not with the toughness of
the task. This means that the job must be done, and done well. It requires focusing on
clear objectives, working efficiently, and conserving resources. We call this process
managing the task.
Emphasis on Effectiveness
Focusing on the right issues must be a constant concern. A successful team is able
to focus resources on activities that get results. The team adopts this value: We
do the right thing.
Pursuit of Efficiency
It has been said that good teamwork is about doing hundreds of little things well.
All too often, a small error has a disproportionate effect on the quality of the
whole. The drive to do everything well gives a sharp edge. The successful team
searches relentlessly for better ways to do things, and it builds pride into the job.
The team adopts this value: We do things right.
Adoption of “Economy Everywhere” Principle

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

Members of senior management often expect teams to perform to a very high
standard; they demand hard work, loyalty, skill, care, and honesty. However, if
people are to give their best, they need to be treated with compassion, to feel
valued, and to feel that they are part of a well-structured process. We call this
managing relationships.
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Team Values Audit
Concern for Fairness

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

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

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

Every team exists within an environment—sometimes turbulent, often hostile and
complex. The members of the team must strive to understand the environment from
all viewpoints—social, technical, economic, and competitive. Without this
understanding, it is impossible to make wise decisions. In order to survive and succeed
in its environment, a team must formulate a strategy of defense to protect its
interests, take all necessary steps to be world-class, and seize opportunities whenever
they occur. We call this process managing the environment.
Strong Defense
For some teams, it is a dog-eat-dog world. The successful team studies external
threats and then formulates a strong defense. The team adopts this value: We
know our enemy.
139
Commitment to Customers
Almost all teams have customers—some internal, some external. The successful
team takes all necessary steps to understand its customers and meet their needs.
The team understands that it is the best who survive and the weakest who go to
“the wall.” The team adopts this value: We survive because we are the fittest.
Ethic of Opportunism
Despite the most brilliant planning, it is inevitable that opportunities and threats
will occur. A team cannot afford to ignore the unexpected. It is wiser to actively
seek out new opportunities than to allow others, more fleet of foot, to grab the
best chances. Opportunities have to be seized quickly, even though this may
involve risks. The successful team is committed to opportunism. The team adopts
this value: We dare, so we win.
140
Team Values Audit
Exercise
Form into small groups to discuss the results of the Team Values Audit. Answer the
following questions:
1. Do you agree with the “12 Values of Teamwork” as the definition of desirable
team values? If not, what do you disagree with? What is the evidence that
proves these values incorrect?
2. What are the dominant values of the team(s) you have studied? To what extent
does the analysis “feel” right?
3. What are the strong values of the team? How do these contribute to success?
4. What are the weak values of the team? How do these contribute to lack of
success?
5. What practical steps can be taken to build on successful values and remedy any
area of weakness?
141
Metric 3.2
Team Effectiveness Audit:
Eastern or Western Orientation?
Introduction
This intervention is intended for use with real teams, although it can be readily
adapted during training events. Any number of groups may participate at the
same time. As the assessment looks at Eastern and Western approaches, it is
particularly suitable for cross-cultural groups.
Objectives
• To provide a framework for discussing team values
• To clarify cultural influence in value systems
• To provide a framework for re-evaluating team values
Materials
• Assessment
• Answer Grid, which may be prepared as an overhead transparency
• The Ten Dimensions of Team Values
• Task Sheet

• OH 3.2.1: The Ten Dimensions of Team Values
Each group will need:

• A flip chart
• Blank overhead transparencies
• A set of colored overhead transparency markers
143
Method
2. Have participants complete the Assessment and record their scores on the
Answer Grid as directed (10 minutes).
3. Give a short lecture on The Ten Dimensions of Team Values, using OH 3.2.1,
which may be handed out at this stage (15 minutes).
4. The team(s) works through the task as directed. A debate follows where
individual differences are fully discussed (45 minutes).
Time Required
144
Assessment
Teams have shared values or beliefs that affect how team members think and feel.
This questionnaire asks you to reflect on the values of a defined team. If you are
completing the questionnaire with others, agree on an exact definition of the team
being reviewed before you proceed. Record your definition in the box below.
Consider each of the items below and circle one number to indicate how you see the
current values or beliefs of the team. Make your own judgment in each case—there
are no right or wrong answers.
1. To what extent do levels of authority determine how people relate to one

another?
There is a clear hierarchy of 1 2 3 4 5 6 With no clear hierarchy of
authority that determines authority, team members
how team members relate to relate to one another
one another. according to their personal
preferences.
2. How far does democracy (rule by majority opinion) determine the way decisions
are made?
The most senior people make 1 2 3 4 5 6 The views of the majority
all significant decisions. determine what is done.
3. To what extent does everyone on the team expect to participate in decision

making?
Team members never expect 1 2 3 4 5 6 Team members participate
to participate in decision fully in decision making on
making. many occasions.
145
4. Do team members feel that they can enjoy the support of their colleagues
“through thick and thin”?
Team members do not 1 2 3 4 5 6 Team members are supported
expect to be supported by by their colleagues, without
their colleagues. question.
5. What is more important—the individual or the team?

The team is more important 1 2 3 4 5 6 The individual is more
than the individual. important than the team.
6. What does the team value most—change or continuity?

Continuity is valued rather 1 2 3 4 5 6 Change is valued rather than
than change. continuity.
7. What management style do team members want the team leader to adopt?
Team members prefer that 1 2 3 4 5 6 Team members prefer that
the team leader be authori- the team leader be personal,
tative and somewhat distant. responsive, and close.
8. How is conflict viewed?

Conflict is seen to be, almost 1 2 3 4 5 6 Conflict is seen to be, almost
always, unacceptable or always, constructive or
dysfunctional. functional.
9. How is effort viewed?

Team members undertake 1 2 3 4 5 6 Team members undertake
work because they feel that work because they feel
they are obliged to give their committed to the team.
effort whatever the circum-
stances.
10. How does the team cooperate with other teams?

Team members help 1 2 3 4 5 6 Team members work with
members of other teams members of other teams
because they know that they because procedures require
will get help themselves if that cooperation take place.
they need it.
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Answer Grid
Record the scores of each member of the team on the answer grid below. Use a
different colored pen for each team member if possible.
1. Equality
Not Valued 1 2 3 4 5 6 Valued
2. Democratic Process
3. Participative Decision Making

4. Generalized Support
5. Individualism
6. Change Acceptance
7. Autonomy
8. Conflict
9. Work Ethic
10. Inter-Team Cooperation

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The Ten Dimensions of Team Values

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

Team Values
1. Equality: To what extent should people be treated as equals?
2. Democratic Process: Who has the power?
3. Participative Decision Making: Who should make decisions?
4. Generalized Support: Who looks after you?
5. Individualism: Is the individual or the team more important?
6. Change Acceptance: Is change seen as generally positive?
7. Autonomy: Who decides what you do?
8. Conflict: Is it good to argue?
9. Work Ethic: Is work natural?
10. Inter-team Cooperation: How should I work outside the team?
1. Equality
Eastern societies believe that authority is legitimate and provides order and
direction. Western beliefs favor equality, and authority is less likely to be
viewed as positive.
2. Democratic Process
Democracy is viewed as potentially disruptive in the East because it under-
mines continuity and introduces unhelpful diversity. In the West, democracy
is valued as a means of making those with power responsive to the powerless.
1
The inspiration for this activity came from “Clash of Civilisations” by Chris Jasper in Window
(7 January 1994, Hong Kong, 3(1)).
149
3. Participative Decision Making

Participation is seen as a hazard in Eastern societies, because it results in
power being diluted and influence goes to those who are not responsible for
the outcome. Conversely, participation is viewed as desirable in many
Western organizations, because it is believed to both improve the quality of
decisions and increase commitment to the outcome.
4. Generalized Support
In Eastern societies, the individual expects to be responsible for their own
well-being and falls back on the family in times of need. Conversely, in
Western society, the individual expects the employing organization or the
state to be responsible for their welfare.
5. Individualism
In the East, the individual is less important than the team. The person’s needs
and wants are subsumed into the general good. Western beliefs favor the
individual above the team or collective group—sometimes individuals are
defended against the organization.
6. Change Acceptance
Eastern societies prefer stability and continuity over change. In the West,
change is regarded as desirable for its own sake, and social upheavals are
looked upon as inevitable and developmental.
7. Autonomy
Autonomy (control by the individual of their behavior) is viewed with
suspicion in the East where people do what is right rather than what they
believe is best for themselves. In the West, autonomy is highly valued—
individuals seek to control their destiny in their own interest.
8. Conflict
In the East, conflict is considered destructive, because energy is invested in
accentuating differences rather than emphasizing common ground. Western
attitudes to conflict are different: conflict is perceived as the mainspring of
progress and an essential element in a dynamic team or organization.
9. Work Ethic
The Eastern view is that work is natural and a burden that mankind carries. A
person who does not work is not fulfilling his or her obligations. Conversely,
work is viewed in the West with mixed emotions: it is a life-choice—loved by
some and hated by many.
150
10. Inter-team Cooperation

In the East, relationships are considered to work best when they are recipro-
cal—“one good turn deserves another.” Conversely, inter-team work is viewed
in the West as a necessary element in an organization’s set of procedures:
mutual obligations are less important.
151
Task Sheet
Consider the profile that your team has drawn and debate the following questions:
1. What values underlie your team at the moment?
2. What are the strengths of these values?
3. What are the weaknesses of these values?
4. What would be the pros and cons of moving further toward an Eastern model?
Pros Cons
5. What would be the pros and cons of moving further toward a Western model?
Pros Cons
153
6. What team value changes do you feel are desirable in the next year? How can
these be achieved?
Desirable Changes How to Achieve
7. What changes in behavior would be needed in the next year?
Changes Who? Why?

______________________ _____________________ ______________________
______________________ _____________________ ______________________
______________________ _____________________ ______________________
______________________ _____________________ ______________________
154
OH 3.2.1
The Ten Dimensions of

Team Values
1. Equality: To what extent should people be treated as
equals?
2. Democratic Process: Who has the power?
3. Participative Decision Making: Who should make
decisions?
4. Generalized Support: Who looks after you?
5. Individualism: Is the individual or the team more
important?
6. Change Acceptance: Is change seen as generally
positive?
7. Autonomy: Who decides what you do?
8. Conflict: Is it good to argue?
9. Work Ethic: Is work natural?
10. Inter-team Cooperation: How should I work outside the
team?
Metric 3.3
Team Meeting Effectiveness Index
Introduction
Teamwork involves participating in meetings; indeed, the act of meeting is the
visible manifestation of teamwork in action. The Team Meeting Effectiveness
Index provides a straightforward metric of the degree to which team meetings are
efficient and effective, and improve teamwork.
Objectives
• To evaluate the effectiveness of a team meeting
• To help a team leader assess the effectiveness of their own skills
• To provide a diagnostic input for a team-building process
• To offer techniques for making meeting more effective
Setup
If the Team Meeting Effectiveness Index is to be used as the basis for a team-
building session, then a week or so prior to the session, all the members at a
particular meeting are asked to spend a few minutes at the end of the meeting
completing the Assessment. Copies can be placed in a sealed envelope and kept
for the team-building session.
The Team Meeting Effectiveness Index may also be used as a stand-alone

feedback questionnaire following a team meeting. All the participants are asked
to complete the Assessment about the meeting they have just attended.
Materials
• All participants will need a copy of the Score Sheet.
• A flip chart and marker will be needed.
• If the optional activity is to be completed, each participant will require three
blank Post-it® notes.
157
Method
2. As an option, the What is an Effective Meeting? activity can be conducted.

This provides a short introduction to the theory of successful meetings. Notes
for facilitators are provided for this optional activity.
3. Have participants share their total scores from the Team Meeting
Effectiveness Index and then share their scores for each of the 20 items (on a
flip chart).
4. Pose the following two questions to the team for discussion:
• What are the strengths of our team meetings that can be improved even
further?
• What is hindering the effectiveness of our team meetings that can be
reduced or eliminated?
5. Between three and five action points should be agreed upon.
Time Required
Approximately 1 hour (or 1 hour and 30 minutes with the optional activity)
158
Assessment
In the box below, indicate the team and the meeting being assessed.
The meeting being assessed is:
Complete the assessment on the defined team and meeting by circling one number for
each item.
1. How clear were you about the topics that were to be discussed at this meeting
when you arrived?
I was totally unclear. 1 2 3 4 5 I was totally clear.
2. To what extent were you able to prepare fully for this meeting?
Not at all. 1 2 3 4 5 In every respect.
3. Did the leader of the meeting ensure that the objectives were clarified fully
before detailed discussion started?
Objectives were not 1 2 3 4 5 Objectives were fully
clarified. clarified.
4. Did the meeting have an adequate degree of structure—not too much, not too
little?
The meeting was 1 2 3 4 5 The meeting was
inappropriately structured. appropriately structured.
5. Did the leader of the meeting ensure that you contributed fully?
I was not helped to 1 2 3 4 5 I was helped to contribute
contribute fully. fully.
159
6. Were graphics, mind-maps, diagrams, and other visual aids presented in a

creative way?
Visual aids were not used. 1 2 3 4 5 Visual aids were used
creatively.
7. Did you discuss the issues openly (that is, said what you felt and shared
information fully)?
I was less than open. 1 2 3 4 5 I was fully open.
8. In your opinion, was sufficient time allowed to discuss the key issues?
Key issues did not receive 1 2 3 4 5 Key issues received sufficient
sufficient time. time.
9. Was the meeting decisive?

Decisions that needed to be 1 2 3 4 5 Decisions that needed to be
made were not made. made were made.
10. Was a record kept of what was said and what was decided?
An appropriate record was 1 2 3 4 5 An appropriate and complete
not kept of what was said record was kept of what was
and decided. said and decided.
11. Did you enjoy participating in this meeting?

I did not enjoy participating 1 2 3 4 5 I enjoyed participating in this
in this meeting. meeting.
12. Were the appropriate people at this meeting?

We were missing several key 1 2 3 4 5 All the key people were at
people from this meeting. this meeting.
13. Were all participants brief and succinct when they made a contribution?
Some or many participants 1 2 3 4 5 All participants were brief and
were not brief and succinct. succinct.
160
14. Was this meeting used as a learning opportunity?

No steps were taken to learn 1 2 3 4 5 Positive steps were taken to
from this meeting in order to learn from this meeting in
make improvements in the order to make improvements
future. in the future.
15. Were the action points/responsibilities identified clearly?

Action points/responsibilities 1 2 3 4 5 Action points/responsibilities
were not identified clearly. were identified clearly for all
parts of the meeting.
16. Did the participants contribute with a high level of energy?

Everyone’s energy level was 1 2 3 4 5 Everyone’s energy level was
low. high.
17. Were conflicts or differences of views resolved without undermining personal

relationships?
Personal relationships were 1 2 3 4 5 Personal relationships were
damaged by conflicts or not damaged by conflicts or
differences of view. differences of views.
18. Do you feel 100 percent confident that the actions agreed to in the meeting will
get done on time?
I feel that most or all of the 1 2 3 4 5 I feel that all of the agreed-to
agreed-to actions will not get actions will get done on time.
done on time.
19. Did participants in the meeting go out of their way to cooperate, even on issues
that do not concern them directly?
There is a low level of 1 2 3 4 5 All participants in the meeting
cooperation. went out of their way to
cooperate to the maximum
degree possible.
20. Were meeting effectiveness tools, such as brainstorming, used appropriately?

Meeting tools were not used 1 2 3 4 5 Meeting tools were used
or were used inappropriately. appropriately with good
results.
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Score Sheet
Add the scores for the 20 items and note the total:
Score Comment
Less than 39 A lot of work needs to be done!
40−59 The meeting was marginally effective, but a lot of work still
needs to be done to upgrade future meetings.
60−79 The meeting was largely effective, but some work needs to be
done to further upgrade future meetings.
80+ Well done! Build on your success.
Categorizing the 20 Items
Team Effectiveness
Items
Category
1. How clear were you about the topics that were to be Structure
discussed at this meeting when you arrived?
2. To what extent were you able to prepare fully for this Structure
meeting?
3. Did the leader of the meeting ensure that the Leadership
objectives were clarified fully before detailed
discussion started?
4. Did the meeting have an adequate degree of structure— Structure
not too much, not too little?
5. Did the leader of the meeting ensure that you Leadership
contributed fully?
6. Were graphics, mind-maps, diagrams, and other visual Structure
aids presented in a creative way?
163
Team Effectiveness
Items
Category
7. Did you discuss the issues openly (that is, said what you Participation
felt and shared information fully)?
8. In your opinion, was sufficient time allowed to discuss Efficiency
the key issues?
9. Was the meeting decisive? Results oriented
10. Was a record kept of what was said and what was Results oriented
decided?
11. Did you enjoy participating in this meeting? Participation
12. Were the appropriate people at this meeting? Results oriented
13. Were all participants brief and succinct when they Efficiency
made a contribution?
14. Was this meeting used as a learning opportunity? Efficiency
15. Were the action points/responsibilities identified Results oriented
clearly?
16. Did the participants contribute with a high level of Participation
energy?
17. Were conflicts or differences of views resolved without Participation
undermining personal relationships?
18. Do you feel 100 percent confident that the actions Results oriented
agreed to in the meeting will get done on time?
19. Did participants in the meeting go out of their way to Participation
cooperate, even on issues that do not concern them
directly?
20. Were meeting effectiveness tools, such as brainstorm- Structure
ing, used appropriately?
164
What is an effective meeting?

Activity Facilitator’s Notes
Introduce this session by saying, “We all attend lots of meetings, and we are going to
spend a few minutes considering what is an effective meeting.”
Present the task: “Think of a meeting that you have attended in the past few months
that you felt was particularly effective. Think of three characteristics that made the
meeting outstanding. Write a brief description of each characteristic on a separate
Post-it® note.”
After participants have completed this task, collect the completed Post-it® notes, and
tell them that in 2003 at the American Society for Training and Development (ASTD)
Conference in San Diego, the results of research into thousands of meetings were
revealed. According to the ASTD research, meetings need to be:
• Well led: The leader has appropriate control, clarity of vision, positive
stance; is realistic; and shows chairmanship skills.
• Structured: There are complete agendas, intelligent use of structure, self-
discipline, and the appropriate use of frameworks and tools.
• Efficient: Things get done and the meeting does not take too much time.
Time is invested where the greatest benefit lies. Learning is captured, and
continuous improvement takes place.
• Participative: Participants contribute with commitment, a high energy level,
and openness. There is involvement, cooperation, and full debate. Any
conflicts are resolved quickly and amicably.
• Results oriented: The meeting is decisive, and there is a bias toward action.
Actions are owned and implemented. The appropriate people are present to
make things happen.
Categorize the completed Post-it® notes into these five categories, although you
should be open to the idea that someone has suggested an attribute of an effective
meeting that does not fit the ASTD categorization. The session should be participa-
tive.
In conclusion, emphasize that the meetings that they reviewed were from their own
experience, so the data are likely to be valid. In conclusion:
Effective Meetings = Well Led + Structured + Efficient + Participative + Results Oriented
165
Metric 3.4
Assessing the Stage of Team
Development
Introduction
Teams develop, and as they do, they go through stages that are, to some extent,
predictable. This assessment indicator helps a team know where it is on a
development path and a team-building facilitator gain insight into what the team
needs to do in order to develop further.
Objectives
• To provide a conceptual model of the team-development process
• To provide a diagnostic framework that enables the members of a team to
assess their current stage of development
• To provide a diagnostic input tool for a team-building process
• To provide insight into what issues may need to be explored to help the team
move on to the next stage
Materials
• Assessment
• Score Sheet
• The Five Stages of Team Development
• Exercise
Method
2. Ask participants to complete the assessment individually (10 minutes).
3. Collect data from all participants, then average and display the data on a
master chart (20 minutes).
4. Give a short lecture on the five stages of team development, using The Five
Stages of Team Development (10 minutes).
167
5. Have participants consider at what stage of development their team is and

what needs to be done to take the team forward by completing the Exercise
(35 minutes).
Time Required
168
Assessing the Stage of Team Development
Assessment
In the box below, indicate the team being assessed:
Rate how each statement relates to the team, using the scale from 0 to 4 below:

1 = Often untrue
2 = Sometimes untrue
3 = Often true
1. Members of the team do not know one 0 1 2 3 4

another well as people.
2. I think that many members of the team are 0 1 2 3 4
still trying to work out who has real power
and influence in the group.
3. Members of the team relate well to one 0 1 2 3 4
another, but the team does not get things
done effectively.
4. The team is effective: it sets goals and 0 1 2 3 4
achieves them.
5. Team members know what the others think 0 1 2 3 4
without having to ask.
6. The team has been together for so long that 0 1 2 3 4
it has lost its drive.
7. Team members take satisfaction from 0 1 2 3 4
knowing that this is a high-performing group.
8. In this team, people have a lot of fun 0 1 2 3 4
together, but a lot of time passes without
much being accomplished.
169

1 = Often untrue
3 = Often true
9. There are damaging personality clashes 0 1 2 3 4

between team members.
10. This is a group of individuals—not a team. 0 1 2 3 4
11. Members of the team have not spent enough 0 1 2 3 4
time together to be certain of the values and
beliefs of other members.
12. It is not clear who is really in charge of the 0 1 2 3 4
team.
13. Members of the team spend a lot of time 0 1 2 3 4
chatting and building relationships with one
another.
14. Members of the team have spent time 0 1 2 3 4
thinking about how things need to change in
order to improve performance, and many
changes have been implemented.
15. The key people in this team are so 0 1 2 3 4
comfortable with one another that they
rarely challenge each other’s viewpoints.
16. Few things have changed in this team over 0 1 2 3 4
the past year or so.
17. Team members go outside the team to look 0 1 2 3 4
for ideas that will improve the team’s
performance.
18. Things get done slowly, and there are many 0 1 2 3 4
setbacks on this team.
19. One member cannot rely on the others to be 0 1 2 3 4
helpful.
20. There is no real warmth or affection between 0 1 2 3 4
team members.
170

1 = Often untrue
3 = Often true
21. Team members have not spent enough time 0 1 2 3 4

together to know whether they are truly
committed to being full members of the
team.
22. Underlying power conflicts prevent the team 0 1 2 3 4
from moving forward.
23. If the team operated with more structure 0 1 2 3 4
and self-discipline, it would be more
effective.
24. This team can be relied upon to do what it 0 1 2 3 4
says it will do.
25. The team would benefit from new blood or a 0 1 2 3 4
shake-up.
171
Score Sheet
Copy your scores from the questionnaire onto the scoring grid below. (Note that the
numbers are not in sequential order.) Add the scores for each horizontal row.
Totals Stage
1 10 11 20 21 I
2 9 12 19 22 II
3 8 13 18 23 III
4 7 14 17 24 IV
5 6 15 16 25 V
173
Profile Chart
Circle your score for each stage and connect the circled numbers with a line to create
a profile.
20 20 20 20 20
19 19 19 19 19
18 18 18 18 18
17 17 17 17 17
16 16 16 16 16
15 15 15 15 15
14 14 14 14 14
13 13 13 13 13
12 12 12 12 12
11 11 11 11 11
10 10 10 10 10
9 9 9 9 9
8 8 8 8 8
7 7 7 7 7
6 6 6 6 6
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
0 0 0 0 0
I II III IV V
Testing Infighting Learning Performing Declining
174
The Five Stages of Team Development

