TeamworkLevel 5

Worldwide Interactive Network, Inc.1000 Waterford Place, Kingston, TN 37763 • 888.717.9461

©2008 Worldwide Interactive Network, Inc. All rights reserved.

2 • Teamwork

Copyright © 1998 by Worldwide Interactive Network, Inc. ALL RIGHTS RESERVED.Printed in the U.S.A. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, photocopying, recordingor otherwise without the prior written permission of Worldwide Interactive Network,Inc.

ACT™ and WorkKeys® are trademarks of ACT, Inc. Worldwide Interactive Network,Inc. is not owned or controlled by ACT, Inc.; however, ACT, Inc. has reviewed thesetraining materials and has determined that they meet ACT, Inc.’s standards for WorkKeysTraining curriculum. The WorkKeys employment system is a product of ACT, Inc.

The use of materials in this manual does not imply any specific results when WINmaterials are used with the ACT WorkKeys system.

Requests for permission to reproduce or make other use of this material should beaddressed to:

Worldwide Interactive Network, Inc.1000 Waterford PlaceKingston, Tennessee 37763 USATel: (865) 717-3333Fax: (865) 717-9461info@w-win.comwww.w-win.com

Teamwork • 3

HI!! My name is EdWIN. I will be your guidethrough this course. Look for me to pop up throughoutyour lessons to give you a helpful tip, suggestion, orreminder as we go along.

You are about to begin Level 5 of Teamwork. If youhave become acquainted with me before, you alreadyknow that I am easy to get along with; or, at least Ihope you felt that way! Let me explain what we will bedoing. We are specifically concerned with the skillsnecessary to become an effective team member in theworkplace. I promise I won’t be too hard on you.

Now, you may be asking yourself, “How can I learnto work as a team member in a self-study environment?”That’s a good question. Even though you may bestudying on your own, this course will teach younecessary skills that will enable you to work effectivelyin any team situation. All teams, no matter what typethey may be, are made up of individual members. Ifeach member knows and practices proper teamworkguidelines and skills, then that team will be moreeffective.

I will be asking you to do a little creative role playingas we go along in order to practice some of thetechniques described. Don’t worry about that; just lookat it as your chance to brush up on that high schooldrama club membership. So, have some fun with it!

Hi, I’m EdWIN!

4 • Teamwork

If you should happen to be working with one ormore partners in the study, you will still be able toapply the techniques and exercises to work effectivelyto complete this level of Teamwork.

Since this level may be somewhat harder for roleplaying, I would suggest that if you are studying onyour own, you might want to solicit the help of a fewfriends to practice the techniques we will be studying.If you are already in a work situation and you arestudying this in preparation for working in a teamsetting, I would suggest you ask your supervisor if youcan set up some time to practice these techniques withother co-workers who are also learning teamwork skills.

I will also be asking you to do some writingassignments, so I’ll give you fair warning now. OK, Iheard that groan. Don’t skip them please, or later you’llwish you had done the practice. This study is all aboutteamwork and you are my partner(s), so I’m countingon you to do your part.

So, without further ado, let’s begin.

INTRODUCTION

Teamwork • 5

LESSON 1 Process Skills for Effective Decision Making andProblem Solving

LESSON 2 Empowering Team Members, BuildingCommitment, and Implementing Success

LESSON 3 Evaluation Techniques in Decision Making

LESSON 4 Overcoming Barriers with Assertiveness

LESSON 5 Summary

LESSON 6 Posttest

REFERENCES Test-Taking TipsBibliography

OUTLINE

6 • Teamwork

PROCESS SKILLS FOR EFFECTIVEDECISION MAKING AND PROBLEMSOLVING

Decisions, decisions, decisions. We make these everyday of our lives, from major life-changing decisions tominor day-to-day ones. Decision making within a team,however, must take into account all the membersinvolved and their ideas.

In this lesson we will discuss aspects of decisionmaking within a team format and techniques you andyour team members can apply to reach decisions thatwill be acceptable to the whole team.

WHAT IS A DECISION?

A decision is a choice made from an array ofalternatives considered. Not all action involves choice.Many things you do from day-to-day require nodecision making at all. Other considerations that youare presented with involve some deliberate assessmentof the situation, the alternatives available, andconsideration of the potential consequences associatedwith each alternative. In other words, when the alarmgoes off in the morning, you have no choice but to getup and go to work. The reason I refer to this exampleas a “no decision” action is because of the alternativeassociated with not doing so!

LESSON 1

EdWIN

Decisions …decisions!

Teamwork • 7

WHAT FACTORS INFLUENCE HUMANDECISION MAKING PROCESSES?

There are many factors that affect the decisionmaking process. Unfortunately, many of those factorscan lead to bad decision making. This is what we mustavoid if at all possible. Some of the factors include:personal assessment of the situation, past experience,resources (or lack thereof ), fear, stress, and ego threat.Each of these factors has the potential for causing youto distort, delete, or misrepresent importantinformation. As emotional distress increases, rationalityand objectivity decrease.

WHAT KINDS OF DECISIONS DO PEOPLEORDINARILY MAKE?

There are three basic groups or types of decisionsbased on their central concerns:

• People decisionsThese are decisions that directly involve other

people. Supervisors make these kinds of decisionsregularly. They will include decisions to hire, fire,discipline, train, promote, disclose information,involve, judge, confront, and to listen or observe.

• Thing decisionsThese decisions include to purchase, discard, check

calibration, fix or repair, upgrade, use, make or develop,etc.

• Idea decisionsThese decisions relate to standards, processes, rules,

planning, negotiating, writing policies and procedures,and establishing goals and standards.

LESSON 1

8 • Teamwork

All decision making involves a balance of one ormore of the following considerations: people, things,and ideas.

WHAT ARE THE IMPORTANTCONSIDERATIONS IN DECISIONMAKING?

There are two fundamental considerations in everydecision, quality and acceptance. Quality refers to howeffective a decided solution addresses the problem.Acceptance refers to the readiness and willingness of theteam members to follow that solution once the decisionhas been made. Review the following table to reinforcethis point.

LESSON 1

Teamwork • 9

Let’s look at the top left box of the chart labeledQuality High-Acceptance Low. Notice the example is anemergency situation, matters of life or death. Thequality of your decided solution is imperative in thiscase, and the acceptance of that solution is of practicallyno importance at all. No matter how much the affectedperson may protest, you ARE calling 911!

Compare that to the lower right-hand box with theheading Quality Low, Acceptance Low. This reminds meof the question presented to the team, “Well, whereare we going for lunch today?” Ho hum! No one reallycares much, just as long as we go somewhere!

I hope you can see the concept of quality andacceptance clearly using these examples. Maybe youcan think of other illustrations for high-high or low-low situations. Now, let’s get back to our questions andanswers regarding decision making.

HOW DOES PERSONAL EXPERIENCEINFLUENCE DECISION MAKING?

Most people normally make decisions based on whatworked for them in the past. Ordinarily, people chooseoptions in their order of preference. When a personlacks direct experience, he/she will often generalize froma similar situation or seek the advice of someone whohas had experience with the same situation. When facedwith an important decision that may constitute apotential loss of self-esteem, people are inclined to bemore self-oriented in their decision making processes.

LESSON 1

Did someone say lunch?

10 • Teamwork

Maybe you’ve heard this ... “once burned, twice shy.”This is one of the reasons that team support duringdecision making is a great help to individuals.Teamwork allows persons to solicit help and avoid manyself-oriented decisions based on a previous badexperience.

HOW CAN DECISION MAKING BE MADEMORE EFFECTIVE?

It is obvious that experience helps in decisionmaking, and although it is a great teacher, a personcannot usually afford too many false starts or mistakesin the workplace. Many decisions are recurrent in theworkplace, and there is a good chance that if anindividual has not faced the situation before, there willbe someone else who has. More common problemsusually become part of the procedures and policies ofthe team. The challenge is to obtain the necessaryinformation and reflect on experiences of others withinthe time constraints of deciding. If you can call on yourown or a team member’s experience, you use it. If not,you need a process that will help you act rationally andobjectively. Think before you act, then act on what istruly important, not merely urgent.

WHAT ABOUT GROUP DECISIONMAKING?

This, of course, is one of the important aspects ofbeing in a team environment. One of the positiveaspects of team decision making is the fact no oneindividual has to take responsibility for an importantdecision, but everyone can rely on input from theothers. You must remember that in an effective team,each member must be involved in the process in ameaningful way.

