TeamworkLevel 6

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2 • Teamwork

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Teamwork • 3

INTRODUCTION

HI!! My name is EdWIN. I will be your guidethrough this final level of Teamwork. Look for me topop up throughout your lessons to give you a helpfultip, suggestion, or reminder as we go along.

You are about to begin Level 6. If you have becomeacquainted with me before, you already know that Iam easy to get along with; or, at least I hope you feltthat way! Let me explain what we will be doing. Weare specifically concerned with the skills necessary tobecome an effective team member in the workplace. Ipromise I won’t be too hard on you.

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

I will be asking you to do a little creative role playingas we go along in order to practice some of thetechniques described. Since this last level of Teamworkdoes focus so much on team activities, it may besomewhat harder for you to practice these techniquesif you are studying on your own. So, I hope that youwill keep the teamwork concept uppermost in yourmind as you study the lessons in this level. Remindyourself to approach assignments as an individualmember of a working team.

Hi, I’m EdWIN!

4 • Teamwork

Since this level may be somewhat more difficult thanother levels for role playing, I would suggest that ifyou are studying on your own, you might want to solicitthe help of a few friends to practice the techniques wewill be studying. If you are already in a work situationand you are studying this in preparation for workingin a team setting, I would suggest that you ask yoursupervisor if you can set up some time to practice thesetechniques with other co-workers who are also learningteamwork skills.

I will also be asking you to do some writingassignments, so I’ll give you fair warning now. OK, Iheard that groan … Don’t skip them please, or lateryou’ll wish you had done the practice. This study is allabout teamwork and you are my partner(s), so I’mcounting on you to do your part.

So, without further ado, let’s begin.

INTRODUCTION

Teamwork • 5

LESSON 1 Developing an Action Plan

LESSON 2 Monitoring Progress of Goals and Activities

LESSON 3 Maintaining Rapport with Team Members

LESSON 4 Managing Conflict

LESSON 5 Providing Constructive Criticism

LESSON 6 Building Cohesiveness

LESSON 7 Summary

LESSON 8 Posttest

REFERENCES Test-Taking TipsBibliography

OUTLINE

6 • Teamwork

DEVELOPING AN ACTION PLAN

In the last level of Teamwork, we discussed actionplans and how they can be used effectively in teamplanning to achieve a specific goal. If you began yourstudies with me on this level, and haven’t the foggiestnotion of what I am talking about, don’t worry! I willgo over the steps to better planning again with anemphasis on working with your team to develop theplan. Once again, I realize that you may be workingon your own, so a little role playing will be necessaryto practice this skill. Just put your imagination to workand take on the roles of the individual team membersas you proceed.

Planning is an activity that often gets more lipservice than actual use in the work setting, (or even incarrying out day-to-day activities for that matter). “Planyour work and work your plan” is a concise way ofsaying this. It never fails, that is, if you have a goodplan to begin with! Planning is not the same as decisionmaking, though sometimes the two are confused. Aplan must be a working blueprint for action, specificand organized, step-by-step, in order to be efficient.An action plan must be employed from the beginningof the task if your team is to be successful. Withoutone, your team’s work may take on the look of a chaoticfire drill, rather than the well-oiled, smoothly runningmachine that you desire. An action plan should beavailable to all those whose efforts will contribute tothe success or failure of the intended outcome.

Study the steps to better planning and then we willdo a little exercise implementing these techniques tocomplete a plan of action for a specific task.

LESSON 1

Dive into ACTION!

Teamwork • 7

STEPS TO BETTER PLANNING

1. Make the Goal Explicit. People, as a rule, are not very good atmind reading. Nothing kills initiative and motivation more than notknowing what you are trying to do. The more specific a desired outcomecan be described, the more likely people will be able to achieve itefficiently. Simply, start planning with a clear definition of what is thedesired result.

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

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

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

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

LESSON 1

8 • Teamwork

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

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

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

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

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

LESSON 1

Teamwork • 9

ACTION PLAN

Goal Date

Sa

mp

l e

LESSON 1

10 • Teamwork

OK, now that you have gone over the steps to betterplanning, it is time for us to try an exercise together.Using the Steps to Better Planning and Action Plan form,assign tasks to each team member from the followingscenario. As usual, I realize that you may be workingalone and that some of the techniques cannot bepracticed, but remember the main objective is to learnthe techniques and be able to use them.

When you finish, I will give you my ideas and wewill see how well our ideas match. Don’t expect to figurethis out exactly as I have. Just meet the criteria as bestyou can and compare your work to mine. You will knowif you have understood the techniques and fulfilled thegoal. Go ahead and work on this now. . . I don’t mindwaiting.

LESSON 1

… on your mark,… get set,… GO!

Teamwork • 11

EXERCISE – ACTION PLAN

Instructions: Read the following scenario and complete planning steps for this team to achievetheir assignment.

Scenario:

You are a member of a four person team that has been chargedwith organizing the moving of your offices to another part ofyour building. You only have one day to get everything movedand the employees will be trying to continue their workassignments as best they can while the move is being carriedout. Fill out the action plan steps one-by-one, and thencomplete an action plan form accordingly, assigning tasksas necessary to fulfill the goal required.

Here are your resources and restrictions: You have four workstations to move and two moving crews available. The crewswill be assigned to handle two stations each with crewsconsisting of four persons. Management has notified the teamthat two hours overtime per team member and moving crewmember has been approved, if necessary.

The individual employees express these specificationsregarding the 4 work stations to be relocated: Employee #1needs her computer from 8:00 a.m. until 10:00 a.m.; she alsohas some plants that require a minimum amount of light. Shewould like to be able to keep them, if possible. Employee #2has a flexible work schedule and can do without his computerstation but must have access to phones. Employee #3 statesthat he needs his computer all day, but the other equipmentcan be moved at anytime. Employee #4 states that she has tohave her computer station for at least three hours after lunch.

LESSON 1

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Steps to Better Planning

1. Make the Goal Explicit.

2. Specify Success and Failure Criteria.

3. Set a Realistic Time Table.

4. Prepare for Problems in Implementation.

LESSON 1

Teamwork • 13

5. Add Levels of Detail to the Plan as Time Goes By.

6. Get Other People’s Brains Involved.

7. Keep in Touch with the People Involved.

8. Follow-up on Commitments.

9. Update the Plan as Changes Emerge.

10. Pass Out the Praise.

LESSON 1

14 • Teamwork

ACTION PLAN

Instructions: Complete this Action Plan for any one team member.

Goal _________________________________________ Date _______________

LESSON 1

Teamwork • 15

SOLUTION TO EXERCISE

SUGGESTED PLANNING STEPS:

1. Make goal explicit: We need to move four work stations to another partof the building in one day with the least interruption of daily work activitiesas possible.

2. Specify success and failure: Success: Accomplish goal and still allowemployees to do their own work. Failure: Too much interruption and movingnot accomplished in one day.

3. Set realistic time table: Move must be accomplished in one day, this isnot a criteria that can be changed. It has been set by management, butlimited overtime has been approved. We must work within this time frame.

4. Prepare for problems: Employees will not want to be disturbed any morethan necessary. This may require team to adjust their schedules by workingovertime or during lunch hour. Crews may find that it takes longer tomove one station than another. Extra time must be allowed for thispossibility.

5. Add levels of detail as time goes by: Check with each employee as tospecific details concerning any adjustments to accommodate the day’swork.

6. Get other brains involved: Get input from each team member on plan,and if possible, other employees’ ideas specific to their work stations.

7. Keep in touch: Check throughout the day with other team members andemployees as to how plan is working.

8. Follow up: Team members check with each other during the day to providehelp or advice for completion of tasks.

9. Update plan: Make changes as necessary during the day’s work.

10. Pass out praise: This one is obvious of course, so pat yourselves on theback if you accomplished your goal!

LESSON 1

16 • Teamwork

SUGGESTED ACTION PLAN: (Yours will vary from mine)

The team members hold their first meeting to determine jobassignments and to coordinate with moving crews. They agreethat if coming in early or staying late on moving day is necessary,they will notify moving crews and work out schedules with them,accordingly. They agree to check with each employee as to anyspecific needs they may have concerning their daily activities priorto moving day. They will each report back to the team on theirfindings in a second meeting. They also meet with each movingcrew to determine which work stations they will be responsible forand to encourage cooperation about the rearrangement of theirschedules to accommodate each employee’s time and materialsconstraints. They will also set a time for moving according to thecrew’s availability. During second meeting, specific assignmentswill be given to each team member and a memo will be sent toeach employee notifying him/her of the date and schedulearranged for moving his/her station. Here are the individual plansI have come up with for each team member.

Who: Team member #1 (that’s me, EdWIN)

Does what: In charge of work station #1. Also responsible for sendingout the memo written during second team meeting.

How: (This will be done prior to moving day but should be noted inplan assignments and memo.) Will check with employee at workstation #1 to see which items that are not essential to dailyactivities can be moved first. She reports her file cabinets,plants, and bookshelves can be moved without disturbing hercomputer station. She also states that she needs to use hercomputer station at the beginning of the day for about two hours.Other computer work can be done at various times during theday.

Where: Will move her station to new section of building that will providelight for her plants and space for bookshelves.

LESSON 1

Teamwork • 17

When: Movers to begin at 8:00 a.m. moving her bookshelves, filecabinets, plants, and other incidentals and schedule them tobegin moving her computer station at 10:00 a.m. The movingcrew estimates that it will take them one hour to move everythingto the new office, except for the computer station. This will allowthem to begin moving work station # 2 around 9:00 a.m. Thiscrew will be moving work stations #1 and #2 only. The othercrew will concentrate on work stations #3 and #4. I will followup on coordinating moving crew with Team Member #2(WINifred) to ensure that everything is going according to plan.I will also supervise moving of work station #1 during movingprocess.

Who: Team member #2, WINifred

Does What: In charge of station #2

How: (This step is done prior to moving day.) Checks with employeeat work station #2 to see if there are any special criteria toconsider. He states that his work schedule is fairly flexible andhis computer station can be moved at any time while he worksthe phones.

