Team Leader - Every Team Needs One!

Team Leaders are responsible for moving the team to accomplish its task. Team leaders should ensure an environment that helps teams get their work done.
For example, the team may need to meet off site, or require work samples, products or other items. The team leader is responsible for obtaining these
resources, and if they are unavailable (e.g., no off site meeting space is available), then the team leader must inform the team of the situation and direct the
team to consider other options.

Team Leader - Key Roles

Team Leaders may or may not be supervisory/managerial personnel. Most importantly, team leaders should never "pull rank," or apply undue influence on the
team. Good team leaders know the lessons learned from experience are stronger and longer lasting than those learned simply by having a supervisor telling
someone what to do. Being a team leader is a good deal of work. A balance must be maintained between keeping a team focused on the task and allowing a
team to make its own decisions.

Team Leader – Key Roles (continued)

The responsibilities of a team leader are varied and include:

• Focusing team members on the purpose and task of the project; reminding the team of the result the organization is looking for and how it fits with the
organization's vision, mission and goals.
• Organizing the group, securing meeting space, resources and clearing organizational boundaries.
• Working closely with the facilitator to create agendas, planning outcomes and ensuring next steps are assigned.
• Assisting the facilitator with meetings; encouraging quiet members to speak up, and when necessary, shutting down those members who tend to
dominate.
• Recognizing and celebrating accomplishments.
• Communicating with others in the organization regarding the team's progress.

Team Leader-What would you do...?

The Cost-Cutting Supervisor

Sarah has been a supervisor for six months and she has done well in her new position. She wants to demonstrate to her manager how well she can run a team
and have them make a sound decision. She is a team leader for a team charged with compiling recommendations on how to improve customer communication.
After three weeks of information gathering, meetings and other activities, Sarah's team is ready to make the following recommendations:

• Expand the unit's phone coverage by one hour in order to field more phone inquires.
• Update the Unit's web page at least once a week with current information in order to give customers up-to-date news
• Research the idea of holding "town meetings" in order to respond directly to customer questions and concerns.

Sarah thinks these are good ideas, but fears management will not implement any of them because she's sure all these action items will cost more money. At the
next meeting, Sarah congratulates the team for the good ideas, but tells them none of them are worth presenting to management because they'll cost money.
She then directs the team to continue working on the task, and to remember to come up with "no-cost" ideas for improving customer communications.

Team Leader-What would you do...?

The Cost-Cutting Supervisor (continued)

Considering the case study you just read, respond to the following statements by selecting whether the statement is true or false. Your responses will be recorded,
and you'll receive feedback on the next screen:
 True False
1. Sarah did the right thing. Team leaders should never let his or her team make an obviously wrong decision.
2. If cost was a concern of management, Sarah should have told the team that was one of the criteria at the beginning.
3. Based on what was shared in the case study, the team developed what appeared to be reasonable, specific ideas for improving
customer service.
4. Had Sarah submitted those ideas, that would have been an example of poor team leadership.

Team Leader-What would you do...?

The Cost-Cutting Supervisor – Feedback

The questions are repeated with the appropriate answers and feedback below.

1. Sarah did the right thing. Team leaders should never let his or her team make an obviously wrong decision.
You responded: True
The correct response is False. Team leaders should be very cautious about judging the team's decision. If the proper process was followed and team members
are behind the decisions and results, the team leader should present the findings as just that the team's decision.

2. If cost was a concern of management, Sarah should have told the team that was one of the criteria at the beginning.
You responded: True
The correct response is True. Parameters of the task should be shared with the team from the beginning. Perhaps management recognizes the need to invest in
customer communications and has already budgeted resources.

3. Based on what was shared in the case study, the team developed what appeared to be reasonable, specific ideas for improving customer service.
You responded: False
The correct response is True. The team offered three seemingly practical ideas. Note that the suggestions are specific and appear based on background
information.

4. Had Sarah submitted those ideas, that would have been an example of poor team leadership.
You responded: False
The correct response is False. Team leaders support their team and champion their work and findings. Actually, presenting the team's ideas would have been
the perfect example of leadership!

Remember this...
A team leader should focus the team on the overall goal and provide resources to help the team reach that goal. The team leader is not in charge and should
not place undue influence on the team and its decision making.

Team Facilitator-Keeps Everybody On Track

Make things happen with ease.
Help the group with the process.
Help the group with the "how" decisions.

Sound easy? Above are the three primary responsibilities of a team facilitator. Facilitators are often NOT a member of the team so they can remain neutral in
team decision making. When a facilitator is part of the team, the role of facilitator may rotate from member to member.

Provide team leadership and coaching

• Create an environment oriented to trust, open communication, creative thinking, and cohesive team effort

• Provide the team with a vision of the project objectives

• Motivate and inspire team members

• Lead by setting a good example (role model) - behavior consistent with words

• Coach and help develop team members; help resolve dysfunctional behavior

• Facilitate problem solving and collaboration

• Strive for team consensus and win-win agreements

• Ensure discussions and decisions lead toward closure

 • Maintain healthy group dynamics

• Intervene when necessary to aid the group in resolving issues

• Assure that the team members have the necessary education and training to effectively participate on the team

• Encourage creativity, risk-taking, and constant improvement

• Recognize and celebrate team and team member accomplishments and exceptional performance

Focus the team on the tasks at hand or the internal and external customer requirements

• Coordinate with internal and external customers as necessary

• Familiarize the team with the customer needs, specifications, design targets, the development process, design standards, techniques and tools to
support task performance

• Assure that the team addresses all relevant issues within the specifications and various standards

• Provide necessary business information

• Serve as meeting manager or chairman

• Initiate sub-groups or sub-teams as appropriate to resolve issues and perform tasks in parallel

• Ensure deliverables are prepared to satisfy the project requirements, cost and schedule

• Help keep the team focused and on track

Coordinate team logistics

• Work with functional managers and the team sponsor to obtain necessary resources to support the team's requirements

• Obtain and coordinate space, furniture, equipment, and communication lines for team members

• Establish meeting times, places and agendas

• Coordinate the review, presentation and release of design layouts, drawings, analysis and other documentation

• Coordinates meetings with the product committee, project manager and functional management to discuss project impediments, needed resources or
issues/delays in completing the task

Communicate team status, task accomplishment, and direction

• Provide status reporting of team activities against the program plan or schedule

• Keep the project manager and product committee informed of task accomplishment, issues and status

• Serve as a focal point to communicate and resolve interface and integration issues with other teams

• Escalate issues which cannot be resolved by the team

• Provide guidance to the team based on management direction

Team Facilitator-Roles

Makes things happen with ease...

Facilitators develop and manage the process for the team, helping them to stay on track and proceed through ground rules ("You agreed everyone would have
input, and we haven't heard from Bill. Bill, would you like to share your reactions to the discussion so far?")
Helps the group with the process...
Have you ever been a member of a team where only two or three people made all the decisions? That's not a good process. Facilitators help the team through
situations similar to that by neutralizing potentially dominating people. The result is a process reflecting the group's collective brain power, not simply the ideas
of two or three people!

Helps the group with the "how" decisions...

Elsewhere in this program are descriptions of several tools and techniques teams can use to help make decisions. Some of these tools are brainstorming,
prioritizing, and parking lots. Facilitators are skilled at using these tools and helping teams realize their potential.

Team Facilitator-Roles

A facilitator is NOT the leader or director of the group. The facilitator keeps the process moving forward by making suggestions, never directing or dictating.
Read the table below for some suggestions how a good facilitator might keep a team on track.

Task/Situation What the facilitator might do/say

Review Agenda "Does this agenda look like a good road map for today? If the team accomplishes
this, will everyone agree that your goal was accomplished?"

Establish Ground Review possible ground rules and decision making processes. Require that
Rules everyone speak up on the ground rules.