LESSON 1

Teamwork • 11

Groups can compound the problems of individuals.If each member’s input is not recognized, there can beproblems down the line when a decision is made thatmay not be suitable to one or more of the teammember’s needs. The group leader needs to make clearat the outset how input from the group will be used.Furthermore, it is important to follow up. A carefullystructured process that is clearly understood helps keepthe group on track and reduces futuremisunderstanding. The more dependent success is onthe voluntary compliance of group members, thegreater their voice should be in selecting orrecommending the solution.

There are several steps involved in problemsolving that, if followed, will allow the team to reachdecisions in an organized and effective manner.

LESSON 1

Define the problemEstablish a clear definition of the problem and ensure team members are focused on the same issues.

Questions to ask: "How urgent is it?", When does it occur, and when does it need to be solved?", "Is the

problem real?"

Diagnose the problemThe more you know about a situation the better. Gather important information about the key factors

related to the problem. Questions to ask: "Who is involved?", When does it happen?", Why does it happen?"

Develop solutionsLook at a variety of solutions before selecting one. Brainstorm as many ideas as possible. Don't critique

ideas as they are raised. Use your imagination and build on each other's ideas. In this step you are

looking for quantity more so than quality. Quality will come during another step.

Select a possible situationAnalyze the brainstorm list. Which items on your list does your organization have the necessary

resources to put into action? Which solution will be the most reliable, the most cost effective?

Implement the possible situationThe implementation step is a key step. It lays out the actions, the reasons, the deadlines, and who is

responsible.

Evaluate the outcome and modify if necessaryEvaluation tells you whether your problem-solving and decision-making approach worked or not

and better prepares you to deal with similar problems next time. If it did not work, you may need to

return to step one and begin the process over.

12 • Teamwork

Most of these steps are fairly self-explanatory, but Iwould like to discuss in a little further detail step 4,“analyze possible consequences.” There areconsequences to every decision, whether major orminor. This step is very basic, and should always bediscussed thoroughly by the team before implementingthe next step, “choosing the optimum solution,” forobvious reasons. If you have ever made a decision,implemented the action, and then, to your greatdiscomfort or embarrassment, were presented with aconsequence that you had not previously considered,you know exactly what I mean. The “boy, was my facered” scenario should be avoided if at all possible. Yourteam will not want to experience this more than oncein the workplace; I can assure you! Let’s look at someof the considerations that must be made as far astangible consequences are concerned.

Money

This, of course, is a huge factor to your employer.After all, this is why he/she is in business. This ismeasured in actual dollar differences. Profitability(revenues-expenses), savings (expenditures avoided ordeferred), and encumbrances (debts against existing oranticipated revenues) can all be measured.

Effort Required

This is measured in time commitment and energy used.

• Time – measured in man-hours or trade-offs• Discomfort – measured in levels of physical and

emotional stress

LESSON 1

EdWIN, CEO

Teamwork • 13

Ambiguity

This is measured in the amount of usefulinformation available for deciding what to do.

Identity Consistent

This is measured by the extent to which behaviorwill be seen by others to be consistent with the team’sprior discharge of duties and responsibilities.Consistency is very important to your team’s acceptanceand respect by others.

Regard

This is measured by the extent to which other peopleare likely to react to your handling of a situation.

• Support – How likely is your team to experiencesupportive, approving reactions from others whenyou are successful?

• Criticism – How likely is your team to experiencedisapproving reactions from others if you areunsuccessful?

Capacity to Influence Others

This is measured by the extent to which your team’sinput is or is likely to be solicited on important matters,considered seriously in decision making, and moreoften than not, endorsed by others.

LESSON 1

14 • Teamwork

Let’s look at an example to show how all of thetangible consequences can be linked. Suppose yourteam made a decision to change suppliers for aparticular widget used in a manufacturing processbecause they are less costly. Now suppose after makingthe change, you have found that even though thedecision has fulfilled one of the criteria, “money,” ithas created a problem with time and effort. If yourteam did not go through the list of “tangibleconsequences” thoroughly before making your decision,you may find yourself in some hot water. Your companyis receiving the part at less cost per unit, but it has tobe shipped farther and requires more time and effortto install. Did you know this before, or was yourdecision based on ambiguous information? Your teamhas made a bad decision which will have a ripple effectthrough the rest of the criteria, i.e., identity consistent,regard, and capacity to influence others. So, you haveto go back to the old way which will cost the companymore money, time, and effort. Your reputation as aneffective and efficient team has been damaged. I hopethis example points out the importance of the“analyzing the possible consequences” step of decisionmaking.

LESSON 1

Are you ready to practicewhat you’ve learned?

Teamwork • 15

EXERCISE – DECISION MAKING AND PROBLEM SOLVING

Instructions: Using the “Steps to Problem Solving”, decide how to handle the problemsassociated with each situation. Read the scenario below, then answer thequestions that follow by selecting the letter that best represents your response.

Alan, Pamela, Steve and Thom all work at the Waving Palms Golf Course. Alan, Pamela, and Steve are the course’s Golf Professionals (instructors) and Thom is the Greens Keeper. All of the instructors have regularly scheduled lessons each week. One of the duties of the instructors is to also introduce the course to new players. Even though they are a small golf club, they are hosting a tournament that will include professionals and semi-professionals and is being held the last weekend of this month, Friday, Saturday, and Sunday. Since the players in the tournament are coming from all over the United States, it would be nice if the course staff could pick each player up at the airport, take them to their hotel, and help them with tournament registration and give them a tour of the course. The majority of the twenty tournament players are arriving Monday through Thursday, the week of the tournament. Here are their resource limitations:

• The golf course is open from 8:00 am to 6:00 pm• There is not a scheduled driver for the course• Arrivals at the airport are always before 3:00

1. What is the problem?

a The greens are not being taken care of.b. The team does not understand their goal.c. To free up the employee schedules so they are able to meet

and assist the twenty tournament players.d. The golf course does not have enough employees hired.

LESSON 1

16 • Teamwork

LESSON 1

2. What data is irrelevant in solving the problem?

a. Instructors have regularly scheduled lessons.b. Course staff to pick up and introduce tournament players.c. Arrival of tournament players Monday through Friday.d. Include only semi-professional golfers in the tournament

3. Which item is NOT a possible solution to the problem?

a. Reschedule lessons for the evening.b. Have the greens keeper assist with tournament players.c. Use temporary volunteer guides for the tournament.d. Handle the players in groups.

4. What is a possible problem with using Thom and temporary guidesto help?

a. Thom would not be able to perform his greens keeping duties.b. The “personal care” the golf course wanted may be less from

the temporary guides.c. Extra time would need to be taken to train the temporary guides.d. All of the above.

5. What is a possible problem with the solution of rescheduling lessonsfor the next week?

a. The greens may not be in good enough condition.b. The tournament would have to be cancelled.c. Thom might decide to become an instructor.d. Rescheduling next weeks regular lessons might

cause unhappy customers.

Teamwork • 17

LESSON 1

6. Having analyzed the possible solutions, which solution would theteam most likely use?

a. Reschedule lessons for next week.b. Give the greens keeper a new job title.c. Use temporary volunteer guides for the tournament.d. Handle the players in groups.

18 • Teamwork

LESSON 1

ANSWERS TO EXERCISE - DECISION MAKING AND PROBLEMSOLVING

1. What is the problem?

Answer: c. - To free up the employee schedules so they areable to meet and assist the twenty tournamentplayers.

2. What data is irrelevant in solving the problem?

Answer: d. - Include only semi-professional golfers in thetournament

3. Which item is NOT a possible solution to the problem?

Answer: a. - Reschedule lessons for the evening.

4. What is a possible problem with using Thom and temporary guidesto help?

Answer: d. - All of the above.

5. What is a possible problem with the solution of rescheduling lessonsfor the next week?

Answer: d. - Rescheduling next weeks regular lessons mightcause unhappy customers.

6. Having analyzed the possible solutions, which solution would theteam most likely use? (Select all that apply)

Answer: c. - Use temporary volunteer guides for thetournament.

Teamwork • 19

LESSON 1

Well, how did you and your teammates do on thatexercise? If you did not do well, go back and review itagain, studying my efforts to see how you mightimprove or what you might have left out. Now, I realizethis may seem a little difficult at first, but with practiceyou will quickly become efficient in the skill of decisionmaking and problem solving using the techniquesdiscussed.

