How Good is Your Team?

Teams that work together well are more productive. iStockphoto/alexsl

Teamwork has a dramatic affect on organi ational performance. !n effective team can help an organi ation achieve incredi"le results. ! team that is not working can cause unnecessar# disruption$ failed deliver# and strategic failure. %owada#s it is almost impossi"le to avoid "eing a mem"er of team. &f #ou're not on an official team at work$ chances are #ou function within one in one wa# or another. So it's important for #our personal and career development to know #our teamworking strengths and weaknesses. This assessment helps #ou uncover common teamworking pro"lems that #ou might "e experiencing. (nce #ou've completed the assessment$ we direct #ou towards team tools that will help #ou to improve and develop these important skills. How good are #ou and #our team at teamwork and team "uilding? Instructions: For each statement, click the button in the column that best describes you. Please answer questions as you actually are (rather than how you think you should be), and don't worry if some questions seem to score in the 'wrong direction'. When you are finished, please click the ' alculate !y "otal' button at the bottom of the test.
%ot Some )arel# (ften at !ll times *er# (ften

15 Statements to Answer

1 +# team is knowledgea"le

a"out the stages of development teams can "e expected to go through. with a great deal of feed"ack regarding their performance. encouraged to work for the common good of the organi ation. and morale is low on m# team.

2 Team mem"ers are provided 3 Team mem"ers are

4 There are man# complaints$ 5 Team mem"ers don't

understand the decisions that are made$ or don't agree with them.

15 Statements to Answer

%ot Some )arel# (ften at !ll times

*er# (ften

6 ,eople are encouraged to "e

good team mem"ers$ and "uild good relationships. with development opportunities.

7 Team mem"ers are provided 8 +eetings are inefficient and 9 Team mem"ers are

there is a lot of role overlap.

encouraged to commit to the team vision$ and leaders help them understand how their role fits into the "ig picture. given a chance to work on interesting tasks and stretch their knowledge and capa"ilities. needs to accomplish and has the resources needed to "e successful.

10 Team mem"ers are often

11 The team understands what it

12 -onflict and hostilit# "etween

mem"ers is a pervasive issue that doesn't seem to get "etter. not rewarded and the# are not sure what is expected of them.

13 ,eople feel that good work is

14 Team mem"ers "alance their

individual needs for autonom# with the "enefits of mutual interdependence. units or functions is poor$ and there is a lack of coordination.

15 .orking relationships across

Total = 0
Score &nterpretation Score Comment

/0123

You're a solid team mem"er working well as part of an effective team. 4ower scores in this range show that there is room for improvement$ though. )ead the following summaries of ke# teamwork functions and determine which of the tools will help #ou "ecome a "etter team pla#er and "uild a stronger team. 5)ead elow to start.6 Your effectiveness as a team pla#er and #our team's effectiveness are patch#. You're good at some things$ "ut there's room for improvement elsewhere. 9ocus on the serious issues "elow$ and #ou'll most likel# find that #ou and #our team are soon achieving more. 5)ead elow to start.6

781/3

This is worr#ing. The good news is that #ou've got a great opportunit# to improve #our effectiveness as a team mem"er$ 8317: and the effectiveness of #our team. 5)ead elow to start.6 Team ;evelopment 5<uestions 8$ 886 Teams do not "ecome effective overnight. Team "uilding is a process that re=uires due attention and care. &f #ou tr# to skip over important development stages$ #ou risk not forming the solid foundation needed when trou"le or set"acks occur. To "uild$ lead$ or participate in a team re=uires an understanding of the stages of team development. Through extensive research$ it has "een found that successful teams have certain aspects of their development paths in common. The one that most people are aware of is Tuckman's !ormin"# Stormin"# $ormin"# an% &er'ormin" model. Two other factors that significantl# increase a team's chances of "eing effective are having a well thought out team orientation process$ and developing a clear team charter. >oth of these help #ou esta"lish clear guidelines and set clear expectations. .hen the individuals on a team all know what the# are supposed to "e doing and how the# are to go a"out doing it$ #ou give the team a good start on maximi ing performance. To read more a"out these processes see the +ind Tools articles on Success'ul In%uction and Team C(arters. 9eed"ack 5<uestions ?$ 876 (ne of the "est wa#s of improving people's performance is "# providing information to team mem"ers a"out their individual performance$ as well as the overall team performance. !fter all$ how do #ou know what is working and what isn't if no one gives #ou an o"@ective summar#? There are usuall# plent# of people around who are read# and willing to give #ou their opinions on this. Anfortunatel#$ this information is often conve#ed in a manner that causes resentment and animosit#. 9or feed"ack to "e positive and growth1inspiring$ it has to "e delivered properl#$ with enough attention "eing paid to how the receiver is going to perceive and process it. To learn more on giving feed"ack$ see our articles on )i*in" an% +ecei*in" !ee% ac,$ T(e )+-. /o%el$ and 3600 !ee% ac,. ,articipation and !rticulating *ision 5<uestions 7$ B$ 8:6 !rticulating the team's vision is fundamental to developing a high performing team. &t's the vision that motivates and directs a team to reach its goal. The "est teams invest a great deal of time and energ# into exploring and understanding the overall purpose and vision of the team. 9rom this vision$ a set of goals and o"@ectives emerges that helps the team sta# focused and on track. The ke# to using vision successfull# is making the process of discovering it a participative one. You can tell a team what the vision is and team mem"ers ma# or ma# not agree that the cause is worth working hard for. &f$ however$ #ou allow the team to explore the vision$ to see how their specific roles fit into the "ig picture$ and provide meaningful opportunities for team mem"ers to assist in the team's success$ then #ou have the "asis for a high performing team.

To learn more a"out t#ing vision to goals see &er'ormance /ana"ement an% 1&Is$ T(e 2alance% Scorecar%$ and /ana"ement 23 - 4ecti*es. To learn where #ou sit on the participative management scale$ see the article on the T(e 2la,e5/outon /ana"erial )ri%. The articles on A*oi%in" /icromana"ement and Success'ul 6ele"ation discuss wh# it is important to provide challenges to #our team mem"ers and allow them to use their skills and a"ilities to the fullest. +anaging -onflict 5<uestions /$ 8?$ 8/6 -onflict can "e an inevita"le conse=uence of working with other people. (pinions$ values$ st#les$ and a whole host of other differences provide more than enough grounds for disagreement. This disagreement is actuall# part of the reason wh# teams can "e so effective C the more perspectives that go into a process$ the "etter the end result. Asuall#D !llowing the differences to get out of hand$ though$ causes unnecessar# disruption and leads to "reakdowns in working relationships. Team mem"ers and leaders should take it upon themselves to understand the "asics of conflict management and also learn more a"out different st#les and wa#s of thinking and working. 9or more information on effectivel# managing conflict$ see /ana"in" Con'lict$ T(eor3 78 T(eor3 9 and +ole &la3in". Group )oles and Structure 5<uestions 0$ E$ 8/$ 836 The differences "etween how people work and view the world make for interesting conversations and d#namic teams. !n effective team capitali es on these natural differences and maximi es performance "# putting the right people in the right roles. The articles on +ACI and Tas, Allocation discuss this exact issue and provide practical methods for getting the most out of #our team. Some research has also "een done on the different t#pes of roles people pla# within teams. .hile the @ur# is still out on the detail of this research$ having insight into the t#pes of roles that are taken on in teams can help #ou see which roles and "ehaviors are constructive and which ones aren't. +ind Tools has featured two such models of team rolesF 2el in:s Team +oles and 2enne an% S(eats: Team +oles. Team +em"er ;evelopment 5<uestions 2$ 8?6 %o matter what role a person pla#s in a team$ or what tasks he or she has "een assigned to$ there is almost alwa#s room for personal improvement. .hen the individuals on a team are functioning at high capacit#$ the team can flourish as well. This is a critical understanding in team performance. !lthough there is no G&G in GTeamG #ou have to remem"er there is no team without individuals. You have to "uild and foster the skills in the individuals that are congruent with the needs of the team. To do this$ re=uires a solid understanding of training methods and wa#s of identif#ing the needs of the team mem"ers. The article on Success'ul In%uction talks a"out setting out a training needs anal#sis from da# one. The articles on ;n%erstan%in" 6e*elo<mental $ee%s and Trainin" $ee%s Assessment provide practical tips for identif#ing areas that need improvement. Anderstanding and -olla"oration 5<uestions 3$ 8/6 The last area of team functioning explored "# this =ui covers how well #ou and #our team are a"le to colla"orate and understand the ke# issues facing the team. !gain$ this goes "ack to the idea of cohesion. +em"ers of successful teams all head in the same direction$ and work for the same purpose. .hen priorities and goals diverge$ tensions appear within the team$ and the whole is often no longer greater than the sum of its parts. This is a fundamental issue for high performing teams. -onsensus$ consistenc# and agreement are vital for effective teamwork. Hven if #our test score didn't point to this aspect of teamwork$ the articles on Conce<t Attainment and the 6el<(i Tec(ni=ue are highl# recommended.

Ie# ,oints !n effective team is much more than a "unch of people thrown together to accomplish a goal. >ecause teams are such an inherent part of how we work$ it is eas# to "elieve we know what makes a team perform well$ however this is often not the case. Asing this test$ #ou can uncover areas of improvement that will help #ou "ecome a "etter overall team mem"er and team "uilder.

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;&4( 5;a# &n the 4ife (f6 &mproving Team Hffectiveness "# !nal# ing ;ail# !ctivit#

iStockphoto

&f #ou are concerned a"out effective use of organi ational or team time C and who isn't? C tracking what's actuall# done "# whom$ and for how long$ is a simple and straightforward wa# of getting answers. ># pa#ing close attention and recording people's activities over a period of time$ #ou can learn a great deal a"out how time is spent in #our organi ationF

&s the ma@orit# of the da# spent purposefull#? !re energies focused on goal1oriented tasks or on the most en@o#a"le or easiest tasks? !re people working at the right level of detail? &s work "eing delegated effectivel#? !re workloads and expectations in line with one another? !re the ma@orit# of the activities planned or spontaneous? ;&4( !nal#sis is a useful techni=ue for doing this. !s well as evaluating in detail the effectiveness of activities$ ;&4( !nal#sis also gives a greater understanding of the roles that people pla# within an organi ation. This alone can help team mem"ers work together more effectivel#. 9or example$ if #ou find out that Tom spends over a =uarter of his da# responding to emplo#ee in=uiries$ #ou might think twice a"out interrupting him unless it's for something reall# urgent. (r if #ou are feeling particularl# overwhelmed$ sharing ;&4( information can help #ou decide whether there are people #ou can delegate @o"s to or ask for assistance. ;&4( can also "e used toF

&dentif# what isn't getting done. Anderstand what is standing in the wa# of effectiveness. &dentif# future roles within the organi ation. !ssist workforce planning and @o" design. Help develop @o" descriptions. &dentif# @o" enrichment opportunities.

