Unit 5B - Everyday Leadershipeverydayleadership.org/sites/everydayleadership.org/... · Web viewSurvey developed by Donald Clark. 2002. donclark/leader/leader.html Continued on next

Session 1.6 Building Highly Functioning Teams

Total Session Time: 3 hours

Learning Objectives: By the end of this session, participants will be able to: Describe the importance of an effective team. List three characteristics of a highly functioning team. Identify potential threats to effective team functioning. List tools for building strong teams. Identify strategies for leading effective meetings

Introduction

Slid

e 1 • Most of the material in this session

has been adapted from Management Sciences for Health, and from Patrick Lencioni’s book, “Overcoming the 5 Dysfunctions of a Team.”

All pictures and images in this session are from Microsoft Office Clip Art Gallery, unless otherwise noted.

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e 2

Leadership and Management Course Participant HandbookSession 1.6: Building Highly Functioning Teams 143

Activity: Helium StickSl

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3 Teamwork is not just about getting things done, but about HOW we get things done. It is important to have a vision, trust your team, and work together to reach a goal.

Source: • Neill, James. Wilderdom: A Project in

Natural Living and Transformation. http://wilderdom.com/games/descriptions/HeliumStick.html

• Ultimate Camp Resource. http://www.ultimatecampresource.com/site/camp-activity/helium-stick.html

Effective Teams

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http://www.ultimatecampresource.com/site/camp-activity/helium-stick.html

http://www.ultimatecampresource.com/site/camp-activity/helium-stick.html

http://wilderdom.com/games/descriptions/HeliumStick.html

http://wilderdom.com/games/descriptions/HeliumStick.html

Slid

e 6 • Some of the key advantages to being

on a team include:• Shared responsibility for tasks that

need to be done• Ensuring a motivated environment• Through teams, we can effectively

delegate workloads• Provides skill development for staff,

and professional development opportunities

• Allows a proactive approach to problems

• More ownership for tasks• Allows flexibility in work

environment• Improves self-worth of employees

Source: I-TECH.

Slid

e 7 • These are some drawbacks and

frustrations that can come along with working on a team.

• This list includes some, but not all.

Teams can be:• Time consuming. It can take a long

time to discuss ideas and issues, work together, and reach agreements in a group.

• Challenging to navigate. Group dynamics sometimes can feel uncomfortable.

• Disagreements between people in teams can lead to conflict.

• May require people to change, or to go along with something they are not comfortable with

• Teams require good leadership to be successful.

• Confusing, especially without good leadership

• Some people prefer to work independently.

Source: I-TECH.


Slid

e 8 • Group dynamics is an area studied

by sociologists, who try to figure out what makes groups work, and what makes group fall apart.

Trust • Trust must exist among team

members. It is the essence of a successful team.

Balance tasks and relationships • Groups must balance the work of

accomplishing tasks and goals, and navigating the social roles involved in getting to know one another and learning about the needs of one another in a group setting.

Be patient with each other.

Value individual experience and skills• A healthy team does not have to

think, look or act alike to be successful.

• Group members must accept that all members bring something unique to the table in terms of experiences, skills, etc.

• Successful teams encourage variety of viewpoints, experiences and complementary skills and knowledge.

Participate in group decision-making. • It is said that “two heads are better

than one.” • A highly functioning team can make

better quality decisions as a group than as individuals.

• Group decision making helps to ensure that many perspectives are taken into account.

Navigate conflict. • Conflict and disagreement can occur

within teams. • Successful teams navigate conflict

well, using it as a constructive tool. • Sometimes, this means agreeing to

disagree.


Slid

e 9 In a high-performing team:

• Members trust each other• The focus is on achieving results• Members hold one another

accountable• Commits to decisions and plans of

action• Can debate an idea• There is honest, open communication

Source: Lencioni, Patrick.

Slid

e 10 • Effective teamwork is rare and

powerful. • Teamwork offers a competitive

advantage. • To be effective in a team, members

and leaders must have courage, discipline, emotional energy, and persistence.

Note: The cost of team dysfunction is high to organizations.


Stages of Team Development

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Source: • Stein, Judith. “Using the Stages of Team

Development.” Massachusetts Institute of Technology (MIT), Department of Organizational Effectiveness and Change. Retrieved 1-April-2010 from http://web.mit.edu/hr/oed/learn/teams/art_stages.html.

• Kenya Family AIDS Care and Education Services (FACES). Nyanza Leadership and Management Training Initiative. Kenya. 2009. Developed in collaboration with I-TECH.

Stages of team development: • Teams naturally go through stages of

development. • You will be disappointed if you

expect results immediately after you form a team.

• Effective teams require training and time to develop.

• As the process of team development occurs, team members begin to understand their roles and find ways to work with one another.

Tuckman Model: • The most commonly used framework

for looking at stages of team development was created in the mid-1960s by Bruce Tuckman.

• These stages provide a useful frame for looking at your own team.

• They are best used as a starting point for team dialogue.

• The common stages that teams typically go through are: Form, Storm, Norm, Perform, Transform

• It is important to remember that the process is not always linear! Generally, teams cycle through stages over and over depending on the make-up of the team and the issues they identify.


Slid

e 12 • The forming stage of team

development is a period of exploration.

• Team members are curious and cautious, but also eager about the work ahead.

• Members frequently have high expectations for the team experience.

• Participants may be somewhat anxious, wondering how they will fit into the team.