20 • Teamwork

LESSON 2

EMPOWERING TEAM MEMBERS,BUILDING COMMITMENT, ANDIMPLEMENTING SUCCESS

First, let’s discuss the concept of empowerment.What exactly is empowerment? The dictionary definesthe word as “to give power to, authorize, to enable, orto permit.” In a teamwork setting, the team is“empowered” by management to make certain decisionsregarding problems, tasks, planning andimplementation, and other important aspects ofrunning the business. This does not mean the team isautonomous, meaning that they answer to no oneregarding their decisions or actions. Your team willalways be answering to someone at a higher level ofauthority.

Empowerment in a team setting describes certainkinds of interactions between the team members, bywhich they are linked to one another and stirred toaction. Each member is empowered by each other in asetting of equality. You may wonder why this is animportant concept to teams. Namely, when each teammember feels their ideas and input are important andthey have certain authority to impact decision making,they are much more likely to interact and express theirideas and opinions concerning problem solving anddecision making.

TIP:Basis of Teamwork

… all members workingtogether with equal

importance to achieve thedesired results.

Teamwork • 21

LESSON 2

This dialogue is the basis of the teamwork concept;all members working together with equal importanceto achieve the desired results. Empowerment of teammembers will also increase commitment by eachmember to the team.

In the teamwork concept, empowerment involvesthree distinct stages of process.

1. OWNINGEmpowerment begins with an honest appraisal of

each member’s own resources, (strengths andweaknesses), a reevaluation of previous assumptions andpatterns, and includes an assessment of possible payoffs.

2. CHOOSINGThe second stage involves deciding to contend

(striving against the difficulties) for goals that representthe greatest hopes and most deeply held values of eachteam member.

3. REFINING procedures which allow each team member to give

his/her own thoughts about each step.

22 • Teamwork

Now, let’s look at the steps to problem solvingthat were discussed in the previous lesson with anemphasis on empowering team members. Study thefollowing chart carefully and notice that the steps toproblem solving are accompanied by empoweringprocedures that allow each team member to give his/her own thoughts about each step.

Think about problemsolving as you study the

chart.

LESSON 2

Teamwork • 23

LESSON 2

24 • Teamwork

EXERCISE – EMPOWERMENT PRINCIPLE

Instructions: Use the same scenario to practice recognizing the empowerment principal.Read possible statements by team members. Determine which statement bestillustrates an empowered team. Select the letter that best represents your response.

Alan, Pamela, Steve and Thom all work at the Waving Palms Golf Course. Alan, Pamela, and Steve are the course’s Golf Professionals (instructors) and Thom is the Greens Keeper. All of the instructors have regularly scheduled lessons each week. One of the duties of the instructors is to also introduce the course to new players. Even though they are a small golf club, they are hosting a tournament that will include professionals and semi-professionals and is being held the last weekend of this month, Friday, Saturday, and Sunday. Since the players in the tournament are coming from all over the United States, it would be nice if the course staff could pick each player up at the airport, take them to their hotel, and help them with tournament registration and give them a tour of the course. The majority of the twenty tournament players are arriving Monday through Thursday, the week of the tournament. Here are their resource limitations:

• The golf course is open from 8:00 am to 6:00 pm• There is not a scheduled driver for the course• Arrivals at the airport are always before 3:00

1. When identifying the problem, a member of an empowered teammight say:

a. Alan and Thom are the ones who have a problem.b. Our problem is to come up with a plan to handle the tournament.c. We will have to ask the manager how he wants to reschedule

everything to fit his schedule.d. Don’t look at me. The manager never takes my opinions and

suggestions seriously.

LESSON 2

Teamwork • 25

LESSON 2

2. When gathering data, a member of an empowered team might say:

a. How long does it take you to give a lesson?b. Let’s look at how other courses have handled these

tournaments in the area.c. When do we have another holiday?d. Why does it not matter how long it takes to get to the airport?

3. When identifying solutions to problems, a member of an empoweredteam might say:

a. The way I see it, the people with lessons are the ones with theproblem. I say we just skip the lessons that are usually thisweek. They will manage.

b. I am not working overtime. It is all I can do to get home runningaround the golf course all day.

c. While Steve is not here, let’s assign him the extra work.d. Thom, how would you feel about helping with the tournament

this week along with other volunteer helpers?

4. When analyzing possible consequences of a proposed solution, amember of an empowered team might say:

a. Thom, you helped out with another event last year. How didthat work out with your greens duties?

b. I do not want any part of this discussion because if the plandoes not work well, I will not be responsible.

c. Alan, if unhappy clients call because there is no one to getthem to the course, blame it on the hotel.

d. We surely cannot use Pamela’s suggestion to hire volunteerworkers...like she thinks we might listen to her!

26 • Teamwork

LESSON 2

5. When choosing the best solution, a member of an empowered teammight say:

a. Alan has been here the longest, so he decides what to do.b. I want you to know if you decide that we have to work overtime,

you are not going to see me around.c. I think we should change Thom’s duties and bring in extra

guides. What do you think about that?d. It does not matter what we decide to do, the manager will have

a better idea.

6. In case the solution does not work, a member of an empoweredteam might say:

a. Let’s touch base with each other every morning to see if wehave any problems.

b. I guess we will know after the tournament if we made the rightdecision.

c. You are all on your own next week.d. If it does not work out, the manager can do something about

this problem next time.

Teamwork • 27

LESSON 2

This page is intentionally left blank.

28 • Teamwork

LESSON 2

ANSWERS TO EXERCISE – EMPOWERMENT PRINCIPLE

1. When identifying the problem, a member of an empowered teammight say:

Answer: b. - Our problem is to come up with a plan to handlethe tournament.

2. When gathering data, a member of an empowered team might say:

Answer: b. - Let’s look at how other courses have handled thesetournaments in the area.

3. When identifying solutions to problems, a member of an empoweredteam might say:

Answer: d. - Thom, how would you feel about helping with thetournament this week along with other volunteer helpers?

4. When analyzing possible consequences of a proposed solution, amember of an empowered team might say:

Answer: a. - Thom, you helped out with another event last year.How did that work out with your greens duties?

5. When choosing the best solution, a member of an empowered teammight say:

Answer: c. - I think we should change Thom’s duties and bringin extra guides. What do you think about that?

6. In case the solution does not work, a member of an empoweredteam might say:

Answer: a. - Let’s touch base with each other every morning tosee if we have any problems.

Teamwork • 29

Notice how I have tried to show that each teammember (including myself ) is empowered to voice theiropinions and ideas freely. This is the whole idea ofempowerment.

The last part of this lesson focuses on successfulimplementation. Implementation requires a plan ofaction. A plan of action will require leadership anddelegation of duties within the team structure.

Most teams will choose an individual to be the teamleader. This does not mean that the rest of the teamwithout discussion or question will follow his or herdecisions, ideas, or suggestions. That would defeat thepurpose of the teamwork format. The leader may bemore correctly defined as the “moderator” or“organizer” of the team. Regardless of the title of theperson, his/her main job is to keep meetings organizedand flowing smoothly so that optimum results will beachieved. This leadership role within the team can movefrom one member to another, depending on the needsof the team and on the skills of its members. The teammember with a particular technical or functional skillmay be called upon to lead in decisions in which theirexpertise is needed. Skill in leadership incorporates bothassuming the directive role and giving that role to othersas the situation demands.

Now, let’s try an exercise calling for someone to takea leadership role in this scenario.

LESSON 2

30 • Teamwork

LESSON 2

EXERCISE – LEADERSHIP

Instructions: Once again, use the 4-day workweek scenario. Read the additional informationregarding the situation. Then select the letter that best represents the answer tothe questions.

Scenario:Zack, Carrie, Donna , and Gary are employees of a produce distribution house.Fresh produce arrives from local farms early every other morning. Zack and Carrieinspect produce upon arrival and are responsible fin overseeing the automatedpackaging process. Carrie manages a computerized inventory and handles invoices.Donna and Gary make deliveries to area resturants and markets. Larger accountsare serviced three times a week. The team must work together to make deliveriesduring a four day workweek because of a holiday. Here are their resource limitations.:

- Fresh produce be delivered in a timely manner.- All accounts must be serviced- Delivery routes cannot be changed.

The team meets to decde the holiday week. Gary asks questions of team members.summarizes their responses, and suggests specific tasks to be delegated to members. Zackhesitates to agree to Gary’s suggestion. He does not want to make a certain deliverybecause he previously had a disagreement with one of the restaurant owners. Donnaspeaks up with words of encouragement and says, “Zack, you know that part of townbetter than all of us. I know you can handle the delivery. You probably will not even seethe owner.” During further discussion, Donna says one of the delivery trucks is notrunning properly and may breakdown soon. Gary says since Zack is a good mechanic, heshould be in charge of vehicle assignments for the week and handle necessary maintenance.

