Section 2.2 - ASU



Section 2

Team Composition and Skills

|Continuous Improvement Teams |23 |

|Team Roles and Responsibilities |25 |

|Team Leader Roles and Responsibilities |26 |

|Facilitator Roles and Responsibilities |28 |

|Sponsor Roles and Responsibilities |29 |

|Roles Responsibility Worksheet |31 |

|Team Code of Cooperation |33 |

|Stages of Team Development |35 |

| The Forming Stage |36 |

| The Storming Stage |38 |

| The Norming Stage |40 |

| The Performing Stage |42 |

|Communication Skills |44 |

|Communication Styles in Teams |45 |

|QuickDiSC Background |46 |

|Personal Style Inventory |47 |

|Guide for Constructive Feedback |57 |

|Six Types of Team Decisions |59 |

|Team Start-up |60 |

Notes

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Continuous Improvement TEAMS

The Team is the foundation of continuous improvement. Teams follow a 7-step continuous improvement model. Each team studies a critical process in detail, interviews stakeholders, and gathers data for the purpose of improving the critical process. The team is also responsible for implementing changes for improvement. The focus of the team is on fixing the process, not fixing the people.

Frequent questions about teams include:

What is a team? Teams are a method of group problem solving. They meet on a regular basis to study how to improve a process.

What is a critical process? A process is a flow of work that progresses from one person or one activity to another. A critical process is an important process, as defined by stakeholder need.

Who is on a team? A team is comprised of the "owners" of an identified process. An owner is anyone who works on any part of the process, regardless of his/her job title, position or status in the organization. All team members should participate actively in the team's work.

Who leads the team? The team leader is selected by team members at the conclusion of training.

Who helps the team use Each team has a facilitator from outside the work unit who

the tools? helps the team communicate effectively and explains the problem-solving tools to team members along with the team leader.

Who is a sponsor? The sponsor is a manager of the organizational unit that has authority to make changes in the process. The sponsor does not serve on the team, but keeps abreast of the activities of the team through the team's minutes, actively supports the work of the team, makes reasonable resources available to assist the team with its work and communicates regularly with the leader about the team's progress and direction.

Adapted from Oregon State University's Total Quality Management Training Manual

TEAMS

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Perpetual Work Teams: Natural work teams, organized around processes, that continually solve problems and improve processes.

Process Improvement Teams: Teams that are comprised of members that stretch across process boundaries that work to improve the whole process.

Project Teams: Teams with a specific and finite mission to develop something new or accomplish a large and complex task.

Virtual Teams: Teams that come together as an issue or problem arises, such as a new opportunity.

TEAM MEMBER ROLES AND RESPONSIBILITIES

Team members are the key to successful improvements. All members are selected based on their expert knowledge of the critical process to be studied. Once appointed to serve on a CI team, process improvement becomes an important part of the team member's job responsibilities.

Team Member responsibilities:

! Attends the Team Training Workshop.

! Supports continuous improvement and trusts that his/her efforts will make a difference.

! Participates fully in team meetings and encourages others' support.

! Comes prepared to meetings.

! Makes decisions based on fact and data.

! Learns and puts to use new ideas.

! Stands up for what he/she believes, but is open to compromise.*

! Is open minded.*

! Treats all members equally.

! Remembers that the Team Leader is also a Team Member.

! Takes responsibility for implementing changes.

* STRAIGHT TALK

I increase my personal power and my organization=s efficiency when I am honest and open:

Χ Communicate clearly and directly; not treating people as fragile.

Χ Own and accept my feelings and ideas as legitimate/okay.

Χ Accept other people=s frame of reference as okay for them.

Χ Put my stake in the ground and be willing, able, and eager to move it.

Χ Speak positively about my strengths, successes, hopes, actions; and am willing to share my concerns, needs, and expectations.

Χ Use active listening to clarify and reinforce communication.

Χ Express praise and appreciation freely and genuinely.

TEAM LEADER ROLES AND RESPONSIBILITIES

The Team Leader can be either selected by the team members or designated by the Sponsor.

The Team Leader has three primary roles in the ASU team model:

1. He/she is the primary path for sharing information between management and the team.

2. He/she is the coordinator of team logistics.

3. He/she acts with the Facilitator to implement and evaluate the team's use of the continuous improvement model.

The Team Leader may delegate any task as long as he/she verifies that it has been done.

Team Leader responsibilities:

Team Formation

! Attends the Team Training Workshop and Facilitating Groups Effectively Workshop.

! Ensures that the Sponsor clearly defines any constraints or limitations that the team must consider.

! Arranges for a meeting place and any needed equipment.

! Informs all Team Members of the time, location, and agenda for each meeting.

! Assists the team with understanding of the initial critical process to be studied.

Team Operation

! Actively carries information between the Sponsor and the team on a direct and timely basis.