Read about the five stages of team development below and look at the table of team
descriptors in the Exercise. These suggest what typically happens at the key stages of
team development.
Stage I: Testing
The team is not really a team, but rather a collection of individuals who have shared
tasks. Relationships are polite, impersonal, guarded, and courteous. Members are
driven by self-interest. Relationships are undeveloped. There is no team mind. The
team may function effectively because all the members are playing a role. Members
are watchful: this has also been called the “ritual sniffing” stage.
Stage II: Infighting

The team is beginning to form. Team members are sorting out their real relationships
with one another. However, the climate is often argumentative and undisciplined
with a low level of listening, and some members confront authority figures. The lead-
ership of the senior person may be questioned. Cliques and alliances may form. Team
members are psychologically involved, but there is very little real commitment. Much
energy goes inward.
Stage III: Learning

The team is willing to learn and begin to adopt a structured approach to problem
solving and decision making. Team and individual effectiveness are reviewed. Mem-
bers develop commitment to one another. All individuals have decided to opt in. The
tasks to be performed become extremely important, but the team has not learned to
be effective. The team conducts experiments in working methods and evaluates its
performance.
Stage IV: Performing

The team has learned to become effective. The team climate is resourceful, confi-
dent, open, and flexible. Meetings are efficient. Roles are clarified. Relationships are
supportive but demanding. Energy is invested in the task. Team members help one
another. There is genuine warmth and affection. The team is open to ideas of those
outside its boundaries.
Stage V: Declining
The team has entered into a period of decline; energy has been lost or the team has
become inward looking and self-satisfied. Team members have become accustomed to
referring to others for confirmation of their views. Ideas are not challenged. Some-
times members who criticize the status quo are isolated or rejected.
175
Exercise
Look at the team development table below. As a team, agree on your current stage of
development. Decide what you can do to move toward the Performing stage.
Stage I: Stage II: Stage III: Stage IV: Stage V:

Testing Infighting Learning Performing Declining
• Not a team—a • Some • Learning • Resourceful • Declining or low

collection of teamwork energy
• Structured • Confident
individuals
• Sorting out • Inward looking
• Reviewing • Open
• Polite real
effectiveness • Self-satisfied
relationships • Flexible
• Impersonal
• Commitment • Ideas not
• Argumentative • Supportive
• Watchful to others challenged
• Undisciplined • Efficient
• Guarded • Individuals opt • Critical
meetings
• Low level of in members
• Courteous
listening • Clear roles isolated or
• Roles clarified
• Self-interested rejected
• Confronting • Supportive but
• Energy focused
• Relationships authority demanding
on perform-
undeveloped climate
• Questioning ance
• No team mind leadership • Energetic
• Tasks
• Role playing • Cliques and extremely • Task-oriented
alliances important
• The “ritual • Mutual help
sniffing” stage • Little real • Experiments in given
commitment working
• Genuine
methods
• Energy inward warmth and
• Evaluation of affection
performance
• Open to ideas
In order to move quickly toward the performing stage, we should:
Do these For these That will require And this will get
things… reasons… that we… done because…
177
Metric 3.5
Team Motivation Assessment
Introduction
This intervention is primarily intended for use with real teams, but it can also be
adapted for use in training events or in management coaching.
Objectives
• To provide a basic model of team motivation
• To enable a team to assess its current level of motivation
• To provide a structure for a team motivation improvement workshop
Materials
• Assessment
• Team Scores Profile
• Elements of a Motivated Team
• Mini-Workshop
Overhead transparencies may be made of the:

• Team Scores Profile
• Mini-Workshop

• OH 3.5.1: Team Motivation Wheel
• A flip chart
• A set of different colored markers
Method
2. Ask each member of the team to complete the Assessment (10 minutes).
3. Share each team member’s scores from the Assessment, using the Team
Scores Profile, and calculate an average score for each motivation area (20
minutes).
179
4. Present the underlying theory, using the Elements of a Motivated Team, and
show OH 3.5.1. Distribute a printout of Elements of a Motivated Team to each
participant (10 minutes).
5. Distribute copies of the Mini-Workshop and establish a priority order to work

through the items. Usually teams choose to tackle the lowest scoring items
first. Explain that the purpose is exploratory and that there should be no
expectation that changes will necessarily occur as a result of the team
session. The activity takes the form of mini-brainstorming sessions. Once
expectations have been discussed and the format understood, the group is
ready to begin brainstorming. Topics (trigger questions) should be explored in
order of significance, allowing approximately three minutes for each topic.
Record ideas in Column A. It is helpful to have a flip chart or overhead
projector to capture ideas in larger groups (40 minutes).
6. When all relevant mini-brainstorming sessions are completed, return to

trigger question 1 and ask, “Which of these areas for improving motivation is
positive and practical?” List suggestions in Column B. Repeat the process for
the remaining relevant questions (40 minutes).
Time Required
Approximately 2 hours
180
Assessment
Indicate the team being assessed in the box below:
Reflect on how positive you feel about being a member of the team. Then rate each
statement below by circling the appropriate number.
1. I feel that my role on the team requires me to use my abilities fully.

My abilities are not used. 1 2 3 4 5 6 My abilities are fully used.
2. I can see jobs through to the end on this team.

My tasks are fragmented. 1 2 3 4 5 6 My tasks are complete in
themselves.
3. I am always learning new things on this team.

I do not learn anything. 1 2 3 4 5 6 I can learn a great deal.
4. The work that the team does interests me.

I am not interested in the 1 2 3 4 5 6 I am very interested in the
work of the team. work of the team.
5. I feel that my contribution to the team is recognized by others as important.

I do not feel that my contri- 1 2 3 4 5 6 I do feel that my contribution
bution to the team is recog- to the team is recognized as
nized as being important. being important.
6. I receive extensive feedback on my performance within the team, so I know

where I am successful and where I need to improve.
I receive no feedback. 1 2 3 4 5 6 I receive extensive feedback.
181
7. In this team, my opinions really make a difference.

My opinions are not taken 1 2 3 4 5 6 My opinions are very
into account. influential.
8. I feel like I can take initiatives.

I do not feel like I can take 1 2 3 4 5 6 I feel empowered and take
initiatives and get things initiatives to get things done.
done.
9. Through effective communication, I am made aware of things that are

happening that affect the team.
I receive no communication 1 2 3 4 5 6 I receive extensive
about things that may affect communication about things
the team. that may affect the team.
10. In this team, we work to high standards.

Standards are low. 1 2 3 4 5 6 Standards are very high.
11. The team leader takes charge when necessary.

The team leader does not 1 2 3 4 5 6 The team leader takes control
take control when necessary. when necessary.
12. The morale of this team is high.

Team morale is low. 1 2 3 4 5 6 Team morale is high.
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Team Scores Profile

Circle each individual score for each issue using different colored pens to show
personal differences.
Motivational Issue
Ia. Stretching job challenge 1 2 3 4 5 6
Ib. Complete tasks 1 2 3 4 5 6
Ic. Continuous learning 1 2 3 4 5 6
IIa. Strong personal interest 1 2 3 4 5 6
IIb. Ample recognition 1 2 3 4 5 6
IIc. Extensive feedback 1 2 3 4 5 6
IIIa. High participation 1 2 3 4 5 6
IIIb. Full empowerment 1 2 3 4 5 6
IIIc. Effective communication 1 2 3 4 5 6
IVa. High standards 1 2 3 4 5 6
IVb. Appropriate control 1 2 3 4 5 6
IVc. High team morale 1 2 3 4 5 6
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Elements of a Motivated Team
Team Motivation Wheel
Ic. Continuous IIa. Strong

Learning Personal
Interest
Ib. Complete IIb. Ample

Tasks Recognition
Ia. Stretching IIc. Extensive

Task Pride in Feedback
Job Challenge Satisfaction Membership
I II
IV III
Team- Empowered
IVc. High Oriented Participation IIIa. High
Team Morale Leadership Participation
IVb. Appropriate IIIb. Full

Control Empowerment
IVa. High IIIc. Effective

Standards Communication
Teams that successfully motivate their members have four key characteristics:
• Team members find their tasks satisfying in themselves. This is defined as

task satisfaction.
185
• Each member feels a sense of pride in being part of the team. This is defined
as pride in membership.
• Members feel strong and fully involved. This is defined as empowered
participation.
• Team leadership helps develop the team into a high performing unit with
strong morale. This is defined as team-oriented leadership.
These are the four essential elements in a highly motivated team. Each element has
three secondary characteristics, which are described below.
I Task Satisfaction
Ia Stretching Job Challenge
Team members feel that their tasks stretch their abilities and require their
attention and skill.
Ib Complete Tasks
There is an opportunity to feel a sense of completion rather than undertaking
fragmented tasks.
Ic Continuous Learning
Working in the team is developmental—new insights, attitudes, and skills are
acquired.
II Pride in Membership
IIa Strong Personal Interest
Team members’ personal interests are fulfilled by being members of the team.
IIb Ample Recognition

Individuals feel that others value their contribution.
IIc Extensive Feedback

Each team member knows their strengths and areas for improvement.
III Empowered Participation

IIIa High Participation
Team members feel that their views and opinions really make a difference.
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IIIb Full Empowerment

Team members have a sense of personal power and feel able to achieve
objectives.
IIIc Effective Communication

Information flows downward (so that team members feel informed), upward (so
that managers know what is going on), and sideways (so that coordination takes
place).
IV Team-Oriented Leadership
IVa High Standards
The team leader expects high standards of quality and output.
IVb Appropriate Control

The team leader is able and willing to take charge when necessary (but does not
exercise control for personal satisfaction).
IVc High Team Morale

The team leader facilitates a strong sense of teamwork and maintains a high level
of motivation.
187
Mini‐Workshop
Brainstorm ideas for addressing each relevant trigger question before deciding what
are the most practical and positive suggestions.
Column A Column B
Trigger
Questions Brainstormed Practical and
Ideas Positive Suggestions
I(a) In what ways could

the tasks that the team
members undertake be
made more challenging?
I(b) In what ways could
the tasks that team
members undertake be
made more complete?
I(c) In what ways could
team members be helped
to learn more?
II(a) In what ways could

team members be helped
to find more interest in
their tasks?
II(b) In what ways could
team members receive
more recognition?
II(c) In what ways could

team members receive
more feedback?
III(a) In what ways could

there be a higher level of
participation?
189
III(b) In what ways could

team members be more
empowered?
III(c) In what ways could

communication be
improved?
IV(a) In what ways could

standards be improved?
IV(b) In what ways could

an appropriate level of
control be exercised?
IV(c) In what ways could

team morale be improved?
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OH 3.5.1
Team Motivation Wheel
Ic. Continuous IIa. Strong

Learning Personal
Interest
Ib. Complete IIb. Ample

Tasks Recognition
Ia. Stretching IIc. Extensive

Task Pride in Feedback
Job Challenge Satisfaction Membership
I II
IV III
Team- Empowered
IVc. High Oriented Participation IIIa. High
Team Morale Leadership Participation
IVb. Appropriate IIIb. Full

Control Empowerment
IVa. High IIIc. Effective

Standards Communication
Metric 3.6
Team Problem‐Solving Skills
Assessment
Introduction
Members of a team often need to pool ideas and work together to solve problems.
Developing problem-solving capacity requires a number of interlinked skills. This
activity looks at the ability of a team to develop and use these skills.
Objectives
• To provide a model for reviewing problem-solving processes in teams
• To facilitate a team review process
Setup
Choose a meeting of the team to be reviewed. Ideally, this should be a genuine
problem-solving session where solutions to important or difficult problems are to
be developed through the interaction of team members.
Materials
All participants will need a copy of the Assessment

• A flip chart and markers
• Notes on Problem Solving
Method
2. Following the team’s meeting, distribute the Assessment and ask team
members to rate each of the 12 items and add one suggestion for
improvement in the space provided (15 minutes).
3. Ask each team member to share his/her score (10 minutes).
193
4. Discuss the 12 items separately, arriving at a consensus score for each of the
items and sharing the improvement ideas. It is helpful to list improvement
ideas on a flip chart as they are suggested (30 minutes).
5. Between three and five specific ideas for improvement should be considered,
decided upon, and recorded. List these on a flip chart under the heading:
“During our next team problem-solving session we will…” (20 minutes).
6. Ask the team to take the flip chart that was completed in step 4 to the next
team meeting where problem solving will occur, and suggest that they try to
implement the improvement ideas suggested.
7. Use the Notes on Problem Solving to lead a discussion on the 12 Steps of

Problem Solving.
Time Required
194
Team Problem‐Solving Skills Assessment
Assessment
For a few minutes, individually consider the team meeting in which you have just
participated and reflect on its effectiveness in defining and solving problems. Circle
one of the numbers for each of the 12 items below. Suggest one improvement idea for
each of the 12 items.
1. Organizing for Problem Solving

The team was organized appropriately for problem solving (for example, the
problem was defined clearly, everyone contributed to the analysis of the causes
of the problem, possible solutions were explored fully).
The team was not 1 2 3 4 5 6 The team was organized and
appropriately organized. was reorganized as necessary
through the stages of the
problem-solving process.
The team’s organization would have been more effective if the following had
happened:
2. Facilitative Leadership
Leadership was undertaken by the most appropriate person, who skillfully
controlled the team process.
Leadership was inappro- 1 2 3 4 5 6 Leadership was appropriate
priate. and the team’s problem-
solving processes were
skillfully controlled.
Leadership would have been more effective if the following had happened:
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3. Comprehensive Tuning In
The team shared all necessary background information and clearly defined the
problem to be solved.
Much or all of the relevant 1 2 3 4 5 6 All relevant background
background information was information was shared so
not shared. that members of the team
felt that they were fully
tuned in.
Tuning in would have been more effective if the following had happened:
4. Full Problem Analysis

The team explored the causes of the problem systematically.
Systematic problem analysis 1 2 3 4 5 6 Systematic problem analysis
did not take place. did take place so that the
causes of the problem were
understood fully.
Problem analysis would have been more effective if the following had happened:
5. Agreed-on Objective Setting

The team clearly defined its objectives for the problem-solving session. All
team members shared the same perceptions of objectives.
Objectives to be achieved in 1 2 3 4 5 6 Objectives for the session
the session were not defined. were clearly defined and
shared by all the members of
the team.
Objective setting would have been more effective if the following had happened:
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6. Systematic Information Collection

Relevant data was collected systematically from team members and other
sources. They organized information so that everyone could absorb it.
Information was not 1 2 3 4 5 6 Information was well
collected or well organized. collected and organized.
Information collection would have been more effective if the following had
happened:
7. Identifying Creative Solutions

The team was creative in identifying a range of possible solutions to the
problem.
Creative possible solutions 1 2 3 4 5 6 A wide range of creative
were not found. possible solutions were found.
Identifying possible solutions would have been more effective if the following had
happened:
8. Clear Decision Making

Possible solutions to the problem were examined carefully and a decision was
made as to the best solution.
Decision making was not 1 2 3 4 5 6 The decision-making process
effective. selected the best solution
from the range of possible
solutions that had been
identified.
Decision making would have been more effective if the following had happened:
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9. Considered Implementation
The team developed a plan for action, and within this, detailed plans were
prepared for each person or function involved.
Planning was incomplete 1 2 3 4 5 6 Planning was effective and
and/or inadequate. comprehensive.
Implementation would have been more effective if the following had happened:
10. Achieving Buy-In

All members of the team indicated that they were fully committed to the
course of action that had been agreed to.
Buy-in was insufficient or 1 2 3 4 5 6 Buy-in was complete and all
some members did not members did buy in.
buy in.
Buy-in would have been more effective if the following had happened:
11. Celebration of Progress

The team recognized that progress had been made and celebrated its
achievements.
Progress was not celebrated. 1 2 3 4 5 6 Progress was celebrated so
that the team experienced a
collective sense of
achievement.
Celebration would have been more effective if the following had happened:
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12. Review to Improve

The team took time to review its effectiveness during the problem-solving
process, clearly identifying strengths (to build upon) and weaknesses (to
improve).
Review was inadequate or 1 2 3 4 5 6 Review was thorough and
inconclusive. productive.
Review to improve would have been more effective if the following had happened:
Total your scores:
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Notes on Problem Solving

Heavy snow was forecast for all the cities in the Northeast. From Chicago to
Pittsburgh, a blizzard was adding 1 inch of snow per hour to the runways, and the
storm was moving east. Soon New York, Philadelphia, and Boston would be
snowbound. Maintenance crews at each airport were ready with their snowplows and
blowers, but the equipment couldn’t keep pace. Ice encrusted aircraft wings, and
passengers badgered ground staff for information.
Each airline in the region set up an emergency team to try to minimize cost and
disruption. Computer simulations played with the options, asking “What if” questions
such as: “Is it better to cancel flight 182 with 20 people from Washington to Detroit
and have a plane in the wrong location, or cancel flight 141 with 107 people from
Washington to Denver and have a plane in the right location?”
Complex judgments concerning resources, inconvenience to passengers, risk levels,

system recovery time, and cost/benefits had to be taken by weary controllers in their
snow emergency teams. Millions of dollars could be squandered or saved, and it all
depended on their decisions. One team recalled that a similar snow emergency had
cost United Airlines $50 million a few years before.
As well as the airport authorities, the airlines themselves with flights to cities in the
Northeast had a problem that day. To be more precise, they had a big problem (the
closing of airport runways) and a multitude of smaller but consequential problems
(such as running out of coffee in a Boston terminal and a freight plane filled with live
chickens that were freezing to death at Newark). Since there were several alternative
choices available to the snow emergency teams, problem solving flowed into decision
making in a seamless process.
The team problem is too vague for us to use without further analysis. In everyday
language, a problem can be an unexpected happening (the car breaks down on the
way to a wedding) or a difficulty in planning (“I have a problem because my son won’t
take his career seriously”).
We divide problems into four categories:
1. Mysteries—negative deviations from the expected. This is when something

important goes wrong and you don’t know why. “The dog food is coming out
bright green and we don’t know the cause.”
2. Puzzles—something is wrong but you can’t find the solution. This is when
there is a right answer, but you do not know what it is. “One of the
compounds kills the AIDS virus but the computer has lost the record.”
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3. Dilemmas—there are several choices, but it is difficult to know what is best.

A dilemma only exists where there are several things that could be done, each
with merits and demerits. “We could hope that the storm lifts or carry the
passengers by bus.”
4. Difficulties—the objective is clear, but how to achieve it is not. Difficulties
are problems of implementation. It may be perfectly apparent what needs to
be done, but there is uncertainty as to the process to use to make this
happen. “We own two cats that spit and fight all the time. How can we get
them to get along?”
Sometimes it helps to think about the type of problem before you try to solve it. Why?
Because the most effective methodology varies according to the type of problem. This
is shown in the table below.
Type of Problem Effective Methodologies
Mysteries Collecting data, structuring data, exploring variations,

cause/effective analysis, problem definition
Puzzles Collecting data, developing hypotheses, experimenting,

removing disproved hypotheses, validating
Dilemmas Determining choices, assessing strengths and weaknesses,

identifying stakeholders, risk analysis
Difficulties Identifying helping and hindering forces, building support,

isolating difficulties, resource mobilization, tactical
management skills
It is strange, but true, that any procedure for problem solving becomes less useful as
it is applied rigidly. Therefore, we encourage you to apply the following guidelines
flexibly and be prepared to adapt your approach to the particular problem you face.
If you fail to be effective in problem solving, then it is probable that one or more of
the following stages has been inadequately handled. The model that we prefer has 12
steps:
1. Organizing for problem solving—ensuring that the team is structured

appropriately for each phase of the problem-solving process
2. Facilitative leadership—having the best person lead the team and facilitate
the involvement of others
202
3. Comprehensive tuning in—sharing background information so that everyone is

on the same wavelength
4. Full problem analysis—detailed exploration of the roots of the problem
5. Agreed-on objective setting—clarity as to what should be achieved in the
problem-solving sessions
6. Systematic information collection—exploring all the aspects of the problem
7. Identifying creative solutions—generating both “in the box” and “out of the
box” possible solutions
8. Clear decision making—being firm as to what solution to try first
9. Considered implementation—ensuring that everyone knows what they will
need to do in order to make progress
10. Achieving buy-in—getting people to feel part of the solution
11. Celebration of progress—concentrating on the positives
12. Review to improve—learning from each experience
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Metric 3.7
Team Decision‐Making Review
Introduction
This metric is designed for real management teams, but it can be adapted for use
in training programs for the development of team skills. The activity is
particularly useful for teams operating at the policy level, because it explores
decision-making competencies.
Objectives
• To improve the quality of team decision making
• To provide a model of effective decision-making processes
• To contribute to the team-building process
Setup
Any number of participants may take part at the same time, but a facilitator is
required for each team.
Materials
• Assessment
• Score Sheet (results can be presented on a flip chart or overhead
transparency)
• The Four Levels of Decision Making
• Worksheet
A flip chart or an overhead projector may be used.
A set of different colored pens should be provided for each team.
205
Method
2. Distribute copies of the Assessment. Emphasize that the Assessment should be

completed for a clearly defined team. Have participants complete the
Assessment as directed (10 minutes).
3. Distribute copies of the Score Sheet and have participants complete them.
Scores from members of the team should be entered on the answer grid. Up
to five sets of scores can be shown separately using different colored pens.
Larger teams’ scores should be averaged. It is helpful if all members of the
team can see the composite result on a flip chart or an overhead transparency
(30 minutes).
4. Distribute copies of the Worksheet. After participants have entered their

scores, have them analyze the scores and determine the team’s strengths and
weaknesses, using the Worksheet (30 minutes).
5. The Four Levels of Decision Making notes may be distributed as a handout for
participants to read after the session.
Time Required
206
Assessment
This questionnaire considers the decision-making effectiveness of a defined team.
Agree on a clear definition of the team that is being reviewed with the other
participants and note the definition of the team that is to be reviewed in the box
below. All questions should be answered strictly in relation to the team as defined.
The team being reviewed is:
Consider how the team has operated in recent weeks in decision-making situations.
Circle a number as appropriate for each item.
1. Has each team member demonstrated that they share a similar understanding
of all aspects of the team’s responsibilities?
Many team members do not 1 2 3 4 5 6 7 All team members share a
share a common under- common understanding of the
standing of the team’s team’s responsibilities.
responsibilities.
2. Does the team refer to the objectives to be achieved before evaluating options
for decisions?
The team rarely, if ever, 1 2 3 4 5 6 7 The team always refers to
refers to objectives when it objectives when it is
is considering options for considering options for
decisions. decisions.
3. Has the team comprehensively identified a wide number of alternative courses

of action before making decisions?
The team does not spend 1 2 3 4 5 6 7 The team spends a great deal
time identifying a wide of time identifying a wide
number of alternative number of alternative courses
courses of action before of action before making
making decisions. decisions.
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4. Has the team collected and considered extensive information about each
alternative course of action before making decisions?
The team rarely, if ever, 1 2 3 4 5 6 7 The team always collects
collects additional additional information about
information about each each alternative course of
alternative course of action action before making
before making decisions. decisions.
5. Has the team avoided being swayed by any preconceptions as it assesses options
for decision making (that is, each time a decision needs to be made, the team
approaches the issue with a “clear mind”)?
The team makes decisions 1 2 3 4 5 6 7 The team approaches each
based on its preconceptions. decision openly with a “clear
mind.”
6. Has the team been prepared to reconsider with an open mind “discarded”
alternatives for action before making a final decision?
The team does not 1 2 3 4 5 6 7 The team looks for, and
reconsider with an open reconsiders with an open
mind discarded alternatives mind, discarded alternatives
for action before making a for action before making a
final decision. final decision.
7. Has the team systematically examined the possible negative consequences

arising from each alternative for action before making decisions?
Possible negative conse- 1 2 3 4 5 6 7 Possible negative conse-
quences are not examined. quences are always examined
and discussed fully.
8. Has the team systematically examined all the possible positive consequences
arising from each alternative for action before making decisions?
The team has not systemati- 1 2 3 4 5 6 7 The team has systematically
cally examined all the possi- examined all the possible
ble positive consequences positive consequences arising
arising from each alternative from each alternative for
for action before making action before making
decisions. decisions.
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9. Has the team set up and maintained adequate mechanisms for monitoring the
chosen course of action?
Mechanisms for monitoring 1 2 3 4 5 6 7 Mechanisms for monitoring
the chosen course of action the chosen course of action
are not established. are always established.
10. Has the team developed a full range of contingency plans to deal with
predictable risks or difficulties?
There is rarely, if ever, a full 1 2 3 4 5 6 7 There is always a full range of
range of contingency plans to contingency plans to deal with
deal with predictable risks or predictable risks or
difficulties. difficulties.
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Score Sheet
Collect the scores from all members of the team and enter them on the answer grid
below. Up to five sets of scores can be shown separately using different colored pens.
Larger teams’ scores should be averaged. It is helpful if all members of the team can
see the composite result on a flip chart or an overhead transparency.
7 7 7 7 7 7 7 7 7 7
6 6 6 6 6 6 6 6 6 6
5 5 5 5 5 5 5 5 5 5
4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1
Shared Purposeful Multiple Extensive Freedom Reviewing Explored Explored Compre- Full
under- objective options information from pre- discarded negative positive hensive contingency
standing setting collection conceptions alternatives conse- conse- monitoring plans
quences quences mechanisms
1 2 3 4 5 6 7 8 9 10
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The Four Levels of Decision Making

