# Presentation: 298363

## Effective Teams Practice Activities

- Characteristics of Effective Team Members
- Characteristics of Effective Team Leaders
- Evaluating Team Effectiveness
- Team Blasphemies
- Group Resume

## Characteristics of Effective Team Members

**Objectives:**	I.	To provide the team members with an opportunity to describe the 		qualities of effective team members.
- 		II.	To allow the team members to compare their own criteria for effective 		team members with those of other members of their team.
**Group Size:**		Twenty or fewer participants.
**Time:**		Twenty-five to thirty minutes.
**Materials:**		Blank paper and a pencil for each team member.
**Setting:**		A room with moveable chairs.
**Procedure:**	I.	While distributing blank paper and pencils to the team members, the 		leader asks them to think about the general qualities that they believe an 		effective team member must possess.
- 		II.	The team members are then given three minutes to list these qualities on 		paper.
- 		III.	The leader asks that each member rank order the items on his or her list 		according to the perceived importance of each quality (“1” representing 		the most important quality that an employee can possess.
- 		IV.	When the members have finished their rankings, the leader asks them to 		divide into discussion groups of four or five members each.  The members 		of each discussion group are to share their lists and the rationales for their 		selections and then attempt to reach consensus on the five most important 		qualities of an effective team member.  (If consensus cannot be reached 		within nine minutes, the group members may vote to determine the 		group’s list of qualities.)
- 		V.	After ten minutes, the leader calls the total group together and asks a 		volunteer from each small group to read his or her group’s top five 		qualities aloud.
- 		VI.	When all the discussion groups have presented their lists, the leader may 		process the exercise through a group discussion of the similarities and 		differences among the various lists.  The discussion also should explore the 		assumptions, values, and attitudes associated with each group’s selection.
**Variations:**	I.	The leader may ask the team members to rate themselves, on a scale of 		one to ten (“1” indicating complete competence, and “10” indicating no 		competence), on how they meet each of their own top five qualities.
- 		II.	After the small groups report on their lists, the leader may give the entire 		group five minutes in which to reach final consensus on the top five 		qualities of an effective team member.
- 		III.	After Step II, the leader may present the list that follows and ask the 		members if they want to add any of the characteristics to their lists.

- Adapted from S. Forbess-Greene, “Effective Employee” (1983).  In *The Encyclopedia of Icebreakers: Structured Activities that Warm-Up, Motivate, Challenge, Acquaint and Energize*. San Diego, CA: Pfeiffer & Company.
- * A list of the characteristics of an effective team member is available via email.

- Effective Teams Practice Activities

## Characteristics of Effective Team Leaders

**Objectives:**	I.	To provide the team members with an opportunity to describe the qualities of an 		effective team leader.
- 		II.	To allow the team members to compare their own criteria for effective team 		members with those of other members of their team.
**Group Size:**		Twenty or fewer participants.
**Time:**		One-half hour to forty-five minutes.
**Materials:**	I.	A copy of the Effective Team Leader Sheet for each team member and for each 		subgroup.
- 		II.	A pencil for each team member.
**Setting:**		A room with moveable chairs.
**Procedure:**	I.	The leader explains that in this activity, the members will be identifying the 		qualities that they believe a good team leader must possess.
- 		II.	After giving each team member a pencil and a copy of the Effective Team Leader 		Sheet, the leader asks the group members, working individually, to fill out the 		sheets.
- 		III.	When the team members have completed this task, the leader asks them to divide 		into discussion groups of four or five persons each.  Next the members of each 		group are directed to share their individual responses with one another.
- 		IV.	The leader gives each discussion group an Effective Team Leader Sheet and 		explains that each group must now complete the sheet, its members attempting to 		reach a consensus on the qualities that a team leader must have if he or she is to 		perform competently.
- 		V.	After fifteen minutes or when the groups have completed their sheets, the leader 		reassembles the total group.  A representative from each group then reads his or 		her group’s list of characteristics to the entire group.  The leader records the 		characteristics on newsprint, placing a star next to those that are described by 		more than one subgroup.
- 		VI.	The leader then leads the members in forming clusters or categories of listed 		characteristics and labeling these categories (e.g., “leadership,” “scheduling,” 		“fairness,” “knowledge of the task,” etc.).
- 		VII.	The leader initiates a discussion of how leadership characteristics affect the team 		and its work.
**Variations:**	I.	The leader may have the team members focus on the qualities of poor	team 		leadership. (The handout would need to be modified accordingly.)
- 		II.	The leader may ask the team members to share specific examples that illustrate 		the characteristics of the effective team leader.
- 		III.	After Step II, the leader may present the list entitled “Characteristics of Effective 		Team Leaders’ and ask the members if they want to add any of the characteristics 		to their lists.