Diverge from the "You agreed you wanted to make decisions about "X." You've just spent 10
Topic and minutes discussing "Y." Do you want to continue discussing "Y," or table
Agenda discussion for another meeting and return to discussing "X." You haven't
made a decision about "X."

Team Facilitator-Roles

Note that the facilitator never tells the team what to do.
Rather, he or she reminds the team of its agreed-upon ground rules and prompts them to consider their options. In the last example, maybe the team really
wanted to abandon "X," and begin a discussion of "Y." The job of the facilitator is to:

• Remind the team of its schedule.

• Bring to their attention options and consequences.
• Solicit input from everyone regarding the next move.
• Help redirect the team toward their new goal.

The team may have very good reason to abandon their agenda and discuss other topics. Sometimes, in a setting with new ideas, this kind of "detour" is
beneficial. It's okay to diverge from the agenda, if the entire team agrees that's the best option at the time, and it's the facilitator's job to get that input.

Remember this...
The facilitator's role is to move the team through the process. Facilitators should avoid making decisions or offering opinions.

Facilitator or Leader: You Decide

Below are some responsibilities and quotes. Indicate whether you think the responsibility or quote is attributable to either a team leader or team facilitator by
selecting the appropriate answer.

Leader Facilitator
1. Ensures team members know the purpose of the team and the overall goal.
2. Reviews the agenda and gets input from all team members regarding its appropriateness.
3. Secures meeting rooms, easel with newsprint and other materials. Clears organizational barriers that may impact the team.
4. "You've completed your agenda. Is this a good time to set the next meeting, or does the team want to review the decisions
made so far?"
5. Recognizes and celebrates accomplishments.
6. "I think posting progress reports is a good idea however, that's not what we're here to discuss. Remember, our only purpose is
to select a vendor."
7. "You wanted to select a vendor. You're having a dialogue now on progress reports. Does the team want to continue discussing
progress reports and table the vendor selection? Or do you want to return to the discussion about vendors. You only have 10
more minutes available."

Facilitator or Leader: You Decide – Feedback

Review your responses below. This test isn't scored and no record is being kept. Feedback is provided so that you can check your responses.
1. Ensures team members know the purpose of the team and the overall goal.
You responded: Leader
The correct response is Leader. The leader is first and foremost responsible for ensuring everyone knows the purpose and goal of the team.

2. Reviews the agenda and gets input from all team members regarding its appropriateness.
You responded: Leader
The correct response is Facilitator. Facilitators should begin meetings by reviewing the agenda and ensuring everyone understands the process.

3. Secures meeting rooms, easel with newsprint and other materials. Clears organizational barriers that may impact the team.
You responded: Leader
The correct response is Leader. Leaders provide meeting materials and should work to make sure the team is cleared by the organization to achieve its goal.

4. "You've completed your agenda. Is this a good time to set the next meeting, or does the team want to review the decisions made so far?"
You responded: Leader
The correct response is Facilitator. While a leader might say this, the most likely person to remind the team of their progress and ask for input is the facilitator.

5. Recognizes and celebrates accomplishments.

You responded: Leader
The correct response is Leader. Leaders can recognize team accomplishments with small celebrations or special events. It might simply be snacks or humorous
certificates. Regardless of the item, teams enjoy being recognized.

6. "I think posting progress reports is a good idea however, that's not what we're here to discuss. Remember, our only purpose is to select a
vendor."
You responded: Leader
The correct response is Leader. Sounds like someone reminding the team of their purpose, doesn't it? And the person began by sharing an opinion. That's
something a facilitator would never do.

7. "You wanted to select a vendor. You're having a dialogue now on progress reports. Does the team want to continue discussing progress reports
and table the vendor selection? Or do you want to return to the discussion about vendors. You only have 10 more minutes available."
You responded: Leader
The correct response is Facilitator. Same comment on a team issue, but this time by the facilitator. Take note that the facilitator keeps personal opinion out of
the comment, and the facilitator poses a lot of questions. The team is in charge, the facilitator simply keeps them moving.

Team Recorder - Keeps Notes, Documents Decisions

The team recorder is responsible for writing down the team's key points, ideas and decisions. Sometimes, recorders work from an easel pad. Recorders can
also take notes directly to a pad.

Some thoughts to consider when assuming recorder duties:

Don't editorialize!
Record comments verbatim as much as possible. If the recorder can't write fast enough, ask the facilitator to slow down or repeat a comment. Recording the
team's ideas is very important, so invest the time to do it right.

Consider two recorders

If ideas are coming fast and furiously, consider using two recorders, each to write down every other suggestion.

Be prepared & organized

Recorders should review the agenda for action items. Then, he or she can prepare notes and easel pads prior to the meeting with headers like: "Problems
Under Consideration," or "Potential Solutions," or "Next Steps."

Remember this...
The recorder is responsible for documenting the team's process, discussions, and decisions. Every good team has a good recorder!

Time Keeper - Minute by Minute...

"Where did the time go?" In a busy team meeting where members are considering ideas, brainstorming, prioritizing, etc., it is very helpful to assign one person
the responsibility of being the timekeeper.

A timekeeper's responsibilities are to:

• Monitor how long the team is taking to accomplish its tasks.

• Provide regular updates to the team on how well or poorly they are using their time.
• Collaborate with the team leader, facilitator and others to determine new time schedules if the agenda has to be adjusted.

Remember this...
Consider volunteering to assume timekeeper responsibilities at your next meeting. It's a good way to familiarize yourself with team functions.
Team Members - Everyone Else!
Team members don't have specific responsibilities, but their participation is critical to the team's success. Team members must agree to:

• Be enthusiastic and committed to the team's purpose.

• Be honest and keep any confidential information behind closed doors.
• Share responsibility to rotate through other team roles like facilitator, recorder, and timekeeper.
• Share knowledge and expertise and not withhold information.
• Ask questions, even seemingly "dumb" ones. Often the new perspective of "inexperienced" team members can provide insight.
• Fulfill duties in between meetings.
• Respect the opinions and positions of others on the team, even if the person has an opposing view or different opinion.

Team Member - Informal Roles!

Teams can have unofficial, informal roles too. Some are helpful and some are not so helpful. The list below summarizes some common, informal roles in teams.

Helpful Roles
The Expert - A knowledgeable subject matter expert who can clarify technical issues.
The Summarizer - Often, a "big picture" person who helps to sum up items.
The Bridge Builder - Experienced negotiators who can help bring opposing views together.

Not Always Helpful Roles

The Joker - Always telling jokes to the extent that others can't accomplish their goals.
The Blocker - Hates to make decisions, or reach closure; always looking for more information or wants to "think things over a little bit."
The Busier Than Thou - Always busier, harder working and has more responsibilities than others.
The Disrupter - If they aren't interrupting for some reason, Disrupters like to hold side conversations or generally disturb the group.
The Loner - Doesn't like to participate, rarely contributes.

How to Handle the Not Always Helpful Roles

• Set clear time limits for making decisions and remind people often of the time - Jokers and Blockers are less likely to intrude or delay if they are
regularly informed of the time and process.
• Clarify expectations - Get team buy-in up front for the work to be done. Agree by consensus that everyone will accept responsibility for any extra work.
If the Busier Than Thou person begins to complain, remind that person of his or her agreement
• In general - Individuals disrupt meetings for myriad reasons. Skilled facilitators will acknowledge the fears or anxieties behind the behavior, and then
move on.

Remember this...
Team members must commit to the success of the group and promise to participate.

Having completed this lesson, you should now be able to:

• List the fundamental roles required in a team.

• Recognize that team roles are specific and defined, and interdependent upon one another.
• List some of the informal roles in teams.
• Recognize that not all roles are filled all the time.
• Respect and value the function and purpose of each team member.