! Meets regularly with the Facilitator to plan the agenda for team meetings.

! Conducts the team meetings. Assures that written minutes of each meeting are recorded and given to each Team Member, to the Sponsor and made available to others in the work unit(s) who are not on the team.

! Assisted by the Facilitator, leads the team through the continuous improvement model and keeps the team on track both for team meetings and the overall process.

! Helps the team communicate by seeking opinions, coordinating different ideas, negotiating conflict, testing for consensus, and summarizing key points.

! Provides access to information that the team needs for its work.

! Advises Sponsor on workload of Team Members involved in continuous improvement work.

! Insists that decisions are based on fact and data.

! Ensures that the team develops and maintains the performance measures and keeps all team records up to date.

! Supports the team and the continuous improvement process.

! Continuously evaluates the team and the process for effectiveness and viability.

! Assures that the Sponsor is in agreement with the team's direction at various "milestone checkpoints" throughout the improvement process.

Solution Implementation

! Sees that team decisions are implemented both during and after the team's problem-solving process.

! Reconvenes the team periodically to evaluate the critical process and implemented solutions.

! Assists the team in their process improvement presentation to management.

FACILITATOR ROLES AND RESPONSIBILITIES

The Facilitator is an important member of the continuous improvement team. Because he/she is from another department, there is no expectation that the Facilitator will have the same content knowledge as the team about the critical process. The Facilitator brings an outside perspective to the team. Along with the Leader, the Facilitator assists the team in using various continuous improvement tools, in communicating with one another, and in reaching decisions by consensus.

The Facilitator works closely with the Team Leader to plan meetings and discuss problems. These two positions form the leadership of the team and will have a major impact on the outcome.

Facilitator responsibilities:

! Attends Team Training Workshop and Facilitating Groups Effectively Workshop.

! Helps the Team Leader prepare for meetings.

! Attends weekly team meetings.

! Assists the Team Leader by helping the team use the continuous improvement model, its tools, and processes.

! Helps the team communicate by seeking opinions, coordinating different ideas, negotiating conflict, testing for consensus, and summarizing key points.

! Ensures that all Team Members are given an equal opportunity to participate fully in the team meetings and the overall process.

! Shares information about the experiences of other teams.

! Communicates with the UCI Staff, as needed, about the condition and progress of the team; and seeks advice, as needed.

! May assist the Team Leader in communicating with the Sponsor about the team's progress, direction and decisions.

! Uses constructive feedback to evaluate Team Member interactions and team meetings.

SPONSOR ROLES AND RESPONSIBILITIES

The Sponsor is the person in the organizational unit who has authority to make changes in the critical process to be studied; forms the team; supports team activities; provides reasonable resources needed by the team for its work; and assures that solutions are implemented. The Sponsor communicates information from outside the department to the team through the Team Leader and communicates information to the UCI Coordinator and others about team activities.

The Sponsor is kept abreast of the team's work through the Leader and the team's minutes. The Sponsor should attempt to provide as much latitude as possible to the team's work and to not set rigid constraints so as to hamper the team. The Sponsor should give the team as much freedom and flexibility as possible to identify problems and potential solutions.

Sponsor responsibilities:

Planning

! Assists team to identify critical processes and discusses evaluation criteria with the Team Leader.

! Attends the Team Training Workshop.

! When necessary, adjusts the workload of Team Members so that they can do continuous improvement work.

Team Formation

! Working with the employees in the organizational unit(s), selects Team Members who are knowledgeable about the critical process selected for study.

! Ensures that Team Members attend the Team Training Workshop.

! Suggests possible problem areas for investigation.

! Works with the Team Leader and Members to clearly define how improvements in the critical process will be evaluated (i.e., defines performance criteria).

! Provides reasonable resources to assist the team with the continuous improvement model activities.

! Clearly defines any constraints or limitations that the team must consider. Should attempt to minimize the limits placed on the team. Sponsors need to trust the continuous improvement process and not unduly limit the work of the team. Examples of limitations or criteria for the team's solutions may include:

-- Able to implement in a timely manner

-- Shows demonstrable benefits to the critical process

-- Is within the work unit or team's authority to implement

-- Has a high probability of success

-- Is viewed as important by the stakeholders

Team Operation

! Does not attend team meetings unless invited.

! Approves additions and deletions to team membership as they are requested by the team.

! Facilitates team access to information and other department employees for the purpose of researching issues.

! Communicates with the team through the Team Leader.

! Supports the team's activities, which may include re-prioritizing other work, shifting workloads to non-team members, or removing barriers.

! Discusses results of the continuous improvement model with the Team Leader regularly and at each "milestone checkpoint."

! Works with the Team Leader at each "milestone checkpoint" to ensure the team is on track, making progress and working toward viable improvements.

Solution Implementation

! Supports and assists the team in implementing all viable solutions.

! Endeavors to find ways to implement "quality of work life" improvements identified by the team.