;etermine how "est to share resources. The real power of ;&4( is that it opens up dialogue a"out what should "e done and "# whom. Some of the results will "e surprisingF .hat we think people spend their time on$ and what the# actuall# do$ are often two different things.

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Team >riefings Sharing (rgani ational &nformation Hfficientl#

Hold regular face1to1face1meetings. iStockphoto/monke#"usinessimages

.e have man# communication options these da#s C phone calls$ faxes$ emails$ text messages$ and so on. Sometimes it seems as though traditional$ face1to1face meetings are disappearing. ;oes the following scenario appear familiar? >o"$ a sales director$ is awa# on a "usiness trip. He texts a message to Susan$ his assistantF We need to talk # something big has come up. $oon tomorrow %&' Susan texts "ackF (ou're on for )*+ Susan promptl# emails a few of her friends in the department this messageF , -ust got a te.t from /ob. 0omething big is coming down the pipe. , bet we closed the deal with What1itWorld. ,'ll tell you more after , talk with him tomorrow afternoon. +eanwhile$ >o" has sent a text to Gerald$ the H) managerF 2erry, we lost the whole What1itWorld account. 3ere's a heads up to get the pink slips ready. $eed to talk about dept reorgani1ation. Gerald then sends an email to SusanF 0usan, can you prepare an abbre4iated employee performance data report' , know the official report comes out Wednesday but if you could put together total sales this year and break it down monthly per salesperson and then apply our 5%, formula to the support staff as well that would be great. , also need to know if there ha4e been any significant changes to -ob descriptions or pending staff changes that , should be aware of. , know you're busy, but please can you make this a priority. Susan drops ever#thing and sends an email to the entire departmentF 0omething big has happened at the sales meeting /ob is at. 2erald wants our up6to6date performance data and any changes to -ob descriptions or positions. an you send me your latest information 707P' "he last time , gathered this type of information they were preparing those surprise bonus checks for us so make sure you send me anything and e4erything you think is rele4ant to your performance this period. How do #ou think this situation turns out after >o" gets a chance to speak with Susan in person? The ease of instant communication can result in a lot of misunderstanding and confusion$ leading to false rumors$ hurt feelings$ and even mistrust. &n a rush to share information and get the "all rolling$ the need to gather people together and to communicate complex$ important information can "e overlooked.

To avoid the sort of mess created "# dis@ointed communications like the ones a"ove$ regular meetings with #our team can "e useful. -alled team "riefings$ the# allow #ou to provide accurate updates on things such as policies$ pro@ects$ priorities$ and staffing issues to ke# people$ all at the same time. &n a team "riefing$ people have an opportunit# to ask =uestions$ clarif# their understanding$ and provide immediate reactions and feed"ack. -haracteristics and >enefits of Team >riefings The "asic characteristics of a team "riefing are as followsF

unit.

&t's conducted face1to1face with a small team C in other words$ not an entire "usiness The team leader organi es the meeting and presents the information. The meetings are short C t#picall# 7: minutes or less. <uestions are encouraged. .hether it's top1down$ "ottom1up$ or side1to1side communication$ #our team needs to know what's happening to them C and around them. .hen information is shared regularl#$ there are man# "enefitsF Team mem"ers know what the organi ation wants to achieve$ so the#'re more likel# to work to achieve it. The team knows what each team mem"er is working on$ so the# can decide how "est to prioriti e and delegate work. ,articularl# with remote teams$ team mem"ers get to know one another "etter$ meaning that the# work together more effectivel#. Team mem"ers understand the o"stacles the#'re facing$ so the# have an opportunit# to find solutions and prepare for change. The team leader maintains regular communication to ensure that what needs to "e done is actuall# "eing done. The team leader reinforces his or her role C and creates trust$ cooperation$ and commitment as a result. How to -onduct Team >riefings Step 8F -ommit to a ,rocess ,eople must understand what to expect from team "riefings. &t's also important for the organi ation to support the process. Hnsure that the "riefers are "riefed regularl# themselves. &n other words$ make sure team leaders know what's happening at various levels$ and with various teams$ throughout the organi ation. ,rovide training on how to give team "riefings. )ecogni e and reward supervisors and managers for conducting regular team "riefings. Step ?F Hsta"lish Ground )ules Think a"out the environment #ou want to create in these meetings. The team is gathered for information sharing$ and #ou want them to have an opportunit# to ask =uestions and express their views. Hsta"lish these guidelinesF Schedule a regular meeting time. +ake sure no one is left out of the "riefing. &f certain people can't attend in person$ find a wa# to include them in the process. Stress the importance of "eing open$ honest$ and polite. ;iscuss onl# the relevant topic$ and don't allow the meeting to lose its focus. Step 7F ;etermine Your ("@ectives You have onl# a short time to communicate information$ so #ou must "e clear a"out what needs to "e accomplished. !sk #ourself these =uestions to help clarif# the message and goal for the meetingF .hat is the ke# message #ou need to deliver and discuss?

.hat does the team alread# know? .hat "ackground information does the team need to know? .hat actions do #ou expect from the team$ and individual team mem"ers$ as a result? How much direction do #ou need to provide? .hen do these actions need to "e done? How will team mem"ers know the# were successful? .hat action items from the last meeting must "e addressed? ;o attendees need to prepare information "efore the meeting? Step /F ,repare Your ,resentation >riefings usuall# follow the same patternF the leader delivers the information$ attendees ask =uestions$ and the leader summari es the meeting$ including information gathered through =uestioning and feed"ack. To make this process work smoothl#$ the leader should plan and prepare a "riefing that meets the team's needs. -onsider using the following framework to prepare #our messageF A%%ress <er'ormance8 -ommunicate the organi ation's progress and performance since the last "riefing. )i*e u<%ates on c(an"es an% amen%ments. ;iscuss policies and procedures that have "een introduced or changed. 6iscuss <ersonnel issues. !ddress issues related to staffing or people within the organi ation. Clari'3 action items8 ;escri"e the priorities for the next time period at a team and organi ational level. 9or each of these points$ consider not onl# what information #ou need to present$ "ut also what affects #our team the most. This will help #ou prepare for =uestions during the "riefing. Step 3F ;eliver #our &nformation .hen #ou present #our "riefing$ follow these tips to make sure the team understands the message and what the# need to do as a resultF

C(oose 3our <resentation met(o%. Think a"out how #our team learns "est$ and prepare #our "riefing to take advantage of that. 1ee< it interestin"8 Ase language and examples that people will relate to. +emain <ositi*e8 %o matter what t#pe of message #ou deliver$ emphasi e the positive elements$ while "eing truthful. -wn t(e messa"e8 ;on't tr# to distance #ourself from the information #ou present. >ncoura"e =uestions8 Share information as openl# as #ou can$ and acknowledge concerns that people ma# have. Summari?e t(e main <oints8 &nclude the current status$ an# decisions that were made$ and agreed1upon next steps. 9or detailed tips on delivering more effective presentations$ take the +ind Tools =ui @ow )oo% Are 9our &resentation S,illsA Your answers will lead #ou to more information on the specific areas where #ou can improve. Step 0F 9ollow Ap ;on't leave the follow1up to the next meeting. Ase the "riefings as a wa# to improve overall communication$ trust$ and commitment within the team. +ein'orce t(e messa"e8 Think a"out wa#s to strengthen the message$ perhaps through email$ intranet$ or compan# "ulletins/newsletters. +e*iew 'ee% ac,8 -onsider the feed"ack #ou received in the "riefing$ and use it to improve #our management and leadership st#le. 6iscuss rele*ant issues wit( 3our oss8 -ommunicate to #our "oss information a"out what was asked$ what #our team was most concerned a"out$ and an# =uestions #ou were una"le to answer. 6istri ute rie'in" material to a sentees8 Hnsure that those who weren't a"le to attend the meeting receive important information.

/onitor t(e e''ecti*eness o' t(e rie'in"8 Ase /ana"ement 23 .an%erin" Aroun% to sta# in touch with what's happening within the team. Ie# ,oints Team "riefings are a clear and concise wa# to communicate information. The# provide a great opportunit# for #ou to sta# in touch with #our team C and make sure #our team knows what's happening elsewhere in the compan#. .ith regular meetings$ #ou can update ever#one =uickl# and efficientl#. .hen #our team has accurate and relevant information$ there's usuall# less misunderstanding and more trust and commitment. Ase team "riefings to improve communication and ensure that team mem"ers understand their role within the organi ation C and$ ultimatel#$ work more productivel#.

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>irkinshaw's 9our ;imensions of +anagement ;eveloping an !ppropriate +anagement +odel

4earn how to manage people more effectivel# in four ke# areas. iStockphoto/Sashkinw

,rice$ speciali ation$ =ualit#$ and service C these are @ust some of the wa#s that #ou can gain an advantage in #our industr#. >ut have #ou ever thought that #ou could "e more successful "# tailoring #our organi ation's approach to management to fit #our "usiness strateg#? You can explore this with the G>irkinshaw's 9our ;imensions of +anagementG model. .e'll look at the four dimensions in this article$ and we'll explore how #ou can use them to develop a more effective management model for #our "usiness. !"out the 9our ;imensions Julian >irkinshaw$ ,rofessor of Strategic and &nternational +anagement at the 4ondon >usiness School$ pu"lished his 9our ;imensions of +anagement in his ?:8: "ook$ G +ein*entin" /ana"ement.G The framework 5see figure 8$ "elow6 highlights four dimensions that represent ke# management processes and practices. Hach dimension has two opposing principles C these principles are Gassumptions or "eliefs a"out the wa# something works or should work.G These principles underpin the routine actions that #our organi ation's managers take. The principles on the left side of each dimension are traditional principlesF these are the approaches to management that organi ations have used for man# decades. The principles on the right are alternative principlesF these are newer wa#s of thinking a"out management. !i"ure 1 B 2ir,ins(aw:s !our 6imensions

You can use the framework to think a"out the approach to management that #ou're currentl# using$ and to explore whether #ou can develop a more effective management model C one that suits #our strateg# and the wa# that #ou want to do "usiness. 4et's look at each dimension$ and the corresponding principles$ in more detail. 8. +anaging !crossF !ctivities This dimension relates to how managers coordinate activities with people over whom the# have no direct control. The opposing principles areF

2ureaucrac3 .ith a "ureaucratic approach$ organi ations use formali ed rules$ @o" roles$ procedures$ and formal guidance to get things done. )esults are predicta"le. ! certain amount of "ureaucrac# is needed in most organi ationsK and$ it's especiall# important in organi ations that are dealing with significant risks 5including health or safet# risks6. The downside of "ureaucrac# is that it can make change difficult to achieve$ as well as stifling initiative$ creativit#$ flexi"ilit#$ and autonom#. This can make it ver# hard for "ureaucratic organi ations to change direction$ and it can disengage and demorali e team mem"ers.