Review Quiz

Check your understanding of team roles by selecting true or false to the following questions.

True False
1. The timekeeper should make sure everyone is participating.
2. If it appears the meeting may go long, the timekeeper should notify the facilitator.
3. Team members should accept the agenda as it is, and not make suggestions for modifying it.
4. Team leaders should attend all meetings, but never say anything. It tends to intimidate people.
5. It's a good idea for the role of facilitator to rotate from member to member.
6. Recorders should paraphrase group decisions in order to get as much information as possible down on paper.
7. Not-so-helpful roles like Blockers, Jokers, or Disrupters are simply part of any organization's make up. Accept these individuals for
who they are and let them have their say in team meetings. It helps them to get things off their chest.
8. Facilitators are focused on process, not task.
9. Leaders are focused on task, not process.
10. Team members should be empowered to discuss all details about team meetings with others in the organization, even those who are
 not members of the team.

Review Quiz - Feedback

The questions are repeated with the appropriate answers and feedback below.

1. The timekeeper should make sure everyone is participating.

You responded: True
The correct response is False. Ensuring participation is the facilitator's responsibility.

2. If it appears the meeting may go long, the timekeeper should notify the facilitator.
You responded: True
The correct response is True. Timekeepers should keep the facilitator apprised of times and schedules.

3. Team members should accept the agenda as it is, and not make suggestions for modifying it.
You responded: True
The correct response is False. Team members should be encouraged to give input to the agenda.

4. Team leaders should attend all meetings, but never say anything. It tends to intimidate people.
You responded: True
The correct response is False. Leaders can and should attend early meetings and provide input. A leader's contribution should never be overbearing or
dictatorial. After a period of time, leaders may not have to attend meetings.

5. It's a good idea for the role of facilitator to rotate from member to member.
You responded: True
The correct response is True. Team members can gain valuable insight into the process of conducting an effective meeting when they rotate through various
roles.

6. Recorders should paraphrase group decisions in order to get as much information as possible down on paper.
You responded: True
The correct response is False. Recorders should try to record comments and suggestions as verbatim as possible. The goal is not to write down everything that
was said; that's not possible. Rather, recorders should summarize points, decisions and other items accurately. For example, if the team suggests, "We need 10
new computers," the recorder should not write "More computers needed." He or she should write "10 computers requested."

7. Not-so-helpful roles like Blockers, Jokers, or Disrupters are simply part of any organization's make up. Accept these individuals for who they are
and let them have their say in team meetings. It helps them to get things off their chest.
You responded: True
The correct response is False. Disruptive team members, even those with good intentions and who are trying to help, should be dealt with appropriately, never
ignored.

8. Facilitators are focused on process, not task.

You responded: True
The correct response is True. The facilitator's primary responsibility is to keep the team focused on the process it has adopted to make decisions or accomplish
the task.

9. Leaders are focused on task, not process.

You responded: True
The correct response is True. Team leaders are primarily interested in completing the project, the final decision, etc. Leaders want a product, an item, etc.

10. Team members should be empowered to discuss all details about team meetings with others in the organization, even those who are not
members of the team.
You responded: True
The correct response is False. Team members should agree to keep important information confidential. What's important information? That's for the team to
decide!

This concludes the Team Roles and Responsibilities module. Click on the ''next'' arrow to begin the Tools and Techniques module.

Tools and Techniques - Introduction

Plan your work and work your plan.

Teams differ from groups because teams function from a common set of ground rules, procedures and expectations. Team members know:

• Why they are coming to meetings.

• What they will do when they get there, and
• What expectations are made of them when the meeting is completed.

Any team or meeting can be improved by first establishing common ground rules and then utilizing simple meeting techniques. This section shows you how.
In this module, you will learn how to:

• Establish ground rules for effective meetings.

• Use various tools to collect ideas and information from team members.
• Distinguish the advantages and disadvantages of various meeting tools.
• Develop a road map for a meeting.

Select the ''next'' arrow now to begin this module.

Tools and Techniques

Below are nine areas to explore. To find out more about the tools and techniques of running an effective, productive team, select the Ground Rules button
below, followed by "I" Time, Go-Around, and so on. You may also select the "next" arrow to proceed through this module.

Ground Rules

Ground rules help manage group dynamics and establish how the team will operate. Groups function most effectively when they have up-front agreements on
how they will conduct themselves, how decisions will be made, and when and where the team will meet.

Establishing Ground Rules

One way to establish ground rules is to ask team members what the team would look like if it were operating effectively and accomplishing all of its goals. The
facilitator might ask people what the behavioral norms and conduct would be. The product of this dialogue could form the vision for the team.

Definition of "I" Time

"I" Time is individual time or introvert time. In this technique, people spend a few quiet moments reflecting on questions or problems. It is NOT an interactive
time, just the opposite. People are encouraged to simply think and reflect.

How to Facilitate "I" Time

Instruct team members to either sit quietly or leave the room briefly to find space where they can concentrate and focus. Establish a time limit, at least one
minute. The time will vary depending on the topic or question the team is considering. During this period, facilitators may want to repeat the question or
instructions, or display them on an easel pad, slide, or overhead.

When to Use "I" Time

When team members are diverse, "I" Time allows people to be alone with their thoughts without feeling pressured or put upon. Use "I" Time when it seems
necessary to add more structure to the process, or when team members have not previously had the opportunity to think about the question or issue.

Remember this...
"I" Time allows people to have ownership of an idea even if they didn't suggest it.

Definition of a Go-Around

In a go-around, the facilitator sequentially asks each team member to submit his or her idea. If a person doesn't have anything to say, he or she can pass during
a round. Team members can also get back in and contribute on subsequent rounds.

How to Facilitate a Go-Around

If you're facilitating a go-around collect only ONE idea per person at a time. Don't let one person dominate!

When to Use a Go-Around

Use go-around when you want a few good ideas and not an exhaustive list of possibilities.
Other Notes
When combined with "I" Time, go-around allows people to have ownership of an idea even if they didn't suggest it. Go-around allows introverted people the
chance to provide input without having to "push" their way into the conversation.

Remember this...
Go-around is a good method to use when people don't know one another.

Definition of Brainstorming

Brainstorming is often used as a first step in the creative process. It is rapid-fire suggestions designed to get the creative juices flowing!

Facilitate Brainstorming
Key to a brainstorming session is not allowing members to judge or evaluate suggestions. That tends to stifle the creative process. Keep posing the question
again and again to the group and remind everyone that there are no bad ideas. Even a clarifying question can suggest disapproval. For example, someone
might suggest, "Let's post all our quarterly reports on the web site." In response, someone might ask a clarifying question, "Do you mean quarterly reports from
just our unit, or the entire division?" It's a good question, but even the slightest interruption can bog down an otherwise productive session.

When to Brainstorm
If you want many ideas and an entirely new way of looking at things, consider brainstorming.

Other Notes
Brainstorming represents divergent thinking to get many good ideas out on the table before converging them into workable solutions. Team members are
encouraged to build on previous ideas, adding to the creativity and number of ideas.

Remember this...
Brainstorming works best when the pace is fast. Try to keep evaluative comments to a minimum.

Definition of the Slip Method

The Slip Method allows team members to offer ideas and suggestions anonymously. No one knows who made the suggestion.

How to Facilitate the Slip Method

Distribute 3x5 cards or similar pieces of paper to the team. Pose the question and assign a time limit. One to three minutes is good. More complex questions
may require more time. Pose the question, and instruct the team to work independently, and not to share thoughts with one another. Once the team members
have completed writing down their ideas, the facilitator can collect the cards and begin writing down the comments. All responses should be written down and no
judging or evaluation should take place. If two comments are identical or similar, a check mark on the easel pad will indicate that more than one team member
offered the idea.