! Reviews the team's final report.

! Assists the team with their management presentation.

! Publicly rewards the team's accomplishments.

! Shares the team's successes with others both inside and outside the university.

Roles Primary Responsibility Worksheet

|Roles | |Who | | |

|Primary Responsibility |Leader |Facilitator |Team |Assigned |

|1. Communicate with sponsor | | | | |

|2. Coordinate team logistics | | | | |

|3. Decide which tools are appropriate | | | | |

|4. Develop meeting agenda | | | | |

|5. Monitor the group process | | | | |

|6. Conduct team meetings | | | | |

|7. Adjust workload of team members | | | | |

|8. Distribute minutes, reports, etc. | | | | |

|9. Teach continuous improvement tools | | | | |

|10. Lead team through tools/exercises | | | | |

|11. Help the team communicate | | | | |

|12. Work together to prepare meetings | | | | |

|13. Provide an outside perspective | | | | |

|14. Help team reach consensus | | | | |

|15. Evaluate the team and the process for effectiveness| | | | |

|and viability | | | | |

|16. Prepare the meeting agenda | | | | |

|17. Communicate with University Continuous Improvement | | | | |

|18. Participate & encourage others’ support | | | | |

|19. Take minutes | | | | |

|20. Take responsibility for implementing changes | | | | |

|21. Gather data | | | | |

|22. Maintain files | | | | |

|23. Help when the group is “Stuck” | | | | |

|24. Contain digression and monopolizing | | | | |

|25. Focus on people related skills | | | | |

|26. Technical knowledge on process | | | | |

|27. Keep discussion focused and moving | | | | |

|28. Bring discussions to a close | | | | |

|29. Lead “warm-ups/ice breakers” | | | | |

|30. Carry out “assignments” | | | | |

Remember – Roles are dynamic and will change as team skills develop

TEAM CODE OF COOPERATION

The team's first task is to establish ground rules/group norms and guidelines that will serve as its "Code of Cooperation" for working together toward a common purpose. After the Code of Cooperation is developed and agreed to (see page 5), a copy should be given to each Team Member and/or displayed at team meetings. At the first team meeting, each Team Member should agree to follow certain guidelines, such as:

Every member is responsible for the team's progress. Important points for Team Members, Leaders, and Facilitators to remember:

1. Involve all members in the discussion. Don't allow members to dominate or drop out of the discussions.

2. Contribute actively and constructively. Avoid arguments.

3. Assure that all viewpoints are stated (especially differing or minority views).

4. Assure that everyone listens to concerns. Clarifying questions and reflective questions are good evidence of listening.

5. If two positions appear to conflict, look for a third option -- one that combines both positions.

6. Take responsibility for activities that need to be completed outside of team meetings.

7. Make continuous improvement a part of your work assignments. Realize that long-term gains will require additional effort in the short-run until changes are implemented.

8. When the team achieves consensus, hold all members accountable to support the group decision.

Some issues are confidential. All meeting minutes and recommendations are reported from the team as a whole. The majority of issues discussed by the team can (and should) be shared with everyone. However, team members need to be sensitive to the fact that some discussions may need to remain confidential. "Who says what" stays within the team. Problem solving is a creative process. Teams discuss ideas and issues that might be misinterpreted by someone unfamiliar with the context of the discussion. Thus, sensitive statements should not be attributed to individual team members.

Be an active listener. Everyone on the team should feel like his/her ideas are listened to.

Since everyone owns part of the process, it is essential to have everyone's input.

Be on time and do not leave early. At the first meeting, the team decides on a regular meeting time and place. Choose a time that is good for everyone and agree to start and stop on time.

Come prepared to the meeting. Team meetings are not typical meetings. These are study groups. There is substantial work outside regular meeting times, including interviewing stakeholders and collecting data. All members need to complete their assignments before the meeting. Decide as a group how to handle situations when a member is unprepared.

Encourage creativity. Members should use this as an opportunity to think creatively. Others should be open to new ideas, without criticizing or being judgmental.

Be an active participant in the team process. Employee involvement is a critical success factor toward continuous improvement. An employee is asked to serve on a team because his/her input is vital to improve the critical process. Team members must freely ask questions and offer opinions. Everyone's involvement is essential.

Improve how the group works together as a team. Evaluate your meetings near the end. What worked that day? What didn't? What can be improved for future meetings?

STAGES OF TEAM DEVELOPMENT

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The Forming Stage

The members of the team are orienting themselves. In this stage they establish team rules, structure and communication. They work to identify leadership roles, clarify authority, and individual responsibility.

In the early stages, the team is distracted by their feelings, concerns and other member's behavior. Little gets accomplished toward the team's project. The Facilitator and Team Leader need to understand that this is perfectly normal. It is important for the team to develop a plan for goal accomplishment at this stage.