• They may be asking questions like: • Do I want to be part of this team? • Will I be accepted as a team

member? • Who is the leader? • Is the leader competent?

• It is important at this stage to create a clear team structure, goals, direction, and roles, and to build trust

• At this stage, most of the team’s energy is focused on defining the team.

Source: Stein, Judith. “Using the Stages of Team Development.” Massachusetts Institute of Technology (MIT), Department of Organizational Effectiveness and Change. Retrieved 1-April-2010 from http://web.mit.edu/hr/oed/learn/teams/art_stages.html.


Slid

e 13 • As a team develops, members often

begin feeling that the team cannot live up to their early expectations.

• Frustration may develop with the team’s process or progress.

• Conflict cannot be avoided during this stage; it is perfectly normal.

• Members may voice pushback or disagreements with roles, responsibilities, or expectations.

• During this stage, it can be useful for the team to re-focus on goals and steps.

• It may also be useful to develop group processes, as well as skills in conflict management within the team.

• During this stage, it is natural for team members to be asking: • How much influence do I have in

this team? • How can I find my autonomy? • How much control will I have

over others, and how much will others have over me?

• Who do I support, and who supports me? How?



Slid

e 14 • When teams reach the norming

stage, the atmosphere is comfortable and cohesive.

• Members should be comfortable sharing their “real” opinions and ideas with one another.

• Members accept the diversity of skill, expertise, and experience held by other individuals on the team.

• Members are able to work together to problem solve effectively.

• Communication is frequent and meaningful, and includes constructive feedback.

• Trust begins to deepen and evolve. • At this stage, teams should shift

energy towards the team’s goals, and focus on productivity.

• It may be helpful to evaluate team processes and productivity during this phase.



Slid

e 15 • This stage results after the team has

worked through the Forming, Storming, and Norming stages.

• Members often feel confident in their skills, and satisfied with performance and progress.

• There is a strong sense of attachment to the team, and appreciation of teammates.

• The team is accustomed to effective problem solving.

• The team can define tasks, work out relationships, manage their conflicts, and work toward accomplishing their mission.

• This stage allows opportunities for team members to deepen skills and knowledge.



Slid

e 16 • Teams change over time

• The process of team development is rarely linear; teams often cycle back to another stage of team development as members, leadership, or the external environment changes

• Teams may feel concern or sadness about the dissolution of the team.

• Teams may also feel pride and satisfaction with their accomplishments.

• This stage of team development may affect productivity.

• At this stage, it is important for teams to: • Complete deliverables• Identify lessons learned, and

evaluate what did and did not work well on this team in terms of group processes, productivity, and deliverables. (These should be shared with the team’s sponsor, and looked to in the future.)

• Celebrate the team’s achievements and accomplishments, and acknowledge the contributions of each individual

Slid

e 17 Refer to Handout 1.6.1: Team

Development Assessment on pages 167-170 of Participant Handbook.

Leaders and managers can use this survey with their team to assess the team’s stage of development.

Refer to Handout 1.6.2: Leadership Interventions for Team Development on page 171 of the Participant Handbook.

This handout includes common characteristics of teams at each stage, and suggests appropriate ways in which leaders can keep team development going in a productive direction.


Overcoming Team DysfunctionSl

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18 The materials on the slides come from a book by Patrick Lencioni. It’s entitled, “Overcoming the Five Dysfunctions of a Team”.

Refer to Handout 1.6.3: Five Dysfunctions of a Team on page 173 of the Participant Handbook.The dysfunctions are, in order:

1. Absence of Trust 2. Fear of Conflict3. Lack of Commitment4. Avoidance of Accountability5. Inattention to Results

• All functions build on top of each other and are interdependent.

Source: Lencioni, Patrick. 2005. Overcoming the 5 Dysfunctions of a Team: Field Guide. San Francisco: Jossey Bass.

Slid

e 19 • There are some symptoms of each

team dysfunction. • Guardedness within a team can

point to an Absence of Trust• Artificial Harmony is often related

to Fear of Conflict• Ambiguity can be related to a Lack

of Commitment• Low Standards may result from

Lack of Accountability• Status and Ego Issues are common

when you have Inattention to Results



Slid

e 20 • Effective teams are built on trust.

Members are comfortable being vulnerable and completely open with each other.

• Trust is hard work – it is being unafraid to admit the truth about yourself, including your weaknesses, failures, and fears as well as your strengths.

• The key to building trust is not time, but courage.


Slid

e 21 • In general, people do not like to feel

discomfort in their relationships, professional or personal. Generally, we also are afraid of feeling personally attacked.

• The fear of conflict can create false harmony, and inhibit people from sharing their true feelings, perspectives, or opinions about an issue.

• Members of great teams are skilled at engaging in productive conflict, which means debating issues of importance to a team from all sides, even though there may be disagreements.

• Even in the best teams, conflict may feel uncomfortable; however, members of effective teams do not hold back their opinions.

• Productive conflict is built upon a foundation of trust.



Slid

e 22 • Lack of commitment can create

ambiguity and insincerity. It makes it hard to achieve true buy-in.

• Commitment cannot occur if people are unclear about what is being committed to – it is critical to have clarity and alignment around a decision.

• Commitment is not the same as group consensus. Waiting for everyone to agree on a decision can cause mediocrity, delay, and frustration.

• It takes good leadership to foster commitment, even where there is no true consensus.

