DOCUMENT RESUME

ED 365 881 CE 065 641

AUTHOR Leigh, David

TITLE Total Quality Management (TQM): Training Module on
"Empowerment/Teamwork."
INSTITUTION Temple Junior Coll., TX.
SPONS AGENCY Texas State Higher Education Coordinating Board,
Austin.
PUB DATE 1 Jun 93
NOTE 124p.; For related documents, see CE 065 638-646.
PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)

EDRS PRICE MF01/PC05 Plus Postage.

DESCRTPTORS Business Administration; Business Education; Course
Content; Course Descriptions; Educational Needs; High
Schools; Improvement Programs; Job Training; Labor
Force Development; *Leadership Training; Learning
Activities; Learning Modules; Management Teams;
*Organizational Development; Organizations (Groups);
*Participative Decision Making; *Quality Control;
*Staff Development; Teaching Methods; Teamwork; Two
Year Colleges; Units of Study; Work Environment
IDENTIFIERS *Empowerment; *Total Quality Management

ABSTRACT
This module for a 1-semester Total Quality Management
(TQM) course for high school or community college students covers the
topics of empowerment and teamwork. It includes the following
components: (1) a narrative summary of the topics; (2) a discussion
of employee empowerment; (3) a discussion of teamwork and
self-directed teams; (4) a discussion of leadership and shared
vision; and (5) a summary of training needs. A bibliography lists 14
references. Handouts and transparency masters are included. (KC)

Reproductions supplied by EDRS are the best that can be made

from the original document.
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 uAuTY mAN
Cr

TRAIN NG MODULE

ON

P WERMENT

David Leigh

TQWrech Prep
Temple Junior College
2600 South Fir$- Street
Temple, DC 76504
(817) 773-9961 X274
(817) 773-7043 Fu

June 1, 1993
This project is supported by funds from the Carl D. Perkins
Vocational and Applied Technology Education Act

U.S. DEPARTMENT Of EDUCATION -PERMISSION TO REPRODUCE THIS

Office of Educattonai Research and improvement
[Link] MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
h,Ahis document has bee, reproct,ed as
recanted from the Person or orgerwafion
origrnating it
0 Minor Changes have been made to mtunve
rPrOducfion Quality

Points of view or opmions stated tn Ulm docu TO THE EDUCATIONAL RESOURCES

2 meet do not nicesunty represent oPhcral
oeni posthon of inky INFORMATION CENTER (ERIC)
 EMPOWERMENT / TEAMWORK

CONTENTS:

1. Introduction 3

2. Narrative 4

3 Employee Empowerment 13

4. Teamwork/Self-Directed Teams 33

5. Leadership/Shared Vision 85

6. Training 123

7. Bibliography 129

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 EMPOWERMENT/TEAMWORK
INTRODUCTION:
This module contains two separate cornerstones of Total Quality Management, but are
combined here because empowered employees make teamwork more effective. The
following module discusses empowerment, characteristics of teams, kinds of teams, vision,
tTaining, and leadership.

An empowered team is a group of empowered workers who will be more productive than
single empowered employees. Whereas the role of the manager in industry is to apply
empowerment, this same role falls on the teacher in the classroom. The teacher has the
ability to empower their students. Several examples are taken from William Byham's book,
"Zapp: the Lightning of Empowerment." These examples provide a good insight into
empowerment. He has published a new book entitled, "Zapp in Education."

The topic of teamwork can be broken down into several areas; the nature of teams, why
teams are important, the rules for good team behavior, the four stages of team
development, and resolving problems in a team. There are generally two types of teams,
a special project team or a self-directed team. The special project team is established for
a particular project and is the most familiar type. The self-directed team tends to be
permanent, has authority to make decisions within certain limitations, and is usually the
most productive.

Under the umbrella of empowerment/teamwork is a module on leadership. This module

explains the importance of leadership versus the old authoritarian style of management.
There is also discussion about leaders cultivating vision, values, and constancy of purpose.
The students will need to understand constancy of purpose which will enable them to
remain focused. All of these sldlls can be learned through training.

Training is a key area in teamwork. The teams have to be trained in order to accomplish
their tasks. For example, if the team is going to do research on a particular subject in
school, they will need to know library skills. This module also presents techniques in
communication skills, methods for effective interpersonal relationships, how to conduct
meetings, and problem solving. There is a separate Total Quality Management module on
problem solving with tools to solve technical problems as well as interpersonal problems.
Training in problem solving should be a priority for teams.

In summary, allowing a team to be empowered lets the team become effective and dynamic.

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 EMPOWERMENT/TEAMWORK
NARRATIVE:
The module on Empowerment/Teamwork is really a very comprehensive module. Not only
does it cover employee empowerment and teamwork, it also covers the areas of
leadership/shared vision and training, as well as providing a team exercise that will employ
all of the other sections of this module.

EMPOWERMENT:
The section on empowerment was primarily taken from the books by William Byham.
These books are entitled "Zapp in Education" and "Zapp: The Lightning of Empowerment".
Empowerment is passing on authority and responsibility. Empowerment occurs when power
goes to employees who then experience a sense of ownership and control over their jobs.
The key point of empowerment is that it does not occur until the employee actually has the
authority and feels a sense of ownership and control. A person may delegate work or
authority to another person, but empowerment does not occur until the person who receives
that delegation actually experiences a sense of ownership and control.

Byham uses the words, "Sapp" and "Zapp", in explaining empowerment. "Zapp" describes
a situation where a person is empowered as in lightning striking them and empnwering them
(i.e, the term "Zapp"). Byham also uses the term "Sapp" to mean the opposite of
empowerment. I can relate to this when I experience the feeling that my energy has been
"sapped" from me and I have absolutely no empowerment. There doesn't seem to be a
good antonym for the word "empowerment" so during this module we will just use the word
"Sapp". On page 19 are some good examples of what tends to "Sapp" people. On page 20
are situations where persons can feel "Sapped" or they can feel empowered. In looking at
these, one will find many situations where they are currently "Sapped" but would like to be
"Zapped".

