Fifty Activities for Self-Directed Teams (50 Activities Series)

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

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50 Activities for Self-Directed Teams

Glenn M. Parker and Richard P. Kropp, Jr.

Published by Human Resource Development Press, Inc.

© 1994 by Glenn M. Parker and Richard P. Kropp, Jr. The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following statement appear on all reproductions. Reproduced from 50 Activities for Self-Directed Teams , by Glenn M. Parker and Richard P. Kropp, Jr., Amherst, Mass.: HRD Press, 1994.

This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution — or inclusion of items in publications for sale — may be carried out only with prior written permission from the publisher.

Published by HRD Press 22 Amherst Road Amherst, MA 01002 1-800-822-2801

ISBN 0-87425-969-X Production services by Clark Riley Cover design by Old Mill Graphics

Contents Introduction............................................................................................................................1 A Group Is Not a Team ................................................................................................1 All Teams Are Not Self-Directed ................................................................................1 Not Every Organization Is Ready for Self-Directed Teams .................................2 Making It Work..............................................................................................................3 Activities Support the Team Process .........................................................................3 References .......................................................................................................................5 Index to Activities..................................................................................................................7 Section I: Getting Started 1. Success Factors .....................................................................................................15 2. Readiness Rating..................................................................................................19 3. Self-Directed Team (SDT) Stages .....................................................................23 4. Roadblocks............................................................................................................27 5. Third Wave............................................................................................................31 6. Show and Tell: Getting Ready for Self-Direction..........................................37 7. Surfacing a Team Identity..................................................................................41 8. The Reality of Self-Direction..............................................................................45 9. Responsibility Charting......................................................................................49 Section II: Building and Maintaining the Team 10. Valuing Diversity.................................................................................................59 11. Dip Your Toe in the Water ................................................................................61 12. Self Test for Self-Direction .................................................................................65 13. Ready, Set…Go? ..................................................................................................69 14. Collaboration in the Workplace: A Must for Self-Directed Teams..........73 15. Climate Headline .................................................................................................75 16. Building a Culture of Self-Direction in the Workplace ................................83 17. A Personal Action Planner for Building Self-Directed Teams ....................85 18. Self-Directed Structures ......................................................................................89 19. Resolving Differences .........................................................................................97 20. Hot Buttons.........................................................................................................103 21. Self-Directed Values Exercise ..........................................................................105 22. Similarities and Differences .............................................................................107 23. Building Trust Among Self-Directed Team Players ...................................111 24. Shop ‘Til You… ...............................................................................................113 25. Self-Directed Team Culture Survey...............................................................115 26. Go With the Flow ..............................................................................................121 27. The Power of an Agenda .................................................................................125

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28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

Creativity Break ................................................................................................ 131 Quotable Quotes................................................................................................ 133 Workplace Trust................................................................................................ 137 Past-Present-Future: Charting a Self-Directed Teams Path .................... 139 No Team Is an Island........................................................................................ 143 Ivory Pure Quality ............................................................................................ 147 Team Values....................................................................................................... 153 Process Analysis ................................................................................................ 157 Guiding Past and Future Team Practices ..................................................... 161 Meetings and Self-Directed Norms ............................................................... 165 Meeting Monsters ............................................................................................. 171 The Weather Report: A Culture Report...................................................... 179 How Do I Feel About All This? Assessing my Readiness for Self-Direction........................................................................................... 189 41. The Wish List...................................................................................................... 193 42. Clarifying Team Values ................................................................................... 195 Section III: Special Issues 43. The Self-Directed Team Coach....................................................................... 201 44. Leadership Characteristics .............................................................................. 205 45. Supervisory Scenarios...................................................................................... 209 46. What Would You Do If…? .............................................................................. 213 47. You Know You’re Stagnating When ............................................................ 217 48. Animal Grid........................................................................................................ 221 49. Assessing Your Team Leader Effectiveness ................................................ 223 50. Just for Fun ......................................................................................................... 227 About the Authors ........................................................................................................... 229

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Introduction A Group Is Not a Team Despite what we call them, not all “teams” are teams. Some so-called teams are really groups masquerading as teams because in today’s world it’s important to be on something called a team. There is nothing wrong with being a part of an effective group. For example, nine department managers report to the plant manager. Each department manager has a set of objectives for which they are accountable, however, there is not a team goal for which they are mutually accountable and interdependence only exists among several subsets of the department heads. They have goals but they are the overall goals of the plant for production, quality and other factors. There is not a joint product or service for which the whole group is responsible. This is a group and a very effective one. A team, on the other hand, “… is a group of people with a high degree of interdependence geared toward the achievement of a goal or the completion of a task. To put it another way: they agree on a goal and agree that the only way to achieve the goal is to work together” (Parker, 1990, p. 16). There are many groups with a common goal that are not teams. The key is the requirement for interdependence. All Teams Are Not Self-Directed There are as many ways of describing a self-directed team (SDT) as there are variations of the term itself. They are variously labeled self-managing teams, autonomous teams, semiautonomous teams, empowered teams and natural work groups. We have chosen to go with the most widely used term: selfdirected teams. There are also many ways of defining a self-directed team. For example, the consulting firm, Development Dimensions International says that, “A self-directed team is an intact group of employees who are responsible for a whole work process or segment that delivers a product or service to an internal or external customer. To varying degrees, team members work together to improve operations, handle day-to-day problems, and plan and control their work. In other words, they are responsible not only for getting their work done but also for managing themselves” (Wellins, Byham and Wilson, 1991, p. 3).

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50 Activities for Self-Directed Teams Another firm, Zenger-Miller, emphasizes team size, cross-training and individual team member responsibility when they define a self-directed team as, “...a highly trained group of employees, from 6 to 18 on average, fully responsible for turning out a well-defined segment of finished work. The segment could be a final product, like a refrigerator or ball bearing; or a service like a fully processed insurance claim. It could also a be complete but intermediate product or service, like a finished refrigerator motor, and aircraft fuselage, or the circuit plans for a television set. Because every member of the team shares equal responsibility for this finished segment of work, self-directed teams represent the conceptual opposite of the assembly line, where each worker assumes responsibility for a narrow technical function” (Orsburn, Moran, Musselwhite and Zenger, 1990, p. 8). From Pfeiffer and Company we get a more narrow conception of a self-directed team. Consultants Torres and Spiegel seem to limit self-directed teams to a functional area in the production side of organizations. In their view, “A self-directed team is a functional group of employees (usually between eight and fifteen members) who share responsibility for a particular unit of production. The work team consists of trained individuals who possess the technical skills and abilities to complete all assigned tasks. Management has delegated to the self-directed work team the authority to plan, implement, control and improve all work processes” (Torres and Spiegel, l990, p. 3). While it is true that self-directed teams are more prevalent in production operations, especially manufacturing, they are operating in the service side of the business and this area is likely to expand. For example, many insurance companies have established self-directed teams in policyholder services and many consumer products companies have reorganized their customer service functions into self-directed, cross-functional teams. In its most basic form, a self-directed team is a group of employees who are responsible for a clearly defined product or service and who do their jobs with little or no supervision. Not Every Organization Is Ready for Self-Directed Teams As you may know, self-directed teams are not for everyone. It is not easy to be successful. Despite all the hype, only about one-third of all companies are trying self-directed teams, and even in those companies only about one-third of the employees are involved. Where do they work best? They seem to have a greater chance for success in those organizations where there is a long and successful history of employee involvement with programs such as quality circles and employee problemsolving teams. Top management support and middle management involvement

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Introduction are critical. An experienced work force helps because they have a thorough understanding of the work but they also may have ingrained ways of thinking that may stand in the way of change. Therefore, self-directed teams have been quite successful in start-up (so-called Greenfield) sites where you can start fresh with a new work force and new technology. Making It Work While it is difficult, it can be done. However, top management cannot just announce it and expect employees to start working together. Here are a few tips based on our experience in working with self-directed teams: 1. Be Patient. Successful teams do not happen overnight. They go through peaks and valleys. It can take from six months to a year and a half for a team to become an effective, self-directed team. Several activities in this manual focus on the culture change required to make this process work 2. Train. Everyone needs training and lots of it. That includes management and union, team leaders and members, supervisors and facilitators. We suggest 48 hours of training for leaders, members and supervisors. And we recommend an additional 32 hours of special coaching skills training just for supervisors. Many of the exercises provide skill training for leaders, supervisors, and team members as well as activities for management on transitioning to a team-based organization. 3. Involve Supervisors. To overcome their anxiety, supervisors need to understand every step of the new process as well as their own roles as team coaches, trainers and facilitators. There are number of activities that help supervisors understand the role of the coach and how to carry out that role. 4. Involve the Union. The union needs to be a full and informed partner in the planning and implementing of self-directed teams. They can participate in many of the culture-change and planning exercises. 5. Learn From Others. Reading books and articles and attending conferences is only the beginning. Talk with people who are already involved in self-directed teams, visit their sites and take along key supervisors, union leaders and team members. Activities Support the Team Process In this manual we have selected activities that are designed to help you implement a successful self-directed team effort. You will find exercises for: 1. top management teams 2. middle managers 3. supervisors

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50 Activities for Self-Directed Teams 4. 5. 6. 7.

team leaders team members self-directed teams teams seeking to become self-directed

With this manual in hand you have lots of options. It’s a little like a smorgasbord. There will be some items that you will like and be ready to try today; there will be others that you will like but be reluctant to try and there will be others that are just not right for you. Keep in mind that our other manual, 50 Activities for Team Building, volume 1, contains many exercises that can also be used with self-directed teams. The activities in this manual have been divided into three general categories: 1. Getting Started. Here you will find activities designed to help senior management determine if the organization’s current culture supports the concept of empowered teams; how to change the culture; how to assess a team’s readiness for self-direction and how to get a team off the ground, including planning for the transfer of decision-making authority. 2. Building and Maintaining the Team. In this, the largest section of the manual, there are exercises to break the ice; build trust; resolve conflict; improve team meetings; provide problem-solving skills; develop work process flow charts; assess team effectiveness; develop team norms and values; inter-group team building, and plain old-fashioned team building. 3. Special Issues. Special issues include many team-building areas that are unique to self-directed teams, such as team leadership, dealing with team stagnation and the changing role of the supervisor. We suggest that you select the activities that suit your audience’s needs and meet your comfort level. You should use only those activities that make sense for the participants. Don’t do an exercise just because it sounds interesting to you if it really won’t help the team develop. Just as important—pick those activities that you feel comfortable facilitating. Your needs assessment should tell you what will work and what won’t. By the same token, you might feel that an activity the team could use might be too much of a stretch for you. You might be able to overcome that challenge with good preparation, but keep in mind that you may be able to use it next month or next year. The manual will still be there. The best facilitators do their most important work before the session begins. It’s important to carefully plan what you are going to do and say, including anticipating the group’s reactions and questions. Planning also enhances your confidence and helps you deal with the unexpected. If you are confident about the activity you are better able to deal with the overhead projector that doesn’t work or the difficult team member who won’t cooperate.

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Introduction We provide a great deal of detail about each activity. Each activity gives the objectives; recommended group size; time limit; physical setting, and materials and resources needed. On your end it’s important to plan your presentations to the group about the objectives, or purpose, of the activity, and the activity itself. One way to deal with their anxiety about the session is to provide a solid outline and clear directions, which are given in the process notes. At various points along the way and, without fail at the end, summarize the key learning points or outcomes of the session. Help the people understand what they have learned and, most important, how it relates to team effectiveness, how they can use the ideas back on the job or what are the next steps for the team and team members. With this manual you have a wide range of resources available to you. In order to successfully use these resources to develop and train self-directed teams, 1. 2. 3. 4. 5. 6.

survey and identify the training needs; select the activities that respond both to those needs and meet your comfort level; develop a detailed plan for the session using the process notes as the starting point; carefully plan your presentation, including the instructions, to the group; summarize the key learning points at the end; facilitate a discussion of how the session outcomes will be used on the job. REFERENCES

Orsburn, J. D., Moran, L., Musselwhite, E., and Zenger, J., Self-Directed Work Teams, The Next American Challenge. Homewood, IL: Business One Irwin, 1990. Parker, G. M., Team Players and Teamwork. The New Competitive Business Strategy. San Francisco, CA: Jossey-Bass Pubishers, 1990. Parker, G. M. and Kropp, R. P., Jr., 50 Activities for Team Building vol. 1 Amherst, MA: HRD Press, 1992. Torres, C. and Spiegel, J. Self-Directed WorkTeams: A Primer. San Diego, CA: Pfieffer and Company, 1990. Wellins, R. S., Byham, W. C., and Wilson, J. M. Empowered Teams.: Creating SelfDirected Work Groups That Improve Quality Productivity and Participation. San Francisco, CA: Jossey-Bass Publishers, 1991.

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Title

1 Success Factors 2 Readiness Rating 3 Self-Directed Team Stages 4 Roadblocks 5 Third Wave 6 Show and Tell: Getting Ready for Self-Direction 7 Surfacing a Team Identity 8 The Reality of Self-Direction 9 Responsibility Charting 10 Valuing Diversity 11 Dip Your Toe in the Water 12 Self-Test for Self-Direction 13 Ready, Set,…Go? Collaboration in the Workplace: 14 A Must for Self-Directed Teams 15 Climate Headline 16 Building a Culture of SelfDirection in the Workplace A Personal Action Planner for 17 Building Self-Directed Teams 18 Self-Directed Structures 19 Resolving Differences 20 Hot Buttons 21 Self-Directed Values Exercise 22 Similarities and Differences 23 Building Trust Among SelfDirected Team Members 24 Shop ’Til You… 25 Self-Directed Team Culture Survey

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Organizational Readiness Start-up Interpersonal Problem Solving Conflict Meetings Team Assessment Team Building Role of the Coach Team Leadership Stagnation

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Go With the Flow The Power of an Agenda Creativity Break Quotable Quotes Workplace Trust Past-Present-Future: Charting a Self-Directed Teams Path No Team Is an Island Ivory Pure Quality Team Values Process Analysis Guiding Past and Future Team Practices Meetings and Self-Directed Norms Meeting Monsters The Weather Report: A Culture Report How Do I Feel About All This? The Wish List Clarifying Team Values The Self-Directed Team Coach Leadership Characteristics Supervisory Scenarios What Would You Do If…? You Know You’re Stagnating When… Animal Grid Assessing Your Team Leader Effectiveness Just for Fun

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Organizational Readiness Start-up Interpersonal Problem Solving Conflict Meetings Team Assessment Team Building Role of the Coach Team Leadership Stagnation

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Activities

Section I: Getting Started

1 Success Factors Objectives 1. To provide the top management team with a simple method to determine if they are ready to undertake self-directed teams. 2. To provide the top management team with an opportunity to prepare a plan to increase their chances for success. Participants Maximum of 10 people. Time Limit 2 hours Physical Setting Chairs around a conference table. Materials and Resources 1. Copy of Handout 1.1 for each participant 2. Flipchart and markers; tape or push pins Process 1. Explain the objectives of the meeting, highlighting the importance of an upfront assessment of the organization’s current ability to support the successful implementation of self-directed teams. 2. Distribute copies of the handout. Facilitate a discussion on each of the factors to gain agreement on the extent to which each of the elements are in place in the current organization.

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50 Activities for Self-Directed Teams 3. As you finish each factor, ask the group to come up with recommended changes and action items. Post the items on the flipchart. 4.

Conclude the session by summarizing the outcomes and possible next steps.

Variations 1.

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

2.

Add a rating scale to each of the factors and use it as a survey instrument.

3. Distribute the handout prior to the session for study and reflection by the management team participants.

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Handout 1.1

Success Factors Directions: Below you will find a list of factors that have been determined to be important to be in place before an organization embarks on self-directed teams. To what extent do you think these elements exist in our organization? 1. Top-Level Commitment. There is a champion at or near the top of the organization who is totally committed to self-directed teams and will protect, support and fight for the success of the effort. 2. Management-Employee Trust. Managers trust that, over time, employees will actively support the changes necessary to make this process successful. Employees trust that management will allow them to take risks, express their opinions and make decisions about the work in their area. 3. Willingness To Take Risks. Management is willing to risk a difficult and costly change that will radically change their organization. Employees are willing to give up their traditional individual jobs for a more demanding role as a team member. 4. Willingness To Share Information. Management is willing to share previously secret information about the business including financial reports. 5. Enough Time And Resources. Management is willing to take the time (often years) and provide the resources in the form of training, materials, equipment and re-tooling to ensure the success of the transition to teams. 6. Commitment To Training. Management is willing to provide intensive, long-term training in interpersonal, administrative and technical skills necessary for a team-based environment. 7. Operations Conducive To Work Teams. The business has an operation that includes a wide range of employee tasks, with some complex enough that improved skills and commitment can lead to improved productivity. 8. Union Participation. In a unionized environment, management makes the union an active partner in the transition process. The union must be committed to the team process and to providing the flexibility necessary to make the team process successful. Adapted from Jack D. Orsburn et al., Self-Directed Work Teams: The New American Challenge. Homewood, IL: Business One Irwin, 1990.