- Adapted from S. Forbess-Greene, “Good Supervisor/Manager” (1983).  In *The Encyclopedia of Icebreakers: Structured Activities that Warm-Up, Motivate, Challenge, Acquaint and Energize*. San Diego, CA: Pfeiffer & Company.
- * A list of the characteristics of an effective team leader is available via email.

- Effective Teams Practice Activities

## Effective Team Leader Sheet

- An effective team leader has the following qualities:
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- An effective team leader expects his or her team members to:
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- An effective team leader never:
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- Effective Teams Practice Activities

## Evaluating Team Effectiveness

- Periodically, the team should examine its processes from task and maintenance aspects.  In doing this, the team examines how well it is doing and what, if anything, may be hindering its operation.  Effective evaluation is probably one of the most critical factors in team development.
- The team evaluations that follow can be used as observational tools by an independent observer or as intervention devices for the entire team.  For team critiques, an assessment should be completed by each team member, who will then share his or her assessment with the entire team. Agreement about areas of improvement then lead to action planning.

- Effective Teams Practice Activities

## For each statement, refer to the following scale and determine your level of agreement with the statement, using the appropriate number.

__________ 1.	Team members ask questions to test their own understanding.
__________ 2.	Team members participate in setting goals for the team.
__________ 3.	Team members help the leader to track and evaluate progress 			toward goals.	
__________ 4.	Team members contribute ideas from their own experiences and 			knowledge.
__________ 5.	Team members listen to the other members.
__________ 6.	Team members build on other member’s ideas.
__________ 7.	Team members consider other members’ ideas.
__________ 8.	Team members ask questions.
__________ 9.	Team members think creatively.
__________ 10.	Team members focus on common interests.
__________ 11. 	Team members make their own needs known.
__________ 12.	Team members disagree in a constructive way.
__________ 13.	Team members keep the purpose of the meeting in mind.
__________ 14.	Team members stay focused on the objectives.
__________ 15.	Team members use their own energy and enthusiasm to help the 		process along.

- __________ 1.	Team members ask questions to test their own understanding.
- __________ 2.	Team members participate in setting goals for the team.
- __________ 3.	Team members help the leader to track and evaluate progress 			toward goals.
- __________ 4.	Team members contribute ideas from their own experiences and 			knowledge.
- __________ 5.	Team members listen to the other members.
- __________ 6.	Team members build on other member’s ideas.
- __________ 7.	Team members consider other members’ ideas.
- __________ 8.	Team members ask questions.
- __________ 9.	Team members think creatively.
- __________ 10.	Team members focus on common interests.
- __________ 11. 	Team members make their own needs known.
- __________ 12.	Team members disagree in a constructive way.
- __________ 13.	Team members keep the purpose of the meeting in mind.
- __________ 14.	Team members stay focused on the objectives.
- __________ 15.	Team members use their own energy and enthusiasm to help the 		process along.

- Effective Team-Member Assessment

| Strongly
Disagree | 
Disagree | Do Not Know | 
Agree | Strongly
Agree |
| --- | --- | --- | --- | --- |
| 1 | 2 | 3 | 4 | 5 |

- Created by Fran Rees.

- Effective Teams Practice Activities

## For each statement, refer to the following scale and determine your level of agreement with the statement, using the appropriate number.

__________ 1.	Team leader sets boundaries.
__________ 2.	Team leader interprets company goals.
__________ 3.	Team leader facilitates the team’s setting of its own goals.	
__________ 4.	Team leader evaluates and tracks progress toward goals.
__________ 5.	Team leader asks questions.
__________ 6.	Team leader listens effectively.
__________ 7.	Team leader shows understanding.
__________ 8.	Team leader summarizes discussions.
__________ 9.	Team leader seeks divergent viewpoints.
__________ 10.	Team leader records ideas.
__________ 11. 	Team leader uses group-process techniques.
__________ 12.	Team leader seeks common interests.
__________ 13.	Team leader confronts in a constructive way.
__________ 14.	Team leader gives clear directions.
__________ 15.	Team leader intervenes to keep the group on track.
__________ 16.	Team leader reads the group and makes appropriate adjustments.
__________ 17.	Team leader suggests alternative processes to help group achieve 			goal.