>mer"ence Hmergence is spontaneous and is "ased on independence and autonom# 5which are highl# important if #ou want people to "e self1motivated6. ,eople organi e themselves$ work independentl#$ and take appropriate action =uickl#. Hmergence leads to innovation and creativit#$ as well as to higher morale and "etter engagement. The downside of emergence is that$ unless effective structures are in place$ teams and organi ations can feel chaotic and disorgani ed. ,eople can lose focus "ecause there are too few "oundaries and rules in place$ and the# can end up taking actions which are rational from the team's perspective$ "ut are harmful from a "ig1picture perspective. ?. +anaging ;ownF ;ecisions This dimension relates to how people make decisions in the organi ation. The principles areF

@ierarc(3 Hierarch# is "ased on authorit# and power. Senior managers make decisions$ as the# are perceived to have more expertise and a "etter view of the "ig picture than su"ordinates. Hierarch# can motivate people to work hard in the long1term$ "ecause the# want to move up to more powerful positions in the organi ation. &t can also "e effective for assigning accounta"ilit#$ organi ing work$ and handling decision making$ especiall# in larger organi ations. However$ hierarch# assumes that Gthe "oss knows "est$G even when this is not true. &t can "lock upward communication within the organi ation$ and this can lead to poor decision1 making "# powerful people. +anagement "ased on hierarch# can also lower morale and engagement if managers don't listen to and support to team mem"ers$ or if the# don't give people credit for their contri"utions.

Collecti*e .is%om -ollective wisdom is drawn on when people across all levels of the team and organi ation contri"ute to decision1making$ and work to solve pro"lems collectivel#. This improves morale and engagement$ and leads to "etter decisions when knowledgea"le people C for example$ customer1facing staff C are involved in the decision1making process. The disadvantage of using collective wisdom is that it can take a long time to make decisions if too man# people are involved in the process. This is a serious pro"lem if #ou need to make timel# decisions. 7. +anaging ("@ectives This dimension relates to how people set and pursue organi ational goals. The principles areF

Ali"nment .ith alignment$ ever#one works towards common goals set "# the organi ation. This principle offers managers a simple wa# to get their team mem"ers moving in the same direction$ and this is hugel# important if the organi ation is pursuing a strateg# that needs significant$ coordinated action. ! downside of alignment is that managers instinctivel# tr# to use ke# performance indicators to measure progress. These can "e ineffective or counter1productive in hard1to1define areas such as creativit# and innovation. !lignment can also put too much focus on short1term results rather than long1term growth$ and it gives people less flexi"ilit# in how the# reach their o"@ectives.

C- li=uit3C .ith Go"li=uit#$G people pursue goals and o"@ectives indirectl#. 9or example$ instead of setting a direct goal to Gincrease sales "# 83 percent$G an organi ation might set goals that measure how efficientl# staff deal with new customers$ or that look at emplo#ee happiness. ! long1term conse=uence of this will hopefull# "e that sales increase C the organi ation's overall o"@ective. .ith this principle$ team mem"ers are also encouraged to work towards their own individual goals$ which the# intuitivel# "elieve will contri"ute to the overall o"@ectives of the organi ation. 5The# ma# not "e a"le to GproveG this in a straightforward wa#.6 .ith o"li=uit#$ team mem"ers have greater ownership over their work and the# decide how

the# reach their goals. This can lead to high productivit# and engagement. ("li=uit# is often effective in new and evolving "usinesses$ those that demand a high degree of creativit# and innovation$ or those that need to exploit a wide variet# of niches. ! downside of o"li=uit# is that people can lose direction and momentum if their overall o"@ectives aren't clear$ and the# can "e wrong in their intuitions$ which can lead to wasted resources and missed opportunities. &t can also make it difficult to achieve results that need significant$ coordinated effort. /. +anaging &ndividual +otivation This dimension relates to how people are motivated in the organi ation. The principles areF

>Dtrinsic Hxtrinsic motivation descri"es approaches to motivation that come from outside the people "eing motivated$ such as pa# raises$ promotions$ or praise. %egative factors such as pressure and threats can also "e part of extrinsic motivation. &t's relativel# eas# for organi ations to measure performance and reward team mem"ers using extrinsic motivators. The downside of extrinsic motivation is that these drivers don't alwa#s address the deeper needs that we have as human "eings$ and it can leave us feeling dissatisfied$ disengaged$ unhapp#$ and unfulfilled. This$ in turn$ has a negative impact on creati*it3 an% <er'ormance.

Intrinsic &ntrinsic motivation relates to the rewards that people experience from doing a task or activit# well. &ntrinsic motivators are often ver# satisf#ing. +ost ho""ies and leisure activities are "ased around intrinsic motivation C we do them "ecause we en@o# them$ not "ecause we have to$ and this is particularl# powerful when it applies to work. However$ intrinsic motivators can "e difficult to manage$ as these often rel# on the activit# that a person is doing$ and his or her perception of it. !ppl#ing >irkinshaw's 9our ;imensions of +anagement To use this tool$ go through each dimension and think a"out where #our team or organi ation is right now. Then$ think a"out where #our organi ation should "e on each dimension$ so that it can "est achieve its strateg#. Your aim is to develop the most appropriate management model C as highlighted earlier$ this is a set of choices a"out how the work of management gets done. )emem"er that there is no GrightG or GwrongG side of the scale. Your approach will depend on #our organi ation$ #our current situation$ and where #ou want to go strategicall#. &n realit#$ man# organi ations will "e on the left1hand end of each scale$ which ma# "e fine if that is what their strateg# re=uires. The challenge for managers comes if the# want to move from more traditional management principles 5on the left1hand side of the dimensions6 to the alternative principles 5on right1hand side of the dimensions6. 4et's look at some of the tools and strategies that #ou can use to do this. +oving from >ureaucrac# to Hmergence ! certain level of "ureaucrac# is necessar# to run an organi ation effectivel#$ "ut$ often$ organi ations get "ogged down in it. You can develop emergence within #our team and organi ation in several wa#s. Start "# reviewing #our organi ation's "usiness processes and procedures$ so that #ou can eliminate unnecessar# steps. !s part of this$ ma< <rocesses out$ and challenge the necessit# of each step and rule that's applied. !lso$ get re"ular 'ee% ac, from team mem"ers on how #ou can remove "ureaucrac# and improve processes and procedures.

Then$ work on "uilding a culture of trust$ so that people know that the# can "e trusted to do their @o"s properl# without excessive "ureaucrac#. !s part of this$ em<ower 3our <eo<le$ and share as much information with them as #ou can. !dditionall#$ give #our team mem"ers further autonom# "# a*oi%in" micromana"ement$ and "# encouraging them to use initiati*e$ where appropriate. +oving from Hierarch# to -ollective .isdom !t least some level of hierarch# is essential for most organi ations to function. However$ #ou can use the principle of collective wisdom in man# wa#s. !gain$ "uild an environment of trust$ so that #ou encourage #our people to communicate with one another and speak freel# without fear of "eing @udged negativel#. This will help #ou take advantage of #our team mem"ers' expertise$ and will encourage people to "e more creative. %ext$ involve #our people in colla"orative %ecision5ma,in" if possi"le$ and use tools such as @artnett:s C-6/ /o%el to solve pro"lems collectivel#. You can also encourage people to use social networking tools such as "logs$ intranet forums$ and Twitter to communicate with one another$ and #ou can ask people to present their ideas at team meetings. This will further help people colla"orate and share knowledge. Ti<: (ur >ook &nsight into GT(e &ower o' Collecti*e .is%om an% t(e Tra< o' Collecti*e !oll3 G offers a look at how #ou can tap into the collective wisdom of mem"ers of #our team. +oving from !lignment to G("li=uit#G ("li=uit# relies on people pursuing GindirectG goals that #ou and the# intuitivel# "elieve will "enefit the organi ation in the long term$ rather than working on specific$ more measura"le$ shorter1term goals. To move towards o"li=uit#$ esta"lish a clear mission for #our team or organi ation$ "ut then give people flexi"ilit# in how the#'ll work towards this mission$ rather than setting out for them how to do their work da#1to1da#. (ne approach C famousl# used "# Google C is to give people a dedicated time1slot during the working week to Gfollow their hunches.G You and other team mem"ers can review these pro@ects regularl#$ and give "acking to those that show potential. You can also rainstorm indirect goals that$ when achieved$ have the potential to contri"ute to #our team or organi ation's overall o"@ectives. +oving from Hxtrinsic to &ntrinsic +otivation Hxtrinsic motivators are often effectiveK however$ #ou will likel# find it "est to moti*ate 3our <eo<le using a com"ination of extrinsic and intrinsic motivators. Hach person on #our team will "e motivated "# different things$ so use tools like /cClellan%:s @uman /oti*ation T(eor3 and Sel'56etermination T(eor3 to understand what motivates them as individuals 5"oth intrinsicall# and extrinsicall#6. Then$ encourage people to use tools like the /&S &rocess$ so that the# can understand what t#pe of work suits their personalit# and their strengths$ and$ where #ou can$ allow them to cra't t(eir 4o s to suit them "etter. !lso$ remem"er that changing #our management approach in each of the other three dimensions can help people experience more intrinsic motivation. 9or example$ #ou could get these "enefits "# allowing team mem"ers more freedom in how the# reach their goals$ and "# giving them a sa# in organi ational decision1making. Ie# ,oints 4ondon >usiness School professor$ Julian >irkinshaw$ developed his 9our ;imensions of +anagement framework and pu"lished it in his ?:8: "ook$ G)einventing +anagement.G >irkinshaw's 9our ;imensions of +anagement areF 8. ?. 7. /. +anaging !crossF !ctivities. +anaging ;ownF ;ecisions. +anaging ("@ectives. +anaging &ndividual +otivation. Hach dimension consists of one traditional and one alternative principle.

