cdr-92i - eric · cdr has won national recognition for the quality of its early intervention...

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ABSTRACT

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EC 302 431

Garland, Corinne; And OthersSkills Inventory for Teams (SIFT): A Resource forTeams.

Williamsburg Area Child Development Resources, Inc.,Lightfoot, VA.Special Education Programs (ED/OSERS), Washington,DC. Handicapped Children's Early EducationProgram.CDR-92IJun 92

H024E8002575p.

Child Development Resources, Training Center, P.O.Box 299, Lightfoot, VA 23090-0299 ($24.95 each, 1-25;814.95 each, 26 or more).Tests/Evaluation Instruments (160)

MF01/PC03 Plus Postage.Attitudes; *Disabilities; Early Childhood Education;*Early Intervention; Interdisciplinary Approach;*Needs Assessment; Organizational Effectiveness;Rating Scalss; *Self Evaluation (Groups); *SelfEvaluation (Individuals); Staff Development; TeamTraining; *Teamwork; Values*Skills Inventory for Teams

The Skills Inventory for Teams (SIFT) was developedfor early intervention practitioners from a variety of disciplines tohelp them evaluate their ability to work as part -of an earlyintervention team in identifying and serving young children withdisabilities. The Team Member section is designed to help individualteam members identify the skills that they need to work on a team,and the Team section helps the whole team identify team developmentneeds. The SIFT includes items that reflect competencies or skillsthat can be observed as well as items that address the team member'svalues and attitudes regarding teamwork. It does not assess specificclinical skills and competencies. It uses a criterionreferencedsystem and is an expansion of the "Team Effectiveness Rating Scale"developed by R. Neugebauer. Results can be used to create staffdevelopment plans. For each of the two.sections, a screening scaleand an assessment checklist is provided. The screening scales areadministered first, to identify key areas of need and strengthregarding teamwork. Based on the results of the screening scales,assessment checklists are used to help team members further defineand clarify their areas of need. (Contains 30 references.) (JDD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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CHILD DEVELOPMENT

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RESOURCES

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This publication was produced with support from grant numberH024E80025 from the Handicapped Children's Early Education Program,U. S. Department of Education. Points of view or opinions do not,however, necessarily represent official views or opinions of theDepartment of Education.

To purchase additional copies, please contact:

Child Development ResourcesTraining Center

P.O. Box 299Lightfoot, Virginia 23090-0299

SKULLS INVENTORY FOR TEAMS

(Siii 1)

13y:

Corinne GarlandAdrienne Frank

Deana BuckPatti Seklemian

With appreciation to the staff of the Child Development Resources TrainingTeam for their insight, comments, and thoughtful suggestions throughout therevision of this work. June, 1992

TABLE OF CONTENTS

Page

PREFACE iii

INTRODUCTION 2

SECTION I: TEAM SCREENING AND ASSESSMENT 5

STEP 1: Team Performance Screening Scale 6

STEP 2: Team Performance Screening Scale:Sununaiy of Results 12

STEP 3: Team Assessment Checklist 17

STEP 4: Team Action Pla,n 32

SECTION II: IlsiDIVIDUAL TEAM MEMBERSCREENING AND ASSESSMENT 35

STEP 1: Team Member Screening Scale 36

STEP 2: Team Member Screening Scale:Summary of Results 42

STEP 3: Team Member Assessment Checklist 43

STEP 4: Individual Staff Development Plan 62

TEAM BUILDING RESOURCES 64

PREFACE

This publication was developed by Capital Outreach Project throughthe Training Center of Child Development Resources, Inc.

Child Development Resources, Inc., (CDR) in Lightfoot, Virginia, is atwenty-five-year-old private, nonprofit agency providing services for youngchildren and their families and training for the professionals who serve them.CDR has won national recognition for the quality of its early interventionprograms, for its commitment to a family-centered team approach to servicedelivery, and for its training and technical assistance to early interventionprofessionals throughout the United States.

Capital Outreach, a three-year project, was designed to enhance thenumber and quality of early intervention services in the District of Columbiathrough training and technical assistance in a team approach to earlyintervention.

Corinne GarlandProject Director

Patti SeklemianProject Coordinator

Martha ToomeyTraining Consultant

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INTRODUCTION

The Skills Inventory for Teams (SIFT), an adaptation and expansionof the 'Team Effectiveness Scale" (Neugebauer, 1983), was developedspecifically for early intervention practitioners from a variety of disciplines tohelp them evaluate their ability to work as part of a team. It is designed tohelp individual team members identify the skills that they need to work on ateam and to help the whole team identify team development needs. The SIFTincludes items that reflect competencies or skills that can be observed as wellas items that address the team member's values and attitudes regardingteamwork.

A team approach, which includes families as full, decision-makingmembers of the team, is now recognized as best practice for providing earlyintervention services. Part H of the Individuals with DevelopmentalDisabilities Education Act (I.D.E.A.) has formalized the concept of team bymandating that early intervention services, particularly child assessment, 1FSPdevelopment, and IFSP implementation, be provided by a team. Few earlyintervention practitioners are trained to work as part of a team, nor is theremethodology to help team members determine their current team skills andstaff development needs.

Purpose of the SlEFT

1. To provide early intervention team members with a criterion-referenced system for assessing their own teamwork skills;

2. To provide early intervention teams with a system for assessingthe status of their team work;

3. To provide individual team members or entire teams with asystem of staff development; and

4. To specify, for personnel decision makers and supervisors, thespecific skills needed by persons providing early interventionservices in a team setting. The instrument may also be used toassist team members and their supervisors in determining thedegree to which these skills are present.