Team Feelings

! Excitement, anticipation, and over-optimism.

! Pride in being selected as a member.

! Concern, fear, nervousness about the job ahead.

Team Behaviors

! Seeks to define the tasks and what needs to be done.

! Tries to determine acceptable team behavior and to overcome team problems.

! Discussions of what type of information is required.

! Grandiose, abstract discussions of issues and concepts.

! Difficulty sticking to the agenda.

! Complaints about the organization and the barriers to successful completion of the goal.

The Forming Stage

Questions team members may have:

1. Why am I here? Why are others here?

2. How much influence will I have?

3. How much (of myself, of my knowledge, of my time, etc.) am I willing to contribute?

Questions the team may have:

1. What is the team's purpose?

2. What methods and procedures will we use?

3. What should be the team's guiding values?

4. Does the team have the right members?

Observable behaviors:

1. Members are polite.

2. Participation is inconsistent and uneven.

3. Numerous false starts.

4. First agreements are made.

The Storming Stage

This is the most difficult stage for the team. Their feelings of optimism often change to pessimism as they realize the size and complexity of the tasks at hand. Impatient about moving forward, members often have heated discussions about what actions need to take place. They revert to their individual and professional experience. Individuals resist collaborating with other members and may try to exert their authority over the whole team.

Team Feelings

! Resistance to the use of continuous improvement methods.

! Wide swings in attitude toward the team and the chances of success.

! Resistance to completion of assignments.

Team Behaviors

! Squabbling among members even if they agree on the issue.

! Establishing unrealistic goals.

! Complaining about lack of time and excessive amount of work.

! Questioning the wisdom of those who selected the project.

! High levels of tension, disunity and jealousy.

The Storming Stage

Questions team members may have:

1. Am I in agreement with the team's purpose? Will I work toward it?

2. How do I feel about the team's power structure? Do I have enough influence? Enough freedom?

3. Are the benefits of sharing information and helping with decision making worth the risks?

4. Are the personal benefits of sharing/deciding with the team worth the risk?

Questions the team may have:

1. How should conflict around purpose and methods be resolved?

2. How should the team deal with Code of Cooperation violations?

3. What do we do when we get stuck?

Observable behaviors:

1. Polarization of opposing factions and positions.

2. Personal power struggles.

3. Confusion/opting out.

4. Code of Cooperation violations.

5. No consensus-seeking behaviors.

The Norming Stage

Having worked through the earlier stages, the team starts to accept the team norms (ground rules), individual members' roles, and their personalities. Conflict is reduced as the members move from competition to cooperation.

Team Feelings

! Able to express constructive feedback.

! Acceptance of membership in the team.

! Relief that it seems it's going to work out.

Team Behaviors

! Attempting to achieve harmony by avoiding conflict.

! Raising of the level of trust by sharing personal issues.

! Increasing in team cohesion, development of team spirit and identity.

! Effective self-regulation according to team norms.

The Norming Stage

What the individual feels:

1. Sense of belonging.

2. Sense of accomplishment.

3. Freedom to be myself and express my ideas.

4. Mutual trust.

Team indicators:

1. Sense of unified purpose or mission.

2. Effective procedures are being used for leading the group, solving problems, resolving conflict.

3. Realistic awareness of our resources.

4. Productivity.

5. Code of Cooperation honored.

Observable behaviors:

1. Good communication skills deliberately practiced.

2. Free participation of all members.

3. Attack problems, not each other.

4. "We, us."

5. Honest review of group's progress.

The Performing Stage

As the name of this phase implies, the team is now able to perform at an effective level. They set aside major differences and work toward the common goal of their improvement project. The team is able to look at and diagnose problems more objectively. They accept each other's idiosyncrasies and deal with each member's strengths and weaknesses.

Team Feelings

! The members perceive a much better understanding of strengths and weaknesses of the team.

! They believe that they can overcome barriers that stand in their way.

! They feel competent.

! Overall satisfaction with the team's progress.

Team Behaviors

! The members are friendly toward each other.

! They work through team problems or prevent them.

! Very high cohesiveness of the team.

! Constructive self-critique and self-change.

The Performing Stage

What the individual feels:

1. It's fun!

2. High trust and friendship.

3. High creativity; personally inspired.

Team indicators:

1. ACTION on unified purpose & mission.

2. Effective coordination of members' activities and abilities.

3. Decision-making by true consensus.

4. Excellent communication with world beyond the team.

5. High level of mutual support and cooperation.

Observable behaviors:

1. Flexibility, versatility.

2. Easy use of humor.

3. Excitement, animated participation.

4. Expressions of appreciation of each other and pride in the team's accomplishments.

COMMUNICATION SKILLS

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COMMUNICATION STYLES IN TEAMS

Because people are involved, continuous improvement requires more than just moving through the 7- steps. The human element brings with it different characteristics and styles inherent in people as they work and communicate in groups.