• Most people do not need to get their way – they just need to have their ideas heard, considered, and explained within the context of a final decision.


Slid

e 23 • A lack of accountability can set for

low standards and mediocre performance as the norm

• It means that team members hesitate to call peers on actions and behaviors that seem counterproductive

• Accountability is the willingness of team members to remind one another when they are not living up to the performance standards of the group.

• On a strong team, accountability occurs directly among peers.

• Accountability is about results AND about behavior.

• Accountability centers around the ability to give constructive – but critical – feedback.



Slid

e 24 • Often team results are secondary to

individual needs (ego, recognition, personal fears, etc.) Team members may prioritize something other than the collective goals of the team.

• People have a strong tendency to look out for ourselves before looking out for others. This can begin to erode trust.

• Results-oriented teams establish their own measurements of success, and work towards them.

• Effective teams keep their goals visible, and minimize distractions to stay focused.


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e 25 Effective Teams

• Communicate openly• Debate Ideas• Commit to decisions and plans• Show accountability• Focus on results

• In your group, select one team strength from the list.

• Discuss the following: • Why is this important? • Have you had experience

working on a team where there was dysfunction in this area?

• Try to come up with 5-6 strategies for addressing this dysfunction, and ensuring team performance in this area.

• Prioritize 2 of these strategies.


Tools for Team BuildingSl

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26 • This section will focus on practical strategies that you can implement with a team to enhance effectiveness.

• There are a wealth of activities, processes, and assessments that have been created to strengthen teams.

• They are designed to foster trust, commitment, and accountability within a team.

• They range from simple to complex, and can be short or long.

Remember that many of the activities that we have modeled in this course – building a story, helium stick game, creating a shared vision, etc. – can also be used for building your team!

We will consider a variety of activities and actions that can help to build trust, cooperation, communication, and performance in teams. • As a leader, you may want to try

implementing these activities within your organization.

• Remember that one activity alone will not solve problems that your team is facing – but can play a part in making your teams stronger and more trusting.

Refer to Handout 1.6.4: Team Building Exercises, on pages 175-178 in the Participant Handbook.


Slid

e 27 • To build trust, it is important for

team members to know each other well, and to be comfortable with vulnerability. This means being open to sharing your own strengths and limitations, and respecting the strengths and limitations of others.

There are three types of trust that can be found in effective teams: • Contractual (Modeled by honoring

agreements, being consistent, delegating effectively)

• Communication (Characterized by sharing info, admitting mistakes, telling the truth, giving and receiving feedback)

• Competence (Characterized by respecting skills, knowledge, ability and judgment)

Activities that build trust include: • Identifying individual strengths and

weaknesses, and discussing within the team

• 360-degree performance reviews – that is, performance reviews and feedback from people at all levels of the organization

• Working and communicating face-to-face as much as possible

• Persona history exercises, which help us learn about one another’s personal and professional backgrounds

• Demonstrating vulnerability as a leader



Slid

e 28 • It is OK to disagree and challenge in

the spirit of finding the best answers, discovering truth, and making great decisions.

• Remember that conflict is required for productivity and discomfort is inevitable

There are many ways that teams can begin to master conflict: • Trust must come first• Leaders should encourage and

reinforce healthy debate• Establish team ground rules (norms)

for engaging in conflict• Leaders should probe teams for

differences of opinion, and demonstrate acceptance of these disagreements

• Teams should seek to understand the different styles that members use to approach conflict



Slid

e 29 • Commitment means achieving buy-

in on important decisions

There are many ways that teams can foster commitment: • Commitment can be fostered by a

clear understanding of roles, priorities, and expectations.

• Leaders should consider all ideas, but be willing to make decisions – especially when there is not consensus in a team. Sometimes, this requires breaking ties, and accepting “wrong” decisions.

• All decisions should be clearly communicated to all affected staff/team members within within 24 hours.

• Ensure that all team members are aligned around decisions and agreements by asking, “What have we decided today?” at the end of each meeting.

• Identify a clear, single common unifying goal for the team that everyone is actively working towards in their daily responsibilities



Slid

e 30 • Peer-to-peer accountability motivates

more than fear of other repercussions

Teams can improve accountability by: • Setting program standards and

benchmarks, and making sure all members know them

• Conducting wimple and regular progress reviews

• Setting clear expectations, agreed-upon by the team

• Reviewing the team’s performance and progress toward goals

• Team effectiveness exercise• Providing constructive feedback.

This feedback is critical, and behavior-specific. Use “and,” not “but.” For example: “I credit you with ____, and I challenge you to ____.”


Slid

e 31 • Effective teams keep their goals

visible, and minimize distractions to stay focused.

Teams can work towards achieving results as follows: • The leader should model a focus on

results • Establish measurements for success,

and create a visible “scoreboard” for the team to track progress

• Reward individuals based on team goals and collective success

• Frame errors are “learning opportunities”)

• Hold regular meeting “debriefs” to foster team learning (errors are “learning opportunities”)



Effective MeetingsSl

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32 Meetings are generally a core component of working in teams.

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Speaker notes continued here:

Location• Decide where you’ll hold the meeting, and reserve

the location. For work sessions, morning meetings are usually more productive than afternoon sessions.

• Consider the seating arrangements. Are rows of chairs suitable, or do you need a conference table?

• Give some attention to details such as room temperature, lighting, temperature/air conditioning, background noise, interruptions, refreshments.