When to Use the Slip Method

The slip method is useful when the topic may be sensitive. It allows people to "speak" freely without fear of being identified. Also, if the team is cautious or new
to sharing ideas, the slip method is useful for pulling ideas out of the team. Another benefit to the slip method is that it allows private or introverted team
members the opportunity to participate.

Remember this...
The slip method is a good starting point, but it does not allow team members the opportunity to build on others' ideas. To facilitate this, follow the slip method
with a team discussion or go-around to continue building ideas.

Click on the "next" arrow to learn about Prioritizing.

Definition of Prioritizing

Prioritizing is useful to cut through many items to identify what's important to the team. Prioritizing is simply voting on the items, ideas or actions facing the team.
How those votes are cast or collected is important.

How to Facilitate Prioritizing

A good rule of thumb is to allow each team member a number of votes equal to 1/4 of the total items on the list. For example, if the list numbers 12 ideas, each
team member can vote for his or her top 3 selections. Here are some ideas for the process of prioritizing.

• Go-Around - Ask each team member to select his or her top choice from the collected list. Place a check mark next to the selection. Once everyone
has indicated his or her first choice, continue the process for collecting subsequent choices.
• Get-Up - Invite team members to come to the front of the room and indicate their own choices. It's good to get people moving about. Be sensitive to
any requirements of people with disabilities.
 • Group Like Items - If two suggestions are identical or similar, group together as one.
• Slip Method - If the topic is sensitive, use the slip method to prioritize. Direct the team to write down their selections, and collect responses. This
avoids people having to publicly indicate their preferences.

When to Prioritize
Generally, prioritizing is good for helping the team determine what it values, and it can be used to come to a decision or determine the team's preference.
Prioritizing is useful whenever the team begins to feel stifled or not sure what to do next.

Remember this...
Prioritizing is a useful technique for cutting through clutter and identifying those items or issues critical to the team.

Definition of a Road Map

A road map is an agenda format that organizes an effective meeting. It helps a team know and agree on what they want to address (the TOPIC) and how (the
PROCESS) they will go about doing it. Road maps offer an advantage over traditional bulleted agendas because road maps define DESIRED OUTCOMEs and
assign TIME limits to each step.

How to Facilitate a Road Map

Typically, the team leader and facilitator develop a road map prior to the meeting. The team leader is responsible for identifying the tasks and outcomes, and the
facilitator selects the process. Road maps can be prepared prior to the meeting and confirmed when the meeting begins, or road maps can be developed at the
onset of the meeting. Agenda items for the road map can be identified at the beginning of the meeting, which allows team input. While these options are
available, it is preferable to have the roadmap completed by the facilitator and the meeting sponsor/convener but allowing the opportunity for additions by the
team. Once the road map is agreed upon, the facilitator has the primary responsibility for ensuring that the team stays on course.

When to Use Road Maps

Use road maps for all meetings! This is particularly true for longer, all-day meetings.

Remember this...
Road maps have five areas. Click here for a sample.

Definition of the Parking Lot

Parking lots are temporary holding areas for ideas or suggestions that are not directly on-topic with the issue facing the group. The facilitator maintains a
separate, visible easel pad to capture these ideas. It reminds the team member that his or her idea will not be discounted and could form the basis for a follow-
up agenda or discussion point.

How to Facilitate a Parking Lot

Introduce the concept of the parking lot early in the meeting. Keep a separate flip chart labeled "Parking Lot" visible in the front of the room. If an idea is
submitted, and the team agrees it's worthy of discussion, but not at this time, write the idea down in the parking lot for later discussion. At the conclusion of the
meeting, review the parking lot items. Some may have been resolved during the normal course of the meeting. Others may not. Poll the group for those parking
lot items that should be discussed at the next meeting.

When to Use a Parking Lot

An idea or suggestion that the team agrees merits additional discussion is brought up during the meeting. However, no one is quite sure how the suggestion
"fits" or moves the process along. This is a good item for the parking lot. Once the idea is acknowledged and written down, move on. Address the parking lot
issues later in the meeting or at a future meeting.

Remember this...
Parking lots are visible reminders. Be sure to keep your group's parking lot visible to everyone. Parking lot items should be part of the meeting record.

Tools and Techniques Review

In this module you have learned eight tools and techniques for effective meetings. If you haven't covered one of these, select that tool or technique from the
links at the left. When you are ready, review questions are given below.

Review Quiz

Select the best answer by clicking on the corresponding letter. Once complete, hit submit and you will be presented with feedback.

1. The facilitator and team agree they want a lot of ideas and several suggestions for attacking a particular issue. The best method for this
would be:

A. "I" Time
B. Group discussion
C. Slip method
D. Brainstorming
2. A Parking Lot is a good tool because it:

A. Allows the team to acknowledge a good idea and still move on.
B. Reminds the team member that his or her idea is acknowledged and will not be forgotten.
C. Contains ideas that form the basis of the next meeting.
D. All of the above.

3. A team has completed a brainstorming session and has several dozen ideas on the easel pad. It's time to prioritize the list, but with so
many items, the facilitator is anxious it will take too long. One suggestion would be to:

A. Revisit the road map, and skip prioritizing.

B. The list is 36 items; allow each team member to vote for no more than nine items.
C. Take an unscheduled break and hope someone comes up with an idea.
D. Repeat the brainstorming session and instruct people to offer only new ideas.

4. The facilitator has decided to collect a few, very well thought out ideas. The best method for this is:

A. Parking Lot
B. Brainstorming
C. Go-Around
D. "I" Time

5. What two items should always appear in the WHAT column of a road map?

A. Scheduled breaks and "Introductions"

B. "Get organized" and "Feedback/Closure"
C. "Budget Review" and "Personnel Requirements"
D. "Next Steps" and "Facilitator Assessment"

6. You're facilitating a go-around. Which of the following do you want to AVOID?

A. Having people introduce themselves, where he or she works, etc.

B. Letting people pass if they request more time to consider their comments.
C. Letting people offer all their ideas at once, regardless of how long it takes, just let the person continue.
D. Direct people to offer one idea, and only one idea at time.

7. Once a team has established ground rules, don't change them; they are set in stone and determine the team's values.

A. True
B. False

8. Times are flexible in a road map and should be reviewed during the meeting by the facilitator.

A. True
B. False

9. Road maps should ALWAYS be developed ahead of time and distributed ONLY at the beginning of the meeting.

A. True
B. False

10. Ground rules should be determined and established by the team leader.

A. True
B. False

Stages of Team Development - Introduction

In this module, you will be introduced to the stages through which teams progress. At the end of the module, you will be
able to:
 • Recognize that teams mature over time and develop along commonly defined paths and milestones.
• List the four stages of team development.
• Recognize that teams develop in unique ways, and they can move back and forth between one development stage and another.

Working Together
Whether it's on the playing field or in the workplace, teams take time to come together. There is a natural development process every team progresses through.
It is useful to examine this maturation so that as a team member, leader or facilitator you can be prepared to work effectively with the team.

Select the "next" arrow now to begin this module

A Quick Look
The graphic below represents the four stages teams progress through. In this lesson, you will be introduced to the characteristics of each stage and
recommendations for managing your role in each stage.

Forming - Getting to Know You...

Can you recall your first day at school as a child, or perhaps your first day on a new job? Everyone is polite, overly cautious, and generally doesn't know what to
expect. This is the first stage of group development - Forming.

In the Forming stage, team members are getting to know one another and getting comfortable with one another. Members will naturally try to understand their
own roles, the roles of the other team members and their purpose in the group. This is entirely natural and to be expected. People are unsure, suspicious and
nervous.

Characteristics of Forming
Look for the following behaviors in the Forming stage:

• Members trying to define the task.

• Lofty, conceptual discussions as people try to express who they are.
• Discussions about what information needs to be gathered.