2

Use of the SIFT

The SIFT is an inventory of skills needed to function as part of an earlyintervention team. It is important to remember that teams go through adevelopmental sequence and that not all items on the instrument will beappropriate for all teams. Because specific cliniCal skills and competencies arenot assessed by this instrument, it should not be the only instrument used todetermine staff development needs. Other instrumentation and methodsshould be used to address clinical skills or general performance requirements(quality of work, time management skills, etc.).

Teams may choose to use the SIFT as one part of a system ofpersonnel evaluation and staff development that addresses key competenciesfor working in a team setting. Individual team members may complete theinstrument and review the results with a supervisor. Teams may choose tohave both individual team members and supervisors complete the SIFT andreview the results together. The results can be used to develop a plan toaddress identified needs.

Organization of the SIFT

The instrument is divided into Team and Team Member sections. TheTeam Member section examines individual teamwork sldlls; the Team sectionexamines overall team functioning. Each section is organized with a screeningscale and an assessment checklist.

Administration of the SIFT

The screening scales are administered first. The screening scales helpteams and individual team members identify key areas of need and strengthregarding teamwork. Based on the results of the screening scales, assessmentchecklists are used to help team members further define and clarify their areasof need. For. example, a team determines, through use of the screening scales,that they need to develop decision-making procedures. The team can use thecorresponding assessment checklist to learn more about their team's decision-making procedures, including responsibility for decision making,follow-throughon decisions made, and team participation in decision making.

Directions for use are provided at the beginning of each section.

3

SECTION I:

TEAM SCREENING AND ASSESSMENT

TEAM SCREENING AND ASSESSMENT

Purpose

Effective teams are more than a collection of individual team members.To work together as an effective team, the group must share a sense ofcommon mission and a commitment to working together. The TeamPerformance Screening Scale and the Team Assessment Checklist found inthis section are designed to help team members discuss the overall functioningof their team and to help teams plan activities to address needs of the entireteam.

The Team Performance Screening Scale is designed to help the teamidentify broad areas of need. All team members should complete the TeamPerformance Screening Scale before completing the Team AssessmentChecklist. The Team Assessment Checklist is a more specific diagnosticinstrument to help the team identify specific competencies and/or proceduresto address as part of a team development plan.

General Directions for Com letin

STEP 1. Each member of the team completes the TeamPerformance Screening Scale, pages 6-11.

STEP 2. Complete the Summary of Results form on pages 12-16.As a group, discuss these results and decide which areasof team functioning need further assessment.

STEP 3. When the team has decided which areas of teamfunction need further assessment, complete those itemson the Team Assessment Checklist on pages 17-31. Thethree-point rating scale used on the Team AssessmentChecklist is intended to help clarify needs for teamdevelopment.

STEP 4. Use the Team Action Plan on pages 32 and 33 todevelop specific team development goals. Includeactivities, time lines, person(s) responsible, and anyoutside resources necessary to meet the identified goals.

5

SI EP 1:TEAM PERFORMANCE SCREENING SCALE

Directions

Each member of the team completes the Team Performance ScreeningScale. For each item, circle the number that most closely describes your team.Descriptors are provided for responses 1 and 5. Responses 2-4 can be usedto show where the team's performance falls between the descriptors. Writeyour comments or questions in the space following each item. You may shareyour comments or not, as you choose.

1. CLARITY OF PURPOSE (Team mission, philosophy, and goals).

1 2 3 4 5

We have no clearly definedphilosophy or goals to whichour team is committed.

Our philosophy and goalsare written and clearlyunderstood by members.

Please comment:

2. COHESION (Team member's sense of belonging and identity to theteam; level of cohesion).

1 2 3 4 5

Our team has no sense ofgroup loyalty or belonging;members are uninvolved oreven hostile.

Our team members feel astrong sense of loyaltyand identity.

Please comment:

Child Development Resources P.O. Box 299 Lightfoot, VA 23090 SIFT 92

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3. CLARITY OF ROLES (Member's understanding of leadership andmembership roles on the team).

1 2 3 4 5

Our roles on the team areunclear, and/or members arenot committed to roles asdefined by the team.

Please comment:

Each team member's roleis clearly defined andunderstood by all; eachmember is highly com-mitted to his/her role.

4. COMMUNICATION (Openness and clarity of communication amongteam members).

1 2 3 4 5

Members are reluctant tospeak honestly or critically.

We have open andhonest communication;members express ideas,thoughts, or feelingswithout fear of reprisal.

Please comment:


7

3

5. USE OF RESOURCES (Team's use of member knowledge, skills, andexperiences).

1 2 3 4 5

Resources are not identifiedby the team; team members'skills/expertise are not usedto accomplish the team'swork.

Resources of allmembers are recognizedand used; team memberscontribute fully to theteam.

Please comment:

6. DECISION MAK1NG/PROBLEM SOLVING (Processes of decisionmaking and problem solving used by the team).

1 2 3 4 5

We have no effective, effi-cient process for decisionmaking and problem solvingthat involves all teammembers.

We have a timely, effec-tive, and efficient processinvolving all teammembers.

Please comment:

Child Development Resources P.O. Box 299 Lightfoot, VA 23090 SET 92

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7. RESPONSIBILITY/IMPLEMENTATION (Responsibility foraccomplishing the work of the team; team's progress toward achievinggoals).