• Consider how participants will get to and from the meeting (transport).

The key to productive meetings is careful planning in terms of these 4 issues: purpose, people, location, and agenda.Purpose: • Most meetings have either an

informational or a decision-making purpose.

• Informational meetings allow participants to share information and perhaps coordinate action. Decision-making meetings involve persuasion, analysis, and problem solving.

People:• Try to invite only participants whose

presence is essential. The more people who attend, the more comments and confusion you’re likely to get, and the longer the whole thing will take.

• Be sure to include key decision makers and those who can contribute. Holding a meeting is pointless if the people with necessary information aren’t there.

Agenda • The success of any meeting depends on

the preparation of the participants. • An agenda will aid this process by

putting the meeting plan into a permanent, written form.

• Distribute the agenda to participants several days – or at least one -- before the meeting so all will know what to expect and can come prepared.

CONTINUE with speaker notes in left-hand column.


Slid

e 34 Refer to Handout 1.6.5: Running

Effective Meetings, on page 179 in the Participant Handbook.

Slid

e 35 Refer to Handout 1.6.6: Meeting

Agendas and Minutes, on page 181 in the Participant Handbook.

• Agendas help participants arrive at meetings prepared, and help to keep discussion focused and on track.

Tips for creating an effective meeting agenda: • Important Items First• Ideally, put the most important items

first, and give them the most time. The group deals with the harder issues while they are “fresh”.

• Related Items: • Place related items together on the

agenda. This avoids having to repeat background information and lessens confusion.

• Identify Responsibility: • On the agenda, identify who will be

responsible for reports, for recording, facilitating, or process observation.

• Contact them prior to the meeting to remind them to come prepared.

• Identify Action Needed: • For each of item on the agenda,

indicate what needs to be accomplished by the group. Discussion only? Decision needed?


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Refer to Handout 1.6.6: Meeting Agendas and Minutes, on page 181in the Participant Handbook.

• Meeting minutes provide a formal record of proceedings at meetings.

• They record discussions, decisions, and action items within a team.

• They can help to foster accountability and transparency within a team.

Slid

e 37 Refer to Handout 1.6.7: Sample Team

Meeting Ground Rules, on page 183 in the Participant Handbook.

Slid

e 38 Refer to Handout 1.6.8: Sample Team

TOR, on page 185 in the Participant Handbook.

• A team Term of Reference (TOR) can be a useful tool for teams that meet frequently – especially for a task force, working group, technical team, or team that cuts across departments in an organization.

• The team TOR is a document that all members agree to, that provides clarity about the “job description” for the team.


Key Points

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Handout 1.6.1: Team Development Assessment

How to use this tool:This survey allows a team to create a “snapshot” of its behaviours based on Tuckman’s four stages of team development (Forming, Storming, Norming, Performing). There are no right or wrong answers! The greatest value of the survey is in generating conversation on the team about how each member views the team.

Make photocopies of the survey for all members of your team. Have each team member complete their own scoring, and compare team members’ scores for each column.

Methods for completing and tallying the survey:1. The survey can be distributed and tallied by an outside facilitator. Responses are

presented in the aggregate, without any individual’s responses being revealed to the team. The facilitator can facilitate a team discussion on any or all of the measures.

2. Team members can complete the survey and ask some members (or the team leader) to tally the responses and facilitate the discussion. (This provides less anonymity than #1.)

3. Team members can complete the survey and post their individual results on one flip chart. This will allow the team to see the various responses across the team. The team can then discuss these responses.

What should we discuss?If most team members have identified the team as being in the same stage, you might discuss if this is the appropriate developmental stage for the team at this time. If not, what activities or actions can the team do to move from the current stage? If there is some divergence from the majority assessment, it might be helpful to discuss the minority viewpoint. Working to understanding the reasons for these differences of perspective can lead to a rich discussion.

If the responses show a range of viewpoints about which developmental stage the team is in, the discussion might focus on the perceptions that lead to that range of viewpoints. The survey’s answer key connects specific questions with each developmental stage. Discussion could focus on specific questions, or it might focus on the answers associated with each stage.

Remember – there are no right or wrong answers, just the variation in perceptions that can make teams a rich working environment. The point of any discussion is not to force an agreement about the team’s developmental stage, or to convince someone to change his or her answers, but to reflect as a team about the team’s development.

Source: Survey developed by Donald Clark, 2002. (http://www.nwlink.com/~donclark/leader/leader.html). Accessed via: Stein, Judith. “Using the Stages of Team Development.” Massachusetts Institute of Technology (MIT),

Department of Organizational Effectiveness and Change. http://web.mit.edu/hr/oed/learn/teams/art_stages.html.

Continued on next page.


http://www.nwlink.com/~donclark/leader/leader.html

Team Development SurveyAfter each question, indicate how rarely or often your team displays each behaviour.