Read the notes on effective team decision making and consider the implications of
the data that you have collected about your own team. This Assessment is based on
the belief that the highest quality team decisions are made when the following
statements are true:
1. All team members share a common understanding of the team’s

responsibilities. (Shared understanding ensures that time and commitment will
be allocated to important issues.)
2. The team comprehensively assesses the purpose that will be served by possible
objectives. (Purposeful objective setting ensures that the purpose of activities
is clear.)
3. The team comprehensively identifies all possible courses of action. (Multiple
options ensures that the widest possible consideration of options is given.)
4. The team comprehensively explores all possible courses of action. (Extensive
information collection ensures that options are well considered.)
5. The team avoids being swayed by preconceptions. (Freedom from
preconceptions ensures that each situation is considered anew.)
6. The team reconsiders discarded options. (Reviewing discarded alternatives
ensures that good ideas are not prematurely discarded.)
7. The team systematically examines the possible negative consequences of all
options. (Explored negative consequences ensures that all potential pitfalls are
known and understood.)
8. The team systematically examines the possible positive benefits of all options.
(Explored positive consequences ensures that all potential advantages are
known and understood.)
9. The team establishes monitoring processes. (Comprehensive monitoring
mechanisms ensures that assumptions about the merits of a decision can be
validated.)
10. The team develops comprehensive contingency plans. (Full contingency plans
ensures that both expected and unexpected events can be dealt with
speedily.)
When developing competencies in team decision making, it is helpful to explore four

levels of decision making, because each requires distinctive management skills.
213
Level 1: Routine Decisions

These decisions are matters of procedure and routine. Here the manager is
behaving in a logical programmed way, almost like a computer, identifying
situations and reacting in a predictable manner. The manager’s function is to
sense and define situations and then take the responsibility for initiating action.
Inadequate performance arises when a manager is insensitive, improperly
perceives signs, behaves illogically, makes incorrect deductions, or is indecisive
and fails to act effectively in due time. The manager who correctly perceives,
accurately deduces, and incisively acts is fulfilling all that is expected. Creativity
is not appreciated at this level because procedures are all prescribed.
Level 2: Empowered Decisions

These decisions involve an element of initiative and discretion, but within defined
limits. Here the manager assesses the merits of a range of solutions and tries to
find the best fit between established policy and alternative actions. Effectiveness
depends on the manager’s capacity to choose a course of action that has the
highest probability of being in line with corporate values and policies, as well as
being acceptable, economic, and effective.
Level 3: Innovative Decisions

These decisions involve new challenge because the manager has to generate a
creative solution that is, in some respects, genuinely innovative. Usually this
requires a blend of tested answers and some new ideas. The manager’s effec-
tiveness depends on individual initiative and the capacity to make a creative leap.
Such decisions provide answers to problems that may have occurred before, but
not in the particular form that currently exists. The manager is finding a novel
solution to a known problem.
Level 4: Transformational Decisions

These decisions are the most complex and demanding faced by a manager. They
require a major or revolutionary innovation to achieve a satisfactory solution.
Often the need or opportunity is one that initially is poorly understood, and solu-
tions contain totally novel concepts and techniques. The manager needs to find
ways to comprehend unexpected and unpredictable problems, and the solutions
often involve developing new frameworks of thinking. The most advanced and
demanding transformations may even require the development of a new branch of
science or technology.
214
Each of these levels of decision making makes different demands on managerial

competence. The following examples clarify this:
• Consider the branch manager in charge of a shoe store whose work is almost
entirely routine. The head office has established procedures to deal with
almost any situation, including customer complaints, staff problems, display,
ordering, and documentation. The manager’s task consists of thoroughly
operating within the company’s guidelines. When something occurs that is not
within the prescribed procedures, it is dealt with only after reference to a
senior manager. Although predominantly following a routine, this manager
does make important decisions, and a painstaking and responsible approach is
necessary in order for the store to be successful. Using categories of decision-
making ideas, this branch manager is working at Level 1, making decisions
that are generally routine.
• A factory manager in charge of a production department operates in a rela-

tively open environment and has to make choices among a number of alter-
native solutions. This may involve production control, materials handling,
personnel replacement, industrial relations, and a wide range of other topics.
Moreover, the manager is responsible for evolving a healthy, effective, and
adaptable production system. There are many problems in the department,
almost all of which have been experienced somewhere before. The range of
available solutions is broad, and the manager’s task is to select the course of
action most likely to succeed. In addition to making a rational analysis of a
problem, the manager has a feel for the situation and uses it to determine an
appropriate course of action. The situation is complex, with hard-to-define
factors interfering, so action inevitably involves an element of personal judg-
ment. It often proves possible to make the chosen answer succeed, if it is
pursued with vigor and sufficient allocation of resources. The production
manager’s activities are largely concerned with the selection of appropriate
strategies, a characteristic of Level 2 decisions, which are empowered.
• In another part of the organization where the factory manager works is the
marketing department. Its task involves creating new solutions for reasonably
well-understood problems. Innovative ideas are required from the marketing
staff, whether the task is finding a new advertising approach or developing an
incentive schedule to revitalize a flagging sales effort. To provide a compre-
hensive foundation for decision making, problems need to be clarified and
simplified, and data must be systematically collected. The characteristic of
an outstanding marketing manager is the capacity to choose and promote
sound strategies that offer genuine novelty and, at the same time, make
sound business sense. Primarily concerned with creative adaptation, the
marketing manager makes Level 3 decisions, which are innovative.
215
• Open and poorly understood challenges create special demands on a manager.

An appropriate example would be the head of a research center whose task is
to make something distinctive and new. Such an assignment could be a fission
reactor, an artificial diamond, or a new energy system. The manager usually
begins with a problem that is insufficiently defined and where no known solu-
tion will provide an answer. It is necessary to mobilize resources and to
assemble an organization that is capable of being genuinely creative. Some-
times new technical languages, concepts, tools, technologies, or facilities
must be created. This means that a large proportion of the significant respon-
sibilities of the manager is genuinely novel, and therefore the manager makes
Level 4 decisions, which are described as transformational.
Experience suggests that it is as inappropriate for a manager to be overdeveloped as

it is to be underdeveloped. A Level 1 job needs management skills appropriate to the
task. A manager who possesses the skills to manage open, creative, or strategic
problems can feel frustrated when there is no outlet for those skills. With this block-
age of potential, the manager may undervalue current tasks, feel unfulfilled, and
resent a system that seems restrictive.
Managers learn by gaining experience with accomplished practitioners and by review-

ing their own experience, gaining new insights, overcoming challenges, and accom-
plishing things. Movement to a higher level of decision making only occurs when the
manager becomes actively involved in handling higher-level problems.
The table below links the four levels of decision making with the key skill demands
made on the manager concerned. Managers working at higher levels of decision
making also require lower level skills. For example, a manager working at Level 3
(innovative) requires not only the skills of that level, but also those of Level 1 and
Level 2.
Routine Empowered Innovative Transformational
Implements Identifies needs Identifies Introduces new

procedural discipline opportunities paradigms
Generates
Evaluates soundly alternatives Generates creative Makes radical changes
ideas
Leads humanely Understands policies Employs
Makes incremental transformational
Employs limited Makes empowered
improvements leadership
discretion decisions
Analyzes risks
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Worksheet
The decision-making How these can be
When these were
strengths of the continued and
shown:
team are… improved:
The decision-making When these were How these can be

weaknesses of the shown: overcome:
team are…
217
Metric 3.8
Audit of Inter‐Team Skills
Introduction
This metric provides a means for moving toward a “boundaryless” organization. It
is relevant to all those who work across organizational boundaries. Boundaries
may be vertical, horizontal, geographic, or between customers, suppliers,
partners, and so on. The audit has been used with managers, those who lead
cross-boundary teams—professional and operations personnel. The metric is most
commonly used in a training or workshop setting.
Objectives
• To highlight skills needed to work in cross-boundary relationships
• To provide the basis for a personal development plan to develop
“boundaryless” skills
Materials
• Assessment
• The 15 Inter-Team Skills
• Exercise
Method
1. Introduce the activity and outline the objectives listed above. In addition, the
following points may be made:
• The fundamental nature of many organizations is changing from
structured, bureaucratic forms to flexible, task- or process-based
structures in which boundaries need to be more permeable and fluid.
• Excessive, rigid, or negative boundaries limit opportunities for
cooperation, reduce the capacity to act quickly, and lead to silo
thinking—meaning that the organization works as a collection of parts
rather than as a whole.
• Effective cross-boundary working requires special skills. It is often
necessary to work closely with people who are remote and have a
different culture or objectives.
219
2. Have participants complete the Assessment as directed (10 minutes).
3. Present the A, B, C, D, and E model from The 15 Inter-Team Skills provided

(15 minutes).
4. Distribute copies of The 15 Inter-Team Skills and the Exercise to participants.

They may use these to deepen their understanding of the 15 cross-boundary
team skills. Participants should be encouraged to discuss the results of the
Exercise with one or two others (30 minutes).
5. Invite participants to share an insight from their experience of participating in

the session (10 minutes).
Time Required
220
Assessment
Think about yourself as you work in cross-boundary teams (a cross-boundary team is
one that includes members of different home teams, such as a product development
team including marketing, production, and finance personnel). Look at the 15 per-
sonal skills listed below. Read each statement and assess to what extent you feel it
describes you by circling the appropriate number. Make sure that you consider only
your behavior in cross-boundary teams as you answer each question.
ITEM Not Like Me Exactly Like Me
1. Exploring a wide range of possible goals before 1 2 3 4 5

deciding which goal to adopt
2. Ensuring that everyone shares the same definition 1 2 3 4 5
of agreed-upon goals
3. Setting and recording measurable success criteria 1 2 3 4 5
so that everyone is clear about what is required
4. Asking everyone how they prefer to work so that 1 2 3 4 5
individual differences can be accommodated
5. Practicing listening skills by clarifying and summa- 1 2 3 4 5
rizing
6. Seeing each person as an individual, no matter 1 2 3 4 5
what their gender, race, age, religion, and so on
7. Assessing each new task separately and defining 1 2 3 4 5
the specific challenges that it poses
8. Planning how the team should be organized to 1 2 3 4 5
meet the specific needs of tasks
9. Clarifying exactly what is expected from each 1 2 3 4 5
team member
10. Ensuring that team members define what they will 1 2 3 4 5
do and won’t do
11. Agreeing on what will happen if someone does not 1 2 3 4 5
do what they are expected to do
12. Shouting for help when things are not working 1 2 3 4 5
according to plan
13. Helping team members meet their own needs 1 2 3 4 5
14. Celebrating progress 1 2 3 4 5
15. Looking for and building on successes 1 2 3 4 5
221
The 15 Inter‐Team Skills

Big changes are affecting many organizations and are driving managers to rethink
how their enterprises operate. Today, organizations are becoming more fluid and
adaptable—they need to facilitate cooperation across boundaries. Organizations need
employees to develop a new set of skills. In all, 15 skills are identified within five
categories—aiming, bonding, contracting, disciplining, and encouraging—or the A, B,
C, D, and E model. Let us consider them one by one.
Skill Category I: Aiming

Aim refers to a desired future state. It is a statement about what can and should be
achieved. Various words can be used to describe aims, including mission, goals,
objectives, and intention. However, whatever words are used, the essence is the
same. Aim is about contributing something new. It focuses effort on achievement.
Aiming shines a beam of light into the future.
There are three distinct skills in aiming:
Ia. Exploring Possible Goals

This helps ensure that selected goals are achievable, useful, and the best that can
be achieved. Sometimes goals are adopted without sufficient thought and a great
deal of effort is invested in striving toward a goal that provides less added value
than could have been achieved.
Ib. Selecting Agreed-Upon Goals

This requires that everyone involved make a positive choice (“We will all commit
to working toward achieving this.”) Equally important is the need for each cross-
boundary team member to define the goal in the same way. All too often, people
imagine that they have the same perception of the goal, but in fact, there are
significant differences of interpretation.
Ic. Setting Success Criteria

This develops the definition of a goal and acts as a way to check that everyone
understands the goal in the same way. Often goals are expressed vaguely. For
example, someone might say: “We need to be much better at accessing potential
new customers.” It is not until the question is asked, “What would success mean?”
that phrases such as “much better at” can be quantified.
223
Skill Category II: Bonding

Bonding refers to building commitment between members of the cross-boundary
team. This is especially important since cross-boundary teams have few natural
reasons to be close together. Often team members are located in parts of the
organization with a distinctive culture and they have their own objectives to pursue.
Unless the members of a cross-boundary team bond together, there is a real chance
that the team will fail.
There are three distinct skills in bonding:
IIa. Sharing “How I Prefer to Work”

This provides a means to create an atmosphere in which cross-boundary team
members get to know one another. The team can adjust its way of operating to
suit individuals. It becomes easier for each team member to work in ways that
suit the others’ temperament and preferences. The act of sharing “how I prefer
to work” gets beneath the level of roles and facilitates individuals relating to one
another as individuals.
IIb. Listening, Summarizing, and Clarifying

These are simple but important skills that greatly improve communication.
Listening increases the quantity of available information and, importantly,
demonstrates to the speaker that their contribution is valued. Summarizing
ensures that what has been said is correctly understood by others. Clarifying is
the process of exploring what people have not explained adequately so that their
viewpoints are understood fully by all concerned.
IIc. Avoiding Stereotyping

This is especially important in cross-cultural teams, although stereotypes can be
found in all groups where there are social differences. A stereotype is a form of
psychological shortcut so that, for example, a Western person may believe that
all Japanese people are exceptionally good at mathematics. They will assume
every Japanese person they meet is a mathematical genius. Many stereotypes are
negative. Some people have strong gender stereotypes; others have racial stereo-
types; and so on. Stereotyping is destructive to cross-boundary work since it
prevents people from relating to others openly, respectfully, and intelligently.
Skill Category III: Contracting

Contracting refers to developing an explicit agreement about all the key aspects of
how the team will operate. The word explicit is the key. Cross-boundary teams are
often formed quickly and must achieve results despite tight timescales and competing
demands on their time. Too much is left to chance unless there is an explicit agree-
224
ment about how the team will function. A contract (sometimes called a “team char-
ter”) is required. This will ensure that the team is able to undertake specific tasks,
including creative work, planning, and coordination.
There are three distinct skills in contracting:
IIIa. Identifying the Key Challenges of the Task

This is an essential first step. Unless the specific challenges of the task are
identified, it is not possible to list all the needed attributes of the cross-boundary
team. Contracts need to be determined for particular teams: for example, a team
developing a global marketing plan needs very different attributes from a team
producing a training plan for those about to retire from the organization. The key
challenges should be listed and the question asked, “What do we need to do and
what shouldn’t we do in order to successfully complete this task?”
IIIb. Deciding the Team’s Process

This is a further preparatory step. The team needs to answer the questions: How
should we work together? How will we communicate? and Who should do what?
Ideally, the whole process of the team’s work should be mapped in advance. In
reality, this may be impossible since many cross-boundary teams are exploring
and developing as they proceed. In such cases, it is frequently necessary to re-
contract periodically.
IIIc. Defining Roles and Expectations

This clarifies how the team operates. One of the main benefits of contracting is
that people become very clear about what is expected of them. This covers more
than tasks to be achieved. More importantly, it deals with how things are done,
including such topics as openness, cooperation, confrontation, leadership, and
standards. It is insufficient to clarify the roles and expectations of each
individual, because it is also necessary to clarify the roles and expectations of
partners, client groups, service supporters, and so on. The aim is for everyone to
be 100 percent clear about how they can and should contribute.
Skill Category IV: Disciplining

Cross-boundary teams require discipline. Team members need to feel that there will
be consequences if they do not make a satisfactory contribution. This is especially
important where teams are operating remotely, perhaps on different continents. It is
all too easy for a culture of nonperformance to develop. This erodes the capacity of
the team to achieve its goals, and once rooted, a culture of nonperformance is hard
to remedy.
225
There are three distinct skills in disciplining:
IVa. Agreeing to Do’s and Don’ts

This provides the basis for discipline. It is difficult to exercise discipline unless the
“rules of the game” are explicit. At its simplest, this means answering questions
such as: What is the best that we can do? What is acceptable? and What is not
acceptable? It is important to emphasize the notion of agreement. Often teams
fail to agree on the ground rules for discipline, and each member of the cross-
boundary team has a distinctive set of standards. When this happens, self-
discipline becomes difficult to maintain, and discipline in others is hard to
enforce.
IVb. Agreeing on What Will Happen if Someone Does Not Perform as Expected
This is difficult but necessary. In many cross-boundary teams, no one takes
responsibility for exercising control; indeed, it may be difficult to establish lines
of authority. The absence of authority, however, should not mean that anything
goes. Rather, blurred lines of authority should place a requirement on all team
members to work on determining their own code of conduct. Often few specific
sanctions are available for dealing with people who slip, although for many—
except possibly the thick skinned—the risk of being named and shamed is usually
sufficient.
IVc. Agreeing to Shout When Necessary

This is an important discipline that people need to impose on themselves. Often
problems occur when one member of a cross-boundary team keeps to him- or
herself. This deprives the other team members of the opportunity to help and
prejudices team performance since tasks are frequently interdependent. Asking
for help is an important discipline. In a well-functioning team, help flows to
where it is needed. All members of a team need to know where the weak spots
are located so that they can adjust their priorities. This enables everyone to take
a measure of responsibility for the team as a whole, not just for their individual
contributions.
Skill Category V: Encouraging

A close camaraderie often develops in intact work groups where people meet daily.
People support each other as they relax in each other’s company and share their
working lives. Such easy relationship building rarely occurs naturally in cross-boundary
teams. Positive cross-boundary relationships need to be worked for: mutual support
cannot be left to develop by chance. It is necessary to build a positive climate. This is
done by encouraging—supporting each other, building on positives, and celebrating
progress.
226
There are three distinct skills in encouragement:
Va. Helping Team Members Meet Their Needs

It is encouraging when team members feel that they are getting a great deal out
of involvement. People become demoralized when they feel a lot is being asked,
but little is being given to them. When cross-boundary team members are psy-
chologically rewarded, at least in part, their spirits are lifted and their commit-
ment grows.
Vb. Celebrating Progress

This is important because it provides a sense of fulfillment. Cross-boundary team
members become weary and their enthusiasm declines if progress is neither noted
nor celebrated. It is important to note and honor progress, even if an end result
has not been achieved. In a sense, all cross-boundary teamwork is a journey. As
every traveler knows, long journeys need to be interrupted with staging posts,
achievable goals, and periods when progress is enjoyed. Celebration does not
need to be elaborate or expensive. Often a team conversation acknowledging
progress is sufficient.
Vc. Looking for and Building on Success

This is a way of making real progress. Essentially the notion is simple. Sometimes
we seek to find out what is going wrong and try to put it right. Although this can
be useful, more progress can be made by seeing what is going right and amplifying
helpful practices. It is always worth seeking to understand the reasons why pro-
gress has been made so that useful behaviors can be repeated. The term building
on success is interesting. For example, a cross-team conference call may have
been particularly successful. It is worth asking, “Why was that call successful?”
and “How can we take the principles of success and use them more effectively in
the future?” Interestingly, this approach is often used to develop sports teams. It
has been found that excessive concentration on problems does not provide a path
to true excellence. It is necessary to find, understand, and build on success.
These 15 inter-team skills definitions provide a way to reflect on one’s performance

when working cross-boundary and provide a format for personal skills development.
227
Exercise
This audit provides a template to help you develop skills in working within cross-
boundary and inter-group teams. Below you will find a scoring grid to assist you in
interpreting the Assessment. Simply combine the scores as directed. For example,
your score for Aiming is calculated by adding together your scores for items 1, 2, and
3; your score for Bonding is calculated by adding together your scores for items 4, 5,
and 6; and so on.
Skill High Score = Medium Score = Low Score =

Area 12 to 15 8 to 11 3 to 7
I. Aiming You contribute to You have a reason- You could do more

(Skills 1, 2, and 3) helping the team able level of motiva- to help the team be
define its goals and tion to ensure that clear about its
objectives and tie the team goals are objectives. Working
your own success to the right ones and on how your work is
that of the team. that you are working tied into that of the
for the success of team will strengthen
Your score: _______ the team. your contribution.
II. Bonding You demonstrate a You value other You could do more
(Skills 4, 5, and 6) high degree of sensi- team members’ to help team mem-
tivity to other people contribution and bers bond together.
in the team. You facilitate some Developing awareness
contribute to helping bonding in the team. of others will
the team bond strengthen your
Your score: _______ together closely. input.
III. Contracting You identify the You are fairly confi- You could do more to
(Skills 7, 8, and 9) challenges of tasks, dent about identify- help the team iden-
help determine team ing challenges, tify the challenges of
process, and define determining team tasks, determine
roles and expecta- process, and defining team process, and
tions. roles and expecta- define roles and
Your score: _______ tions. expectations.
229
Skill High Score = Medium Score = Low Score =

Area 12 to 15 8 to 11 3 to 7
IV. Disciplining You value discipline You understand the You could do more to
(Skills 10, 11, and 12) and are fully com- need for discipline be disciplined in
mitted to working as and have a good teams, being
a full member of the sense of what is accountable yourself
team. right. You are able and holding others
to ask for support. accountable. Also you
could ask for more
Your score: _______
help.
V. Encouraging You are very com- You place impor- You could do more to
(Skills 13, 14, and 15) fortable about tance on encouraging encourage others and
encouraging others. others to focus on focus on encouraging
You focus on success success. success.
at all levels, i.e.,
Your score: _______ team colleagues,
stakeholders, and
personal.
Using the Audit Results