I believe it is unique that, on the list on page 20, a teacher clearly knows their job counts
for something and also, that their job is part of who they are. These are a couple of
situations that I think are unique in the teaching profession. This allows the teacher to have
a sense of empowerment in part of their job, whereas, they may not sense the empowerment
in everything.

For empowerment to work, people need direction, knowledge, resources and support One
aspect of this, which may be somewhat unique to teachers and is one of the resources
teachers need most, is time. There never seems to be enough time to get everything done
that needs to be done because the teacher has the responsibility for meeting the class
everyday. The basic 8 hours a day routine of the teacher leaves little time to develop new
programs and/or to do the level of planning that teachers would prefer. This does not mean

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there are not other resources the teachers are lacking, such as materials and, perhaps, some
extra money to accomplish a task, but I believe the primary resource that is missing for
teachers is time.

Empowered teams actually allow empowerment to spread throughout a group. If a team

is in place, the members of this team will tend to give some authority to other members of
the team which leads to empowerment. On page 26 are some ideas on how to improve
empowered teams and some ideas on the responsibilities empowered teams could have.

Along with empowerment, as was menfioned before, comes authority and responsibility.
But also, along with empowerment, comes accountability. A person, or team, who is willing
to be empowered must also be willing to become accountable for their actions. This isn't
totally negative because accountability can be very positive. Accountability can also lead
to rewards. Accountability can also lead to penalties, if the project or the action doesn't
prove to be positive. It is important that people understand, if they are truly empowered
they become accountable. I believe this to be very positive because I believe those people
who are willing to accept empowerment, are willing to be accountable for their deeds. It's,
too often the fact today, in education, not only with the teacher but the students, they really
don't have the opportunity to be accountable for their work. I believe accountability can
be a positive aspect of empowerment.

The person who really has the most power over empowerment is the empowered person's
immediate boss or supervisor. For a teacher, this would be the principal or another
supervisor of that teacher. From the point of view of the student, the teacher has the ability
to empower. This is a positive aspect because the teachers themselves have control over
empowerment in their classroom(s). They may choose to empower their students, which
I think would be a very positive situation. In this way, the student could learn to be
empowered, a skill they will need when they enter the "work world". Ideas regarding the
following steps on how to implement empowerment can be found on page 30.

o 1. The first of these steps is; the person doing the empowering must be
committed to it themselves.

o 2. The second step is; those people being empowered need a certain level of
training in order to understand what it means.

o 3. The third step is to start small with a small group or a small project. This will
teach people to be comfortable with the level of empowerment.

o 4. The fourth step is to make sure there is a clear scope, mission and objective
established for the project or for the group.

The progress must be monitored and the one who is doing the empowering must coach, as
necessary. It is very important not to desert people when they are first being empowered.

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If deserted, they will find it, in many cases, a negative experience and will become unwilling
to be empowered in the future. It is also important to understand that everything will not
be perfect in the early stages of empowerment. There will be a lot of "give and take", a lot
of going slowly and a lot of making mistakes. The person doing the empowering must be
willing to accept some mistakes early in this process. It's also very important to understand
that successes must be praised. One thing to remember, in the area of empowerment, is
that sharing the power will build powerful people.

TEAMWORK:
Teamwork and self-directed teams are a very important concept within the Total Quality
Management. I will not try to go into the depth of detail, in this narrative, that can be
found in the areas of teamwork or self-directed teams, but I will try to cover the major
points as I see them. Much more background information is provided here for the person
that may be interested in doing further study in teamwork.

Following are the two types of teams:

o 1. The first type of team is, what I call, the PROJECT TEAM. This is a team
put together to perform a particular project. For instance, in the school, this
could be a team doing a particular research paper. Members of the class will
work together until the research paper is completed. This would be a project
team.

o 2. The second type of team is what is called in industry, the SELF-DIRECTED

TEAM. This is a team that has responsibility for longer periods of time and
makes many of their own decisions. An example of this could be the English
department in high school. They work together all year and ,nake many
decisions concerning how they will teach the courses, the curriculum they will
cover and how they will cover it. This would be a self-directed team. Self-
directed teams tend to be in place for long periods of time.

Teamwork is defined as "a group of individuals working together to reach a common goal."
A couple of key points can be made from within that definition. The first one is "working
together" and the second is they must have a "common goal". (Several pages will discuss
"why teamwork is important" and "benefits from being team players".) Page 39 points out
several good "rules of thumb" regarding teams. In the classroom, students should be placed
in teams of 4 - 6 people, with 6 being the maximum. Whereas, in industry, a larger number
is more efficient Another key "rule of thumb" is that there should be a set time that teams
meet In the classroom, for example, this could be every Friday for an established period
of time.

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Page 40 points out some potential ethical team standards. I feel it is extremely important
that two things be done before teams are started.

o 1. First, teams should establish some ethical team standards to work

within. There are times when the students, or anyone else, will work
under ethical standards when working as a team, whereas these ethics
or values may not be their norm outside of the team. Teams generally
tend to use ethical team standards during team interactions.
Therefore, it is important that these ethical standards be established
prior to the team's meeting because, if they are not, it may lead to
conflicts.

o 2. Secondly, it is important to establish some guidelines and/or rules.

These could be things like,

a. "people will always come to meetings",

b. "we will always solve problems using good problem solving

techniques",

c. "decisions within the team will be by consensus."

In summary, ethical team standards, and ground rules for team conduct, should be
established well before a team is started. If not, this could lead to much conffict.

Peter Scholtes, in his book, "The Team Handbook", describes four roles on a team.

o 1. The first of these is the LEADER. The leader is not, necessarily, always the
manager, or the boss, but is the one who tends to lead team behavior.

o 2. The second person is the FACILITATOR. This is the person who makes sure
things are done and all materials are in place.

o 3.. The third role on a team, is that of TECHNICAL EXPERT. This is the
person, or persons, everyone will ask for an opinion on technical matters.
There can be more than one technical expert on a team.

o 4. The fourth role is that of QUALITY ADVISOR. This person makes sure the
work is done on time and that the finished product meets the agreed to
objectives that were set up ahead of time.