You can use the framework to develop a management model that "est suits the t#pe of work that #ou're doing$ and the wa# that #ou want #our organi ation to develop.

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.aldroop and >utler's Six ,ro"lem >ehaviors (vercoming ("structive >ehavior ,atterns

;o #ou have a G"ulldo erG on #our team? 4earn how to change their "ehavior. iStockphoto/perr#kroll

However talented #our people are$ some of them ma# displa# "ehaviors that hold them "ack. (ne might focus too intensel# on potential pro"lems. !nother might consistentl# take on too much workK while another ma# achieve great things$ at the expense of his colleagues' feelings. These people pro"a"l# have the "est of intentionsF The# want to deliver to the highest standard$ and the# honestl# "elieve that the#'re doing this. >ut the "ehaviors that the# have developed can undermine their effectiveness$ damage team morale$ and even stall their careers. &n this article$ we'll look at six pro"lem "ehaviors that "usiness ps#chologists have identified in people who are doing their honest "est. .e'll also examine what #ou can do to help these people learn more positive "ehaviors . (verview ,s#chologists James .aldroop and Timoth# >utler identified a num"er of "ehaviors that commonl# hurt people's careers$ and the# descri"ed them in their Harvard >usiness )eview article$ G/ana"in" Awa3 2a% @a itsG 5?:::6. The# later drew out six of the most trou"lesome traits$ and assigned each an eas#1to recogni e Gcharacter.G These areF The Hero. The +eritocrat. The >ulldo er. The ,essimist. The )e"el. The Home )un Hitter. Ti<: .e've outlined the six characters' "ehaviors from a manager's perspective. However$ it's important to focus inward as well. &f #ou think that #ou ma# displa# some of these "ehaviors$ ask a trusted colleague or friend for their opinion. &f an# of the "ehaviors appl# to #ou$ #ou can appl# the strategies given here to overcome them.

8. ?. 7. /. 3. 0.

The Six -haracters and Their ,ro"lem >ehaviors 4et's look at the six characters C and the traits that the# displa# C in more detail. .e'll then outline how #ou can coach #our people to learn new$ more positive "ehaviors instead. 8. The Hero +ost managers love to have a Hero on their team. ;riven "# personal and organi ational success$ Heroes constantl# push themselves and others to complete pro@ects on time and on =ualit#$ producing top results. >ut Heroes can push themselves too far and urn out. The# can also have trou"le retaining staff$ "ecause onl# some people can tolerate the heav# workloads that Heroes expect. To spot Heroes$ look at #our high achievers. The#'re often the first to arrive at the office$ and the last to leave. Coac(in" @eroes .hen coaching Heroes$ #our aim is not to stop their Heroic "ehavior$ "ut to prevent it from damaging themselves and others. So$ start coaching conversations with Heroes "# communicating #our appreciation for their good work$ "ut then move on to discuss #our concern for their well1"eing. 4et #our Heroes know that the# need to slow down occasionall#. (utline specific pro"lem "ehaviors C such as working overl# long hours C so that the# understand how their actions can harm themselves and the people around them. Heroes ma# "e pushing their staff mem"ers to the "rink as well. +an# Heroes focus on achieving goals rather than meeting others' needs$ so it's important that the# %e*elo< em<at(3 toward their staff. 5See our article on the 2la,e /outon )ri% for more on this.6 Heroes might "e approaching "urnout$ even if the# don't reali e it. !dvise them to take the urnout sel'5test$ and help them a*oi% urnout "# suggesting time off or delegating some of their workload. Heroes ma# also need help reading others' su"tle cues. !dvise them to listen to their own people closel#$ so that the#'re sensitive to signs of overwork$ such as resistance to new tasks. &f #ou suspect that the#'re overworking their teams$ advise them to pull "ack. 4ikewise$ if the# fre=uentl# contact their staff during off hours$ put a stop to this. Ti<: Heroes ma# have trou"le interpreting o%3 lan"ua"e$ meaning that the# could "e missing valua"le clues a"out colleagues' attitudes to their demands. Hncourage them to look for gestures such as crossed arms and minimal e#e contact$ "oth of which can indicate defensiveness$ stress$ and resistance to new re=uests. ?. The +eritocrat +eritocrats "elieve that the "est ideas stand on their ownK and the# don't instinctivel# understand wh# the# should have to GsellG or reshape an idea to meet others' expectations. The# loathe o''ice <olitics$ and the#'re often poor negotiators$ "ecause the# find it frustrating to get "u#1in for their ideas. +eritocrats are usuall# hard working and intelligent$ and the# have a great deal of integrit#. ;espite this$ their careers often stall. Their lack of political savv# overshadows their talent$ meaning that others are promoted ahead of them. The# ma# also "e unwilling to sell their ideas to ke# stakeholders$ restricting their own visi"ilit# within their organi ation. Coac(in" /eritocrats Start with s#mpath#. 4et +eritocrats know that #ou understand their perspective that GpolitickingG can feel like a waste of time. )emind them that their ideas can onl# progress if decision makers are on "oard$ and that "uilding alliances and selling ideas are an essential part of this process. Then explain how the# can do this without sacrificing their integrit#. 9or example$ the# could use Sta,e(ol%er Anal3sis and the In'luence /o%el$ "oth of which encourage honest$ effective communication.

%ext$ focus on one of their recent ideas. (utline how the# can win over ke# stakeholders and <otential allies$ and help them uncover what drives those people$ so that the# can design an approach with them in mind. Ti<: +eritocrats ma# see negotiation as a Gwin1loseG situation$ in which the#Lll "e forced to "ack down. Teach them win5win ne"otiation$ which focuses on finding a solution that works for "oth parties. This will show them that the# can get things done without Gselling out$G and that the# can achieve their aims without direct authorit#. 7. The >ulldo er >ulldo ers accomplish their goals at all costs. However$ the# can intimidate and alienate others in pursuit of goalsK their peers might even descri"e them as Gmean.G The# distrust others$ and$ therefore$ others don't trust them. (n the other hand$ >ulldo ers are often effective$ which is wh# the# continue their "ehavior. >ut$ over time$ this "ehavior lowers team morale and decreases ever#one's effectiveness. >ulldo ers$ like Heroes$ often have high staff turnover within their teams. Coac(in" 2ull%o?ers !pproach >ulldo ers "# "ecoming one #ourself C @ust temporaril#. Speak "luntl# and let them know that the#'ve made office enemies. .aldroop and >utler found the following statement effectiveF G&f & put it to a vote$ there's no =uestion. You'd "e fired.G However$ use #our "est @udgment to decide how to phrase this conversation. &t's essential not to discourage >ulldo ers from "eing passionate and energetic C the# simpl# need to channel their drive in more positive wa#s. Gather evidence to re"ut an# protests$ and "e read# to cite examples that show how #our >ulldo ers have ullie% or alienated colleagues. Hnsure that the# know the conse=uences of a refusal to change. (nce >ulldo ers are read# to listen$ encourage them to right their wrongs. Hxplain how the# can use apologies to re"uild their damaged relationships$ and help them script apologies tailored to the people whom the# have mistreated. Ase role5<la3 exercises to practice these difficult conversations. !lso discuss the triggers for "ull#ing "ehaviorF .hat situations cause them to act in this wa#? Suggest that when the# experience a trigger$ the# leave the room and practice %ee< reat(in" or focus on a <ositi*e a''irmation. !gain$ role5<la3in" can help #our >ulldo ers "ecome comforta"le with this changed "ehavior. Ti<: >ulldo ers are great at getting things done C so encourage them to focus their energ# on forming new$ more positive ha"its. These include displa#ing "oo% manners$ showing empath#$ and uil%in" trust. /. The ,essimist ,essimists oppose an# changeK the# are the na#sa#ers who urge caution for even the smallest decisions. The#'re largel# driven "# fear. !s a result$ the# work to avoid mistakes and failures$ and$ "ecause of this$ the# can stifle not onl# their own creativit#$ "ut other people's as well. Coac(in" &essimists ;espite fearing change$ most ,essimists care deepl# a"out their team and organi ation. Their cautious "ehavior C on an appropriate scale C can "e ver# useful$ particularl# in =ualit#1related areas$ in health and safet#$ and in industries where there are high levels of ph#sical$ operational or financial risk. (pen a coaching conversation "# recogni ing the value of caution$ "ut then move on to help them understand how damaging excessive worr# can "e. %ot onl# can it lead to anDiet3$ "ut it can also affect a team's effectiveness and morale.

,essimists ma# oppose changes "ecause the# don't understand them. +is, Anal3sis o"@ectivel# outlines the risks associated with changeK encourage ,essimists to use this approach to compare the risks of doing nothing with those of making a specific change. %ext$ help ,essimists understand their ris, <ro<ensit3$ so that the# can "etter comprehend the Gwh#G "ehind their caution. 9inall#$ ,essimists ma# micromanage "ecause the#'re afraid to trust others with important tasks. Help them to avoid micromana"ement "# encouraging them to delegate tasks. Ti<: )emem"er C caution is often a rational response to a risk1laden situation. This can "e a valua"le trait$ and it is essential in some circumstances. -oach ,essimists appropriatel#$ "ased on the level of caution that the# need to take in their roles. $ote: ,essimists' "ehavior ma# also "e driven "# anxiet#. This can "e a serious medical condition. &f left untreated$ it can worsen over time and ma# even "e life1threatening. You should take the advice of suita"l# =ualified health professionals if #ou have an# concerns a"out anxiet#. 3. The )e"el )e"els def# authorit# at ever# turn. The# ma# complain a"out compan# policies or management 5#et do little a"out it6$ make c#nical @okes a"out the compan#$ or =uestion change. You'll find that managing these people can "e challengingF The# ma# do useful work$ "ut their attitude can undermine team morale. Their negativit# can infect others$ and the# can even change an organi ation's culture$ over time. )e"els can often have great leadership potential$ however. The# recogni e where change is needed$ and the# have the energ# and passion to effect it. >ut the# often need a firm hand and an inspiring coach to transform their negative energ# into a force for positive change. Coac(in" +e els )emem"er that )e"els thrive on provocation. Thus$ when confronting )e"els a"out their "ehavior$ mana"in" 3our emotions is ke#. Sta# calm$ and make sure that #ou're asserti*e. !ssign )e"els pro@ects that call for them to win others over. .hen the#'re forced to focus on the positives of a pro@ect in order to sell it$ )e"els have to challenge their own negative attitude. &n addition$ man# )e"els love to complain$ "ut the#'ll often change their attitude when the# hear other people's viewpoints. .hen )e"els refuse to do a pro@ect$ take another approachF !sk them C without emotion or "lame C if the#'re planning to =uit. Hxplain that their attitude conve#s that the#'re read# to leave. The# will likel# respond with dis"elief or tell #ou that the#'re not interested in =uitting. Then$ tell them that #ou will no longer tolerate their complaints$ especiall# when there's nothing that can "e done a"out them. -hallenge )e"els to write down ever#thing that the# "elieve the organi ation should change. !lso$ have them stud# the corporation's culture for a week or two "# tracking how people dress$ interact$ and communicate. +ake it clear that fitting in with the corporate culture and learning how to work with people$ not against them$ is a useful first step to addressing an#thing on their list. Ti<: )e"els must understand how their negative attitudes and comments affect others. Ase the 2etari 2oD to show them the impact of their "ehavior. 0. The Home )un Hitter Home )un Hitters work for the approval of their "oss and colleagues. 4ike Heroes and >ulldo ers$ the# ma# land the "iggest clients or make huge sales$ "ut unlike these characters$ Home )un Hitters are motivated "# a need for approval$ rather than "# personal or organi ational goals.