There are two different ways that you can use the audit results. You can build on
strengths or unblock blockages. Both ways are useful—it is up to you to choose.
On pages 225 through 229, you will find five tables, one for each of the audit
categories. In each we have suggested specific behaviors that you could consider
doing more or better. First select one area to work on—either to build on existing
strengths or to help overcome a weak area.
Work through one section completely by filling out the third column of the table and,
whenever possible, discussing it with a colleague to clarify your thinking. If you have
time, select another section and complete that as well.
Then on page 230, complete the Moving Forward table.
230
Aiming
Needed Behavioral
Intention Your Action Steps
Skills
To facilitate teams to Listing possible goals

explore goals, select for the group
the best goals, and
clarify success criteria Describing goals
clearly
Asking others to
suggest goals
Evaluating the pros

and cons of possible
goals
Facilitating discus-
sions about goals
Assessing the likely

impact of goals
Formulating goals
clearly
Assessing any disad-

vantages of goals
selected
Ensuring that goals

are understood
Setting success
criteria
Selecting ways to
measure success
Ensuring that per-

formance is assessed
frequently
Other:
231
Bonding
Needed Behavioral
Skills
To help team Understanding

members cooperate individuals’ preferred
fully and be team roles
committed to each
other and to the task Determining team
members’ motivations
Practicing active
listening
Building rapport with

others
Demonstrating
cooperation with
others
Showing warmth and

empathy
Treating everyone as
an equal
Respecting
differences of views
Being trustworthy
Other:
232
Contracting
Needed Behavioral
Skills
To ensure that teams Analyzing tasks to

go through a process determine the
of defining explicitly challenges they pose
how they will work
together and what is Predicting the team
expected of everyone activities that are
involved likely to be needed
Identifying the areas

in which it is
necessary to debate
Facilitating debates
about the team’s
charter or contract
Clarifying the
expectations of others
about deliverables
Preparing a formal
contract/team
charter
Keeping the team

focused on the
contract/team
charter
Revising the contract/

team charter when
things change
Other:
233
Disciplining
Needed Behavioral
Skills
To ensure that high Clarifying the rules to

standards are set and be used
everyone works hard
to achieve them Keeping to the rules
Reminding others to
keep to the rules
Changing the rules

whenever necessary
Setting high standards
Not accepting rules

being broken
Working hard to
achieve standards
Asking for help when

things go wrong
Giving help to others

when they need it
Caring about team

performance
Other:
234
Encouraging
Needed Behavioral
Skills
To look for the good Telling others what is

things happening and important to you
encourage others by
building on successes Understanding what
and being optimistic others seek to gain
from the team’s work
Looking for things

going well
Analyzing why
successes occur
Building on successes
Recognizing progress
Celebrating process
Giving positive
feedback to others
Maintaining high
energy
Keeping all team

members involved
Checking to ensure
morale is high
Other:
235
Moving Forward
Now that you have reflected on how you can develop your inter-group skills, it is
useful to prioritize. Complete the table below.
The next time I need to work across

boundaries, I will do the following five
things:
To ensure aims are clear, I will:
To encourage bonding, I will:
To develop a clearer team contract, I

will:
To maintain discipline, I will:
To encourage others, I will:
236
Metric 3.9
Audit of Inter‐Team
Communication
Introduction
This metric was devised for use with real-life interdependent teams, although it
can be adapted for use on a wide variety of management training programs.
The metric is in the form of an inter-team workshop, and suitable facilities for all
the members of the two or more teams need to be provided. Facilitators should
note that, for practical reasons, it has proved difficult to involve more than three
teams in the activity at the same time.
Objectives
• To provide a format for evaluating relationships between interdependent
teams
• To assist building constructive relationships between teams
Setup
Because the event requires the disclosure of personal attitudes, it is essential that
before the workshop the leaders of all teams involved review the Audit of Inter-
Team Communication and agree to go ahead.
Materials
• Assessment
• Analysis
• Action Plan
237
Method
1. Introduce the activity and outline the objectives listed above. Explain that
the task is to review relationships between the teams present. It should not
be implied that current relationships are inadequate—only that there may be
room for improvement.
2. Invite the team leaders of both teams to introduce the session and demon-
strate their commitment to the process (5 minutes).
3. If the members of the teams don’t know one another, then have each indi-
vidual introduce him- or herself to the others. Structure this by saying:
Now what I’d like you to do is to find somebody in the group (move around if
necessary) who you don’t know or don’t know well to be your partner. You
need to interview your partner and there are questions that I want you to
ask. If they have had a great experience of working in a cross-boundary team,
what is one thing that they can identify that helped the cross-boundary team
work effectively? We’re going to explore, from our own experience, cross-
boundary teams. In short, identify a good one, and ask why that team actu-
ally worked so well. And I’m going to give you about 4 or 5 minutes to do
this. Any questions? You should interview each other, and your partner will
introduce you to the whole group. It’s a chance for everybody to get to know
each other and also to develop our thinking about cross-boundary teamwork—
what makes it work well.
And, later say:

The purpose is to introduce your partner just so that everybody knows every-
body, and I’d like you to do it very quickly—just tell us what cross-boundary
team they identified and what was the one success criterion they felt was
important. It takes about 20 or 30 seconds a person, so if you were thinking
of giving a 20-minute speech, please cut it back a little so that we can go
around quickly.
(15 minutes)
4. Distribute the Assessment and have each participant complete it as directed

(10 minutes).
5. Distribute the Analysis handout. Have participants form into groups of four (if
practical) to discuss the results as directed. There should be a mixed team
membership represented in each group of four (30 minutes).
238
Audit of Inter‐Team Communication
6. Invite a representative from each group to report the conclusions of their

discussions. Lead a discussion about what steps to take next and have the
participants complete the Action Plan (30 minutes).
Time Required
239
Assessment
Often, relationships between teams are not as constructive as they could be. The
Audit of Inter-Team Communication will help bring any difficulties to the surface so
that they can be debated and resolved. Read each item and circle a number to reflect
your view of the way that the teams in the room relate to one another at the present
time.
1. The teams share common goals.

Totally untrue 1 2 3 4 5 Totally true
2. All team members feel an imperative need to pull together.

3. There is a shared vision of what has to be done.

4. There are no team objectives that conflict with the objectives of the other
team(s).
5. The teams are measured in ways that pull them together, not apart.
6. Individuals personally know the members of the other team(s).

7. The teams’ senior managers obviously demonstrate their cooperative attitudes

toward one another.
8. There is early discussion whenever one team is planning to take action that will
affect the other team(s).
241
9. There is frequent open communication between members of the teams.

10. In conversations among themselves, the members of one team do not criticize
the members of the other team(s).
11. From time to time, there are joint sessions when any difficulties or problems
are discussed and resolved.
12. There are formal systems for ensuring that the teams communicate efficiently
together.
242
Analysis
Consider the results of the Audit of Inter-Team Communication, read the notes below,
and complete the analysis as suggested.
Notes on Inter-Team Communication

In today’s business environment, customers have more choice than ever before.
Product life cycles are shorter, and production batch sizes are smaller. In the face of
increasing choices, levels of service are going up and businesses are innovating to find
new ways to satisfy their customers. More firms are operating on a global scale.
Massive changes are reconfiguring many businesses. As the world becomes a smaller
place, competition is increasing and businesses are faced with more demanding
customers. Winning companies are flexible, fast, and opportunistic—they are agile.
Agility is undermined by “silo thinking,” where different divisions or groups of the

organization operate separately and do not collaborate. To be agile, you must be
ready to change as soon as the time is right. You cannot be inflexible.
Boundaries often start in the minds of people. Almost intuitively, we define us and
them. The boundaries in our heads define something as outside and separate from
what is “inside.” There is a tendency to strive to ensure that we don’t lose any
ground when we cooperate with them.
Communication across boundaries—different locations, different cultures, language

differences—is not easy, but when committed people work together, they find ways to
communicate. In inter-team relationships, there is a need for a shared goal, a shared
vision, and a shared set of intentions about what needs to be achieved. We recognize
that it’s not always easy to achieve this.
Shared goals are important, but more important are a number of things that are
necessary in order to build successful cross-boundary teams: shared commitment to
excellence and having a sense of common purpose.
It is very important to be knowledgeable about each other and to be able to put

yourself in the other person’s shoes. The more differences there are between groups,
the more we have to work at knowing the other people as individuals. We must be
kind to each other, be trustworthy, say what we’re going to do and do what we said
we’d do, be straightforward, and act in accordance with shared values.
A number of leading organizations have realized that if they are really going to be
efficient and effective on a global basis, then they need to learn how to set up
positive relationships across boundaries that provide shared policies and practices.
243
There is a need to re-position; develop new competencies; improve methods, proc-

esses, and routines; go for opportunities; and adapt the structures wherever needed.
And these aren’t just for formal structures within the organization. There are infor-
mal groups setting up project teams, solving problems as they come up. It is this
capacity to put together an organization to get things done—even if just for a morn-
ing, and then to move on—that we’re aiming to develop. Business strength lies in the
capacity to be strong while in movement.
Exercise
In relation to your own teams, discuss and answer the following questions:
1. The strengths of our inter-team relationships are:

a)
b)
c)
d)
e)
2. Inter-team relationships could be improved in the following ways:
Current What could be done to clear

Barriers the barriers?
244
Action Plan
Following your analysis of the strengths and weaknesses of inter-team relationships,
complete the action plan below.
We will do these things We will stop doing these We will start to do these
by… things by… things by…
245
Metrics for
Assessing Top
Team Performance
Metric 4.1
Top Team Roles Audit1
Introduction
This audit provides a method for top team members to reflect on the roles that
they and other team members play in teams. The Top Team Roles Audit may be
used for training purposes, for teaching, or on team skill development workshops.
Objectives
• To provide a language for discussing how different people contribute to teams
• To build respect for differences between members of a team
• To help individuals explore how they can strengthen their contribution to
teams
Materials
• Questionnaire
• Score Sheet
• Top Team Roles: Descriptions
• Exercise

• A flip chart
• Markers
• Masking tape
• A pencil for each participant
_______________
1
Some of the ideas in this activity (and the analysis design) are based on research conducted by
Meredith Belbin at the Henley Management College, UK, and published in his book Management Teams:
Why They Succeed or Fail (Heinemann, London, 1981). The definitions of team roles are partly based
on the Myers-Briggs Type Indicator Model and the skill definitions were partly drawn from Effective
Problem Solving by Dave Francis (Routledge, London, 1990).
249
Assessing Top Team Performance
Method
2. Distribute copies of the Questionnaire to each participant to complete as

directed (15 minutes).
3. Distribute copies of the Score Sheet to each participant to complete as

directed. Invite participants to share their scores and list them on a flip chart
(15 minutes).
4. Distribute copies of the Top Team Roles: Descriptions and the Exercise to
each participant to read the explanation and complete the Exercise as
directed (40 minutes minimum).
Time Required
250
Top Team Roles Audit
Questionnaire
This questionnaire reviews your contribution to the top team. Reflect on your behav-
ior at recent meetings. Read each statement below and ask yourself whether it is a
true description of how you actually behave on the top team. Rate each statement
using the scale from 0 to 3 below:
3 = I behave this way nearly all the time

1 = I behave this way sometimes
0 = I rarely or never behave this way
Statement Rating
1. I carefully assess the capabilities of everyone else on the team.
2. I take other team members’ ideas and elaborate on them.
3. I express ideas that no one else has thought of.
4. I work hard to build a constructive team spirit.
5. I contribute to the team from my specialist discipline.
6. I push other team members to get things done on time.
7. I mentally stand back from the team to evaluate carefully what is

going on.
8. I help the team in whatever ways are useful.
9. I deliberately try to influence other team members to see things my

way.
10. I exploit influential contacts outside the team.
11. I structure the meetings.
12. I start to evaluate the potential of new ideas as soon as they are
suggested.
13. I express unconventional ideas that go against traditional thinking.
251

Statement Rating
14. I invest a great deal of effort to foster good relationships between

team members.
15. I give judgments on matters relevant to my professional or functional
discipline.
16. I am conscientious about ensuring that the team meets its
commitments.
17. I do not get carried away with enthusiasm and thereby prejudice my
objectivity.
18. I go out of my way to help the team in whatever capacity is needed.
19. I have strong views about what the team should do.
20. I develop relationships with outsiders who could be useful to the

team.
21. I ensure that everyone is clear about the objectives of meetings.
22. I carefully explore ideas to assess whether they are promising.
23. I can be relied upon to produce entirely novel ideas.
24. I work hard to be supportive of other people on the team.
25. I contribute to the team as a functional specialist.
26. I push people to ensure that tasks get completed properly.
27. I seek to identify possible pitfalls before agreeing to go ahead.
28. I carefully observe where the team needs help and do whatever is
necessary to make progress.
29. I exert a strong influence on the team’s decisions.
30. I act as a “salesperson” on behalf of the team to outside groups.
252

Statement Rating
31. I work hard to ensure that everyone makes an effective contribution

to team meetings.
32. I help others visualize the potential impact of new ideas.
33. I am a highly creative person within the team.
34. I act from the belief that good personal relationships are the
foundation of effective teamwork.
35. I limit my input to contributions from my specialist expertise.
36. I feel dissatisfied until I am sure that tasks are properly completed.
37. I work hard to give a dispassionate and objective viewpoint on all

proposals.
38. I adapt my role so that I am useful in any situation.
39. I am prepared to state my case again and again to win an argument.
40. I build liaisons with influential people from outside the team who
might help us.
41. I organize team process (that is, determine how we manage our
meetings).
42. I take the germ of an idea and develop workable proposals.
43. I refuse to accept conventional explanations unless I have validated

them for myself.
44. I help sort out interpersonal conflicts between team members.
45. I regard myself primarily as a representative of a specialist

discipline.
46. I strive to ensure that the team’s work is completed meticulously.
253

Statement Rating
47. I think about what could go wrong before committing myself.
48. I am flexible no matter what role I play on the team.
49. I have very definite opinions and try to sway others to my point of
view.
50. Once the team has made a decision, I find people who can get it
implemented.
Please do not proceed until asked to do so.
254
Score Sheet
Transpose the scores from the audit to the table below. Then add up the points in
each column.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
Totals
PM CD RA HA TE OD CR CO PO PR
When each team member has scored the audit, share the individual scores, and list
them on a flip chart.
255
Top Team Roles: Descriptions

You have just completed the questionnaire and calculated your score. High scores
indicate a role that you often play on the team, whereas low scores suggest that you
rarely play this role. Explanatory notes on the ten roles are given below.
Process Manager (PM)

The process manager exploits and channels human resources to get things done. This
involves forming teams, identifying people’s strengths, setting objectives, structuring
meetings, clarifying issues, allocating roles, and maintaining momentum.
Process managers study members of the team to determine their strengths and weak-
nesses, and maintain an analytical and observant approach. They bring organization
and structure to the team, and ensure that goals and terms of reference are clear.
Process managers are able to draw out the best from people and have the skills of a
good chairperson. They tend to be controlled, self-confident, calm, and skilled as a
listener and communicator.
All managers are required to play this role on occasion, and process skills can be
learned through training and practice.
Key contribution: chairmanship
Concept Developer (CD)

Concept developers ensure that ideas are properly developed and evaluated. This is
done by taking ideas and building on them, testing ideas for validity, visualizing the
potential impact of different courses of action, seeing possibilities, and transforming
ideas into practical proposals.
The overriding strength of concept developers is an ability to see the potential bene-
fit of an idea. They will often play with novel proposals to see what they are worth.
This role has been described as an “intellectual opportunist.” When someone suggests
an idea, the concept developer will elaborate on it so that it can be evaluated.
Concept developers are imaginative, responsive, and ingenious. Design and develop-
ment are strengths. Sometimes people who play this role are too quick to move on to
the next idea. Able to see the potential of an idea, evaluate alternatives, and visual-
ize the impact, concept developers show a strong creative streak. However, this tends
to stop at the design stage, as true concept developers have relatively little interest
in actual implementation, preferring to move on to the next problem. Concept devel-
opers thrive on complex problems and enjoy a challenge; the key skills brought to the
team are vision, imagination, ingenuity, precise and logical thinking, and under-
standing.
Key contribution: visioning
257
Radical (RA)
Radicals contribute unexpected perspectives by considering problems from unusual
viewpoints, seeing new possibilities, adopting unconventional approaches, generating
insights, and producing novel proposals. Radicals look afresh at reality and seek to
understand anew. They refuse to accept traditional wisdom.
Radicals may be described as the “mavericks” of the group. They are unfettered by
conventional viewpoints and prefer to think through things independently. Radicals
are free spirits.
There is often a strong sense of intuition in radicals. They need to get in tune with
problems. Research suggests that the right side of the brain (the nonlogical) is par-
ticularly active in radical thinking. Their ideas may not always be well presented or
fully formed, but radicals want to be heard. Presentations always contain an element
of the unexpected. Radicals stir up the team by refusing to accept conventional wis-
dom, and can be seen as abrasive or irritating. Radicals often score highly on tests of
mental ability: complex problems or novel challenges are welcomed. Radicals have
developed skills of generalizing, classifying, providing evidence, and simplifying.
Key contribution: challenging
Harmonizer (HA)
Harmonizers build morale by energizing, supporting, encouraging, and resolving
interpersonal conflicts. Harmonizers believe that efficiency is based on positive
interpersonal relationships. Harmonizers sustain commitment, cooperation, and
thereby, performance. They want people to “play together nicely.” The predominant
impression is that of a caring person. Harmonizers try to ensure that members value
one another and gain something significant from their involvement on the team.
Key contribution: maintaining team spirit
Technical Expert (TE)

Technical experts contribute specialized information, distinctive knowledge, or
expertise from an expert, professional, or vocational viewpoint.
Technical experts possess a specialized and valuable body of knowledge. This has
been acquired through extensive training and experience. They may be finance
directors, marketing directors, corporate planners, HR directors, and so on. Technical
experts contribute as representatives of an expertise. These team members may
remain silent until a matter relevant to their specialization is raised. Technical
experts are partisan, but their advice may be most important. Only the expert may
know enough to give an informed opinion on a particular question.
Key contribution: specialist know-how
258
Output Driver (OD)

Output drivers push to ensure that jobs get done. This requires setting targets,
meeting objectives, completing actions, and finishing tasks. Performance is valued for
its own sake. There is a strong commitment to quality and integrity. A strong sense of
duty is often present, based on well-developed inner standards.
Output drivers push to get things done and check to ensure that standards are main-
tained. Organizing resources is a way of life. Some people who play the output driver
role are inclined to be somewhat anxious. They are responsive to time limits. Output
drivers may be intolerant of error, somewhat inflexible, and autocratic. These are the
people who are always checking to see whether things could go wrong at the last
moment. They are creative in tactics and contingency planning. This role is often
described as conscientious.
Key contribution: pushing
Critic (CR)
Critics confront the team with objective observations and carefully weighed opinions
to assist in wise decision making. They stand back, judge what is going on, consider
possibilities, look for possible pitfalls, sound notes of caution, question proposals, and
challenge ideas. Critics are not predisposed to be either negative or positive; the
desire is to be objective.
Critics take a mental step back from the team. They exercise caution and avoid being
sucked into the enthusiasm of the moment. Critics tend to be conservative, judging
new proposals against past precedents. The critic role is an important antidote to
“groupthink”—the dangerous collective hypnotism that teams sometimes experience.
Critics actively hunt for possible pitfalls before agreeing to a course of action and are
willing to play devil’s advocate—taking pride in giving a dispassionate viewpoint on
any proposals. Critics, apparently, are the least enthusiastic members of the group.
They may be accused of being cold. But, if they are able and experienced, their cri-
tique contributes that most valuable element—wisdom. They are skeptical, decisive,
accurate, and stable, but somewhat distant contributors.
Key contribution: impartial evaluation
259
Cooperator (CO)
Cooperators are diligent observers who actively assist the team in whatever ways are
needed. They fill gaps by helping, adopting cooperative attitudes, being prepared to
work hard, and being adaptable. True cooperators are “jacks of all trades.”
Cooperators watch for needs and are willing to do whatever is necessary to be useful.
They will organize resources and tackle mundane or unpleasant jobs without com-
plaints. Cooperators may lack assertion skills and become excessively helpful (that is,
take a victim role). They are quick to see blockages to progress. This role requires
high observation skills, generosity, enthusiasm, lack of concern for protocol, and a
breadth of capabilities.
Key contribution: flexibility
Politician (PO)
Politicians shape the team’s collective viewpoints by being opinionated, results ori-
ented, high in influence, building alliances, guiding others, being power conscious,
and persuasive.
Politicians act like magnets on iron filings, pulling people in the same direction. They
know the right thing to do, and deliberately try to influence other people to share
their opinions. Once views are set, politicians resist attempts to shift them. These are
people who will lobby, persuade, deal, and influence. Such people are often notably
tenacious and persistent. They bounce back after setbacks. They are continuously
working on the best ways to get ideas implemented. The role has been well described
as a “shaper” since politicians mold and shape opinion and objectives. Politicians
have a strong sense of personal values and such people are high in autonomy—self-
governing. They are often highly strung, outgoing, dynamic, and intolerant. Politicians
are quick to react, move the team toward action, and want to be personally identi-
fied with success.
Key contribution: drive
260
Promoter (PR)
Promoters link the team to others by being outgoing and sociable, building relation-
ships, investigating resources, and sensing out ideas and possibilities. They are fixers
and enable things to get done.
Promoters deliberately gather useful contacts and make connections outside the
team. The role suits outgoing people who readily make friendships. Promoters are the
“salespeople” on the part of the team, sometimes acting as a bridge.
This role is particularly important in top teams, as there is a need to link the organi-
zation to the community, industry bodies, key customers, related organizations, and
suppliers. Often promoters act as figureheads of the organization.
However, promoters can be something of a gadfly, moving easily from one situation to
another and never seeing things through. Such people are tolerant, socially adept,
outspoken, nurturing, and cooperative.
Key contribution: linking
261
Exercise
As a team, answer the following questions:
In what roles are we strong?

• __________________________________________________________________
• __________________________________________________________________
• __________________________________________________________________
In what roles is the team lacking?