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Glenn Parker, in his book, "Team Players and Teamwork", describes four team player styles.
These are not in conflict with the roles on a team. In fact, both the roles on a team and
the team player styles can be seen at the same time in team interactions. The four styles
are:

1. CONTRIBUTOR: These people tend to be the productive people on the

team. They're the ones that get the work done.

o 2. COLLABORATOR: This person tends to see the "big picture' and is willing
to pitch in and work outside defined roles to keep sight of the objectives of
the team.

o 3. COMMUNICATOR: This is the person who makes sure everybody

understands what is going on and builds aa informal and relaxed climate.
Most people see the communicator as a positive "people" person.

o 4. CHALLENGER: (I call this one the "devil's advocate") This is the person who
is always challenging the team to make sure the team is committed to what
it is doing and has made all the right decisions. The challenger will tend to
take an opposite position to the rest of the team during any discussion to
make sure the team has talked through all possibilities. It is important to
realize the challenger's role is key to a team. It is also important that a
person not always take on the role of the challenger because this person can
be considered negative if they are continually challenging.

It is extremely important that each of these different styles be in place within a team. Every
effort should be made to -ftain people to fulfill each style so that if a style, or styles, are not
being filled, they can and will step in and take on that style. If all of the members on a
team are of one type, the team will never make any progress.

nere are four stages of team development. This is probably one of the most important
aspects of teamwork.

I. The first stage is that of GETTING STARTED. It is called "FORMING" the

team. This is the period of time when the team is organized.

2. The second stage is called "STORMING". This is when the team tends to go
in circles and there is typically conflict (i.e., a disagreement over what the
objectives are, taking a position, choosing up sides, etc.). This stage could go
on for a long period of time.

o. 3. The third stage is "NORMING" or "GETTING ON COURSE". This is when

the team members finally realize they need to get the job accomplished and
reach a common goal and agree on how to work together. I would define this

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 stage as when we, "see the light at the end of the tunnel." Usually, when
talking with team members, you find that when this stage comes along, they
will say, "I can see how we'll get there from here."

o 4. The fourth stage is called "PERFORMING", or sometimes "FULL SPEED

AHEAD" and comes after "forming" occurs. This stage occurs when the team
becomes very productive and gets a lot accomplished. It is not uncommon,
during the performance stage, that when the project is over, the team will
want to continue working together thinking that they can solve anything. This
is truly an indicator of a team that has worked through all the stages of team
development.

These four stages of team development must all come into play. If a team is not given time,
it may find itself in the storming stage and never really become productive. Often, teams
are reorganized because the feeling is they will never get anything accomplished. Too often,
this is done before they have had enough time to work through the "storming" stage. It is
important to let students know these four stages of development exist, so they won't be as
frustrated when they work in teams.

On pages 49 and 50 are many of the feelings and behaviors that occur during these four
stages of team development. I have found these to be very useful in understanding where
a team is, and also in understanding your own feelings when working with teams. On ges
53 and 54 are some ingredients and guidelines for building successful teams.

It is also important to understand what makes ineffective teams, so you can steer away from
these aspects. Some of the reasons for ineffective teams are shown on page 58. On page
61 is the definition of a self-directed team. Self-directed teams tend to be made up of small
groups of people empowered to manage themselves and the work they do, on a day-to-day
basis. The reason self-directed teams tend to be successful is those closest to the work
know how to do it best, and most employees, students or teachers want to own their jobs
and make meaningful contributions.

The second most important aspect in teamwork, I have found, is in the area of team
dynamics and team conflict. Starting on page 71 are some pages on understanding team
dynamics and team problems. Although different approaches are given to reacting to team
problems, I tend to like the one Glenn Parker uses in his book, 'Team Players and
Teamwork". He describes five different methods for resolving team conflict. Conflict itself
is generally negative, although there are some positive aspects of it. Used here, I will define
"conflict" as a "healthy disagreement" or a "difference of opinion that needs to be resolved".
I will not use conflict in the terms of a fight or very strong emotion, although in many
situations, disagreements can lead to strong emotions if they are not resolved.

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The five methods of resolving team conflict are:

o 1. The first of these is DENIAL. In this case, the team members tend to ignore
that conflict exists and will call it "healthy discussion".

o 2. The second method of resolving conflict is called "SMOOTHING OVER".

This is very much like denial, where people say, "The differences are trivial
and unimportant. Perhaps it will just go away."

o 3. The third way of resolving conflict is POWER. Sometimes, it is the easiest

way for the person who is the leader of the team to just say, "We are going
to do it this way." and therefore stop the conflict and move on. This is not
positive because it leads to "hard feelings".

o 4. The fourth, and probably the most common, way of resolving team conflict
is in the area of COMPROMISE. Many people think compromising is
positive. When people take one side or the other, what comes to pass is that
neither side wins and both sides tend to be very upset and disappointed.

o 5. The best way to resolve team conflict is to use some good PROBLEM
SOLVING tools. That's why it is important that one of the first things teams
learn is problem solving skills.

There are some pages starting with page 80 that describe active listening, general meeting
rules and how to conduct meetings for teams. I believe that these are very useful tools in
teamwork.

LEADERSHIP/SHARED VISION:
Warren Bennis, in his book "Why Leaders Can't Lead" says, "Leaders are people who do
the right thing. Managers are people who do things right. Americans, and probably those
in much of the rest of the world, are under led and over managed. They do not pay enough
attention to doing the right things while paying too much attention to doing things right."
Management is designed for getting results. Some of the jobs of management have
historically been planning, organizing, staffing, directing, coordinating and controlling.
These are probably acceptable in an organization that is constant and unchanging and is
designed to continue doing the same thing over and over again.

Leadership is really designed to improve systems instead of the things mentioned above,
which are shown on page 88. Leading is establishing a vision, enlightening an organization,
empowering the people, coaching and caring for what is going on versus controlling.
William Glasser defines leadership as "boss management versus lead management". This
is shown on page 91. I like the use of the words "lead" and "management" together because
truly, in leadership, there is a level of management required. If a person is only a leader,

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they can be a visionary and actually accomplish very little. It is important that, not only
does a person lead, but they also accomplish tasks.

William Glasser's definition of a "boss-manager" portrays this person as one who is very
authoritarian. Dr. Glasser defines a "lead-manager" as one who can lead, share with others
and actually spread enthusiasm. Again, I like the Lam "lead-management" and I like the
characteristics that Glasser attributes to this "lead-manager".