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2 Readiness Rating Objectives 1.

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

2. To develop a plan to increase your organization’s ability to successfully implement self-directed teams. Participants Fewer than 10 people. Time Limit 3 hours plus pre-work. Physical Setting Chairs around a conference table. Materials and Resources 1. Copy of Exercise 2.1 for each participant. 2. Overhead projector, screen, flipchart, markers and tape or push pins. Process 1. Prior to the meeting distribute copies of Exercise 2.1 to each member of the management team with a request that they return the completed survey to you prior to the meeting. 2. Prior to the meeting summarize the number of responses and determine the mean for each question. Prepare a transparency of the summary and a printed copy for each person. 3. Open the meeting by stating the objectives and indicating that we are using the data to (1) determine if we are ready to undertake self-directed teams and (2) if so, what do we need to do to prepare for a successful implementation process.

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50 Activities for Self-Directed Teams 4. Facilitate a discussion on the organization’s strengths–the areas where the scores are high (e.g., the mean exceeds 4.0)–and the areas we need to address. Post the “Strengths” on one sheet of flipchart paper and the “Improvement Areas” on another. Discuss the reasons behind the strengths. 5. Form subgroups to address each of the Improvement Areas. Ask each subgroup to come with description of the: • Problem • Causes of the problem • Possible solutions • Recommendation Allow 30 to 45 minutes for this activity. 6. After each group has presented its plan, summarize the session and get the group to come up with a list of next steps. Variations 1. Complete the exercise in the meeting, post the results on the flipchart by a show of hands and lead an open discussion on the results. 2. Ask a sample of middle managers, first-level supervisors, team members and customers to complete the exercise. Compare their responses with those of senior management. 3. See also Activity 25, Self-Directed Team Culture Survey.

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Exercise 2.1

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Exercise 2.1: SDT Readiness Survey Directions: The purpose of this survey is to measure the extent to which this organization is ready to embark on the implementation of self-directed teams. Please indicate, by circling one number, the extent to which you agree with each of the statements according to the following scale: 1-Strongly Disagree 2-Disagree

3-Neutral

4-Agree

5-Strongly Agree

1. Top management supports the empowerment of teams to make decisions about the how the work will be done in their area. 1

2

3

4

5

2. Middle management and first-line supervisors are willing to allow teams of employees to make decisions about work in their area that were formerly made by management. 1 3.

3

4

5

The union supports the concept of empowered work teams. 1

4.

2

2

3

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The nature of the work lends itself to a team approach. 1

2

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5. This organization has a strong tradition of employee involvement and participative management. 1

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3

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5

6. This organization has a strong tradition of following through on new employee-based programs. 1

2

3

4

5

7. This organization is willing to invest money in the technology or equipment necessary to support a team-based effort. 1

2

3

4

5

Reproduced from 50 Activities for Self-Directed Teams by Glenn M. Parker and Richard P. Kropp, Jr., Human Resource Development Press, Inc. 1994

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Exercise 2.1 - concluded

8. This organization is willing to openly share business information with nonmanagement employees. 1

2

3

4

5

9. Management is willing to provide the necessary problem-solving and team building services to support a team-based effort. 1

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10. The business is sufficiently secure to provide a period of relative stability during which the teams can be trained and have time to develop. 1

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11. There is a high level of trust in management by employees. 1

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12. Top management empowers middle management to make decisions without second-guessing them. 1

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13. Management understands that self-directed teams take time to develop and they have the patience to support the change process over time. 1

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14. The physical layout of the workplace lends itself to working in teams. 1

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15. The union (or management) is willing to change certain work rules and job classifications to permit more flexibility, cross-training and self-determination. 1

2

3

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5

Supports for Self-Directed Teams Include:

Needed Improvements Include:


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3 Self-Directed Team (SDT) Stages Objectives 1. To list and describe the stages of development of a self-directed team. 2. To develop strategies for coping with each stage. Participants Unlimited, but works best with fewer than 15 people. Time Limit 30 minutes to 1 hour. Physical Setting Chairs around a set of tables arranged in a U-shape. Materials and Resources 1. 2. 3. 4.

Copy of Handout 3.1 for each participants. Prepared transparency of Handout 3.1. Flipchart and markers; tape or push pins Overhead projector and screen

Process 1. Open the session by explaining that self-directed teams do not spring up as fully functioning teams once they complete training. They usually go through a series of stages until they reach the point of becoming a mature team. 2. Distribute the handout and display it on the overhead projector. Provide a brief explanation of each stage and, where possible, include examples from your organization.

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50 Activities for Self-Directed Teams 3. Facilitate a discussion on (1) what can be done at each stage to successfully manage the transition to the next stage, and (2) if appropriate, ask what stage they think their team is in and what needs to be done to move the team forward toward becoming a mature self-directed team. Record the responses on the flipchart. Variation A companion exercise is Activity 1, Success Factors.

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Handout 3.1

The Stages of Development of a Self-Directed Team Stage 1: Start-Up This is the honeymoon period that follows the kick-off and initial team training. There is lots of support and enthusiasm. Stage 2: State of Confusion Teams experience difficulties and problems that were not anticipated or discussed during the training. There is some negative reaction to the entire change effort on the part of supervisors and some team members. Some people question the “real reasons” for the move to self-direction. Stage 3: Leader-Centered Teams A team leader emerges as the dominant person on the team. Team members look to this one person to be the chief contact person, resolver of conflicts and organizer of the team’s work. Norms to guide team operations evolve to deal with conflict, communications, decision-making and other issues. Stage 4: Tightly Formed Teams The team is on the road to success as they take responsibility for the planning and managing of their work. Strong internal cohesion and loyalty is coupled with competition with other teams. Stage 5: Mature Self-Directed Team As a mature team they are committed to achieving both team and organizational goals and collaborating with other teams. Team members routinely acquire new skills, take on new tasks and respond to customer needs with little external direction. They make all decisions about the work and the management of the team.

Adapted from Jack D. Orsburn et. al., Self-Directed Teams: The New American Challenge. Homewood, IL: Business-One Irwin, 1990.


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4 Roadblocks Objective To assess the possible roadblocks to successfully implementing self-directed work teams. Participants 4 to 8 people Time Limit 1 hour. Physical Setting A small room with table and comfortable chairs. Materials and Resources Copy of Exercise 4.1 for each participant. Process 1. Briefly discuss the idea that starting and maintaining self-directed work teams can be a difficult task if certain unfavorable conditions exist. Those conditions revolve around trust, clarity, resistance, participation and commitment. 2.

Distribute Exercise 4.1 and have the group complete the survey.

3. Ask members of the group to individually report their scores for each question by posting them on a flipchart. 4. Collectively summarize the group scores and prioritize the issues, taking those issues with the lowest scores first and working toward those with the highest scores.

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50 Activities for Self-Directed Teams 5. Have the team discuss each of the issues and develop an action plan to address the problem areas. 6. Conclude the activity by reviewing the process and setting a specific date to follow up. Variations 1. Distribute the exercise prior to the meeting and prepare a summary of the results for presentation at the meeting. 2.

For another approach see Activity 2, Readiness Rating.

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Exercise 4.1

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Exercise 4.1: Barriers to Effectively Implementing and Maintaining Self-Directed Teams Directions: For each of the items listed below, indicate the extent to which you believe that the statement is true. Circle 1 if you believe the statement is completely true, 2 if you believe the statement is somewhat true, 3 if you are not sure, 4 if you believe the statement is somewhat untrue or 5 if you believe that the statement is completely untrue. Statement Employees mistrust management’s motives.

Circle One Number 1 2 3 4 5

2.

Team members are unclear what is expected of them.

1

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5

3.

Managers resist any change of this type.

1

2

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4.

First-line supervisors resist any change of this type.

1

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5.

First-line supervisors are unclear about what is expected of them.

1

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5

6.

Certain people feel that they will lose status and power.

1

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7.

Managers do not demonstrate participative skills.

1

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8.

Employees resist any change of this type.

1

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9.

Managers are unclear about what is expected of them.

1

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5

1

2

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1.

10. There is a lack of top management commitment.


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5 Third Wave Objectives 1. To have participants examine the idea of self-directed teams and how selfdirected teams can enhance their organization’s productivity. 2.

To examine participants’ preferences for their future situation.

3. To have participants develop a plan to implement self-directed teams to realize their preferred futures. Participants Unlimited; works best with an intact work group. Time Limit 90 minutes, plus pre-work. Physical Setting Large space with several tables and room for two groups of 10 people. Materials and Resources 1. 2. 3. 4. 5.

Flipchart paper and markers for each participant. Two dozen rolls of masking tape. Copy of Exercise 5.1 for each participant. Blank 8 1/2” x 11” paper for each participant. Blank 3” x 5” note cards for each participant.

Process 1. Prior to the activity participants are instructed, by memo, to gather media materials related to the future of their workplace. They are asked to gather research, books, news clippings, videos, etc. that discuss all aspects of the work

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50 Activities for Self-Directed Teams setting that could reshape how they work or perform. Additionally, materials should be collected related to how their industry in general is changing. 2. Begin the activity by asking that all the media materials be posted on the walls. The facilitator gives a brief overview of the activity and discusses the changing nature of the way work is organized. Further, the facilitator gives a brief lecture on the nature of self-directed teams. The facilitator then asks all participants to take 15 minutes and look over the posted materials. 3. Ask the participants to arrange themselves in groups. Each group receives enough copies of Exercise 5.1, blank sheets of 8 1/2” x 11” paper, and blank 3” x 5” note cards. 4. Ask the participants to individually complete the exercise, expressing their ideas about where work is headed within the next 5 years based upon the displayed media. 5. Ask the participants to discuss, compare and contrast their individual findings. Ask each group to list on a piece of flipchart paper those things that they all agree are likely to occur within the next 5 years. 6. Then ask that each group post their flipchart sheet at the front of the room, and speak to the entire group about the commonalties. Ask everyone to reflect upon these changes and what they mean to them personally. How will they rise to these challenges? Will they contribute or stand in the way of change? Participants are asked to think about what it will mean to work in this future place. How will it feel? What will it be like? Will this be in accordance with, or against their personal belief systems? 7. Participants are then asked to individually write down on their blank sheet of paper their thoughts on the workplace within the next 5 years and how they will contribute to their own satisfaction at work given the changes. What would they prefer? How will they see that their preferences come about? How will they help others in the organization adapt to the future? 8. The participants are then asked to discuss the role that a team based structure might have on their ability to achieve their desired state. After this discussion the groups reconvene and report the product of their discussions. 9. Participants are then asked to write down on their note card and commit to one action plan or statement that they can begin working with today to lead to their desired future. They will be encouraged to post their note card commitment statement at their workplace and refer to it.

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Third Wave Variations 1. Participants can select from materials brought by the facilitator rather than having to collect and bring material with them. 2. Rather than use work sheets the group can simply use flipchart paper for the exercise.

33

Exercise 5.1

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Exercise 5.1: The Shape of Work to Come– An Exercise in Planning the Future Use the following questions to guide your discussion about where the workplace will be within 5 years. • • • • •

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


35

6 Show and Tell: Getting Ready for Self-Direction Objectives 1. To identify and understand the history of the organization in order to be able to move forward to create a self-directed workplace 2. To share team members’ ideas, perceptions, and feelings about the organization’s past. 3. To provide team members with an opportunity discuss their hopes and expectations about the future. Participants Unlimited Time Limit 1 hour. Physical Setting A room in a quiet location that would allow individuals to move around. The tables and chairs should be set up in a U-shape with an additional long table located in the middle of the U. Participants will need space to move around the center table. Materials and Resources 1. Tables for materials. 2. Flipchart and markers. Process 1. Prior to the session individuals are told to bring an object they feel represents the history of the organization. 2.

Individuals are seated around the U with their objects.

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50 Activities for Self-Directed Teams 3. Present the objective of the activity as a discussion of the history of the organization, based on the different perspectives of the participants. 4. Team members are then encouraged, at random, to move to the front of the U to discuss the object they brought with them. The only guidelines given are that the person must discuss the object’s relevance to the history of the organization from three perspectives: self, organization, and society. 5. As each individual presents his/her object, write the name of the object and key points regarding the object on the flip chart. 6. After each individual presents an object, the object is placed on the table in the center of the U. 7. Once all individuals have described their object and placed it on the table, participants are then given a 10-minute break to move around, view, and discuss the objects. 8. Conclude with a general discussion of how this activity can prepare the group for change and pave the way for the implementation of self-direction. Some possible discussion questions include: •

Did many of you learn things about the organization that you didn’t know before today?

•

Is the rationale for certain organizational policies and procedures easier to understand now?

•

Can you better understand some individual’s alliances and behaviors than you did before?

•

Are you more in tune with the organization’s philosophy now?

•

Did you hear any unexpected descriptions of the organization?

•

Do you feel your personal history with the organization is important to the future of the organization?

•

Was the exercise worthwhile?

•

Any ideas on how to improve the exercise?

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Show and Tell: Getting Ready for Self-Direction Variations 1. The participants may be divided into teams to alleviate possible anxiety over presenting their object solo and to foster team building. Teams would also allow the exercise to be done in larger groups. 2. If the goal of the exercise was to discuss the future of the organization, participants could be told to bring an object that represents the future of the organization. 3. See also Activity 31, Past-Present-Future and Activity 36, Guiding Past and Future Team Practices.

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7 Surfacing a Team Identity Objective To determine team members’ reactions to the proposed self-directed teams, and feelings regarding the change strategies their team might need to implement in support of new organizational goals. Participants Unlimited; works best with an intact work team or a department considering a move to self-directed teams. Time Limit 60 to 90 minutes. Materials and Resources Copy of Exercise 7.1 for each participant Physical Setting A comfortable room with chairs around a conference table. Process 1. Describe the purpose of the questionnaire in Exercise 7.1, reinforcing anonymity and the need for thoroughness and honesty. 2. Distribute the exercise giving the participants approximately 30 minutes to complete it. 3. Form groups of 3 to 5 members and ask them to discuss their responses and summarize the feelings of the group. 4. Have each group report the results of their discussion and generally discuss their findings.

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50 Activities for Self-Directed Teams 5. Conclude the activity by asking the entire group to do action planning to close the gaps they perceive in their ability to support the self-directed team concept. Variation A companion exercise is Activity 2, Readiness Rating.

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Exercise 7.1

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Exercise 7.1: Management Perspectives Questionnaire 1. What, if any, positive impact do you feel self-directed work teams will have on your personal role in the organization?

2. What, if any, positive impact do you feel self-directed work teams will have on your department’s role in the organization?

3. What, if any, changes do you feel you will be required to make to support the self-directed team concept?

4. What, if any, changes do you feel your department will be required to make to support the concept of self-directed work teams?

5. What do you consider to be the strengths and advantages of self-directed work teams?

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

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

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


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8 The Reality of Self-Direction Objectives 1.

To assess the level of empowerment that exists in a self-directed team.

2. To assess an organization’s readiness to transition to a team-based organization. Participants Unlimited; works best with an existing self-directed team. Time Limit 2 to 3 hours depending on the size of the teams. Physical Setting A room large enough to accommodate the group with comfortable seating around a conference table and sufficient wall space. Materials and Resources 1. Copy of Exercise 8.1 for each participant. 2. Flipchart and markers; tape or push pins Process 1. Present a short lecture on the idea of empowerment and the role of autonomy in the creation and maintenance of self-directed work teams. 2. Have each person complete and score the exercise. Create a composite team score by computing the average of the individual scores. 3. Process the exercise by asking each team to plot their scores on the continuum and post it on a sheet of flipchart paper taped to the wall.

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50 Activities for Self-Directed Teams 4.

Facilitate a discussion on the meaning and implications of the results.

5. Conclude the activity by having the team complete an action plan. Ask them to focus on a short term and two long-term changes. Variation A more specific exercise is Activity 12, Self-Test for Self-Direction.

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Exercise 8.1

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Exercise 8.1: The Reality of Self-Directed Teams Directions: Read each of the following statements and respond by selecting the number that most closely represents the degree to which the statement is characteristic of your team. 1 is least like your team, 2 is somewhat unlike your team, 3 is sometimes like your team and sometimes unlike your team, 4 is somewhat like your team and 5 is most like your team. 1.

Our team has significant influence over the development of our goals.

2.

Our team has a voice in all decisions that affect our work.

3.

Our team openly shares its problems.

4.

Our team has all the resources it needs to be effective.