Where: To new office area

When: Arranges for movers to move file cabinets, etc. at 9:00, whenthey are finished with work station #1. They also will move hiscomputer if time allows before going back to work station #1 tomove the computer at 10:00 a.m. WINifred will coordinate withEdWIN to ensure that the computer at work station #2 is movedand set up by lunch time. They will then move the desk andphones as quickly as possible so that employee #2 will not beunable to use the phones for too long of a period. His computerstation will be available while they move his desk and phones.WINifred supervises the moving crew for work station #2.

LESSON 1

18 • Teamwork

Who: Team member #3, SherWIN

Does What: In charge of station #3

How: (Done prior to moving day) Checks with employee at station#3 about best time to begin moving his equipment. He statesthat he will be on his computer all day, so the best time to movethe computer station would be while he is on his lunch hour.Other equipment can be moved at just about any time.

Where: To new office

When: Coordinate with second moving crew to move everything tonew office except the computer station. Reschedule this crew’slunch hour so that they can move his computer station at noon(employee’s lunch hour). SherWIN will supervise the movingof the work station and help, if necessary, to make sure thatthe computer is moved within the one hour time frame whilethe employee is away at lunch.

Who: Team member #4, WINston

Does what: In charge of station #4

How: (Done prior to moving day) Check with employee at station #4to see what will work best with her daily schedule. She statesthat she will have to have her computer available to do theinventory and daily sales reports from 2:00 p.m. until the endof the day.

Where: As usual, to new offices

LESSON 1

Teamwork • 19

When: WINston will work with the second moving crew to move hercomputer station early in the day, and reserve file cabinets,etc., for the afternoon after work station #3 is completely moved.This work crew will take their lunch break one hour late (at1:00 p.m.) so that they can move station #3 computer duringthat employee’s lunch break from 12:00 p.m. to 1:00 p.m.WINston will coordinate with SherWIN to supervise and help,if necessary, and to ensure the computer at work station #3 ismoved within the one hour time frame allowed.

FOLLOW UP

Team will meet during their lunch hour (1:00 p.m. to 2:00 p.m.,working lunch) to check each other’s progress and make anyrevisions as necessary for the afternoon moving activities. Bothmoving crews will ensure their respective work stations havebeen completely moved and reset before the end of the day.They will notify team if it appears this will not be accomplishedat the second follow up meeting at 4:00 p.m.

SECOND FOLLOW UP

The team will meet one hour before the end of the day to assessprogress and determine if working late is required to completetask. If it appears overtime will be required, they will notifymoving crews of this decision.

LESSON 1

20 • Teamwork

In reality, I would not write my action plan inparagraphs this way. Using an action plan chart wouldmake this organizational task much easier and faster.Much of the information conveyed through mySuggested Action Plan would be communicated throughdialogue between team members. Our action planwould, however, be outlined in the following format.

LESSON 1

Action PlanAction Plan

Teamwork • 21

LESSON 1

ACTION PLAN

22 • Teamwork

LESSON 1

ACTION PLAN

Teamwork • 23

LESSON 1

ACTION PLAN

24 • Teamwork

LESSON 1

ACTION PLAN

Teamwork • 25

Well, I know that was not easy …, but how didyou do? Ask yourself the following questions to evaluateyour work for this exercise:

• Were you able to assign specific tasks to each teammember?

• Do you feel your work plan was well thought outand did it meet all of the special criteria given?

• Do you think you were successful in achieving thegoal?

• Did you think of some detail that I forgot? (It’spossible that I did!)

• Did you notice that some tasks required attentionprior to the actual moving day?

• If you were able to work with a partner(s), wereyou able to work together smoothly to come upwith your plan?

LESSON 1

26 • Teamwork

LESSON 1

Even if our plans and assignments were completelydifferent, do you think they both accomplished thegoal? If you feel they did, which one do you think fitthe goal better? I won’t be insulted if you think youhad a better plan.

If you had big problems with this, don’t panic. Ittakes practice to do this well, and that’s why we arehere anyway. Just go back, study the scenario again andgive it another try. Work on it until you are satisfiedwith your efforts.

Teamwork • 27

MONITORING PROGRESS OF GOALS ANDACTIVITIES

In this lesson, we will once again use the movingscenario, so please keep it in mind. Before we tryanother exercise, let’s step back a minute and reviewsome of the reasons why we should be able to effectivelyuse monitoring skills and make adjustments to our goalin a timely fashion.

In every task, there will usually be adjustments tobe made along the way. At this level, those adjustmentswill more than likely have to take into account manydifferent factors. Level 6 represents the highest level ofTeamwork. You will be expected to deal with conditionssuch as unclear goals, limited resources, and conflict.If you studied other levels of Teamwork, you know thatwe identified task and relationship skills needed foreffective team results. In this level, you will need to useall of the task and relationship skills we discussed inearlier levels of study.

The more complex a task or team system becomes,the more important it will be for your team to be ableto effectively monitor and adjust to changing conditionsthan ever before. Much confusion, conflict, andfrustration can be avoided by close monitoring of theplan in progress and making necessary adjustmentswithout wasting time and effort.

LESSON 2

Closely monitor yourteam’s progress.

28 • Teamwork

In order to provide effective monitoring, a processreview session may be in order. Also, a team assessmentsummary can be filled out by each team member inorder to assess how the team itself is functioning. Bothof these tools are very helpful in maintaining a smoothlyrunning team, especially as the tasks become morecomplex.

Guidelines for conducting a review session areprovided. Please read through them and think aboutwhether your work team follows any or all of thesesteps.

LESSON 2

Know the “tools” of thetrade.

Teamwork • 29

Conducting a Process Review Session

Introduction:

Process review sessions are team meetings held to assess recent performanceand make adjustments. To improve, every work group needs time forreflection and candid discussion of its activities. For some groups this maybe a structured part of their daily interaction; for others, it may occur weeklyor monthly. Still, other groups may only review at the completion of theirtask. Regardless, every team member has a responsibility to ensureindividuals get feedback that can help them improve their performances.In addition, people need a time to consider the feedback and make decisionsabout adjustments.

1. Step away from the work. Physically and psychologically step backfrom doing the work to talk about what has been done. Since the focusof the conversation is on past performance, remember that the pastcannot be changed. The purpose for meeting is to promoteunderstanding, avoid faultfinding or blame-placing.

2. Talk candidly about what has been done. Describe and analyzeperformance and accomplishments over a specified period of time. Usedescriptive, not judgmental language. Suspend judgment about howgood or bad the performance was. Collect some data. Include in thediscussions not only what was done, but the reactions (feelings) membershave about what was done.

3. Specify the recurring and ongoing problems. Once everyonehas a clear sense of “where things are,” revisit the obstacles or problemsthat have implications for the future. State the discrepancies betweencurrent performance and the desired standard for performance.

LESSON 2

30 • Teamwork

4. Anticipate consequences. People do what they find reinforcingto do. If a person’s performance is a problem, he needs to be aware ofpotential consequences for persisting in this performance. If noconsequences can be anticipated, there is little incentive to adjust.Pointing out consequences is not a matter of threatening team members,but simply a matter of indicating what is likely to happen if the situationdoes not change. Affirm to persons being criticized that you are on theirside, you want them to succeed at what they are doing, and you wantthem to avoid undesirable consequences.

5. Create a plan of action. Talk through how things should proceedfrom this point. Include in the discussion deadlines, the sequence ofcritical events that are expected to take place, and the evidence that willindicate completion. Make sure everyone clearly understands the plan.

6. Conclude. Before the session breaks up, encourage team members toexpress appreciation to one another for what they are doing, andacknowledge their commitment to follow up.

LESSON 2

Teamwork • 31

A team assessment summary form allows each teammember to “grade” his/her team’s performance onseveral issues. These need to be done occasionally sothat if there are patterns of miscommunication,misunderstandings, etc., they can be spotted andhandled accordingly. Study the form summary to seewhat I mean. Also, if you happen to be working with apartner(s) or group, it would be a good idea for each ofyou to fill out this assessment based on the exercises inthis level.

LESSON 2

Ready to rate your team?

32 • Teamwork

LESSON 2

Teamwork • 33

Now let’s try something referring to the previousexercise on pages 11-24. You may remember that Iplanned three team meetings to discuss, plan, assign,implement, monitor, and assess possible changes inorder to carry out our task in the moving scenario. Youmay have scheduled more or less than I, but if youaccomplished your goal, that is what matters.

In this next exercise, I am going to add a few criteriato the scenario that will help you to practice monitoringand making adjustment skills.

LESSON 2

Moving back to ourmoving scenario …

34 • Teamwork

EXERCISE – MAKING ADJUSTMENTS

Instructions: Using the added criteria, First, answer question 1-3. Then, go back to theAction Plan exercise to reassess the situation and make any necessary changes.Try to limit yourself to a respectable amount of time for you (and your otherselves or group) to reach a decision on each point. Don’t forget, part of ourobjective is to do this in a timely fashion! Using the space provided, writedown your adjusted work plan and then compare it with what I have done.Once again, we will not have the same ideas, but you need to accomplish theobjective in your own way.

Added Criteria:

1. One of the moving crews is a man short on the scheduledmoving day.

2. Employee #3 has made a last minute appointment for lunchan hour later than his normal lunch hour.

3. Moving crews report that they are not getting the officesmoved as quickly as they thought they would. In fact, it istaking almost twice as long to move a station over theiroriginal time estimate.

LESSON 2

Teamwork • 35

1. What is the best team reaction to losing one member of a movingcrew?

a. Let the moving crew with one less person worry about it.b. Ask the employees whose offices are being moved to pitch inand help the moving crews.c. Ask one of the team members to volunteer to work with the short-handed moving crew.d. The team should decide to wait until another day to make themove.

2. What is the best team reaction to the altered lunch plans?

a. EdWIN should tell Employee #3 that the appointment will have tobe canceled due to the move.b. Reschedule the moving crew’s lunch hour, so that the computercan be moved during the employee’s appointment.c. Leave Employee #3’s workstation until the end of the day. If itdoes not get moved, it will be the employee’s fault.d. The team should decide to wait until another day to make themove.

3. What is the best team reaction to the miscalculated time estimates?

a. Reassign moving crews. Each workstation will receive the attentionof a two member moving crew and a team member.b. Call the management and explain that the moving process willtake at least two full days.c. Leave Employee #3’s workstation until the end of the day. If itdoes not get moved, it will be the employee’s fault.d. The team should decide to wait until another day to make themove.