1 2 3 4 5

No one assumes responsibi-lity, and our work does notget done.

Members take responsi-bility for the work of theteam, Sc we make steadyprogress toward teamgoals.

Please comment:

8. CONFLICT RESOLUTION (Team's ability to recognize and manageconflict).

1 2 3 4 5

Conflict or differences are Conflict or differencesdenied, ignored, or not are openly aired andworked through. worktd through.

Please comment:


9

9. VIEW OF FAMILY ROLE (Attitudes, acceptance, and actions of theteam related to the family's role on the team).

1 2 3 4 5

Families are viewed asclients not as decisionmakers on our team.

Our policies andprocedures support thefamily's role as teammembers and decisionmakers.

please comment:

10. EVALUATION (Continuing assessment and planning to improve teamfunction).

1 2 3 4 5

Our team does not regularlyassess overall team perfor-mance.

We regularly evaluatehow our team works andset goals in areas ofneed.

Please comment:


10

11. EXTERNAL SUPPORT (Administrative or community interaction orsupport for the team).

1 2 3 4 5

Our team is not known inour agency or in thecommunity, and/or our workis not respected.

Please comment:

Our team is involved inthe community and re-spected for the serviceswe provide.

12. INTERNAL SUPPORT (Administrative procedures that authorize andsupport the work of the team).

1 2 3 4 5

We do not have administra-tive support to work as ateam.

Please comment:

We have time, resources,and authority to worktogether as a team.

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SIF1' 92

STEP 2:TEAM PERFORMANCE SCREENING SCALE:

SUMMARY OF RESULTS

Directions

Using the responses of all team members, calculate the range and themean for each item.

For each item, determine the range of scores, i.e., the lowest andhighest that item has received. Record the ranges on the form thatfollows.

For each item, total the scores of all team members. Divide the totalby the number of respondents to obtain the mean for each item.Record the means on the form that follows.

Determine-priorities for farther assessment by reviewing all ranges andmeans. Items with an extreme range and/or a mean less than 3 areareas in need of further assessment.


12


1- We have no clearly defined philosophy or goals to which ourteam is committed.

5- Our philosophy and goals are written and clearly understood bymembers.

RANGE Low and High) MEAN


1- Our team has no sense of group loyalty or belonging; membersare uninvolved or even hostile.

5- Our team members feel a strong sense of loyalty and identity.

RANGE (Low and High) MEAN

3. CLARITY OF ROI PS (Member's understanding of leadership andmembership roles on the team).

1- Our roles on the team are unclear, and/or members are notcommitted to roles as defined by the team.

5- Each team member's role is clearly defined and understood byall; each member is highly committed to his/her role.


Child Development Resources P.O. Box 299 Lightfoot, VA 23090 SIFT

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1- Members are reluctant to speak honestly or critically.

5- We have open and honest communication; members expressideas, thoughts, or feelings without fear of reprisal.


5.. USE OF RESOURCES (Team's we of member knowledge, sldlls, andexperiences).

1- Resources are not identified by the team; team members'skills/expertise are not used to accomplish the team's work.

5- Resources of all members are recognized and used; teammembers contribute fully to the team.


6. DECISION MAKING/PROBLEM SOLVING (Processes of decisionmaking and problem solving used by the team).

1- We have no effective, efficient process for decision making andproblem solving that involves all team members.

5- We have a timely, effective, and efficient process involving allteam members.


Child Development Resources P.O. Box 299 Lightfoot, VA 23090 . SWI" 92

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1- No one assumes responsibility, and our work does not get done.

5- Members take responsibility for the work of the team, and wemake steady progress toward team goals.


8. CONFI1CT RESOLUTION (Team's ability to recognize and manageconflict).

1- Conflict or differences are denied, ignored, or not workedthrough.

5- Conflict or differences are openly aired and worked through.



1- Families are viewed as clients not as decision makers on ourteam.

5- Our policies and procedures support the family's role as teammembers and decision makers.



15


1- Our team dc es not regularly assess overall team performance.

5- We regularly evaluate how our team works and set goals inareas of need.



1- Our team is not known in our agency or in the community,and/or our work is not respected.

5- Our team is involved in the community and respected for theservices we provide.


12. INTERNAL SUPPORT (Administrative procedures dna authorize andsupport the work of the team).

1- We do not have administrative support to work as a team.

5- We have tiLie, resources, and authority to work together as ateam.

RANGE (Low and High). MEAN

Child Development Resources P.O. Box 299 Lightfoot, VA 23090 SEFT 92

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STEP 3:TEAM ASSESSMENT CHECKLIST

Directions

The Team Assessment Checklist should be completed through aprocess of group discussion during which each team member has a chance tobe heard. Complete only those items that your team identified in Step 2 asareas needing further assessment. For example, if your team identifiedcohesion, communication, and decision making as needing further assessment,you would complete only, items 2 4, and 6. The three-point rating scale usedon the checklist will help your team clarify needs for further teamdevelopment. Discuss each statement and place a check to indicate whetherthe statement is high, medium, or low priority for your teani's development.