Hitters are successful$ "ut the# often "ite off more than the# can chew. !s such$ the# can damage "oth their own prospects$ and their team's success$ "# Ggoing "igG when a smaller action would have "een more appropriate. Coac(in" @ome +un @itters Start "# communicating how much #ou appreciate #our Hitters' hard work and success. )eassure them that the#'re alread# on track to reach their goals$ "ut that #ou need to see them get there at a health# pace. Sit down with Hitters to discuss their career strate"3. .here do the# ultimatel# want to "e in the organi ation? Hxplain that individuals currentl# serving in Hitters' ideal roles didn't get there overnightK instead$ #ears of experience and proven stead# deliver# came first. &t's natural that the# want to reali e their goals immediatel#$ "ut "# rushing full1steam ahead and focusing on short1term approval$ the#'re missing out on valua"le learning experiences. This could @eopardi e their a"ilit# to progress. &t's also essential to stress the importance of ris, anal3sis to Home )un Hitters. &f the# want to secure long1term approval$ the# need to show that the#'re a Gsafe pair of handsG C that the# can assess risks carefull# and make informed decisions "efore em"arking on a pro@ect. )isk anal#ses also provide opportunities for reflection$ which can help Home )un Hitters slow down and think more carefull#. Hncourage Hitters to put the team's success firstF How can the# help others succeed? Hxplain the "enefits of positive teamwork$ and discuss how %e*elo<in" a re<utation as a team pla#er will ena"le them to achieve their goals. Ti<: &t's also important to consider #our own management st#le. !re #ou reinforcing a Home )un Hitter's "ehavior in an# wa# C perhaps "# not providing regular 'ee% ac, and reassurance? Hnsure that #ou have set up regular meetings with #our Home )un Hitter to check in on their progress and goals.

Ie# ,oints ,s#chologists James .aldroop and Timoth# >utler identified six patterns of "ehavior that commonl# hold people "ack in their careers. The "ehavior patterns were assigned to six GcharactersFG 8. ?. 7. /. 3. 0. The Hero. The +eritocrat. The >ulldo er. The ,essimist. The )e"el. The Home )un Hitter. These characters can have real strengths. .ithout effective coaching$ however$ their "ehaviors can "ecome extremeK and the# can o"struct progress$ lower team morale$ affect reputations$ and even derail careers.

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9orming$ Storming$ %orming$ and ,erforming Helping %ew Teams ,erform Hffectivel#$ <uickl#

>uilding a high1performing team takes patience and professionalism. iStockphoto

Hffective teamwork is essential in toda#'s world$ "ut as #ou'll know from the teams #ou have led or "elonged to$ #ou can't expect a new team to perform exceptionall# from the ver# outset. Team formation takes time$ and usuall# follows some easil# recogni a"le stages$ as the team @ourne#s from "eing a group of strangers to "ecoming a united team with a common goal. .hether #our team is a temporar# working group or a newl#1formed$ permanent team$ "# understanding these stages #ou will "e a"le to help it =uickl# "ecome productive. Anderstanding the Theor# ,s#chologist >ruce Tuckman first came up with the memora"le phrase Gforming$ storming$ norming$ and performingG "ack in 8B03. He used it to descri"e the path to high1performance that most teams follow. 4ater$ he added a fifth stage that he called Gad@ourningG 5and others often call GmourningG C it rh#mes "etterD6 Teams initiall# go through a C'ormin"C stage in which mem"ers are positive and polite. Some mem"ers are anxious$ as the# haven't #et worked out exactl# what work the team will involve. (thers are simpl# excited a"out the task ahead. !s leader$ #ou pla# a dominant role at this stageF other mem"ers' roles and responsi"ilities are less clear. This stage is usuall# fairl# short$ and ma# onl# last for the single meeting at which people are introduced to one1another. !t this stage there ma# "e discussions a"out how the team will work$ which can "e frustrating for some mem"ers who simpl# want to get on with the team task. Soon$ realit# sets in and #our team moves into a Cstormin"C phase. Your authorit# ma# "e challenged as others @ocke# for position and their roles are clarified. The wa#s of working start to "e defined and$ as leader$ #ou must "e aware that some mem"ers ma# feel overwhelmed "# how much there is to do$ or uncomforta"le with the approach "eing used. Some ma# react "# =uestioning how worthwhile the goal of the team is$ and "# resisting taking on tasks. This is the stage when man# teams fail$ and even those that stick with the task ma# feel that the# are on an emotional roller coaster$ as the# tr# to focus on the @o" in hand without the support of esta"lished processes or relationships with their colleagues. Graduall#$ the team moves into a Cnormin"C stage$ as a hierarch# is esta"lished. Team mem"ers come to respect #our authorit# as a leader$ and others show leadership in specific areas. %ow that the team mem"ers know each other "etter$ the# ma# "e sociali ing together$ and the# are a"le to ask each other for help and provide constructive criticism. The team develops a stronger commitment to the team goal$ and #ou start to see good progress towards it. There is often a prolonged overlap "etween storming and norming "ehaviorF !s new tasks come up$ the team ma# lapse "ack into t#pical storming stage "ehavior$ "ut this eventuall# dies out. .hen the team reaches the C<er'ormin"C stage$ hard work leads directl# to progress towards the shared vision of their goal$ supported "# the structures and processes that have "een set up. &ndividual team mem"ers ma# @oin or leave the team without affecting the performing culture.

!s leader$ #ou are a"le to delegate much of the work and can concentrate on developing team mem"ers. >eing part of the team at this stage feels Geas#G compared with earlier on. ,ro@ect teams exist onl# for a fixed period$ and even permanent teams ma# "e dis"anded through organi ational restructuring. !s team leader$ #our concern is "oth for the team's goal and the team mem"ers. >reaking up a team can "e stressful for all concerned and the Ca%4ournin"C or Cmournin"C stage is important in reaching "oth team goal and personal conclusions. The "reak up of the team can "e hard for mem"ers who like routine or who have developed close working relationships with other team mem"ers$ particularl# if their future roles or even @o"s look uncertain. Asing the Tool !s a team leader$ #our aim is to help #our team reach and sustain high performance as soon as possi"le. To do this$ #ou will need to change #our approach at each stage. The steps "elow will help ensure #ou are doing the right thing at the right time. 8. a"ove. ?. 7. %ow consider what needs to "e done to move towards the ,erforming stage$ and what #ou can do to help the team do that effectivel#. The ta"le "elow 59igure 86 helps #ou understand #our role at each stage$ and think a"out how to move the team forward. Schedule regular reviews of where #our teams are$ and ad@ust #our "ehavior and leadership approach to suit the stage #our team has reached. !i"ure 1: Eea%ers(i< Acti*ities at 6i''erent )rou< !ormation Sta"es Sta"e Acti*it3 ;irect the team and esta"lish o"@ectives clearl#. 5! good wa# of doing this is to negotiate a team c(arter.6 Hsta"lish process and structure$ and work to smooth conflict and "uild good relationships "etween team mem"ers. Generall# provide support$ especiall# to those team mem"ers who are less secure. )emain positive and firm in the face of challenges to #our leadership or the team's goal. ,erhaps explain the Gforming$ storming$ norming and performingG idea so that people understand wh# conflict's occurring$ and understand that things will get "etter in the future. !nd consider teaching asserti*eness and con'lict resolution skills where these are necessar#. Step "ack and help the team take responsi"ilit# for progress towards the goal. This is a good time to arrange a social$ or a team1"uilding event ;elegate as far as #ou sensi"l# can. (nce the team has achieved high performance$ #ou should aim to have as Glight a touchG as possi"le. You will now "e a"le to start focusing on other goals and areas of work .hen "reaking up a team$ take the time to cele"rate its achievements. !fter all$ #ou ma# well work with some of #our people again$ and this will "e much easier if people view past experiences positivel#. &dentif# which stage of the team development #our team is at from the descriptions

!ormin"

Stormin"

$ormin"

&er'ormin"

A%4ournin"

Ti< 1: +ake sure that #ou leave plent# of time in #our schedule to coach team mem"ers through the G9orming$G GStorming$G and G%ormingG stages.

Ti< 2: Think a"out how much progress #ou should expect towards the goal and "# when$ and measure success against that. )emem"er that #ou've got to go through the G9orming$G GStorming$G and G%ormingG stages "efore the team starts G,erforming$G and that there ma# not "e much progress during this time. -ommunicating progress against appropriate targets is important if #our team's mem"ers are to feel that what the#'re going through is worth while. .ithout such targets$ the# can feel that$ GThree weeks have gone "# and we've still not got an#where.G Ti< 3: %ot all teams and situations will "ehave in this wa#$ however man# will C use this approach$ "ut don't tr# to force situations to fit it. !nd make sure that people don't use knowledge of the GstormingG stage as a license for "oorish "ehavior.