5.

Our team interviews and selects new members.

6.

People outside our team do not interfere with our decision-making process.

7.

People outside our team are unable to influence our work assignments.

8.

We set our own goals, standards and timetables.

9.

People outside our team are very committed to our success.

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


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?


Continuum for the Reality of Self-Directed Teams To determine the reality of your self-direction compute your individual and team scores and plot them on the continuum below. The scale indicates the degree of autonomous action your team can take. Dependent

Participative

Autonomous

Self-––––––––––––––––––––––––––––––––––––––––––––––––––––– Team–––––––––––––––––––––––––––––––––––––––––––––––––––– 0–––––––--––––––18––––--–––––––––37–––––-–––-–––––56–––––--–––––––75 Terms: Dependent—Teams that score in this range are managed by a traditional manager in a traditional structure. Moving to self-direction will take basic work on such issues as decision making, authority and task management. Participative—Teams that score in this range are moving progressively toward self-direction. Managers make a significant effort to involve all team members in the action. Autonomous—Teams that score in this range are highly self managed reflecting an ability to make task-related decisions, manage performance and determine membership and leadership.


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9 Responsibility Charting Objectives 1.

To list the current work area tasks.

2. To designate current responsibility for each work area task as supervisory, team or joint responsibility. 3. To determine who will be responsible for each task in the future as the team moves toward self-direction. 4. To prepare a plan for the transfer of responsibility from the supervisor to the team. Participants Fewer than 10 people; larger groups may be divided into sub-groups of 4 to 5 people. Time Limit 4 to 6 hours depending on team size and the complexity of the work. Physical Setting Chairs around a conference table or tables arranged in a U-shape. Materials and Resources 1. Copy of Exercises 9.1-9.3 for each participant. 2. Overhead transparency of each exercise. 3. Overhead projector and projector pens. Process 1. Explain the objectives of the session as critical to the successful transition of the team to a fully functioning self-directed team.

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

See also Activity 12, Self-Test for Self-Direction.

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Exercise 9.1

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Exercise 9.1: Responsibility Chart – Now TEAM NAME: Directions: A useful technique in establishing a self-directed team is developing a responsibility chart. The chart is helpful in both defining the boundaries of the team as well as resolving ambiguities in the decision-making process. It also helps the team and the supervisor plan the transfer of responsibility. The process begins with a listing of the specific activities that have to be completed by or for the team. Task/Decision

Responsibility Team

Supervisor


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Shared

?



52

Exercise 9.2

Exercise 9.2: Responsibility Chart – Future Team Name: Target Date: Task/Decision

Responsibility Team

Supervisor


53

Shared

?

?



54

Exercise 9.3

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


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Section II: Building and Maintaining the Team

10 Valuing Diversity Objectives 1.

To help team members get to know and understand each other better.

2. To help team members understand how culture influences behavior on a team. 3. To help team members see how cultural diversity increases the team’s resources. Participants Fewer than 10 people. Time Limit 30 to 45 minutes. Physical Setting Chairs arranged in circle or around a conference table. Materials and Resources None. Process 1. This activity is designed primarily for a team with some degree of cultural and gender diversity. Open the session by reviewing the objectives and how they relate to your team. Explain that knowing something about a person’s cultural and family background often helps to understand his/her behavior on the team. 2. Ask participants, individually, to tell the team something about (1) the family and culture in which they were raised, and (2) how they think their background impacts their participation on the team and how they communicate with their teammates.

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50 Activities for Self-Directed Teams 3. As each person completes his/her presentation, encourage other team members to seek clarification of anything that is said. 4. Conclude the activity by asking the team members to indicate any new information they learned today about their teammates, including any surprises, and how this information will increase team effectiveness. Variations 1. You may want to describe the activity in advance of the session to give people an opportunity to prepare their presentation. 2. If the team includes a number of people born outside of the country, it may be helpful to have a world globe or large map available. Team members can point out their country of origin when they make their presentation. 3. Another team member introduction exercise is Activity 22, Similarities and Differences. 4. The focal point of this exercise may be changed to address interpersonal conflicts.

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

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50 Activities for Self-Directed Teams Variations 1.

Change the situations in the exercise to more closely parallel your work.

2. Discuss the possible uses of data collection samples for problem solving in your work area.

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Exercise 11.1

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Exercise 11.1: Sampling Scenarios Directions: Read each situation and decide if there is a potential bias. Be prepared to discuss the reasons for your answer and how you might reduce or eliminate the bias. 1. A bank’s quality improvement team wants to respond to customer complaints about long lines at teller windows. The branch manager says they need to hire more tellers. The team decides to observe the number of customers waiting in line, time how long they wait in line and note what type of business they are doing during the busy 12 noon to 1 p.m. period.

2. A continuous improvement team is looking into computer input errors. They decide to sample the work of two computer operators–one with most seniority and one with the least seniority.

3. A self-directed team wants to locate the defects in their product. They decide to collect a sample by examining every fifth piece that comes off the line.


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12 Self Test for Self-Direction Objectives 1. To assess the team’s progress toward self-direction. 2. To develop a plan to transition to increased self-direction. Participants Maximum of 15 people. Time Limit 2 hours. Physical Setting Chairs around a conference table. Materials and Resources 1. Copy of Exercise 12.1 for each participant. 2. Overhead transparency of Exercise 12.1. 3. Overhead projector, screen and a projector pen. Process 1. Open the session with a statement about the need for a team to periodically take stock of its strengths and weaknesses and, in the case of self-directed teams, progress toward becoming a fully functioning, empowered team. 2. Distribute Exercise 12.1. Ask each person to complete it. Allow 10 to 15 minutes. 3. Display the transparency of the exercise on the overhead projector. Review and discuss each item to determine if team members believe they are handling these jobs. Probe for examples that support their answer.

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50 Activities for Self-Directed Teams 4. Note functions that are not directed by the team. Facilitate a discussion on whether the team feels it is ready to take over the responsibility. 5.

Conclude with an action plan to increase the level of team self-direction.

Variations 1. Distribute the exercise before the session and ask that it be returned to you or someone you designate. Score the responses and prepare a summary for the meeting. 2. Change the form to a survey instrument with a response scale such as “Almost Never” to “Almost Always.” 3. Companion exercises include Activity 13, Ready, Set...Go? and Activity 2, Readiness Rating.

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Exercise 12.1

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


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13 Ready, Set...Go? Objectives 1. To help a team assess its readiness to embark on becoming a self-directed team. 2. To help a team develop a plan to increase its chances of being successful as a self-directed team. Participants Fewer than 10 people, large groups may be divided into subgroups of 4 to 5 people. Time Limit 90 minutes to 2 hours. Physical Setting Chairs around a conference table. For larger groups, groups of tables and chairs spread out around the room. Materials 1. Copy of Exercise 13.1 for each participant. 2. Overhead projector, screen, flipchart, markers, tape or push pins. Process 1. Prior to the meeting give each team member a copy of Exercise 13.1 and ask them to complete and return it to you prior to the next meeting. 2. Prepare a summary of the responses and the mean for each item on the exercise. Copy the summary onto a transparency and make a photocopy for each participant.

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50 Activities for Self-Directed Teams 3. Open the session by outlining the objectives. Display the summary on the overhead projector and distribute the hard copies. Ask for clarification of the data. 4. Facilitate a discussion on the statements leading to a consensus on the team factors that support self-directed teams and the factors that may hinder the implementation of teams. 5. Divide the team into subgroups to come up with ways the team can deal with the hindering factors. Ask them to come with two sets of recommendations for: • actions that can be taken by the team. • actions that require the involvement of senior or middle management. Allow 30 minutes for this activity. 6. After the groups report their recommendations, facilitate a discussion on next steps including how to involve management in reviewing the recommendations. Variations 1. Distribute Exercise 13.1 at the meeting and lead an open discussion on the responses. 2.

Ask team members to add statements to the exercise.

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Exercise 13.1

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Exercise 13.1: The Go Team Survey Directions: The purpose of this survey is to determine our readiness to become a self-directed team. Please indicate the extent to which the following statements are true about our team according to the following scale: 1. 2. 3. 4. 5.

almost never less often than not about half the time more often than not almost always

1. Team members are willing to learn more than one job. 1

2

3

4

5

2. Members are willing to share their skills and knowledge with each other. 1

2

3

4

5

3. Members want to become involved in work decisions in their area. 1

2

3

4

5

4. Members are willing to pitch in and help each other out when necessary. 1

2

3

4

5

5. Members are willing to assume accountability for the quality of work in their area. 1

2

3

4

5

6. Members are willing to learn and take on increased management and administrative tasks. 1

2

3

4

5

3

4

5

7. Members are able to trust each other. 1

2


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?


8. Members are willing to change procedures to improve quality and timeliness. 1

2

3

4

5

9. Members are willing to improve their relationships with other teams and key people in the organization. 1

2

3

4

5

10. Members are willing to increase and improve their interactions with their customers. 1

2

3

4

5

STRENGTHS OF OUR TEAM INCLUDE:

AREAS OF IMPROVEMENT INCLUDE:


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14 Collaboration in the Workplace: A Must for Self-Directed Teams Objectives 1. To clarify and expand a team’s norms. 2. To provide the group with a framework to understand and live within their chosen norms. 3. To gain an understanding of collaboration and self-direction Participants Unlimited. Time Limit 45 to 90 minutes depending on group size. Physical Setting Any room with wall space for mounting flipchart pages. Materials and Resources 1. Flipcharts, paper, markers, masking tape, push pins. 2. Self-stick notes (such as Post-It™). 3. Index cards. Process 1. Explain the objectives of the activity, highlighting the role that collaboration plays in creating effective self-directed teams. 2. Discuss the concept of norms and the role they play in self-direction.

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50 Activities for Self-Directed Teams 3. Ask the participants to take sheets of flipchart paper and list one norm per sheet and post them around the room. 4. Distribute the self-stick notes and explain that they will have 20 minutes to write how the norms will “look” to them when they are practiced by the group. For example, Honesty: People will be saying what they think and feel all the time. Place the self-stick notes on the flipchart paper. 5. Ask for questions. Ensure that everyone is clear about the task. Reemphasize the importance of participation and sincerity. Remind them that they are free to read all the other notes for ideas and inspiration. 6. Get everyone back together in the circle and have participants volunteer to present the information written on the flipcharts. 7. Move on to the second phase of this activity. Ask each participant to write the answers to the following questions on index cards and to then share their answers with the group: “What can we do to support each other in using that norm?” “What can we do when we aren’t living up to that norm?” 8. Have the group discuss the various answers and using a consensus process arrive at a list of actions that the group will adopt to ensure that the group supports each other. Variation Conclude with short imagining exercise: Ask participants to close their eyes. Have them imagine that 6 months from now, they are in a team meeting. Ask them to imagine how living with the norms will look. Ask “What have you been able to accomplish?” “How are you dealing with each other?” “What norms do you see in practice?” Weave their norms into the story at this point by asking: “How does honesty look?” “How are you supporting honesty?” “What do you do if you think someone is being less than honest?” and so on. Have them record their images on paper and let them break for coffee and encourage them to share their images with each other.

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15 Climate Headline Objective To assess the climate of existing self-directed teams so that they may continually renew their commitment to success. Group Size Unlimited. Time Limit 1 Hour. Physical Setting A large room with movable chairs. Materials and Resources 1. Copy of Exercises 15.1 and 15.2 for each participant. 2. Flipchart, markers and tape. Process 1. Explain the objective of the survey and ask team members to take a few minutes, read the questionnaire, and complete it. 2. The survey consists of twenty-six items designed to measure the climate of a self-directed team. The survey is constructed around the following three dimensions: task-related items, interpersonal-related items and individualrelated items. Each of the main dimensions has subdimensions as follows: Task Innovation Quality Analyses Risk-taking Perfectionism

Interpersonal Communication Valuing people Fairness Fitting in Spirit

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Individual Freedom Flexibility

50 Activities for Self-Directed Teams 3. Once the group has completed the survey, instruct the group to score it using Exercise 15.2. 4. Lead a discussion of the results focusing on those areas that require action to improve and lead the group through a contracting session. Variation See Activity 12, Self Test for Self-Direction and Activity 13, Ready, Set...Go?

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Exercise 15.1

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Exercise 15.1: Self-Directed Team Climate Survey Directions: Please answer each of the following questions. Circle the number that most reflects your team experience. 1.

My peers allow me to try out new ideas and develop my own ways of completing assignments. Always

1

2

3

4

5

6

7

Never

2. It is easy for me to get information I need from other departments. Always

1

2

3

4

5

6

7

Never

3. The team appreciates the quality of each assignment I complete. Always

1

2

3

4

5

6

7

Never

6

7

Never

4. I feel I am rewarded by other team members. Always

1

2

3

4

5

5. I am allowed to select the projects I will complete and determine when. Always

1

2

3

4

5

6

7

Never

6. I assist in determining the projects that are important to my team. Always

1

2

3

4

5

6

7

Never

6

7

Never

6

7

Never

7. I am treated equally to others within the team. Always

1

2

3

4

5

8. I am allowed to manage my work space as I like. Always 9.

1

2

3

4

5

I am encouraged to try new techniques that we have not previously used to solve problems. Always

1

2

3

4

5

6

7


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Never

?

Exercise 15.1 - continued

10. I feel as if I am a part of the organization. Always

1

2

3

4

5

6

7

Never

11. I am evaluated on the merits of my performance as a whole, not on a project-by-project basis. Always

1

2

3

4

5

6

7

Never

12. I am encouraged to take all the time I need to complete a project in the best way. Always

1

2

3

4

5

6

7

Never

7

Never

13. I am encouraged to participate in team-building activities. Always

1

2

3

4

5

6

14. I am allowed to go to my peers with changes and alternatives to a plan. Always

1

2

3

4

5

6

7

Never

15. Messages flow easily between my department and other departments. Always

1

2

3

4

5

6

7

Never

7

Never

16. The finished product is more important than the expense. Always

1

2

3

4

5

6

17. The team publicly recognizes those that perform well. Always

1

2

3

4

5

6

7

Never

5

6

7

Never

18. I determine my own work schedule. Always

1

2

3

4

19. Each assignment is evaluated by someone on my team for its level of success. Always

1

2

3

4

5

6

7

Never

20. I receive the same amount of reward as others in the organization. Always

1

2

3

4

5

6

7


78

Never


?

21. I am able to express my personal and professional needs to team members. Always

1

2

3

4

5

6

7

Never

7

Never

22. I am rewarded for trying new ways to complete assignments. Always

1

2

3

4

5

6

23. I understand my importance to my team and to the organization. Always

1

2

3

4

5

6

7

Never

7

Never

24. I have the ability to select a variety of tasks to work on. Always

1

2

3

4

5

6

25. I have to rework an assignment until, in the opinion of my team members, it is perfect. Always

1

2

3

4

5

6

7

Never

26. I get together with members of other departments to participate in staff development exercises. Always

1

2

3

4

5

6

7


79

Never

Exercise 15.2

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Exercise 15.2: Scoring Directions: For each of the questions in the survey (numbers in parentheses), enter the corresponding score in the two blank spaces provided. 1. Task Items: Innovation (1,14)

___ ___

Quality (3,16)

___ ___

Analysis (6,19)

___ ___

Risk taking (9,22)

___ ___

Perfectionism (12,25)

___ ___

Subtotal: Task

______

2. Interpersonal Items: Communication (2,15)

___ ___

Valuing People (4,17)

___ ___

Fairness (7,20)

___ ___

Fitting in (10,23)

___ ___

Team spirit/morale (13,26)

___ ___

Subtotal: Interpersonal

______

3. Individual Items: Freedom (5,18)

___ ___

Self expression (8,21)

___ ___

Flexibility (11,24)

___ ___

Subtotal: Individual

______

TOTAL: Climate

______


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16 Building a Culture of Self-Direction in the Workplace Objectives 1. To help team members become aware of the culture of self-direction and begin to think of ways to modify the current culture to meet both the needs of the organization and their personal needs. 2. To create a structure representing team members’ perceptions of the current culture. 3. To create a structure representing team members’ perceptions of a selfdirected culture. 4. To develop a plan to move toward a culture of self-direction. Participants Unlimited; the activity is designed for intact work groups or cross-functional groups evaluating the use of self-direction. Time Limit 90 minutes. Physical Setting A large conference room with 2 large tables and chairs. Materials and Resources • 1 large container of plastic interlocking building blocks. • 1 instant camera with enough film to take 20 pictures. • 20 pads of lined paper. • 20 pencils.