Teamwork • 31

LESSON 2

1. Who assumes leadership of this discussion?

a. Zackb. Carriec. Donnad. Gary

2. What other team member obviously has leadership responsibilities?

a. Zackb. Carriec. Donnad. Gary

32 • Teamwork

LESSON 2

ANSWERS TO EXERCISE – LEADERSHIP

1. Who assumes leadership of this discussion?

Answer: d. - Gary

2. What other team member obviously has leadership responsibilities?

Answer: c. - Donna

Did you notice the shared leadership skills? Garystarted out assuming a leadership role, and thentransferred it to Zack concerning the van maintenance.

Delegation of duties may fall to the team leader todecide, but, once again, that will be determined afterdiscussion by the entire team. Many times delegationwill be determined by specific strengths, skills, orknowledge of individual team members.

There are certain steps to better planning that wewill discuss next. “Plan your work and work your plan”never fails. The trick is to have a good plan!

Teamwork • 33

LESSON 2

Planning is an activity that people think isimportant. Some confuse planning with the process ofdetermining what to do or deciding what to do next.To be useful, a plan must be a “blueprint” for action. Aplan is not a substitute for action, nor can it be sodetailed that initiative, discretion, and change areunnecessary. Action plans should be available to allthose whose efforts will contribute to the success orfailure of the intended outcome.

Review the simple action plan chart and planningsteps that follow. Notice the steps are very detailed andleave no unanswered questions as to specific tasks thatwill be addressed by each team member.

ACTION PLANACTION PLANACTION PLAN

ACTION PLAN

Goal_______________________________________Date________

34 • Teamwork

STEPS TO BETTER PLANNING

1. Make the Goal Explicit. People, as a rule, are not very good atmind reading. Nothing kills initiative and motivation more than notknowing what you are expected to do. The more specific a desiredoutcome can be described, the more likely people will be able to achieveit efficiently. Simply, start planning with a clear definition of what isthe desired result.

2. Specify Success and Failure Criteria. Let people know whatwill differentiate a poor result from a good one and a good one from apreferred outcome. People strive to be successful. Making others awareof what will determine success and failure helps them focus their effortsand use their motivation to control their behavior.

3. Set a Realistic Time Table. People rarely work well without adeadline. The busier the person, the more important it is to “pin themdown” on delivery dates and commitments. Pay attention to theworkability of deadlines and ask people to inform you early aboutproblems that may affect the on-time status of their commitments.

4. Prepare for Problems in Implementation. Little that we dogoes completely according to plan. The more complex and involvedour goal, the more important it is to anticipate problems and preparefor them with alternative courses of action. Consider a worse casescenario. Identify key failure points and rehearse options for thesecontingencies.

5. Add Levels of Detail to the Plan as Time Goes By. No amountof front-end effort will cover all the bases. To get started, you need aclear sense of where you are going, the overall sequence, and an idea ofwhere to start. Moving from talking the plan to doing the plan isimportant. Each new component can be mapped and elaborated uponas the need becomes apparent.

LESSON 2

Teamwork • 35

6. Get Other People’s Brains Involved. A tendency of those inauthority is to ignore the insights and ideas of other people that cancontribute to a better plan. Use a two-step process: Gather ideas anddecide what to do. Use everyone’s intelligence in the first stage, andconsult those who will be affected by what is decided in the secondstage.

7. Keep in Touch with the People Involved. Many good plans dieof neglect. As implementation begins, stay in touch with those peopledoing the implementation. This involvement helps provide themsupport and reinforcement, and helps you recognize problems and detectresistance early.

8. Follow-up on Commitments. People have a tendency to do thosethings they know others will inspect. Make yourself a “positive pest.”Be sure to lead by example, then offer your help to encourage people tomove forward. Make it easy for others to do their part, then stay afterthem until it gets done.

9. Update the Plan as Changes Emerge. Often when things arenot working out the way you think they should, people have a tendencyto stop or hold back on their efforts. Early detection will let you knowwhere the problems are occurring. Bringing the plan up-to-date andcommunicating changes will keep others involved.

10. Pass Out the Praise. One way to reinforce a future commitmentto planning is to use it to chart progress and success. Heap praise onpeople for successful contributions. Heap concern and support on theproblems (not the person) when they arise.

LESSON 2

36 • Teamwork

LESSON 2

EXERCISE – ACTION PLANNING

Instructions: Read the following scenario. Enter the letter that best represents the answer toitems 1 & 2 into the designated square on the chart at the bottom of this page.Complete the blank “Action Plan” on the following page as explained in item#3.

Carlos and Betty are employees of Katie’s Katering Service. Katie assigned the Christopher/Henley wedding reception to the two of them. A standard reception menu includes thewedding cake, champagne punch, cucumber sandwiches, fresh fruit trays, cheese andcracker trays, as well as nuts and mints. The Christophers have requested a small icesculpture with shrimp and a chafing dish with cocktail meatballs be added to the menu.Carlos and Betty agree their goal is to provide their customer with an appetizing displayof fresh foods at the special event on Saturday afternoon.

1. Whose names must be assigned to the “Who” column below showingthe person responsible for tasks?

a. Carlos and Bettyb. Katiec. Christopherd. Henley

2. Which tasks should be assigned in the “Does What” column below?

a. Make honeymoon reservationsb. Purchase ingredients and make ice sculpturec. Make sandwiches and mix punchd. b & c

Date:ACTION PLAN

Cater Christopher/Henley Reception SaturdayGoal:

1. 2.

Teamwork • 37

LESSON 2

ACTION PLANGoal DateCater Christopher/Henley Reception Saturday

Do not turn the page until instructed.

3. Fill in the “Action Plan” below using additional information in thescenario as needed.

38 • Teamwork

ANSWERS TO EXERCISE – ACTION PLANNING

1. Whose names must be assigned to the “Who” column below showingthe person responsible for tasks?

a. Carlos and Bettyb. Katiec. Christopherd. Henley

2. Which tasks should be assigned in the “Does What” column below?

a. Make honeymoon reservationsb. Purchase ingredients and make ice sculpturec. Make sandwiches and mix punchd. b & c

Date:ACTION PLAN

Cater Christopher/Henley Reception SaturdayGoal:

1. Answer: 2. Answer:

a. c

LESSON 2

Teamwork • 39

LESSON 2

3. SUGGESTED COMPLETED ACTION PLAN (RESPONSES WILL VARY)

Goal Cater Christopher/Henley Reception Date Saturday

40 • Teamwork

LESSON 3

EVALUATION TECHNIQUES IN DECISIONMAKING

Why is it important to take time out to evaluateyour progress as a team and what your team is doing?

There are several reasons for evaluation:

• To see how well the team is doing in accomplishingtheir assignments

• To detect problems and deviations that may needto be changed

• To consolidate each team member’s particularexperience and skills to provide more efficient taskaccomplishment

• To reward and recognize the team’s successes andachievements

• To discipline ourselves as a team and as individualmembers

• To help the team focus its attention and direct itsenergies toward one goal or set of goals

Every team should have evaluation criteria for everyaction plan. The criteria should be detailed and allmembers should provide input for the evaluationprocess.

TIP:Make sure you understand

ways to evaluate yourteam.

Teamwork • 41

LESSON 3

Teams should also document each step taken andconsiderations used in the decision making process aswell as evaluating those decisions. Tools used forevaluation purposes are reports, (written or verbal),checklists, charts, reviews, memos, logs, tests, andpersonal observation (walkabouts).

Total Quality Management (TQM) techniquesinclude seven tools that can be used for decision makingand evaluating progress. We will discuss each tool andits purpose. By using these tools and techniques, yourteam can stay focused on the target and move smoothlythrough activities. Being able to do this will create anatmosphere of success and progress which is importantto maintain high morale of the team.