On page 94, James Kouzes and Barry Posner, in their audio tape series entitled "What
Followers Expect from Their Leaders" describe the characteristics of leadership as honesty,
integrity, competency, forward-looking and inspiring. These are characteristics, supplied by
followers, referring to successful leaders. On page 100 is a list of how leaders lose their
credibility. These tend to be through insensitivity to others, unpredictability, misuse of
power and lack of honesty. It is very important that leaders learn there is more to
leadership than "just being the boss". Kouzes and Posner have said, 'There are three major
roles of leaders. They are, to provide a vision, values and actions." These characteristics
are described on pages 102 through 119.

In the area of Total Quality Management, one of the first tasks leadership of any
organization should undertake, once they understand the need to change, is to establish a
vision for their organization. This vision should be established by leadership and the people
within the organization, if possible, working together. This shared vision is really what is
important for an organization. An organization must also establish and publish its values.
Again, these two areas, visions and values, I find to be extremely important and necessary
for an organization to be successful.

TRAINING:
Training is a very important aspect of Total Quality Management. Many of the principles
of Total Quality Management will be new to people. Therefore, there will be a need for
training. In the area of teamwork, skills in personal development such as understanding
team dynamics, as well as skills such as problem solving, will be needed in order for the
teams to be effective.

One of the aspects, which seems to be pointed out in the literature, is that leadership, or
management, work well as co-trainers in providing training. This tends to allow the
employees (workers) to see the importance of the particular training they are receiving, and
also gives the opportunity for the leader to understand this training. On page 127, the
concept of having the manager provide knowledge through such things as mission and vision
statements and goals while allowing the professional trainer to build th, skills that require
more detailed knowledge of the subject matter is presented. I think this can be a very
useful combination of trainers and management in providing training.

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 " EMPLOYEE EMPOWERMENT "

Prepared by

David Leigh

TQM/Tech Prep
Temple Junior College
2600 South First Street
Temple, TX 76504
(817) 773-9961 X274
(817) 773-7043 Fax

June 1, 1993

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WHAT DOES "EMPOWERING" MEAN?

Empowering, is passing on authority and responsibility.

Empowerment occurs when power goes to employees
who then experience a sense of ownership and control
over their jobs.

-- Adapted from Wel fins, Byham & Wilson, Empowered Teams

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 0

" PEOPLES WHOSE LIVES ARE AFFECTED BY A

DECISION MUST BE A PART OF THE PROCESS OF

ARRIVING AT THAT DECISION. "

0
-- John Naisbitt, Megatrends

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 THREE DIMENSIONS OF
EMPOWERMENT

1. ALIGNMENT:
o All employees know the organization's mission, vision, values,
policies, objectives and methodologies.
o Gain Employee commitment to them (above items).

2. CAPABILITY:
o Employees must have ability, skills and knowledge needed to do
their jobs.
o They must have the resources required: materials, methods and
machines.

3. MUTUAL TRUST:
o Employees can trust their managers.
Their managers trust them.

Adapted from Arthur Tenner and Irving De Tore, Total Quality Management

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CLIMBING THE COMPLIANCE LADDER
TO COMMITMENT

COMMITMENT: Wants it. Will make it happen. Creates whatever

"laws" (structures) are needed.

ENROLLMENT: Wants it. Will do whatever can be done in the "spirit

of the law.

GENUINE COMPLIANCE: Sees the benefit. Does everything

expected and more. Follows the "letter of the law." Good soldier."

FORMAL COMPLIANCE: On the whole sees the benefits. Does

what's expected and no more. "Pretty good soldier."

GRUDGING COMPLIANCE: Does not see the benefits but does not
want to lose job. Does enough of what's expected because he or
she has to but also lets it be known that he or she is not really
on board.

NONCOMPLIANCE: Does not see the benefits and will not do what
is expected. "I won't do it; you can't make me.

APATHY: Neither for it nor against it. No interest. No energy. "Is it

five o'clock yet?"

-- Adapted from Peter M. Senge, The Fifth Discipline

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 EXAMPLES OF WHAT "SAPPS" PEOPLE

o Confusion

o Lack of Trust

o Not Being Listened To

o No Time to Solve Problems

o Bureaucratic Office Politics

o Someone Solving Problems for You

o No Time to Work on Bigger Issues

o Not Knowing Whether You are Succeeding

o Across-the-Board Rules and Regulations

o A Boss Taking Credit for Others' Ideas

o Not Enough Resources to Do the Job Well

O Believing that You Can't Make a Difference

o A Job Simplified to the Point that It Has no Meaning

O People Treated Exactly the Same, Like Interchangeable Parts

-- William C. Byham, Zapp: The Lightning of Empowerment

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 "SAPPED" VERSUS "ZAPPED"

When you have been When you have been

"Sapped," you feel like... "Zapped," you feel like..

YOUR JOB: Belongs to the Company Belongs to You

YOU ARE: Just Doing Whatever You Responsible

Are Told

YOUR JOB: Doesn't Really Matter Counts for Something

YOU: Don't Know How Well You're Know Where You Stand
Doing

YOU: Always have to Keep Your Have Some Say In How

Mouth Shut Things are Done

YOUR JOB: Is Something Different From Is a Part of Who

Who You Are You Are

YOU HAVE: Little or No Control Over Some Control Over

Your Work Your Work

-- William C. Byham, Zapp: The lightning of Empowerment

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 COACHING STEPS

1. Explain purpose and importance of what you are trying to

teach.

2. Explain the process to be used.

3. Show how it is done.

4. Observe while the person practices the process.

5. Provide ir 'mediate and specific feedback (coach again or

reinforce success).