17

3


PRIORITY OF NEED

Our team needs: High-3 Med-2 Low-1

a clear sense of teampurpose/mission

to define our team philosophy,including:

-a rationale for servicedelivery

-clarification of parent/professional relationship . . . .

to commit to a team approach . .

to develop realistic team goalsusing a collaborative process . . .

to obtain commitment of teammembers to goals

to translate goals into objectives,strategies, time lines, andperson(s) responsible

policies and procedures that reflectteam philosophy and goals


18


PRIORITY OF NEED


to plan activities and interactionsthat foster group cohesion

to encourage members toparticipate equally andcollaboratively

to create a working atmospherethat is comfortable and relaxed . .

a system for incorporating newstaff members, includingorientation, observation, andtraining experiences

to structure and carry out its workso that members are activelyinvolved

to develop strategies that insurethat each member feelsresponsible for carrying out thework of the team

to balance assignments so that allmembers share responsibility forthe work of the team

to provide formal and informalmechanisms for providing supportto colleagues


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2. COHESION ... continued

PRIORITY OF NEED


members that show sensitivity toone another, are supportive, andhelp each other

strategies to ensure that membersperceive and define themselves aspart of the team

Child Development Resources P.O. Box 299. Lightfoot, VA 23090 SIFI' 92

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3. CLARITY OF ROLES (Member's understanding of leadership andmembership roles on the team).

PRIORITY OF NEED


to define its membershipclearly

to define roles of membersclearly

to specify roles andresponsibilities (e.g., writtenjob descriptions)

to secure commitment to assignedroles

to have an acknowledged admini-strative leader who is responsiblefor budget, staff supervision,liaison to funding sources, etc. .

to have members who participatein shared leadership activities . . .


21


PRIORITY OF NEED


a work environment thatencourages open, honestcommunication

clear channels of formal andinformal communication withcolleagues

clear channels of formal andinformal communication withsupervisors

to structure time for members tomeet together and share ideas . .

to provide opportunities to learnand practice communicationskills

help in understanding and usingnonverbal communication

help in using verbalcommunication

help in using effective questioningtechniques

help in using effective listeningskills


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SIFT 92

5. USE OF RESOURCES (Team's use of member knowledge, skills, andexperiences).

PRIORITY OF NEED


a sufficient number of teammembers to accomplish the workof the team

team members with sufficientexpertise to accomplish the workof the team

to recognize and respect theexpertise of its members

to use the lmow ledge, skills, andexperiences of each member.. . . .

to schedule time for collegialexchange of information and skillsamong team members


23

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6. DECISION MAKING/PROBLEM SOLVING (Processes of decisionmaking and problem solving used by the team).

PRIORITY OF NEED


to identify and use opportunitiesfor solving team problems

to generate a full range of optionsfor consideration when solvingproblems

to use appropriate processes forgenerating options (e.g.,brainstorming, Delbecq nominalprocess)

to use appropriate decision-making methods for variedsituations and needs

to have strategies that ensureequal participation in teamdecision making

to make decisions in a timely,effective, and efficientmanner

to know/understand the limits ofteam decision maldng


24


PRIORITY OF NEED


to have clearly defined goals thatare understood by all teammembers

to use a variety of strategies toget jobs done (e.g., individualassignments/committees, taskforces)

to develop more specific workplans for implementing decisions,(i.e., organizing plan into realisticsteps, specific strategies, timelines, and personis]responsible)

to select work strategies that areconsistent with team and agencypolicies and procedures

to assigi clear responsibility forcarrying out the work of theteam

to develop mechanisms formonitoring the implementation ofthe team's plans

to monitor the action plan toensure that th..: work is carriedout and the strategies areimplemented

*


25

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8. CONFLICT RESOLUTION (Team's ability to recognize and manageconflict).

PRIORITY OF NEED


clear procedural and behavioralstandards that govern teamactivities

to develop clearly definedmethods, processes, or proceduresfor conflict resolution

to develop strategies toconstructively air conflict/disageement

to practice a variety of strategiesto resolve conflict

to have clearly specifiedprocedures for resolvingdifferences of opinion betweenstaff and families

to understand the supervisor'srole in continuing or unresolvedconflict among teammembers

to have clear procedures forformal redress of grievances . . . .


26


PRIORITY OF NEED


to view families as the center ofthe service planning process . . . .

policies and procedures thatsupport a family-centeredapproach to service planning . . .

mechanisms for involving familieson policy planning teams as wellas on IFSP teams

procedures that support familiesas they join the teath

to respect and advocate familyparticipation in team decisionmaking

to assist each family inparticipating on the teamat the level the familydesires

to foster collaborative decisionmaking with families

strategies for encouragingparticipation of families from avariety of cultural, educational,and geographic backgrounds . . . .


27

9. VIEW OF FAMILY ROLE .. continued

PRIORITY OF NEED


pre-service and in-service trainingworking collaboratively withparents

mechanisms for including parentsin in-service programs to buildskills in family-centered serviceplanning .


28


PRIORITY OF NEED

Our team needs: High-3 Med-2 Low-I

a system for examining, on aregular basis, current levels ofteam interaction andteamwork

to assess its need for staff or teamdevelopment/team building

to evaluate team goals on aregular basis

to compare group decisions withgroup goals

to monitor results pertaining todecisions

to evaluate strategies, time lines,and persons responsible forimplementation

to provide recognition andrewards for a job well done

to establish and maintain acontinuing process of teambuilding

a system for assessing andmeeting individual staffdevelopment needs


29


PRIORITY OF NEED


to have a system for creating andmaintaining community awarenessof the team and its work (e.g.,brochures, advertisements)

a system to secure communityparticipants in team activities (e.g.,board, volunteers, in-service) . . .

to be represented on local andstate interagency committees . . .

to have a system for advocatingon behalf of team needs/missionwith fiscal program and policymakers

to develop/secure/increase fiscal,material, or personnelresources


30

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12. INTERNAL SUPPORT (Administrative procedures that authorize andsupport the work of the team).