42 • Teamwork

LESSON 3

SEVEN TOOLS OF TQM

Cause-Effect Diagram (See figures 5.1 and 5.2.) - Also known as a“fishbone” diagram. C-E diagrams are used in group sessions to identifyand describe the factors within a system that influence a given effect. C-Ediagrams consist of six elements: Problem statement (effect), Backbone,Primary Causal Categories (main bones), Causes, and Subcauses. The processconsists of five steps:• identify the problem• record the problem statement• draw and label the main bones• brainstorm possible causes• identify the most likely causes

Flowchart (See figure 5.3.) - A step-by-step visual description of a process.Steps in the process are drawn from left to right and top to bottom. Eachstep is indicated by a symbol that describes:• tasks• movement• decisions• support• reports• other important activities

Flowcharts are drawn with a coordination bar at the top that identifies theroles of those involved in the process and the activities on the chart alignedunder the appropriate columns. Usually the process is described in terms ofhow it should work, then clarified and revised by those who actually do thework.

Teamwork • 43

Pareto Diagram (See figure 5.4.) - A simple bar chart (categories byfrequencies) used to sort data in order to separate the “vital” few from the“trivial” many. Pareto diagrams are important to setting priorities. Thediagram illustrates the frequencies of each category as well as the cumulativefrequency. Constructing a diagram consists of eight steps:• select the categories for analysis• specify the measurement period• collect data• construct a frequency table• draw and scale the horizontal and vertical axes• draw and label the bars for each category• draw in the cumulative percentage line• review the results

Trend Chart (See figure 5.5) - Line graph plot of data (at least twenty-fivepoints) tracked over time in order to examine a system’s behavior and identifytrends. Time is tracked on the horizontal axis and the variable on the verticalaxis. Creating a trend (run) chart involves:• specifying contextual information for the header• recording the data• determining scaling of the chart• plotting the values• interpreting the chart

Histogram (See figure 5.6) - A bar graph of raw data (frequency of eventsby their classes) that shows the performance (range of variability) of a system.Key information includes the central location, spread, and shape of thedata. Histograms are constructed in seven steps:• select the classes• record the data• draw the axes• draw the histogram• study the shape• calculate statistics• compare to normal distribution

LESSON 3

44 • Teamwork

Control Chart (See figure 5.7.) - A picture of a system that shows how themeans and range change over time. The chart consists of the followingelements:• data• range chart• mean chart• upper and lower control limits• center line

Preparing a control chart involves:• completing context information about the project• recording the data• calculating statistics for each subgroup• calculating the mean for subgroup statistics• drawing center line and control limits• plotting the values on the chart• interpreting the chart

Scatter Diagram (See figure 5.8.) - A method for charting the relationshipbetween two variables in order to analyze whether they may be causallyrelated. The pattern of data points (at least 25) reveals the nature of therelationship. Constructing a scatter diagram consists of four steps:• draw labeling axes• scale each axis• plot the points• interpret the diagram

LESSON 3

Teamwork • 45

LESSON 3

46 • Teamwork

FLOWCHART

GETTING TO WORKIN THE MORNING

JOHN BURR,QUALITY PROGRESS, JUNE 1990

Figure 5.3

LESSON 3

Teamwork • 47

LESSON 3

48 • Teamwork

������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������QQQQ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������QQ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������

����yyyy������

yyyyyy���

���

��������

��QQ�����������������

QQQQQQQQQQQQQQQ

������������������

����

���������

���������������������������������������������

���

���

���

���

���

���

���

���

���

���

���

���

���

���

���

���

���

���

���

���

LESSON 3

Teamwork • 49

LESSON 3

50 • Teamwork

One of the teamwork relationship skills on this levelis the ability and willingness of individual teammembers to take initiative to fulfill a task or solve aproblem. The ability to begin and follow through aplan or task is essential. If you have followed with methrough earlier levels of Teamwork, you know that wehave discussed perseverance and dependability as itrelates to team members. Initiative means that teammembers show enterprise as well. Initiative entails doingall that is required to complete a task, rather than justthe minimum. Team members that are willing to trynew tasks or new methods and recognize that they canget help if necessary demonstrate initiative. Look atMichael’s behavior to see what I mean.

Michele, Carol, and Michael work together in a florist shoppreparing fresh flower arrangements. During the week ofValentine’s Day, Carol calls in on Tuesday, the 12th, to say herdaughter has the measles; she will not be able to work todayand most likely not tomorrow. But, she promises to find asitter for Thursday because of the number of arrangementsordered. Carol apologizes for causing her team to beshorthanded during one of the busiest weeks of the year.Michele thinks Carol should leave her daughter at least a fewhours on Wednesday to prepare bows for the arrangements.Michael suggests that he could take ribbon to Carol’s houseafter work on Tuesday and Wednesday if she agrees, so theycan make bows for Thursday’s arrangements.

LESSON 3

Teamwork • 51

LESSON 3

One of the ways we can improve our teamwork skillsis to gain a greater understanding and clarity aboutexpectations. Expectations are statements of valuepreceded by words such as:

• should• ought• are required• must• is expected

When expectations are shared among aninterdependent group of people who have ongoinginteraction with one another, these expectations becomenorms. For the most part, our social behavior isgoverned by norms. A norm is a set of expectationswhich members of a group value and by which theystrive to abide. Norms are learned expectations. Whena norm is violated, it can lead to some form of socialsanction. These sanctions might include mildembarrassment, criticism, ostracism, etc. An exampleof a norm for a team situation could be “team membersneed to take the initiative for getting things done.” Letme clarify this point.

52 • Teamwork

Notice the statement “all team members should haveinitiative” is broken down into three columns:Unacceptable, Norm, and Outstanding. Naturally, asa team member, you should strive to fulfill the“outstanding” column to the best of your ability at alltimes.

LESSON 3

Be an outstanding teammember!

Teamwork • 53

LESSON 4

OVERCOMING BARRIERS WITHASSERTIVENESS

What does it mean to be assertive? When and wheredo we need to be assertive? What does assertivenesslook and sound like? Now, this can be a very trickyrelationship skill in every aspect of life, but it isespecially important to understand the term in a teamenvironment. Many people think that being assertiveis to “tell it like it is.” Although this may be essentiallytrue, many times people go overboard with this concept,even to the point of causing problems within the teamframework. No one wants to be the target of abelligerent person expressing his most passionateopinions with no thought of the other person’s feelings.“Telling it like it is” and “telling somebody off” aretwo totally different actions. True assertive behavior isnonthreatening. Assertive behavior is simply an honestexpression of thoughts and feelings that flow from one’sself-esteem. Assertiveness is a learned pattern ofinteracting with others and expressing yourself. Thereare a few basic considerations for proper assertivenessin any situation. Naturally, the more stressful oremotionally charged a situation is, the harder it is tobe assertive in a positive manner; but, it is under thesestressful conditions that assertiveness skills are mosthighly valued and important.

WIN

Dig in and learn toovercome barriers!

54 • Teamwork

A person speaking assertively, but in anonthreatening manner, is usually:

• relaxed• under control• expressing thoughts and feelings honestly• using a firm tone of voice that is reinforced by other

nonverbal behaviors• making decisions that seek the good of self without

doing harm to others• expressing good feelings about self and others

Why do we need to be assertive? It is important forevery team member to feel that he/she can speak his/her true feelings without fear of rejection orhumiliation. Many people have a hard time beingassertive because they think that others will see themas pushy, demanding, or overbearing. They may simplybe afraid. Every person on your team will have differentpersonality traits; some will have no difficulty inasserting themselves (maybe to the point of beingexactly what you don’t need … pushy!) and others willnever open their mouths to voice an opinion aboutanything!

LESSON 4

Teamwork • 55

LESSON 4

Good teams are those whose members can beassertive in the proper way. Lucky are those whose teamis made up of members who can and do behaveassertively within proper behavior guidelines. Here aresome basic reasons why you and your fellow teammembers should be assertive:

• to explain our own or our team’s actions• to defend our own or our team’s actions• to stand up for our rights and values• to keep ourselves or our team from being exploited• to get what we want or need• to express our own or our team’s opinions

Nonverbal behavior can show feelings just as muchas a verbal response. In fact, many people use bodylanguage as a means to express how they are feelingwhen they won’t or can’t express their feelings verbally.In some ways, this is a “cop out” and you should avoidusing this type of communication instead of verballyexpressing your feelings, especially feelings of a negativenature. Have you ever had a co-worker give you a “dirtylook” or turn and stalk away without saying anythingabout what is bothering them? Most of us have. Didn’tthat leave you feeling frustrated and probably more thana little angry? Or, have you ever been guilty of doingsomething similar? Why? Was it because you werereluctant to be verbally assertive? Or, was it becauseyou really didn’t know how?

Let’s look at some phrases that we can use to showassertiveness without being offensive. Try to think ofsome others on your own.