• __________________________________________________________________
• __________________________________________________________________
• __________________________________________________________________
Has the lack of certain key roles been a disadvantage in the past? What examples
can you give of where the lack of a key role was a disadvantage?
• __________________________________________________________________
• __________________________________________________________________
• __________________________________________________________________
What steps should be taken to incorporate people who can effectively fill the gaps
in our roles profile?
• __________________________________________________________________
• __________________________________________________________________
• __________________________________________________________________
Each individual should say what roles they feel they contribute to the team at the
present time. Feedback can be obtained from other members of the team to act as a
validity check.
Each individual may obtain feedback from the others as to how this role is valued and
what this person could do to enhance their contribution in the future. This feedback
should be given in a supportive, not destructive, manner. Emphasis should be placed
on the positive roles played. The team leader should receive feedback in the same
way as the other team members.
263
Metric 4.2
Top Team Audit1
Introduction
This metric provides a format for assessing the development needs of top teams
(that is, those with strategic responsibilities).
Objectives
• To develop openness among top team members
• To identify top team strengths
• To identify barriers to top team effectiveness
• To identify areas for top team development
Setup
The facilitator and the team leader should review the Top Team Audit before
making a commitment to use it. For some top teams, using this metric can be a
confronting experience—especially for the team leader. If a decision is made to go
ahead, the facilitator should consult the leader and team members as to whether
the Top Team Audit should be completed by team members anonymously before a
mini-workshop to review the data. If anyone expresses a reservation, the facilita-
tor should suggest that the data be collected anonymously in advance and a non-
attributable summary of the data be provided at the mini-workshop.
Materials
• Questionnaire
• Score Sheet
• Interpretation Sheet
• Top Team Strengths: Definitions
The facilitator will need a flip chart and markers.
_______________
1
The authors acknowledge that this metric draws from an earlier audit by D. L. Francis and D. Young.
265
Method
1. At the start of the mini-workshop, allow the team leader to introduce the
activity. Then take control of the meeting by outlining the objectives listed
above. Ask for help in keeping the mini-workshop on track. Invite team
members to alert others to weaknesses of team process as they occur.
2. Say “In this session, we will explore the strengths and weaknesses of the
team’s process (the ways in which you work together). The team will review
its effectiveness against 12 defined areas of competence, each of which are
relevant to effective top teamwork. This audit deals with sensitive issues, and
it is important to be as open as possible.”
3. If the team has opted to complete the Top Team Audit in the mini-workshop,
then ask each member of the team to complete the Questionnaire individu-
ally. Have the team leader join the group for this task and complete the
Questionnaire at the same time as the other members of the team. If the
Questionnaire data are already available, provide it anonymously. Often team
members begin to discuss their answers to the questions as they complete the
Questionnaire, but such conversations should be tactfully curtailed as they
can be distracting.
4. When everyone has completed the Questionnaire, distribute copies of the

Score Sheet and Interpretation Sheet to team members. Ask team members to
score their own questionnaire as directed, using the Score Sheet. Then have
team members transfer their results to the Interpretation Sheet.
5. Draw the team interpretation from the Interpretation Sheet on a flip chart,
and have each team member, including the team leader, share their scores.
6. Calculate totals for each of the 12 areas covered by the Top Team Audit.
7. Complete the Interpretation Sheet on the flip chart.
8. The scene is now set for discussion, review, and debate. Distribute Top Team
Strengths: Definitions to the team members. Stand at the flip chart and lead
the discussion on the team’s results. Ask team members to reflect on the pat-
tern shown in the data. As they do this, ask the team to study the summary
definitions of each top team strength to provide further information.
9. Lead a discussion to highlight overall team strengths and barriers.
266
Top Team Audit
10. Have the team select the barrier that is felt to be most significant to explore
deeper (this is not necessarily the barrier with the lowest score).
11. Have team members read the explanation on the selected barrier (see below)
and complete the task as directed.
12. During the discussions, it is helpful to refer back to the completed individual
surveys. Statements relating to each barrier can be easily identified from the
Score Sheet. Encourage team members to explain why they chose particular
scores for significant items. Wherever possible, during discussions, ask team
members to offer practical illustrations to make the data “real.” Steer the
discussion toward a consensus on what needs to be done. The discussion
should proceed until a program for improvement has been determined. If
necessary, the session may be adjourned and continued at another time.
13. Repeat the process for other barriers until the team is satisfied that all sig-
nificant barriers have been discussed and appropriate action agreed to.
Time Required
Approximately 3 hours
267
Top Team Audit
Questionnaire
Define clearly the team you are about to review, agree to this definition with
colleagues, and list the names of team members below.
The team being reviewed is:
Team members are:
Below you will find 84 statements. Rate each statement strictly on how it relates to
the team defined above, using the scale from 0 to 3 below:
3 = Generally true
1 = Sometimes true
0 = Generally true
Record your score for each statement in the corresponding box. Please try to
complete the survey in about 20 minutes or less (which means rating about four
statements each minute).
Statement Rating
1. Members of the team are honest with one another.
2. The team has the authority to make strategic decisions for the
business (in a large company this would be a strategic business unit).
3. Team meetings are well structured.
4. Team members cooperate with one another.
5. The team has access to comprehensive industry and market research.
6. The team leader encourages other team members to take a leader-

ship role, when this is appropriate.
269
3 = Generally true
1 = Sometimes true
0 = Generally true
Statement Rating
7. The team fundamentally reviews the business’s strategy at least once

every two years.
8. The team is skilled at solving complicated problems.
9. Members of the team have extensive experience in the industry in

which the business operates.
10. The team gives serious consideration to unconventional ideas.
11. Changes in the marketplace are carefully monitored.
12. The business’s systems enable decisions made by the top team to be
rapidly implemented.
13. Team members are truthful to one another.
14. The team has the power to get things done.
15. Team meetings have clearly defined objectives.
16. Members of the team try to understand fully one another’s points of
view.
17. The top team has adequate staff support (administrative, research,
technical, and secretarial).
18. All members of the top team contribute to determining the future
direction of the business.
19. Members of the team devote sufficient time to resolving strategic
issues.
20. Team members have the skills to interpret economic and financial
data.
21. Members of the team are committed to working for the long-term
success of the business.
22. The team encourages innovative individuals to express their ideas.
270
Top Team Audit
3 = Generally true
1 = Sometimes true
0 = Generally true
Statement Rating
23. The team regularly analyzes the overall strengths and weaknesses of
the business.
24. Once the team has made a decision, it is rapidly implemented across
the business.
25. Open debate takes place, even on contentious issues.
26. The team is strongly supported by those who could override their
decisions (for example, shareholders, board of directors).
27. The team meetings address all issues that need to be discussed.
28. Team members are committed to the success of the team, rather
than their own individual interests.
29. Adequate funds are available to obtain information needed for
analysis and planning.
30. When necessary, the team leader takes charge and makes a clear
decision.
31. The team uses up-to-date analytical techniques.
32. Team members present their views skillfully.
33. Team members have a sufficiently large network of useful external

contacts.
34. The team will experiment and take risks.
35. The team carefully compares the costs of running the business with
those of their competitors.
36. The business is refreshingly free from bureaucracy, and the top team
ensures that it is kept that way.
37. There is a high level of energy in the team.
38. The team has the authority to determine policy across the organiza-
tion.
271
3 = Generally true
1 = Sometimes true
0 = Generally true
Statement Rating
39. Team meetings take about the right amount of time.
40. Team members take early action to resolve conflicts among

themselves.
41. Team members can readily obtain training on unfamiliar concepts
and techniques.
42. The team leader ensures that members of the team have a clear
understanding of the business’s strategy and priorities.
43. Team members are free from being preoccupied with short-term
“firefighting.”
44. Decisions are not made until available options have been carefully
weighed.
45. Members of the team understand, in depth, the key technologies
used in the organization.
46. The team has an outstanding record of implementing new ideas.
47. Before new commitments are undertaken, the probable costs/

benefits are carefully evaluated.
48. The business’s administrative and control systems are sufficiently
flexible to implement the top team’s decisions.
49. Team members give each other direct but constructive feedback.
50. The team has the power needed to implement its chosen strategies.
51. The frequency of team meetings is sufficient.
52. Problems that concern several functions or groups are quickly

resolved by cooperation among team members.
53. Members use external advice to get an impartial view on the quality
of their strategic thinking.
54. Team members understand the personal values of the team leader.
272
Top Team Audit
3 = Generally true
1 = Sometimes true
0 = Generally true
Statement Rating
55. Team members build organizational competencies that will

strengthen the business in the longer term.
56. Team members have the skills to understand difficult numerical data.
57. Members of the team spend sufficient time getting to know cus-
tomers very well.
58. New ideas and opportunities are not immediately rejected.
59. The team does not panic when temporarily thrown off course.
60. The team really does lead the business.
61. Team members say what they really think, not what they feel is the
right thing to say.
62. The team has the authority to determine how the business should be
structured (that is, define responsibilities and authority levels).
63. The team spends sufficient time considering whether their meetings
are efficient and effective.
64. Members of the team know how the other members see the world.
65. Members have the skills and facilities to conduct elaborate “what if”
and scenario analyses before making decisions.
66. The team leader consults team members before making policy
decisions.
67. Team members keep up-to-date with new thinking on top manage-
ment practices.
68. When complex issues are being discussed, great care is taken to
present background information in ways that assist team members to
gain a comprehensive understanding of the key issues in the minimum
possible time.
69. The opinions of employees at every level are well understood by the
members of the team.
273
3 = Generally true
1 = Sometimes true
0 = Generally true
Statement Rating
70. Team members are encouraged to be creative.
71. Adequate time is given to reviewing the outcomes of the team’s

previous decisions.
72. An effective management information system identifies potential
problems quickly.
73. Team members are encouraged to be open, even if they express
dissenting views.
74. The team makes the important decisions in the business.
75. Team meetings are conducted with a clear statement of actions that
need to be undertaken and a specification of who is responsible for
progressing each item.
76. Team members raise their thinking above sectional interests and
consider the wider needs of the business.
77. Team members take effective steps to develop their own managerial
competencies.
78. The team leader demonstrates their personal commitment to using a
team style of leadership.
79. External advisors are used to add depth to the team’s strategic
thinking.
80. Members of the team are skilled at getting to the heart of the matter
(discriminating between important and unimportant issues).
81. The team is in touch with the whole business so that members of the
team know how employees are feeling.
82. Structured techniques such as brainstorming or lateral thinking are
used, where appropriate, to generate new ideas.
83. The team actively seeks any information or feedback that could
indicate when wrong judgments have been made.
84. The team effectively controls the business.
Please do not proceed until asked to do so.
274
Top Team Audit
Score Sheet
You have entered a score for each of the 84 statements on the Questionnaire. Copy
your scores onto the answer grid below. Then total the 12 vertical columns.
1 2 3 4 5 6 7 8 9 10 11 12
13 14 15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31 32 33 34 35 36
37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 71 72
73 74 75 76 77 78 79 80 81 82 83 84
I II III IV V VI VII VIII IX X XI XII
Now copy the totals onto the Individual Interpretation Sheet on the next page.
275
Top Team Audit
Interpretation Sheet
Individual Interpretation
Enter your scores from the preceding page in the first column of the table below.
Totals Strength Barrier
I Open climate Closed climate

II Strong power base Weak power base
III Effective team meetings Ineffective team meetings
IV Cooperative relationships Uncooperative relationships
V Adequate backup Inadequate backup
VI Appropriate team leadership Inappropriate team leadership
VII Strategic orientation Lack of strategic orientation
VIII Strong analytical skills Weak analytical skills
IX Deep business know-how Shallow business know-how
X High creativity Low creativity
XI Reality orientation Lack of reality orientation
XII In command Not in command
What the Scores Mean

High scores indicate strengths, and low scores suggest a blockage. Team development
can be helped by careful diagnosis of team capability leading to an improvement plan
that builds on strengths and reduces or eliminates barriers.
The scores above present only one individual’s viewpoint, and it is important to get a
more representative assessment. Draw a table on a flip chart with sufficient space for
each team member to add their scores. The scores should be entered and horizontal
totals calculated. The relative distribution of scores between the 12 areas is more
significant than the absolute numbers.
The flip chart can be laid out as in the example on the following page, with a column
for each team member.
277
Team Interpretation
Top Team Team Team Team Team
Strength Member A Member B Member C Totals
I Open climate
II Strong power base
III Effective team meetings
IV Cooperative relationships
V Adequate backup
VI Appropriate team
leadership
VII Strategic orientation
VIII Strong analytical skills
IX Deep business know-how
X High creativity
XI Reality orientation
XII In command
278
Top Team Audit
Top Team Strengths: Definitions

Consider the explanations below before discussing what changes in behavior would be
needed to improve the performance of the top team. Record your conclusions.
I. Open Climate
Team discussions are open: team members say what they think and feel. Discus-
sion is robust and there is no undercurrent of manipulation or corporate politics.
Proposals, not people, are attacked. Ideas and proposals are constructively con-
fronted. There is a high level of energy. Team members look upon different
viewpoints as a valuable source of stimulation.
An open climate facilitates authentic exchange of facts, opinions, feelings, reac-

tions, and ideas. Openness helps ensure that all relevant factors are explored and
there is a free flow of ideas between team members. This builds genuine com-
mitment to team decisions and reduces “groupthink” (unrealistic shared group
perceptions). An open team makes better decisions because proposals are well
screened before being accepted, thinking is sharpened through constructive chal-
lenge, and problems are identified and shared. The team also benefits in other
ways: energy and excitement are released, and friendships and alliances are built.
The probable consequences of a negative climate include the following:

• Political game playing
• Lack of integration between team members
• Suspect decision making
• Job dissatisfaction and high stress levels
• Defensive behavior
• Problems swept under the carpet
II. Strong Power Base

The top team has real power, with sufficient autonomy to shape the future direc-
tion of the business. If it is a unit of a larger business, this means that the team
greatly influences its own strategy, structure, and operational policy within a
supportive corporate framework.
Without a strong power base, the team cannot set the direction, define the char-
acter of the business, or be perceived as strong by those below. Accordingly, they
cannot exercise a full leadership role. The absence of a strong power base
undermines the self-esteem of team members who lose confidence in their own
abilities. Often a weak power base results in a strategic vacuum or inappropriate
strategies being imposed on the business by absent executives who do not know
the business.
279
The probable consequences of a weak power base include the following:

• Chosen strategies (especially those that take the business into a new
direction) cannot be implemented.
• Strategies are devised that are unrealistic because the team lacks experience
or full authority.
• The team is unable to commit essential resources (money, people, and so on)
to implement chosen strategies.
• The team’s credibility is low and therefore cannot play a true leadership role
in the business.
• Members of the team feel weakened and frustrated. Some may decide to seek
more fulfilling jobs elsewhere.
III. Effective Team Meetings

Formal and informal discussions have an appropriate degree of structure and
order. Time and effort are invested in preparation. The objectives of meetings
are crystal clear, and all members understand their roles.
Top teams consider issues of vital importance. They contain assertive and power-
ful people. Data of considerable complexity are considered. Meetings are the only
mechanism by which all of the relevant factors can be discussed, assessed, and
resolved. Decisions reached are important and need to be clearly expressed and
communicated. Members of top teams lead very busy lives. Team meetings need
to be of high quality so that commitment to the team is maintained, all members
have the opportunity to make contributions, and issues are efficiently explored
and reviewed. This leads to a sense of being a winning team. Effective meetings
ensure that decisions are clearly understood and the responsibilities for action are
identified.
The probable consequences of ineffective meetings include the following:

• Important issues never get addressed.
• Time is wasted.
• Team members “switch off.”
• There is poor-quality decision making.
• Cliques usurp power.
280
Top Team Audit
IV. Cooperative Relationships

Members of the team listen to one another. They seek to understand one
another’s viewpoints. Team members help one another. Barriers to cooperation
are detected and broken down. There is a high level of trust between team
members, and interpersonal games are absent.
Teams with uncooperative interpersonal relationships almost never function

effectively. Cooperation is vital in top teams, because they address complex and
uncertain issues of vital importance. It is especially important to avoid members
playing political or exploitative games. Particularly damaging is point scoring,
inter-functional competition, guardedness, and enjoyment of others’ failure.
Cooperative relationships help ensure that decisions are made rationally, using
the best data available, rather than on the basis of power play. Also, the contri-
bution of less assertive members of the teams is encouraged, and the likelihood of
full commitment to decisions is increased.
The probable consequences of uncooperative relationships include the following:

• Lack of integration between team members
• High levels of personal stress
• Under-utilization of resources
• Perception from below that the team is fragmented
• Empire building
• Shared problems that are neither identified nor solved
V. Adequate Backup
Administrative, educational, technical, advisory, and/or analytical services are
readily available to team members who can call on these expert services to con-
duct research, analyze data, suggest ideas, develop scenarios/predictive models,
and/or challenge current modes of thinking. Individual team members can readily
obtain training and coaching on unfamiliar concepts, techniques, and skills.
The demands made on top teams are often intense. The pace is hectic. Along with
short-term issues, there are fundamental strategic matters that need to be
resolved. Without adequate backup, the team lacks information, analysis, struc-
tured presentations, and help in implementation. Time is spent doing lower-level
work, and there is insufficient intellectual energy available for strategic analysis
and debate.
The probable consequences of inadequate backup include the following:

• Decisions are not supported by appropriate data.
• Strategic thinking is shallow.
281
• The team lacks responsiveness to external forces.

• Individual managers fail to keep up-to-date with new concepts and tech-
niques.
• Team members are over-worked.
• The team lacks credibility with outside stakeholders.
VI. Appropriate Team Leadership

The team leader is dedicated to the concept of team leadership. He or she uses
the team to help determine the direction and operation of the business. A team
leadership style does not imply that every decision is made by consensus or
majority vote. There is appropriate direction and support from the leader. Within
the team, there is not an “in” group and an “out” group. The leadership style is
flexible to let others take initiatives, but the leader is decisive when the need
arises.
Leadership is probably the most important ingredient in effective team function-

ing. In top teams, the leader should have a personal vision of the future that is
communicated persuasively to others. This vision is rarely developed in isolation;
the leader obtains a contribution to strategic and operational thinking from all
members of the top team. It is especially important that the leader is clear about
values, behaves consistently—both in word and deed—and encourages others to
share these values. Appropriate team leadership means providing the right
amount of direction and support to each team member. The leader will work hard
to build a resourceful team, acquiring a blend of competent individuals, using
their skills, and developing latent capability.
The probable consequences of inappropriate leadership include the following:

• A lack of consequences about the mission of the business
• Inappropriate (too much or too little) direction from the top
• Inappropriate (too much or too little) support from the top
• Team members’ capabilities not being fully exploited
• Team members who are insufficiently controlled
• Team members who are not developed
VII. Strategic Orientation

The team shares a developed model of management, a common language, and a
set of concepts about strategy. Intellectual and theoretical contributions are
carefully considered, not immediately rejected. Short-term concerns are not
allowed to dominate the work of the team. Members of the team are personally
committed to strategic thinking, keeping up-to-date with developments in strate-
gic management theory and practice.
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Top Team Audit
Genuine belief about the benefits of strategic management is necessary because

the external environment is never static. Organizations that are closed are always
at risk. Managing the here-and-now is often so demanding that it takes conscious
commitment and willpower to mentally step back and think strategically. Unless
strategic management becomes a fundamental guiding principle of top manage-
ment, the pressure of events will cause the business to chase immediate issues
rather than its strategic goals. Strategic understanding demands an element of
intellectual ability, which many managers often find difficult.
The probable consequences of lack of strategic orientation include the following:

• Blurred vision of the future
• Lack of focus
• Uncoordinated decisions
• Missed opportunities
• Insufficient commitment to building layers of competitive advantage
VIII. Strong Analytical Skills

There is a balance of skills that enables the team to interpret social, economic,
financial, market, technological, competitive, and management information
systems data. During discussions, information is efficiently collated and under-
stood. Effective techniques for problem solving and decision making are prac-
ticed. The team is able to work with complex issues and arrive at well-considered
conclusions.
Most strategic issues can (and should) be expressed with stark clarity. This
requires the capability to work with a plethora of hard or soft information, ideas,
and concepts. No matter how good the backup to the top team, there must be an
adequate level of ability among team members and an effective technology to use
data to improve the quality of decision making. This includes the use of concep-
tual frameworks and decision support systems, data interpretation skills, and
modeling techniques. Weak analytical skills can have two forms: either words or
numbers dominate the team’s thinking. Both quantitative and qualitative analyti-
cal skills are needed.
The probable consequences of weak analytical skills include the following:

• Options for decision making are under-researched.
• Excessively simplistic viewpoints are taken.
• The few who possess analytical skills dominate.
• Unexpected and unwelcome (but predictable) surprises come up.
• The team becomes bogged down and confused by detailed information.
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IX. Deep Business Know-How

Members of the team understand, in depth, the particular nature of their busi-
ness. They are personally committed to building the long-term strength of the
business. They have a large network of contacts throughout their industry. The
possibilities and difficulties of relevant technologies are well understood. The top
team has a deep appreciation of the attitudes, feelings, and opinions of custom-
ers and employees.
There have been many occasions when a top team has made decisions, in igno-
rance, that have later been proved to be foolish. A deep understanding of all
aspects of the business does not prevent foolish decision making, but it does
reduce the likelihood that ignorance is the cause of major decision-making blun-
ders. Deep business know-how helps managers detect important issues and find
rapid solutions. Those businesses, which are led by professional managers, can
also suffer from excessive short-term decision making because managers are
committed to their careers, rather than the business’s long-term development.
The probable consequences of shallow business know-how include the following:

• The real needs and wants of the customer are not understood.
• Key success factors of the industry are not correctly identified.
• The challenge of operating problems is underestimated.
• The top team alienates itself from the rest of the business.
• Foolish decisions are made.
X. High Creativity
There is an open-mindedness in the team. Old habits and assumptions are
vigorously questioned for relevance today. Radical ideas are heard and
considered, as are innovative thinkers, both in- and outside the team.
Experiments are set up to test new thinking. The team takes risks and accepts
that there will be some failures.
Most businesses operate in rapidly changing and challenging environments. Failure

to respond to changes in society, economic factors, politics, customers, and
competition may lead to eventual business demise. Top teams must be creative
themselves and encourage creativity across the business. This attracts creative
people to the business and creates a flow of new initiatives. The top team needs
to encourage the recognition of opportunities, which stimulate new ways of
thinking and keep the business fresh, sharp, and on its toes. High creativity in the
top team helps prevent people in the business from becoming fixed to their
existing self-image and being unable to respond to external threats and
opportunities.
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Top Team Audit
The probable consequences of low creativity include the following:

• Assumptions that are not challenged
• Unorthodox organizational practices
• Slow adaptation to new challenges
• Loss of innovative people
• Competitive disadvantage
• Perception by those below that the top team is resistant to change
XI. Reality Orientation

The top team is in tune with markets, competitors, and the business’s employees.
The team has objectively analyzed the strengths and weaknesses of the business
and understands the damage that will be caused by foolhardy or over-optimistic
decisions. There are thorough team reviews of the effectiveness of past decisions
and lost opportunities. Resource allocation decisions are well considered prior to
commitment. The team seeks feedback on its effectiveness and maintains a solid
practical orientation.
Top management requires a blend of vision and realism. Top teams who cannot
see the “wood for the trees” fail to recognize needs for change. Conversely,
visionary strategies that are strong on idealism but untested against reality
frequently lead to unrealistic aspirations and disaster. Creative thinking needs to
be carefully reality tested prior to implementation. There is much evidence that
most successful strategic development comes from realistic and incremental
steps, rather than by huge leaps into the unknown.
The probable consequences of a lack of reality orientation include the following:

• The top team does not correctly assess the distinctive competencies of the
business.
• The top team has a lack of awareness of the real competitive situation—it
does not really know what is going on out there.
• Disciplines for evaluating major decisions are inadequate.
• Excessively optimistic assumptions are made about the capacity of the
business to adopt or do more.
• The top team loses credibility as its ideas are seen to be foolish and
unsustainable.
• Economic realities are not recognized.
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XII. In Command
The team is able to command the business. Information and control systems are
well-developed and enable decisions to be effectively implemented. The business
is managed by the team. Information flows readily up and down so that potential
problems, especially those related to low morale, are rapidly detected.
The apex of a business is the brain of the firm. The top team devises strategy,
makes resource commitments, develops, coordinates, and controls the business.
Effective direct supervision is vital. Unless the top team is in command, the
business responds like a headless chicken. In particular, the control and
coordination framework must overcome inertia, fragmentation, and resistance to
change. Change can be blocked by many things: old habits of thinking, rigid
perceptions held by senior people, and the sheer difficulty of shifting the focus of
a large business. Top teams invariably want to make changes of priority and
focus: they must have an effective management and administrative structure to
transform their decisions into reality.
The probable consequences of not being in command include the following:

• The business lacks focus and energy.
• There is a crisis of morale; employees feel that they are being poorly led.
• There is a crisis in the top team; members feel that they lack power and
control.
• The business blocks changes in direction from the top.
• There is a proliferation of bureaucracy as procedures replace intelligence.
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Metric 4.3
HQ/Divisional Team
Relationships Audit
Introduction
This metric was designed for use at senior management levels within an organiza-
tion. It can be used for an inter-team development event between corporate staff
and divisional level management. The activity is most effective when undertaken
by a group of senior representatives of HQ and operating divisions. It is particu-
larly helpful if the relevant chief executives are involved.
Objectives
• To review the effectiveness of team relationships between HQ and operating
divisions in a large organization
• To improve vertical communication and teamwork
Setup
This activity can bring some contentious issues to the surface. It is important that
senior managers realize that this is not just a training exercise. Review the
Assessment in advance, and voluntarily agree to participate in the session.
As many participants as desired may take part at the same time, but if the group
consists of more than ten people, it will be necessary to form sub-groups to con-
duct the activity in the method described below.
Materials
• Assessment
• Score Sheet

• A supply of blank overhead transparencies
• A flip chart and different colored markers
• The questions listed on the Score Sheet may be prepared in advance
(numbered and with one question only per overhead transparency)
287
Method
2. Have all participants complete a copy of the Assessment (10 minutes).
3. Ensure that the scores from the HQ side and the scores from the divisions side
are computed separately for each item, divided by the number of respondents
to determine the average, and displayed. This is best done on an overhead
transparency or flip chart using different colored markers to indicate the two
sides (15 minutes).
4. Invite the most senior manager to lead a discussion about the results. Each of
the questions on the Score Sheet should be discussed in order and the answers
recorded on a separate overhead transparency (45 minutes minimum).
Time Required
288
HQ/Divisional Team Relationships Audit
Assessment
Consider the degree of teamwork that exists now between the corporate HQ and the
operating divisions in this organization. Individually read each of the items below and
circle a number that reflects how you perceive the relationship now.
1. To what extent does HQ adopt a team approach in working with the divisions
(that is, both working together to develop the business)?
HQ does not seek to 1 2 3 4 5 HQ works with divisions as an
work with divisions as an integrated team.
integrated team.
2. To what extent do divisions adopt a team approach in their relationship with

HQ (that is, both working together to develop the business)?
Divisions do not seek to work 1 2 3 4 5 Divisions seek to work closely
with HQ as integrated teams. with HQ as integrated teams.
3. To what extent does HQ invest effort in selecting senior managers who are
committed to adopting a team approach?
HQ invests little or no effort 1 2 3 4 5 HQ invests a great deal of
in selecting senior managers effort in selecting senior
who are committed to managers who are commit-
adopting a team approach. ted to adopting a team
approach.
4. To what extent does HQ invest effort in developing senior managers to become

skilled in adopting a team approach?
HQ invests little or no effort 1 2 3 4 5 HQ invests a great deal of
in developing senior manag- effort in developing senior
ers to become skilled in managers to become skilled
adopting a team approach. in adopting a team approach.
5. To what extent does HQ have people who play the role of strategy consultants?
HQ staff do not act as effec- 1 2 3 4 5 HQ staff act as highly effec-
tive strategy consultants to tive strategy consultants to
the divisions. the divisions, and they are
there when they are needed.
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6. To what extent does HQ assist the divisions to obtain adequate financial

resources?
HQ does not assist the 1 2 3 4 5 HQ assists the divisions to
divisions to obtain financial obtain financial resources,
resources. especially those needed for
business development.
7. To what extent is HQ supportive of divisions that get into difficulties?