Our team needs:

time to work together as a team

administrative support for usingstaff time on team's work

to have direction fromadministration about the decisionsthe team can make andadministrative support forthose decisions

prompt administrative response toteam requests for decisions andinformation

to have regularly scheduledmeeting times

to have a system of identifyingand notifying team members formeetings

to start and end meetings ontime

to have a designated meetingfacilitator or chairperson

to have agendas developed priorto each meeting

to have a system for recordingand following up on decisionsmade by the team

PRIORITY OF NEED

High-3 Med-2 Low-1


31

3

STEP 4:TEAM ACTION PLAN

Directions

Review the areas that your team identified as high priorities for furtherteam development on the Team Assessment Checklist. Based on the team'sdiscussion, determine three to four goals that you are ready to work on now.Duplicate the Team Action Plan form on the following page. Use a separatepage for each goal.

For each goal, state the item from the Team Assessment Checklist thatthe team has chosen as a priority. In the objectives column, state the skill orcharacteristic the team needs to develop. In the activities column, list thestrategies the team will use to achieve the objective. Decide which teammembers will be responsible for each activity. Set dates to review progress orcomplete the objective. Finally, list any resources that the team may need toaccomplish the objective.


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SECTION II:

INDIVIDUAL TEAM MEMBERSCREENING AND ASSESS1ViENT

4 I

INDIVIDUAL TEAM MEMBERSCREENING AND ASSESSMENT

Purpose

Teams can only be as effective as the individual team members whocome together to work as a team. It is important that each team memberhave or develop the skills necessary to contnbute effectively to the team. TheTeam Member Screening Scale and Assessment Checklist are designed to helpyou learn more about your own teamwork skills and to help you plan staffdevelopment activities to meet your individual teamwork needs.

The Team Member Screening Scale is designed to help you identifybroad areas of need. The Team Member Assessment Checklist is a morespecific diagnostic instrument to help you identify specific skills andcompetencies you would like to address.

General Directions for Completing This Section

STEP 1. Complete the Team Member Screening Scale, pages 36-41.

STEP 2.

STEP 3.

STEP 4.

Use the Team Member Screening Scale: Summary ofResults on page 42 to list areas you identified asstiengths (scores of 4-5) and areas in need of furtherassessment (scores of 1-2).

Based on your results in Step 2, select the appropriateitems on the Team Member Assessment Checklist, pages43-61, to decide on your priorities for staff development.

Review your results on the Team Member AssessmentChecklist, with particular attention to those items ratedas a high priority need (3). Complete the IndividualStaff Development Plan on page 62.

STEP 1:TEAM MEMBER SCREENING SCALE

Directions

Read each item and circle the response that most closely describes yourcurrent skill level. Descriptors are provided for responses 1 and 5. Otherresponses can be used to show where your behavior falls between thesedescriptors. Write your questions or comments in the space provided. Youmay share your results with others or not, as you choose.

1. CLARITY OF PURPOSE (Consistency between your own goals andphilosophy and the team's mission, philosophy, and goals).

1 2 3 4 5

I do not know the team'sgoals and philosophy; or myown beliefs are in conflictwith those of the team's.

I understand the team'sgoals and philosophy; myown beliefs are consistentwith those of the team.

Please comment:

2. COHESION (Individual's sense of belonging and identity with the team).

1 2 3 4 5

I do not feel I am a part ofthe team.

I have a strong sense ofbelonging and loyalty tothe team.

Please comment:

Child Development Resources P.O. Box 299 Lightfcot, VA 23090

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siFT 92

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3. CLARITY OF ROLE (Individual's understanding of own role on theteam).

1 2 3 4 5

I am unsure of my role onthe team, and/or I do notagree with my role asdefined by the team.

I have a clear under-standing of my role onthe team, and I am com-mitted to that role.

Please comment:

4. COMMUNICATION (Individual'scommunication with team members).

1 2 3

openness and clarity of

4 5

I feel guarded and hesitantto share my ideas, thoughts,& feelings with the team orwith other team members.

I am open and willing toshare my ideas, thoughts,& feelings with the teamor with other teammembers.

Please comment:

Child Development Resources P.O. Box 299

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Lightfoot, VA 23090 SIFT 92

4 '4

5(a). MY USE OF TEAM RESOURCES (Individual's use of other teammembers' knowledge, skills, and experiences).

1 2 3 4 5

I am unsure of or do notuse the resources of myteam.

I seek out and use theresources of my team.

Please comment:

5(b). TEAM'S USE OF MY RESOURCES (Individual's ability to shareknowledge and skills).

1 2 3 4 5

I am uncomfortable sharingmy knowledge & skills withthe team.

Please comment:

I am comfortable sharingmy knowledge & skillswith the team.

6. DECISION MAKING/PROBLEM SOLVING (Individual's contributionto making decisions and solving problems on the team).

1 2 3 4 5

I make few contributions toteam decisions, and/or mycontributions are not usedby the team.

I always contribute toteam decision making.

Please comment:


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4

7. RESPONSIBILITY/IMPLEMENTATION (Individual's responsibility foraccomplishing the work of the team).

1 2 3 4 5

I do not assume responsibi-lity, I am not efficient incarrying out my responsibi-lity for the team's work.

Please comment:

I take responsibility formy worlq I am prompt,dependable, & thorough.