6. Express confidence in the person's ability to be successful.

7. Agree on follow-up actions.

-- William C. Byham, Zapp: The Lightning of Empowerment

 FOR EMPOWERMENT TO WORK o

PEOPLE NEED:

o DIRECTION (key result areas, goals, measurements)

o KNOWLEDGE (skills, training, information, goals)

o RESOURCES (tools, materials, facilities, money)

o SUPPORT (approval, coaching, feedback,

encouragement)

-- William C. Byham. Zapp: The lightning of I.}npowerment

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 EMPOWERMENT

WITH EMPOWERMENT COMES:

AUTHORITY

RESPONSIBILITY

0 ACCOUNTABILITY

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 STEPS OF PROCESS IMPROVEMENT
(DEGREES OF EMPLOYEE INVOLVEMENT AT EACH STEP)

Degree of Involvement
Process
Improvement Step Low Involvement Medium Involvement High Involvement

1. Define problem Manager defmes Group proposes Team defmes

customers, opportunity; manager opportunity as next
requirements, and approves stage in continuous
necessary processes improvement

2. Identify and Manager or staff Group works with staff Team documents
document documents processes to document processes and flowcharts
processes processes

3. Measure Manager collects data Manager defines data Team determines

performance but shares little for group to collect what data to collect
and gets them

4. Understand why Manager analyzes data Manager suggests Team analyzes data,
and draws conclusions causal factors and determines root
group confirms causes and
understands variation

5. Develop and test Manager defines Manager suggests Team identifies and
ideas improvements alternatives for group tests alternative
to evaluate solution

6. Implement Manager drives Group implements Team has

solutions and implementat;In and solution and shares responsibility and
evaluate evaluates outcome evaluation with authority to
manager implement solution
and track results

-- Adapted from Arthur Tent= and Irving Deroro, Total Quality Management

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 EMPOWERED TEAMS

o CREATING 1 EAMS SPREADS

EMPOWERMENT THROUGH A GROUP.

0 AN EMPOWERED TEAM IS MORE

PRODUCTIVE THAN A GROUP OF
EMPOWERED INDIVIDUALS.

o THE MORE DECISIONS A rlEAM CAN

MAKE, THE MORE EMPOWERMENT IT
HAS.

-- William C. Byham, Zapp: The Ughtning of Empowerment

C:ZAPP7
25

24
 WAYS TO IMPROVE
EMPOWERED TEAMS

o GIVE THE 1 EAM A SAY IN WHO WORKS

ON THE TEAM.

o ESTABLISH A MISSION FOR THE TEAM.

o PROVIDE TIME AND PLACES FOR TIM

TEAM TO MEET.

o PROVIDE l'ECHNICAL TRAINING AT "THE

TEACHABLE MOMENT."

o PROVIDE "PEOPLE" SKILLS FOR

INTERACTING, SOLVING PROBLEMS,
MAKING DECISIONS, AND TAKING
ACTIONS.

William C. Byham, Zapp: The Lightning of Empowerment

C:ZAPP8
26

25
 EMPOWERED TEAMS

POSSIBLE RESPONSIBILITIES:

O DE1 ERMINE WHO WORKS ON WHAT.

o HANDLE ABSENTEEISM AND

PERFORMANCE ISSUES.

O GET INVOLVED IN ALL ASPECTS OF

THEIR WORK.

o SELECT THEIR OWN TEAM LEADER

FROM THEIR RANKS.

o FIND OPPORTUNITIES TO IMPROVE

QUALITY AND PRODUCTIVITY (AND
WORK TO REALIZE THOSE
OPPORTUNITIES).

-- William C. Byham, Zapp: The Lightning or Empowerment

4) C:ZAPP9
27

26
 WHO DETERMINES HOW MUCH

EMPOWERMENT AN EMPLOYEE HAS

o THE PERSON'S IMMEDIAIE BOSS (THE

GROUP LEADER).

o THE OTI-MR PEOPLE WHO AFFECT THE

PERSON'S JOB (SUPPLIERS, SERVICES,
SUPPORT).

o HIGHER MANAGEMENT

a THE ORGANIZATION AND ITS SYS IEMS

BY FAR, THE MOST IMPORTANT

EMPOWERING INFLUENCE IS THE
SUPERVISOR OR MANAGER TO WHOM THE
EMPLOYEE DIRECTLY WORKS.

-- William C. Byham, Zapp: The Lightning of Dapcarerrnent.

28

27
 MANAGEMENT'S ROLE IN
SPREADING EMPOWERMENT

o PRO1ECT PEOPLE FROM rFHE DEVALUING

THINGS THAT THE COMPANY MIGHT
ATIEMPT TO PUT UPON THEM WHILE
SUPPORTING AND ENCOURAGING THE
EMPOWERING THINGS THE COMPANY CAN
OFFER.
o BE SURE THAT SUBORDINA1E MANAGERS
HAVE THE SKILLS REQUIRED TO EMPOWER
(AND IF THEY DON'T, GET THEM INTO
TRAINING).

o COACH SUBORDINATE MANAGERS IN HOW

TO USE AND IMPROVE TITEIR SKILLS IN
EMPOWERING.

O REWARD PERFORMANCE RESULTING FROM

EMPOWERMENT.

OVERALL: CREATE AN ENVIRONMENT WHERE

EMPOWERMENT CAN HAPPEN.

-- William C. Byharn. Zapp: The lightning or Dnpowerment

CZAPP11
29

28
 EMPOWERMENT

STEPS TO IMPLEMENTATION:

1. Commitment of the One Doing the

Empowering

2. Train Subordinates
3. Start Small (small group and/or small project)
4. Establish Clear Scope, Mission and Objectives
5. Monitor Progress and Coach as Necessary
(don't desert them)
6. Be Willing to Accept Some Early Mistakes
7. Praise Successes

REMEMBER:

" Sharing the Power Builds Powerful People."

C:EMPOWER3
30

2,9
 " EMPOWERMENT WITHOUT PURPOSE
IS ANARCHY. "

-- Susan Leddick, Governor's Conference on Quality and Education, 1992

CD:QIJOTE41
31
 " TEAMWORK / SELF - DIRECTED
TEAMS "

Prepared by

David Leigh

TQM/Tech Prep
Temple Junior College
2600 South First Street
Temple, TX 76504
(817) 773-9961 X274
(817) 773-7043 Fax

June 1, 1993

C:[Link]
33

31
 TEAMWORK

CONTENTS:

1. Teamwork

2 Self-Directed Teams

3. Team Leadership

4. Team Dynamics/Conflict Resolution

5. Consensus Techniques

6. Listening Skills

7. Effective Meetings

CerEAMWORICCVR
34

32
What is Teamwork?

Teamwork is a group of individuals working

together to reach a common goal.

