If the leader is committed to team improvement through learning, there is no limit to the ways to gather data and have the team consider its performance. An aspect of this format is that it provides a quantitative dimension to other information gathered by using only annex 1. Annex 2 seeks to gauge the conduct and performance of the team leader more discretely than other commentary might allow. Such an evaluation of the leader might be done during times of training, or even in actual practice if someone is concerned about the progress of the team and wishes to have some more direct feedback to the leader about his or her performance. A leader has, or can have, profound effects on a team.
Process is a function of inputs.
The idea of evaluating the team leader's behaviors may be very threatening to many people, especially those who have matured inside very structured, hierarchical organizations. If anything can put leaders outside their comfort zones, it is being evaluated. However, what we're interested in evaluating is not the leader so much as the leader's behavior. A team leader, in the scientific and academic sense, possesses a set of values, skills, attributes, prefer-ences,knowledge, and experiences. When facilitating the decision making process, the leader displays his set of values, skill, etc., through his behavior.