8. CONFLICT RESOLUTION (Individual's ability to manage conflictamong team members.).

1 2 3 4 5

I do not let the team knowif I feel angry or upset,and/or I am uncomfortablebringing up problems ordisagreeing.

I am able to air problemsor to disagree withoutfear of reprisal and rarelyam I uncomfortable whenothers disagree with me.

Please comment:


39

9. VMW OF FAMILY ROLE (Individual's attitudes and acceptance of thefamily's role on the team).

1 2 3 4 5

I feel uncomfortable work-ing collaboratively withfamilies.

I respect and supportfamily participation asdecision makers on theteam.

Please comment:

10. SFI F-EVALUATION (Individual's assessment of own performance andparticipation in staff development for personal, team, and professionalgrowth).

1 2 3 4 5

I rarely take advantage ofopportunities for personalgrowth; I do not regularlyevaluate my performance onthe team.

I evaluate my workregularly; I seek personal,team, and professionalgrowth to meet identifiedneeds.

Please comment:


40

11. EXTERNAL SUPPORT (Individual's interaction with other agencypersonnel or individuals in the community).

1 2 3 4 5

I rarely participate in com-munity activities; I am un-aware of community issuesor resources.

I take advantage ofopportunities to interactwith my community onbehalf of the team; I amknowledgeable aboutcommunity issues.

Please comment:

12. BsITERNAL SUPPORT (Individual's participationadministrative team functions).

1 2 3 4

in regular

5

I rarely take responsibilityfor team maintenance tasks(i.e., taking notes atmeetings, adding items tothe agenda, participating indiscussions).

Please comment:

I take responsibility forcontributing to theadministrative tasks ofthe team.


41

:3

SIFT 92

S LET 2:TEAM MEMBER SCREENING SCALE:

SUMMARY OF REM=

Directions

Review the items on the Team Member Screening Scale. Any itemthat you scored as a 4 or 5 should be listed as a strength. (Use the back ofthe page if you need more space.) Any item that you scored 1 or 2 should belisted as an area in need of further assessment. Proceed to the TeamMember Assessment Checklist on pages 43-61 to further assess these areas.

Strengths

Item Number Item

Need Further Assessment

Item Number Item


42

STEP 3:TEAM MEMBER ASSESSMENT CHECKLIST

Directions

Review the summary you completed in Step 2. Complete only thoseitems on this checklist that you identified as needs for further assessment atStep 2 (score of 1 or 2). The rating scale on the checklist is intended to helpyou identify priorities for individual staff development.

Child Development Resources P.O. Box 299 Lightfoot, VA 23090 SEFT 92

43

1. CLARITY OF PURPOSE (Consistency between your own goals andphilosophy and the team's mission, philosophy, and goals).

PRIORITY OF NEED

I need help: High-3 Med-2 Low-1

identifying my personal valuesrelated to a team approach toearly intervention services

resolving the differences betweenmy personal values and theteam's philosophy, including:

-the rationale for servicedelivery

-the clarification of parent/professional relationships . . .

carrying out my responsibilitiesdespite differences between mypersonal beliefs and the teamphilosophy

understanding the team's missionand philosophy

supporting the team's mission . . .

understanding the team approachand the purposes of teambuilding

participating in developing teamgoals and work plans


44

5 I

1. CLARITY OF PURPOSE ... continued

PRIORITY OF NEED


working toward team goals and/orimplementing work plans

understanding the impact of theteam's philosophy and goals onpolicies and procedures


45

2. COHESION (Individual's sense of belonging and identity with the team).

PRIORITY OF NEED


actively participating in teammeetings

expressing my views and opinionsfreely

offering assistance to new teammembers

carrying out my tasks on theteam

assuming responsibility for teamtasks

providing constructive feedback toother team members

responding to team members in awarm, friendly, and supportivemanner

advocating team decisions withothers


46

3. CLARITY OF ROLE (Individual's understanding of own role on theteam).

PRIORITY OF NEED

I need help: High-3 Med-2 Low-i

understanding my role andresponsibilities related to teamdevelopment and teambuilding

understanding roles andresponsibilities of others on theteam

accepting roles andresponsibilities of otherson the team

supporting the roles andresponsibilities of others on theteam

understanding my role andresponsibilities as defined by theteam

seeking clarification of my roleand responsibilities whenunsure

accepting my role andresponsibilities as definedby the team

carrying out the responsibilities ofmy assigned role

assuming my share of theresponsibility for team function . .


47

5 4

4. COMMUNICATION (Individual's openness and clarity ofcommunication with team members).

PRIORITY OF NEED


communicating openly andhonestly

expressing my thoughts andfeelings clearly andconcisely

objectively recalling anddescribing events

using effective listening skills,including active listening

recognizing and using varioustypes of nonverbalcommunication (e.g., tone, facialexpression, gestures, posture,physical proximity)

recognizing and using varioustypes of verbal communicationskills (e.g., furthering responses,paraphrasing/reflection offeelings, questioning,summarizing/maintaining,integrating)

recognizing and using effectivequestioning strategies (e.g.,encouraging remarks, probes,future-oriented questions;exploring solutions, outcomes,consequences)


48

4. COMMUNICATION ... continued

PRIORITY OF NEED


using formal and informalchannels of communication withcolleagues

using formal and informalchannels of communication withsupervisors


49

5(a). MY USE OF TEAM RESOURCES (Individual's use of other teammembers' knowledge, slag, and experiences).