HQ always adopts a punishing 1 2 3 4 5 HQ adopts a punishing stance
stance whenever a division only as a last resort when a
gets into difficulties. division gets into difficulties.
8. To what extent does the reporting system required by HQ add value to the
divisions?
The reporting system 1 2 3 4 5 The reporting system
required by HQ increases the required by HQ adds
divisions’ workload, but adds substantial value to
little or no value to divisional divisional operations.
operations.
9. To what extent does HQ succeed in ensuring that good ideas are conveyed
across divisions?
HQ has a poor record for 1 2 3 4 5 HQ has a good record for
ensuring that good ideas are ensuring that good ideas are
carried from one division to carried from one division to
another. another.
10. To what extent does HQ provide shared services when these would reduce cost
or add value?
Shared services are not 1 2 3 4 5 Shared services are provided
provided when these would whenever these would add
add value or reduce costs. value or reduce costs without
diminishing service levels.
11. To what extent does HQ undertake research and development that is likely to
provide long-term advantage to the divisions?
No useful ideas or technolo- 1 2 3 4 5 A flow of great ideas and
gies come from corporate technologies come from
research and development. corporate research and
development.
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12. To what extent does HQ work with government and other influencing bodies to
create a supportive climate within which the divisions can operate?
HQ has a poor record of 1 2 3 4 5 HQ has a distinguished record
success in working with of success in working with
government and other government and other
influencing bodies to create influencing bodies to create
a supportive climate for the a supportive climate for the
divisions. divisions.
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Score Sheet
Scores from the HQ side and the divisions side should be computed separately for
each item, divided by the number of respondents to determine the average, and
displayed on a flip chart or overhead transparency. Each of the questions below
should be written on a separate overhead transparency. Then, working as a total
group, discuss each of the questions below, in order, recording answers on an
overhead transparency as you go.
1. What value does HQ provide to the operating divisions?
2. What value could HQ provide but fails to deliver?
3. What do the operating divisions do that helps the relationship?
4. What do the operating divisions do that hinders the relationship?
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5. How will HQ’s behavior need to change in order to improve the relationship?
6. How will the operating divisions’ behavior need to change in order to improve the
relationship?
7. Who should be responsible for making the necessary changes? What time scales are
appropriate? How should the improvement process be monitored?
294
Metrics for
Facilitators
Metric 5.1
Team‐Building Readiness Survey
Introduction
This metric was designed for use by facilitators who are seeking to answer the
question Is this team a good candidate for team-building activities?
Objectives
• To provide a methodical framework for assessing the degree of readiness of a
team for a team-building intervention
• To provide a simple conceptual model that identifies the factors that
influence whether a team-building intervention is likely to be successful
• To aid decision making to determine what needs to be done to prepare a
particular team as a good candidate for a team-building intervention
Setup
Generally, this survey will be completed by a facilitator or an HR manager.
However, it can also be undertaken as a participative activity with the leader
and/or members of a team.
Materials
• Survey
• Score Sheet
• Successful Team Building
Method
2. Have the participant(s) complete the Survey.
3. Calculate the total score using the Score Sheet.
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Metrics for Facilitators
4. Allow the participant(s) to decide whether to go ahead with an intervention.

If this is to be done, then low-scoring items provide a way of targeting areas
that need to be improved to increase team readiness. Successful Team
Building provides a framework for deepening understanding of the factors that
affect readiness for team building.
Time Required
298
Survey
Sometimes it is worthwhile spending time trying to build a team. This survey will help
you decide whether a particular team is ready for a team-building intervention.
To score the survey, simply circle one of the numbers for each of the items.
1. How much time is available for team-building activities?
No time at all 1−2 days 3−4 days As long as it takes
−3 2 3 4
2. How much money is the team willing to dedicate to team-building activities?
None Less than $1,500 $1,500 As much as it takes
−3 1 3 4
3. Does the team leader want to lead the team-building process personally?
No To a slight degree To a moderate extent Very much
−6 −1 3 6
4. Do team members want to participate in the team-building process?
No To a slight extent To a moderate extent Very much

−2 0 3 4
5. Have team members already participated in training programs to develop their

interpersonal skills?
None 1−2 members 3−4 members 5 or more members

0 2 2 3
6. To what extent is the team leader respected by the team?
Not at all To a slight extent To a moderate extent Very much
−2 2 3 4
299
7. Do members of the team need to cooperate to achieve results?
Not at all To a slight extent To a moderate extent Very much

−4 −1 3 4
8. Does anyone on the team have previous team-building experience?
None of the team Yes, some members, Yes, some members, Yes, some members,
members have but the experience but the experience and the experience
experience was negative was inconsequential was positive
−3 −2 1 3
9. Is there a skilled facilitator available to the team?
Yes, is highly
Yes, and is highly competent and has a
No Yes competent good reputation among
team members
−2 2 3 4
10. Does the team meet together—either physically or virtually?
Never Rarely Sometimes (less than Often (more than

once a month) once a month)
−6 −2 1 3
11. Does top management support team building?
They are hostile They are They are positive They are 100%
disinterested supportive
−2 0 3 3
12. How important is the team’s task to the organization as a whole?
Unimportant Slightly important Some importance Great importance
−2 1 3 4
Add the scores for the 12 items and note the total: __________________
300
Score Sheet
If the scores total less than 20, the team is not ready. This does not mean that team
building should not take place, but it may be difficult to ensure that it is a positive
experience. It may be that other developmental strategies like coaching, training,
counseling, team meetings, and so on will be beneficial, especially if they increase
readiness.
If the scores total 21−40, then the team is marginally ready. Team building may take
place, but there are significant areas in which it is likely to be undermined by a lack
of readiness. These potential hindering factors need to be identified and reduced, or
eliminated, prior to a team-building intervention.
If the scores total more than 41, then the team is ready. Go for it!
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Successful Team Building

Team building can be an effective and economic use of resources. There are many
opportunities to improve relationships and effectiveness. Unlike some conventional
training techniques, team building deals with real issues and enables teams to make
practical advances. However, not all teams are ready to begin team building. The
approach requires that certain pre-conditions be met. Three questions need to be
answered in the affirmative:
• Do team members want to engage in team building?

• Could the team cope with the demands of team building?
• Does the organization support a team-building approach?
Each of the items on this metric has a direct bearing on the likelihood of success and
each is explained in the notes below.
1. Significant amount of time

The team-building approach requires that people learn new skills, work through
relationship problems, and review current effectiveness. This all takes time to
complete thoroughly. If a team is not prepared to spend time looking within
itself, then it simply lacks the will or the drive to participate in team building. In
practice, significant steps can be made within a two-day period, but a compre-
hensive team-building approach may take much longer. The decision to spend
time on team building is an important test of commitment. If the team approach
is seen as positive, members will take steps to ensure that significant progress is
made.
2. Amount of money available for team building

Another test of commitment is the willingness to spend money on team-building
events. Much can be achieved on a low budget, but the willingness to spend
money is a good test of a team’s interest. It is a particularly significant test of
how much the group values the approach. A skilled advisor can help with team
building processes. Some organizations have suitably qualified people on their
staff; in other cases, an outside consultant can be used. Such a person may not
be easy to find and will expect a professional fee for his or her work. Also, there
are costs that will inevitably be incurred in putting on team-building events,
including hotels, transportation, training materials, and time.
303
3. Enthusiastic team leader in regards to team building

The most senior person on the team is particularly important. They will often be
confronted with difficult feedback and must be open to the team-building proc-
ess. Without definite and clear enthusiasm, it is almost impossible for team
building to get off the ground. This energy and commitment needs to be based on
a realistic understanding of team building. Occasionally managers agree without
understanding what they are committing to. Later they get cold feet and with-
draw, leaving the team in a worse condition than when they started. Team mem-
bers look to their leaders to give a lead. Usually they will tailor their own reac-
tions to make them appropriate and acceptable. The team manager’s informed,
open, and positive willingness to participate is a very significant aid to success.
4. Voluntary involvement of team members

It is important to ensure that all team members are prepared to involve them-
selves in team building. This does not have to be a wholehearted commitment, as
reservations from inexperienced participants are both natural and reasonable.
However, there must be a willingness to participate in team building and be open
about any doubts and concerns. If any team member is firmly opposed to the
team-building approach, they can sabotage any activity. We feel that it is
unethical to put excessive pressure on any individual. Often, reservations or
opposition are based on fear, and it is important that this be dealt with prior to
team-building activities. A commitment from all team members is a necessity,
and their enthusiasm is a great advantage.
5. Training in interpersonal skills

In recent years, many competent training programs in interpersonal skills have
been developed. When a team contains members who have experienced such
programs, there is a reservoir of skills that will increase the possibility of rapid
progress. Such individual training is a useful foundation for team building and is
particularly helpful with people who have difficulties in relationships or
communication.
6. Standing of the team leader

Team leaders who enjoy respect and loyalty and are highly valued by their teams
are in a good position to develop the team. Team leaders who are less well
considered need to recognize that part of the process of team building will often
include an open, probably uncomfortable, evaluation of their own role. This can
lead to a positive outcome if feedback is taken and changes in the leader’s
behavior are made. However, should the team manager act defensively and spurn
feedback from team members, then there is a strong probability that the
outcome will be negative.
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7. Substantial task requiring cooperation

The teams that respond best to team building are those with a substantial and
important task to be accomplished through the cooperation of team members.
Only if the team has a need to be effective through shared effort will it be
seriously interested in developing as a team. The most effective team-building
sessions are those that help members work together more effectively, and this
results in clear improvement in team performance. Without a substantial task,
the team often lacks the will to forge itself into an effective unit.
8. Team-building experience
When one or more team members have previously experienced team building in
practice, they act as catalysts and help the process develop more quickly. To the
uninitiated, team building appears somewhat mysterious and perhaps like a
minefield. Previous experience helps people realize the potential of team
building and support others as they go through the process.
9. Competent help
Teams quite often need help while undertaking team building. Like any
management technique, the team approach needs to be learned, considered,
experienced, and applied. A competent team facilitator can do much to help
teams during the team-building process. Also they can act as a catalyst,
observer, tutor, and process consultant while team-building sessions are in
progress. Organizations that have a strong and competent person (either internal
or external) to help teams develop are much better equipped to undertake team
building. Occasionally teams can get into troubled waters. Difficulties may
emerge that the group finds impossible to resolve. It is important that someone
be available to assist the team if it gets stuck in this way.
10. Regular meetings

Team building is a process for developing groups that have shared tasks. Without
regular meetings (either in person or virtually), there is no basis for the growth
of the informal relationships that characterize an effective team. One of the
most potent benefits of the team approach is the group vitality that develops and
sustains individual members. This takes time to build and requires meetings and
events to create a positive climate. From undertaking joint activity comes
commitment to team achievement.
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11. Top management support

Managers are influenced in their style by the attitude and approach of the top
management group in the wider organization. Organizations where the team
approach is understood and supported by top managers have a more favorable
climate for team building. This encourages those involved who feel that the
approach they are taking is legitimate and supported. Without top management
support, it is harder for an individual manager to undertake team building,
although much useful work can still be undertaken.
12. Importance of the team to the organization

It makes sense to begin a team-building approach with significant groups whose
effectiveness makes a substantial impact on the well-being of the organization.
In most organizations, team-building competence is a scarce resource, and so the
use of this potent technique is best applied to significant teams.
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Metric 5.2
Team Facilitator’s Competence
Audit
Introduction
This metric has been developed to assist team facilitators to assess their own
skills and plan a personal development program.
Objectives
• To provide a methodical framework for assessing the competencies of a team
facilitator
• To provide a conceptual model that identifies the competencies of a team
facilitator
Setup
Usually, this audit will be completed by one facilitator working with another
experienced facilitator or coach. However, it can also be undertaken as a
participative activity with other facilitators as part of a peer development
process.
Materials
• Assessment
• Score Sheet
• Team Facilitator Skills
• Improving Your Team Facilitation Skills
Method
2. Ask the facilitator who is seeking to review the skills to complete the
Assessment as directed. If possible, have the facilitator check his or her
self-perception with peers and clients in order to make the Assessment as
objective as possible (15 minutes).
307
3. When the Assessment has been completed, calculate the total score using the
Score Sheet (5 minutes).
4. Distribute Team Facilitator Skills and review the skills described to assist the
facilitator in developing an improvement plan. Help the facilitator analyze his
or her score by completing Improving Your Team Facilitator Skills. Low-scoring
items indicate areas that need to be improved (40 minutes).
5. The facilitator should find an experienced person to act as a mentor and

review his or her score and identify any patterns.
Time Required
308
Team Facilitator’s Competence Audit
Assessment
Work through the audit, circling one number for each of the items. If possible, check
your self-perception with peers and clients in order to make your assessment as
objective as possible. Lastly, complete the scoring section at the end and reflect on
what you can do to develop your team facilitation competencies.
1. Background reading
I have no knowledge of the 1 2 3 4 5 6 7 I have an up-to-date and
literature on team building. complete perception of
practitioner literature on
team building.
2. Building organizational acceptance for involvement

I have not taken any steps to 1 2 3 4 5 6 7 I have gained widespread
gain support from opinion support from opinion leaders
leaders in the organization in the organization for my
for my participation in participation in facilitating
facilitating team-building team-building activities.
activities.
3. Theory of team development

I do not have a model of the 1 2 3 4 5 6 7 I have studied various models
stages that teams go through of the stages that teams go
as they move from an through and I can adopt
unformed group to a highly models that are suitable for
effective team. the teams with which I work.
4. Flexible approach
I use a structured approach 1 2 3 4 5 6 7 I am willing and able to
to team building and I do not respond to the needs of the
deviate from it. team at any time.
5. Behavioral science methodology

I do not try to collect 1 2 3 4 5 6 7 I collect objective data and
objective data and become a strive to become a valid
valid mirror to the team. mirror to the team.
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6. Informed consent
I do not gain informed 1 2 3 4 5 6 7 I always gain informed
consent from the members of consent from the members of
a team before a team- a team before a team-building
building intervention is intervention is undertaken.
undertaken.
7. Designing team events

I have no experience in 1 2 3 4 5 6 7 I have extensive experience in
designing team workshops designing team workshops and
and other events. other events.
8. Problem solving and decision making

I do not have a model of 1 2 3 4 5 6 7 I have studied various models
team problem solving and of team problem solving and
decision making. decision making and I can
adopt models that are
suitable for the teams with
which I work.
9. Repertoire of short lectures and structured activities

I am not familiar with short 1 2 3 4 5 6 7 I am familiar with many short
conceptual inputs and conceptual inputs and
structured activities that structured activities that
could help a team progress. could help a team progress.
10. Giving feedback

I am not able to give open, 1 2 3 4 5 6 7 I am able to give open,
complete, and detailed complete, and detailed
feedback to team members feedback to team members or
or teams. teams.
11. Observational skills

I frequently fail to observe 1 2 3 4 5 6 7 I rarely fail to observe
important or subtle behaviors important or subtle behaviors
in groups. in groups.
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12. Goal agreement

I do not obtain specific 1 2 3 4 5 6 7 I always obtain specific
agreement as to the goals of agreement as to the goals of
team-building interventions team-building interventions
before I begin. before I begin.
13. Resources
I do not consider the 1 2 3 4 5 6 7 I always consider the
resources available when I resources available when I am
am planning a team-building planning a team-building
intervention. intervention.
14. Team linkages

I treat each team as an 1 2 3 4 5 6 7 I treat each team as a unit
isolated unit and do not seek within a wider organization
to explore the linkages it has and seek to explore the
with other teams. linkages it has with other
teams.
15. Co-facilitating experience

I have never co-facilitated 1 2 3 4 5 6 7 I have co-facilitated with
with a highly experienced many highly experienced
facilitator. facilitators.
16. Confrontation skills

I often fail to confront 1 2 3 4 5 6 7 I always confront difficult
difficult issues. issues.
17. Energizing ability

I find great difficulty in 1 2 3 4 5 6 7 I find no difficulty in raising
raising people’s energy people’s energy levels.
levels.
18. Applying learning

I do not use team-building 1 2 3 4 5 6 7 I use team-building
techniques in my everyday techniques extensively in my
life. everyday life.
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19. Obtaining feedback

I do not seek feedback on 1 2 3 4 5 6 7 I frequently seek feedback on
the impact of my own the impact of my own
behavior. behavior.
20. Action planning

I do not spend time helping 1 2 3 4 5 6 7 I spend a great deal of time
teams plan how they are helping teams plan how they
going to change the way they are going to change the way
work following a team- they work following a team-
building intervention. building intervention.
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Score Sheet
Score Comment
Less than 20 You are at an early stage in developing your competencies as a

facilitator. You should seek opportunities to work with more
experienced facilitators.
21−40 You have some competencies, but there is a lot more that can be
done. Try to identify under-developed competencies and fill
gaps.
41−80 You have competencies as a team facilitator, but there is more

that can be done. Try to identify under-developed competencies
and fill gaps. Identify and build on your strengths.
81−100 You have well-defined competencies as a team facilitator, but

there is more that can be done. Try to identify less-developed
competencies and fill gaps. Identify and build on your strengths.
Gain further experience.
101+ Keep it up! Teach others.
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Team Facilitator Skills

The audit enables you to think about two vital aspects of the team facilitator’s
contribution: (1) the knowledge and skills required, and (2) the general approach
adopted. When you have considered both aspects, it can be useful to prepare a
personal development plan that will help you develop your skills and approach
systematically.
1. Background Reading in Team-Building Theory

In recent years, many books and articles have been written about team building.
These provide useful ideas and techniques. Because team building is a powerful
intervention into the life of a working group, it is vital that the process be
carried out thoroughly and carefully. Background reading aids competence and
confidence, thereby reducing the risk of unproductive sessions.
2. Building Organizational Acceptance

Facilitation takes place in an organizational context. It is important to gain
support from opinion leaders in the organization for participation in facilitating
team-building activities.
3. Theory of Team Development/Growth

Teams go through a gradual process of growth, from an initial immature stage to
a smoothly functioning and close-working group. It is important that the team
facilitator have realistic models of the stages of development that enable the
present level of effectiveness of a team to be diagnosed accurately. Further
development of the team can then be soundly planned using appropriate inputs,
projects, and experiences.
4. Flexible Approach
Each team has its own needs. The competent facilitator is able to respond
flexibly to teams and the changing dynamics of team-building sessions. It is
advisable to adopt a flexible and open approach.
5. Behavioral Science Methodology

It is important that facilitators collect objective data and strive to become a
valid mirror to provide the team with information so that assessment can take
place. Collect information about the team’s needs. Start modestly: success builds
confidence. People are more comfortable with things they can grasp. Things are
less threatening when they are openly discussed.
315
6. Informed Consent
It is one of the ethics of team building that the facilitator always gains informed
consent from the members of a team before a team-building intervention is
undertaken. Manipulation undermines team building. Development is basically
self-regulating. People cannot be formed into attitude change. People cannot be
forced into openness and honesty. People can often be manipulated into
pretending to change.
7. Designing Team Events

Team building requires some form of workshop session, so it helps if facilitators
have extensive experience in designing team workshops and other events.
8. Problem Solving and Decision Making

Teams need to be effective at problem solving and decision making. Facilitators
can intervene more effectively if they have studied various models of team
problem solving and decision making and adopt models that are suitable for the
teams with which they work.
9. Repertoire of Short Lectures and Structured Activities

One way for the facilitator to assist the team is by giving short talks or lectures
that focus attention on relevant areas for development. The skillful team
facilitator will have developed a repertoire from which can be drawn useful
material to cover the range of difficulties that may be encountered. Also, large
numbers of exercises, projects, and activities have been developed to help
individuals and teams learn, from experience, about effective group working.
These structured experiences are vital to effective team building, and the
competent team facilitator will have acquired experience in using a number of
them that help teams overcome difficulties.
10. Giving Feedback

One of the most important jobs of the team facilitator is to act as a mirror to the
group and reflect back the characteristics of its present methods of operation.
This requires the capacity to give accurate and useful feedback. The team
members then use this information, plus their own observations, to monitor their
effectiveness and identify areas for improvement.
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11. Observational Skills