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50 Activities for Self-Directed Teams Process 1. Begin by asking the participants to introduce themselves and briefly state their expectations for the activity. 2. Review the objectives of the activity. 3. Review the layout of the activity. Explain that each subgroup will create a structure, with the building blocks, depicting their perceptions of the current culture of the organization. 4. Then each group will create a structure depicting what a culture of selfdirection in the organization would look like. 5. Each group should then identify the gaps between the two structures and develop action steps to close them. 6. Provide each group with a camera and film. The participants will photograph their group’s structures so that they can have a visual reminder of how they would like the organization’s culture to change. Suggest that these two photographs be hung in the participants’ work area. 7. Conclude the activity with an informal discussion highlighting the results of the exercise and what can be learned from the experience. Variations 1. Eliminate the camera and have the group draw their work to display back in their work areas. 2. Ask the total group to reconvene and select the best elements from each structure and combine them to create one final form. A consensus model should be used to reach this conclusion. 3.

A companion exercise is Activity 18, Self-Directed Structures.


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17 A Personal Action Planner for Building Self-Directed Teams Objective To provide a tool for team members and leaders to use to engage in action planning for self development. Participants Unlimited. Time Limit Approximately 30 minutes. Physical Setting A small comfortable room with a conference table and chairs. Materials and Resources Copy of Exercise 17.1 for each participant. Process 1. Distribute Exercise 17.1 to the participants, explain its use and review its contents for clarity. Allow 30 minutes to complete it. 2. Once the group has completed the form ask them to share their work with the team for feedback and support. 3. Conclude the activity by briefly reviewing the need for action planning and set a date for a follow-up session.

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50 Activities for Self-Directed Teams Variations 1. Have the group seal their action plans in self-addressed envelopes, collect them and mail them back to the team members one week after the workshop has been completed. 2. Have team members discuss and get feedback in subgroups with one or two other people.

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Exercise 17.1

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Exercise 17.1: A Personal Action Planner for Self-Directed Teams The following guide will assist you in developing the actions necessary to become a more effective member of a self-directed work team. 1. My current skills are effective in the team structure in the following areas:

2. I need to improve my skills in the following areas:

3. My goals for improving my skills are as follows:

4. Support I need from my teammates includes:

5. The following are the specific action steps I’ll take to achieve these goals.


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18 Self-Directed Structures Objectives 1. To provide the team with an opportunity to practice working as a selfdirected team. 2.

To improve the team’s ability to work independently.

Participants 10 to 12; with a larger group, several subgroups may be formed. Time Limit 2 hours. Physical Setting Chairs around a large conference table or several tables put together to form a large flat surface. Materials and Resources 1. Flipchart and markers; tape or push pins. 2. “Construction” materials, such as a roll of toilet paper; rubber bands; paper clips; markers; masking tape; sheets of flipchart paper; a ruler and self-stick notes (such as Post-It™). 3. Copy of Exercise 18.1-18.3 for each participant. Process 1. Introduce the activity as a team-building exercise that will give the team an opportunity to both design and construct a project. 2. Give the team a copy of Exercise 18.1. Remind them that they will have 30 minutes to plan the project. Show them the construction materials. Ask two people to serve as judges of the final product. Give them Exercise 18.2 and ask them to develop the criteria during the next 30 minutes. Ask two people to be observers. Give them Exercise 18.3.

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50 Activities for Self-Directed Teams 3. After 30 minutes, ask the observers to give their feedback and engage the team in a discussion of how they worked together on the plan for the project. Then ask the judges to present their criteria to the team. Encourage the team to ask questions for clarification. 4. Send the team off again to revise their plan based on the criteria and then construct the project. Allow 30 minutes for the construction. 5. After the project is presented, have the observers provide feedback on this phase. At the same time, ask the judges to meet to agree on the assessment of the project. Then ask the judges to present their findings. 6. Conclude the session with a discussion of what the team learned about working independently in a team setting. Variations 1. Make it a competitive exercise with several teams simultaneously building the project and the judges determining which project most closely met the criteria. 2. Make it a collaborative exercise by first having several teams plan the project and then come together to merge their plans and construct one project. 3.

See Activity 16, Building a Culture of Self-Direction into the Workplace.

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Exercise 18.1

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Exercise 18.1: The Team Structure Directions: You are a team of engineers who have the task of designing and building a structure that will represent your team. There will be a planning period and a construction period. The factors to be used in judging your structure will include height, beauty, strength and message (symbol or motto that represents your team). The tower must reflect the unique features of your team. Your team has 30 minutes to develop a plan for the structure you are going to build. You will be given the materials that will be used to build the structure. Other materials from the person of the team members may be used. However, no artificial bases, for example, chairs, wastepaper baskets, may be used. The structure must stand alone on its own—it may not be attached to the ceiling.


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Exercise 18.2

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Exercise 18.2: Assessment Criteria Directions: As judges, your role is develop specific criteria upon which to assess the structure. For example, use your own definition of beauty and, if possible, how will you measure it. CRITERIA

REQUIREMENT

MEASUREMENT

1. Height

2. Beauty

3. Strength

4. Message

5. Other:


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Exercise 18.3

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


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19 Resolving Differences Objectives 1. To provide team members with a format for resolving a conflict with another team member. 2.

To reduce interpersonal conflict among team members.

Participants 10 to 20 people. Time Limit 60 to 90 minutes. Physical Setting Chairs arranged in a circle or around tables in a U-shape. Materials 1. Copy of Exercises 19.1 and 19.2 for each participant. Process 1. Open the session by describing the objectives. Indicate that by the end of this session participants will have a detailed and effective procedure for resolving a conflict with another person. (You will apply the procedure to an actual conflict you are now experiencing.) 2. Distribute Exercise 19.1. Ask each participant to complete it. Allow 15 to 20 minutes. 3. Ask each participant to team up with another person. They should share and discuss their conflict situation with each other. Allow 20 to 30 minutes.

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50 Activities for Self-Directed Teams 4. Distribute and review Exercise 19.2. In the same subgroups, each person should discuss how he/she might use the procedure to resolve a specific conflict. They should focus especially on practicing “describing the behavior that bothers you,” and “stating your wants.” They also may wish to role-play the meeting. Allow 15 to 20 minutes. 5. Conclude the session by bringing the total group together to summarize key learning about resolving interpersonal conflict. Variations 1. As appropriate, you may ask participants to team up with the person with whom they have the conflict. 2. Step 5 can be a role-play exercise with one person acting as the person described in Exercise 19.1. 3.

Another conflict exercise is Activity 20, Hot Buttons.

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Exercise 19.1

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Exercise 19.1: Describing The Conflict Directions: Select one person, preferably someone on this team, with whom you have had a misunderstanding or difference of opinion. Write a description of how this person’s needs, goals, style and methods differ from yours. Describe what this person does that causes the conflict and what you want this person to do.


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Exercise 19.2

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Exercise 19.2: Resolving Differences 1.

Think about what’s bothering you. Focus on behavior and try to be specific.

2.

Set up a meeting. Consider timing and location.

3. State your problem. Describe the behavior that bothers you and the impact it has on you.

4.

Check back. Your partner should paraphrase to ensure understanding.

5.

State your wants. Again, be specific and ensure it relates to the problem.

6.

Check back. Your partner should paraphrase your request.

7.

Pop the question. Simply ask, “Will you do what I want?”

8. Answer the question. The range of responses includes complete acceptance, partial acceptance, negotiated acceptance(“I will do this if you will do that”), alternative solution, and complete rejection.

9.

Set a follow-up meeting. Set a date to check progress.

10. Bring closure. Congratulate and thank each other.


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20 Hot Buttons Objectives 1. To reduce the amount of unnecessary conflict on the team. 2. To improve interpersonal communication among team members. Participants Fewer than 10 people. Time Limit 45 minutes to 1 hour. Physical Setting Chairs arranged in a circle or around a conference table. Materials and Resources None, unless using process described in Variations. Process 1. This is a simple but powerful exercise for improving open and honest communication, building trust and reducing destructive conflict among team members. Open the session by explaining that everyone has pet peeves or “hot buttons.” Hot buttons are those things that other people do that get others upset and often block effective communication and teamwork. Unfortunately, people usually don’t talk about them, so the purpose of the activity is for participants to share hot buttons with each other. 2. Ask each team member to come up with at least two of their hot buttons that are relevant to their participation on this team. You are looking for such things as “don’t walk into my office and ask me a question when I’m either on the phone or talking to someone in my office,” or “make sure you include me in

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50 Activities for Self-Directed Teams discussions that affect my work area,” and “don’t tell me at the last minute that you can’t deliver that work you promised to have done by tomorrow.” Allow 10 to 15 minutes. 3. Have participants, individually, present their hot buttons to the total group. Others may ask for clarification. Facilitate a discussion on the ability of the team to do the things requested by each person. Variations 1. You may want to get the hot buttons typed, printed and distributed to the team after the session. 2. You can ask each person to write their hot buttons on a sheet of flipchart paper and then post them on the wall around the room. 3.

Another conflict exercise is Activity 19, Resolving Differences.

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21 Self-Directed Values Exercise Objective To have team members rank the values of the organization and determine how their ranking compares to senior management’s ranking. Participants Maximum of 20. Time Limit 90 minutes. Physical Setting Private room with tables in a U-shape and easily movable chairs to accommodate 20 people. Materials 1. Flipchart with the organization’s top-five values presented in a pie chart format. 2. Five pieces of self-stick paper with each paper having a number from 1 - 5 written on it. (You will need 5 sets of these for each group. Each set should be a different color.) Process 1.

Outline the objectives of the activity and give a brief overview of the design.

2.

Ask participants to divide into five groups with five people in each group.

3.

Hand out the numbered self-stick paper to each group.

4. Tell them to list the values on the flipchart in order of importance to the organization. One means most important and five the least important.

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50 Activities for Self-Directed Teams 5. Each group will select one person who will be responsible for attaching the numbered self-stick paper on the flipchart and for reporting the group’s rationale for the order. The group should be prepared to answer questions. They will be given 35 minutes to reach a consensus. 6. Indicate that at the end of the exercise they will be told how their ranking compared to how the president of the organization ranked the values. 7. Conclude the activity by reviewing the need for values alignment and discuss steps that can be taken to achieve that. Set a date for a follow-up session to review progress. 8. If time permits ask each subgroup to process the exercise using the Team Process Questions given below. Variations 1. If some groups finish the ranking more quickly than others, begin the processing of the exercise. 2. If the group members seem to be stuck, give them some help with the values with questions such as: • What types of values seem to be important to your manager? • What are some of the organization’s slogans? What type of values do they highlight? TEAM PROCESS QUESTIONS 1.

Was this a difficult task?

2.

How did you reach consensus?

3. Were there people in the group who were positive they knew the right answer? 4.

What are some of the things you learned from this exercise?

5. If your group did not come to the same consensus as the president of the organization, what are the implications of this? What, if anything, should be done about it?

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22 Similarities and Differences Objectives 1. To help team members get to know each other better. 2. To introduce participants in a team training session. Participants Maximum of 20 people. Time Limit 30 minutes. Physical Setting Tables and chairs in a room large enough to allow participants to break down into small groups with some privacy. Materials and Resources Copy of Exercise 22.1 for each participant. Process 1. Explain the objectives of the activity in the context of your program. Help people understand the importance of creating an informal, relaxed climate in a team. 2. Distribute the exercise. Ask people to team up with a person they do not know or do not know well. If necessary, make one group of three or you may team up with one of the participants. Ask the teams to come up with as many commonalities as possible. Allow about 10 minutes.

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50 Activities for Self-Directed Teams 3. Ask the teams to agree on the two commonalties that they think would be most interesting (or surprising) to the rest of the team. Then ask them to come up with a third item that is not true but feasible (it could be true). Emphasize that they are trying to stump the other team members. Allow 5 to 10 minutes. 4. Ask each team to present their three commonalities without indicating which one is not true. Ask the other team members to guess which one is untrue. Probe to bring out as much information as possible. For example, if they both like old movies, ask them to name some of their favorites. Variations 1.

Change the suggested topics to make them more relevant to your group.

2. Another exercise dealing with team member differences is Activity 10, Valuing Diversity.

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Exercise 22.1

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Exercise 22.1: Similarities and Differences Directions: Find someone you do not know or do not know well. Find out as many things as possible that you have in common. Look for items that are not evident from outward appearances. Here are some possible areas: 1. Family: We are both only children. We both come from large families. 2. Likes and Dislikes. We both hate light beer. We are both “Deadheads.” 3. Hobbies and Interests: We both like to ski. 4. Values: We both support strong gun control. 5. Influences on our Life: We were both brought up on a farm. Directions: Wait for further instructions from the facilitator. Then prepare to tell us about your similarities and differences.


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

Form as many teams as

Time Limit 30 to 45 minutes. Materials and Resources 1. One package each of red, white and blue clay. 2. Four to five blindfolds. 3. A flat working surface such as a desk or table. Process 1. Participants are asked to choose a team leader. The team leader blindfolds the remaining three participants. a) The team leader distributes one color clay to each of the three. b) The team is told they will make the American flag with the clay. c) The person with red clay is told to make the red stripes; white will make the stars and the white stripes (if five participants, divide this task) and blue will make the field for the stars. d) The team leader is told to oversee the teams’ work and offer whatever verbal (no physical) assistance is necessary for them to make these individual parts of the flag. Allow 15 minutes to complete this task.

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50 Activities for Self-Directed Teams 2. After individual pieces are made, blindfolds are removed. The team leader is now blindfolded. With verbal (no physical) directions from the team, the leader takes the red, white and blue parts and assembles the flag. Allow about 8-10 minutes. 3. After the flag is completed, the team leader’s blindfold is removed. General discussion follows with members discussing interaction; communication effectiveness; degree of encouragement/support; what worked well and ways the process might have been improved. 4.

Conclude the activity by reviewing the action and agreeing on next steps.

Variation A companion exercise is Activity 18, Self-Directed Structures

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24 Shop ‘Til You... Objective To practice preparing a process flow chart. Participants Fewer than 10 people; larger groups may be divided into subgroups. Time Limit 1 hour. Physical Setting Chairs around a conference table in a room with wall space for hanging flipchart paper. Materials and Resources Flipchart and markers; tape or push pins. Process 1. This exercise is a great way to practice creating a flow chart on a nonthreatening process. 2. Begin by selecting a typical process (or a hobby) in and around the home such as cleaning the home or shopping for groceries. Write the name of the process at the top of a sheet of flipchart paper and then ask team members to call out the steps involved in the process(e.g., make up shopping list, read store ads) in no particular order. 3. Divide the team into subgroups asking each group to take the list and rearrange it in correct order. Give each group some sheets of flipchart paper, a marker and some pins or tape and ask them to prepare a flow chart of the process.

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50 Activities for Self-Directed Teams 4. When the groups present their charts, facilitate a discussion on the results. Summarize the session with a description of the key aspects of creating a flow chart. Variations 1.

See Activity 26, Go With the Flow, for a related exercise.

2. You may add to this activity by creating a sample flow chart prior to the session and then asking the participants to assess it in class.

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25 Self-Directed Team Culture Survey Objectives 1. To allow members of self-directed teams to assess their strengths and areas required for improvement. 2. To allow team members to assess their organization’s support and commitment to their efforts. Participants Unlimited, may be used for any size or type of group but is most effective when used to assist an intact self-directed team. Time Limit 1 to 1 1/2 hours. Physical Setting A comfortable setting where team members can work both privately and in a small group setting. Materials and Resources 1. Copy of Exercise 25.1 for each participant. 2. Easel, flipchart and markers. Process 1.

Explain the objectives of the activity and Exercise 25.1.

2.

Ask team members to complete and score the survey in the exercise.

3. Facilitate a discussion of the results focusing on corporate support for selfdirected teams and support for self-direction in the team culture.

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50 Activities for Self-Directed Teams 4. Conclude the activity with the development of an action plan for each of the issues identified.

Variations See also Activity 2, Readiness Rating; Activity 15, Climate Headline; and Activity 16, Building a Culture for Self-Direction.

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Exercise 25.1

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Exercise 25.1: Self-Directed Culture Survey Directions: Please indicate, by circling one number, the degree to which you agree with the following statements according to the following scale: 1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly agree 1. Our organization provides adequate time and resources for our team to do its job effectively. 1 2.

4

5

2

3

4

5

2

3

4

5

2

3

4

5

2

3

4

5

Organizational goals are clear and understandable. 1

8.

3

Information is readily available and accessible to our team. 1

7.

2

There is mutual respect among teams for each other’s work. 1

6.

5

Members of our team are trusting and open with each other. 1

5.

4

Innovation is encouraged and failure is accepted. 1

4.

3

Team members feel secure in their jobs. 1

3.