1.We try to have set procedures or protocols to ensure that things are orderly and run smoothly (i.e. minimize interruptions; everyone gets opportunity to have his/her say). Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

2.We are quick to get at the task at hand, and do not spend much time in the planning stage. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

3.Our team members feel that we are all in it together and we share responsibility for the team’s success or failure. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

4.We have thorough procedures for agreeing on our goals and planning the way we will perform our tasks. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

5. Team members are afraid to ask others for help.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

6. We take our team’s goals literally and assume a shared understanding. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

7. The team leader tries to keep order and contributes to the task at hand.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

8. We do not have fixed procedures; we make them up as the task or project progresses. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

9.We generate lots of ideas, but we don’t use many of them because we fail to listen carefully and tend to reject them without fully understanding them. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

10.Team members do not fully trust the other members and tend to closely monitor others who are working on a specific task. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

11.The team leader or facilitator ensures that we follow the procedures, do not argue, do not interrupt, and keep to the point. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

12. We enjoy working together; we have a fun and productive time.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

13. We have accepted each other as members of the team. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

14. The team leader is democratic and collaborative.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

15. We are trying to define the team’s goals and what tasks need to be accomplished.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

Survey developed by Donald Clark. 2002. http://www.nwlink.com/~donclark/leader/leader.html

Continued on next page


16.Many of the team members have their own ideas about the team’s process; personal agendas are rampant.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

17. We fully accept each other’s strengths and weaknesses. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

18.We assign specific roles to team members (team leader, facilitator, time keeper, note taker, etc.).Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

19. We try to achieve harmony by avoiding conflict. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

20.The team’s tasks are very different from what we imagined and seem very difficult to accomplish.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

21.There are many abstract discussions of the concepts and issues; some members are impatient with these discussions. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

22. We are able to work through group problems. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

23. We argue a lot even though we agree on the real issues.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

24. The team is often tempted to go beyond the original scope of the projectAlmost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

25. We express criticism of others constructivelyAlmost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

26. There is a close attachment to the team.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

27. It seems as if little is being accomplished towards the team’s goals.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

28. The goals we have established seem unrealistic.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

29.Although we are not fully sure of the project’s goals and issues, we are excited and proud to be on the team.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

30. We feel like we can share personal problems with each other whenever we need to.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

31. There is a lot of resistance to the tasks at hand or to quality improvement approaches. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5

32. We get a lot of work done.Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5




Team Development Survey – Scoring

Note the value that corresponds with the answer you selected for each number. Total up your scores in each column. Note: numbers in the scoring tool are not sequential Pay close attention as you complete the columns below.

Column A Column B Column C Column D

1. ______ 2. ______ 4. ______ 3. ______

5. ______ 7. ______ 6. ______ 8. ______

10. ______ 9. ______ 11. ______ 12. ______

15. ______ 16. ______ 13. ______ 14. ______

18. ______ 20. ______ 19. ______ 17. ______

21. ______ 23. ______ 24. ______ 22. ______

27. ______ 28. ______ 25. ______ 26. ______

29. ______ 31. ______ 30. ______ 32. ______

Total: _______ Total: _______ Total: _______ Total: _______

Forming Stage Storming Stage Norming Stage Performing Stage

Understanding the Scores

The lowest score possible for a stage is 8 (Almost Never) while the highest score possible for a stage is 40 (Almost Always). The highest of the four scores indicates which stage you perceive your team normally operates in. If your highest score is 32 or more, it indicates a clear sense on your part that your team is in this stage.

The lowest of the four scores is an indicator of the stage you believe your team is least likely to be in. If your lowest score is 16 or less, it is a strong indicator of your belief that your team is not in this developmental stage.

If two of the scores are close, your team may be going through a transition phase. However, if you score high in both the Forming and Storming phases, then your team is likely to be in the Storming phase. If you score high in both the Norming and Performing phases, then your team is likely to be in the Performing stage.

If there is only a small difference among the four scores, this may indicate one of the following: You have no clear perception of the way your team operates; The team's behaviours are highly variable; or You are in the Storming phase (this phase can be extremely volatile with high and low

points).



Handout 1.6.2: Leadership Interventions for Team Development

Using the Tuckman ModelLeadership of teams requires an ability to diagnose the stage of development of teams, and make appropriate interventions that move the team forward. This handout helps you recognize the stage of development of a team in Tuckman terms, and outlines the types of interventions that will move the team forward. Using the wrong type of intervention can be ineffective, or it can destroy any good teamwork that already exists. It is important to use the right approach.

Part 1: DiagnosisCharacteristics of each stage

Forming Storming Norming Performing

Focus Own objectives Others, problems Processes Performance

Trust Assess leader Trust only leader Trust the processes Trust the people

Relationships None, or distant Conflict Mechanistic Synergistic

Criticism Covert Overt Productive ComfortableDecision-making Fragmented Thrashing Processed Natural

Predictability Politics Volatile Systematic AnticipationRole

understanding Ignorance Ambiguity Clarity Intuitive

Products Individual Undesirable Wooden System

Performance Individual effort Working out Following rules Achieving flow

Part 2: InterventionsTypes of interventions that leader should make

Forming Storming Norming Performing

Overview Set Objectives Resolve Conflicts

Facilitate Processes Coach

Direction High High Low Low

Support Low High High Low

Leader Focus Individual tasks People interactions

Task interactions

Team self-development

Persuasion Style Tell, push Sell, consult Listen, advise Observe, support

Team Interaction

Leader provide links

Facilitate relationships

Facilitate team processes

Dynamic grouping

Summary Individuals Relationships Processes Self-Development

Source: Team Technology. “Leadership Using the Tuckman Model.” Retrieved 1-April-2010 from http://www.teamtechnology.co.uk/tuckman.html.



Handout 1.6.3: Five Dysfunctions of a Team

This excerpt from “The 5 Dysfunctions of a Team” by Patrick Lencioni can help you understand potential threats to team effectiveness.