Ie# ,ointsF Teams are formed "ecause the# can achieve far more than their individual mem"ers can on their own$ and while "eing part of a high1performing team can "e fun$ it can take patience and professionalism to get to that stage. Hffective team leaders can accelerate that process and reduce the difficulties that team mem"ers experience "# understanding what the# need to do as their team moves through the stages from forming to storming$ norming and$ finall#$ performing.

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-og's 4adder Anderstanding and !ccelerating Group 9ormation

The "est teams have a strong sense of comradeship. iStockphoto/l"eaumont

&magine this scenarioF You've @ust "een put in charge of an important pro@ect$ and its success hinges on #our a"ilit# to co1ordinate the efforts of a large and talented group. >ut$ at the start$ people are onl# interacting tentativel#$ and don't seem focused on the @o" in hand. 9ast forward a little$ and certain personalities are "eginning to clash. .ill the team ever reach a stage where ever#one is working together effectivel# enough to deliver the pro@ect? (ften$ managing a new group can seem difficult$ chaotic$ and doomed to end in disappointment. >ut it turns out that there's a pattern to the seeming chaos of relationships within group C and knowing it can help #ou as #ou head into a team pro@ect. +ore than 7: #ears ago$ a ,rocter and Gam"le manager named George (. -harrier noticed how new groups functioned in ,MG$ one of the world's most successful conglomerates. He identified five stages of group progression$ setting them down in an influential academic paper. Inown as G-og's 4adder$G -harrier's theor# has stood the test of time. &t's now used "#

all sorts of team leaders from sports coaches to corporate managers. So don't em"ark on leading a group without first learning a"out -og's 4adderD $ote: %o1one seems to know for certain wh# -og's 4adder is called G-og's 4adderG. However$ thanks to -lu" +em"er G.ild.inG for pointing out that #ou get -(G when #ou reverse George (. -harrier's initialsD -lim"ing -og's 4adder -harrier saw successful group work as a linear progression with five identifia"le stages C the rungs of -og's 4adder. These are shown in 9igure 8 "elow. Several of the phases might seem chaotic when #ou're in the middle of them. >ut familiarit# with -og's 4adder can help #ou avoid panicking$ and instead focus on guiding the group to the next rung.

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The 4eader1+em"er Hxchange Theor# Getting the >est 9rom all Team +em"ers (Also known as LMX or Vertical Dyad Linkage Theory)

Get the "est from ever# team mem"er. iStockphoto/k#cstudio

!s a manager$ it's not alwa#s right to treat ever#one on #our team in the same wa#. 9or instance$ #ou pro"a"l# have team mem"ers that #ou've developed a great relationship withF #ou trust them$ the# work hard$ and the#'ve never let #ou down. To #ou$ these team mem"ers are invalua"le$ and #ou make an extra effort to send challenging pro@ects their wa#. &t's also likel# that #ou have others on #our team who #ou think less well of. The# ma# not have far1reaching career goals$ the#'re less competent$ and #ou simpl# don't trust them to the same extent. These team mem"ers get ever#da# responsi"ilities$ and are not considered for promotions or challenging assignments. However$ have #ou ever stopped to anal# e wh# #ou don't trust certain team mem"ers? )ightl# or wrongl#$ do #ou let that distrust$ or the "elief that the#'re unrelia"le$ influence how #ou relate to them? ;o #ou$ even su"consciousl#$ withhold opportunities that might help them grow and succeed? This situation is at the heart of the 4eader1+em"er Hxchange Theor#. This theor#$ also known as 4+N or the *ertical ;#ad 4inkage Theor#$ explores how leaders and managers develop relationships with team mem"ersK and it explains how those relationships can either contri"ute to growth or hold people "ack. Anderstanding the Theor# The 4eader1+em"er Hxchange Theor# first emerged in the 8B2:s. &t focuses on the relationship that develops "etween managers and mem"ers of their teams.

The theor# states that all relationships "etween managers and su"ordinates go through three stages. These areF 8. ?. 7. )ole1Taking. )ole1+aking. G)outini ation.G 4et's look at each stage in greater detail. 8. )ole1Taking )ole1taking occurs when team mem"ers first @oin the group. +anagers use this time to assess new mem"ers' skills and a"ilities. ?. )ole1+aking %ew team mem"ers then "egin to work on pro@ects and tasks as part of the team. &n this stage$ managers generall# expect that new team mem"ers will work hard$ "e lo#al and prove trustworth# as the# get used to their new role. The theor# sa#s that$ during this stage$ managers sort new team mem"ers 5often su"consciousl#6 into one of two groups.

In5)rou< 1 if team mem"ers prove themselves lo#al$ trustworth# and skilled$ the#'re put into the &n1Group. This group is made up of the team mem"ers that the manager trusts the most. +anagers give this group most of their attention$ providing challenging and interesting work$ and offering opportunities for additional training and advancement. This group also gets more one1to1one time with the manager. (ften$ people in this group have a similar personalit# and work1ethic to their manager. -ut5)rou< 1 if team mem"ers "etra# the trust of the manager$ or prove that the#'re unmotivated or incompetent$ the#'re put into the (ut1Group. This group's work is often restricted and unchallenging. (ut1Group mem"ers tend to have less access to the manager$ and often don't receive opportunities for growth or advancement. 7. )outini ation ;uring this last phase$ routines "etween team mem"ers and their managers are esta"lished. &n1Group team mem"ers work hard to maintain the good opinion of their managers$ "# showing trust$ respect$ empath#$ patience$ and persistence. (ut1Group mem"ers ma# start to dislike or distrust their managers. >ecause it's so hard to move out of the (ut1Group once the perception has "een esta"lished$ (ut1Group mem"ers ma# have to change departments or organi ations in order to Gstart over.G (nce team mem"ers have "een classified$ even su"consciousl#$ as &n1Group or (ut1Group$ that classification affects how their managers relate to them from then on$ and it can "ecome self1fulfilling. 9or instance$ &n1Group team mem"ers are often seen as rising stars and the manager trusts them to work and perform at a high level. This is also the group that the manager talks to most$ offering support and advice$ and the#'re given the "est opportunities to test their skills and grow. So$ of course$ the#'re more likel# to develop in their roles. This also holds true for the (ut1Group. The manager spends little$ if an#$ time tr#ing to support and develop this group. The# receive few challenging assignments or opportunities for training and advancement. !nd$ "ecause the#'re never tested$ the# have little chance to change the manager's opinion. Asing the Theor# You can use the 4eader1+em"er Hxchange Theor# to "e aware of how #ou perceive mem"ers of #our own team. To do this$ follow these stepsF 8. &dentif# Your (ut1Group -hances are$ #ou know who's in #our (ut1Group alread#. Take a moment to note their names down.

%ext$ anal# e wh# these people have fallen Gout of favor.G ;id the# do something specificall# to lose #our trust? ;o the# exhi"it a% e(a*ior at wor,? !re the# trul# incompetent$ or do the# have low motivation? !nal# e what the#'ve actuall# done$ and compare the facts with #our perceptions. ;o these match$ or have #ou 5perhaps su"consciousl#6 "lown things out of proportion? ?. )eesta"lish the )elationship &t's important that$ as the leader$ #ou make a reasona"le effort to reesta"lish a relationship with (ut1Group team mem"ers. )esearch pu"lished in the 4eadership <uarterl# @ournal in 8BB3 showed that team mem"ers who have high =ualit# relationships with their leader have higher morale$ and are more productive than those who don't. So #ou$ and #our organi ation$ can "enefit from creating a "etter relationship. Ieep in mind that this group will likel# "e war# of an# attention or support from #ouK after all$ the# ma# not have had it in the past. 9irst$ meet each team mem"er one1on1one. Take the time to find out if the#'re happ# with their @o". .hat are their career goals? .hat can #ou do to make their work more challenging or engaging? ! one1on1one meeting can also help #ou identif# that person's <s3c(olo"ical contract with #ou 1 that is$ the unspoken "enefits the# expect from #ou$ as their leader. &f the#'re in the (ut1 Group$ the# ma# feel that the ps#chological contract has "een "roken. You also need to discover what trul# motivates them. Ase /cClellan%:s @uman /oti*ation T(eor3 or @er? er":s /oti*ators an% @3"iene !actor T(eor3 to find out what drives them to succeed. (nce #ou've had a chance to reconnect with #our team mem"ers through one1on1one meetings$ do what #ou sensi"l# can to continue to touch "ase with them. ,ractice mana"ement 3 wal,in" aroun%$ or drop "# their office to see if the# need help on pro@ects or tasks. .ork on getting to know these team mem"ers on a personal level. 7. ,rovide Training and ;evelopment (pportunities )emem"er$ the "iggest advantage to the 4eader1+em"er Hxchange Theor# is that it alerts #ou to the preference #ou might unconsciousl# 1 and possi"l# unfairl# 1 "e showing some team mem"ersK this allows #ou to offer all of #our team mem"ers appropriate opportunities for training$ development$ and advancement. Your (ut1Group team mem"ers ma# "enefit from a mentorin" or coac(in" relationship with #ou. You ma# also want to provide them with low risk opportunities to test and grow their skills. Ase tas, allocation strategies to make sure #ou're assigning the right task to the right person. !lso$ take our >ite1Si ed Training session$ Settin" )oals 'or 9our Team$ to learn how to set effective and realistic goals for these team mem"ers. You can also use the $ine52oD )ri% 'or Talent /ana"ement to re1assess their potential from time to time$ and to give them the right development opportunities. .arnin": ! pro"lem with the 4eader1+em"er Hxchange Theor# is that it assumes that all team mem"ers are e=uall# worth# of trust$ prestigious pro@ects and advancement. !lthough we ma# like to think that ever#one is honest$ hard1working and worth# of our esteem$ the realit# can "e differentD +anagers need to get the "est possi"le results. This means putting the right people in the right places$ and it means developing and reinforcing success. (f necessit#$ this means that talented people will get more interesting opportunities and ma# get more attention than less1 talented ones. Ase the 4eader1+em"er Hxchange Theor# to make sure that #ou're o"@ective in the wa# that #ou deal with people$ "ut don't "e naOve in the wa# that #ou appl# it.

Ie# ,oints The 4eader1+em"er Hxchange Theor# first appeared in the 8B2:s. &t anal# es the relationship "etween managers and team mem"ers.

Team mem"ers t#picall# go through three phases in their relationship with their managerF )ole1Taking$ )ole1+aking$ and )outini ation. T#picall#$ during the )ole1+aking phase$ group mem"ers are classified into one of two groupsF &n1Group$ and (ut1Group. &n1Group team mem"ers often receive more attention and support$ and more opportunities$ from their managers. (ut1Group mem"ers get ver# little face time$ and few opportunities. You can use the 4eader1+em"er Hxchange Theor# to identif# and validate an# perceptions that #ou might have of people on #our team.