2

2

3

4

5

4

5

Good work is recognized and rewarded. 1

2

3


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9. Teamwork between departments is encouraged and rewarded throughout the organization. 1

2

3

4

5

4

5

10. Top management trusts the work of our team. 1

2

3

11. Vertical and horizontal communication are effective throughout the company. 1

2

3

4

5

12. Competition in the company is constructive and productive. 1

2

3

4

5

13. Members of our team understand their responsibilities. 1

2

3

4

5

14. Members of our team participate in setting our goals. 1

2

3

4

5

15. Team members are open in their communication with each other. 1

2

3

4

5

16. Unusual or unpopular views can be freely expressed without fear of retaliation. 1

2

3

4

5

4

5

17. Conflicts are openly discussed and resolved. 1

2

3

18. Strong and experienced team members assist those less experienced. 1

2

3

4

5


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Exercise 25.1 - continued 19. Meetings are productive. 1

2

3

4

5

20. Team members can openly disagree with upper management. 1

2

3

4

5

4

5

21. Personal development is encouraged. 1

2

3

22. Team members feel a sense of identity and pride in their work. 1

2

3

4

5

23. Individual efforts are recognized and encouraged within the team. 1

2

3

4

5

4

5

24. Team efforts are recognized outside of the team. 1

2

3


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Self-Directed Culture Survey Scoring Summary 1. ______

13. ______

2. ______

14. ______

3. ______

15. ______

4. ______

16. ______

5. ______

17. ______

6. ______

18. ______

7. ______

19. ______

8. ______

20. ______

9. ______

21. ______

10. ______

22. ______

11. ______

23. ______

12. ______

24. ______

TOTAL COMPANY CULTURE ______ (Maximum = 60)

TOTAL TEAM CULTURE ______ (Maximum = 60)


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26 Go With the Flow Objectives 1. To learn how to create a work process flow chart. 2. To create a flow chart for a work process in your organization. Participants Fewer than 10 people; larger groups may be divided into subgroups of 4 to 5 people. Time Limit 2 to 3 hours. Physical Setting Chairs around a conference table in a room with lots of empty wall space to post flipchart paper. Materials and Resources 1. Flipchart paper and markers; push pins or masking tape. 2. Several pads of large self-stick notes. 3. Copy of Exercise 26.1 for each participant. Process 1. Open the session by outlining the concept of “work as a process.” Indicate that creating a flow chart is the first step in a solid quality improvement effort. 2. Select one of the team’s main work processes. Divide the team into several subgroups. Give each person a copy of Exercise 26.1 and ask each subgroup to complete it. Allow about 30 minutes.

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50 Activities for Self-Directed Teams 3. Distribute several sheets of flipchart paper, a pad of self-stick notes, a marker and some tape or pins. Ask the groups to write each process step on one of the notes and transfer them to the flipchart putting them in the order in which the work flows in the area. For example, the first step is often “order received from customer” and the last step is “product shipped to customer.” 4. Post the completed charts on the wall around the room. Ask all team members to walk around the room to view the various flow charts. Encourage team members to ask questions to clarify the work process. 5. Conclude the activity by facilitating a discussion aimed at achieving a consensus on a complete, accurate flow chart for the work process. Write the steps on the flipchart. After the session, have the flow chart printed and distributed to all team members. Review it at a subsequent meeting. Variations 1. If the team is small, create one flow chart on the flipchart in the front of the room. 2. Create a sample flow chart for one of your work processes with errors in it. Ask the team to evaluate and correct the chart. 3.

A good next step is Activity 35, Process Analysis.

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Exercise 26.1

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Exercise 26.1: Work Flow Process Directions: Identify one of the main work processes in your area. Complete the items below for that process. Process Name:

Purpose of the Process:

The Process Begins With:


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Steps in the Process Include:

The Process Ends With:


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27 The Power of an Agenda Objectives 1.

To identify the causes of ineffective/nonproductive meetings.

2.

To assess the effectiveness of your team’s meetings.

3. To demonstrate how a good agenda can overcome many causes of ineffective meetings. Participants Unlimited but works best with a maximum of 20 people. Time Limit 1 hour. Physical Setting Chairs around a set of tables arranged in a U-shape. For larger groups, several sets of tables and chairs spread out around the room. Materials and Resources 1. Overhead transparencies (OHT) 27.1 and 27.2. 2. Overhead projector, screen and projector pen. Process 1. Explain the purpose of the session. Display OHT 27.1 on the overhead projector. 2. Ask team members to pair up with the person next to them and discuss: “Which of these causes applies to our team?” And: “Do you want to add any other items to the list?” Allow 10 minutes.

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50 Activities for Self-Directed Teams 3.

Ask each subgroup to report. As appropriate, add causes to the list.

4. Facilitate a discussion on how an agenda might eliminate some of these problems. 5. Conclude the session by displaying OHT 27.2 on the overhead projector. Show how this agenda addresses many of the causes. Variations 1. Show OHT 27.2 before step 4. Ask team members to point out how each of the causes is addressed by specific parts of the meeting notice and agenda. 2.

A companion exercise is Activity 38, Meeting Monsters.

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OHT 27.1

WHAT CAUSES A POOR MEETING? 1. Too long 2. Too many people 3. Wrong people attend 4. Nothing accomplished 5. Members unprepared 6. Discussion off track 7. Side conversations 8. No action items at end 9. Important items not discussed 10. Members arrive late


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OHT 27.2

SAMPLE MEETING NOTICE Meeting Title: AAA Project Meeting Meeting Date: April 1, 1994 Starting Time: 2:00 PM

Ending Time: 3:15 PM

Location: Conference Room A Pre-work: Read First Quarter Report; Review Your YTD Budget; Review March Minutes (especially the proposal for a new district). AGENDA Topic

Action

Responsibility

Time

1. Status of ‘93 Budget: Plan v. Actual

Decision on Overruns

J. Kaplan

30 min.

2. Creation of New District

Decision

V. Ku

20 min.

3. Feedback from Customers

F.Y.I

S. Edwards

15 min.

4. Presentation at ACM Conference

Who will Prepare?

A. Carlin

10 min.

ATTENDEES Required:

Optional:

J. Kaplan D. Provencher D. Lasley R. Lakshmanan S. Langion V. Ku A. Carlin S. Edwards

R. Bowyer L. Kelley


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28 Creativity Break Objectives 1. To practice brainstorming. 2. To increase team member creativity. 3. To introduce the concept of the creativity break. Participants Fewer than 20 people. Time Limit 45 minutes to 1 hour. Physical Setting One large room with tables and chairs arranged in a U-shape and several small breakout rooms. Materials and Resources 1. About four or five familiar everyday objects such as a packet of sugar substitute, button, can opener, corkscrew, ashtray, paper clip, lipstick, audio cassette or tea bag. Wrap each object in paper. 2. Flipchart, four or five markers and tape or push pins. Process 1. Explain the objectives of the activity in the context of team problem-solving. Make note of the fact that brainstorming is an important tool in generating ideas for solving problems. 2. Form four or five subgroups. Display the objects. Explain that these objects have been found in an archaeological dig that is at least one thousand years old. Their task is to think of as many different uses as possible for these ancient objects. Give each team one of the objects wrapped in paper. Allow 10 minutes.

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50 Activities for Self-Directed Teams 3. After 10 minutes call a break. Bring everyone together and have a coffee or soda, show a clip from a funny movie, play some soothing music, go for a walk or do some other relaxing activity for 10 to 15 minutes. 4. Return the groups to their task of coming up with uses for their object. Allow 10 more minutes. 5. Reconvene the total group and ask them to show their object and present their list of uses. 6. Conclude the session by talking about the process and how the creativity break helped generate more ideas. Variations 1. Change the objects to include more items specifically related to the organization. 2. Ask the subgroups to present their lists before the break in order to compare this list with the final list.

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29 Quotable Quotes Objectives 1. To describe the team’s current approach to risk-taking. 2. To agree on the team’s approach to and support for risk-taking in the future. Participants Fewer than 10 people; may be used with maximum of 20. Larger groups can be divided into subgroups of 4 to 5 people. Time Limit 30 minutes to 1 hour. Physical Setting Chairs around a set of tables in a U-shape with a single table up front for the projector. Materials and Resources 1. Overhead transparency (OHT) 29.1. 2. Overhead projector, screen and a projector pen. Process 1. Explain the objectives of the activity including a brief presentation on the importance of risk-taking in self-directed teams. 2. Display OHT 29.1 on the overhead projector. Ask team members to pair up with the person next to them and decide which quote best describes the team’s current approach to risk-taking. Allow 5 minutes. 3. Facilitate a discussion on the responses. Probe for reasons for selecting a quote. Ask for examples of past team actions or decisions that reflect the idea behind the quote.

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50 Activities for Self-Directed Teams 4. Ask the team how satisfied they are with the current approach to risktaking. If they are somewhat dissatisfied, ask: “In the future, which of the quotes would you like to be known by?” 5. Close the session by facilitating a discussion on ways the team can increase the level or type of risk-taking. Variations 1.

Change the quotes to make them more relevant to your team.

2. Do not use OHT 29.1. Ask the team to come up with a quote that best represents the team’s approach to risk-taking.

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OHT 29.1

QUOTABLE QUOTES “NOTHING VENTURED, NOTHING GAINED.” “GO FOR THE GUSTO.” “ACTIVITY DOESN’T MEAN PRODUCTIVITY.” “A PLACE FOR EVERYTHING AND EVERYTHING IN ITS PLACE.” “READY, FIRE, AIM.” “TIME WAITS FOR NO ONE.” “SLOW, BUT SURE.” “LOOK BEFORE YOU LEAP.” “OPPORTUNITY KNOCKS BUT ONCE.” “WHEN IN ROME, DO AS THE ROMANS DO.” “SEIZE THE DAY.”


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30 Workplace Trust Objectives 1. To examine the role that trust plays in the formation and success of groups. 2. To identify the barriers and supports for trust in teams. Participants Works best with an intact team of fewer than 10; larger groups may be divided into subgroups of 5 to 7 people. Time Limit 90 minutes to 3 hours. Physical Setting Chairs in a circle or around a conference table. Materials 1. 3” X 5” Index cards (enough for 4 for each person). 2. Flipchart and markers. 3. Some type of bucket. Process 1. Begin with a lecturette on the role of trust in the success of groups. Suggested readings for background: The Social Psychology of Organizing by Karl E. Weick (Addison-Wesley Publishing Company); Managing the Paradox of Organizational Trust by Louis B. Barnes (Harvard Business Review March-April 1981); Joining Together by David W. Johnson and Frank P. Johnson (Prentice Hall) 2. Pass out 4 3” X 5” index cards to each person. Explain that you will be asking them to respond to a series of questions regarding trust. After each question they will have time to respond on the cards – one card per question. They will put their cards in the bucket in the middle of the floor. After everyone

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50 Activities for Self-Directed Teams has finished responding to a question, the bucket will be passed around and each person will pick out a card and read it to the total group. Record the responses on the flipchart. Question 1: In general, what can get in the way of developing trust in a group? Question 2: Knowing what you know about yourself and the people in this room, what can potentially get in the way of developing trust in this specific group? Question 3: In general, what can support the development of trust within a group? Question 4: Knowing what you know about yourself and the people in this room, what can potentially support the developing of trust in this specific group? 3. Indicate that whenever a new group forms there can be fears or concerns regarding working with each other. Some can be based on past history, others can be because a person is an unknown to others. Ask participants to take a few minutes to read what has been recorded on the flipcharts and then record on a piece of paper or notebook their reactions to and feelings about the responses. Allow 10 minutes. 4. Point out that those participants who expressed concerns about working with other team members should attempt to resolve those concerns before too much time passes. If someone feels that another person may have an issue with the person, suggest that he/she consider finding out as well. It will help the person and the success of the team if feelings are not put aside or buried. Eventually they will get in the way. Allow 15 minutes for participants to walk around outside to reflect on what was discussed. Participants may walk together or alone. 5. Conclude the activity by thanking everyone for their participation and sincerity. Note that trust is fragile and needs to be nurtured, especially during the formation of a team. Trust will not magically appear: it takes a great deal of work. It can easily disappear and teams must be aware of that. Variations 1. You can save meeting time by distributing the questions in advance asking team members to bring in their answers on 3” X 5” cards. 2. Use the questions to create a written survey. Ask team members to complete and return the survey to you. Summarize the results and present it to the team. Facilitate a discussion and action planning session based on the survey results.

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31 Past-Present-Future: Charting A Self-Directed Teams Path Objectives 1. To review and highlight past team accomplishments and achievements in relation to past team goals. 2. To prioritize overall department goals, reflecting their relationship to individual and team goals. 3. To prepare future individual and team goals and tie them to overall department goals. Participants 12-16 people. Time Limit 6 to 8 hours. Physical Setting A space large and comfortable so that the participants can move around and interact easily. Materials and Resources 1. Flipchart and markers; tape or push pins. 2. Individual pens and pads for each person. 3. Copy of Exercise 31.1 for each participant. Process 1. Prior to the meeting each team will spend some time reviewing and preparing a report of their goal accomplishments for the past review period. Teams should be sent Exercise 31.1.

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50 Activities for Self-Directed Teams 2. At the meeting each team will be given 30 minutes to present their review. At the end of each team presentation, there will be a brief discussion of future goals. 3. Completed exercises and updated objectives are taped to a wall at the completion of each team presentation. 4. After the team presentations, summarize the current and future goals as identified. 5. The entire group will decide how to prioritize the list of future department goals. 6. The meeting will conclude with one participant agreeing to summarize the written sheets and distribute the summary to each member. Steps 7 through 9 should take place after the workshop. 7. After distribution of the typed priority list, each team will meet and tie their individual and team goals into the department summary goals. 8. Revised goals will be submitted to the facilitator who will distribute them to the entire group. 9. A follow-up meeting will be scheduled to eliminate excess goals, resulting in a manageable number. Variations 1. Subgroups can be formed with representatives from each team to discuss goals. 2. If the meeting schedule is too long, current goals can be presented on the first day and future goals can be scheduled on a second day. 3.

A companion exercise is Activity 8, The Reality of Self-Direction

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Exercise 31.1

Exercise 31.1: Team Success Sheet Goal

Accomplishments

1.

2.

3.

4.

5.


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6.


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32 No Team is an Island Objectives 1. To identify a methodology for improving relationships with other key teams and stakeholders. 2.

To improve relationships with external stakeholders.

Participants Fewer than 10; larger groups may be divided into subgroups of 4 or 5. Time Limit 60 to 90 minutes. Physical Setting Chairs around a conference table or set of tables arranged in a U-shape. Materials 1. 2. 3. 4.

Copy of Exercise 32.1 for each participant. Several overhead transparencies of Exercise 32.1. An overhead projector and several projector pens. Several blank transparencies.

Process 1. Open the session with a statement about the importance of effective interfaces with key people and teams in the organization. 2. Ask the team to brainstorm a list of stakeholders in the organization with whom they need to develop effective cross-team relationships. Write the names on a blank transparency that is displayed on the overhead projector.

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50 Activities for Self-Directed Teams 3. Divide into subgroups of three to four people. Ask each group to select one of the key stakeholders and prepare a plan to improve relationships with them. Distribute a copy of Exercise 32.1 to each person and one transparency of the exercise to each team along with a transparency pen. Each team should complete their plan and ask one person to write it on the transparency. 4. Each team presents their plan followed by an open discussion with other team members. 5. Conclude the activity by facilitating a discussion of next steps for building effective inter-team relationships. Variations 1. Focus on only one key stakeholder (e.g., a major supplier or customer, senior management or a key support group). The total group develops the plan together in an open discussion while the facilitator writes the answers on the transparency. 2. Focus on only one key stakeholder. Each subgroup develops its plan independently. When the total group reconvenes, the plans are compared and the best ideas are incorporated into one team plan.

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Exercise 32.1

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Exercise 32.1: Relationship Building Directions: Respond to the following questions in the spaces provided. 1. Select a person, department or team that you need to help your team be successful:

2.

What specific types of help or support do you need from them?

3.

What types of assistance do they need from you?

4.

What common goals do you share with them?

5. Are there any existing barriers that seem to prevent you from working together?

6. What specific steps can you take to overcome these barriers?


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7. Which member of your team would be the best interface or contact person with this team?

8. What specific steps will you take to develop an effective relationship with this person or team?


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33 Ivory Pure Quality Objectives 1. To help the team understand the impact of errors. 2. To define quality from the team’s perspective. Participants Fewer than 10; larger groups may be divided into groups of 4 to 6 people. Time Limit 1 hour. Physical Setting Chairs around a conference table or tables arranged in a U-shape. For larger groups, sets of tables and chairs spread out around the room. Materials and Resources 1. 2. 3. 4.