Dysfunction 1: Absence of TrustMembers of great teams trust one another on a fundamental, emotional level, and they are comfortable being vulnerable with each other about their weaknesses, mistakes, fears, and behaviours. They will get to a point where they can be completely open with one another, without filters.

Dysfunction 2: Fear of ConflictTeams that trust one another are not afraid to engage in passionate dialogue around issues and decisions that are key to the organization’s success. They do not hesitate to disagree with, challenge, and question one another, all in the spirit of finding the best answers, discovering the truth, and making great decisions.

Dysfunction 3: Lack of CommitmentTeams that engage in unfiltered conflict are able to achieve genuine buy-in around important decisions, even when various members of the team initially disagree. That’s because they ensure that all opinions and ideas are put on the table and considered, giving confidence to team members that no stone has been left unturned.

Dysfunction 4: Avoidance of AccountabilityTeams that commit to decisions and standards of performance do not hesitate to hold one another accountable for adhering to those decisions and standards. What is more, they don’t rely on the team leader as the primary source of accountability; they go directly to their peers.

Dysfunction 5: Inattention to ResultsTeams that trust one another, engage in conflict, commit to decisions, and hold one another accountable are very likely to set aside their individual needs and agendas and focus almost exclusively on what is best for the team. They do not give in to the temptation to place their departments, career aspirations, or ego-driven status ahead of the collective results that define team success.Source: Lencioni, Patrick. 2007. The 5 Dysfunctions of a Team: Facilitator’s Guide. San Francisco: Pfeiffer



Handout 1.6.4: Team Building Exercises

The 6 activities below can help to build trust and cooperation within teams.

1. Personal Histories Exercise30 minutes

Explain that if teams are to work well together, team members need to get to know each other. Learning about each other and relating on a personal level helps team members to become open to each other. And this builds trust.

The first exercise is called the Personal Histories Exercise. On a piece of paper, answer the following questions: Where did you grow up? What was the most difficult or important challenge you faced as a child or teenager? Other than your parents, who had the greatest positive impact on you? Why?

Give people about 5 minutes to write their answer.

Starting with yourself, go around the room and have each person share (briefly) their answers. Ask people to share for only one or two minutes.

Adapted from: Lencioni, P. 2005. Overcoming the 5 Dysfunctions of a Team: Field Guide. San Francisco: Jossey Bass.

2. Making a Difference15 minutes

This activity emphasizes that all individuals can and do make a difference to the group.

Divide people into small groups (or do this exercise within a small team). Ask people to think about what one thing they have done this year to make a difference in the

lives of their co-workers, team, etc. Instruct each person to share their story briefly with the people at the table.

3. Yes, And…

This activity fosters collaboration, taps into ides, keeps you from getting stuck on obstacles, and helps people focused on suggestions, idea-building, and problem-solving, rather than only focusing on problems and frustrations.

Ask each team member to share a challenge they are facing. As a group, prioritize a common or important challenge to address. Say, “Let’s do some good thinking about this”. Ask someone to offer an idea of something we can do to address this challenge. When they do, say, “Yes, and…” and another person offers an idea. The Facilitator says, “Yes, and..” and it goes on.



4. Group CV Activity30 minutes

This activity reinforces the idea that effective teams include a wide array of skills, talents, and experience. It helps to foster appreciation and trust within a team.

Divide participants into small groups of 3-6 people. (Ideally, by the team that they represent.) Explain that:

o As teams, we represent an impressive array of skills, talents, and experiences. o A “group CV” is a way to represent our collective strengths.

Give each group a sheet of flipchart paper and markers.

Instruct participants as follows: o Within your group, you will develop a Curriculum Vitae (CV) for your group. o Use the flipchart to construct your CV. Be sure to include the names of your members,

and the name of your team o When you have finished your CV, we will post them on the wall, and each group will

have a few moments to showcase how impressive you are!o You will have 5-10 minutes to create your CV, so you will have to work quickly. o There is no specified format for your CV, but you can consider including:

Total years of professional experience in the health sector Educational background Management skills/experience Positions held Major accomplishments

Show participants an example, noting that this is only one example. Encourage participants to be creative, and work to draw out unique talents in their group!

Allow participants 10 minutes to create a group CV. Ask groups to post their CV on the wall of the training room. Ask a volunteer from each group to spend 1 min. sharing their team skills and qualifications. After groups have presented their CVs, wrap up with key points:

o Effective teams are made up of people with complementary skill sets. o Knowing the skills and talents of our team members helps us to maximize team potential,

and foster trust and appreciation within our teams.

Sample Group CV:Northwestern Health Training InstituteStella B., Moses I., Jeffrey P., Beatrice M.

Educational Background Clinical Officer certification, Master of Public HealthQualifications 14 years in the Tanzania health sector 8 years of management experience Skilled in clinical care, with expertise in HIV/AIDS care and treatment Skilled in Pre-Service classroom teaching and practical educationAdditional Skills Fluent in Kiswahili and English Trained in leadership and management, secretarial skills Background in training facilitationAccomplishments Awarded grant to renovate laboratory facilities Adapted from: Silberman, M. 1995. 101 Ways to Make Training Active, p. 49. San Francisco: Jossey-Bass/Pfeiffer.



5. Team Values and a Metaphor

During this exercise, we are going to come up with a set of values that we share. We are also going to try to come up with a metaphor for our team – with an image that represents the values of our team.