Experienced facilitators are skilled at observing important or subtle behaviors in
groups. This requires careful observation of the processes being used in the team
and the capacity to interpret signals.
12. Goal Agreement

Experienced facilitators obtain specific agreement as to the goals of a team-
building intervention before they begin. This keeps the ownership of the team-
building event with the team itself. It often pays to record goals.
13. Resources
It is important to be realistic. It has been said that it is best to start modestly:
big oaks from little acorns grow. Usually, team building needs to occur within
resource constraints.
14. Team Linkages

It is important to look at the way that teams relate to others and see each team
as a unit within a wider organization. Often team building requires improving
linkages with other teams. Poor inter-group relations are often wasteful. Clarify
how the team will relate to other teams.
15. Co-Facilitating Experience

Team facilitation is a craft, and therefore it helps to have co-facilitated with
many highly experienced facilitators. The skills of designing team-building events
can be learned. In particular, the facilitator needs to gain experience in knowing
when to introduce new inputs and the skills of timing. These skills can best be
learned through working with an experienced facilitator.
16. Confrontation Skills

Sometimes a team facilitator needs to confront the team with aspects of their
behavior that they may not care to consider. The skills of doing this construc-
tively are hard to acquire. Skillful team building requires an open approach to
dealing with issues that are important to the development of the group. These
may often be sensitive and uncomfortable. The competent facilitator will have
developed a capacity to identify topics needing to be aired and will have the
skills to confront issues openly. Sometimes individuals need to receive feedback
on the effects of their own behavior, and this requires similar skills of personal
openness.
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17. Energizing Ability

A team facilitator needs to be able to raise people’s energy levels so that there is
sufficient commitment to work through important team issues. The successful
facilitator needs to have the personal skills to gain rapport with a group and be
respected as a useful and trustworthy advisor. The team members are entrusting
confidential and delicate matters into their facilitator’s hands, and they need to
have trust in the facilitator’s integrity and competence.
18. Applying Learning

It is important for the team facilitator to “practice what I preach” and use team-
building techniques extensively in their everyday life. Unlearning often needs to
precede learning.
19. Obtaining Feedback

The way facilitators handle themselves greatly affects their competence.
Experienced facilitators frequently seek feedback on the impact of their own
behavior.
20. Action Planning

Team building is more than workshops and off-site events. Changes need to be
embedded. Experienced facilitators spend a great deal of time helping team
members plan how they are going to implement changes following a team-
building intervention. Commitment grows from real understanding. Change
without commitment is empty.
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Improving Your Team Facilitation Skills

Reflect on your scores for the 20 items and highlight where you scored 5 points or
less. Take the five lowest-scoring items and complete the table below.
Why is it
Why does this What could you
Identify the lowest important to
item score lower do to strengthen in
scoring items strengthen in this
than the others? this area?
area?
1.
2.
3.
4.
5.
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Metric 5.3
Does the Team Need an External
Facilitator?
Introduction
Often teams consider using an external facilitator to play a role in the team-
building process. Such interventions can be expensive and may have risk
associated with them—since a dysfunctional experience will damage morale and,
possibly, team effectiveness. This metric provides a systematic framework for
assisting a team in assessing whether an external facilitator is likely to be helpful.
An external facilitator is someone who is external to the organizational unit,

although they may be employed elsewhere in the organization. Mostly, external
facilitators are specialists working for themselves or small consulting firms.
Objectives
• To provide a methodical framework for assessing the need for an external
team facilitator
• To reduce the risk of disappointing consultant interventions
• To help you get maximum benefit from your investment in consultant help
Setup
Generally this Assessment will be completed by the manager of a team that is
contemplating undertaking a team-building intervention and an HR manager will
act as a facilitator.
Materials
• Assessment
• Score Sheet
• Choosing an External Consultant
321
Method
2. Have the team manager complete the Assessment as directed.
3. Calculate the total score. Using the Score Sheet, analyze the results with the
team manager.
4. Choosing an External Consultant can be read to provide a more extensive

explanation of the issues involved in determining whether or not to use an
external facilitator. A decision is made as to whether to use an external
facilitator for a team-building intervention.
Time Required
322
Does the Team Need an External Facilitator?
Assessment
Work through the assessment process circling one number for each of the items. Then
complete the Score Sheet.
1. Is the team’s performance critical to the organization?

The performance of this 1 2 3 4 5 The performance of this team
team has a relatively small has a major impact on the
impact on the performance performance of the
of the organization as a organization as a whole.
whole.
2. Does the team present unusual problems or difficulties?

The team does not seem to 1 2 3 4 5 The team seems to have
have any unusual problems unusual problems or diffi-
or difficulties. culties.
3. Is this a senior team?

The team is relatively junior. 1 2 3 4 5 This is a senior team.
4. Has the team expressed a wish to use an external facilitator?

The team has not expressed 1 2 3 4 5 The team has strongly
a wish to use an external expressed a wish to use an
facilitator. external facilitator.
5. Are there resources available to employ an external facilitator?

There is no budget available 1 2 3 4 5 A sufficient sum of money can
to engage an external facili- be found to engage a highly
tator. experienced external
facilitator.
6. Does the team need to make significant progress?

The team is making reason- 1 2 3 4 5 The team needs to make
able progress at the moment. accelerated progress and is
not doing so at the moment.
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7. Does the team have issues with the team leader?

The members of the team do 1 2 3 4 5 The members of the team
not have issues to work have significant issues to work
through with the team through with the team leader
leader. and it has not been possible
to resolve these yet.
8. Is there an internal facilitator?

There is a competent and 1 2 3 4 5 There is not a competent and
well-regarded internal facili- well-regarded internal facili-
tator. tator.
9. Does the organization have a history of getting substantial benefit from using an
external facilitator in team-building interventions?
There is no history of gaining 1 2 3 4 5 There is a history of gaining
benefit from using an exter- great benefit from using an
nal facilitator. external facilitator.
10. Does the organization have access to a credible external facilitator who knows
the organization?
The organization has no links 1 2 3 4 5 The organization has links
with an external team facili- with a credible external team
tator. facilitator who knows the
issues in this organization.
11. Is there time for the external facilitator to tune in?

No time is available for the 1 2 3 4 5 Ample time is available for
external facilitator to tune in the external facilitator to
to the particular needs of tune in to the particular
the team. needs of the team.
12. Is the chemistry right?

There is no rapport between 1 2 3 4 5 There is close rapport
the external facilitator and between the external facili-
the members of the team. tator and the members of the
team.
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13. Can the external facilitator be objective?

There are reasons why the 1 2 3 4 5 There are no reasons why the
external facilitator will find external facilitator will find it
it difficult to be entirely difficult to be entirely
objective (for example, they objective.
may have friendships with
team members).
14. Do the external facilitators known to the organization have a track record of
success in this kind of assignment?
There is no track record of 1 2 3 4 5 There is a substantial track
success. record of success.
15. Are there external facilitators personally interested in this kind of assignment?
The external facilitators 1 2 3 4 5 The external facilitators have
have no special interests in strong special interests in this
this kind of assignment. kind of assignment.
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Score Sheet
Score Comment
Less than 30 It is unlikely that the team needs an external facilitator.
30−49 An external facilitator may be needed, but more work needs to

be done in defining the assignment and specifying the roles
required of the external facilitator.
50+ It is likely that an external facilitator will be the best choice for
facilitating a team-building process in this case.
327
Choosing an External Consultant

A brief explanation of the 15 factors that affect the choice as to whether to use an
external facilitator are shown in the table below.
Question Relevance
1. Is the team’s performance Teams that need to perform at a high standard

critical to the organization? cannot be allowed to fail. An external facilita-
tor may permit rapid progress to be made.
2. Does the team present Unusual problems may require the added
unusual problems or experience that an external facilitator brings.
difficulties?
3. Is this a senior team? Senior teams may require the added stature
and experience that an external facilitator
brings.
4. Has the team expressed a If there are issues that an internal facilitator
wish to use an external cannot deal with, the team may wish to employ
facilitator? an external facilitator.
5. Are there resources available It is often necessary to pay a professional

to employ an external fee.
facilitator?
6. Does the team need to make An external facilitator may permit rapid
significant progress? progress to be made.
7. Does the team have issues Issues with the team leader are particularly
with the team leader? delicate and may require the objectivity and
skill of an external facilitator.
8. Is there an internal The absence of a competent internal resource

facilitator? increases the need for external help.
9. Does the organization have a A positive history increases the probability of

history of getting substantial success.
benefit from using an
external facilitator in team-
building interventions?
329
Question Relevance
10. Does the organization have A known facilitator is helpful, since skills
access to a credible external vary greatly.
facilitator who knows the
organization?
11. Is there time for the external External facilitators need more time to
facilitator to tune in? tune in.
12. Is the chemistry right? Team building is a sensitive issue. Everyone

must feel comfortable with the facilitator.
13. Can the external facilitator be The external facilitator needs to bring
objective? objectivity and must work for the team,
not the wider organization.
14. Do the external facilitators Successful experience increases the likeli-

known to the organization have hood of success.
a track record of success in this
kind of assignment?
15. Are there external facilitators The external facilitator needs to be

who are personally interested committed.
in this kind of assignment?
An external facilitator can help with a number of problems confronted by a team that
is just beginning to consider its own development. Initially, there is the natural
apprehension of the team’s leaders and members in setting out on an uncharted
course. Team members may feel particularly exposed, especially if they suspect that
their job security is at risk. Some team members may also feel apprehensive about
exposing themselves to a new and unknown process.
As their skills develop, teams usually become adept at recognizing their own process
problems. But at first, people may be too engrossed in what they are doing to be able
to stand back and see what is going on; they can use the perspective of an external
facilitator. And while a team is developing, problems and issues may arise that are
particularly difficult or sensitive; also these call for the skills of a facilitator.
As a team matures, it normally develops the ability to handle its own problems, and
the need for external help either diminishes or disappears. Later, mature and
effective teams may want to spend time with a trusted facilitator once or twice a
year, just to get another perspective on how things are going.
330
A facilitator cannot make a team effective; teams do that for themselves. They
cannot do the work of the team. But a facilitator can assist a group in many different
ways.
In general, team facilitation is not about the content of the team’s work, but the
process by which members of a team are working together. The distinction between
content and process is vital. A team-development facilitator is concerned with helping
the team do the following:
• Identify strengths that can be built upon

• Identify barriers to effective teamwork
• Diagnose what is going on inside the team and why the barriers exist
• Recognize, confront, and work through the problems themselves
• Set team-development objectives and chart their own progress
The facilitator’s major contributions are likely to include the following:
• Observe what is happening between team members as the team works

• Serve as a mirror to the team so that the members have a clear view of their
behavior
• Select activities that are appropriate in helping the team improve its
performance
• Give feedback to the team and its members on how they are doing
A team-development facilitator will not do the following:
• Usurp leadership, but will support the manager and each member
• Tell the team what is wrong with it, but will help the team recognize its own
problems
• Make decisions for the team, but will help the team make its own decision
• Get engrossed and involved in the content of the team’s work—making the
team dependent on their continued presence—but will work to make the team
independent of external help
Experienced team-building facilitators provide skills in working sensitively with groups

of people in a helping and supportive way and also offer their experience in working
with the problems of many teams. It is these skills and experiences that the team is
buying.
331
Sometimes an organization simply needs someone who possesses expert knowledge

not contained in the organization. Once the knowledge is transferred, there is no
need for the facilitator, who then is paid and leaves.
At other times, there are facilitators who possess skills that are beyond the capacity
of anybody in the organization. They can be used in the following ways:
• To help start a team-development process

• When team managers and members do not have the skills at the same time to
manage and take part in team-development activities
• When team members feel that they are too involved to be able to stand back
and see what is going on
• To give impartial feedback on team performance problems
• To help a team review progress at intervals
• When inter-group problems arise that are difficult for the team to handle
alone
332
Metric 5.4
Which External Facilitator?
Introduction
This metric provides a systematic way of helping a team assess whether a
particular external facilitator is likely to have the skills needed to benefit the
team.
Objectives
To provide a methodical framework for assessing the suitability of an external
facilitator for a particular team-building assignment
Setup
Generally this assessment will be completed by the manager of a team that is
contemplating undertaking a team-building intervention, and an HR manager can
act as a facilitator.
Materials
• Assessment (several copies)
• Score Sheet
• The Role of the External Consultant
Method
1. Introduce the activity and outline the objective listed above.
2. Have the team manager complete the Assessment as directed.
3. Calculate the overall score and use the Score Sheet to help the team manager
determine if a particular external facilitator has the appropriate skills to
benefit his or her team.
4. Give the team manager The Role of the External Consultant to assist in the
decision-making process.
Time Required
333
Assessment
Work through the Assessment process circling one number for each of the items. Then
complete the Score Sheet. The Assessment can be completed for several external
facilitators and their scores compared to assist in a selection process.
The name of the external facilitator being assessed is:
1. How much relevant experience does this external facilitator have?

Relatively little relevant 1 2 3 4 5 A great deal of relevant
experience with this kind of experience with this kind of
team or this kind of issue. team and this kind of issue.
2. Does this external facilitator offer an off-the-shelf approach?

This external facilitator has 1 2 3 4 5 This external facilitator
an off-the-shelf approach designs interventions that
that they use whatever the meet the specific needs of
circumstance. clients and uses off-the-shelf
approaches when they are
relevant.
3. Does the external facilitator appear to have sufficient stature to command the
respect of the team?
The external facilitator lacks 1 2 3 4 5 The external facilitator has
stature and will struggle to considerable stature and will
command respect. command respect.
4. Does the external facilitator use a client-centered methodology?

The external facilitator is not 1 2 3 4 5 The external facilitator is
committed to developing the committed to developing the
client team’s capacity to client team’s capacity to
solve its own problems. solve its own problems.
335
5. Does the external facilitator have experience in similar industries?

The external facilitator has 1 2 3 4 5 The external facilitator has a
no experience in similar great deal of experience in
industries. similar industries.
6. Does the external facilitator have experience with managers/specialists at the

same level in other organizations?
The external facilitator has 1 2 3 4 5 The external facilitator has a
no experience working at the great deal of experience
same organizational level. working at the same
organizational level.
7. Is the external facilitator likely to bring new frameworks and methods?

The external facilitator is 1 2 3 4 5 The external facilitator is
unlikely to bring new highly likely to bring new
frameworks and methods. frameworks and methods.
8. Does this external facilitator have sufficient time to undertake the assignment?
It is unlikely that the 1 2 3 4 5 The external facilitator will
external facilitator will have have ample time available.
the time available.
9. Does the external facilitator have a history of achieving substantial benefits

from their team-building sessions?
The facilitator has no history 1 2 3 4 5 The facilitator has a history of
of achieving benefits from achieving considerable
team-building interventions. benefits from team-building
interventions.
10. Does the external facilitator know the organization well?

The external facilitator does 1 2 3 4 5 The external facilitator knows
not know the organization. the organization very well.
11. Will the external facilitator specify in advance what he or she hopes to deliver?
The external facilitator is 1 2 3 4 5 The external facilitator
not willing to try to set is willing to define a
deliverables in advance. comprehensive set of
deliverables in advance.
336
12. Is the chemistry right?

There is no rapport between 1 2 3 4 5 There is close rapport
this external facilitator and between this external
the members of the team in facilitator and the members
question. of the team in question.
13. Can the external facilitator be objective?

There are reasons why this 1 2 3 4 5 There are no reasons why this
external facilitator will find external facilitator will find it
it difficult to be entirely difficult to be entirely
objective (for example, they objective.
may have friendships with
team members).
14. Is the external facilitator willing to disengage when the assignment is

completed?
The external facilitator is 1 2 3 4 5 As a matter of principle, the
likely to want to sell an external facilitator will not
ongoing relationship. try to sell an ongoing
relationship.
15. Are the external facilitator’s values consistent with your own?
There are likely to be serious 1 2 3 4 5 Values appear to be
clashes of values. consistent.
337
Score Sheet
Score Assessment
Less than 30 Think again!
30−45 Possible choice
46−50 Probable choice
60+ Sign now!
339
The Role of the External Consultant

We know a brilliant consultant who failed high school, worked as a carpenter for 15
years, and then by accident became involved in team-development work. Another
successful consultant started work as an engineer and, through his church member-
ship, became involved in social work and then team development. Another colleague
has a degree in psychology and a Ph.D. based on psychotherapy research.
Identifying the characteristics of effective consultants is difficult because of the wide

diversity of backgrounds and experience shared by those we have known, but here is
our best attempt.
An effective consultant is a person who has self-knowledge, gained from a breadth

and depth of personal experience. This knowledge cannot be developed from text-
books or academic education. It comes, rather, from working extensively with other
people and clarifying their own personal values. Effective consultants have a founda-
tion of practical theory. This does not mean an ability to regurgitate other people’s
theories, impressive though this may sometimes seem. It does mean that they are
able to draw on research and theory in a relevant way to guide their work.
They are open and realistic. Some consultants will promise the world. Others are
subtle manipulators who attempt to con or even threaten others into changed
behaviors. A good consultant will be open in giving feedback to others and will be
explicit about their own values. Importantly, they will also develop a clear contract at
the beginning of a job, which will define the expectations and responsibilities of both
client and consultant. They can work with the team on the here-and-now issues, but
also encourage the members to visualize ways of improving for the future.
Where to Find Consultants

When an organization has no need for a consultant, it may be assailed by publicity
material promising dramatic consulting results in every field conceivable—from
accounting to Zen meditation.
When there is a specific need, finding the right consultant may become a challenge.
Sometimes it seems as though all the good consultants have migrated to greener
fields, are booked for the next year, or were last heard of heading for the desert to
write a book. However, the right consultant can be found somewhere—in business
schools, other centers of management education, large and small consulting firms,
inside other companies, and in independent practice. Consultants who work under
many different titles with the most common being: group facilitator, group training
specialist, change agent, and personal skills specialist. The very best way to find the
right individual to meet your needs is by recommendation from others who have had
good experiences. A work of warning: when approaching large institutions or
341
consulting firms, remember that you are going to work with an individual person, not
the institution, so check on the person who will be doing the work.
How to Choose a Suitable Consultant

It is wise, first, to check out the work of a prospective consultant and look for
relevance to your needs and standards of quality. Any consultant worth their salt will
be pleased to refer you to past clients; if necessary, visit them.
A second tactic is talking with several consultants and choosing one of them. Discuss
your problems with each consultant and work through whatever strategy is proposed.
Does it feel right? Realistic? Not too slick?
In working through these issues with you, the consultants should be showing some of
the behavioral skills that will be manifest in their work. Reject a consultant such as
the one who totally disrupted a whole office by his pushy and pompous telephone
behavior. When this man finally reached the manager and announced that he was a
“specialist in human relations,” the manager, having heard the effects of his
behavior, just said, “I don’t believe you!” and hung up.
Another criterion is whether you feel the development of any personal warmth, trust,
and understanding. This is critical because a team-building consultant will be working
intimately with the team and each one of its members. The initial exploration of
problems with a team manager and the team (done before any commitment to work is
made) should be deep enough to enable the team to develop a personal feeling of
whether it would feel good about working with the consultant.
Something to check as part of the initial contract with a consultant is whether they
will devote sufficient time and energy to service your needs.
Finally, can you afford the consultant? Consultants are not cheap, but a good
consultant can make all the difference to the success of your team’s development.
The Stages of Working with a Consultant

Effective management of the introduction of a consultant to your team or
organization will reduce the risks of a bad experience. The process could include the
following steps:
1. Review and identify the group’s needs. What issues and problems does the
team feel it has?
2. Obtain consensus from the team concerning the need for an external
consultant. If there is a general feeling that skilled outside help is necessary,
move to the next step.
342
3. Contact a number of viable consultants and have them meet other team
members.
4. Select the most appropriate consultant.
5. Develop a contract with the consultant. This is not so much a formal written
document as a mutual understanding that covers the following:
• The initial diagnosis of the problems to be worked on and the method of

working on these issues
• How much further diagnosis is required, and how this will be done
• The relationship between the consultant and team members (especially
the team manager)
• What kind of role the consultant normally likes to play in the design of
initial activities
• When work will start, how progress will be reviewed, how success will be
measured
• The time scale over which work will be carried out and the broad amount
of consulting time required
• How much this will cost, and how the consultant will be paid
6. Complete the initial diagnostic work and plan the initial activities. As much as
possible, this should be done with and accepted by the whole team.
7. Start work. Review.
8. Identify how and broadly when the consultant will begin to withdraw from the
team. A good consultant’s major goal will be to bring the team to a position
in which it is strong enough to handle its own development without external
help.
343
Metric 5.5
Calibrating Myself: A Team
Feedback Exercise
Introduction
This is an activity for real teams whose members have worked together for
several months. This metric provides a structured approach for enabling team
members to calibrate how others perceive them.
Objectives
• To improve communication and openness in a team
• To build confidence and trust between team members
• To clarify boundaries between roles
• To provide individuals with data to assist them in planning how they can
improve their personal contribution to the team
Setup
Facilitators should note that this is a sensitive and high-risk activity that has
shown itself to be very powerful. Accordingly, Calibrating Myself is an activity
that should be used only by experienced facilitators.
Participants should be advised, in advance, that the method to be used involves a

considerable level of disclosure from all members of the team and they should be
willing volunteers who have demonstrated their commitment prior to the event.
Unless all members of the team volunteer to participate, the facilitator should
not go ahead.
All participants should also be told, in advance, that the event will conclude with
half an hour of social time, which is important for them to attend.
Materials
• A room large enough to display several flip charts
• Exercise
• Flip charts and markers
• Overhead transparencies 5.5.1 and 5.5.2
• Markers for transparencies
345
Method
The facilitator’s style should not be judgmental (that is, no opinions should be
given by the facilitator on individuals). The activity takes the form of a mini-
workshop with eight stages. Detailed instructions are given for each stage on the
Exercise.
Time Required
A minimum of 2 hours (based on a team with six members)
346
Calibrating Myself
Exercise
Stage 1: Introduction
The facilitator introduces Calibrating Myself by outlining the objectives and giving an
overview of the method to be used. This ensures that participants know what to
expect. A climate of trust and a relaxed atmosphere needs to be generated (some
humor can be allowed at this stage to relieve any tension), but a professional
approach should be maintained throughout. Following the introduction, comments on
the exercise are invited, and all questions should be answered so that it is clear that
there is voluntary agreement to proceed from all concerned. Agreement should be
explicit, not implicit. As part of this initial “contracting” process, it should be under-
stood that all team members will spend some social time together at the end of the
session, because it is important to gain distance from the emotional intensity of the
session and return to relationships as normal (about 20 minutes).
Stage 2: Data Collection Briefing

All participants are asked to prepare a flip chart with their name at the top (as a
heading) and two columns: one with the sub-head “I Wish” and the other “I
Appreciate.” The facilitator should demonstrate how the chart is to be completed, as
shown below:
Tony
I wish... I appreciate...
347
Participants should be told that each member of the team will be invited in a few
minutes to visit every other participant’s flip chart and to enter comments in the
appropriate columns using the ground rules outlined on the graphic below. The ground
rules can be written on a flip chart or made into an overhead transparency using OH
5.5.1.
Ground Rules for Giving Written