Adapted from Arthur Tenner and Irving De Toro, Total Quality Management

The Goal of Teams:

Highly effective teams are composed of groups of

committed individuals who trust each other; have a clear
sense of purpose about their work; are effective
communicators within and outside the team; make sure
everyone in the team is involved in decisions affecting
the group; and follow a process that helps them plan,
make decisions, and ensure the quality of their work.

-- Adapted from Wains, Byham & Wilson, Empowered Tcams

C:TMWRKI
35

3
 REASONS WHY TEAMWORK
IS IMPORTANT

o More efficient
o Provides better employee morale
o Reduces cycle time
o More adaptive
o Enhances cooperation
o Helps handle diversity

o Self-management is a desire of employees

o Better handles complexity

-- Glenn M. Parker, Team Players and Teamwork

C:TMWRK8
36
34
 " COMPETITION WITHIN AN ORGANIZATION
WAS IES SCARCE RESOURCES. "

-- David Leigh

0 C:QUOTE37
37

35
 BENEFITS OF PEOPLE BEING
TEAM PLAYERS *

BENEFITS RANK

Greater productivity 1

Effective use of resources 1

Better problem solving 1

Better quality products and 2

services

Creativity and innovation 3

Higher-quality decisions 3

* Survey of fifty-one companies

-- Glenn M. Parker, Team Players and Teamwork

C:TMWRK7
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36
 GOOD RULES OF "THUMB"
REGARDING TEAMS
(SUGGESTED)

o The average size of a work team ranges from six to

twelve people.

o Research in industrial and social psychology

indicates that too many participants can hinder the
group process.
o Teams may hold brief meetings at the beginning of
shifts and longer meetings (two to three hours) once
or twice a month to discuss specific team issues.

o At GE, team members meet for twenty minutes to

an hour-either once a week or twice a month.
o Monogram Credit Corporation holds five-minute
meetings every morning in addition to weekly, one-
hour team sessions for problem solving,

Adapted front We !tins, 13yham & Wilson, Empowered Teams

C:SDINT13
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37
 ETHICAL TEAM STANDARDS

o Be truthful, sincere and forthright and do not lie, cheat

or deceive

o Be honest, principled and courageous and do not adopt an

"end justifies the means" philosophy

o Keep promises, fulfill commitments, and do not interpret

agreements in an overly technical or legalistic manner in
order to escape compliance

o Be open-minded, treat people equally, tolerate diversity

and not take unfair advantage of another person's
difficulties

o Accept responsibility for their decisions and the

consequences of their activities

-- Adapted from "Ethical Values and Principles," Spring/Summer, 1988

C:TMWRK.20
40

38
 KEY FACTORS IN TEAM DEVELOPMENT

COMMITMENT:
Team members see themselves as belonging to a team rather than as individuals who
operate autonomously. They are committed to group goals above and beyond their personal
goals.

TRUST:
Team members have faith in each other to honor their commitments, maintain confidences,
support each other, and generally behave in a consistent and predictably acceptable fashion.

PURPOSE:
The team understands how it fits into the overall business of the organization. Team
members know their roles, feel a sense of ownership, and can see how they make a
difference.

COMMUNICATION:
Communication refers to the style and extent of interactions both among members and
between members and those outside the team. It also refers to the way that members
handle conflict, decision making, and day-to-day interactions.

INVOLVEMENT:
Everyone has a role in the team. Despite differences, team members must feel a sense of
partnership with each other. Contributions are respected and solicited, and a real consensus
is established before committing the team to action.

PROCESS ORIENTATION:
Once a team has a clear purpose (why it's together and where it's going), it must have a
process or means to get there. The process should include problem-solving tools, planning
techniques, regular meetings, meeting agendas and minutes, and accepted ways of dealing
with problems.
-- Adapted from Wel tins, 13yham & Wilson, Empowered Teams

QSDW117
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39
 ROLES ON A TEAM

1 . LEADER

2. FACILITATOR

3. TECHNICAL EXPERT

4. QUALITY ADVISOR

-- Peter Scholtes, The Team Handbook

41)
C:TEAli5 42
 TEAM-PLAYER STYLES

CONTRIBUTOR:
o Task-oriented team member
o Enjoys providing team with good technical information and data
o Pushes the team to set high performance standards
o Most people see the contributor as dependable

COLLABORATOR:
o Goal-directed team member
o Flexible and open to new ideas, willing to pitch in and work
outside defined role
o Able to share the limelight with other team members
o Most people see the collaborator as a "big-picture" person

COMMUNICATOR:
o Process-oriented team member
o An effective listener and facilitator of involvement, conflict
resolution, and consensus building
o Helps build an informal and relaxed climate
o Most people see the communicator as a positive people person

CHALLENGER:
o Member who questions the goals, methods, and even the ethics
of the team
o Willing to disagree with the leader or higher authority
o Encourages the team to take well-conceived risks
o Most people appreciate the value of the challenger's candor
and openness

-- Adapted from Glenn M. Parker, Team Players and Teamwork

CTEAMWORK 19
43
 STAGES OF TEAM DEVELOPMENT

STAGE 1: .FORMING (GETTING STARTED)

STAGE 2: STORMING (GOING IN CIRCLES)

STAGE 3: NORMING (GETTING ON COURSE)

STAGE 4: PERFORMING (FULL SPEED AHEAD)

-- Wellins, Byham & Wilson, Empowered Teams

B.W. Tuckerman, Development in Small Groups

C:TMWRK4A
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44

4 2.
 STACE ONE: GETTING STARTED

FACTOR INDICATORS:
COMMITMENT:
The team isn't really a team. Individuals are at the "Who am I?" stage.
They question each other and withhold their full participation.

TRUST:
Trust consists of "wait and see." There is as yet no basis to build upon.

PURPOSE:
In general, the purpose and mission of the team are understood but do
not yet motivate.

COMMUNICATION:
Communication is mostly tentative; it goes from leader to members
and back again in the form of questions and explanations.