For the first step in the exercise, we get to move around some. Ask participants to stand up. They are going to each have a card with a value on it. On the back is a sticky note. I’m going to ask everyone to move around and when I say, “Stop”; find one person to talk with. The pair should look at both of their cards and decide the value of each. The full value is “7”, so you have to decide how many points each value gets – might be 0 and 7; 3 and 4; etc., as long as the total number of points you give to the cards is 7.

Pass out the cards and ask people to move around. Say “Stop” after a few minutes, repeat the instructions and give people a few minutes to discuss and give a number to each card. Repeat this 5 times. We need 5 numbers on each card.

The final time, ask participants to count the numbers on the back of the card they have. Ask if anyone has a card with the number 35 on it (that’s the highest possible number a card could have). Continue counting down to get the cards with the highest total.

Write the top five values on the flipchart. Ask if people agree with this. Is there a value that isn’t here that should be? Can we agree to these values?

What metaphor can we use to represent this set of values?

Wrap up by saying that identifying values that we share as a team is an important part of the process of functioning as an effective team. Creating a shared vision is another part of this process and this is something we will work on in the future.

6. Personal Best Exercise45 minutes

Distribute the handout, “My Personal Best Leadership Experience” (note: this is included below.) Ask participants to spend 20 minutes writing about an experience where they succeeded as a leader.

After 20 minutes, ask participants to stop writing and find one person to share your story with. Take 5 minutes each to share your stories. Remind folks to switch talking after 5 minutes.

After pairs have had a chance to share their stories (10 minutes), ask the full group: How many people had a story from their work life? How many from their personal life? Did anyone write about something that happened in the last few months? How about the last

year? How many wrote about something that happened more than 5 years ago?It can take perspective to realize our accomplishments. Sometimes we can’t see what we have accomplished recently – but can recognize it after some time has passed (or a lot of time has passed).

How did it feel to write about this experience? Is it something you think about often?Often we forget out successes and it’s important to remember and acknowledge what we did.



My Personal Best Leadership Experience

Think of a time when, in your opinion, you did your very best as a leader. This might have taken place recently or long ago; while you were the “official” leader or manager of a team or group, or when you emerged as an informal leader; when you were working for pay or as a volunteer. The experience might have taken place in the workplace, when you were part of a community group or professional organization, or when you were a student.

1 Set the stage. Provide the context by briefly describing the situation: the organization, the people involved, the nature of the project or undertaking, and the challenges you faced. Also describe how you felt at the beginning of the experience.

2. Describe what happened. Be specific. What did you do? What actions did you take to address the challenge? To engage others? To keep others motivated, especially when things did not go as planned? What were the results?

3. Describe how you felt. What did it feel like at the end of this experience? What are the two or three major lessons about leadership that you learned.


Handout 1.6.5: Running Effective Meetings

1. Schedule in AdvanceSet the meeting date and time in advance, when it is convenient for the largest number of team members. Ensure that the right people are invited (key decision makers, people whose presence is essential, etc.).

2. Draft Meeting AgendaMeeting agendas should be prepared in advance. Put important items first, group related agenda items together, identify person responsible for leading discussion, and identify the action needed during the meeting.

3. Get Feedback on AgendaAsk members to contribute items for the agenda and try to send the agenda out before the meeting.

4. Start on TimeIf you wait for latecomers, it punishes those who were on time.

5. Warm-UpA brief warm-up introduces members and builds trust. It enables people to unburden other concerns and mentally direct themselves to the issues at hand.

6. Share Agenda, and Follow ItClearly state the purpose of the meeting and the items to be covered. People may not have read the agenda even if you supplied if beforehand! Additional concerns of members should be placed on the agenda at this time. As agenda items are discussed, take note of action items, follow-up items, and the people responsible for them.

7. Conclude with Review: What exactly have we decided/agreed to today? Before the meeting ends, the meeting leader should ask the question: What exactly have we decided/agreed to today? It can be helpful to write down decisions that the group has made on a board or flipchart, and ensure that members are in agreement.

8. Set Next Agenda Ask members for items they think need to be addressed at the next meeting. This brings out ideas while they are still active and increases their interest in attending the next meeting.

9. End on TimeInclude the ending time on the agenda and stick to it. Without set time limits, discussion can drag on forever. If you need more time, negotiate with those attending. Respect for individual needs and recognition that meetings are only one part of our lives leads to increased member commitment

10. Draft & Share Meeting MinutesWrite and distribute minutes to all team members shortly after the meeting, when memory is fresh.



Handout 1.6.6: Meeting Agendas and Minutes

Meeting Agendas Agendas help participants arrive at meetings prepared, and help to keep discussion focused and on track.

Tips for creating effective agendas:

Important Items FirstIdeally, put the most important items first, and give them the most time. This assures that priority topics will be covered and encourages members to arrive on time. The group deals with the harder issues while they are “fresh”.

Related ItemsPlace related items together on the agenda. This avoids having to repeat background information and lessens confusion.

Identify ResponsibilityOn the agenda, identify who will be responsible for reports, for recording, facilitating, or process observation. Contact them prior to the meeting to remind them to come prepared.

Identify Action NeededFor each of item on the agenda, indicate what needs to be accomplished by the group. Discussion only? Decision needed?