LESSON 2

36 • Teamwork

LESSON 2

Adjusted work plan:

Teamwork • 37

ANSWERS TO EXERCISE

1. What is the best team reaction to losing one member of a movingcrew?

a. Let the moving crew with one less person worry about it.b. Ask the employees whose offices are being moved to pitch inand help the moving crews.c. Ask one of the team members to volunteer to work with the short-handed moving crew.d. The team should decide to wait until another day to make themove.

Answer: c.

2. What is the best team reaction to the altered lunch plans?

a. EdWIN should tell Employee #3 that the appointment will have tobe canceled due to the move.b. Reschedule the moving crew’s lunch hour, so that the computercan be moved during the employee’s appointment.c. Leave Employee #3’s workstation until the end of the day. If itdoes not get moved, it will be the employee’s fault.d. The team should decide to wait until another day to make themove.

Answer: b.

LESSON 2

You deserve a breakafter all of this work!

38 • Teamwork

3. What is the best team reaction to the miscalculated time estimates?

a. Reassign moving crews. Each workstation will receive the attentionof a two member moving crew and a team member.b. Call the management and explain that the moving process willtake at least two full days.c. Leave Employee #3’s workstation until the end of the day. If itdoes not get moved, it will be the employee’s fault.d. The team should decide to wait until another day to make themove.

Answer: a.

SUGGESTED ADJUSTMENTS

Here is what I have come up with on this exercise. Compare yours to mine and see if we areworking along the same lines.

Team member #1 (that’s me again) calls an unscheduled meetingat 10:00 a.m. when I learn of the latest developments.

Team Member #2, WINifred, suggests that the moving crews becombined in order to speed up the work and make up for themissing crew member.

Team Member #3, SherWIN, suggests that since employee #3has changed his lunch hour, that the 1:00 p.m. working lunch bechanged in order to move his computer during that time period.

Team Member #4, WINston, suggests that someone notify all theemployees if any of these changes will impact their individualmoving schedules. He volunteers to take that responsibility.

I suggested that rather than combining the moving crews, they besplit up to cover moving all of the easier handled materials fromall of the work stations, asking for assistance on the larger piecesas they see fit.

LESSON 2

Teamwork • 39

SherWIN suggests we only take a 30 minute lunch break at 12:30since we have been allotted some overtime for this project. Teammembers and moving crews express their willingness to do thisto expedite progress.

Decisions made by team:

1. Split up moving crews to begin relocating all work stations totheir respective new locations, moving all materials that arenot currently in use by the employees.

2. The moving crews will be split as follows: two to station #1, #2,and #3. The remaining moving crew member will work on station#4, moving everything that can be moved by one person andcalling for assistance from the other crew members for the largerpieces. Team member #4 will be supervising and monitoringthis work station and he volunteers to help do the moving also.

3. Crews will meet at station #3 during this employee’srescheduled lunch hour and assign two persons who are furtheralong with their assignments to move his computer station. Theother crew members will continue to move the other stationsaccording to each individual’s needs, keeping in mind that thecomputer at work station #4 must be in place by 2:00 p.m. It isgiven top priority.

4. Team members agree that each one will monitor his/herassigned work station and coordinate with moving crew andthe employee to make sure task is completed with as littleinterruption as possible. They also agree to help move workstations and to check on work station #4 to see if that crewneeds help (since they have one less person helping).

5. Team and moving crews agree to work one hour overtime tocomplete moving process if necessary. They will meet at 5:00to decide if this will be necessary.

6. They agree to implement the changes immediately.

LESSON 2

40 • Teamwork

OK, there are my ideas on this exercise. What doyou think? How did you do? Once again, evaluate yourideas and ask questions about how effective you thinkyour plan is. Compare it to mine. Did you have a betterplan? How long did it take you to come up with thesechanges? Longer than thirty minutes? If so, then youmight want to work on your decision-making skills!After all, we are already behind schedule and we can’tafford wasting any more time by not making quickdecisions.

Also, notice how I threw the original schedulecompletely out the window in order to make necessarychanges to complete this task on time. It is importantfor your team to be able to make whatever changesthat they need to make, without worrying too muchabout sticking to the original plan. Inflexibility in themonitoring and adjustment skills can cause work tocome to a screeching halt. Each member must be willingto show the ability to be flexible. It could be that youfind the adjusted plan was the best one anyway!

All right, have I strained your brain too much withthe Moving exercise? I hope you feel you did well onboth exercises. If not, I encourage you to review theexercise and think about how the team is workingtogether. The main point of Lesson 3 is be flexible andcreative as you conduct the essential task of monitoringyour team’s progress.

Now, let’s move on to a few relationship skills inthe next lessons.

LESSON 2

Teamwork • 41

LESSON 3

Take note of essentiallistening skills.

MAINTAINING RAPPORT WITH TEAMMEMBERS

Active listening skills are very important indeveloping an effective team not only in terms ofproducing results but also in the camaraderie andgeneral attitude and morale of your team. The ultimatetest of effective listening is how well you are able toextract the meaning the other person intended fromwhat you heard and experienced or perceived. Theability to reflect accurately what another has saidconveys both understanding and regard for the otherperson. If you have ever been speaking with someoneand noticed that he/she was apparently not hearing aword you said, then you know exactly what I mean.

Reflective listening skills can be learned using certainguidelines and techniques. Let’s discuss four basic typesof reflective listening, their purpose, and definitions.

1. PARAPHRASING

Focus on the content. Paraphrasing is a techniquethat involves a concise response that captures the essenceof the speaker’s message in the listener’s own words. Whenthe listener allows too much information to bepresented before attempting to reflect, it is difficult tobe concise. To be able to paraphrase a speaker’s messageyou should:

• Focus on what is said

• Eliminate the clutter

• Convey the same meaning in your own words

42 • Teamwork

2. REFLECTING FEELINGS

Focus on the emotions being expressed by thespeaker. Most listeners overlook the emotionaldimension of a conversation. Since every person’semotional experience is unique, recognizing feelinginvolves some guesswork. (If you’re one of the luckyones who carries the good intuition gene, a certainamount of that is always handy!) Focusing on feelingsprovides insight to the speaker’s reaction to what isbeing disclosed and the intensity and direction of hisor her motivation. To develop this skill, you shouldconsider these techniques:

• Make a mental note of feeling words. Words suchas happy, angry, frustrated, impatient, etc., all relayan emotion in the speaker.

• Listen to the general tone of the message. Pace,emphasis, and word choice provide clues to theemotional tension (or lack thereof ) of the speaker.

• Watch body language; it says a lot! Facialexpressions, gestures, body position, and voiceprovide valuable clues. Note the level of agreementor disagreement.

• Always try to put yourself in the speaker’s position.Ask yourself, “What would I be feeling if this wereme?”

LESSON 3

Body language says a lot!

Teamwork • 43

3. REFLECTING MEANING

Focus on the whole message. When a person is ableto reflect on content and feelings accurately and focuson the “big picture,” it is relatively easy to put themtogether. A useful formula for reflecting meaning isthe “You feel … because …” technique. Using thisformula draws attention to the importance of bothcontent and feelings, and it aids the listener in keepingthe reflection brief and to the point. To help youdevelop reflective meaning skills, you should:

• Try to convey your impression or perception of thespeaker’s meaning in one brief sentence.

• Use the “you feel … because …” formula discussedearlier or a variation of it. Try substituting the verb“are” for “feel.” Try using “by,” “since,” “with,” or“that” for the word “because.”

• Check to see if you were right in your perceptionand interpretation.

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4. SUMMARY REFLECTIONS

Bring about closure. A summarizing reflection is abrief restatement of the main themes and emotions ofthe speaker in the listener’s own words.

• Use a cue phrase to introduce the summary. Forexample: “I’ve been listening to you and severalthemes, ideas, points, concerns, issues, etc., (pickone!) seem to keep coming up. Let me see if I canput what you said so far into perspective.”

• Key points or themes are restated. Don’t bring upnew points, interpretations, etc. New materialshould not be added.

• The summary brings the matter up to date.

• The accuracy of the summary is checked out.

Source: Bolton, R. (1979). People skills: How to assertyourself, listen to others, and resolve conflicts. New York:Simon and Schuster, Inc.

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Much of the listening we do as team members andco-workers is not solely for the purpose ofunderstanding. We are also gathering information tosolve problems, motivate others, negotiate resolutions,etc. Active listening skills combined with questionstrategies help us in gathering information and helpingindividuals and groups take action.

There are two kinds of questions that are importantto consider in teamwork situations. They are “so what”and “what if ” questions.

The “so what” question focuses on expectedconsequences. These consequences can be either shortterm, long term, or a combination of both. The “sowhat” question also brings about closure in a situationor discussion by asking for a conclusion or “summingup” statement. Some examples of this type of questioncould be:

√ “When you said … , did that mean … ?”

√ “How did you feel about that?”

√ “What’s the bottom line?”

√ “Where does the situation stand right now?”

√ “What are your next steps?”

√ “If this continues, what will happen?”

LESSON 3

TIP:Learn to use this

checklist of questions.

46 • Teamwork

The “what if ” question focuses on possibilities foraction. It allows you to discuss possible consequencesof suggested actions and apply suppositions. Thisquestion also explores relationships. Some examples ofthe “what if ” questions are:

√ “I wonder if …”

√ “I wonder about …”

√ “Had you thought about …?”

√ “Could I find out more about that?”

√ “Could we talk more about that?”

√ “Would it be helpful if …?”

Most everyday behavior can be characterized by asequence of chained responses. Each action or statementshapes or partially determines subsequent actions orstatements. A behavior in the chain is reinforced bywhat follows it. Altering behavior is fundamentally amatter of changing links in the chains. Once enacted achain works toward a predictable outcome. At somepoint in the sequence, a person’s or team’s choicesbecome so constrained that behavior is essentially underthe control of external forces. Establishing control isrecognizing a chain and selecting a discretionaryresponse that will lead to a different outcome.Recognition can be improved by means of an “ABC”analysis. Look at the following to see what I mean.