- __________ 1.	Team leader sets boundaries.
- __________ 2.	Team leader interprets company goals.
- __________ 3.	Team leader facilitates the team’s setting of its own goals.
- __________ 4.	Team leader evaluates and tracks progress toward goals.
- __________ 5.	Team leader asks questions.
- __________ 6.	Team leader listens effectively.
- __________ 7.	Team leader shows understanding.
- __________ 8.	Team leader summarizes discussions.
- __________ 9.	Team leader seeks divergent viewpoints.
- __________ 10.	Team leader records ideas.
- __________ 11. 	Team leader uses group-process techniques.
- __________ 12.	Team leader seeks common interests.
- __________ 13.	Team leader confronts in a constructive way.
- __________ 14.	Team leader gives clear directions.
- __________ 15.	Team leader intervenes to keep the group on track.
- __________ 16.	Team leader reads the group and makes appropriate adjustments.
- __________ 17.	Team leader suggests alternative processes to help group achieve 			goal.

- Effective Team-Leader Assessment

| Strongly
Disagree | 
Disagree | Do Not Know | 
Agree | Strongly
Agree |
| --- | --- | --- | --- | --- |
| 1 | 2 | 3 | 4 | 5 |

- Created by Fran Rees.

- Effective Teams Practice Activities

## Instructions: Rate your team on each of the following nine dimensions, using a scale of one to seven, to indicate your assessment of your team and the way it functions.  Circle the number on each scale that you feel is most descriptive of your team.
1.	Goals and Objectives

1		2		3	4		5	6	7
There is a lack of commonly			The team members understand
understood goals and objectives.		and agree on goals and objectives.

2.	Utilization of Resources

1		2		3	4		5	6	7
All resources of team members		The resources of all team members
are not fully recognized and/or		   are fully recognized and utilized.
utilized.

3.	Trust and Conflict Resolution

1		2		3	4		5	6	7
There is little trust among			There is a high degree of trust
team members, and conflict is		among team members, and
evident.					conflict is dealt with openly
						and worked through.

**1.****	****Goals and Objectives**
- _1__	__	__2__	__	__3__	__4__	__	__5__	__6__	__7_
- There is a lack of commonly			The team members understand
- understood goals and objectives.		and agree on goals and objectives.
**2.****	****Utilization of Resources**
- _1__	__	__2__	__	__3__	__4__	__	__5__	__6__	__7_
- All resources of team members		The resources of all team members
- are not fully recognized and/or		   are fully recognized and utilized.
- utilized.
**3.****	****Trust and Conflict Resolution**
- _1__	__	__2__	__	__3__	__4__	__	__5__	__6__	__7_
- There is little trust among			There is a high degree of trust
- team members, and conflict is		among team members, and
- evident.					conflict is dealt with openly
- 						and worked through.

- Effective Team Assessment

- Reprinted from M. Alexander, “The Team-Effectiveness Critique,” in L.D. Goodstein and J.W. Pfeiffer (Eds.) (1985). *The 1985 Annual: Developing Human Resources.* San Diego, Ca: Pfeiffer & Company.

- Effective Teams Practice Activities

## 4.	Leadership

1		2		3	4			5	6	7
One person dominates, and				There is full participation in
team-leadership roles are not			leadership; leadership roles are
carried out or shared.					shared by team members.

5.	Control and Procedures

1		2		3	4			5	6	7
There is little control, and				There are effective procedures
there is a lack of procedures			to guide team functioning; team
to guide team functioning.			members support these procedures
							and regulate themselves.

6.	Interpersonal Communications

1		2		3	4			5	6	7
Communications between				Communications between
team members are closed				team members are open and
and guarded.								participative.

7.	Problem Solving / Decision Making

1		2		3	4			5	6	7
The team has no agreed-on				The team has well-established
approaches to problem solving				and agreed-on approaches to
and decision making.			problem solving and decision making.

- _1__	__	__2__	__	__3__	__4__	__	__	__5__	__6__	__7_
- One person dominates, and				There is full participation in
- team-leadership roles are not			leadership; leadership roles are
- carried out or shared.					shared by team members.
**5.****	****Control and Procedures**
- _1__	__	__2__	__	__3__	__4__	__	__	__5__	__6__	__7_
- There is little control, and				There are effective procedures
- there is a lack of procedures			to guide team functioning; team
- to guide team functioning.			members support these procedures
- 							and regulate themselves.
**6.****	****Interpersonal Communications**
- _1__	__	__2__	__	__3__	__4__	__	__	__5__	__6__	__7_
- Communications between				Communications between
- team members are closed				team members are open and
- and guarded.								participative.
**7.****	****Problem Solving / Decision Making**
- _1__	__	__2__	__	__3__	__4__	__	__	__5__	__6__	__7_
- The team has no agreed-on				The team has well-established
- approaches to problem solving				and agreed-on approaches to
- and decision making.			problem solving and decision making.