Copy of Handout 33.1 for each person. Overhead transparency (OHT) 33.1. A bar of Ivory Soap. An overhead projector and screen

Process 1. Display the transparency on the overhead projector. Explain the objectives of the activity. Remind the team that Ivory soap’s old advertising guarantee was that it was “99 and 44/100% pure.” Ask the team: Would we be satisfied with “99 and 44/100%” error-free products or services? 2. Follow-up with this probe: “Would we be satisfied with 99.9% error-free products or services?” Facilitate a discussion on the responses.

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50 Activities for Self-Directed Teams 3. Distribute Handout 33.1. Which of these items surprises participants the most? Which would have the most dramatic personal impact? Which item could be most easily corrected? Which one would affect the most people? 4. Ask the team for estimates of what one-tenth of one percent error rate would mean in their work. For example, how many actual errors would that percentage reflect in a specific process? What would be the result in lost sales or income? How much time would be lost in redoing the work? 5.

Conclude the activity with a discussion of “What is Quality?”

Variations 1. Prior to the session you may want to do some research to find out what onetenth of one percent would mean in their work. 2.

Begin the session with an open discussion of the question, “What is Quality?”

3. Change step 5 to use subgroups to examine the cost of one-tenth of one percent in specific areas (e.g., lost sales, redoing the work). 4.

A related quality exercise is Activity 26, Go with the Flow.

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Handout 34.1 QUALITY FACT SHEET ONE-TENTH OF ONE PERCENT ERROR RATE MEANS: • 18 planes crash daily.

• The U.S. Postal Service loses 17,000 pieces of mail per hour.

• Pharmacists incorrectly fill 3,700 prescriptions daily.

• Banks erroneously deduct $24.8 million from accounts every hour.

• Surgeons perform 500 incorrect operations every week.


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OHT 33.1

IVORY SOAP IS 99 and 44/100% PURE


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34 Team Values Objectives 1. To help members of the team assess their personal values and determine how values impact team productivity. 2. To help individual team members assess their personal feelings about selfdirected work. Participants Unlimited. May be used for any team or group but is best used with groups considering or embarking on a self-directed work team process. Time Limit 2 to 3 hours depending on the size of the teams. Materials and Resources Copy of Exercise 34.1 for each participant. Physical Setting For team building with one team: a small room with a round or rectangular table and chairs. For a team training workshop: several round or rectangular tables and chairs spread around the room. Process 1. Distribute Exercise 34.1 and explain the objective of the activity giving a brief lecture on the use of reflective feedback and how that feedback can improve the working relationships among and between team members. 2. Ask team members to complete the exercise. Because of the nature of the survey there is no summative scoring. Each item is considered individually.

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50 Activities for Self-Directing Teams 3. Once the exercise has been completed and scored, ask the group to reflect individually and privately on their responses and to determine their ability to be a successful team player. 4. Ask team members to share their responses with the other team members so they can each develop a better understanding of their collective values. 5. Conclude the session by asking the team members to develop a personal action plan. Variations 1. Team members can be asked to write down on 3x5 cards their top three values and post them so that each member can read and react to them. 2.

See also Activity 21, Self-Directed Values Exercise.

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Exercise 34.1

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Exercise 34.1: Team Values Directions: Please circle the number that best represents your feelings toward each of the following statements. 1.

I have a clear definition of my role within the team.

Never 2.

4

5

6

Always

1

2

3

4

5

6

Always

1

2

3

4

5

6

Always

5

6

Always

5

6

Always

I feel the mission of the team changes during difficult times.

Never 5.

3

I have clear knowledge of the mission of the team.

Never 4.

2

I have a clear definition of my job responsibilities.

Never 3.

1

1

2

3

4

I feel my values change during difficult times.

Never

1

2

3

4

6. If my team members do not produce as they are expected to, I feel personally responsible. Never 7.

1

2

3

4

5

6

Always

If one of my team members was having problems, I would help the person.

Never

1

2

3

4

5

6

Always

8. If one of my team members was not following company policy, I would ensure that other team members were informed. Never

1

2

3

4

5

6


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Always

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9. If I needed to take a day off for personal reasons but only had sick time available, I would use the sick time. Never

1

2

3

4

5

6

Always

10. I feel that strict policies regarding punctuality and attendance are critical for an efficient office. Never

1

2

3

4

5

6

Always

11. At the end of the day I feel I have accomplished much of what I intended to. Never

1

2

3

4

5

6


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Always

35 Process Analysis Objectives 1. To learn how to analyze a work process. 2. To analyze an existing work process. Participants Fewer than 10 people. Time Limit 2 to 3 hours. Materials and Resources 1. 2. 3. 4.

Copy of Exercise 35.1 for each participant. Several transparencies of the exercise. Overhead projection screen and some projector pens. Completed flow chart would be very helpful.

Physical Setting Chairs around a conference table or a set of tables in a U-shape. Process 1. This activity is especially useful after a team has learned how to prepare a work process flow chart. See Activity 26, Go With the Flow. 2. Begin by reviewing the objectives of the activity and explaining that one way to improve an existing process is to ask, and answer, some tough questions about it. Identify an existing work process in your area that you want to analyze.

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50 Activities for Self-Directed Teams 3. Distribute Exercise 35.1. Divide into subgroups. Give each group a transparency and a projector pen. Ask them to analyze the work process by answering the questions on the exercise. They should write their responses on the transparency. Allow 30 to 45 minutes. 4. After the groups present their responses, facilitate a summary discussion that places their ideas in these four categories: • Non-value-added tasks. • Gaps in the process. • Redundancies. • Areas of unclear responsibilities. Variations 1. For related exercises, see Activity 24, Shop ‘Til You…, and Activity 26, Go With the Flow. 2.

To save time you may divide up the questions among the subgroups.

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Exercise 35.1

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Exercise 35.1: Process Analysis Questions Directions: First, identify a specific work process in your area. Then, respond to the following questions. Process: 1. Does each step add value? Identify any steps that do not add value to the process.

2.

Are any steps performed to accommodate potential errors or revisions?

3.

Are there any steps that should be done by someone else?

4.

Should any steps be combined with other tasks?

5.

Are the customer requirements clear? Identify any unclear requirements.

6. Are there measurements for each customer requirement? Identify any requirements where the measurements are either nonexistent or unclear.


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7. Is there adequate communication and feedback between tasks? Identify any steps where it could be improved.

8.

Are roles and responsibilities clear? Identify any that require clarification.

9. Are there undue delays? unnecessary delays?

Identify any steps where there appear to be

10. What are the obvious redundancies (i.e. same work done twice)?

11. What sequential tasks could be parallel?

12. Which tasks could be eliminated? For those tasks that could be eliminated, what are the consequences of eliminating the task?


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36 Guiding Past and Future Team Practices Objective To draw out the experiences of team members to determine past and present practices that represent the guiding philosophy of the self-directed team. Participants Works best with a small, intact self-directed team. Time Limit 1 hour. Physical Setting A small conference room with comfortable chairs and conference table. Materials and Resources 1. Copy of Exercise 36.1 for each participant. 2. Pen and note pad for each participant. Process 1.

Describe the objectives of the activity and distribute Exercise 36.1.

2. The written portion of the exercise focuses on anecdotal behaviors, both positive and negative, and will act as a springboard for a follow-up discussion. The ensuing discussion should provide the team with feedback concerning the view team members have of the organization. The exercise also contains a component where team members can offer suggestions for the future. 3. Once the team members have completed their individual work, ask for each team member to share his/her responses.

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50 Activities for Self-Directed Teams 4. Help the group discern common elements and norms. Use the information from the responses to construct a framework for what actually happens now on the team and what the group would like to have happen in the future. 5. Facilitate a discussion to propose initiatives that can effectively deal with the various issues raised. 6. Conclude the activity by reviewing the activity and establishing time frames for follow-up. Variations 1.

See Activity 34, Team Values, for a companion exercise.

2. Consider distributing the exercise prior to the session to give team members some time to think about the exercise.

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Exercise 36.1

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Exercise 36.1: Past and Future Practices 1. Briefly describe, in a paragraph or less, a positive situation, event, or practice from the past (over three years ago) that best illustrates “how things are done around here.”

2. Briefly describe, in a paragraph or less, a negative situation, event, or practice from the past (over three years ago) that best illustrates “how things are done around here.”

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

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

5. Using past and present realities as a guideline, suggest an action or policy that the team can pursue for the future that will align the way things actually get done with the way things could be done better in the future.


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37 Meetings and Self-Directed Norms Objectives 1. To bring to the surface the cultural norms of a self-directed team when those members are in a meeting. 2.

To examine team members’ feelings about the norms of a meeting.

Participants Any number of an intact team. Time Limit 1 hour. Materials and Resources 1. Flipchart paper, pens for each participant. 2. Two sheets of 8 1/2” x 11” paper for each participant. 3. Masking tape. 4. Flipchart sheets prepared with the questions asked in steps 2 and 3 in the Process section. Physical Setting Chairs around a conference table. Process 1. Begin the activity by stating that the group will be examining events that take place in meetings and how people feel about them. 2. Divide the team into subgroups of four or five people. Give each participant two sheets of 8 1/2” x 11” paper and ask them to label the first sheet “Nuts and Bolts of Meetings.” Tell the participants to write their answers to the questions about to be read on that sheet. Select your questions from the sample list entitled “Nuts and Bolts Questions.”

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50 Activities for Self-Directed Teams 3. Ask the team members to put that sheet aside and label a second sheet “My Reaction to Meetings.” Tell the team members to write their answers to the questions about to be read on this second sheet. Select your questions from the sample questions entitled “Reaction Questions.” 4. Ask the team members to pass their two sheets of paper to another person in the subgroup. Ask the person to compile the results. Take a 15-minute break. 5. Lead a discussion about the first series of questions, noting commonalties and differences and asking participants why they think they exist, and their affect on meetings. Team members are encouraged to think of other issues about meetings they may not have though of at first, or react to something someone else stated. 6. Conclude with team members being asked to be more aware of the “things they take for granted” about meetings, and to be more aware of how they may impact upon others. Develop a set of action steps to improve meeting effectiveness. Variations 1. The exercise could be conducted in teams if the group is large. At the beginning of the exercise, participants are paired in dyads or triads, and collectively decide upon the questions. 2. While the facilitator is compiling the participants’ responses onto the flipchart paper in step 5, the participants could be asked to label a third sheet of paper “My Ideal Meeting.” The facilitator then states that the participants now have 5 minutes to “daydream” about their ideal meeting. How would it be run? Who would set it up? Where would it be held? What would get done, and how? After compiling step 5, the facilitator then asks participants to present their “ideal meeting” to the others. The participants respond to the new ideas. Next, they would be asked to write a list of things they will do differently at the next meeting as a response to what they have heard about from others. 3. If the team’s problem centers around poor agendas, see Activity 27, The Power of An Agenda. If the problem concerns poor meeting behaviors, see Activity 38, Meeting Monsters.

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Sample List - Sheet 1 NUTS AND BOLTS QUESTIONS • Where are meetings usually held? • Who is responsible to call meetings? • Who runs the meetings? • What is the arrangement of furniture at the meeting location? • How does a meeting typically begin? • Is the agenda sent out in advance of a meeting? • Are agendas followed at meetings? • Is food/coffee provided at meetings? • Are people on time to meetings? • Who talks the most at meetings? • Who contributes the least at meetings? • Are you given an opportunity to speak at meetings?


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Sample List - Sheet 2 REACTION QUESTIONS •

Do you like the meeting location? Why/Why not?

•

Does the person who is responsible for calling meetings provide enough notice for you?

•

Does the person running the meetings do an effective job? Why/Why not?

•

Is the meeting room’s physical set-up comfortable for you? Why/Why not?

•

How do you feel about having or not having an agenda?

•

How do you feel when the agenda is not followed at meetings?

•

Should food/coffee be provided at meetings?

•

Is it necessary to be on time to meetings? Why/Why not?

•

How do you feel about the person who talks the most at meetings?

•

How do you feel about the person who contributes the least at meetings?

•

How do you feel about your own opportunity to speak at meetings?

•

How do you rate the productiveness of meetings on a scale of 1-7, with 1 being least productive, and 7 being highly productive.


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38 Meeting Monsters Objectives 1. To identify the types of behaviors that disrupt team meetings. 2. To develop tactics for dealing with problem behaviors in team meetings. Participants 10 to 20 people. Time Limit 60 to 90 minutes. Physical Setting Chairs around a conference table or tables arranged in a U-shape. As an alternative, three or four sets of tables and chairs are spread out around the room so that people can sit in teams of four or five members. Materials and Resources 1. Copy of Exercise 38.1 for each participant. 2. Overhead transparency of the exercise. 3. An overhead projector, screen and three transparency pens. Process 1.

Open the session with an explanation of the objectives of the activity.

2. Distribute the exercise and briefly review each of the “monsters.” Divide the group into three subgroups and give each group a transparency of one of the pages of the exercise and a transparency pen. Each group is asked to come up with ways of dealing with the three monsters on their page. They should write their answers on the transparency. Allow 20 to 30 minutes. 3. Each subgroup presents their responses on the overhead projector. Other groups seek clarification and provide alternative responses.

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50 Activities for Self-Directed Teams 4. Conclude the activity with a brief presentation on how to deal with meeting monsters using some of the responses provided on page 177. Variations 1. Companion exercises include Activity 27, The Power of an Agenda and Activity 37, Meetings and Self-Directed Norms. 2.

Change the monsters to behaviors that are more relevant to your team.

3. Ask the team to come up with a list of monsters. Write this list on blank transparencies. Distribute the transparencies to the subgroups and ask them to come up with tactics for dealing with each monster.

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Exercise 38.1

Exercise 38.1: Meeting Monsters MONSTER

WHY

WHAT TO DO

1. Overly talkative

2. Highly argumentative

3. Rambler


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MONSTER

WHY

WHAT TO DO

4. Obstinate, rigid

5. Griper, whiner

6. Side conversation


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MONSTER

WHY

WHAT TO DO

7. Definitely wrong

8. Off the subject

9. Silent


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Possible Responsible MEETING MONSTERS 1. Overly talkative: Interrupt with “That’s an interesting point. Now let’s see what the rest of the team thinks.” 2. Highly argumentative: Honestly try to find the merit in his/her statements. Try humor: “I respect your right to be wrong,” or try sarcasm: “I hate people who beat around the bush.” 3. Rambler: Say: “Your point is interesting, but we’re need to move on to the next agenda item.” 4. Obstinate, rigid: Throw his/her point to the team for consideration. Tell him/her that time is short, ask that the group’s viewpoint be accepted for the moment, but you’ll be glad to discuss it later. 5. Griper, whiner: Point out that organizational policy cannot be changed at the meeting; “So let’s try to figure out how we can best operate under the present system.” 6. Side conversation: Call one of them by name, restate the most recent opinion and ask for his/her opinion. Refer to your team norms about no side conversations. 7. Definitely wrong: Try: “That’s one way to look at it,” or “I see your point, but did you know that (corporate policy forbids it or the FDA requires it)?” 8. Off the subject: Try: “Something I may have said lead off the topic, but this is what we are discussing right now.” 9. Silent: Ask the person next to him/her a question and then ask the silent person to comment on the answer. If the silent person is near you, ask his/her opinion on a subject that you are sure he/she knows a great deal about.


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39 The Weather Report: A Culture Report Objectives 1. To understand the participant’s perception of his/her team as if it were a person. 2. To understand how achievement, affiliation and power affect the ability of a self-directed team to be productive. Participants Unlimited but governed by the size of the self-directed team. Time Limit 60 to 90 minutes. Physical Setting Chairs around a conference table. Materials and Resources 1. Copy of Exercise 39.1 for each participant. Process 1. Begin the activity by explaining the need to understand how the organization views the team concept and the perspective it has on the potential for self-directed teams to be successful. 2. Distribute Exercise 39.1 and have participants complete it. Instructions for scoring the survey are included in the exercise. 3. Give a brief lecture on the ideas of achievement, affiliation and power and the role they play in making self-directed teams successful. Use the Lecture Notes on page 187.

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50 Activities for Self-Directed Teams 4. Discuss the results of the exercise with the team. Probe for similarities and differences in responses; ask for examples and determine if a consensus on one orientation exists. 5. Conclude the activity by asking the team members to decide if they want the team to change its orientations and, if so, what steps should be taken. Variations 1. Have the team divide into groups according to the three styles and discuss the implications of a balanced perspective for the team. 2.

See also Activity 4, Roadblocks.

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Exercise 39.1

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Exercise 39.1: Organizational Weather Report Directions: Each of the following numbered items consists of three statements. Imagine that your team is a person, and for each separate item, rank each of the three statements according to how descriptive you think it is of your team’s feelings, thoughts, behaviors, or opinions about that item. In the blanks provided to the left of the statements, write 1 for the statement that is most descriptive, 2 for the statement that is next most descriptive, and 3 for the statement that is least descriptive. DON’T FORGET, EVALUATE THESE STATEMENTS ACCORDING TO HOW YOU BELIEVE THE TEAM WOULD FEEL, THINK, OR BEHAVE, IF IT WERE A PERSON. RANK l.