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LESSON 3

USE THE “ABC” APPROACH TO ANALYZETHE BEHAVIOR CHAIN

In using the ABC approach, begin by describing the entire sequence. Sort the activities intoantecedents, behaviors, and consequences. Once your model is developed, observe to see if it reallyfits the situation. Revise as needed.

Set your goal for a more desirable outcome. Identify a discretionary behavior (one with equalprobability of success or failure) in the chain that could lead to that outcome. Mentally rehearsebefore implementing.

SOURCE:Thoreson, C., & Mahoney, M. (1974) Behavioral self control.New York: Holt, Rinehart & Winston.

Antecedent EventsBehaviors

(Cues)Consequences(Reinforcers)

1. A staff meeting is beingheld to discuss changes inwork assignments. Joe isseated next to Mildred andthe two seem to be carryingon a private conversation asyou are speaking. This hashappened before.

2. Joe and Mildred talk justloud enough to be distracting.

4. Joe looks back and says“What?”

6. Joe looks angrily at you,stares directly at you, folds hisarms.

8. Joe smiles at Mildred whosmiles back.

10. Joe and Mildred chuckleand resume their conversation.

3. You stop what you aresaying and look at them.

5. You say, “Can I have yourattention please?”

7. You feel uncomfortableand begin to stammer.

9. You begin to blush,become angry, moredisoriented, and confused.

11. You cannot wait to getthe meeting over.

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Notice the sequence of events that lead up to thefinal outcome of the meeting. Joe and Mildred havenot been applying proper teamwork relationship skillshere, have they?! OK, since you cannot really controlwhat other people are going to do or say, the only thingyou can control is what you do or say.

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EXERCISE – CHAIN OF EVENTS

Instructions: Change this scenario around a little bit and see if you can come up with abetter outcome by using your own ideas to change the chain of events. Whenyou finish, as usual, I will give you my ideas about how I would attempt toalter Mildred’s, Joe’s and the speaker’s behavior by making different responses.

LESSON 3

THE “ABC” APPROACH TO BEHAVIOR CHAIN ANALYSIS

Antecedent EventsBehavior

(Cues)Consequences(Reinforcers)

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SUGGESTED SOLUTION TO EXERCISE

Before you review my chart, I want to make you aware that I am changingthe speaker’s first reaction. Instead of just looking at them when Joe and Mildredare talking, notice how I changed the speaker’s response by saying somethinglike “Joe and Mildred, do you have some ideas you would like to share aboutthe changes in work assignments that we need to make?” Notice how presentinga question to them rather than a blank (or possibly hostile) stare wouldnecessitate a response from Joe other than “What?” At this point, the chain offollowing behaviors and responses would have been broken. Follow the rest ofmy chart and see how I have tried to provoke a better outcome.

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THE “ABC” APPROACH TO BEHAVIOR CHAIN ANALYSIS

LESSON 3

52 • Teamwork

MANAGING CONFLICT

Managing conflict is one of the trickiest aspects ofa teamwork setting. Actually, if you think about it, thisapplies to everyday life in general!

In these last two lessons, we will look at this a littlecloser and try to develop a better understanding ofexactly what conflict is, why it can be destructive if nothandled properly, and some ways to handle conflictsituations.

Many unhappy results can come from conflicts inwhich negative criticisms are not handled in a sensitiveand considerate way. Most people have trouble dealingwith negative criticisms to some extent, ranging frommild discomfort to total melt down!

Managing conflicts in team situations will beimportant to maintain a good working relationship.Unfortunately, there will be times when negativecriticism will be necessary and an unavoidable aspectin your working situation; and, being able to manageany conflicts that may arise from this will be essential.

LESSON 4

Don’t run from conflict …learn to manage it.

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A Primer on Conflict

What is conflict?Conflict is a breakdown in the ability or willingness of individuals or groupsto work together in achieving results that require mutual cooperation.Conflicts are “about” something (an issue). They occur over differencesabout the allocation of resources, differences in the relative importance ofpeople, ideas, and things, and differences in procedures and actions.Conflicts can occur anytime two or more people or things compete for thesame physical or psychological space. Conflict situations involve theobjectives of each party and the relationships between them.

Shouldn’t conflict be avoided because it can be so destructiveto relations?A poorly managed or unresolved conflict can be destructive. Certainly thispotential for damage should be considered, but conflict is neither good orbad. Some people see conflict as inevitable. It is rare when people livingand working together are of one mind about everything. Finally, conflictscan be productive. Creative solutions, stronger relationships, and deepercommitments can result from dealing directly with conflict. Conflictundermines the basis of social life when it interferes with our ability toclearly communicate with the others, it affects our predisposition tocooperate with and help them, or it impairs our capacity to exchange goodsor services.

Why do people seem to get upset in a conflict?People become ego involved in trying to achieve their objectives. Rarely doindividuals or groups pursue objectives that they do not desire or believe tobe important. When plans go as expected, there is no problem; but, whenplans do not go as expected, interests and egos are threatened and peoplebecome upset. When confronted with the unexpected, people consider: Isthis important to me? What can I do about it? What difference will itmake? The answers they develop, frequently increase or decrease thesubsequent level of arousal. Often people do not consider whether theirinitial expectations were realistic or not.

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They act as if it is right and normal to get what they expect. This feeling ofmoral certainty makes it easy to project onto others the responsibility fornegative experiences - “I wouldn’t have this problem if it weren’t for you.”In addition, there is a tendency to make up a story about the motives andintentions of others that fits the facts a person has and further justifiesdistrust. Finally, it is easy to infer from the “rightness of my cause” that theopposition is wrong, evil, and possibly dangerous to me. People becomeupset because something important to them is threatened.

What about winning and losing?“Winning” and “losing” are labels we apply at specific points throughoutthe conflict process. These distinctions are at best temporary and oftencompletely misleading. Where is the victory when the objective achieved isitself the source of the next conflict? Where is the loss, when anaccommodation leads to a more workable relationship? One thing isapparent; trying to consistently achieve a personal advantage at the expenseof another only perpetuates and escalates conflicts. Even in sportingsituations where each contest can have only one clear winner and loser,there will always be another day.

Are there some basic response patterns to conflictsituations?There are five common strategies for dealing with conflicts: Accommodate,Dominate, Stonewall, Compromise, and Negotiate. Our conflict handlingstrategies are learned, and people develop preferences for deploying andusing them.• Accommodate - Preserve positive relations with the other party even at

the expense of personal objectives related to the issue of the conflict.• Dominate - Obtain personal objectives related to the issue even at the

expense of the relationship.• Stonewall - Refuse to give in on personal objectives and prevent the

other party from achieving his/her objectives.• Compromise - Agree that both sides offer “fair” concessions to bring

about closure.• Negotiate - Move away from positions, focus on interest, mutually define

problems and criteria for success, and seek workable compromises forall parties.

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What is required to successfully resolve conflicts?Not all conflicts can be resolved; some differences can be accommodated,but eliminating them entirely is neither desirable or possible. However,most conflicts can be managed more effectively. Managed conflicts reducethe tendencies for issues to escalate and for long-term damage to be inflictedon relations. In general, four conditions must exist for conflicts to movetoward resolution. First, the prospects of achieving certain benefits bynegotiating with the other party must seem likely. Second, there must be abalance of situational power among the parties involved (that is, anacceptable openness with regard to communication and shared sense ofinfluence over the outcome). Third, there must be a willingness to confrontone another over the issue. Fourth, each party has to be prepared to makeconcessions to achieve resolution.

What about the issue of “fairness”?In managing conflicts and achieving negotiated settlements, the idea offairness in not nearly as important as whether the compromise or settlementis “workable.” A workable compromise is one that achieves the desiredends for the parties involved and allows them to do so without a loss oftheir sense of self-worth. In order to find workable compromises, bothparties must become active in sharing information and decisions. Bothparties have moved psychologically from thinking about defending theirpositions to talking about their interests.

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A person about to be criticized often hears thephrase, “don’t take this personally. ” Naturally, as soonas the person hears this, he/she is automatically put onthe defensive. When criticism is taken personally,problems go unresolved and relationships becometension filled and antagonistic. Criticism is a negativejudgment expressed about a person, place, or thing.People seem to be less concerned about criticism ofthings than people, and the tone, content, and qualityof criticism changes depending on how a person feelsabout the target of the criticism. Many times criticismis considered an attack. To be considered an attack, thecritic’s opinion must be valued, the thing criticized mustbe of importance to the person being criticized, andfinally the judgment rendered must be considered harshor unwarranted.

Criticism becomes a problem when the personreceiving it is unable or unwilling to listen to themessage and starts defending himself either by arguing,explaining, blaming others, apologizing, etc. Makingeffective use of criticism is an important skill. Learningwhen, where, and how to criticize contributes to highperformance levels and good relations within the team.

Let’s look at some guidelines for criticism that willhelp you accomplish changes that need to be madeand at the same time avoid major conflict within yourteam.

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GUIDELINES FOR CRITICISM

When should you criticize?• When situations or conditions are interfering with accomplishing the task• When you cannot problem solve and remedy the situation alone• When your complaint or criticism is not trivial or too frequent

When should you defer criticizing others?• When you are experiencing negative feelings from low self-esteem, current

failures, dissatisfactions, crises of confidence, etc.• When you are really attempting to control or parent others• When you are trying to deflect blame or diffuse it• When you are trying to defend yourself from the attacks of others• When you are frustrated or overly tired• When you are not really trying to help, improve, etc.

To whom should the criticism be directed?• The team member whose behavior or actions are the source of the

problem• Avoid criticizing a group when it is an individual that is responsible

How should you criticize?State your concern:

• “I am concerned about …”• “It bothers me when …”

Elaborate on the reason(s) for your concern:• “The reason(s) I’m upset …”

Offer solutions or suggestions:• “I think it might help to try …”

Affirm your relationship:• “We can work this out successfully.”

Keep your message short, descriptive, verifiable, current, andfocused on things the person can do something about.

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58 • Teamwork

As discussed a little earlier, there are five basicstrategies for dealing with conflicts. They areaccommodate, dominate, stonewall, compromise, andnegotiate. Let’s think about Conflict Handling Strategies.

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Studying the chart, which one of the basic strategieshas the only win/win factor for self and others?Negotiate … it is the only strategy that has positiveaspects across the board. In this next section, we willdiscuss successful negotiation strategies that will helpyour team manage conflict in the best way.