- Effective Teams Practice Activities

## 8.	Experimentation / Creativity

1		2		3	4			5	6	7
The team is rigid and does not			The team experiments with
experiment with how things			different ways of doing things 
are done.						and is creative in its approach.

9.	Evaluation

1		2		3	4			5	6	7
The team never evaluates					The team often evaluates
its functioning or process.					its functioning and process.

- _1__	__	__2__	__	__3__	__4__	__	__	__5__	__6__	__7_
- The team is rigid and does not			The team experiments with
- experiment with how things			different ways of doing things
- are done.						and is creative in its approach.
**9.****	****Evaluation**
- _1__	__	__2__	__	__3__	__4__	__	__	__5__	__6__	__7_
- The team never evaluates					The team often evaluates
- its functioning or process.					its functioning and process.

- Effective Teams Practice Activities

## Team Blasphemies: Clarifying Values

**Objectives:**	I.	To provide an opportunity for the team members to be creatively open 		about the characteristics of their team.
- 		II.	To assist the team members in identifying and comparing their values with 		regard to the team.
- 		III.	To allow the team members to explore the match between their own 		goals or values and those of the entire team.
**Time:**		One and one-half to two hours.
**Materials:**	I.	Several sheets of blank paper and a pencil for each team member
- 		II.	Newsprint and a felt-tipped marker.
- 		III.	Masking tape for posting newsprint.
**Setting:**		A room with a chair and a writing surface for each participant.
**Procedure:**	I.	The leader introduces the activity by stating that it is useful for the 		members of a team to think from time to time about the team’s objectives 		and whether they, as individuals, are working toward those objectives.
- 		II.	The leader explains that in the next step of the activity each team member 		will be writing a “team blasphemy”—a phrase or slogan so alien to what 		the team represents that the members will squirm in their seats when they 		hear it.  The leader then gives examples of blasphemies for other teams:
- Accounting Department: “What difference does it make if we keep accurate records?”
- Human Resources Development (HRD) Department: “You can’t teach an old dog new tricks.”
- Customer Service Department: “Let the customers solve their own problems; we have our own work to attend to.”
- 	(Five minutes.)
- 		III.	The team members are given blank paper and pencils and each is 		instructed to spend five minutes inventing a blasphemy for the team and 		writing this blasphemy on one of the sheets of paper. (Five minutes.)
- 		IV.	The leader calls time, collects the blasphemies and reads them aloud while 		a member of the team records them on newsprint.  This newsprint list 		remains posted throughout the activity. (Ten minutes.)

- Adapted from T. McNulty, in L.D. Goodstein and J.W. Pfeiffer (Eds.) (1983). *The 1983 Annual for Facilitators, Trainers, and Consultants*. San Diego, CA: Pfeiffer & Company.
- The idea of an “organizational blasphemy” was suggested in *The Corporation Man* by Anthony Jay, Penguin Books, Ltd., 1975.

- Effective Teams Practice Activities

## 		V.	The team discusses the activity so far.  The following topics may be 		included in this discussion:
How did it feel to consider and write down ideas of this nature?
Why did team members select these particular blasphemies?
What common themes run through the blasphemies?  What might this mean in terms of the ways in which the members perceive the team?
What blind spots or biases in the team might these blasphemies indicate?
What taboos are there within the team that appear clearly in the list of blasphemies?
What do the blasphemies imply about the goals of the team?  What do they imply about the way in which the team works?
Does any team member’s blasphemy differ significantly from the rest?  If so, what might be the reason?
What implications do the results of this activity have for the team?  For the individual members?
	(Fifteen to thirty minutes.)
		VI.	The leader states that blasphemies often highlight beliefs or aspects of 		behavior that have been “socialized out” of the team members by the 		team’s processes.  The team members then are invited to contribute their 		own examples of how this process of socialization has operated, if at all, 		within the team. (Ten minutes.)
		VII.	The leader states that a team is a culture within its organization’s culture 		and that the values of these two cultures can differ to a great extent.  The 		leader then replicates the drawing of three circles on newsprint and posts 		this figure prominently.  The leader explains that the larger the shaded are, 		the more “comfortable” individuals are likely to feel in the organization or 		team.  If the shaded area is large, the individual is confronted by less value 		conflict.  The leader says that tension can be present whenever the 		individual perceives a clash between the values of one culture and the 		values of another culture to which it is connected (for example, personal 		and work or team organization) and that these values may conflict more 		than one realized.
			(Five minutes.)
		VII.	The leader asks the members to think about themselves in relation to the 		team and the organization and, using the figure of the three circles as a 		model, to draw circles (of approximately the same size) to represent their 		own values in relation to the values of their team and the values of the 		organization.  Each member also is told to list the respective values in the 		three circles (his or her own values in the “personal” circle, the team values 		in the “team” circle, and the organization’s values in the “organization” 		circle). (Ten minutes.)