We tend to take communication for granted. However, good communication is the foundation for successful teamwork. Perceptions, regardless of whether they are right or wrong, form the basis of communication. People view things in a very personal and individual way. We all respond to the world as we see it. However, our perceptions may not be accurate. It is important to appreciate that people will see things from their viewpoint, not yours.

Important points for Team Leaders and Facilitators to remember include:

1. Have a clear idea of what you wish to accomplish in communicating.

2. Use words as close to your intent as possible.

3. Get feedback from others concerning their interpretations. Make communication a two-way process.

4. Recognize that everyone will filter information based on his/her own experiences. Never assume others will see things the way you do.

5. Avoid or define jargon and acronyms.

6. Encourage active listening.

7. Create a distraction-free environment.

Excerpted from Oregon State University's Total Quality Management Training Manual

QuikDiSC Background

Playing QuickDiSC offers participants two key benefits:

• Personal validation of the concepts presented in training, increasing training acceptance and retention, and

• Reinforcement of experiential learning, improving long-term training effectiveness.

Because QuikDiSC is based on the DiSC Dimensions of Behavior model presented in the Personal Profile System, the following background basics may be helpful in better understanding the game and how and why it works.

The Personal Profile System is the most popular, reliable, and valid learning instrument for understanding yourself and others. Published by Carlson Learning Company it has been used, worldwide, for over twenty years.

The Personal Profile System guided people though a self-scoring, Self-interpreting process of discovering and understanding their own behavioral style by choosing words that describe them most, or least, in a given situation.

The Personal Profile System them describes four personal styles, or “dimensions of behavior”, popularly known as DiSC: Dominance, Influence, Conscientiousness, and Steadiness.

The enhance understanding, each of these four styles, or dimensions, may be represented in training applications by the following colors:

Dominance is green

Influence is red

Steadiness is blue

Conscientiousness is yellow

Over 90% of people discover that, while they’re really a combination of styles, they do have a primary emphasis in one of the four dimensions.

Personal Style Inventory

Just as every person has differently shaped feet and toes from every other person, so we all have differently "shaped" personal styles. The purpose of this inventory is to give you a picture of the shape of your preferences. Just as no person's foot shape is "right" or "wrong," so no person's personal style is right or wrong.

The following 32 behavioral characteristics are arranged in pairs (a & b). Describe your behavior for each characteristic by scoring each pair. For example, if A describes you a lot, give it a score of 5 and B would get 0. Your scoring reflects how you would describe your behavior (5 - it really describes you; 0 - it doesn't describe you at all). Do not use fractions and the score for each pair must add up to five. Describe yourself the way you are at work.

I tend to:

1a.____make decisions after finding out what others think.

1b.____make decisions without consulting others.

2a.____be called imaginative or intuitive.

2b.____be called factual and accurate.

3a.____make decisions about people in organizations based on available data and systematic analysis of situations.

3b.____make decisions about people in organizations based on empathy, and feelings. understanding of their needs and values.

4a.____allow commitments to occur if others want to make them.

4b.____push for definite commitments to ensure that they are made.

5a.____be quiet, and prefer thoughtful time alone.

5b.____be active, and prefer energetic time with people.

6a.____use methods I know well that are effective to get the job done.

6b.____try to think of new methods of doing tasks when confronted with them.

7a.____draw conclusions based on unemotional logic and careful step-by-step analysis.

7b.____draw conclusions based on what I feel and believe about life and people from past experiences.

8a.____avoid making deadlines.

8b.____set a schedule and stick to it.

9a.____talk awhile and then think to myself about the subject.

9b.____talk freely for an extended period and think to myself at a later time.

10a.____think about possibilities.

10b.____deal with actualities.

11a.____be thought of as a thinking person.

11b.____be thought of as a feeling person.

12a.____consider every possible angle for a long time before and after making a decision.

12b.____get the information I need, consider it for a while, and then make a fairly quick, firm decision.

13a.____prefer inner thoughts and feelings others cannot see.

13b.____prefer activities and occurrences in which others join.

14a.____prefer the abstract or theoretical.

14b.____prefer the concrete or real.

15a.____help others explore their feelings.

15b.____help others make logical decisions.

16a.____prefer change and keeping options open.

16b.____prefer predictability and knowing in advance.

17a.____communicate little of my inner thinking and feelings.

17b.____communicate freely my inner thinking and feelings.

18a.____gather possible views of the whole.

18b.____gather the factual details available.

19a.____use common sense and conviction to make decisions.

19b.____use data, analysis, and reason to make decisions.

20a.____plan ahead based on projections.

20b.____plan as necessities arise, just before carrying out the plans.

21a.____prefer meeting new people.

21b.____prefer being alone or with one person I know well.

22a.____focus on ideas.

22b.____focus on facts.

23a.____focus on convictions.