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>el"in's Team )oles How Anderstanding Team )oles -an &mprove Team ,erformance

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.hen a team is performing at its "est$ #ou'll usuall# find that each team mem"er has clear responsi"ilities. Just as importantl#$ #ou'll see that ever# role needed to achieve the team's goal is "eing performed full# and well. >ut often$ despite clear roles and responsi"ilities$ a team will fall short of its full potential. How often does this happen in the teams #ou work with? ,erhaps some team mem"ers don't complete what #ou expect them to do. ,erhaps others are not =uite flexi"le enough$ so things Gfall "etween the cracks.G +a#"e someone who is valued for their expert input fails to see the wider picture$ and so misses out tasks or steps that others would expect. (r perhaps one team mem"er "ecomes frustrated "ecause he or she disagrees with the approach of another team mem"ers. ;r +eredith >el"in studied team1work for man# #ears$ and he famousl# o"served that people in teams tend to assume different Gteam roles.G He defined a team role as Ga tendenc# to "ehave$ contri"ute and interrelate with others in a particular wa#G and named nine such team roles that underlie team success. -reating +ore >alanced Teams >el"in suggests that$ "# understanding #our role within a particular team$ #ou can develop #our strengths and manage #our weaknesses as a team mem"er$ and so improve how #ou contri"ute to the team. Team leaders and team development practitioners often use the >el"in model to help create more "alanced teams. Teams can "ecome un"alanced if all team mem"ers have similar st#les of "ehavior or team roles. &f team mem"ers have similar weakness$ the team as a whole ma# tend to have that weakness. &f team mem"ers have similar team1work strengths$ the# ma# tend to compete

5rather than co1operate6 for the team tasks and responsi"ilities that "est suit their natural st#les. Inowing this$ #ou can use the model with #our team to help ensure that necessar# team roles are covered$ and that potential "ehavioral tensions or weaknesses among the team mem"er are addressed. Ti<: >el"in's Gteam rolesG are "ased on o"served "ehavior and interpersonal st#les. .hilst >el"in suggests that people tend to adopt a particular team1role$ "ear in mind that #our "ehavior and interpersonal st#le within a team is to some extent dependent on the situationF it relates not onl# to #our own natural working st#le$ "ut also to #our interrelationships with others$ and the work "eing done. >e carefulF #ou$ and the people #ou work with$ ma# "ehave and interact =uite differentl# in different teams or when the mem"ership or work of the team changes. !lso$ "e aware that there are other approaches in use$ some of which complement this model$ some of which conflict with it. ># all means use this approach as a guide$ however do not put too much reliance on it$ and temper an# conclusions with common sense. Anderstanding >el"in's Team )oles +odel >el"in identified nine team roles and he categori ed those roles into three groupsF !ction (riented$ ,eople (riented$ and Thought (riented. Hach team role is associated with t#pical "ehavioral and interpersonal strengths. >el"in also defined characteristic weaknesses that tend to accompan# each team role. He called the characteristic weaknesses of team1roles the Gallowa"leG weaknessesK as for an# "ehavioral weakness$ these are areas to "e aware of and potentiall# improve. The nine team1roles areF !ction (riented )oles S(a<er FS@G Shapers are people who challenge the team to improve. The# are d#namic and usuall# extroverted people who en@o# stimulating others$ =uestioning norms$ and finding the "est approaches for solving pro"lems. The Shaper is the one who shakes things up to make sure that all possi"ilities are considered and that the team does not "ecome complacent. Shapers often see o"stacles as exciting challenges and the# tend to have the courage to push on when others feel like =uitting. Their potential weaknesses ma# "e that the#'re argumentative$ and that the# ma# offend people's feelings. Im<lementer FI/&G &mplementers are the people who get things done. The# turn the team's ideas and concepts into practical actions and plans. The# are t#picall# conservative$ disciplined people who work s#stematicall# and efficientl# and are ver# well organi ed. These are the people who #ou can count on to get the @o" done. (n the downside$ &mplementers ma# "e inflexi"le and can "e somewhat resistant to change. Com<leter5!inis(er FC!G -ompleter19inishers are the people who see that pro@ects are completed thoroughl#. The# ensure there have "een no errors or omissions$ and the# pa# attention to the smallest of details. The# are ver# concerned with deadlines$ and will push the team to make sure the @o" is completed on time. The# are descri"ed as perfectionists who are orderl#$ conscientious$ and anxious. However$ a -ompleter19inisher ma# worr# unnecessaril#$ and ma# find it hard to delegate. ,eople (riented )oles Coor%inator FC-G -oordinators are the ones who take on the traditional team1leader role and have also "een

referred to as the chairmen. The# guide the team to what the# perceive are the o"@ectives. The# are often excellent listeners and the# are naturall# a"le to recogni e the value that each team mem"ers "rings to the ta"le. The# are calm and good1natured and delegate tasks ver# effectivel#. Their potential weaknesses are that the# ma# delegate awa# too much personal responsi"ilit#$ and ma# tend to "e manipulative. Team .or,er FT.G Team .orkers are the people who provide support and make sure that people within the team are working together effectivel#. These people fill the role of negotiators within the team and the# are flexi"le$ diplomatic$ and perceptive. These tend to "e popular people who are ver# capa"le in their own right$ "ut who prioriti e team cohesion and helping people getting along. Their weaknesses ma# "e a tendenc# to "e indecisive$ and to maintain uncommitted positions during discussions and decision1making. +esource In*esti"ator F+IG )esource &nvestigators are innovative and curious. The# explore availa"le options$ develop contacts$ and negotiate for resources on "ehalf of the team. The# are enthusiastic team mem"ers$ who identif# and work with external stakeholders to help the team accomplish its o"@ective. The# are outgoing and are often extroverted$ meaning that others are often receptive to them and their ideas. (n the downside$ the# ma# lose enthusiasm =uickl#$ and are often overl# optimistic. Thought (riented )oles &lant F&EG The ,lant is the creative innovator who comes up with new ideas and approaches. The# thrive on praise$ "ut criticism is especiall# hard for them to deal with. ,lants are often introverted and prefer to work apart from the team. >ecause their ideas are so novel$ the# can "e impractical at times. The# ma# "e poor communicators and can tend to ignore given parameters and constraints. /onitor5>*aluator F/>G +onitor1Hvaluators are "est at anal# ing and evaluating ideas that other people 5often ,lants6 come up with. These people are shrewd and o"@ective$ and the# carefull# weigh the pros and cons of all the options "efore coming to a decision. +onitor1Hvaluators are critical thinkers and ver# strategic in their approach. The# are often perceived as detached or unemotional. Sometimes the# are poor motivators$ who react to events rather than instigating them S<ecialist FS&G Specialists are people who have speciali ed knowledge that is needed to get the @o" done. The# pride themselves on their skills and a"ilities$ and the# work to maintain their professional status. Their @o" within the team is to "e an expert in the area$ and the# commit themselves full# to their field of expertise. This ma# limit their contri"ution$ and lead to a preoccupation with technicalities at the expense of the "igger picture. !i"ure 1: 2el in:s Team +oles Shaper &mplementer !ction (riented )oles -ompleter 9inisher -oordinator Team .orker ,eople (riented )oles Thought (riented )oles ,lant +onitor1Hvaluator )esource &nvestigator -hallenges the team to improve. ,uts ideas into action. Hnsures thorough$ timel# completion. !cts as a chairperson. Hncourages cooperation. Hxplores outside opportunities. ,resents new ideas and approaches. !nal# es the options.

Specialist

,rovides speciali ed skills.

To find out which team roles #ou naturall# fulfil$ or to profile #our team$ visit www8 el in8com. How to Ase the ToolF The >el"in Team )oles +odel can "e used in several wa#sF #ou can use it to think a"out team "alance "efore a pro@ect starts$ #ou can use it to highlight and so manage interpersonal differences within an existing team$ and #ou can use it to develop #ourself as a team pla#er. The tool "elow helps #ou anal# e team mem"ership$ using the >el"in team roles as checks for potential strengths and weakness within #our team. Ase >el"in's model to anal# e #our team$ and as a guide as #ou develop #our team's strengths$ and manage its weaknessesF 8. ?. 7. /. (ver a period of time$ o"serve the individual mem"ers of #our team$ and see how the# "ehave$ contri"ute and "ehave within the team. %ow list the mem"ers of the team$ and for each person write down the ke# strengths and characteristics #ou have o"served. 5You ma# also want to note down an# o"served weaknesses6. -ompare each person's listed strengths and weakness with the >el"in's descriptions of team1roles$ and note the roole that most accuratel# descri"es that person. (nce #ou have done this for each team mem"er$ consider the following =uestionsF .hich team roles are missing from #our team? !nd from this$ ask #ourself which strengths are likel# to "e missing from the team overall? &s there are prevalent team role that man# of the team mem"ers share? Ti<: !mong teams of people that do the same @o"$ a few team roles often prevail. 9or example$ within a research department$ the team roles of Specialist and ,lant ma# prevail. ! team of "usiness consultants ma# mainl# comprise Team .orkers and Shapers. Such teams ma# "e un"alanced$ in that the# ma# "e missing ke# approaches and outlooks. &f the team is un"alanced$ first identif# an# team weakness that is not naturall# covered "# an# of the team mem"ers. Then identif# an# potential areas of conflict. 9or example$ too man# Shapers can weaken a team if each Shaper wants to pull the team in a different direction. 8. (nce #ou have identified potential weakness$ areas of conflict and missing strengths$ consider the options #ou have to improve and change this. -onsiderF .hether an existing team mem"er could compensate "# purposefull# adopting different a team role. .ith awareness and intention$ this is sometimes possi"le. .hether one or more team mem"ers could improve how the# work together and with others to avoid potential conflict of their natural st#les. .hether new skills need to "rought onto the team to cover weaknesses. Ti<: )emem"er not to depend too heavil# on this idea when structuring #our team C this is onl# one of man#$ man# factors that are important in getting a team to perform at its "est. That said$ @ust knowing a"out the >el"in Team )oles model can "ring more harmon# to #our team$ as team mem"ers learn that there are different approaches that are important in different circumstances and that no one approach is "est all of the time.