STATEMENT

___a. When solving a problem, I like to work on it behind the scenes, so that I can be solely responsible for the solution. ___b. When solving a problem, I like to choose teams to work on it and find a team solution. ___c. When solving a problem, I like to choose teams to work on it but only if I can be in complete control.

2.

___a. Managers should set challenging goals for their subordinates. ___b. Goals should be set through mutual agreement of team members. ___c. It is important to set goals that are within the average individual’s capacity to achieve.

3.

___a. My employees would describe me as a good listener. ___b. Employees describe me as fluent, i.e., a good communicator. ___c. Conversations at work should focus on job-related matters.


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4.

___a. I encourage discussions that are directed toward problem solving. ___b. Sometimes, I take an opposing point of view in a discussion just as a matter of interest. ___c. I enjoy discussions that enable me to know my team peers better.

5.

___a. I encourage employees to be team members. ___b. It is not a priority with me that employees belong to a specific team. ___c. I encourage individuality; seeing employees as team members does not interest me.

6.

___a. I like to have feedback about how well employees have worked with others as a team member. ___b. I like to have specific feedback about how well employees have done a job. ___c. I am the best judge of how well employees have done a job; raises and or promotions are the feedback that is important to the employees.

7.

___a. The most important aspect of performance analysis is the setting of future goals for the team members. ___b. The most important aspect of performance analysis is the planning of a team member’s future development. ___c. The purpose of performance analysis is to isolate what a team member has done correctly and what mistakes he/she has made.

8.

___a. Conflict is a tool that can be used to arrive at the best possible solution to a problem. ___b. Conflict can be very healthy; it keeps people on their toes. ___c. Conflict should be controlled; teams whose members argue among themselves are seldom very productive.


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Exercise 39.1 - continued 9.

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___a. A factor of concern with any problem solution is its acceptability to the team that must implement it. ___b. If I am convinced that a problem solution will work, I expect it to be implemented and I accept responsibility for the consequences. ___c. If I find a problem solution that works, I want to implement it; prolonging discussion about it with team members is usually a waste of time.

10. ___a. If one of my employees does something incorrectly, I make sure that there is guidance to show him/her how to correct it. ___b. If one of my employees does something incorrectly, I make sure that the situation is discussed with him/her, and we agree to correct it. ___c. If one of my employees does something incorrectly, I make sure that he/she is told to correct it. 11. ___a. Team members should use mistakes as learning tools and thus improve themselves. ___b. I make mistakes, but as long as I am right most of the time, I deserve to be rewarded. ___c. I do not like being wrong; I do not make the same mistake twice. 12. ___a. With hard work and the support of the right management, a team member can overcome most problems. ___b. Hard work can overcome most problems. ___c. A strong commitment can overcome most problems. 13. ___a. I focus more on my personal relationships with my top managers than I do with the other team members. ___b. I spend time and effort developing and improving my personal relationships in the team. ___c. I develop personal relationships at work only when they help me to complete my work tasks.


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14. ___a. “Do not step on people on the way up; you may meet them on the way down. ___b. “Nothing succeeds like success.” ___c. “Nobody remembers the name of the person who came in second in a race.” 15. ___a. If I am right, I will win in the long run. ___b. If I am strong in my convictions, I will win in the long run. ___c. I try to be patient with team members; doing so pays off in the long run. 16. ___a. Team members produce satisfactorily when their supervisors work alongside of them. ___b. Team members’ productivity increases when they have input regarding their job tasks. ___c. Team members must be challenged to reach new heights of excellence. 17. ___a. I enjoy convincing my team members to do things my way. ___b. As long as a decision is right, whether it was an individual decision or a team decision is not important. ___c. For any decision to become final, all members of the team that will implement it should find it acceptable. 18. ___a. I work well when I have a personal relationship with my managers. ___b. I work well in situations in which I am my own boss. ___c. I work well when I have deadlines to meet. (see next page for scoring) Reproduced from 50 Activities for Self-Directed Teams by Glenn M. Parker and Richard P. Kropp, Jr., Human Resource Development Press, Inc. 1994

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SCORING SHEET Instructions: Transfer your rankings from the survey to this sheet. Then add the numbers in each vertical column and write the total in the blank provided. The column with the lowest total represents your perception of the organization’s first-priority values/beliefs in terms of its orientation toward achievement, affiliation, and power; the column with the next-lower total represents its second-priority values/beliefs; and the column with the highest total represents its third-priority values/beliefs. Achievement

Affiliation

Power

la__________

lb__________

1c__________

2c__________

2b__________

2a__________

3c__________

3a__________

3b__________

4a__________

4c__________

4b__________

5b__________

5a__________

5c__________

6b__________

6a__________

6c__________

7a__________

7b__________

7c__________

8a__________

8c__________

8b__________

9c__________

9a__________

9b__________

10a__________

10b__________

10c__________

11b__________

11a__________

11c__________

12b__________

12c__________

12a__________

13c__________

13b__________

13a__________

14b__________

14a__________

14c__________

15a__________

15c__________

15b__________

16a__________

16b__________

16c__________

17b__________

17c__________

17a__________

18c__________

18a__________

18b__________

TOTAL__________

TOTAL__________

TOTAL__________

(see page 187 for clarification of results) Reproduced from 50 Activities for Self-Directed Teams by Glenn M. Parker and Richard P. Kropp, Jr., Human Resource Development Press, Inc. 1994

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Lecture Notes Feelings, Thoughts, and Behavior Reflect Values, Attitudes, and Interests Achievement-oriented organizations value employees who: •

Enjoy challenging work, but want to ensure success; set conservative goals.

•

Plan ahead to avoid problems, so they can be personally responsible for successful results.

•

Are concerned with meeting deadlines and have great anxiety about projects until completely successful.

•

Require frequent reinforcement with sales figures, standards, etc.

Affiliation-oriented organizations encourage employees to: •

Direct energies toward the establishment and maintenance of effective working relationships with others.

•

Examine the human side of decisions that are made within the organization, and focus on the interrelationships that exist among those who are to be affected by the decision.

•

Try to maintain harmony and mutual respect among members while undertaking tasks.

Power-oriented organizations foster employees who: •

Overcome resistance in achieving an objective or goal, and communicate fluently, as this skill is important for arguing and confronting conflict.

•

Prefer autocratic decision-making and direction in an authoritarian manner; remind others who’s in charge, closely oversee the work, and make others feel inadequate.

•

Consider people as means to an end, which loses the value of establishing and maintaining satisfactory relationships in the organization.


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40 How Do I Feel About All This? Assessing My Readiness for Self-Direction Objective To allow individual team members to assess and express their feelings regarding the self-directed team concept. Participants Works best with small, intact self-directed teams. Time Limit 1 to 2 hours. Physical Setting A small room with a conference table and chairs Materials and Resources Copy of Exercise 40.1 for each participant. Process 1. Briefly describe the activity explaining that each team member has a personal set of values that drives his/her ability to interact and be a productive team player. Add, that if we are to have a truly effective team, we need to understand those drives and be prepared to work with them. 2. Distribute Exercise 40.1 and ask if everyone understands it. Indicate that there is no score for this questionnaire.

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50 Activities for Self-Directed Teams 3. Once the group has completed the questionnaire, lead a discussion of the results. Ask team members to describe their reaction to the questions and talk about their answers. 4. During this discussion capture the essence of each team member’s responses and synthesize the discussion creating a list of common team values. 5. Conclude the activity by reviewing the discussion and developing action steps designed to reinforce the collective values of the team.

Exercise 40.1

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Exercise 40.1: Values Questionnaire Directions: Please take a few minutes to respond the following statements using this scale: 1-strongly agree; 2-agree; 3-neutral; 4-disagree and 5-strongly disagree. Circle one number. 1. If my employer gave me a salary increase I would work harder. 1

2

3

4

5

Why? __________________________________________________________________ 2. I know more about my job than my peers. 1

2

3

4

5

Why? __________________________________________________________________ 3. If I come in to work a half hour late I should have to use my own time (i.e. vacation). 1

2

3

4

5

Why? __________________________________________________________________ 4. If my team puts me in charge of a project I like to be closely monitored and given lots of direction. 1

2

3

4

5

Why? __________________________________________________________________ 5. I respect the individuals that have been team members longer than I have. 1

2

3

4

5

Why? __________________________________________________________________ 6. Any person in a management position is a valuable asset to the company. 1

2

3

4

5

Why? __________________________________________________________________


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7. My favorite time of my workday is lunch. 1

2

3

4

5

Why? __________________________________________________________________ 8. The reason I stay in my current job is the stability. 1

2

3

4

5

Why? __________________________________________________________________ 9. I think employee involvement from all ranks is important. 1

2

3

4

5

Why? __________________________________________________________________ 10. I think creative problem solving is important. 1

2

3

4

5

Why? __________________________________________________________________ 11. Having a feeling of “family” in an organization is important. 1

2

3

4

5

Why? __________________________________________________________________ 12. I should be held accountable for the quality of my work. 1

2

3

4

5

Why? __________________________________________________________________


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41 The Wish List Objectives To have participants review their recent past in order to regenerate ideas and initiatives that may have been previously rejected. This collection of old and new ideas will form the basis for planning a future vision by each team. Participants Works best with a small, intact team; large groups may be divided into subgroups. Time Limit 1 1/2 hours. Physical Setting Chairs arranged around a large table. Materials and Resources 1. Flipchart and markers. 2. Items listed in step 1 below. Process 1. Before the session participants are instructed to bring media materials related to their current image of the team. They are told, in memo form, to gather research, books, news clippings, tools, products and other things that they feel portray the team’s image. Participants are also asked to bring any team reports, budgets, budget requests, capital requests, etc., from the past 3 to 5 years. 2. Begin the exercise by asking all the media material to be displayed. Then ask the participants to review the materials for 15 to 25 minutes.

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50 Activities for Self-Directed Teams 3. Once the team members have had an opportunity to reflect on the items, form subgroups and ask them to answer the following questions: • What happened in our team? • What could have happened to our team? • What can happen in our team in the future? Allow 30 minutes for this activity. 4. After the allotted time, regroup and ask each of the subgroups to report. Process the reports. 5. Post the action items on the flipchart. Facilitate a discussion on the “wish list” and develop an action plan to enact it. 6. Conclude the activity by recapping and briefly discussing the need to understand our past in order to realize our future. Variation 1. See companion Activity 36, Guiding Past and Future Team Practice.

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42 Clarifying Team Values Objectives 1. To provide an opportunity for the participants to be creatively open about the values, attitudes, and interests of their organization. 2. To identify and compare the organization’s values, attitudes, and interests with the team’s goal of self-direction. 3. To provide an opportunity to explore the match between the goals or values of the participants and those of the organization. Participants Works best with a small intact team. Time Limits 1 to 1 1/2 hours. Materials and Resources 1. Three sheets of paper and a marker for each participant. 2. Newsprint and additional markers. 3. Masking tape. Process 1. Introduce the activity by stating that it is useful for the members of a team to think from time to time about their values, attitudes and interests, and whether they, as individuals, are in agreement. 2. Distribute three sheets of paper and a marker to each participant. Restate the organization’s goal of creating self-directed teams. Ask the participants to make believe the organization is a person and describe that person in terms of the values, attitudes, and interests associated, either positively or negatively, with this goal.

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50 Activities for Self-Directed Teams 3. Tell the participants that they have 5 minutes to list these on one of their sheets of blank paper. 4. Collect the lists and read them aloud while a member of the team posts them on a flipchart. 5.

Facilitate a discussion using some of the following questions:

• • •

Why did members select these particular descriptions? Is there a common theme running through the descriptions? What might this mean in terms of the way members perceive the organization? What does this imply about the values of the team and its ability to become a self-directed team? What does it imply about the organization? Does any group member’s description differ significantly from the rest? What might be the reason? What implications do the results have for the team? The organization? The individual members?

• • • • •

6. Point out that the above perceptions have come from the way the organization’s processes have shaped the group members’ way of doing business within the organization. Ask the participants to give examples of how this may or may not be the case. 7. Point out that teams are often cultures within other cultures and that the values of these cultures can differ to a great extent. 8.

Post the following diagram:

The values of the organization for which all members work OR the values of an outside organization/group to which the individual belongs

Overlapping values

Personal values of the individual

The values of this group

9. Explain that the larger the shaded area the more comfortable individuals are likely to feel in the organization; i.e., there is less value conflict. There is often tension when values clash and that values may conflict more often than one realizes.

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Clarifying Team Values 10. Ask the participants to think of the team to which they belong, and think about themselves in relationship to the team and the organization, in terms of the diagram of the three circles. With the diagram as a model, draw circles to represent their own values in relation to their group and organization, and list the values in each circle. 11. Form pairs. Ask each individual is to explain the rationale behind his/her drawing. 12. Regroup and lead a discussion focusing on the following: • • •

As you look at the shaded areas on the drawings, what does it indicate about the match between the individual, the team, and the organization? What values outside the common area are shared by individuals within the team? How can the values, attitudes, and interests be either maintained, improved, modified or turned around to be more in line with the goal of self-direction?

13. Conclude the activity by reiterating that from time to time, it is useful for members to make believe their team is a person and describe that person and themselves in terms of the values, attitudes, and interests usually associated with, either positively or negatively, the current mission or direction of the team. Explain that this elicits an image of the organization, and that taken collectively, such images constitute an organizational self-image. It reveals what the individual experiences from the organization and what the organization may experience from the individual, both in reality and as transference phenomena. The consistency and the degree of dependability in this relationship have great bearing on the success of the team in meeting its stated goals. Variation See also Activity 21, Self-Directed Values Exercise and Activity 34, Team Values.

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Section III: Special Issues

43 The Self-Directed Team Coach Objectives 1. To help supervisors understand the new role of the coach in the self-directed team (SDT) environment. 2. To provide supervisors with an opportunity to assess their strengths and weaknesses as a coach. Participants Fewer than 10 people but may be done in a larger group by dividing the group into subgroups of 4 to 5. Time Limit 90 minutes to 2 hours. Physical Setting Table and chairs arranged in seminar style or a U-shape. For larger groups, sets of tables and chairs spread out around the room. Materials and Resources 1. Copy of Handout 43.1 for each participant. 2. Overhead transparency of Handout 43.1. 3. Overhead projector and screen. Process 1. Open the session by displaying the overhead transparency on the overhead projector and explaining the new role of the supervisor as a coach of self-directed work teams. Distribute a copy of the handout to each person and encourage them to take notes on your lecture. Ask the group if they have any additions to the list.

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

Alter the items on the list to make them more relevant to your organization.

2. Add to step 4 the assignment that they also come up with one action management can take to help them carry out their role as coach. 3. For complimentary exercises, see Activity 45, Supervisory Scenarios, and Activity 46, What Would You Do If …?

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Handout 43.1

The Self-Directed Team Coach ____ 1. COORDINATOR. Helps the team coordinate its work with other teams and other departments. Serves as liaison with senior management. Helps them obtain resources and information necessary for their work.

____ 2. TRAINER. Trains team members how to do the current job, how to solve problems and how to manage the overall work of the area including the planning and administrative duties. Facilitates cross-training of team members as appropriate. Helps the team understand the big picture including the impact of their decisions on other teams and the customer.

____ 3. SUPPORTER. Supports team decisions, encourages new ideas, recognizes team member contributions, gets external recognition for the team and encourages the team to move toward more independence. Specifically, supports the team leader’s efforts to carry out his/her role with decreasing dependence on the supervisor.

____ 4. TRUST BUILDER. Allows and encourages the growth of the team toward self-direction by pushing them to take responsibility for the management of the work including the opportunity to make some mistakes provided these mistakes do not violate the contract or any laws, or interfere with ongoing operations

____ 5. ACCOUNTABILITY BUILDER. Encourages and helps the team understand that as they take on the responsibility for the management of the work they must also be accountable for the quality of the work.


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44 Leadership Characteristics Objectives 1. To gain agreement on the most important characteristics of a team leader. 2. To teach the team how to reach a consensus. Participants An intact team of 6 to 8 people or several teams of 6 to 8 people who are all conducting the activity at the same time. Time Limit 60 to 90 minutes Physical Setting For one team, a round or rectangular table and chairs in a small room. With several teams, a large room with sets of tables and chairs spread out around the room. Materials and Resources 1. Copy of Exercise 44.1 for each participant. 2. Flipchart, markers, tape or push pins. Process 1. Explain the objectives of the session. Clearly review the directions at the top of the exercise. Ask each person to privately rank the ten characteristics and place their ranking in the left column labeled “Individual.” Allow about 10 minutes for this activity. 2. Ask the team to come up with a consensus on the ranking of the ten items and place their ranking in the right column marked “Team.” You may want to review the definition of a consensus decision and the guidelines for reaching a consensus. Allow about 30 minutes for this activity.