How to Address the Forming Stage

Help team members get to know one another. Make sure the purpose and task are clearly defined and share management expectations of the group. Give the
team time to get comfortable with one another, but move the team along as well.

Norming - Charting a Course

When teams recognize their differences and have dealt with them, they move to Norming, the stage when they ask, "How are we going to accomplish our
work?" Beyond the politeness and nervousness of Forming and past the issues and concerns of Storming, teams will want to review how they are functioning.
As team members learn to work out their differences and emotional conflicts are reduced, they will have more time and energy to focus on their purpose.

Characteristics of Norming
Look for the following behaviors in the norming stage:

• Ground rules and formal procedures that may have been overlooked in the beginning are now taken more seriously.
• The team will want to discuss items more; less time will be spent on idea generation, and more on decision making.
• Members will want to limit agenda items to focus on specific topics.
• Subgroups may be formed to move along faster.
• Conflicts are addressed and resolved.
How to Address the Norming Stage
At this stage, the team has PROCESS down fairly well. TASK will take on new significance as the team will want to accomplish its purpose. Facilitators should
keep this in mind and remind the team of the task. Also, facilitators should be more diligent in adhering to the road map, providing time for feedback, closure,
etc.

Storming - High Winds Predicted

Once the team works together for a while, they will leave the Forming stage and enter Storming. Politeness begins to wear off and dissension occurs over basic
mission and operating procedures. Control often becomes the primary issue. Who is going to decide what? Disagreements can be either very obvious or subtle.

Storming is the most difficult stage for a team to weather, but it is necessary for healthy team development. When team members begin to trust one another
enough to air differences, this signals readiness to work things out.

Characteristics of Storming
Look for the following behaviors in the storming stage:

• Members begin to show their true styles.

• A growing impatience will surface over lack of progress.
• Members will get into one another's territory, causing irritation.
• General disagreement over process, task and overall purpose of the team.

How to Address the Storming Stage

Don't ignore the Storming stage. Acknowledge it with the team as a natural developmental step. Facilitators should surface the conflicts and address them. This
is a good time to review ground rules, revisit the purpose and related administrative matters of the team.

Performing - The Action Stage

Forming, Storming, Norming, then Performing, the final stage of team development. Performing teams are just that, a highly effective, problem-solving unit that
can reach solutions quickly and can even head off issues before they become problems.

Characteristics of Performing
A team in the performing stage will:

• Be productive! Tasks will be accomplished, and the team will look for more to do.
• Be pro-active, and not necessarily wait for direction from management.
• Demonstrate loyalty to the group, and respect individual dissension and disagreement.

How to Address the Performing Stage

Teams at the performing level are generally self-regulating. Road maps, processes, decision making and other matters of team management will be handled
independently by the team.

Forming, Storming, Norming, Performing - Then What?

Teams do not develop as neatly and sequentially as these stages imply. Teams can cycle from one stage to another relatively easily or get stuck in one stage.
Some people may have the unpleasant experience of being on a team that disbanded because the team never progressed past the Storming stage.

What Do You Think?

A high Performing team can get thrown back into the Storming phase. What are some of the reasons for this? Select from the items below. You can choose
more than one answer.
A) A new member joins the team.
B) Meeting locations and times change.
C) New management introduces a new organizational strategy.
D) The team recorder must leave the group to take on a new job.

The items most likely to impact a team's performance are "a" and "c." Simply changing meeting times and locations should not impact a team's ability to
accomplish its tasks. And, if the team were truly high performing, another person could easily assume time recorder responsibilities.

A new member joining the team however, can bring a new dynamic to the team. New management directives can surely impact how a team will achieve its
goals.

Review

Teams develop through four stages: Forming, Storming, Norming and Performing. Good facilitation skills will help teams progress through the stages. Teams
can, and often do, move back and forth among the four stages based on team membership, outside forces or redirection of the team's purpose.
Review Quiz

Review the questions below. Beneath each question is a pull down window. Click on the window to select your response. Once complete, hit submit and you will
be presented with feedback.

1. Teams in this stage are characterized by dissension, irritation over lack of progress and general impatience.

2. What is a useful technique for moving a team through the Storming stage?

3. Teams in this stage are characterized by nervousness, and a great deal of politeness, and members are likely to offer lofty conceptual
ideas.

4. These are traits common to a team in the Norming stage.

5. The role of the facilitator in regards to team development is to:

Review Quiz - Feedback.

Your responses are indicated below with feedback on each question.

1. Teams in this stage are characterized by dissension, irritation over lack of progress and general impatience.
The choices were:
o Forming
o Storming
o Norming
o Performing

You responded: [You selected no answer]

The correct response is: Storming
Teams in the Storming phase often face control issues. Who is going to decide what? Who's in charge? (The team is trying to address its differences
during Storming.)

2. What is a useful technique for moving a team through the Storming stage?
The choices were:
o Facilitate a go-around.
o Revisit the ground rules.
o Ignore it completely.
o The team leader should direct people to be quiet.

You responded: [You selected no answer]

The correct response is: Revisit the ground rules.
To get a team back on track during the Storming phase, revisit the ground rules. It helps the members to focus and reach agreement.

3. Teams in this stage are characterized by nervousness, and a great deal of politeness, and members are likely to offer lofty conceptual
ideas.
The choices were:
o Forming
o Storming
o Norming
o Performing

You responded: [You selected no answer]

The correct response is: Forming
Teams in the Forming stage are in the "getting to know you" phase. No one wants to offend, and members will tend to be cautious.

4. These are traits common to a team in the Norming stage.

The choices were:
 o A great deal of feedback, limited agenda items, members focus on success.
o Little discussion, extreme politeness.
o Meeting moves quickly, ends on time, a great deal is accomplished.
o Dissension, positioning for influence.

You responded: [You selected no answer]

The correct response is: A great deal of feedback, limited agenda items, members focus on success.
Teams in the Norming stage like to focus on the goal before them, and they tend to stick to the road map a great deal. Teams in the Norming stage
are past getting to know one another and have resolved a good deal of their disagreements. They are ready to be successful.

5. The role of the facilitator in regards to team development is to:

The choices were:
o Move the team as quickly as possible.
o Switch development from stage to stage.
o Skip the storming stage.
o Recognize development as a natural team progression.

You responded: [You selected no answer]

The correct response is: Recognize development as a natural team progression.
Teams need to develop through all four stages. The process can be facilitated and encouraged, but not skipped or needlessly rushed. From time to
time, teams will switch from one stage to another.

This concludes Stages of Team Development module. Click on the "next" arrow to begin the Decision Making module.

Decision Making - Introduction

All teams make decisions. Some decisions are big and impact the entire organization(How should next year's budget be allocated among our units?). Some are
small and have only minimal impact on employees (Where should next week's meeting be held?). How to make a decision is what this module is all about. At
the end, you will be able to:

• List the various kinds of decision making.

• List the elements of consensus.
• Recognize when to use consensus, and when not to.
• List the criteria and resources required for consensus.

Decision Making - Introduction

This module covers four types of decision making. Click on any of them below to begin. We recommend beginning with Autocratic and ending with Consensus.

Decision Making

Autocratic - "I Decide"

Autocratic decision making is one person making the decision alone.

Teams are often established in response to autocratic decision making, and it is unlikely that teams will employ this kind of decision making.

Advantages of Autocratic Decision Making

It's fast. When one person makes all the calls and doesn't consult with anyone, decisions can come quickly and with little or no discussion.

Disadvantages of Autocratic Decision Making

With no input, autocratic decisions risk not taking into account how they will impact other people and systems. Continued and regular autocratic decision making
will lead to distrust, low morale and inefficiency.
When to Use Autocratic Decision Making
When there are critical time pressures, crises or inconsequential matters with little impact.