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>enne and Sheats' Group )oles &dentif#ing >oth ,ositive and %egative Group >ehavior )oles

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! team is made up of all sorts of people. How these people interact and relate to one another is a ke# factor in determining how successful the team will "e at achieving its mission. So$ how do people "ehave in the teams that #ou work with? The wa# that people "ehave in teams varies. Some people are helpful and supportive$ others are more concerned with getting the work done$ and still others can cause friction$ disharmon# or discord within the team. You've pro"a"l# worked in some teams that are effective and some that aren't. .hile there is no magic elixir$ knowing what moves teams forward and what limits their progress can "e helpful whenever #ou are working in a group or team. Two influential theorists on group "ehavior were Ienneth >enne and ,aul Sheats$ who wrote a respected article titled G!unctional +oles o' )rou< /em ersG "ack in the 8B/:s. &n it$ the# defined ?0 different group roles that can "e pla#ed "# one or more people within a group. Their work influenced other earl# research and thinking on group functions. !nd whilst more recent research has refined man# of these ideas$ >enne and Sheats' Group )oles remains a useful and interesting wa# of looking at group "ehavior. >enne and Sheats defined three categories of group rolesF task roles$ personal and social roles$ and d#sfunctional or individualistic roles. Task )oles These are the roles that relate to getting the work done. The# represent the different roles needed to take a pro@ect step1"#1step from initial conception through to action. 5&ndividuals ma# fulfill man# of these roles during the life of a pro@ect.6

InitiatorHContri utor C ,roposes original ideas or different wa#s of approaching group pro"lems or goals. This role initiates discussions and move groups into new areas of exploration. In'ormation See,er C )e=uests clarification of comments in terms of their factual ade=uac#. Seeks expert information or facts relevant to the pro"lem. ;etermines what information is missing and needs to "e found "efore moving forward. In'ormation )i*er C ,rovides factual information to the group. &s seen as an authorit# on the su"@ect and relates own experience when relevant. -<inion See,er C !sks for clarification of the values$ attitudes$ and opinions of group mem"ers. -hecks to make sure different perspectives are given. -<inion )i*er C Hxpresses his or her own opinions and "eliefs a"out the su"@ect "eing discussed. (ften states opinions in terms of what the group GshouldG do. >la orator C Takes other people's initial ideas and "uilds on them with examples$ relevant facts and data. !lso looks at the conse=uences of proposed ideas and actions. Co5or%inator C &dentifies and explains the relationships "etween ideas. +a# pull together a few different ideas and make them cohesive.

-rienter C )eviews and clarifies the group's position. ,rovides a summar# of what has "een accomplished$ notes where the group has veered off course$ and suggests how to get "ack on target. >*aluatorHCritic C Hvaluates proposals against a predetermined or o"@ective standard. !ssesses the reasona"leness of a proposal and looks at whether it is fact1"ased and managea"le as a solution. >ner"i?er C -oncentrates the group's energ# on forward movement. -hallenges and stimulates the group to take further action. &roce%ural Tec(nician C 9acilitates group discussion "# taking care of logistical concerns like where meetings are to take place and what supplies are needed for each meeting. +ecor%er C !cts as the secretar# or minute1keeper. )ecords ideas and keeps track of what goes on at each meeting. ,ersonal and/or Social )oles These roles contri"ute to the positive functioning of the group. >ncoura"er C !ffirms$ supports$ and praises the efforts of fellow group mem"ers. ;emonstrates warmth and provides a positive attitude in meetings. @armoni?er C -onciliates differences "etween individuals. Seeks wa#s to reduce tension and diffuse a situation "# providing further explanations or using humor. Com<romiser C (ffers to change his or her position for the good of the group. .illing to #ield position or meet others half wa#. )ate,ee<erH>D<e%iter C )egulates the flow of communication. +akes sure all mem"ers have a chance to express themselves "# encouraging the sh# and =uiet mem"ers to contri"ute their ideas. 4imits those who dominate the conversation and ma# suggest group rules or standards that ensure ever#one gets a chance to speak up. - ser*erHCommentator C ,rovides feed"ack to the group a"out how it is functioning. (ften seen when a group wants to set$ evaluate$ or change its standards and processes. !ollower C !ccepts what others sa# and decide even though he or she has not contri"uted to the decision or expressed own thoughts. Seen as a listener not a contri"utor. ;#sfunctional and/or &ndividualistic )oles These roles disrupt group progress and weaken its cohesion. A""ressor C +akes personal attacks using "elittling and insulting comments$ for example$ GThat's the most ridiculous idea &'ve ever heard.G !ctions are usuall# an attempt to decrease another mem"er's status. 2loc,er C (pposes ever# idea or opinion that is put forward and #et refuses to make own suggestions$ for example$ GThat's not a good idea.G The result is that the group stalls "ecause it can't get past the resistance. +eco"nition See,er C Ases group meetings to draw personal attention to him or herself. +a# "rag a"out past accomplishments or rela# irrelevant stories that paint him or her in a positive light. Sometimes pulls cra # stunts to attract attention like acting sill#$ making excess noise$ or otherwise directing mem"ers awa# from the task at hand. Sel'5Con'essor C Ases the group meetings as an avenue to disclose personal feelings and issues. Tries to slip these comments in under the guise of relevance$ such as GThat reminds me of a time when.G +a# relate group actions to his or her personal life. 9or example$ if two others are disagreeing a"out something$ the Self1confessor ma# sa#$ GYou gu#s fight @ust like me and m# wife.G 6isru<terH&la3 o3 or &la3"irl C Ases group meetings as fun time and a wa# to get out of real work. ;istracts other people "# telling @okes$ pla#ing pranks$ or even reading unrelated material. 6ominator C Tries to control the conversation and dictate what people should "e doing. (ften exaggerates his or her knowledge and will monopoli e an# conversation claiming to know more a"out the situation and have "etter solutions than an#"od# else.

@el< See,er C !ctivel# looks for s#mpath# "# expressing feelings of inade=uac#. !cts helpless$ self deprecating and una"le to contri"ute. 9or example$ G& can't help #ou$ &'m too confused and useless with this stuff.G S<ecial Interest &lea%er C +akes suggestions "ased on what others would think or feel. !voids revealing his or her own "iases or opinions "# using a stereot#pical position instead$ for example$ GThe people over in !dmin sure wouldn't like that idea.G or GYou know how cheap our suppliers are$ the# won't go for that.G Asing >enne and Sheats' Theor# >enne and Sheats' work did not actuall# prescri"e an# application of their theor#K the# simpl# identified the roles. However$ we can use the theor# to look at and improve group effectiveness and harmon#$ "# asking what roles are "eing filled$ which additional ones might "e re=uired$ and which ma# need to "e eliminated. >enne and Sheats noted that the roles re=uired in a group can var# depending on the stage of group development and the tasks in hand. !nd it's useful to consider how #our group is developing and how the task ma# var# when reviewing #our group's roles. 9ollow these steps to use >enne and Sheats' theor# to consider the roles in #our groupF Ste< 1: ;etermine .hat Stage or 9unction Your Group is at$ >ased on .hat You're .orking on or ;iscussing Here are some common group stages/functionsF

!ormin". ;iscussing tasks and roles. Setting out expectations. )oal settin". 2rainstormin" ideas. ;iscussing alternatives. -ompleting tasks and duties. +aking a decision. &mplementing the solution. Hvaluating performance. Ste< 2: ;etermine .hich )oles are +ost Suita"le and Helpful for the -urrent Stage/9unction Here are some examplesF .hen first forming #our group$ #ou will not necessaril# need an#one in the Hvaluator/-ritic or (rienter roles. You will$ however$ need Hnergi ers$ ,rocedural Technicians$ and a )eporter. .hen discussing alternatives$ it is important to have representation in as man# Social/,ersonal roles as possi"le. >enne and Sheats suggested that the more group mem"ers pla#ing Task and Social roles$ the more successful the group would "e. Ste< 3: )ecruit and/or ;evelop the +issing )oles .ithin Your Group Help the group understand where there are gaps in the functions "eing represented and discuss how filling these roles would help the group's success. >enne and Sheats also said that the more flexi"le the group mem"ers are$ the "etterK meaning that group mem"ers should "e a"le to adapt their roles depending on the group's need. .ith a flexi"le group structure like this$ mem"ers each use a wide range of talents$ and provide maximum contri"ution to the team. Ste< 4: &dentif# an# ;#sfunctional )oles >eing ,la#ed .ithin the Group +ake a plan to eliminate this "ehavior either through increased awareness$ coaching$ or feed"ack. These self1serving roles reall# must "e minimi ed or eliminated for effective group work to emerge. ># making the whole group aware of these maladaptive "ehaviors$ individuals can monitor the "ehavior and put a name to it when it occurs. This alone should decrease much of the disruptive "ehavior.

Ti<: This is an important and particularl# useful part of this theor#F These "ehaviors are disruptive and damaging. ># spotting these "ehaviors and coaching people out of them$ #ou can significantl# improve #our group process. Ste< 5: )e1Hvaluate )egularl# Groups are constantl# changing their function and purpose. +ake sure #ou continuousl# evaluate what is going on within the group and take action to maximi e effectiveness. Ti<: >enne and Sheats' work is "ased on their o"servations$ "ut there is no clear evidence to support the notion that #ou need to have all of these roles represented or to suggest what com"ination is the most effective. !s such$ don't depend too heavil# on this theor# when structuring #our team. That said$ @ust knowing a"out >enne and Sheats' Team )oles can "ring more harmon# to #our team$ as it helps mem"ers appreciate the "readth of roles that can contri"ute to the work of a team and its social harmon#$ as well as the "ehaviors which will o"struct it's path.

Ie# ,oints There are man# different explanations of group roles and functions. Hach takes a slightl# different perspective. However$ the consensus seems to "e that an effective group has a wide representation of positive roles. Groups need to "e a"le to adapt to the changes from outside and within the group itself. ,eople change$ opinions change$ conflicts occurK all of these re=uire group flexi"ilit# and social understanding. >enne and Sheats' role definitions are useful for looking at specific "ehaviors that occur within a group. ># using the definitions given and evaluating the current function and needs of the group$ #ou can plan to encourage the sorts of "ehaviors #ou need and discourage those that #ou don't. These definitions also provide a guide for team mem"er development$ as the more positive "ehaviors each person can displa#$ the "etter a"le the whole group will "e to respond to the demands put on it. - See more at: http://www.mindtools.com/pages/article/newTMM_8<.htm#sthash.=p&6>:w5.dp#$