PRIORITY OF NEED


seeking out information andassistance from other teammembers

recogniimg other team members'strengths/abilities

understanding theoretical/philosophical principles of otherdisciplines

understanding and explaininglanguage of other team members(professional, cultural, etc.)

understanding strategies of otherteam members/disciplines

implementing strategies of otherteam members/disciplines

respecting and making good useof time and availability of teammembers

asking for feedback from otherteam members

accepting and using feedbackfrom other team members


50

5(b). TEAM'S USE OF MY RESOURCES (Individual's ability to shareknowledge and skills).

PRIORITY OF NEED


identifying my own strengths andneeds

demonstrating confidence in myskills

developing more sldlls in my ownarea of expertise

communicating my expertise toothers concisely and efficiently .

giving clear explanations of ideasor strategies

providing instruction according toanother team member's level ofunderstanding and skill

suggesting strategies that arepractical

demonstrating or modeling astrategy and providing teammembers with opportunities topractice it

providing constructive feedback tothe learner

showing appreciation tocolleagues

asking for feedback


51

6. DECISION MAKING/PROBLEM SOLVING (Individual's contributionto making decisions and solving problems on the team).

PRIORITY OF NEED


seeking and gathering informationneeded for decision making (i.e.,suggestions, ideas, feelings, andbeliefs)

expressing my opinions orcontributing beliefs

identifying needs and initiatingteam decision making/problemsolving

clarifying purpose, problem, ortask or asking for clarification . . .

assisting the team in weighingoptions, summarizing/restatingsuggestions, elaborating/clarifying,giving examples

encouraging the team'sdevelopment of options andstrategies

considering other's ideas carefullybefore evaluating

encouraging and supporting teamdecision making


52

SIFT 92

7. RESPONSIBILITY/IMPLEMENTATION (Individuars responsibility foraccomplishing the work of the team).

PRIORI-TY OF NEED


working in ways that areconsistent with the teamphilosophy

accepting responsibilityfor tasks

functioning more independently incompleting routine assignments . .

asking for assistance withcompleting tasks whenneeded

managing time effectively

using a variety of strategies toaccomplish tasks

completing assigned tasks ontime


53

8. CONFLICT RESOLUTION (Individual's ability to manage conflictamong team members).

PRIORITY OF NEED


coping effectively with stressunderstanding work-related

stresses, recognizing life-style.factors, using skills for physicalrelaxation)

receiving and making use offeedback; evaluating andmodifying my behaviors

identifying my personal style ofdealing with conflict (e.g.,negotiating, denying,competing, or accommodating,collaborating)

choosing the appropriate timeand place to addressconflict

informing team members ofdisagreement, confronting issuesopenly, and dealing with conflictdirectly

giving others opportunities toexpress their perspectives aboutthe conflict

considering others' ideas beforeevaluating


54

6!

8. CONFLICf RESOLUTION ... continued

PRIORITY OF NEED


clarifying and negotiating areas ofconflict with others

developing goals *and strategieswith other team members to dealwith conflict

understanding the role of conflictin team and organizationaldevelopment


55

44.

1

1

1

9. VIEW OF FAMILY ROLE (Individual's attitudes and acceptance of thefamily's role on the team).

PRIORITY OF NEED


understanding the theoretical andlegislative basis for family-centered services

bringing a family-centeredperspective to our team's decisionmaking

bringing a family-centeredperspective to my own work . . . .

adapting my interactions withfamilies based on understandingand respect for differences inethnic, cultural, andsocioeconomic status

preparing the family forparticipation in team/programservices

encouraging and supportingfamily decision making in allaspects of the program

assisting families in identifyingtheir priorities, concerns,resources, and goals

Child Development Resources P.O. Box 299 Lightfoot, VA 23090 SIFF 92

56

10. SELF-EVALUATION (Individual's assessment of own petformance andparticipation in staff development for persona4 team, and professionalgrowth).

PRIORITY OF NEED


identifying and understanding myareas of strengths and needs(personal, professional, or teamrelated)

completing tasks/assignments ontime

recognizing and expressing myown need for information andskills

assuming responsibility forprofessional development

planning and following through onprofessional development tasks(e.g., in-service, conferences,educational course work)

keeping informed of currentpractices/approaches in my ownarea of expertise

accepting positive and negativefeedback; changing my behaviorbased on feedback

seeking objective feedback frommy colleague team members andsupervisors


57

6 4

10. SELF-EVALUATION ... continued

PRIORITY OF NEED


giving feedback to my colleaguesin a caring and helpful way

managing time and/or stress . . .


586 :-)

11. EXTERNAL SUPPORT (Individual's interaction with other agencypersonnel or individuals in the community).

PRIORITY OF NEED


explaining the purpose and goalsof the team/agency to individualsin the community

advocating on behalf of theneeds/mission of theteam/agency

increasing my skills when worldngwith other agencies

Enaing and using expertise/services not available withinmy agency

being sensitive to local issuesduring interactions with membersof the community

learning about and/orparticipating in communityactivities

developing written and oralcommunication for use in publicawareness activities (letter writing,public speaking, etc.)

understanding the impact ofnational and regional events andlegislation on local services,policies, and procedures


59

66

11. EXTERNAL SUPPORT ... continued

PRIORITY OF NEED


gathering information on stateand federal legislativeissues

learning about and/orparticipating on local, state, ornational committees


60

6 -,

12. INTERNAL SUPPORT (Individual's participation in regularadministrative team functions).

PRIORITY OF NEED


identifying the routineadministrative.maintenance tasksof the team

developing/acquiring skillsnecessary to carry outmaintenance tasks

ensuring support from theadministration in order to take onadditional tasks

participating in groupdiscussions

reviewing and negotiating with theteam when maintenance tasks aretaking too much time


61

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TEAM BUILDING RESOURCES

American Association of University Affiliated Programs for theDevelopmentally Disabled. (No date). Developing a community team.Washington, DC. .