Decision Making

Consultative - "I Decide With Input From You"

Consultative decisions are arrived at after input from others. One person still makes the decision, but others are solicited for ideas and suggestions. Many
decisions in the workplace are consultative.

Advantages of Consultative Decision Making

Input from other departments or individuals is invaluable. Also, employees generally respect having their opinions heard and acknowledged.

Disadvantages of Consultative Decision Making

When people give their input, they may mistakenly assume that they will have a say in the final decision, and this isn't the case in a consultative decision. It must
be clear to those giving input that one person is still making the final decision. People must be keenly aware of the difference between giving recommendations
and having recommendations accepted.

When to Use Consultative Decision Making

When the decision lies in another area, but still has some impact on the team or when specific expertise is required.

Decision Making

Democratic - "One Person, One Vote"

Democratic decisions are the bedrock of our political process. Majority rules is how many issues are resolved. In the workplace, however, and in the team
setting, democracy may not always be the best method.

Advantages of Democratic Decision Making

Democracy is fair. Everyone has equal input. Those with the most votes, win, however...

Disadvantages of Democratic Decision Making...

...those with the fewest votes lose. That's the downside of democracy. Someone HAS to lose. Again, in the political arena, that's life. In the workplace however,
that can lead to anger, frustration, and people trying to get even.

When to Use Democratic Decision Making

Democracy is a useful approach for quick decision making when the general opinion of the team is needed and when the impact of the decision is not critical. It
can be used to speed up results ("Should we discuss marketing or budgeting now?"), or when full support of the team isn't critical, ("We agreed to share regular
updates with the office. How many people think we should do that monthly? How many would vote for quarterly?").

Decision Making

Consensus - "We Decide"

Consensus is collective agreement, a shared decision by all team members. A characteristic of consensus is willingness of team members to support the
decision once it has been made. Commitment to supporting a decision is more than just living with it. People can agree to something, but unless they are
committed to supporting it, they may later disclaim it, i.e., "I didn't agree with that."

Advantages of Consensus
Consensus respects individual opinion while simultaneously establishing one collective decision that everyone agrees with and supports. It is an effective means
to advance an issue.

Disadvantages of Consensus
Reaching consensus takes time and a great deal of discussion and facilitating. It requires group understanding of the issues and the willingness of team
members to share their opinions openly.

When to Use Consensus

Consensus is appropriate when the decision has major impact on the team's direction. Ground rules are one example. Another time when consensus is
appropriate is when the team is making a decision on behalf of the entire organization.

Reaching Consensus - Focus On Process, Not Solution

Reaching consensus takes a great deal of dialogue, but following the steps below will help accelerate the process. Consider putting the following activities on
your road map if you are trying to reach consensus. Reaching consensus is a two-step process, outlined below.

Step 1 Reaching Consensus

1. Present the issue, not the solution
2. Define the issue
3. Listen
4. Generate options

Step 2 Reaching Closure

1. Post all options
2. Identify benefits and drawbacks
3. Create/agree on solution
4. Test for consensus

Reaching Consensus - The Process

Reaching consensus takes a great deal of dialogue, but following the steps below will help accelerate the process. Consider putting the following activities on
your road map if you are trying to reach consensus.

1. Present the Issue

Regardless of your role in a team, if you really want to reach consensus, it is not helpful to show up at your team meeting with the answer or solution already on
your mind. Once you have come to a conclusion, it's hard to let go of that course of action and reach consensus. Reaching consensus requires everyone to
keep an open mind.

2. Define the Issue

Clarify any underlying assumptions. This is critical because teams have problems reaching agreement when members aren't clear about what the real issue is.

3. Listen
The most important tool in reaching consensus is listening. To fully understand and appreciate other peoples' opinions and positions, we need to listen. Once
people truly feel listened to and understood, they are far more likely to be open to other points of view. And, by understanding all views, you are much more
likely to arrive at a better decision.

4. Generate Options
Use brainstorming, go-arounds and other tools and techniques to generate as many possible solutions as possible. If there is conflict between and among
members of the group, remember not to judge one another's comments or ideas. The purpose of generating options is to broaden the team's thinking.

Reaching Closure - The Process

Consensus is a process of diverging and then converging on a common decision. The second part of reaching consensus is reaching closure.

1. Post All the Options

Once all the ideas have been submitted, clearly post them on a clean sheet of newsprint.

2. Identify Benefits and Drawbacks

Ask the group to collectively list the pros and cons of each option.

3. Create or Agree on a solution

Creating or agreeing on a solution is one of the critical steps in reaching closure. Among the questions the team should consider at this point are:

• "What will it take to solve the problem?"

• "Are any of these options suitable?"
• "Can any of these solutions be combined?"

If one member resists, ask that person what it would take for a particular option to be acceptable. (To find out more about how to get people to talk, visit
communication skills.) If the team gets stuck, the facilitator can ask how important the issue is, and how much time should be invested in fixing it. If the issue is
relatively minor, the facilitator could suggest, "Can we agree to delegate this issue to a subgroup if we can't reach consensus in 20 minutes?"

If the team still can't reach consensus, table the issue for the next meeting, and ask the group to consider other alternatives between meetings.

4. Test for Consensus

It is extremely important to test for consensus because some team members may feel pressured to agree when they really don't. Consider a go-around or slip
method where the question is, "You may not agree with this decision, but can you support it?"
Decision Making

Review

One of the ground rules teams need to agree upon early in the process is to agree on a decision making process. There are four types of decision making:
autocratic, consultative, democratic and consensus. Each type of decision making has advantages and disadvantages. Consensus benefits from the collective
knowledge and experience of the team, but it also requires the most amount of time and facilitation skills.

Review Quiz

The following are four samples of issues. Beneath each description is a pull down window. Click on the window to select your response. Once complete, hit
submit and you will be presented with feedback.

1. The team leader has been asked to submit a summary of the team's progress. The summary will be one page, very general and will not
impact the operation of the team. Still, the team leader wants input from the team regarding the issues they think are the most important.
The final decision is the leader's to make.

2. The team has been asked to select a name for the office newsletter. There are five choices. Team members agree that the decision is not
critical, should represent the majority of its members and should be made quickly.

3. The team is an interview team and must select a new divisional manager from a group of three finalists. The new divisional manager will be
their new supervisor and will have an important place in the office. This is certainly a decision all team members must support.

4. Prior to the team's regularly scheduled meeting, the facilitator receives a phone call that the regular meeting room is being used, but they
could still use one of two other available rooms, each on the same floor with virtually identical chairs and tables. What type of decision
should the facilitator use?

Review Quiz - Feedback.

Your responses are indicated below with feedback on each question.

1. The team leader has been asked to submit a summary of the team's progress. The summary will be one page, very general and will not
impact the operation of the team. Still, the team leader wants input from the team regarding the issues they think are the most important.
The final decision is the leader's to make.
The choices were:
o Autocratic
o Consultative
o Democratic
o Consensus

You responded: [You selected no answer]

The correct response is: Consultative
In this situation, the team leader can get the input needed from the team, submit the report and move on. The impact of the decision is not critical.
Consultative, or "I decide with input from you," is best.

2. The team has been asked to select a name for the office newsletter. There are five choices. Team members agree that the decision is not
critical, should represent the majority of its members and should be made quickly.
The choices were:
o Autocratic
o Consultative
o Democratic
o Consensus

You responded: [You selected no answer]

The correct response is: Democratic
Democratic decision making or "one person, one vote" is good for quick decisions that are not critical to the team's operation.
 3. The team is an interview team and must select a new divisional manager from a group of three finalists. The new divisional manager will be
their new supervisor and will have an important place in the office. This is certainly a decision all team members must support.
The choices were:
o Autocratic
o Consultative
o Democratic
o Consensus

You responded: [You selected no answer]

The correct response is: Consensus
When everyone on the team must support the decision, a consensus is required. "We decide" is a solid approach when hiring new personnel or
similar decisions that have wide impact on the team.