LESSON 4

Negotiation …that is what it is all about!

60 • Teamwork

PRINCIPLED NEGOTIATION

IntroductionWhen people work together, there is always the possibility that they will disagree. Themore people involved, the more complex the issue; and, the greater differences that existin backgrounds, the more likely disagreements are to occur. Since potential fordisagreement is always present, the skill of negotiating differences is a valuable one.Roger Fisher and William Ury suggest using “Principled Negotiation.” The essence ofthis strategy creates situations where it is possible to decide the issues on their meritswithout haggling over positions.

Strategy of Principled Negotiation

1. Separate People From The ProblemWhen people disagree, both what they disagree about and the relation they have withone another becomes involved. Without prompt action, these two become hopelesslyentangled. People problems have one of three sources: Perception, Emotion, orCommunication.

Perception – No fact, object, issue, event, or relation is seen in isolation, butthrough the filter of the person’s life experiences. To overcome perceptualproblems, put yourself in the other person’s place. Avoid assuming that theyintend to do what you fear they might do. Avoid placing blame. Look foropportunities to act inconsistent with their perceptions. Openly discuss andvalidate perceptions. Get the other person actively involved in the processand make suggestions consistent with their values.

Emotion – Emotions energize us to take action and color the way we think aboutthings. Frustration is a common experience and one that can trigger fear oranger. These reactions tend to exaggerate and distort perception and behavior.Acknowledge and identify emotional reactions. Make them explicit andidentify their relevance to the issue. Provide outlets to let off steam. Avoid thetendency to react immediately to emotional outbursts.

Communication – When people disagree, communication is even more difficult.First, they stop talking with each other and start talking at each other. Second,they stop listening to what the other person is saying, and third, they startmisinterpreting, hearing what they already expect to hear.

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To counteract these three tendencies, learn to actively listen to what the other person issaying and check your understanding of their message before speaking. Slow thingsdown, break complex things down, present simple ideas and examples, and take time-outs. Avoid “mind reading” – the tendency to tell others what you think they think.

2. Focus on Interests, Not PositionsBehind a person’s position is his interest. Interests may not be explicit when disagreementerupts and may need exploring. Seek to identify and understand what might bring theother person to this point. Ask the other person to be more specific and explicit aboutgoals, methods, and values. Let them know you understand their interests. Make explicitlists. Restate the problem in terms of the other person’s interests before presenting thesolution. Be as vigorous in your support of the person(s) with whom you are negotiatingas you are in the attack of the problem.

3. Generate Options Before DecidingWhen people disagree, it is amazing that each believes they already know the rightanswer. Often the only creativity exhibited is a decision to split the differences. Thereare four barriers to creating options: jumping to solutions, only one best answer, either/or thinking, and the attitude that the other person is responsible for solving all his/herproblems. To overcome these barriers, separate the act of inventing options from theprocess of judging them, broaden the range of options, identify mutual gains, and makeit easier to agree than continue to disagree.

4. Insist on Objective Evaluation CriteriaA problem of negotiating differences is getting a solution that each party would acceptas being fair or equitable. Usually, people use precedent and other measures for support.Establishing external criteria makes finding a workable solution more likely. To beeffective, both parties must have access to the criteria. Use each issue as a basis for thesearch for objective criteria. What do you think is fair? Why do you think that? Reasonand be open to the reasoning of the other person, but do not yield to psychologicalpressure. Some simple strategies include the “one cuts, the other chooses” approach,taking turns, coin toss, let someone else decide. In short, a fair solution will be fair toboth parties.

SOURCE:Fisher, R., & Ury, W. (1981). Getting to yes: Negotiating agreement without giving in.New York: Penguin Books, Inc.

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62 • Teamwork

As you can see, being able to negotiate throughconflicts is an essential relationship skill that each teammember must develop and practice.

By developing and practicing these skills, each teammember will be doing his/her part to manage conflicts,and to diffuse any resulting resentments or negativefeelings that can be a major setback to effectiveteamwork.

Let’s discuss conflict resolution a little further. Asyou can see from our discussion, conflict occurs manytimes because of failure: failure to listen; failure to seethings from another person’s point of view; and failureto understand where another person is coming from.Learning to manage conflict in various situations takespractice. Let’s go through some exercises that mighthelp improve these skills.

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EXERCISE – THAT MAKES ME SO MAD! (PART I)

Instructions: The first step in managing conflict is to understand what things make youangry and being aware of potential situations that make others angry. Learningto deal with one’s anger in an effective way can be helpful when trying tomanage conflict.

Consider the following questions. Take time to think through each questionand answer it as honestly as you can. (Answers to these questions will not beprovided. This is strictly to help you focus on yourself and your reactions tosituations.)

1. Describe a recent situation in which you were really angry.

2. How did you handle the situation?

3. What types of situations make you angry?

4. How do you usually handle your anger?

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64 • Teamwork

EXERCISE – THAT MAKES ME SO MAD! (PART II)

Instructions: There are many ways that individuals handle anger. For each method, thereare consequences. Some methods are better than others. Briefly describe asmany methods for handling anger as you can and what the consequences foreach method might be. Use the following table to help record your answers.

If you are working independently, it would be helpful to ask colleagues orfriends for suggestions and input. If you are working in a group, this is a greatbrainstorming activity.

METHOD CONSEQUENCE

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Many times conflicts occur because individuals mightperceive things differently. Every event and encountera person experiences shapes and influences their opinionof future events. Each one influences an individual’sperception. The confederate flag is a good example ofhow perception can vary. For some, it is a symbol ofbravery and honor, while for others, it represents slaveryand shame. Understanding a person’s point of view orperception is important when learning to manageconflict.

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66 • Teamwork

EXERCISE – A DIFFERENT POINT OF VIEW I

Instructions: Study the picture for 2 minutes and then briefly describe what you see. Thesolution is at the bottom of the page.

Do you see a picture of an old woman or a young woman? Maybe you see both? The one you see firstdepends on your perception. Every situation has different angles and points of view. The angle at whichyou look at a situation will influence your perception.

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EXERCISE – A DIFFERENT POINT OF VIEW II

Instructions: Read the following scenario, Then briefly describe how you feel.

Mary is a new associate in your office area. The clothes shechooses to wear to work are not very professional. You haveoverheard several conversations she has had with othercolleagues and realize that Mary has an active social life.

On the day the two of you are to make a major presentation,Mary arrives late for work. She rushed in just in time for themeeting; however, her clothes are very wrinkled and it looksas if she has been up all night. Because she was late, you didnot have time to review the material the two of you were topresent.

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A DIFFERENT POINT OF VIEW II – ANSWERS

Remember, because we are talking about opinions and how you feel aboutvarious situations, your answer may not be like mine. That is okay. My answeris only a suggestions of how one might feel when forced into a situation likethis.

You may be resentful of Mary. She has a reputation of being apartier. Her lateness has caused you to not be completely atyour best for a presentation. You are furious because youfeel she has been selfish and given no consideration to youor the presentation. All you want to do is tell her off.

And now the rest of the story…

So many times we base our opinions and actions onhow we perceive a situation. Most of the time there ismore to a picture than meets the eye. Many times wejust need to look at the situation with “new eyes”.

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EXERCISE – A DIFFERENT POINT OF VIEW III

Instructions: Read the second part of the scenario with Mary, and answer the questions.

After the meeting you storm out ready for a confrontationwith Mary. When you leave the conference room, you overhearher telling another colleague about her evening. Mary has aniece with a terminal illness and the previous evening shebaby-sat for her sister. The niece began running a very highfever and Mary had to take her to the hospital. She spent theentire evening at the hospital with her sister and niece.

1. Have your reactions to the situation changed?

2. If so, briefly describe how they have changed.

3. What kinds of misunderstandings have you encountered due todifferent perceptions?

4. How can looking at things with “new eyes” be helpful?

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A DIFFERENT POINT OF VIEW III – ANSWERS

1. Have your reactions to the situation changed?

2. If so, briefly describe how they have changed.

This could go either way. Maybe your reaction to the situationcompletely changed. You understand now why Mary was late andrealize that her clothes are wrinkled, but it is for a very good reason.

However, your reaction may also not change at all. Maybe youfeel Mary had a good reason for being late, but she could havecalled so you would not be expecting her and could have conductedthe presentation without her.

Remember, this is your opinion. Read the opinions offered in theanswers only as thought provokers.

3. What kinds of misunderstandings have you encountered due todifferent perceptions?

Answers will vary.

4. How can looking at things with “new eyes” be helpful?

When you begin to look at situations from a different perspective,a new light is shed on them. This allows you to begin to understandwhat it might be like to “walk in another person’s shoes”. It is thebeginning of practicing empathy and understanding. It doesn’tmean you agree with the person, but you begin to understandwhy they reacted the way they did.

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PROVIDING CONSTRUCTIVE CRITICISM

Responding to criticism is not always an easy thingto do. For some people, this topic can be a real sorepoint. We discussed this topic in an earlier level. Formore information about “Responding to ConstructiveCriticism”, refer to Teamwork Level 4. This lesson,“Providing Constructive Criticism”, is on the other sideof the coin.

In a team situation, whether dealing with co-workers, customers, or other team members, you willneed to be able to provide negative or criticalinformation in a way that fosters constructive solutions.When offering negative information, always rememberthe previously learned relationship skills. Keeping goodworking relationships is always important as they willaffect productivity and long term work relations.

Use the same basic guidelines you would use forresponding to criticisms, but put your self in theposition of the one giving the negative information.You will see that they apply with only a few changes.

Listen to how you are giving the criticism. Relax, lookat the person, and ask yourself the questions:

• How would I feel in his/her place?

• What are the implications for our relationship?

Relate the criticism without argument or anger.

• Your tone of voice can cause others to responddefensively.

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72 • Teamwork

Give clarification using additional information in adescriptive rather than judgmental way

Decide what to do or say to help resolve the problem.Ask yourself the questions:

• Am I being fair?

• Is what I am saying true to the best of myknowledge?

• Is this person (or team) responsible?

If the person believes that the criticism is completelyunjustified, respond in a matter-of-fact way.

• I am sorry you feel that way, but I believe this istrue.