23b.____focus on verifiable conclusions.

24a.____keep appointments and notes about commitments in notebooks or in appointment books as much as possible.

24b.____use appointment books and notebooks as minimally as possible (although I may use them).

25a.____discuss a new, unconsidered issue at length in a group.

25b.____puzzle out issues in my mind, then share the results with another person.

26a.____carry out carefully laid, detailed plans with precision.

26b.____design plans and structures without necessarily carrying them out.

27a.____prefer logical people.

27b.____prefer feeling people.

28a.____do things on the spur of the moment.

28b.____know well in advance what I am expected to do.

29a.____be the center of attention.

29b.____be reserved.

30a.____imagine the nonexistent.

30b.____examine details of the actual.

31a.____experience a situation.

31b.____analyze a situation.

32a.____start meetings at a prearranged time.

32b.____start meetings when all are comfortable or ready.

PERSONAL STYLE INVENTORY SHEET

Instructions: Transfer your scores for each item of each pair to the appropriate blanks. Be careful to check the A and B letters to be sure you are recording scores in the right blank spaces. Then total the scores for each dimension.

Dimension Dimension

I E N S

Item Item Item Item

1b.______ 1a.______ 2a.______ 2b.______

5a.______ 5b.______ 6b.______ 6a.______

9a.______ 9b.______ 10a.______ 10b.______

13a.______ 13b.______ 14a.______ 14b._____

17a.______ 17b.______ 18a.______ 18b.______

21b.______ 21a.______ 22a.______ 22b.______

25b.______ 25a.______ 26b.______ 26a.______

29b.______ 29a.______ 30a.______ 30b.______

Total I______ Total E______ Total N______ Total S______

Dimension Dimension

T F P J

Item Item Item Item

3a.______ 3b.______ 4a.______ 4b.______

7a.______ 7b.______ 8a.______ 8b.______

11a.______ 11b.______ 12a.______ 12b.______

15b.______ 15a.______ 16a.______ 16b.______

19b.______ 19a.______ 20b.______ 20a.______

23b.______ 23a.______ 24b.______ 24a.______

27a.______ 27b.______ 28a.______ 28b.______

31b.______ 31a.______ 32b.______ 32a.______

Total T_______ Total F______ Total P______ Total J______

Personal Style Inventory: Interpretation

Letters on the score sheet stand for:

I-introversion E-extroversion

N-intuition S-sensing

T-thinking F-feeling

P-perceiving J-judging

If your score is: the likely interpretation is:

20-21 balance in the strengths of the dimensions

22-24 some strength in the dimension; some weakness in the other member of the pair

25-29 definite strength in the dimension; definite weakness in the other member of the pair

30-40 considerable strength in the dimension; considerable weakness in the other member of the pair

Your typology (i.e., personality & style) is the four dimensions for which you had scores of 22 or more, although the relative strengths of all the dimensions actually constitute your typology. Scores of 20 or 21 show relative balance in a pair so that either member could be part of the typology.

DIMENSIONS OF THE TYPOLOGY

The following four pairs of dimensions are present to some degree in all people. It is the extremes that are described here. The strength of a dimension is indicated by the score for that dimension and will determine how closely the characteristics described fit the participant's preferred personal style.

Introversion-Extroversion

Introverts tend to make decisions independently of constraints and demands from the situation, culture, people, or things around them. They are quiet, diligent at working alone, and socially reserved. They may dislike being interrupted while working and may tend to forget names and faces.

Extroverted persons are attuned to the culture, people, and things around them. They endeavor to make decisions congruent with demands and expectations. The extrovert is outgoing, socially free, interested in variety and in working with people. The extrovert may become impatient with long, slow tasks and does not mind being interrupted by people.

Intuition-Sensing

The intuitive person prefers possibilities, theories, invention, and the new; the overall or Abig picture.@ They become bored with nitty-gritty details, the concrete and actual, and facts unrelated to concepts. The intuitive person thinks and discusses in spontaneous leaps of intuition that may leave out or neglect details. Problem solving comes easily for this individual. Although, there may be a tendency to make errors of fact.

The sensing type prefers the concrete, real, factual, structured, tangible here-and-now, becoming impatient with theory and the abstract, mistrusting intuition. The sensing type thinks in careful, detail-by-detail accuracy, remembering real facts, making few errors of fact, but possibly missing a conception of the Abig picture.@

Feeling-Thinking

The feeler makes judgments based on empathy, warmth, and personal values. Consequently, feelers are more interested in people and feelings than in impersonal logic, analysis, and things. They prefer conciliation and harmony more than in being on top or achieving impersonal goals. The feeler gets along well with people generally.

The thinker makes judgments based on logic, analysis and evidence, avoiding the irrationality of making decisions based on feelings and values. As a result, the thinker is more interested in logic, analysis, and verifiable conclusions than in empathy, values, and personal warmth. The thinker may step on others' feelings and needs without realizing it, by neglecting to consider the values of others.