4. Prior to the team's regularly scheduled meeting, the facilitator receives a phone call that the regular meeting room is being used, but they
could still use one of two other available rooms, each on the same floor with virtually identical chairs and tables. What type of decision
should the facilitator use?
The choices were:
o Autocratic
o Consultative
o Democratic
o Consensus

You responded: [You selected no answer]

The correct response is: Autocratic
"I decide" is an appropriate choice here. The final result is not critical, and there is not enough time to collect input.

You have now completed the Decision Making module. Click on the "next" arrow to explore the Communication Skills module.

Communication Skills

Good communication is critical to effective teamwork. Communicating is far more than talking and listening. It is sometimes a complex and puzzling process.
However, effective communication is possible with the right approach, techniques and some practice.

This section of the lesson is broken down into four areas. Upon completing this section, you will be able to:

• List various communication skills.

• Develop open-ended questions to facilitate dialogue.
• Turn negative comments into positive statements.
• Use the feedback formula for facilitating dialogue.
• Call for a timeout and resolve breakdowns.

Communication Skills

To learn more about building good communication skills by addressing individual styles, click on one of the lessons below.
Verbal/Nonverbal Communication

It's not what you say, but how you say it.

Research indicates more communication occurs from body language and the tone of a person's voice than from what is said. In the team setting, identifying and
addressing nonverbal cues is important. As a team member or facilitator or even a leader, be on the lookout for people who are rolling their eyes, drumming their
fingers or avoiding eye contact. Other signs to look for:

Arms crossed on chest - This person may be guarded, and may not feel like participating.
Hands on chest - A sign of sincerity; the person really believes what he or she is saying.
Diverting eyes - Person is most likely not listening and is distracted.

Remember this...
Watch and listen for nonverbal communication; how people say things is often more important than what they say. You must also be aware of cultural
differences. Body postures, eye contact, distance between people, may all mean different things to people from different cultures.

Active Listening

Most people speak at the rate of 110 to 140 words a minute, but we think at seven times that rate! Because of this, it's easy to get carried away by our own
thoughts and not listen or understand the meaning behind what others are saying. Active listening engages the other person in an active dialogue, and helps us
to slow down too. Consider the following approaches to become an active listener.

Listen for Meaning

Listen for the person's entire meaning rather than to simply understand content. Pay full attention to nonverbal cues and the tone of the person's voice.

Reflect without Judgment

To deepen your individual and the group's understanding of a person's message, consider reflecting back to the member without judging or evaluating. Consider
the following exchange. Maurice and Crystal are team members discussing customer service.

Active Listening - Continued

It's easy to see where this conversation is headed! What if Crystal had tried some active listening, and responded to Maurice's first statement like this:

After listening to or reading the conversation between Maurice and Crystal, give some thought to the following statements: Crystal's first statement is non-
judgmental. She asks Maurice to clarify his statement, and this opens the door for more dialogue and avoids confrontation.

Active Listening - Reflecting without Judging

To reflect a statement, try asking an open-ended question. Open-ended questions are ones that cannot be answered simply with a yes or no. Here are some
examples of questions you might consider to avoid sounding judgmental.

• "How is that a problem for you in your department?"

• "What are the reasons behind that statement?"
• "You've given this some thought! What are the thoughts of others?"
• "How does what you just described compare with Mary's situation. Are there similar characteristics?"
• "What other choices do you have?"

Restate the Statement

Restating a person's comment is among the easiest and perhaps best means to ensure that you understand his or her meaning. Consider the following
exchange between Maurice and Crystal:

After listening to or reading the conversation between Maurice and Crystal, give some thought to the following:

Did Maurice sound like he wanted to talk more about the budget? See how Crystal's restatement helped to clarify his meaning. Remember, what people SAY is
not always what they MEAN!

Active Listening - Phrasing Open-Ended Questions

To help a team member explore and reach his or her own conclusions, consider framing open-ended questions. Questions that begin with "How" will invite team
members to discuss their own views.
Closed-ended questions that can be answered either "Yes" or Open-ended questions that solicit
"No." more discussion.

"Do you think this is a good approach?" "What about this approach do you like or dislike?"
"Will this process work in your department?" "How do you envision this process working in your department?"
"Should we have another meeting on this?" "If we were to schedule another meeting, what would be on the road map?"

Focus on Positive to Invite Solutions

Framing questions in a positive manner engages a person to work on his or her own solution. A positive statement or question encourages the individual to
move forward, to look ahead.

Negative statements Same statement, posed in a positive manner.

"What's wrong with this plan?" "How can we overcome some of the issues we've raised in order to make this
work?"
"We tried that once. It didn't work" "We tried that once. What did we learn?"
We can't do it that way, our budget lines are separate." "Our budget lines are separate. What's our next step in making this work?"

Preparing to Increase Learning

Active listening sounds easy to do, but rarely do we practice this approach. Be prepared! If you are called upon to be a facilitator or if you simply want to
participate more effectively, write down questions ahead of time. Consider writing down some questions such as the following:

Restate the person's comment

"I heard you say...does that mean...?"
"If I understand you correctly, your opinion is...is that accurate?"
"It appears you feel strongly about...is that accurate?"

Reflect without judgment

"What is causing this to be a problem for you?"
"Are there other choices to consider?"
"That's interesting. What do you think others would say?"

Ask open-ended questions

"What about this program do you...?"
"Share with us how..." "How do you see...?"

Focus on the positive

"What are the next steps in order to accomplish...?"
"What are the good things in this proposal?"
"How can we use our existing resources to...?"

Providing Feedback

Maintaining dialogue and focusing on positive, constructive outcomes requires feedback skills and techniques. This section overviews different types of
feedback and outlines a "feedback formula."

Types of Feedback
There are three types of feedback:

• Descriptive feedback is nonjudgmental and simply describes an event.

• Negative feedback tends to raise a person's defenses and often the person feels punished. Negative feedback tells the person what NOT to do. It is
sometimes necessary to help people avoid repeating critical mistakes, but it is usually overused.
• Positive feedback focuses on telling the person what TO do; it can be used to guide future behavior.

Giving Feedback
Consider the following steps when giving feedback in a meeting.

1. Invite - You will increase the person's ability to hear and learn from feedback, whether it is positive or negative, by asking if he or she wants it. And if yes,
when would a good time be to discuss it. This puts the other person in control of the discussion and reduces defensiveness.

2. Clear on motives - Be clear about why you are giving feedback. Do not push your own agenda, but rather, you are giving feedback based on what you heard
and areas that you and the team think are areas for improvement.
3. Be objective - Describe the person's behavior, actions and words precisely and accurately. For example, "Maurice, you drum your fingers on the table, offer
few comments, and regularly gaze out the window during meetings," is an accurate statement of someone's behavior. The statement in no way judges Maurice,
but simply describes his behavior. Compare that comment with this, "Maurice, you act like a child in meetings. It looks like you don't have any suggestions at
all." It's easy to see how this subjective statement (while possibly true), would make Maurice defensive and angry.

4. Timely - When giving feedback, be timely. The closer the feedback occurs to the actual event, the easier it will be for people to remember what they did.

Feedback Formula

There is a simple, proven formula for providing feedback. Review it below:

Providing Feedback

Review the examples below for how to us

After listening to or reading the different feedbacks, give some thought to the following:

• Descriptive feedback is neither positive nor negative, but it does open the possibility for further discussion.
• How is the person likely to respond to positive feedback? Most likely, he or she will be eager to take on new responsibilities.
• How will this person likely respond to negative feedback? There are no suggestions as to what to do; it's all focusing on what NOT to do. The outcome
is unclear.