If the person believes he or she is only partially responsible,accept of offer suggestions as to a reasonable solution.

• I knew we could work this out. How about ifwe…

If the person accepts full responsibility for the problem,accept his or her apology graciously and offer ways thatyou might be able to help with the problem or prevent arecurrence.

• I appreciate your honestly. Let’s sit down andecide how to…

Now let’s practice what we have learned aboutgiving criticism.

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EXERCISE – GIVING CRITICISM

Instructions: Play the role of the person ‘giving’ the criticism in the following situations.Select the letter that represents the best response.

1. Criticism: You are told that an employee has been late for work threedays in a week. You should:

a. Call a meeting and tell all employees that they need to be at workon time.

b. Verify the information before you talk to the employee.c. Tell the employee that if he is late one more time, you will fire

him.d. Feel sorry for the person and hope that it does not happen again.

2. If the employee admits to being late and plans to prevent it fromhappening again, you should say:

a. You have been a poor example to your co-workers, I hope youknow that you have disappointed me.

b. It’s a good thing that you know who is boss around here!c. You are walking on thin ice, so you better watch your step.d. I’m glad you recognize the need to correct this problem.

3. Criticism: No one answered the phones several times last week whencustomers called. You should:

a. Find out precisely who is responsible for answering the phonesbefore you criticize someone.

b. Let all employees know that you are angry, so that they will tryharder not to make mistakes.

c. Tell employees that you think are responsible for answering thetelephones that there is no excuse for this happening and thatyou do not want to discuss it.

d. Let all employees know that their jobs are in jeopardy if someonedoes not answer the telephones.

LESSON 5

74 • Teamwork

4. If the responsible employee admits to the oversight, you should say:

a. If someone tells me that the phones were unanswered one moretime, i will fire you without discussion.

b. Try to embarrass the person in front of the others to set anexample for poor work habits.

c. Ask the person for suggestions as to how the problem can becorrected.

d. If I was responsible to answer the telephones, I would do it.

5. Criticism: A machine was not properly adjusted causing defectiveparts to be produced. You should:

a. Tell the employees that when you find out who is responsible, heor she will have to pay for the error.

b. Determine who is responsible before criticizing an employee.c. Tell employees that you know mistakes happen and avoid

criticizing anyone.d. Say that you would be more responsible if you were obligated to

set the machine.

6. If the responsible employee admits to the mistake, you should say:

a. There is no excuse for your mistake.b. You have cost me a lot of money. I hope you feel good about it.c. How do you plan to prevent this from occurring again?d. This was stupid of you.

LESSON 5

Teamwork • 75

ANSWERS TO EXERCISE – GIVING CRITICISM

Instructions: Play the role of the person ‘giving’ the criticism in the following situations.Select the letter that represents the best response.

1. Criticism: You are told that an employee has been late for work threedays in a week. You should:

a. Call a meeting and tell all employees that they need to be at workon time.

b. Verify the information before you talk to the employee.c. Tell the employee that if he is late one more time, you will fire

him.d. Feel sorry for the person and hope that it does not happen again.

Answer: b.

2. If the employee admits to being late and plans to prevent it fromhappening again, you should say:

a. You have been a poor example to your co-workers, I hope youknow that you have disappointed me.

b. It’s a good thing that you know who is boss around here!c. You are walking on thin ice, so you better watch your step.d. I’m glad you recognize the need to correct this problem.

Answer: d.

LESSON 5

76 • Teamwork

3. Criticism: No one answered the phones several times last week whencustomers called. You should:

a. Find out precisely who is responsible for answering the phonesbefore you criticize someone.

b. Let all employees know that you are angry, so that they will tryharder not to make mistakes.

c. Tell employees that you think are responsible for answering thetelephones that there is no excuse for this happening and thatyou do not want to discuss it.

d. Let all employees know that their jobs are in jeopardy if someonedoes not answer the telephones.

Answer: a.

4. If the responsible employee admits to the oversight, you should say:

a. If someone tells me that the phones were unanswered one moretime, i will fire you without discussion.

b. Try to embarrass the person in front of the others to set anexample for poor work habits.

c. Ask the person for suggestions as to how the problem can becorrected.

d. If I was responsible to answer the telephones, I would do it.

Answer: c.

LESSON 5

Teamwork • 77

5. Criticism: A machine was not properly adjusted causing defectiveparts to be produced. You should:

a. Tell the employees that when you find out who is responsible, heor she will have to pay for the error.b. Determine who is responsible before criticizing an employee.c. Tell employees that you know mistakes happen and avoid

criticizing anyone.d. Say that you would be more responsible if you were obligated to

set the machine.

Answer: b.

6. If the responsible employee admits to the mistake, you should say:

a. There is no excuse for your mistake.b. You have cost me a lot of money. I hope you feel good about it.c. How do you plan to prevent this from occurring again?d. This was stupid of you.

Answer: c.

LESSON 5

78 • Teamwork

LESSON 6

• flexibility

• conflict

resolution

• cohesiveness

Relationship skills are theglue that holds teams

together.

BUILDING COHESIVENESS

Effective teamwork does not come naturally, but ittakes careful development. By practicing all of therelationship skills and techniques we have discussed inthis level, you can be a successful, efficient, and effectiveteam member. In this last lesson, we will discuss whatmakes a winning team.

Teams are more effective at withstanding stress thanindividuals, and they are particularly appropriate insituations where people need to rely on one another.Teams reproduce the sense of camaraderie andbelonging experienced in the family structure. Theadditional energy members provide for each other helpscreate excitement and enthusiasm.

Teamwork • 79

WINNING TEAMS

Effective TeamsEffective teams are recognizable by an easy frankness that marks teaminteractions. Members argue and disagree without embarrassment. Membercommitment is evident in the spirited seriousness with which the teamgoes about its work. The team leader involves the entire team in settingstrategy, problem solving, and decision making while remaining very muchin charge.

What sabotages teamwork?Teamwork can be undermined by two kinds of poor leadership practices:Rubber stamp teams - These are teams in name only, and members spendmost of their time simply ratifying the leader’s demands without the inputor evaluation. Country clubs - These teams stress harmony and equality atthe expense of honesty and commitment. The pleasant interaction suppressesthe necessary frank and candid give-and-take of collaboration.

LESSON 6

80 • Teamwork

Five Essential Teamwork Features:

1. Clear specific goals – This includes tangible outcomes, action plans thatare “doable” and clear cut commitments that are evidenced in the othertrade-offs (sacrifices) team members are prepared to make.

2. Roles that advance the goal – Teamwork is more about function andcontribution than traditional privilege and status. Functions are closelymatched to the comfortable range of skills of the person in the role.

3. Flexibility about goals and roles – Effective teams exhibit a willingnessto adjust to new information. Everyone is mindful of performance relatedfeedback.

4. Rewards reinforce teamwork – Rewards promote collaboration, meetingdeadlines, and fulfilling commitments. Members get hooked on autonomyand the excitement of achieving self-imposed commitments.

5. An assertive leader - The leader focuses on the team’s effort, attentive tocontributions that advance the team’s goals or threaten to interfere. Theleader deals with small problems before they can become big ones. Theleader must handle conflicts that arise between formal structure and team.

SOURCE:King, P. (1989, December). “What makes teamwork work?” PsychologyToday. 16-17.

LESSON 6

Teamwork • 81

SUMMARY

Let’s summarize Level 6 task skills and relationshipskills by analyzing a scenario between team members.

You are the new director of physical therapy for MadisonCounty. This department has developed a reputation forterrible service. Clients are traveling to neighboring countiesto receive treatment. Because the team is spread out overthe county, there are 3 managers, 6 physical therapists, 4administrative assistants, and one public relations specialist.Although this is not a new team, there are many changesthat must take place. The former director was very slack inthe way the department was run. Although policies andprocedures were clearly in place, they were never enforced.As a result, there is little trust and tremendous conflict amongthe members.

After your first week, you decide to call a team meeting todiscuss an action plan for the department.

LESSON 7

RELATIONSHIP SKILLS

Flexibility In Roles

Exhibits a willingness to give or take

directions as the situation requires

Uses communication skills to show

interest in and motivation for

completing the task

Chooses directing behavior or

helpful attitude depending on team

needs

TASK SKILLS

Structuring/Process Planning

Identifies and organizes

components necessary for task

accomplishment

Creates action plans

Adapted from ACT WorkKeys® Targets for Instruction: Teamwork, Copyright © 1994

82 • Teamwork

Based on what we’ve learned and the informationprovided in the table, let’s list items that you mightdiscuss during this meeting.

A list of specific duties for each job role.

• Public Relation Specialist – develops marketingstrategies for each department; plans promotionswith department managers; issues articles andads to newspaper and local media group

• Administrative Assistants – maintains patientfiles; conducts office duties; schedulesappointments for office clients

• Physical Therapist – works one-on-one withpatients; schedules appointments forhomebound clients

• Department Manager – handles all businessaspects of department; oversees employeeswithin the department

RELATIONSHIP SKILLS

Flexibility In Roles

Exhibits a willingness to give or take

directions as the situation requires

Uses communication skills to show

interest in and motivation for

completing the task

Chooses directing behavior or

helpful attitude depending on team

needs

TASK SKILLS

Structuring/Process Planning

Identifies and organizes

components necessary for task

accomplishment

Creates action plans

LESSON 7

Teamwork • 83

Providing a list of specific duties will help establish aclear picture of what each employee is responsible forwithin the department.

A list of the department’s policies and procedures.

Listing the department’s existing policies andprocedures will help to re-establish departmentguidelines that have been neglected. It allows you togive direction, but also provide away for employees toaccept responsibility for their actions without singlingout any person’s wrong doings.

Brainstorm possible methods for obtaining newcustomers and attracting old customers.

Brainstorming allows all team members input in thechanges. It provides them with a sense of ownershipand helps to re-establish trust.

LESSON 7

84 • Teamwork

RELATIONSHIP SKILLS

Conflict Resolution

Uses listening, problem solving, and

negotiation to resolve disputes

Diffuses resentment so feelings can

be openly shared

TASK SKILLS

Goal creation and revision

Identifies and modifies focus of

team activities as the situation

requires.

Ability to shift from one goal to

another

Complex work situations require teams to be organizedthrough a plan of action.