Perceiving-Judging

The perceiver is a gatherer, always wanting to know more before deciding, holding off decisions and judgments. Consequently, the perceiver is open, flexible, adaptive, nonjudgmental, able to see and appreciate all sides of issues, always welcoming new perspectives and new information about issues. However, perceivers are also difficult to pin down and may be indecisive and noncommittal. They become involved in so many tasks failing to reach closure, that they may become frustrated at times. Even when they finish tasks, perceivers will tend to look back at them and wonder whether they are satisfactory or could have been done another way. The perceiver wishes to roll with life rather than change it.

The judger is decisive, firm, and sure, setting goals and sticking to them. The judger wants to close books, make decisions, and get on to the next project. If a project does not achieve closure, judgers will leave it behind and go on to new tasks without looking back.

GENERALIZATIONS

The following generalizations can be helpful in applying this inventory to teamwork.

People who have similar styles will seem to "click," to arrive at decisions more quickly, to be on the same wave length. Their decisions, however, may suffer because of their similarities, exhibiting blind spots and holes that different styles may have seen.

People will normally gravitate toward others who have similar styles, although people of differing types are often drawn to one another because the characteristics of one style are admired and needed by the other.

While a person's typology cannot be changed to its opposite, each person can learn to strengthen or Aflex@ certain dimensions to some extent for more congenial, satisfying and productive working relationships. They can also develop personal life strategies to overcome problems that result from other dimensions. Task-oriented groups benefit from a mixture of styles.

People who have different styles will not see eye-to-eye on many things and will have difficulty accepting some views, opinions, and actions of the other. The more dimensions in which two styles differ, the greater the conflict and misunderstanding of each other. However, decisions resulting from their interaction will benefit from the differing points of view of each.

People may be sensitive about criticisms in their areas of differences and likely will prefer not to use these dimensions of their styles. As a result, conflict may occur when they must do so or when others point out differences in these areas.

People's values, beliefs, decisions, and actions will be profoundly influenced by all four of the stronger dimensions in their typology.

Remember that many differences in style do not have to do with right and wrong, but only style (e.g., talk, not talk).

Label preferences as preferences, and proceed to examine facts and forces involved without defending the preference position.

IMPLICATIONS

The Personal Style Inventory raises several implications to consider.

1. Individuals, groups, and organizations with a preponderance of members whose styles are one type should seek out and listen to people of the opposite types when making decisions. Task-oriented groups benefit from a mixture of types.

2. People should realize that many differences in beliefs, values, and actions are the result of differences in style rather than of being right or wrong. Rather than be concerned over the differences, we need to understand and accept them and value the perspective they give.

3. When people must, of necessity, interact often with the same people (in teaching, business, marriage, etc.) interactions can be more congenial, satisfying, and productive if those involved, especially those with the greater power, understand the needs of others based on typology differences and adjust to them.

4. When interacting to accomplish tasks, people should be careful to label their values as values and then proceed to examine the facts and forces involved without defending the value position.

5. Remember that each style has different characteristics and that it is best to have a mix of styles when working in teams.

Style Name

1. How this style contributes to the team:

2. What stresses this person:

3. How we can work together better:

Handy Hint

leader sponsor

hint:

leader members

hint:

members leader/sponsors

hint:

[pic]

CONSTRUCTIVE FEEDBACK

In order to work effectively together, Team Members must be able to give constructive feedback. This is important to provide positive reinforcement but also to deal with problems as they arise. The single most important skill to have in working through any problem is the ability to give constructive feedback. Often, problems are expressed as criticism of someone's action. However, there are proven methods for giving and receiving criticism that work equally well for giving and receiving praise. The goal for giving feedback, whether positive or negative, is to be constructive.

Successful constructive feedback is based on two facts:

! You are an expert in observing other people's behavior and experiencing your feelings.

! You are not an expert in observing your own behavior and understanding other people's feelings about your behavior.

Remember that the goal of constructive feedback is to be able to express your feelings about how someone's behavior affects you as objectively as possible.

It is important to give constructive feedback when things are going well and when there are problems. The willingness of Team Members to give and receive feedback will improve team meetings and interactions between Team Members.

Some helpful tips to remember:

! Be descriptive.

! Don't be judgmental.

! Speak for yourself.

! Don't exaggerate.

! Determine if the moment is right.

! Try to phrase the feedback as a statement rather than a question.

For example:

"When you are late for meetings, I get upset because it wastes the other team members' time and we can't get through our agenda. (Pause for reaction). I would like you to think about how you can plan your schedule in order to be at our meetings on time because it will allow us all to be more productive. What do you think?"