Click on the "next" arrow to learn about Resolving Breakdowns.

Resolving Breakdowns

Even the best meetings and teams can hit snags or disruptions. When a breakdown occurs, it's common for people to fix blame and say, "It's not my/our fault,"
or "This is their problem, not ours," or "We didn't get the information in time."

Facilitators can fix the problem, but they can't fix blame. And, fixing blame accomplishes very little!

When your team or meeting begins to break down, here are some steps to consider to get back on track.

1. Call timeout - The first important action a facilitator needs to take when a breakdown occurs is to call a timeout. It is NOT helpful to let the team stumble for
hours in order to let people learn for themselves how to improve.
How to call a timeout - Facilitators can simply say something like, "We seem to be stumbling here. Would we agree that we're not accomplishing much?
Should we take a timeout, assess where we are, and try to identify some solutions?" Remember, a facilitator should never direct a team what to do, simply make
suggestions for progress.

2. Ask what's missing - After calling a timeout, the facilitator can ask questions to determine what's missing such as, "What can do to get back on track?" "Do
we know what we're supposed to do?" "Let's list our customer's requirements. Do we know what they are?"
Next step - Having asked that question leads to the next question, "What can we do now?" The team should brainstorm and problem solve for solutions.

3. Fix the system -Research indicates most problems are caused by inefficient systems, not people. As the team begins to solve problems, focus on system
issues, not just people.

Review Quiz

Review the questions below. Select the best answer by clicking on the corresponding letter. Once complete, hit submit and you will be presented with feedback.
 1. Which of the following is an example of listening for meaning?

A. Writing down everything the person says to read later.

B. Jotting down major points of the discussion to read later.
C. Paying full attention to nonverbal clues and the tone of the person's voice.
D. Asking several clarifying questions, interrupting if necessary.

2. Bill is a facilitator and wants to reflect on Sylvia's comment in a nonjudgmental manner. Which of the following reflective statements would
be best for Bill to pose to Sylvia?

A. "You're kidding, Sylvia! No one will take that seriously! Give us another answer."
B. "Thanks for the input Sylvia. What are your reasons behind that idea?"
C. "We tried that before Sylvia. It didn't work. Got any other ideas?"
D. "Sounds good to me! In fact, that's the best idea yet - way to go Sylvia!"

3. Read the comment below, and then select the best restatement of the comment. "This project will require six months to complete. You
know how busy we are this time of year."

A. "Six months? Don't you really mean twelve?"

B. "We're not busy. Our department could do it less time than that."
C. "You always say that."
D. "What characteristics of the project require six months? Sounds like you're busy! What are some of the other projects you're handling?"

4. Which of the following is an open-ended question?

A. "What parts of the plan do you like or dislike the most?"

B. "Will this work for you?"
C. "Do you have anything you would like to add?"
D. "Wouldn't you agree this is a good idea?"

5. Read the negative statement below, then select the best positive restatement. "This approach will never work. That other department isn't
set up to do this kind of work!"

A. "That’s a good idea, but it’s unlikely that other department has the resources to make it work."
B. "What will it take to make this approach possible? What other resources do we need?"
C. "That other department has some nice people. Too bad they aren’t set up to do this kind of work."
D. "This approach worked in a department I used to work in. Too bad we’re not all working there now."

6. When giving feedback, it's best to:

A. Wait one week to give the person time to consider alternatives.

B. Do it as close as possible to the actual event.
C. Invite. Ask the person if he or she wants feedback, to put them in control.
D. Both "b" and "c."

7. During a meeting, a new piece of information is provided to the team which has major impact on the team's goals. The team begins to break
down. As the facilitator, what are your next steps?

A. Call a timeout and simply break up the meeting. Reschedule when things calm down.
B. Call a timeout. Let the team decide what to do next.
C. Let the team continue to break down as it is a natural development stage.
D. Call a timeout. Ask what's missing. Direct the team to explore options through a brainstorming session.

Review Quiz - Feedback.

Your responses are indicated below with feedback on each question.

1. Which of the following is an example of listening for meaning?

 2. Bill is a facilitator and wants to reflect on Sylvia's comment in a nonjudgmental manner. Which of the following reflective statements would
be best for Bill to pose to Sylvia?

3. Read the comment below, and then select the best restatement of the comment. "This project will require six months to complete. You
know how busy we are this time of year."

4. Which of the following is an open-ended question?

5. Read the negative statement below, then select the best positive restatement. "This approach will never work. That other department isn't
set up to do this kind of work!"

6. When giving feedback, it's best to:

7. During a meeting, a new piece of information is provided to the team which has major impact on the team's goals. The team begins to break
down. As the facilitator, what are your next steps?

Click on the "next" arrow to continue.

Your responsibilities as Team Leader

• Organize the team

• Explain and use team goals and objectives

• Ensure that goals and objectives are perceive as attainable

• Create and maintain channels to enable team members to do their work

• Follow through on action assignments

• Report team progress and decisions made to concerned groups

• Give guidance to team members

• Encourage communication among team members

• Ensure that all team members contribute, by working with those who need help (a sure way to undermine a team is to ignore its nonperformers)

• Match people to jobs

• Assure that each member receives team-based compensation or recognition

Plan Development Checklist for _________________________

This form is a tool to chart the progress in developing your business resumption plan. Each plan segment is listed with the development responsibility. Segments
with “*” denote team level development responsibility.

The Plan Development and Review Guide Provides additional information and data collection forms used in plan development. Questions:

Quick Reference Guide

Plan development responsibility: Already provided by the Business Continuity Office. Changes to the plan may change reference page numbers.

Module 1

*Team Responsibilities
Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the names of the team leader and alternate to page 6 of the plan.

*Critical Functions
Task duration ___ hours Objective date: __________ Date completed:_________
Plan development responsibility: The Team Leader must enter the names of the critical functions performed by the department to page 6 of the plan. If Executive
Management has not determined the RTO the team leader will made a best guess estimate.

*Normal Business Hours Response

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the locations for the primary and alternate evacuation assembly site, as determined by local
executive management, to page 6 of the plan.

*Notification

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the team member names and contact information to page 3 of the plan. Department employee
contact information needs to be gathered within the department and attached to the back of the plan.

Corporate Headquarters Phone Numbers

Plan development responsibility: Already provided by the Business Continuity Group on page 13 of the plan
Module 2

*Vendor and Customer Notification

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the vendor and customer names and contact information to page 15 & 16 of the plan.
Department/Teams that are the primary direct contact with vendors or clients should complete this form.

*Team Meeting Place

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the primary and meeting place location information to page 8 of the plan. The meeting place is
where the team gathers once activated for an after hours disaster.

*Business Recovery Workarea Checklist

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the space and resource information on page 17 of the plan.

*Resources Required Over Time

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: Team Leader must enter the resource information to page 18 & 19 of the plan.

*Business Recovery Site Information

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the recovery site information to page 21 of the plan once local executives choose a site and
provide the information.
Module 3

*Off Site Stored Materials

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the recovery box inventory once the boxes are filled and removed off site. This item is optional. If
this item is not part of your recovery strategies, state that on the form on page 24 of the plan.

*Critical Resources to be retrieved

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must enter the information to include the location of the items. This item is optional. If this item is not part of
your recovery strategies, state that on the form on page 26 of the plan.

*Critical Function recovery tasks

Task duration ___ hours Objective date: __________ Date completed:_________

Plan development responsibility: The Team Leader must provide manual processing steps on page 32 of the plan to continue functions until systems are
available. If system validation is part of the team’s responsibility, steps for validation of the system should also be included.

The following segments are already provided by the Business Continuity Group and does not require team development.

Personnel Location Control Form

Status Report Form
Recovery Preparedness