Feedback for “Calibrating Myself”
1. Sign messages.
2. Be comprehensive.
3. Make comments about things that the person
does or could do.
4. Be specific.
5. Be complete.
The points made in the ground rules may be elaborated as follows:
• All comments are messages from one team member to another and should be
signed.
• Comments should be comprehensive—everything that a person wishes to say
about that person should be included.
• Comments should be behavioral rather than attitudinal (such as “I have
difficulty when you arrive late for meetings” rather than “You are a poor time
manager”).
• Comments should be specific—dealing with readily identifiable behaviors.
• Comments should be entered even if they duplicate another’s views (it is
acceptable to add initials to a comment that has already been written).
(15 minutes)
348
Calibrating Myself
Stage 3: Data Collection

Everyone in the team is asked in turn to visit all the others’ flip charts and make their
comments one by one. Some participants may wish to make notes first. When all
charts are completed, the team proceeds to the next stage (about 30 minutes).
Stage 4: Agenda Setting

Before the team moves on, observations on the process so far are invited and feelings
expressed. Team members should be asked to consider quickly the information on the
flip charts that has been written about the members of the team to prepare a running
order in which team members will be invited to explore what has been written about
them. Participants are asked to rate their own need for airtime on a scale of 1 to 5, 5
being the highest, and team members can also rate other members’ need for airtime,
also on a scale of 1 to 5. Generally, the running order is determined by the number of
points allocated, with the individual who has accumulated the largest number of
points going first. A time schedule should be agreed to on a flip chart that has team
members’ names written in the left-hand column (this prevents one person from
getting an undue amount of airtime). This helps set priorities for airtime and the
length of time needed for each individual. The running order is then recorded in the
last column (about 20 minutes).
Stage 5: Feedback and Discussion

A brief input on feedback skills should be presented by the facilitator—the graphic
below can be written on a flip chart or made into an overhead transparency using
OH 5.5.2 Ground Rules for Verbal Feedback, and can be used to structure the
presentation.
349
Ground Rules for Giving Verbal

1. The person whose turn it is shows his or her flip
chart.
2. He/she reads out all comments and asks for
clarification (no explanations or defensive
remarks).
3. Group members give feedback that is
• truthful;
• detailed;
• specific;
• descriptive (not judgmental).
4. They may or may not identify areas for
improvement.
5. Remember: the intention is to help, not damage,
each other.
The facilitator should emphasize that giving and receiving feedback is one of the most
significant ways of assisting personal growth. When asked to identify some of the most
important experiences in their personal development, many people will reflect for a
few moments and then talk about particular people who have given them direct and
pertinent information about themselves. Such feedback can have so much impact that
it can profoundly influence the ways in which people behave. However, as with many
powerful tools, feedback can be abused, and sometimes people are hurt or deflated
through receiving feedback. Since the intention behind giving feedback should never
be to damage or hurt, ways should be found for giving feedback that result in the
person being stronger and more effective.
Each team member should be reviewed in the agreed-upon running order. For each
turn, the team member reads out all the comments that have been made about him
or her on his or her flip chart and, after this has been done, the team member can ask
for clarification of any points that need further exploration. The team helps the team
member absorb the information that has been given to him or her and, only if he or
350
Calibrating Myself
she wishes to consider how his or her behavior could change in the future in the light
of the feedback. Care should be taken to prevent the team member whose turn it is
from becoming defensive or using the opportunity as a platform for defending him- or
herself. Humor should be discouraged throughout. The facilitator should take notes of
actionable points to be able to summarize at the end of each person’s turn. At the
end of each individual session, it is useful for the facilitator to summarize the possible
changes in behavior that have been suggested, although it is recommended that
participants not provide an action plan at this time, because time is needed to digest
the feedback and reflect on what has been said. All team members should be
expected to give feedback to each individual (at least 10 minutes per participant).
Stage 6: Team Action Planning

After the individual sessions have been completed, general areas for team improve-
ment should be identified and discussed. A team plan for improving teamwork should
be agreed to (about 45 minutes).
Stage 7: Conclusion
Team members are asked to say how they feel and summarize what they have gained
from the experience (allow at least 20 minutes for this stage).
Stage 8: Social Time

It is important to have some social time before team members depart. This could be a
meal or a friendly team game (about 30 minutes).
351
OH 5.5.1
Ground Rules for Giving Written

1. Sign messages.
2. Be comprehensive.
3. Make comments about things that the person
does or could do.
4. Be specific.
5. Be complete.
OH 5.5.2
Ground Rules for Giving Verbal

1. The person whose turn it is shows his or her flip

chart.
2. He/she reads out all comments and asks for
clarification (no explanations or defensive
remarks).
3. Group members give feedback that is
• truthful;
• detailed;
• specific;
• descriptive (not judgmental).
4. They may or may not identify areas for
improvement.
5. Remember: the intention is to help, not damage,
each other.
Metric 5.6
Team Sensing Interview
Introduction
This metric enables a facilitator to tune in to the issues that a team needs to
confront. It is appropriate when used with “real” teams. The facilitator should
use the data collected in the sensing interview to develop a profile of team
issues. This can be done numerically. For example, when giving feedback to the
team, the facilitator can say: “In relation to this team’s degree of clarity as to
what new or different capabilities the team will need to develop, all the team
members considered that at least one new or different capability would be
needed in the next three years. Five team members mentioned ‘customer
service,’ four mentioned ‘use of new technology,’ and two mentioned ‘improved
cost management.’” This metric requires that the facilitator develop categories
for giving feedback from the data collected.
Objectives
• To provide a structured format for collecting information about
communication, efficiency, and effectiveness
• To assist in preparing for and planning team-building workshops
• To develop listening and consulting skills
• To provide a way of giving a profile of team issues built from comments from
team members
Materials
The facilitator should adapt the Suggested Questions to the particular circum-
stances of the team. Some questions may be relevant, others irrelevant. Addi-
tional items may be included. If appropriate, Additional Questions for Sensing
Interviews with Strategy Teams may be used.
Method
The “sensing interview” approach is part of the data collection process that
precedes a team-building intervention. It is important that the team be ready for
the intervention. A team can be considered to be ready for team building when:
• The leader wishes to use a team approach.

• The team has objectives that require them to work together.
• The team possesses the basic attitudes and skills for effective teamwork.
357
The purpose of sensing interviews is to identify the root causes of strengths and
problems. Team sensing is a critical skill for organization development
practitioners.
“Sensing” is the organized and purposeful review of key dimensions of team

effectiveness as perceived by the team leader and team members. It results in
greater clarity about the symptoms and the root causes of strengths and
problems. The involvement of team members results in better data and
contributes to the shared ownership of conclusions.
Team building requires that each team member stand back and openly evaluate
how the team is operating. The focus is on the “team process” rather than on
“getting the job done.” Inevitably, shortcomings will be exposed, so the team
manager is in a potentially vulnerable position. It takes leadership courage to
begin team building. The team manager must understand in detail what is about
to happen and agree to the process.
When the team manager accepts the principle, then all other team members
should be briefed so that they are aware of what is about to happen and of the
potential benefits of the exercise. If one or more members of the team do not
feel that it is right to go ahead with team building, this issue will need to be
resolved before going ahead.
The facilitator should be an advisor to the whole team (not just to the team
manager). The facilitator’s assignment is to help the team build on strengths,
identify barriers to effectiveness, specify the role it should play, review current
process, and plan how to improve.
The sensing interview to be conducted with each member of the team generally
lasts about 1 hour on the basis that what is said is anonymous, but not confi-
dential. Copious notes should be taken, often verbatim quotations. The facilitator
methodically collects data on matters such as values of the team, its mission in
the organization, goal clarity and commitment, relationships and accountability,
decision-making processes, communication, leadership style and rewards,
openness and trust, cooperation and competition, relationships with other teams,
and other issues that need to be addressed.
The figure on the following page outlines the issues that will be covered normally
in a sensing interview.
The facilitator should interview each team member and ask the questions in order
on the Suggested Questions. Team members should be told that their views will
be considered to be anonymous, but they will be recorded and fed back to the
team manager and members.
358
When all team members have been interviewed, the facilitator should categorize
the data and produce a report of answers to each question, not attempting to
synthesize views or produce recommendations. Where appropriate, the data can
be analyzed to provide a numerical profile of the issues facing the team.
Initially, the data should be shared with the team manager during a 3-hour
private feedback and coaching session. It is vital that the team leader be given
an opportunity to react to all data prior to feedback being given to the team.
Time Required
The time required for sensing interviews can vary greatly. In general, it is
reasonable to allow 3 hours of the facilitator’s time for each person to be
interviewed—30 minutes for preparation, 1 hour and 30 minutes for the interview,
and 1 hour for subsequent analysis.
359
Sensing Interviews: Typical Issues
Cooperation
Values and
competition
Mission
Communication in the
organization
Openness Relationships
and trust with other
teams
Relationships
Rewards and
accountability
Leadership Decision-
style making
processes
Goal clarity
360
Suggested Questions
1. What do you like about being a member of the team? (Be as specific as you
can, giving examples. Can you list three points?)
2. How would you define the current roles of the team? (What functions is the
team performing both for the members and for the wider organization? Can
you express this in a sentence?)
3. What are the real strengths of the team? (What are the three most successful
aspects of the team as it operates today?)
4. How would the strengths of the team be extended and amplified? (Can you
make three suggestions and explain them?)
5. If you believe that strategy (making key decisions that allocate the
organization’s resources and establish its direction) is part of the role of the
team:
• What is the process of strategy formulation?
• What are the strengths of the team in strategy formulation?
• What prevents (blocks) the team from being more effective at strategy
formulation?
6. To what extent does the membership of the team fully represent the
capabilities that you need to perform your tasks as a team:
• Is there sufficient representation of existing and wanted markets (that is,
people with a market focus)?
• Is there sufficient representation of the core technology(ies) that you use
(that is, people with a technology focus)?
• Is there sufficient representation of people who span boundaries to ensure
effective internal coordination?
• What capabilities are missing from the team?
7. Looking to the future—say in three year’s time—what new or different capabili-

ties will the team need to develop? (All of your ideas would be helpful.)
8. Do the personalities of the team blend to provide a balanced whole? If not,

where are there strengths and where are there weaknesses?
9. How would you describe the leadership style used by the team manager?
361
10. What effects does their concern for direction and control have?
11. What effects does their concern for relationships have?
12. What do you think the team leader should do to improve teamwork (in each
case, give specific examples)?
• It would help if they did the following things more or better.
• It would help if they did the following less, or stopped doing them.
• It would help if they did the following things differently.
13. In your regular team meetings:

• What sorts of issues get higher priority?
• What sorts of issues get lower priority?
• Give illustrations of the sorts of issues that the team (in your opinion)
handles really well.
• Give illustrations of the sorts of issues that the team (in your opinion)
does not handle really well.
14. Comment on the following aspects of your formal team meetings:

• Appropriateness of the degree of formality
• Quality of preparation done by yourself
• Setting the agenda
• Sequencing the agenda
• Timing of agenda items
• Establishing objectives for discussions
• Clarifying success criteria for discussions
• Presenting information at the meeting
− Reports
− Financial data
− Use of visual aids
• Clarifying issues during discussion
• Identifying options for decisions
• Evaluating options for decision
• Making decisions
• Recording decisions
• Allocating responsibilities for implementation
• Monitoring progress of implementation
• Reviewing meetings to see how they could be improved
• Degree of interpersonal openness
• What could be done to improve your personal contribution to the meeting?
362
15. What do you think would help the team work better:
• To play a constructive role within the organization?
• To work together more productively?
16. Do you have any feedback for other members of the team? Let’s take them
one at a time. What do you think would help the team if team members did
more of, differently, less of? What new things should be started to help the
team? (Your comments will be shared anonymously.)
17. Looking to the future—say in two year’s time—what capabilities will the team
need to develop?
18. What are important fundamental issues that should be addressed by the team
in the next few months?
• Direction
• Competitive edge
• Leadership downward
• Influence upward
• Communication
• Systems
• Middle-level competence
• Structure
• Other: _________________________________________________
19. How would you describe the relationships between team members?
• In terms of closeness
• In terms of trust
• In terms of openness
• In terms of cliques (that is, in-groups and out-groups)
20. In addition to the points you made earlier, what could be done to improve
your own contribution to the team? (Can you list three points and explain
what you would do differently?)
21. What would be the best outcomes from a team-building session?
22. Is there anything else that would be helpful for me to know?
363
Additional Questions for Sensing Interviews

with Strategy Teams
1. Please could you describe your business? How large is it? How many different
businesses are you in? How many people work in the business? How are they
employed? Please outline your organizational structure.
2. What are the key points in the history of the business? How have you gotten to
where you are now? At what stage of development are the industries that you
compete in?
3. Who are your customers? Why do your customers choose you?
4. Who are your significant competitors? What are their market shares? What are
the competitors doing?
5. How do you collect information about the market? How is your market
segmented? Which are the attractive segments? What is your unit’s position in
each market segment?
6. What are the significant strategic questions that you are facing at the moment?
7. What will the business look like in three years? What will be different and what
will remain the same?
8. What have been your most significant achievements over the past year or two?
9. How do you attract good people and reward them?
10. What are the basic values that your business has at the moment? What are the
strengths and weaknesses of these values, in terms of helping you achieve your
mission? What are you doing to change the values and culture of the
organization?
11. What are the most significant barriers in the business? How do these affect your
operations? How do these barriers affect your strategic ambitions?
12. How does the top team operate? What are the strengths of your top team? What
are the weaknesses of your top team?
13. What principles guide the way you manage? What is the dominant metaphor for
the company (i.e., this company is like…)?
365
Metric 5.7
Autonomous Work Group
Assessment
Introduction
This assessment provides a framework that can be used to improve a specific
autonomous work group (AWG) and a tool to help the members of an AWG
consider whether they have the pre-conditions for success. For the purposes of
this exercise, an AWG is defined as “a group that does not require direct external
supervision and undertakes a high degree of self-management.”
Objectives
• To explore the concept of AWGs
• To diagnose whether an existing AWG possesses the pre-conditions for success
Materials
All participants will need a copy of:
• The Assessment
• Success Dimensions
• The Worksheet
• OH 5.7.1: The Autonomous Work Group Wheel

• OH 5.7.1: The Autonomous Work Group Wheel
• A flip chart
• Markers
Method
1. Introduce the activity and outline the objectives listed above. Invite each
participant to define a work group that is being, or could be, managed as an
AWG. Participants should know the group well. One group should be selected
for review (10 minutes).
2. Have participants complete the Assessment on the defined group as directed

(10 minutes).
367
3. Give a short lecture on the success dimensions of AWGs using OH 5.7.1 and
drawing from the explanatory material in Success Dimensions. Give the
participants a copy of Success Dimensions and a copy of OH 5.7.1 (15
minutes).
4. Where appropriate, divide participants into discussion groups, each with four
to seven members. Each group then completes the Worksheet (1 hour).
5. During the discussion, draw out learning points from participants and list
these on a flip chart. If appropriate, an action plan may be developed (20
minutes).
Time Required
The time required for this activity varies according to the kinds of work groups
being reviewed. The minimum time required is 1 hour and 40 minutes.
368
Autonomous Work Group Assessment
Assessment
The assessment will help you decide whether a defined work group has the necessary
competencies to operate effectively as a self-managed (autonomous) group. You may
review either a group that could be self-managed at some time in the future or a
group that is currently being self-managed. Define the group that you want to review
in the box below:
The work group being reviewed is:
Complete the assessment on the defined group by circling one number for each item.
1. The work group has strong problem-solving skills.

Problem-solving skills are 1 2 3 4 5 6 Problem-solving skills are
weak. strong.
2. The work group’s manager acts as a facilitator rather than taking the role of a
directive manager.
The manager directs. 1 2 3 4 5 6 The manager acts as the
facilitator of the group.
3. Group members are able and willing to manage themselves.

Group members are not self- 1 2 3 4 5 6 Group members are self-
starters. starters.
4. Both the group (as a team) and individual members receive sufficient training
to help them organize their own work.
Training has been absent. 1 2 3 4 5 6 Training has been sufficient.
5. The tasks that the group needs to perform require that members work together
closely.
Tasks do not require 1 2 3 4 5 6 Most or all of the tasks that
teamwork. the group needs to perform
require teamwork.
369
6. The reward system works to encourage the group to perform as a unit (rather
than rewarding individuals).
The reward system does not 1 2 3 4 5 6 The reward system supports
support group performance. group performance.
7. The role of the group within the organization is clear (the group’s purpose,
output requirements, and success measures are defined).
The group’s organizational 1 2 3 4 5 6 The group’s organizational
role is unclear. role is clear.
8. The group receives all the information that it needs to manage itself
effectively.
The information system does 1 2 3 4 5 6 The information system
not provide the group with provides the group with all
the information necessary for the information necessary for
self-management. self-management.
9. Relationships with (internal and external) suppliers and customer groups are
strong and positive.
Inter-group relationships are 1 2 3 4 5 6 Inter-group relationships are
weak. strong.
370
Success Dimensions
Since the early 1970s, innovative organizations have increasingly used the autonomous
work group (AWG) approach as a basis for organizing day-to-day work. The argument
is simple but challenging: it is suggested that boss-directed groups tend to disem-
power employees and create an environment of restriction and dependency. How-
ever, if team members take control over their working lives, then morale, perform-
ance, and responsibility improve: in effect, they form an autonomous work group.
AWGs are not easy to sustain: sometimes managers or supervisors abdicate responsi-
bility before an AWG is ready and the group’s performance slips to an abysmal level.
Work groups need to be able and willing to take responsibility for activities that are
elements of the managerial role in many organizations. The AWG approach, when
implemented effectively, has many advantages, if the group is ready. Nine dimensions
of readiness are listed below:
The Autonomous
Work Group Wheel
Strong
Strong
problem-
supplier/
solving
customer
skills Manager
relationships
acts as a
facilitator
Developed
information
systems Self-starting
group
members
Role
clarity
Ongoing
training
Reward
system that
supports Integrated
the group tasks
371
1. Strong problem-solving skills

AWGs must identify problems and potential problems before they become serious
and find ways to resolve them quickly and effectively.
Team methods for group problem solving are often useful to define problem
areas, brainstorm options, propose solutions, and devise action plans.
2. Manager acts as a facilitator

The term autonomous work group implies that a group is responsible for its own
behavior, performance, and output. In practice, management activities will
always be required, but this should facilitate the development of the capability of
the team rather than controlling its behavior. The true role of the manager in an
AWG is as a coach, empowerer, and facilitator.
3. Self-starting group members

Not all people want to be members of an AWG—some lack interest, interpersonal
skills, or capability. Each group member should be selected with great care (a
task often undertaken by the group itself). Members who are not self-starting lack
the capability to be full contributors.
4. Ongoing training
The group, not managers, provide control and coordination in AWGs. Continuous
development of individuals enables the AWG to upgrade both individual and
collective competence. Individuals should be encouraged to develop an ever-
widening set of skills so that they can provide a more flexible and capable
resource to the group.
5. Integrated tasks
If tasks are excessively fragmented, it can result in an AWG breaking down and
group members undertaking different task elements in isolation from the others.
AWGs are most effective when there are substantial shared tasks to be
performed. Only when members of the group depend on one another will the
energy of the group be released.
6. Reward system that supports the group

If the organization’s reward systems emphasize individual accomplishment, rather
than group achievement, then the group will tend to develop a competitive
culture—not the collaborative culture needed for a successful AWG. Reward
systems should recognize the individual’s contribution but emphasize the group’s
performance.
372
7. Role clarity
Role clarity requires that (1) the intent or purpose of the team be defined and
(2) the performance requirements and success measures be defined. AWGs need
to be 100 percent clear about their mission and primary tasks (sometimes called
core processes). Initially, it will be members of senior management who define
the group’s charter—specifying what needs to be done and what key results are
expected to be achieved. As it becomes established, an AWG will, typically, seek
to renegotiate, develop, and redefine its group’s charter to take into account its
increasing competence and its perception of what needs to be done.
8. Developed information systems

Teams cannot be autonomous unless they have access to information that allows
all key performance parameters to be assessed and managed. Management Infor-
mation Systems (MIS) usually provide both close-to-real-time and comparative
data to senior management. AWGs need the same information if they are to be
self-managing.
9. Strong supplier/customer relationships

No work group is an island: every group has suppliers and customers (either
internal or external to the organization). These linkage relationships need to be
cooperative and effective. There is a risk that AWGs become inward looking and
insular since they have to spend time weighing options and making decisions. It is
necessary for an AWG to negotiate positive, win-win agreements with all inter-
related teams.
373
Worksheet
When all the members of the group have completed the Assessment, compare your
scores by completing the grid below (using a different colored pen for each person).
Issue Score
1. Strong problem-solving skills 1 2 3 4 5 6
2. Manager acts as a facilitator 1 2 3 4 5 6
3. Self-starting group members 1 2 3 4 5 6
4. Ongoing training 1 2 3 4 5 6
5. Integrated tasks 1 2 3 4 5 6
6. Reward system that supports the group 1 2 3 4 5 6
7. Role clarity 1 2 3 4 5 6
8. Developed information systems 1 2 3 4 5 6
9. Strong supplier/customer relationships 1 2 3 4 5 6
375
List each issue with an average score of less than 5 on a flip chart with the lowest-
scoring item at the top, as shown below:
Issue:
What needs to be done? How?
Use the resources of the group to complete both columns.
• Repeat for other low-scoring items.
• If appropriate, document the information on a flip chart for the group to use
as an action plan.
376
OH 5.7.1
The Autonomous
Work Group Wheel
Strong
Strong
problem-
supplier/
solving
customer
skills Manager
relationships
acts as a
facilitator
Developed
information
systems Self-starting
group
members
Role
clarity
Ongoing
training
Reward
system that
supports Integrated
the group tasks

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Team Metrics

Resources for Measuring and

HRD Press, Inc. • Amherst • Massachusetts

This permission statement is limited to reproduction of materials for educational or training

Published by: HRD Press, Inc.

Production services by Jean Miller

Metrics for Auditing Generic Team Effectiveness ......................... 1

Metrics for Assessing Team Strengths and Barriers ...................... 125

Metrics for Assessing Top Team Performance............................. 247

Team building, as we know it today, began to be developed in the 1950s. Initially, it

• A team approach is an affirmative management style.

• Interpersonal difficulties, confusion over roles, and poor personal contribution

Despite these potential disadvantages and limitations, teamwork is here to stay! We

This book contains a collection of “metrics”—instruments that provide measures that,

Facilitating the Use of Team Metrics

It is not easy to be an effective facilitator. The role demands experience, wisdom,

Using this Book

• Metrics for Auditing Team Effectiveness: instruments that enable a holistic

• Is the team leader really willing to proceed?

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

The facilitator will need:

2. Have participants complete score sheets as directed.

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

4. Encourage participants to display their scores on the Profile sheet provided. If

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

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

The team being assessed is:

1 = Untrue almost all of the time

1. The leader provides the focus needed to achieve 1 2 3 4 5

1 = Untrue almost all of the time

9. All members would define the team’s core values in 1 2 3 4 5

1 = Untrue almost all of the time

25. The leader ensures that team members feel part of a 1 2 3 4 5

1 = Untrue almost all of the time

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

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

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

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

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

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

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

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

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

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

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

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

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

The 12 Components of Effective Teamwork

The TEA Model

Ic. Full IIa. Explicit

Ib. Capable IIb. Extensive

Ia. Enabling IIc. Agile

IVb. Systematic IIIb. High

IVa. High IIIc. Shared

The 12 attributes of effective teamwork are described on the following pages.

Ia. Enabling Leadership

Team leaders have five core responsibilities:

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

Ib. Capable Membership

It is widely understood that effective teams require people to play distinctive

Ic. Full Task Clarity

IIa. Explicit Roles

Consider, for example, a consulting company. One evening a senior partner