• “Let me explain what I mean ... ”• “This is what I understand you to mean...”

TIP:Note why you should be

assertive.

56 • Teamwork

• “This is my position … ”• “I am sure about how I feel … ”• “I’m sorry, but I can’t agree with … ”

Next, look at the following sentences. These areexamples of under-assertiveness. These types ofstatements make the speaker appear unsure of himself.

• “Maybe I can explain … ”• “I am not sure, but I think … ”• “Maybe I don’t understand … ”• “Maybe I could change my mind … ”

Now, just for fun, let’s look at some veryoverassertive statements. I know you don’t need me togive you any examples of these because you get plentyof them in rush hour traffic, along with many othersituations! (not to mention any nonverbal gestures!)

• “You don’t know what you are talking about … ”• “Regardless of what you think, I know my way is

the best … ”• “Let me just tell you something … ”• “It’s my way or the highway … ”

LESSON 4

Teamwork • 57

EXERCISE – ASSERTIVE STATEMENT

Instructions: Let’s try an assertiveness exercise based on a scenario in one of our previouslessons (shown below). Read the scenario once again, and you play the role ofThom. Think about the team’s decision to pull Thom from his regular greens-keeping duties to help with the golf tournament. Thom must make an assertivestatement as to the team’s decision without seeming to be overbearing oruncooperative. Write Thom’s response showing the most effective use ofassertiveness.

LESSON 4

Alan, Pamela, Steve and Thom all work at the Waving Palms Golf Course. Alan, Pamela, and Steve are the course’s Golf Professionals (instructors, and Thom is the Greens Keeper. All of the instructors have regularly scheduled lessons each week. One of the duties of the instructors is to also introduce the course to new players. Even though they are a small golf club, they are hosting a tournament that will include professionals and semi-professionals and is being held the last weekend of this month, Friday, Saturday, and Sunday. Since the players in the tournament are coming from all over the United States, it would be nice if the course staff could pick each player up at the airport, take them to their hotel, and help them with tournament registration, and give them a tour of the course. The majority of the twenty tournament players are arriving Monday through Thursday, the week of the tournament. Here are their resource limitations:

• The golf course is open from 8:00 am to 6:00 pm• There is not a scheduled driver for the course• Arrivals at the airport are always before 3:00

58 • Teamwork

LESSON 4

Teamwork • 59

SUGGESTED SOLUTION TO EXERCISE

Here are my thoughts. Compare your work to mine and see if we are on the same track.

As the team moves toward the decision to pull Thom from hisgreens-keeping work to assist with the tournament, he asks, “Whatabout my regular duties? I’ll be glad to help with the tournament,but I will need to have some temporary help with the greens thatweek to catch up, since the everyday work will still need to becompleted.

LESSON 4

Let’s help Thom!

60 • Teamwork

Let’s look now at how to handle disagreementswithout becoming disagreeable. This skill, just as allthe other relationship skills we have discussed inprevious levels, is very important to an effective andsmoothly running team.

There are times when we get into disagreementswith others. Often these situations cannot beanticipated or avoided. If we are not careful, however,these small matters can become serious ones.Unnecessary conflicts take up our time and energy, andthey generally get in the way of accomplishing moreimportant goals. Let’s look at the following action stepsfor some ways to keep disagreements from getting outof hand.

After studying these steps, do you recognize this

LESSON 4

Teamwork • 61

DEFUSING DISAGREEMENTS

Action Steps

1. Tell the other person what you see, think, and feel, but becautious telling them what you think that means. There isusually more than one way to interpret a set of facts. Get thefacts straight first, then get the interpretation of those factsstraight.

2. Be open to the other person’s side of the story. Learn to listencarefully, particularly in the midst of a disagreement. As webecome emotionally involved, our ability to listen carefully goesdown, and the chance for further disagreement goes up.

3. Avoid sarcasm. Sarcasm conveys at least two messages. Atleast one of these is likely to be misunderstood.

4. Focus on what the problem is, not whose fault it is. Nothingarouses tension and defensiveness like trying to place blame.The more tense and defensive we become, the less likely weare to tell the truth or be open to suggestion.

5. Be big enough to admit you might be wrong. When you admitthat there is a possibility you might be wrong, you create theopportunity to hear additional data and to buy more time. Thereshould always be room for doubt.

6. Recognize the need for an acceptable resolution. Nothingproduces such lasting negative effects as trying to win anargument at the expense of another person. Hurt feelingsare slow to heal. Resolutions need to be acceptable to both.

LESSON 4

62 • Teamwork

7. Judge others cautiously and only by standards they will accept.Most of us find it difficult to separate what we do from who weare. Usually, when you judge my behavior, I feel you arejudging me, and I do not always like it.

8. Watch the use of “red flag” words. Some words, phrases, orexpressions trigger intense and sometimes violent emotionalreactions in others. Recognize and avoid them.

9. Treat others fairly. Using your position, status, or “clout”inappropriately works only temporarily. In the long run, theother person will attempt to balance the score.

10. Smother disagreements early. Learn to avoid adding “fuel tothe fire” so to speak. Keep the discussion descriptive, notjudgmental … on problems, not people; admit to the possibilityof being wrong, etc. Learn the difference between backing offwithout backing down.

LESSON 4

Teamwork • 63

behavior in yourself when faced with a disagreeablesituation? I hope that you do! If so, you are obviously aperson who understands and recognizes the importanceof this relationship skill. You will undoubtedlyencounter disagreements within your team, so beprepared to handle them in a responsible manner. Ifall team members will keep these guidelines in mind,disagreements can be handled well and with positivesolutions.

If you are working with others in this course, nowwould be a good time to take a few minutes to practice.If you can, present a scenario to your team and letsomeone take a dissenting viewpoint. Then everyonecan work together to solve the disagreement. Becreative! Just make something up!

LESSON 4

Sporting scenarios oftenengage disagreements.

64 • Teamwork

Instructions: Determine if each of the following is a Task Skill or Relationship Skill. Thenwrite the number of skill under the appropriate Task or Relationship Skill on the chartshown on the opposite page. Check your accuracy with the answers on page 66.

1. Disagrees, complains, and criticizes constructively

2. Routinely observes operations to detect problems

3. Reaches decisions through discussion and involving others

4. Gives directions to other team members

5. Assigns activities to other team members based on strengths

6. Exhibits a willingness to try new tasks or methods

Don’t peek!

SUMMARY

The Ready to Work Assessment will require you to review coworkers’ interactions and determine appropriate behaviors based on the skills we have emphasized in this course. To summarize Level 5, we will review Task Skills and Relationship Skills involved in effective teamwork.

LESSON 5

Teamwork • 65

LESSON 5

DECISION MAKING LEADERSHIP

DELEGATION EMPOWERMENT

INITIATIVE

RELATIONSHIP SKILLSTASK SKILLS

ASSERTIVENESS

Adapted from WorkKeys® Targets for Instruction: Teamwork, © 1994 by ACT, Inc.

66 • Teamwork

LESSON 5

DECISION MAKING LEADERSHIP

DELEGATION EMPOWERMENT

INITIATIVE

RELATIONSHIP SKILLSTASK SKILLS

ASSERTIVENESS

2

1

6

35

4

Answers:

Adapted from WorkKeys® Targets for Instruction: Teamwork, © 1994 by ACT, Inc.

Teamwork • 67

LESSON 5

How well didyou determine thetype of skill in thatexercise? Did youfirst try todetermine whetherit was a task orrelationship skill?

This is thecompleted Taskand RelationshipSkill chart for level5. Look for thedifferences in taskand relationshipskills.

Adapted from WorkKeys® Targets for Instruction: Teamwork, © 1994 by ACT, Inc.

68 • Teamwork

LESSON 6

OK! That’s it for Level 5 of Teamwork. The onlything left to do is the Posttest. Oh, did I forget tomention that earlier? Oops!

Don’t throw anything at me! I promise it won’t betoo difficult. If you don’t feel ready though, just goback and review this level and come back later to test.I want you to feel completely comfortable with thematerial, so just review all you want!

If you have studied with me before through aprevious level or a different course, you already knowthat the answers are at the end … but, as always, I willtell you not to look ahead … don’t do it! I know youwon’t!

So, if you’re ready, go for it!

Remember - No peeking!

Teamwork • 69

EXERCISE – POSTTEST

Instructions: Respond to the following statements with your teamwork skills in mind.

1. What are three factors that can lead to bad decision making?

1.