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50 Activities for Self-Directed Teams 3. Ask the team to report their results. Facilitate a discussion on the top five characteristics probing for the reasons for selecting these characteristics as important to the success of a self-directed team. Variations 1. You can enrich the activity by asking team members to add other traits they admire to the list. You can do this either before or after they rank the list of ten. 2. Change the title to “Characteristics of an Effective Team Member,” or “Characteristics of an Effective Supervisor.” 3. After the ranking has been completed, ask team members to rate themselves against the list. In other words, to what extent do they possess these characteristics? 4.

See also Activity 48, Animal Grid.

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Exercise 44.1

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Exercise 44.1: Characteristics of an Effective Team Leader Directions: Please rank the characteristics that you think are most important for a leader of a self-directed team. First, each member should individually rank the items, starting with “10” as the most important characteristic down to “1” as the least important. Place your ranking in the column labeled “Individual.” Then, as a team, come to a consensus on the ranking of the ten items. Write the team’s consensus in the “Team” column. INDIVIDUAL

CHARACTERISTIC

TEAM

____

Competent

____

____

Cooperative

____

____

Courageous

____

____

Determined

____

____

Fair-minded

____

____

Forward-looking

____

____

Honest

____

____

Imaginative

____

____

Independent

____

____

Inspiring

____


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45 Supervisory Scenarios* Objective To teach supervisors how to deal with typical problems that come up in trying to coach a self-directed team. Participants 15 to 20 people. Time Limit 90 minutes. Physical Setting Tables and chairs arranged in seminar style or U-shape. The room should be large enough to allow for three to four private small group meetings or you will need several breakout rooms. Materials and Resources 1. Copy of Exercise 45.1 for each participant. 2. Flipchart and markers. Process *It is recommended that this activity follow Activity 43, The SDT Coach. 1. Begin by explaining the objectives and relating it to the previous session on the role of the coach. Explain that in this session, the focus is on some of the actual problems involved in carrying out the role of the coach of a self-directed team. 2. Begin by asking the group to come up with problem situations that they have encountered in working with self-directed teams. Write the problems on the flipchart. When the list is complete, ask for clarification of the situations.

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50 Activities for Self-Directed Teams 3. If the list contains more than four items shorten the list by combining some problems and voting on the four toughest or most prevalent problems. Circle or in some other way identify the four problem situations selected by the group. 4. Explain that you are going to divide them into four subgroups giving each group one of the problem situations. The groups are to create a scene that depicts the problem. Allow people to select the problem in which they are most interested provided you get a fairly even distribution of people among the four problems. 5. Distribute Exercise 45.1. Clarify the task. Allow 20 to 30 minutes to create the scene in their breakout meetings. 6. Ask each group in turn to present its scene. Encourage the team to facilitate the discussion on how to handle the problem. 7. Conclude the session by summarizing the learning. Refer to the list of the roles of the coach in Activity 43. Show how the roles were played out in these problem situations. Variations 1. See also Activity 43, The Self-Directed Team Coach, and Activity 46, What Would You Do If …? 2. If you have done some data collection, you may want to present a list of four typical problems. 3. After the discussion of how to handle the situation, the group may go back into the role play and try one of the suggestions.

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Exercise 45.1

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Exercise 45.1: Supervisory Scenarios Directions: 1. Discuss your personal experiences with the problem situation and how you handled it. 2. Prepare a scene, of 1 to 2 minutes, that depicts the problem with members of your group acting as: • Narrator — sets the stage for the scene by explaining who, when, where, and any other information needed to understand what is about to happen. • Supervisor/Coach — serves as coach in the scene and afterward leads the discussion on what happened and what should be done about it. • Team Members — act as problem team members and others as required to understand the situation. 3. Present the scene up to the point where the problem occurs but before anything is done about it. 4. At this point the Supervisor asks for ideas from the class on how to handle the situation. The ideas are listed on the flipchart and discussed.


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46 What Would You Do If...? Objectives 1. To help supervisors understand their new role as self-directed team coaches. 2. To help supervisors make daily decisions that will support team self-direction. Participants Unlimited. A large group may be divided into subgroups with each group completing the exercise. Time Limit 1 hour. Physical Setting Chairs around a set of tables arranged in a U-shape. Materials and Resources 1. Copy of Exercise 46.1 for each participant. 2. Flipchart and markers. Process 1. Explain the objectives of the activity. Brainstorm a list of the roles of the supervisor in the self-directed team environment. Post the list on the flipchart. 2. Distribute Exercise 46.1. Divide into subgroups of three and ask them to decide how they would handle each situation. Allow 20 minutes. 3. Reconvene the total group and discuss each situation. Probe for specific responses. Emphasize how each response helps or hinders self-direction on the part of the team.

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50 Activities for Self-Directed Teams 4. Conclude the session by returning to the list of roles. Ask the group to add to, delete or revise items on the list. Variations 1. Change the situations to more closely reflect your work area. 2. Use the handout from Activity 43, The Self-Directed Coach. 3. Another related exercise is Activity 45, Supervisory Scenarios.

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Exercise 46.1

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Exercise 46.1: What Would You Do If…? Directions: As you study each of these situations think of how you might handle them as a traditional supervisor and then as a coach of a self-directed team. 1. The team leader asks you for help in dealing with a disruptive member of the team.

2.

A member of the team comes to you to complain about the team leader.

3. Several members of the team are having difficulty understanding a new procedure.

4. Your boss, the department head is very upset. He wants you to address the team about some serious quality problems pointed out by the customer.

5.

Some tools are constantly breaking.


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47 You Know You’re Stagnating When... Objectives 1. To identify the early warning signs that your team is in trouble. 2. To develop a plan to get the team back on track. Participants Unlimited; works best with a maximum of 15 people. It may be done with a larger team by dividing into small subgroups. Time Limit 1 hour. Physical Setting Chairs around a conference table or tables in a U-shape. For larger groups, sets of tables and chairs spread out around the room. Materials and Resources 1. Copy of Exercise 47.1 for each participant. 2. Flipchart and markers; tape or push pins. Process 1. This activity is appropriate for a mature team that has recently completed a major project and where there appears to be some loss of interest. At this point a team is particularly vulnerable to stagnation. 2. Begin by asking team members for their definition of “stagnation.” Post the responses on the flipchart. Explain that team members love a challenge such as climbing a mountain, but once they reach the summit and have taken in the view, they’re ready for the next mountain. If there is no immediate challenge for the team, trouble, in the form of stagnation, often begins.

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50 Activities for Self-Directed Teams 3. Explain that today they are going to look at their team and the potential for stagnation. Distribute Exercise 47.1. Ask team members to complete it. 4. Facilitate a discussion on the responses. Post the trouble signs on the flipchart. Ask for other signs that are not on the list, but ones that exist on their team. 5. Divide into subgroups giving each of the groups one of the trouble signs to consider. Ask each group to come up with a list of action items designed to address the sign. Allow about 20 minutes for this activity. 6. After the groups report their results, conclude the session by setting a date for checking back to see if the signs of stagnation have disappeared. Variations 1. Change the exercise to include other signs that are more relevant to the participants’ team. 2.

See also Activity 50, Just for Fun.

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Exercise 47.1

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Exercise 47.1: You Know You’re Stagnating When... Directions: If you see any of these signs on our team, put a checkmark next to the statement. Be prepared to discuss the reasons for each answer. ____1. Our meetings seem to have lost their “zip” and “fire.”

____2. People arrive late and leave early.

____3. Substitutes sit in for members.

____4. People are ignoring important assignments.

____5. Members complain they have “more important work to do.”

____6. Other: Please list:

____7. Other: Please list:


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48 Animal Grid Objectives 1. To provide team leaders with an opportunity to understand their leadership style. 2. To provide team leaders with an opportunity to adjust their style to the needs of their team. Participants 12 to 15 team leaders. Time Limit 1 to 2 hours. Physical Setting Chairs in a circle or around a conference table. Materials and Resources Flipchart and markers; tape or push pins. Process 1. You can have some fun with the activity while you teach team leaders about their style and its impact on the performance of their team. Ask each leader to come up with an animal that they think represents their team leadership style. You can give them some examples such as a hunting dog that looks around for opportunities for the team, a watch dog that protects the team, a teddy bear that is all warm and fuzzy or an eagle that is strong and proud. You may wish to have people team up with another person to have them help each other come up with ideas. 2. Create a grid on the flipchart with the names of the leader down the lefthand column leaving space on the right for their responses.

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50 Activities for Self-Directed Teams 3. Ask each person to present his/her animal along with an explanation for the selection. Post the responses on the flipchart. Encourage other participants to ask questions for clarification. If people know each other, they can add their perspectives on the selections. 4. Facilitate a discussion on how each animal helps and, potentially, can hinder the team. 5. Conclude the session by asking each person to come up with the characteristic of other animals they would like to add to their repertoire. If time permits, ask each person to present his or her plan. Variations 1. Create a grid using cars as the example. For example, a leader might be a Mercedes with lots of excellent technical expertise or a Corvette with a cool laidback manner. 2. Enrich the exercise by having members of their team submit their nomination of which animal or car they think represents their leader’s style. Summarize the responses and present the results in an anonymous report to the leaders after they have made their personal selections. 3. See also Activity 44, Leadership Characteristics and Activity 49, Assessing Your Team Leader Effectiveness.

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49 Assessing Your Team Leader Effectiveness Objective To provide the current team leader with an assessment of his/her current leadership practices. Participants Unlimited, but works best with a small groups of self-directed work team leaders. Time Limit Approximately 1 hour. Physical Setting A comfortable working area with chairs around a conference table. Materials Copy of Exercise 49.1 for each participant. Process 1. Begin the activity by discussing the need to continually renew leadership skills and the value of reflecting on our current practice. 2.

Distribute Exercise 49.1 and explain how to complete the questionnaire.

3.

Give the group 30 minutes to complete the exercise.

4. Process the results focusing on the gaps between the ideal scores and the actual scores reported. 5. Conclude the activity by reviewing the process and directing the members to create action plans to deal with the issues uncovered.

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50 Activities for Self-Directed Teams Variations 1. Have the team leaders ask their teams to complete the same survey prior to the workshop so that a comparison can be made between leader and member perceptions. 2.

See also Activity 44, Leadership Characteristics and Activity 48, Animal Grid.

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Exercise 49.1

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Exercise 49.1: Assessing Team Leader Effectiveness Directions: Circle the number that best reflects the extent to which you agree with the statement. 1.

I treat all team members with respect and dignity.

Disagree 2.

1

2

3

4

5

6

7

Agree

The rules of the organization are clearly understood by all team members.

Disagree

1

2

3

4

5

6

7

Agree

3. Team members are encouraged to offer differing views on how they feel the team should function. Disagree

1

2

3

4

5

6

7

Agree

4. I help the team get the resources required so that we can meet the needs of our customers. Disagree 5.

3

4

5

6

7

Agree

1

2

3

4

5

6

7

Agree

6

7

Agree

I help promote self-direction among team members.

Disagree 7.

2

I am supportive and understanding of team members’ needs.

Disagree 6.

1

1

2

3

4

5

Team members are given work objectives that are clear and obtainable.

Disagree

1

2

3

4

5

6

7

Agree

8. I recognize and reward hard work and dedication is recognized and rewarded by me. Disagree

1

2

3

4

5

6

7


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Agree

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9.

I promote open and honest communication on the team.

Disagree

1

2

3

4

5

6

7

Agree

10. Given complete freedom, team members would choose to have me continue as team leader. Disagree

1

2

3

4

5

6

7


226

Agree

50 Just for Fun Objective To have fun. Group Size Unlimited. Time Limit As long as you want. Physical Setting A large comfortable room with movable chairs. Materials and Resources A flipchart, several markers, tape or push pins or an overhead projector, screen, blank transparencies and several projector pens. Process 1. Use the activity when there is a need to relax and have some fun. It’s a great way to build team spirit. 2. Begin by announcing (with “tongue in cheek”) that the leader of your team has resigned. However, you have received résumés from several people who are interested in the position. The team’s task is to help select the best person. 3. Applicants for the position of team leader include: Letterman, Madonna, Clint Eastwood, Roseanne, Dr. Ruth, Sly Stallone, Norm (from Cheers) and others you may want to add to the list.

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50 Activities for Self-Directed Teams 4. Divide the team into subgroups. Ask each subgroup to select one of these people and come up with a list of (humorous) things they think this person will do to change the team to bring it in line with their personal philosophy or principles. Give each group a sheet of flipchart paper and a marker or a blank transparency and a projector pen. 5. Ask each subgroup to present its report. At the end you may wish to ask the entire team who they would choose to lead their team. 6.

Continue the fun over lunch. Bring in sandwiches or pizzas.

Variations 1.

Change the names of the candidates to include some local celebrities.

2. To add to the fun you can ask the subgroups to select one person in their group to role play their candidate interviewing for the position.

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GLENN M. PARKER Author and consultant Glenn Parker works with organizations to improve quality and productivity by creating and sustaining high performing teams. His best-selling book, Team Players and Teamwork: The New Competitive Business Strategy (Jossey Bass, 1990), was selected as one of the ten best business books of 1990. His training and team building instruments, The Parker Team Player Survey (Xicom, 1991) and The Team Development Survey (Xicom, 1992), are fast becoming the standards in the field. Glenn is also co-author of 50 Activities For Team Building (HRD Press, 1991), which was selected by Human Resource Executive as one of 1992’s Top Ten Training Tools. Most recently, he is the author of Cross Functional Teams: Working With Allies, Enemies and other Strangers (Jossey-Bass, 1994) and co-author of 50 Activities For Self-Directed Teams (HRD Press, 1994). Glenn is also a regular contributor to Today’s Team, a monthly newsletter for team leaders, members and facilitators. Glenn does not just talk or write about teamwork. He is a hands-on consultant and trainer who works with start-up and ongoing teams of all types in a variety of industries. He facilitates team building with intact teams and conducts training workshops in team effectiveness for many organizations including Merck and Company, Johnson & Johnson, Bristol-Myers Squibb, Hoffmann-La Roche, CibaGeigy, 3M, Asea Brown Bovari, The Budd Company, AT&T, NYNEX, Bell Communications Research, Sun Microsystems, Allied-Signal, LEGO, Environmental Protection Agency and the U.S. Military Academy. Glenn holds a B.A. from City College of New York, an M.A. from the University of Illinois and has studied for the doctorate at Cornell University. He is much in demand as a speaker and is a regular presenter at national conferences sponsored by the American Society for Training and Development (ASTD) and Lakewood Conferences. He is past president of the ASTD Mid-New Jersey and a member of many other ASTD committees. Glenn lives in Lawrenceville, New Jersey with his wife, Judy. In his spare time he plays tennis, roots for the Philadelphia 76ers and plans his next vacation.

229

RICHARD P. KROPP, JR. Dick has successfully bridged the gap between the world of the practitioner and the academic world. He has over 20 years of experience as an internal HRD consultant and manager with such companies as AT&T, the First National Bank of Boston and Wang Laboratories. At Wang, Dick was Director of Human Resource Development for Manufacturing Operations where he was responsible for executive, management, professional and technical employee development. He developed many innovative development systems that were adopted in other organizations as well. Dick is currently Assistant Professor in the Department of Organizational Communication at Suffolk University in Boston. He has also taught at Boston University and the University of Massachusetts. He holds a B.A. in theater from Mansfield University, an M.A. in Communication from Temple University and a Ph.D. in Human Resource Education from Boston University. Dick is also Managing Partner of The Davies Group Inc., a tactical human resource consulting firm in Nashua, NH. Some of his clients include Charles River Laboratories, Sun Microsystems, Travelers Insurance, PictureTel Corporation, NYNEX and New Hampshire Insurance. He has conducted team building sessions, designed human resource systems, and developed management development strategies for a variety of organizations. He is an active member and leader of the American Society of Training and Development (ASTD). He is currently President of the Massachusetts Chapter and was formerly Region 1 Director. Dick is also an active member of the HRD Professors Network and the HRD Consultants Network where he served as Chairperson. He has been a speaker at several past ASTD National Conferences, Region 1 Conferences and local ASTD chapters. Dick is the co-author of Communicating in the Business Environment (HRD Press, 1990) and 50 Activities for Team Building (HRD Press, 1991) which was selected as one of 1992’s Top Ten Training Tools by Human Resource Executive. He recently completed a new book on collaborative work structures in organizations. Dick lives a quiet life in Boston where he plays golf, collects rare wine, listens to (and occasionally sings) Irish folk songs.

231

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