Two of the administrative assistants are furious. They don’tunderstand why they always receive the largest bulk of thework. They are not the ones who work one-on-one with thepatients. Many times they schedule appointments atconflicting times for the physical therapists, aggravating andinconveniencing both the patient and the physical therapist.

Several of the physical therapists comment that theadministrative assistants just don’t want to work with theirschedules. They also comment that it appears that theadministrative assistants purposely schedule conflicts tomake things difficult for all the physical therapists.

LESSON 7

Table was adapted from ACT WorkKeys® Targets for Instruction: Teamwork, Copyright © 1994

Teamwork • 85

Using the information in the table and based on thesecond scenario, let’s discuss some options for handingthis situation.

First of all, listen attentively to the administrativeassistants and the physical therapists. It is evident thatboth sides are focusing on how the situation is affectingthem. The physical therapists are respondingdefensively and that is only natural.

After listening to both groups, it is time for somenegotiation skills. It is important to maintain the focuson the overall objective and not the individuals. Theobjective is scheduling appointments that will notconflict with other appointments the therapists havemade. Ensure everyone that they will each have anopportunity to input their ideas.

Flexibility to provide better customer service is anecessary task skill demonstrated as teams continuallyrefocus their goals.

LESSON 7

86 • Teamwork

Now it’s time for the last phase of the meeting. Let’slook at the following table and then read the scenario.

RELATIONSHIP SKILLS

Cohesiveness

Contributes to a feeling of unity

within team

Supports and abides by team

decisions

TASK SKILLS

Integration and Syntheses

Coordinates multiple components

and deadlines

One of the managers asks the physical therapists how theyschedule their appointments with homebound clients. Sherecommends that certain days of the week be allotted forhomebound patients and certain days be allotted for officepatients. One of the physical therapists adds that allhomebound appointments are kept on a computerized groupcalendar for the physical therapists. He recommends givingthe administrative assistance access to view this calendar.

The administrative assistants are not convinced this is thebest solution but agree the ideas could work. Although itmay take a couple of days to set up the computers and trainthe assistance on the program, they are at least willing togive it a try.

LESSON 7

Table was adapted from ACT WorkKeys® Targets for Instruction: Teamwork, Copyright © 1994

Teamwork • 87

If team members stay focused on their goal, a willingnessto share responsibilities is evident.

Let’s put what we’ve learned into practice. Remember,teamwork means we not only understand and acceptresponsibility of the Task Skills, but we also understandand accept responsibility of the Relationship Skills.

LESSON 7

88 • Teamwork

RELATIONSHIP SKILLS

Flexibility in roles

Exhibits a willingness to give or take

directions as the situation requires

Uses communication skills to show

interest in and motiviation for

completing the task

Chooses directing behavior or

helpful attitude depending on team

needs

TASK SKILLS

Structuring/process planning

Identifies and organizes components

necessary for task accomplishment

Creates action plans

EXERCISE – TEAMWORK PART I

Instructions: Review the following scenario and determine your best response to the situation.

You are the manager at a small restaurant in a middle classtown. The staff consists of the following people: 2 bus boys,3 waitresses/waiters, 1 hostess, 2 chefs, 2 kitchen aides, and1 restaurant manager. The largest industry in your area hasreserved this restaurant for their annual holiday party.Everyone has agreed to pull overtime for the evening’s party.

On the day of the party, the restaurant is full. Once the lunchcrowd has dwindled down, you call a meeting to beginplanning for the evening’s party. To begin with, you telleveryone what an excellent job they’ve done during lunch.However, there is a tremendous amount that needs to be donebefore the party. The company has requested that the tablesbe arranged in a particular way and would like a special menuprepared for the dinner. All the lunch dishes have to bewashed and the tables need to be set.

LESSON 7

Table was adapted from ACT WorkKeys® Targets for Instruction: Teamwork, Copyright © 1994

Teamwork • 89

1. Based on what you’ve learned and the information provided in thetable, what should you prepare before the meeting begins and whatis the first thing your team needs to accomplish?

LESSON 7

90 • Teamwork

PERSON RESPONSIBLETASK

washing/drying dishes

rearranging tables

decorating tables

setting the tables

preparing the food

kitchen aides and manager

bus boys and waitress/waiters

bus boys, waitress/waiter, hostess

bus boys and restaurant manager

chef

Possible answer – Part I:

Prior to the meeting, the restaurant manager needs to have listedall tasks that must be completed prior to the evening’s party. Thesetype tasks might include: washing and drying the lunch dishes;rearranging the tables; decorating the tables with poinsettias andadding greenery to the room; setting the tables; and preparing thefood for the menu. Having a starting point of tasks will help directthe focus of the meeting.

As the meeting begins, you thank everyone for the great job they’vedone during lunch and tell them how much you appreciate theirwillingness to create a comfortable environment for dining. Youshare with the team the tasks you’ve identified that need to becompleted prior to the party. Ask for their input of other tasks thatmust be done. Once your team feels they have a complete list oftasks, it is time to divide up the work. Some tasks are easy toassign. Obviously, the chefs will begin preparing the evening menu.However, are there other tasks they can help with? What taskswill each person be responsible for?

Let’s look at the following table of assigned tasks as arecommendation from the team.

LESSON 7

Teamwork • 91

EXERCISE – TEAMWORK PART II

Instructions: Review the following scenario and determine your best response to the situation.

Sam and Robert are the bus boys and they respond with angerabout the proposed assignments. Sam feels that the busboys are treated with little respect. He states that it is unfairhow Robert and he always get the bulk of the work. Robertadds that it doesn’t seem fair that the kitchen aides and thechefs are only responsible for completing one task whileeveryone else has at least two and some have three things todo. The chefs, Anastasia and Jamey, retort that they areunwilling to add anything else to their task list. The menu forthe evening is very difficult and if they don’t give it theirundivided attention, they could burn the meal and the entireparty would be a disaster.

RELATIONSHIP SKILLS

Conflict resolution

Uses listening, problem solving, and

negotiation to resolve disputes

Diffuses resentment so feelings can

be openly share

TASK SKILLS

Goal creation and revision

Identifies and modifies focus of team

activites as the situation requires

Ability to shift from one goal to

another

LESSON 7

92 • Teamwork

2. Based on the new information received from this second scenarioand using the information in the given table, how should thissituation be handled?

LESSON 7

Teamwork • 93

Sam and Robert are the bus boys and they respond with angerabout the proposed assignments. Sam feels that the busboys are treated with little respect. He states that it is unfairhow Robert and he always get the bulk of the work. Robertadds that it doesn’t seem fair that the kitchen aides and thechefs are only responsible for completing one task whileeveryone else has at least two and some have three things todo. The chefs, Anastasia and Jamey, retort that they areunwilling to add anything else to their task list. The menu forthe evening is very difficult and if they don’t give it theirundivided attention, they could burn the meal and the entireparty would be a disaster.

RELATIONSHIP SKILLS

Conflict resolution

Uses listening, problem solving, and

negotiation to resolve disputes

Diffuses resentment so feelings can

be openly share

TASK SKILLS

Goal creation and revision

Identifies and modifies focus of team

activites as the situation requires

Ability to shift from one goal to

another

LESSON 7

94 • Teamwork

Possible answer – Part II:

You listen attentively as Sam and Robert express their concern.Their reaction is common. Many times a person is more focusedon how assignments will affect them rather than the team’s goals.It is only natural for the chefs, Anastasia and Jamey, to reactdefensively. Practice your active listening skills as they expresstheir concerns regarding adding additional tasks to their list.

After hearing both sides, it is time for the negotiation skills to comeinto action. You begin by focusing on the tasks that need to beaccomplished and keep the focus from falling on the individuals.You begin by assuring everyone that they are each equallyimportant to the overall success of the evening. You also add thatthere could be a better solution for the task assignment and reallywould appreciate some ideas.

LESSON 7

Teamwork • 95

EXERCISE – TEAMWORK PART III

Instructions: Review the following scenario again and determine your best response to thesituation.

Sam and Robert are the bus boys and they respond with angerabout the proposed assignments. Sam feels that the bus boysare treated with little respect. He states that it is unfair howRobert and he always get the bulk of the work. Robert addsthat it doesn’t seem fair that the kitchen aides and the chefsare only responsible for completing one task while everyoneelse has at least two and some have three things to do. Thechefs, Anastasia and Jamey, retort that they are unwilling toadd anything else to their task list. The menu for the eveningis very difficult and if they don’t give it their undividedattention, they could burn the meal and the entire party wouldbe a disaster.

LESSON 7

RELATIONSHIP SKILLS

Cohesiveness

Contributes to a feeling of unity

within team

Supports and abides by team

decision

TASK SKILLS

Integration and synthesis

Coordinates multiple components

and deadlines

Ability to shift from one goal to

another

96 • Teamwork

3. The final aspect of the meeting is left. It is time for cohesiveness tobe demonstrated among the team members. Several scenarios couldtake place. Use the information provided in the following table andwrite a brief scenario of how the team members may offersuggestions and demonstrate cohesive behavior.

LESSON 7

Teamwork • 97

Possible answer – Part III:

Alley, one of the kitchen aides, decides to offer some ideas onhow to divide the tasks among the employees. Alley suggestsletting the chefs help with washing the lunch dishes. This will allowthem to remain in the kitchen, but they can also help with some ofthe other tasks on the list. By adding extra hands washing thedishes, the kitchen aides should be able to complete their taskmuch faster. They could then help the bus boys, waitresses/waiters,and hostess with decorating and setting the tables.

The bus boys and the chefs agree this idea could work. Althoughit might be somewhat tricky for the chefs to juggle preparing thefood and helping with the dishes, they are at least willing to give ita try. Erin, the hostess also agrees to help with washing and dryingthe dishes.

LESSON 7

98 • Teamwork

OK! That’s it for this level of your teamwork study.The only thing left to do is a posttest assessing whatyou have learned. I promise it won’t be too difficult. Ifyou don’t feel ready though, just go back and reviewthis level and come back later to try the Posttest. I wantyou to feel completely comfortable with the material,so just review all you want!

If you were with me through a previous level or adifferent course, you already know that the answersare at the end … but, as always, I will tell you not tolook ahead … don’t do it! I know you won’t!