2.

3.

2. As emotional distress increases, rationality and objectivity decrease.True or False?

3. What are three types or groups of decisions based on their centralconcerns?

1.

2.

3.

4. What are two fundamental considerations in every decision?

1.

2.

POSTTEST

70 • Teamwork

5. _________ refers to how effective a decided solution addresses aproblem.

6. _________ refers to the readiness and willingness of team membersto follow out the solution once the decision has been made.

7. What is one positive aspect of group decision making?

8. What can be one negative aspect of group decision making?

9. Name at least three tangible consequences of good decision making.

1.

2.

3.

10. What is empowerment?

POSTTEST

Teamwork • 71

11. In a teamwork environment, what are the three stages of theempowerment process?

1.

2.

3.

12. What are some tools that can be used for evaluation purposes?

13. What is initiative?

14. What is a “norm”?

POSTTEST

72 • Teamwork

15. True assertive behavior is nonthreatening. True or False?

16. Define “assertive behavior.”

17. Give at least three reasons why you should be assertive.

1.

2.

3.

18. Determine if the following phrases show proper assertiveness,under-assertiveness, or over-assertiveness.

1. “Maybe I can explain … ”

2. “Do it my way or else … ”

3. “My position is … ”

POSTTEST

Teamwork • 73

19. There are ten action steps to diffuse disagreements presented inthis level. Give at least five steps.

1.

2.

3.

4.

5.

20. There are seven TQM (total quality management) tools that can helpyour team operate and evaluate more efficiently. Name at least four.

1.

2.

3.

4.

POSTTEST

74 • Teamwork

POSTTEST

21. WRITING ASSIGNMENT

Instructions: In this level we focused on the issues and techniques involved in: decisionmaking and problem solving, delegation, leadership, empowerment, initiative,assertiveness, and handling disagreements. Using the guidelines we havediscussed, review the scenario and answer the questions that follow.

You will be assuming the leadership role in this scenario if you are working onyour own, and you also will have to play the roles of each team member. If youare working in a group, decide among yourselves who will assume the leadershiprole and follow the guidelines accordingly. Remember your answers will notmatch mine exactly, but they should follow the proper guidelines for resolvingthis problem and coming to a collective decision that will meet the goal.

A small health club employs a receptionist, four instructors,and a custodian. The club opens at 9:00 A.M. The instructorsteach aerobics and weightlifting classes during the daytimeand early evening hours. The custodian cleans the facilitiesin the early morning hours before the club opens and doesodd jobs during the rest of the day. One of the instructors isa young mother who took the job because she was told shewould be expected to work only during the hours that herchildren were in school. Another is a college student whotakes classes in the mornings and teaches weightliftingclasses in the late afternoons and evenings. The other twoinstructors work a variety of hours. One of these instructorsdoes not want to work any additional hours. Although theother one likes earning the extra money, she has commentedthat the other three instructors take advantage of herwillingness to work extra hours and pressure her to workwhenever no one else wants to.

Scenario © 1994 by ACT, Inc. All rights reserved. Reproduced with permission.

Teamwork • 75

POSTTEST

The club has recently received requests from several of itsclients for an early morning aerobics class. The manager hastold the team to discuss how such a class could be addedwithout hiring any more instructors. At the meeting, severalobjections are raised. The custodian argues that a class earlyin the morning would interfere with cleaning the club. Theinstructor who has young children says that there is no wayshe could teach the class because she needs to get herchildren ready for school at that time. She suggests thatperhaps the instructor who is usually eager for extra workcould teach the early class. That instructor groans, folds herarms, and does not reply or participate. The college studentargues that since the people requesting this class are alreadyclients, the club will not really be gaining business by startingthis class. The receptionist counters that there have beensome calls from others about such a class. The fourthinstructor is concerned that those clients who have requestedthis class may go elsewhere if it is not offered.

a. How many members are on the health club team?

b. List the members and their particular duties and work schedules.

76 • Teamwork

c. What are the resource constraints?

d. What are the objections voiced to the manager’s request?

e. What are possible consequences of not offering the early class?

f. Considering everyone’s particular needs, determine the best solutionto accomplish the goal.

POSTTEST

Teamwork • 77

POSTTEST

This page is intentionally left blank.

78 • Teamwork

POSTTEST

ANSWERS TO EXERCISE - POSTEST

1. What are three factors that can lead to bad decision making?

Answer: Any of these:• personal assessment• past experience• resources (or lack thereof)• fear• stress• ego threat

2. As emotional distress increases, rationality and objectivity decrease.True or False?

Answer: True

3. What are three types or groups of decisions based on their centralconcerns?

Answers: 1. People2. Things3. Ideas

4. What are two fundamental considerations in every decision?

Answers: 1. Quality2. Acceptance

5. _________ refers to how effective a decided solution addresses aproblem.

Answer: Quality

Teamwork • 79

POSTTEST

6. _________ refers to the readiness and willingness of team membersto follow out the solution once the decision has been made.

Answer: Acceptance

7. What is one positive aspect of group decision making?

Answer: No one individual has to be solely responsible for decisions.

8. What can be one negative aspect of group decision making?

Answer: Problems can occur down the line if one member’s ideas orneeds are not considered or met.

9. Name at least three tangible consequences of good decision making.

Answers: Any three of the following:• money• time and effort• ambiguity• identity consistent• regard• capacity to influence others

10. What is empowerment?

Answer: To give power to, to authorize, or to enable or permit

80 • Teamwork

POSTTEST

11. In a team environment, what are the three stages of the empowermentprocess?

Answers: 1. owning2. choosing3. refining

12. What are some tools that can be used for evaluation purposes?

Answers: reports (written or verbal)checklistschartsreviewsmemoslogstestspersonal observation (walkabouts)

13. What is initiative?

Answer: The willingness and actions taken to do all that is required tocomplete the task, rather than just the minimum.

14. What is a “norm”?

Answer: A set of expectations which members of a group value andby which they strive to abide.

15. True assertive behavior is nonthreatening. True or False?

Answer: True

Teamwork • 81

POSTTEST

16. Define “assertive behavior.”

Answer: An honest expression of thoughts and feelings that flow fromone’s self-esteem

17. Give at least three reasons you should be assertive.

Answers: Any three of the following:• to explain our actions• to defend our actions• to stand up for our rights and values• to keep from being exploited• to get what we need or want• to express our opinions

18. Determine if the following phrases show proper assertiveness, underassertiveness, or over assertiveness.

1. “Maybe I can explain … ”

Answer: under-assertiveness

2. “Do it my way or else … ”

Answer: over-assertiveness

3. “My position is … ”

Answer: proper assertiveness

82 • Teamwork

POSTTEST

19. There are ten action steps to diffuse disagreements studied in thislevel. Give at least five steps.

Answers: Any five of the following:• Tell the other person what you see, think, or feel.• Be open to the other person’s side of the story.• Avoid sarcasm.• Focus on what the problem is, not whose fault it is.• Be big enough to admit you might be wrong.• Recognize the need for an acceptable resolution.• Judge others cautiously and only by standards they will

accept.• Watch the use of “red flag” words.• Treat others fairly.• Smother disagreements early.

20. There are seven TQM (total quality management) tools that can helpyour team operate and evaluate more efficiently. Name at least four.

Answers: Any four of the following:1. cause and effect diagrams2. flowcharts3. pareto diagrams4. trend charts5. histograms6. scatter diagrams7. control charts

Teamwork • 83

POSTTEST

21. WRITING ASSIGNMENT

Instructions: You will be assuming the leadership role in this scenario if you are working onyour own, and you also will have to play the roles of each team member. If youare working in a group, decide among yourselves who will assume the leadershiprole and follow the guidelines accordingly. Remember your answers will notmatch mine exactly, but they should follow the proper guidelines for resolvingthis problem and coming to a collective decision that will meet the goal.

A small health club employs a receptionist, four instructors,and a custodian. The club opens at 9:00 a.m. The instructorsteach aerobics and weightlifting classes during the daytimeand early evening hours. The custodian cleans the facilitiesin the early morning hours before the club opens and doesodd jobs during the rest of the day. One of the instructors isa young mother who took the job because she was told shewould be expected to work only during the hours that herchildren were in school. Another is a college student whotakes classes in the mornings and teaches weightliftingclasses late afternoons and evenings. The other twoinstructors work a variety of hours. One of these instructorsdoes not want to work any additional hours. Although theother one likes earning the extra money, she has commentedthat the other three instructors take advantage of herwillingness to work extra hours and pressure her to workwhenever no one else wants to.