-OR-

AWhen you spoke up I felt relieved because it cleared the air and helped us to move on.@

AN EASY-TO-REMEMBER GUIDE FOR CONSTRUCTIVE FEEDBACK

Sequence Explanation

1. "When you..." Start with a "When you..." statement that describes the behavior without judgment, exaggeration, labeling, attribution, or motives. Just state the facts as specifically as possible.

2. "I feel..." Tell how their behavior affects you. If you need more than a word or two to describe the feeling, it's probably just some variation of joy, sorrow, anger, or fear.

3. "Because I..." Now say why you are affected that way. Describe the connection between the facts you observed and the feelings they provoke in you.

4. Pause for discussion Let the other person respond.

5. "I would like..." Describe the change you want the other person to consider...

6. "Because..." ...and why you think the change will alleviate the problem.

7. "What do you think?" Listen to the other person's response. Be prepared to discuss options and compromise on a solution.

Source: The Team Handbook, Joiner

SIX TYPES OF TEAM DECISIONS

As a team works at a task, or even at team maintenance functions, decisions must be made. The quality of team decision making, and the extent to which a decision is accepted and implemented by Team Members, is greatly affected by the decision making process. Here are the six most common team decision making patterns.

1. Unilateral/Authoritarian

One person makes the decision and imposes it upon the team. Often, there is very little input from Team Members, and acceptance/commitment is low.

2. Handclasp

Two team members make a decision and impose it upon the team. This pattern sometimes looks participatory, but still elicits little input from the other Members, who will have a low level of commitment to the decision.

3. Minority

Several members make a decision and impose it upon the majority, who have been disenfranchised. In the hands of skilled practitioners, this can look like participatory decision making, but it is only a handclasp among a few members. Decision quality suffers because of the lack of input from the majority, and commitment to the decision is low among those outside the minority.

4. Majority

This is the popular, "democratic" default option. When a team is unable to resolve a conflict, there is almost always a suggestion to "take a vote, majority wins." Majority rule has the illusion of fairness, but it cuts off discussion, thereby reducing decision quality. It also elicits no commitment to the decision from the losing minority. The "loyal opposition" is often a myth. Super-majorities of 2/3 or 3/4 do not solve the problems associated with voting.

5. Unanimity

Solves the problem of commitment, but is very cumbersome because now everyone has a veto. The U.N. Security Council is a good (horrible?) example.

6. Consensus

Difficult to achieve, but results in the best decision and the highest level of commitment to the team decision. The alternatives are discussed and refined until a consensus is attained. That may mean that no one gets exactly what he or she wanted, but everyone is able to say, "I might take a different course of action if it were entirely up to me, but I commit my support to the plan we have all agreed upon." Achieving consensus involves compromise on the part of all members, but it is each member's responsibility to present her/his position as effectively as possible. Only then does consensus lead to high quality decisions.

TEAM START-UP

Team Formation

A team is formed around the critical process identified by the Sponsor. Team Members should represent all facets of the process to be studied, irrespective of their rank or position. The Team Sponsor should fill out and return a Team Registration form to the UCI Coordinator who will then meet with the Sponsor to assist with team start-up. The UCI Coordinator will provide one hour of initial orientation for the work unit(s) involved in the process after meeting with the Sponsor. All members of the department are encouraged to attend that meeting.

Team Sponsor

The Team Sponsor (see page 5) is the person in the organization who has authority to implement changes identified by the team. A cross-functional team may have more than one Sponsor. Sponsors support the team but do not attend team meetings.

Team Leader

The Team Leader (see page 5) is the person on the team responsible for coordinating the team. The Team Leader is typically selected by the team after they complete the Team Training Workshop and is responsible for work process and/or subject matter content.

Facilitator Designation

The Sponsor should identify someone from outside the department and/or process being studied to serve as the Facilitator (see page 5). This person is primarily responsible for group process & team interaction.

Training

All Team Members including the Team Sponsor, Leader and the Facilitator must attend the 3-day Team Training Workshop, preferably prior to team start-up. Team Leaders and Facilitators are also expected to attend the Facilitating Groups Effectively that will help assure their team's success.

Record Keeping

The Recorder is responsible for team memory and will keep a complete file of all documents related to the team's activities and accomplishments. This must include, but is not limited to, meeting summaries, performance measures, copies of questionnaires, and all charts and graphs. Most teams rotate responsibility for keeping meeting summaries among Members. Team meeting summaries should be brief--what was discussed and/or agreed upon, what is to be done next, when, by whom.

Duration of Teams

Teams should strive to complete the 7-step improvement process within 6-18 months after their initial meeting.

Teams typically meet one to two hours per week, as determined by the team. After solutions are implemented, the team continues to maintain the process performance measure until the process has stabilized. The team should reconvene periodically (approximately every six months) to evaluate the process performance measure and modify solutions as necessary. The Facilitator may or may not continue his or her involvement with the team as determined by the Team Sponsor, Leader, Facilitator, and UCI Coordinator.

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