So, if you’re ready, go for it!

POSTTEST

Teamwork • 99

EXERCISE – POSTTEST

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

1. Planning an action and decision making use the same skills; it’sjust different terminology. True or False?

2. Name at least five steps to better planning.

1.

2.

3.

4.

5.

3. Once an action plan has been made, no changes should benecessary. True or False?

4. What are the four types of reflective listening?

1.

2.

3.

4.

POSTTEST

100 • Teamwork

5. What is paraphrasing?

6. List 3 steps used to paraphrase someone’s statement or idea.

1.

2.

3.

7. What two skills combine to help teams in gathering information andenable them to take action?

1.

2.

8. What are the two kinds of questions that are important to considerin teamwork situations?

1.

2.

POSTTEST

Teamwork • 101

9. Explain the statement: “Most everyday behavior can be characterizedas a sequence of chained responses.”

10. What is the best strategy for handling conflicts that will provide thebest outcome for all parties involved?

Instructions: Read the following scenarios and select the best response.

11. Paul, Leslie, and Doris work in the service department of anelectronics store. On Wednesday afternoon, their supervisor askedthem to develop a work plan to decrease the time it takes to repairproducts. They were informed several customers have complainedthat products were not ready when they were scheduled to berepaired. At 11:15 a.m. on Wednesday, Leslie is working on atelevision due to be picked up at noon. Paul drops by his stationand begins telling him his plan to improve the service time. Howshould Leslie respond?

A. He should listen to Paul while he works on the television.B. Leslie says, “Can’t you see I am busy!”C. Leslie says, “I have a deadline to meet, but let’s get together this

afternoon.”D. Stop working on the television since Paul wants to discuss the

issue of not meeting deadlines.

POSTTEST

102 • Teamwork

12. Gracie has worked at a bridal shop doing alterations forapproximately two years. She enjoys chatting with the brides andbridesmaids as she fits their wedding attire. Business has increasedresulting in the hiring of a new employee named Kim. Gracie tellsKim that she will be fitting all of the clients and making somealterations while Kim will only be making alterations. Kim explainsto Gracie that she can do a better job if she fits her own clients.“No,” says Gracie, “I have been here longer and I understand ourclients better.” How does Kim respond to this new work experience?

A. Kim follows Gracie’s instructions and only does alterations.B. Kim says, “I am going to tell the manager I cannot work with you.”C. Kim does not do her best work so that the clients will be angry

with Gracie.D. Kim says, “Gracie, let’s talk about this. I think we can work well

together if we try to communicate.”

13. Bob, Sam, and Gene work together in a graphic design suite. A newproject is requiring each employee to work overtime to completetheir assigned modules before the production deadline on Friday.Bob’s computer crashed causing him to lose 50% of his work. Whatis the appropriate response from his teammates?

A. “Sorry about that , I am almost finished with my module.Sometimes you win and sometimes you lose.”B. “As soon as I finish my module, I will try to help you with layout.”C. “You should have backed up your work more frequently, so that

you didn’t lose it.”D. “That’s the way it goes!”

POSTTEST

Teamwork • 103

14. Bobbie Sue, Carol, Sheryl, and Vandy work together in a collegebookstore. Every semester students wait until the last minute tobuy their textbooks causing chaos in the bookstore during the firstweek of classes. Vandy called a brainstorming meeting to discussways to eliminate frustration and confusion. Everyone but Carolexpressed suggestions. How should her teammates react?

A. “Carol, what do you think would make the week run smoother?”B. “Carol, are you still mad because we didn’t listen to you last week?”C. “OK, let’s submit our suggestions to the manager.”D. “Carol is the only smart one here; she knows management will neverlisten to us.”

15. A manufactured housing company is preparing for an annual dealershow which involves displaying 25 model homes in the conventioncenter. Jerry, responsible for this year’s show, has suggested threeadditional double-wide homes be displayed this year. David, Rick,and Margaret, who are responsible for setting up the homes, arediscussing how to handle this suggestion. What is an appropriatecomment from the team?

A. “I think we should tell Jerry to go fly a kite.”B. “We will have to ask Jerry to hire an additional setup person if we haveto set up 28 homes.”C. “Maybe we can organize the work, so that we are more efficient withsetups this year.”D. “Twenty-five homes have always been enough displays before.”

POSTTEST

104 • Teamwork

ANSWERS TO EXERCISE

1. Planning an action and decision making use the same skills; it’sjust different terminology. True or False?

Answer: False

2. Name at least five steps to better planning.

Answers: Any of the following:

• make the goal explicit• specify success and failure criteria• set a realistic time table• prepare for problems in implementation• add levels of detail as necessary• get other people involved• keep in touch• follow up on commitments• update as changes emerge• pass out the praise

3. Once an action plan has been made, no changes should benecessary. True or False?

Answer: False

4. What are the four types of reflective listening?

Answers: 1. paraphrasing2. reflecting feelings3. reflecting meanings4. summary reflections

POSTTEST

Teamwork • 105

POSTTEST

5. What is paraphrasing?

Answer: Restating the speaker’s message and meaning in your ownwords

6. List 3 steps used to paraphrase someone’s statement or idea.

Answers: 1. focus on what is said2. eliminate the clutter or irrelevant information3. convey the meaning in your own words

7. What two skills combine to help teams in gathering information andenabling them to take action?

Answers: 1. Active listening2. Question strategies

8. What are the two kinds of questions that are important to considerin teamwork situations?

Answers: 1. the “so what” question2. the “what if” question

9. Explain the statement: “Most everyday behavior can be characterizedas a sequence of chained responses.”

Answer: Each action or statement shapes or partially determinessubsequent actions or statements.

106 • Teamwork

10. What is the best strategy for handling conflicts that will provide thebest outcome for all parties involved?

Answer: Negotiation

11. Paul, Leslie, and Doris work in the service department of anelectronics store. On Wednesday afternoon, their supervisor askedthem to develop a work plan to decrease the time it takes to repairproducts. They were informed several customers have complainedthat products were not ready when they were scheduled to berepaired. At 11:15 a.m. on Wednesday, Leslie is working on atelevision due to be picked up at noon. Paul drops by his stationand begins telling him his plan to improve the service time. Howshould Leslie respond?

Answer: C. Leslie says, “I have a deadline to meet, but let’s get togetherthis afternoon.”

12. Gracie has worked at a bridal shop doing alterations forapproximately two years. She enjoys chatting with the brides andbridesmaids as she fits their wedding attire. Business has increasedresulting in the hiring of a new employee named Kim. Gracie tellsKim that she will be fitting all of the clients and making somealterations while Kim will only be making alterations. Kim explainsto Gracie that she can do a better job if she fits her own clients.“No,” says Gracie, “I have been here longer and I understand ourclients better.” How does Kim respond to this new work experience?

Answer: D. Kim says, “Gracie, let’s talk about this. I think we can workwell together if we try to communicate.”

POSTTEST

Teamwork • 107

13. Bob, Sam, and Gene work together in a graphic design suite. A newproject is requiring each employee to work overtime to completetheir assigned modules before the production deadline on Friday.Eric’s computer crashed causing him to lose 50% of his work. Whatis the appropriate response from Eric’s teammates?

Answer: B. “As soon as I finish my module, I will try to help you withlayout.”

14. Bobbie Sue, Carol, Sheryl, and Vandy work together in a collegebookstore. Every semester students wait until the last minute tobuy their textbooks causing chaos in the bookstore during the firstweek of classes. Vandy called a brainstorming meeting to discussways to eliminate frustration and confusion. Everyone but Carolexpressed suggestions. How should her teammates react?

Answer: A. “Carol, what do you think would make the week runsmoother?”

15. A manufactured housing company is preparing for an annual dealershow which involves displaying 25 model homes in the conventioncenter. Jerry, responsible for this year’s show, has suggested threeadditional double-wide homes be displayed this year. David, Rick,and Margaret, who are responsible for setting up the homes, arediscussing how to handle this suggestion. What is an appropriatecomment from the team?

Answer: C. “Maybe we can organize the work, so that we are moreefficient with setups this year.”

POSTTEST

108 • Teamwork

Calculate your score counting the number of questions you answered correctly. If aproblem asked you to list several items or steps and you missed one or more, count thequestion as answered incorrectly. Divide the number of your correct answers by 15.Change the decimal answer to a percentage by moving the decimal two places to theright.

CALCULATING YOUR SCORE

Teamwork • 109

How well did you do on the Posttest? If you scored 93% or higher, you have a reasonable chance to pass Level 6 of the Ready to Work Teamwork assessment. Remember the basic steps:

• develop an action plan• be flexible• monitor team progress• maintain rapport with team members• negotiate in conflict situations• develop team cohesiveness

Now don’t be discouraged if you scored below 93%.There is a lot of information to remember. Practice theexercises in this course – you can do it! And, yourenhanced work skills will pay off in the long run.Remember, practice makes perfect and good luck!

SUMMARY

Congratulations!

110 • Teamwork

EDWIN’S TEST-TAKING TIPS

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

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

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

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

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

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

REFERENCE

Teamwork • 111

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

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

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

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

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

REFERENCE

112 • Teamwork

REFERENCE

BIBLIOGRAPHY

Ackerman, J. M. (1972).Operant conditioning: Techniques for the classroom teacher.Glenview, IL: Scott Foresman Inc.

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

Bandler, R., & Grinder, J. (1975). The structure of magic I, a book about language andtherapy. Palo Alto, CA: Science and Behavior Books, Inc.

Bandler, R., & Grinder, J. (1976). The structure of magic II, communication and change.Palo Alto, CA: Science and Behavior Books, Inc.

Blake, R. R., Mouton, J. S., & Allen, R. L. (1987). Spectacular teamwork: How todevelop the leadership skills for team success. New York: John Wiley & Sons.

Bolton, R. (1979). People skills: How to assert yourself, listen to others and resolve conflicts.New York: Simon & Schuster, Inc.

Fisher, R., & Ury, W. (1981). Getting to yes: Negotiating agreement without giving in.New York: Penguin Books Inc.

King, P. (1989, December). What makes teamwork work? Psychology Today, 16-17.

Thoreson, C., & Mahoney, M. (1974). Behavorial self control. New York: Holt,Rinehart & Winston.

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