Baker, R. R.. (1980). Manual: Planning for effective team functioning.Houston, TX: Training and Measurement Systems Corporation.

Bowser, M., Kater, W., & Klein, D. L (1978). Families first: Needsassessment survey. York, PA: Individual and Family DevelopmentServices.

Buchholz, S., & Roth, T. (1987). Creating the hi h performance team. NewYork: John Wiley & Sons, Inc.

Deutch, M. (1960). The effects of cooperation and competition upon groupprocess. In D. Cartwright & A. Zander (Eds.), Group dynamics:Research and theory. Evanston, IL: Row Peterson & Co.

Dyer, W. G. (1987). Team building: Issues and alternatives. Reading, MA:Addison-Wesley Publishing.

Dyer, W. G. (1988, February). From board rooms to babies: Building teamsthat work. Workshop presented at the Early Intervention WinterInstitute, Williamsburg, VA.

Earley, L C., & Rutledge, P. B. (1980). A nine-step problem-solving model.In J. E. Jones & J. W. Pfeiffer (Eds.), The 1980 annual for groupfacilitators (pp. 146-151). San Diego, CA: University Associates.

Eddy, W. B. (1985). The manager and the working group. New York:Praeger Publishers.

Fay, P. P., & Doyle, A. G. (1982). Stages of group development. In J. E.Jones & J. W. Pfeiffer (Eds.), The 1982 annual for facilitators, trainers,and consultants (pp. 124127). San Diego, CA: University Associates.

Fischer, B. A. (1980). Small group decision making. New York: Magraw-HillBook Company.

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Ford, D., & Nemiroff, P. (1975). Applied group problem solving: Thenominal group technique. In J. E. Jones & J. W. Pfeiffer (Eds.)., The1975 annual handbook for group facilitators (pp. 179-182). San Diego,CA: University Associates.

Garland, C. W. (1978). Skills inventory for teachers. Lightfoot, VA: ChildDevelopment Resources.

Garland, C. W., & Linder, T. W. (1988). Administrative challenges in earlyintervention. In J. B. Jordan, J. J. Gallagher, P. L Hutinger, & M. B.Karnes (Eds.), Early childhood special education: Birth to three (pp.5-27). Reston, VA: Council for Exceptional Children.

Gorman, H. G., & Baker, H. K. (1978). Brainstorming your way to problem-solving ideas. Personnel Journal, 57(8), 438-40, 454, 456.

Guzzo, R. A. (Ed.). (1982). Improving group decision making inorganizations. New York: Academic Press.

Hastings, C., Bixby, P., & Chaudhry-Lawton, R. (1986). The superteamsolution. Aldershot, England: Gower Publishing Co.

Johnson, D. W., & Johnson, F. P. (1975). Joining together: Group theory andgroup skills. Englewood Cliffs, NJ: Prentice Hall.

Jones, J. E., & Pfeiffer, J. W. (Eds.). The 1976 annual handbook forfacilitators. San Diego, CA: University Associates.

Karp, H. B. (1983). The art of creative fighting. In J. Jones & J. Pfeiffer(Eds.), The 1983 annual for facilitators, trainers, and consultants (pp.214-222). San Diego, CA: University Associates.

Milstein, M. M. (1983). Toward more effective meetings. In J. Jones & J.Pfeiffer (Eds.), The 1983 annual for facilitators, trainers, andconsultants (pp. 145-148). San Diego, CA: University Associates.

Neugebauer, R. (1983, November). Team effectiveness rating scale. ChildCare Information Exchange, p. 4.

Reilly, A., & Jones, J. (1974). Team building. In J. Jones & J. Pfeiffer (Eds.),The 1974 annual for group facilitators (pp. 227-237). San Diego, CA:University Associates.

Shonk, J. H. (1982). Worldng in teams: A practical manual for improvingwork groups. New York: AMACOM.

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Stech, E., & Rat liffe, S. A. (1977). Working in groups: A communicationmanual for leaders and participants in task-oriented groups. Skikie, IL:National Textbook Company.

Tjosvold, D. (1986). Working together to get things done: Managing fororganizational productivity. Lexington, MA: Lexington Books.

Tuckman, B. W. (1965). Development sequence in small groups. Psycho logBulletin, 63(6), 284-399.

Winton, P. (1988) The family-focused interview: An assessment measure andgoal-setting mechonism. In D. B. Bailey & R. J. Simeonsson (Eds.),Family assessment in early intervention (pp. 185-206). Columbus, OH:Merrill Publishing Company.

Wood, J. T. (1977). Constructive conflict in discussions: Learning to managedisagreements effectively. In J. Jones & J. Pfeiffer (Eds.), The 1977annual handbook for group facilitators (pp. 115-119). San Diego, CA:University Associates.

Woodcock, M., & Francis, D. (1981). Organization development throughteam building. New York: John Wiley & Sons.

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Williamsburg Area Child Development Resources,Inc.Post Office Box 299

Lightfoot, Virginia 23090-0299(804) 565-0303

FAX (804) 564-0114

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