Scenario © 1994 by ACT, Inc. All rights reserved. Reproduced with permission.

84 • Teamwork

POSTTEST

The club recently received requests from several of its clientsfor an early morning aerobics class. The manager has toldthe team to discuss how such a class could be added withouthiring any more instructors. At the meeting, several objectionsare raised. The custodian argues that a class early in themorning would interfere with cleaning the club. The instructorwho has young children says that there is no way she couldteach the class because she needs to get her children readyfor school at that time. She suggests that perhaps theinstrucor who is usually eager for extra work could teach theearly class. That instructor groans, folds her arms, and doesnot reply or participate. The college student argues that sincethe people requesting this class are already clients, the clubwill not really be gaining business by starting this class. Thereceptionist counters that there have been some calls fromothers about such a class. The fourth instructor is concernedthat those clients who have requested this class may goelsewhere if it is not offered.

a. How many members are on the health club team?

Answer: This one was easy! Six members

b. List the members and their particular duties and work schedules.

Answers: Custodian - Cleans in early morning hours and does oddjobs throughout the day

Receptionist - Answers phones beginning at 9:00 a.m.

Instructor/young mother - Works during hours that herchildren are in school

Instructor/college student - Works only in late afternoonsand evenings

Teamwork • 85

POSTTEST

Third instructor mentioned - Works a variety of hours butdoes not work overtime

Fourth instructor - Works a variety of hours and likes toearn extra money by working overtime

c. What are the resource constraints?

Answer: Manager requests that no new instructors be hired

d. What are the objections voiced to the manager’s request?

Answers: Custodian - Cannot clean if classes are held in early morning

Receptionist - Relates that some of the requests are notfrom current clients

Instructor/young mother - Cannot work early because shemust take her children to school at that hour

Instructor/college student - Thinks that an extra class isunnecessary because the people requesting it are alreadyclients

Third Instructor mentioned - Works a variety of hours butdoes not work overtime

Fourth instructor - Resents being pressured into taking extrahours just because no one else wants them

e. What are possible consequences of not offering the early class?

Answer: The fourth instructor is concerned that the clients which haverequested the early class will go elsewhere if it is not offered.

86 • Teamwork

POSTTEST

f. Considering everyone’s particular needs, determine the best solutionto accomplish the goal.

Answers: Answers will vary. The objective is to come up with a workablesolution that all the team members can agree on. Here is mysuggestion:

1. Team members agree the extra class will only be offered threedays per week, from 8:00 a.m. until 9:00 a.m. They will proposethis to the manager.

2. On those three days, the custodian agrees to come into worklater and stay later to perform cleaning duties after the lastclass on those days.

3. The fourth instructor agrees to teach the early morning class,as long as the other instructors agree to take her eveningclasses to allow her go home early on those three days. Theyalso will agree to work with her on substituting periodically inthe early morning class as their school and home scheduleswill allow. They agree to work on a week-to-week basis, makingsure that everyone is notified of the weekly schedule. Theyalso agree to make some compromises as necessary toaccommodate each other.

4. The other instructors agree to work with the fourth instructoras described above and to refrain from asking her to fill in forthem as often as they had been in the past.

5. The team agrees to implement this new schedule as soon asthe manager is informed and approves of their plan.

6. The receptionist agrees to send out notices to all of the clientsinforming them of the new class being offered.

7. The team agrees to meet after the first week of the newschedule to evaluate and discuss any changes that might beneeded.

Teamwork • 87

Calculate your score for questions 1-20 by counting the number of questions youanswered correctly. If a problem asked you to list several items or steps and you missedone or more, count the question as answered incorrectly. Divide the number of yourcorrect answers by 20. Change the decimal answer to a percentage by moving the decimaltwo places to the right.

CALCULATING YOUR SCORE

88 • Teamwork

SUMMARY

How well did you do on the Posttest? If you scored 90% or higher, you have a reasonable chance to pass Level 5 of the Ready to Work Teamwork assessment. Remember the basic steps:

• consider quality and acceptance in decision making• delegate leadership roles based on strengths• identify problems, gather data, identify solutions,

analyze consequences, choose optimum solutionsand monitor results

• show initiative• be assertive in a nonthreatening manner

You may want to complete Level 6 with me beforeyou take the assessment.

Now don’t be discouraged if you scored below 90%.There is a lot of information to remember. Practice theexercises in this course – you can do it! And, yourenhanced work skills will pay off in the long run.Remember to practice being a good team member!

You should be proud ofyour progress!

Teamwork • 89

REFERENCE

EDWIN’S TEST-TAKING TIPS

Preparing for the test …Complete appropriate levels of the WIN Instruction Solution self-study courses. Practice reviewing the scenarios until you begin to feel comfortable responding to team situations.

Get a good night’s rest the night before the test and eat a healthy breakfast on test day. Your body (specifically your mind) works better when you take good care of it.

You may take a pencil with you when you take the Ready to Work Teamwork assessment, but scratch paper is not allowed nor may pens be used on the test. The test administrator will provide pencils if you do not have one with you. It is a good idea to have more than one pencil ready since the test is timed and you do not want to waste time sharpening a broken pencil lead.

Allow adequate time to arrive at the test site. Being in a rush or arriving late will likely upset your concentration when you actually take the test.

About the test …The test is administered by video through two parts comprised of 12 team scenarios. Each part takes approximately 40 minutes to view six brief scenarios of various teams interacting and to answer the multiple-choice questions. Three or four questions will be asked about each team situation. A break is provided between the two parts of the test. You will not be penalized for wrong answers, so it is better to guess than leave questions unanswered.

During the test …Listen to the instructions carefully. Do not hesitate to ask the administrator questions if you do not understand what to do. Remember this test assesses your answers as the appropriate response to benefit the team.

90 • Teamwork

REFERENCE

Pace yourself since this test is timed. You will watch a scenario and be askedto answer several questions. A question will appear on the screen as it isbeing read. Then, one-by-one, each of four multiple-choice answers willappear as a narrator reads possible responses. The question will then berepeated and briefly all four responses will appear at once on the screen.(The size of the font is smaller when responses appear the second time. Ifyou have difficulty with your eyesight, please sit near the monitor.) Youwill be asked to make your selection and, directly, the narrator will ask thenext question using the same format. Listen carefully to the question. Donot mark your answer until you hear all of the responses, but be decidingwhich is the best response for the team as the narrator reads. Then whenthe question is repeated, mark your answer. You will not have an opportunityto review the video. If you do not know the answer, make your best guess.Eliminate rude, selfish, inconsiderate (unreasonable) responses and makean educated guess from the answers you have left. Your guess is better thanno answer at all!

Dealing with test anxiety …Being prepared is one of the best ways to reduce test anxiety. Study theWIN Instruction Solution workbook. Feeling like you know several ways totry to solve a problem increases your confidence and reduces anxiety.

Do not think negatively about the test. The story about the “little enginethat could” is true. You must, “think you can, think you can, think youcan.” If you prepare yourself by studying problem solving strategies, thereis no reason why you cannot be successful. Don’t get discouraged; bepersistent.

Prior to the test, close your eyes, take several deep breaths, and think of arelaxing place or a favorite activity. Visualize this setting for a minute ortwo before the test is administered.

Studying with a partner is another way to overcome test anxiety.Encouragement from each other helps to increase your confidence.

Teamwork • 91

BIBLIOGRAPHY

ACT, Inc. (1994). WorkKeys® Targets for Instruction: Teamwork. Iowa City, IA: ACT.

Aguayo, R. (1990). Dr. Deming: The American who taught the Japanese about quality.New York: Simon and Schuster.

Barker, J. (1985). Discovering the future: The business of paradigms. Windreak Trail,MN: Infinity Ltd. Inc.

Block, P. (1987). Empowered manager: Positive political skills at work. San Francisco:Jossey Bass, Inc.

Improvement tools: Total quality transformation. (1991). Miamisburg, OH: ProductivityQuality Systems, Inc.

Whitehead, J.D., & Whitehead, E.E. (1986). The emerging party: Returning leadershipto the community of faith. New York: Doubleday.

REFERENCE

Worldwide Interactive Network, Inc.1000 Waterford Place Kingston, TN 37763

Toll-free 888.717.9461Fax 865.717.9461 www.w-win.com

WIN Career Readiness Courseware - ©2008 Worldwide Interactive Network, Inc. All rights reserved.