INVOLVEMENT:
Involvement is mixed. More assertive members may hold center stage.

PROCESS ORIENTATION:
The process is new and unfamiliar. Individuals might be confused and
are apt to rely on diverse individual experiences.

-- Adapted from We Was, Byham & Wilson, Empowered Teams

C:SDWIAI.29
45

43
 STAGE TWO: GOING IN CIRCLES

FACTOR INDICATORS:
COMMITMENT:
Commitment tends to be toward subgroups, not toward the team as a
whole.

TRUST:
Members sort out those they trust, those they don't trust, and those
who are still unknown.

PURPOSE:
The team is developing a greater sense of purpose but needs
reassurance and guidance.

COMMUNICATION:
As members assert themselves, conflicts arise. Communication may be
direct and aggressive.

INVOLVEMENT:
Some members still dominate the group.

PROCESS ORIENTATION:
"Standard' processes are just beginning to emerge, but are still
unfamiliar and difficult for the team to use.

-- Adapted from Wellins, Byham & Wilson, Empowered Teams

C:SDWIM30
46

44
 STAGE THREE: GETTING ON
COURSE

FACTOR INDICATORS:
COMMITMENT:
Team members are committed to getting the job done.

TRUST:
Members are developing trust based on the experience of working
together.

PURPOSE:
The focus is on performance and achieving the team goals.

COMMUNICATION:
Primarily, task-oriented communication exists within the team. Team
members begin to develop relationships with support groups outside
the team.

INVOLVEMENT:
Most members are comfortable with their roles in the team.

PROCESS ORIENTATION:
Team processes become more fluid and, thus, more natural.

-- Adapted from We llins, Byham & Wilson, Empowered Teams

C:SDWT31
47

45
 STAGE FOUR: FULL SPEED AHEAD

FACTOR INDICATORS:
COMMITMENT:
The team is committed both to the organization and to itself.

TRUST:
Trust is extended openly. It is a more stable commodity than mistrust.
For new members, failure is engineered out of the system.

PURPOSE:
A clear vision and sense of mission are maintained. The team is also
flexible and able to adapt to changing business demands.

COMMUNICATION:
Communication is complex. It is self-initiated on an as-needed basis.
Frequent team meetings, once an invariant fact of life, may even be
sacrificed to the changing communication needs of this group.

INVOLVEMENT:
Involvement is constant within the team. Even reticent members
become involved, making presentations and taking leadership roles.
Teams might be involved in product and process innovations.

PROCESS ORIENTATION:
Team processes are a regular part of work and are no longer seen as
add-ons; in fact, they are second nature. Continuous improvement and
quality become internal values.

-- Adapted from We lllns, 13yham & Wilson, Empowered Teams

C:SDWC15
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4
 STAGES OF TEAM GROWTH

FEELINGS DURING:

STAGE 1: FORMING
O Excitement, anticipation, and optimism
o Pride in being chosen for the project
O Initial, tentative attachment to the team
o Suspicion, fear, and anxiety about the job ahead
STAGE 2: STORMING
o Resistance to the task and to quality improvement
approaches different from what each individual
member is comfortable using
o Sharp fluctuations in attitude about the team and
S the project's chance of success

STAGE 3: NORMING

O A new ability to express criticism constructively

O Acceptance of membership in the team
o Relief that it seems everything is going to work
out

STAGE 4: PERFORMING

o Members having insights into personal and group

processes, and better understanding of each
other's strengths and weaknesses
O Satisfaction at the team's progress

-- Peter Scholtes, The Team Handbook

C:TEAM2 49

47
 STAGES OF TEAM GROWTH
so

BEHAVIORS DURING:

STAGE 1 : FORMING
o Attempts to define the task and decide how it will be accomplished
o Attempts to determine acceptable group behavior and how to deal with group
problems.
o Decisions on what information needs to be gathered
o Lofty, abstract discussions of concepts and issues; or, for some members,
impatience with these discussions
o Discussion of symptoms or problems not relevant to the task; difficulty in
identifying relevant problems
o Complaints about the organization and barriers to the task

STAGE 2: STORMING
o Arguing among members even when they agree on the same real issue
o Defensiveness and competition; factions and "choosing sides"
o Questioning the wisdom of those who selected this project and appointed the
other members to the team
o Establishing unrealistic goals; concern about excessive work
o A perceived "pecking order"; disunity, increased tension, and jealousy

STAGE 3: NORMING
o An attempt to achieve harmony by avoiding conflict
o More friendliness, confiding in each other and sharing of personal
problems; discussing the team's dynamics
o A sense of team cohesion, a common spirit and goals
o Establishing and maintaining team ground rules and boundaries ("the norms")

STAGE 4: PERFORMING
o Constructive self-change
o Ability to prevent or work through group problems
o Close attachment to the team

-- Peter Scholtes, The Team Handbook

C:TENE3 50

46
 CRITICAL TEAM MEMBER DIMENSIONS

DIMENSION IMPORTANCE TO TEAMS

Ability to Learn (Applied Learning) Multiskilling/job rotation

Analysis (Problem Identification)' Team solves its own problems
Attention to Detail Focus on continuous improvement
Influence Persuades other inside and outside the
organization
Initiative Emphasis on continual
improvement
Job Fit (Motivation to Work Job satisfaction, reduction of turn-
in an Empowered Setting) over, team "owns" decisions
Judgment (Problem Solution) Quality/productivity/team issues
Oral Communication Presents ideas to others
Planning and Organizing Team determines work/production
(Work Management) scheduling
Teamwork (Cooperation) Team members work with others on
their own work team and on
other teams
Technical/Professional Proficiency Job rotationhnultiskilling
Tolerance for Stress Handles ambiguity/stress related to
new demands and roles
Training and Coaching Team members teach and train each
other
Work Standards Quality/productivity focus

-- Adapted from We llins. Byharn 8L Wilson, Empowered Teams

C:SDW118
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49
 TEAM SHARED-LEADERSHIP
RESPONSIBILITIES

TASK PROCESS
1. Initiating: proposing tasks, goals 1. Harmonizing: attempting to
or actions; defining group reconcile disagreements; reducing
problems; suggesting a procedure tension; getting people to
explore differences
2. Offering Facts: giving expression
of feeling; giving an opinion 2. Gatekeeping: helping others to
participate; keeping communi-
3. Seeking Information: asking for cation channels open; facilitating
opinions, facts, feelings the participation of others