Template for Meeting Agenda

Team/Meeting: Date:

Meeting Leader: Note-Taker:

1. : Agenda Item Person Responsible : Name

Details about agenda item, as needed Action Needed: Discussion only, Decision, etc.







Meeting Minutes Minutes record decisions, discussions, and action items within a group or team. They provide a

formal record of meeting proceedings. Minutes should be completed soon after the meeting, while memory is fresh. Minutes should be circulated to all those in attendance. Circulate minutes shortly after the meeting, for comments and corrections from other attendees,

and to remind people of action items in a timely fashion. Meeting minutes should use an impartial, professional, and respectful tone. Note-takers may rotate, or be the regular responsibility of one team member. The meeting leader

should not record the minutes.

Template for Meeting Minutes

Team/Meeting: Date:

Members Present: Note-Taker:

Members Absent: (if applicable)

Agenda Item 1: Discussion – Key Points:

Action/Follow-Up Items Action Item A Action Item B

Person(s) Responsible Name(s) Name(s)

Date Due: Date Date


Action/Follow-Up Items

Person(s) Responsible

Date Due:


Action/Follow-Up Items

Person(s) Responsible

Date Due:

Next Meeting: Date: Time: Location:

Meeting Leader: Note-Taker:

Adapted from: Microsoft Corporation, Microsoft Office Meeting Minutes Template (http://office.microsoft.com/en-us/templates/meeting-minutes-TC010173185.aspx).


Handout 1.6.7: Sample Team Meeting Ground Rules

Ground rules can be useful to clarify standards team members should follow during team meetings. They serve as a verbal contract regarding the expectations that group members should follow in their interactions with one another.

Ground rules should be adapted based on the team’s purpose and challenges.

Below is a sample list of ground rules you can consider to support effective team meetings. Sample Ground Rules Have regularly scheduled meetings Begin and end meetings on time Listen to one another at meetings Ask questions Minimize distractions (mobile phone ringers turned off, avoid sending SMS, etc.) It is okay to disagree, but not okay to put others down Offer suggestions; avoid criticizing Be open to different viewpoints



Handout 1.6.8: Sample Team TOR

A team Term of Reference (TOR) can be a useful tool for teams that meet frequently – especially for a task force, working group, technical team, or team that cuts across departments in an organization. The team TOR (also called a “Team Charter”) is a document that all members agree to, that provides clarity about the “job description” for the team.

A charter should include: Team name List of members, roles Mission/purpose Objectives Frequency & duration of meetings Communication Methods Ground rules/norms

TOR for Kitchen Management TeamPurpose:Ensure that the communal kitchen is functional and maintained.

Specific objectives are to:1. Develop effective systems and practices to achieve purpose.2. Make decisions related to purchasing supplies and expectations of kitchen use.3. Serve as the communication conduit for kitchen management issues– getting input from staff and providing information to staff.

Members & Roles:

Facilitator: Joan SeymourNotetaker: Sandy RossMembers: Evelyn Anderson, Sue Benson, Cindy Greg, Dennis Long, Karen Smith, Tami Samir, Jeff Folk, Eric Way, Katy Davis, David Anthony.Meeting Time & Location: Meets every two weeks on Tuesdays, from 12 – 12:55 pm in the kitchen.Meetings don't occur if 5 or more members are expected to be absent.Norms:

Agenda Set at the end of the previous meeting. New items may be added by sending an email to the

facilitator 48 hours before the next meeting Facilitator sends agenda and relevant documents out to the full ListServe at least 24 hours prior to

the meeting.Minutes Notetaker distributes minutes to ListServe within 3 working days All present review minutes and give feedback within 2 days Notes posted on Intranet within one week of meeting.Expectations of Participants Come prepared – review agenda and read documents Come on time Try to protect time for full attendance Participate


Ask questions Volunteer for tasks, as needed Unless you expect to be gone for extended leave (e.g. parental leave, medical leave), substitutes

are not to be sent for absences. Notify facilitator at least 24 hours in advance if you expect to miss a meeting.

Source: International Training and Education Centre for Health (I-TECH).


Sources/Bibliography:

Refer to these materials for additional background reading, as needed.

Clark, Don. 2002. Teamwork Survey. Performance Juxtaposition. Available at: http://www.nwlink.com/~donclark/leader/teamsuv.html

Lencioni, Patrick. 2007. The 5 Dysfunctions of a Team: Facilitator’s Guide. San Francisco: Pfeiffer.

Lencioni, Patrick. 2005. Overcoming the 5 Dysfunctions of a Team: Field Guide. San Francisco: Jossey Bass.

Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health Services. Cambridge, Massachusetts: MSH.

Management Sciences for Health. 2001. “Developing Managers Who Lead.” The Manager, Vol 10, No. 3. Cambridge, Massachusetts: MSH. Available at: http://erc.msh.org/TheManager/English/V10_N3_En_Issue.pdf

Stein, Judith. “Using the Stages of Team Development.” Massachusetts Institute of Technology (MIT), Department of Organizational Effectiveness and Change. Retrieved 1-April-2010 from http://web.mit.edu/hr/oed/learn/teams/art_stages.html.

Team Technology. “Leadership Using the Tuckman Model.” Retrieved 1-April-2010 from http://www.teamtechnology.co.uk/tuckman.html.



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Unit 5B - Everyday Leadershipeverydayleadership.org/sites/everydayleadership.org/... · Web viewSurvey developed by Donald Clark. 2002. donclark/leader/leader.html Continued on next