- How did it feel to consider and write down ideas of this nature?
- Why did team members select these particular blasphemies?
- What common themes run through the blasphemies?  What might this mean in terms of the ways in which the members perceive the team?
- What blind spots or biases in the team might these blasphemies indicate?
- What taboos are there within the team that appear clearly in the list of blasphemies?
- What do the blasphemies imply about the goals of the team?  What do they imply about the way in which the team works?
- Does any team member’s blasphemy differ significantly from the rest?  If so, what might be the reason?
- What implications do the results of this activity have for the team?  For the individual members?
- 	(Fifteen to thirty minutes.)
- 		VI.	The leader states that blasphemies often highlight beliefs or aspects of 		behavior that have been “socialized out” of the team members by the 		team’s processes.  The team members then are invited to contribute their 		own examples of how this process of socialization has operated, if at all, 		within the team. (Ten minutes.)
- 		VII.	The leader states that a team is a culture within its organization’s culture 		and that the values of these two cultures can differ to a great extent.  The 		leader then replicates the drawing of three circles on newsprint and posts 		this figure prominently.  The leader explains that the larger the shaded are, 		the more “comfortable” individuals are likely to feel in the organization or 		team.  If the shaded area is large, the individual is confronted by less value 		conflict.  The leader says that tension can be present whenever the 		individual perceives a clash between the values of one culture and the 		values of another culture to which it is connected (for example, personal 		and work or team organization) and that these values may conflict more 		than one realized.
- 			(Five minutes.)
- 		VII.	The leader asks the members to think about themselves in relation to the 		team and the organization and, using the figure of the three circles as a 		model, to draw circles (of approximately the same size) to represent their 		own values in relation to the values of their team and the values of the 		organization.  Each member also is told to list the respective values in the 		three circles (his or her own values in the “personal” circle, the team values 		in the “team” circle, and the organization’s values in the “organization” 		circle). (Ten minutes.)

- Effective Teams Practice Activities

## The Sets of Values that Exist Within an Organization
		IX.	The members are asked to take turns presenting their drawings to the total 		group and explaining the rationales behind these drawings. (Fifteen to 		thirty minutes.)
		X.	The leader initiates a discussion of the experience, asking questions such as 		the following:
What do the shaded area on the drawings indicate about the match between the individual members and the team?
How do the team’s goals match the organization’s goals?  How do you feel about the match?  How might it affect the team?  What, if anything, do you want to do about the match?
What values are seen as common (as shown in the shaded areas of the drawings)?  What values outside the common areas are shared by individual team members?
How can an awareness of individual, team, and organizational values help the team members and the team in our work?
How can we turn the blasphemies around and state them in terms of agreed-on goals?
Variations:	I.	The activity can be ended after Step V.
		II.	The team members may be asked to complete their drawings on sheets of 		newsprint and post them in various places in the room.  Subsequently, the 		members travel from “poster” to “poster’ for the presentations in Step IX.
		III.	If the team is large, Step IX can be done in pairs.

- 		IX.	The members are asked to take turns presenting their drawings to the total 		group and explaining the rationales behind these drawings. (Fifteen to 		thirty minutes.)
- 		X.	The leader initiates a discussion of the experience, asking questions such as 		the following:
- What do the shaded area on the drawings indicate about the match between the individual members and the team?
- How do the team’s goals match the organization’s goals?  How do you feel about the match?  How might it affect the team?  What, if anything, do you want to do about the match?
- What values are seen as common (as shown in the shaded areas of the drawings)?  What values outside the common areas are shared by individual team members?
- How can an awareness of individual, team, and organizational values help the team members and the team in our work?
- How can we turn the blasphemies around and state them in terms of agreed-on goals?
**Variations:****	**I.	The activity can be ended after Step V.
- 		II.	The team members may be asked to complete their drawings on sheets of 		newsprint and post them in various places in the room.  Subsequently, the 		members travel from “poster” to “poster’ for the presentations in Step IX.
- 		III.	If the team is large, Step IX can be done in pairs.

- Effective Teams Practice Activities