4. Clarifying: interpreting or 3. Consensus Testing: asking if a

elaborating ideas; asking group is nearing a decision;
questions in an effort to sending up a trial balloon to test
understand or promote a possible conclusion
understanding
4. Encouraging: being friendly,
5. Coordinating/Summarizing: warm, and responsive to others;
pulling together related ideas; indicating (by facial expression
restating suggestions; offering a or remark) an interest in others'
decision or conclusion for the contributions
group to consider
5. Compromising: when one's own
6. Reality Testing: making a critical idea or status is involved in a
analysis of an idea; testing an conflict, offering a compromise
idea against some data; trying to that yields status; modifying your
see if the idea would work view in the interest of group
cohesion or growth

Adapted from Glenn M. Parker, Team Players and Teamwork

CTMWR.K17
52

50
 INGREDIENTS FOR A
SUCCESSFUL TEAM

1. Clarity in Team Goals

2. An Improvement Plan

3. Clearly Defined Roles

4. Clear Communications

5. Beneficial Team Behavior

6. Well-defined Decision Procedures

7. Balanced Partkipation
8. Established Ground Rules

9. Awareness of the Group Process

10. Use of the Scientific Approach

-- Peter Scho ltes, ilie Team Handbook

C:TEAM4 53

51
 GUIDELINES FOR BUILDING
A SUCCESSFUL TEAM

I. MANAGEMENT SUPPORT

2. CLEAR CHARTER

3. BIAS FOR ACTION

4. SKILLS

5. TRAINING

6. FACILITATORS

7. START SMALL

8. LIFE CYCLE

9. CELEBRATE

-- Adapted from Arthur Tenner and Irving De Toro, Total Quality Management

C:TMINRK2
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52
 KEY POINTS FOR TEAM
IMPLEMENTATION

o DESIGN CAREFUL, THOUGHTFUL, WELL-

PLANNED IMPLEMENTATION

o SET REALISTIC GOALS

o PROVIDE APPROPRIATE TRAINING

o TEAMS SHOULD BE PART OF AN

OVERALL STRATEGY

o ALWAYS LOOK BACK

Adapted from Wellins, Byham & Wilson. Empowered Teams

C:SDWI'32
55

5:3
 CRITERIA FOR EVALUATING
TEAM PERFORMANCE

1. GOALS:
O Are goals understood and supported by all team members and by management?
o Are goals realistic--ambitious but achievable?
o Are the goals within the scope of ownership of the team members or the
supporting manager?
o Do the goals contribute to the mission, vision, and objectives of the organization?

2. ROLES:
O Do all members know and fulfill their responsibilities to the team?

3. PROCESS:
o Has a structured, defined, disciplined process been followed by the team in
pursuit of its goal? (such as problem solving)

4. DEVELOPMENT:
O As a result of involvement on the team, have all members learned new concepts,
tools, or techniques that they can apply to their own work outside of the team?

5. INNOVATION:
O Did the team question conventional wisdom and traditional approaches?
o Did the team find new ways to attack old problems?
O Did the team recommend an entirely new approach that both improves customer
satisfaction and reduce costs?

6. RESULTS:
o Did the team achieve its goal?
o Does the solution permanently '.! rove the underlying work process? (Note:
Results usually arrive incrementally, and rarely as dramatic breakthroughs.)

-- Adapted from Arthur Tenner and Irving De Toro, Total Quality Management

C:TMWRK3
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54
 CHARACTERISTICS OF AN EFFECTIVE
TEAM

1. Clear Purpose The vision, mission, goal, or task of the team has been defmed and is now
accepted by everyone. There is an action plan.

2. Informality The climate tends to be informal, comfortable, and relaxed. There are no obvious
tensions or signs of boredom.

3. Participation There is much discussion and everyone is encouraged to participate.

4. Listening The members use effective listening techniques such as questioning, paraphrasing,
and summarizing to get out ideas.

S. Civilized There is disagreement, but the team is comfortabie with this and shows no signs
Disagreement of avoiding, smoothing over, or suppressing conflict.

6. Consensus For important decisions, the goal is substantial but not necessarily unanimous
Decisions agreement through open discussion of everyone's ideas, avoidance of formal
voting, or easy compromises.

7. Open Team members feel free to express their feelings on the tasks as well as on the
Communications group's operation. There are few hidden agendas. Communication takes place
outside of meetings.

8. Clear Roles and There are clear expectations about the roles played by each team member. Allen
Work Assignments action is taken, clear assignments are made, accepted, and carried out. Work
is fairly distributed among team members.

9. Shared While the team has a formal leader, leadership functions shift from time to time
Leadership depending upon the circumstances, the needs of the gimp, and the skills of the
members. The formal leader models the appropriate behavior and helps establish
positive norms.

10. External The team spends time developing key outside relationships, mobilizing resources,
Relations and building credibility with important players in other parts of the organization.

11. Style Diversity The team has a broad spectrum of team-player types including members who
emphasize attention to task, goal setting, focus on process, and questions about
how the team is functioning.

12. Self-Assessment Periodically, the team stops to examine how well it is functioning and what may
be interfering with its effectiveness.

Glenn M. Parker. Team Players and Teamwork

C:TMWRK 10
57
REASONS FOR INEFFECTIVE TEAMS

1. We have rather low expectations of groups ("a camel is a

horse designed by a committee").

2. We do not know the ingredients of an effective team.

3. We tend to ignore or smother the conflict which is

inherent in groups.

4. We believe the success of the team depends solely upon

the leader.

5. We do not pay attention to group maintenance or process

needs.

6. Effective teams are impossible within an autocratic

management style.

D.M. McGregor, The Human Side of Enterprise

C:TMWRK9 58
56
 THE INEFFECTIVE TEAM

SIGNS OF TROUBLE:

o You cannot easily describe the team's mission.

o The meetings are formal, stuffy, or tense.

o There is a great deal of participation but little accomplishment.

o There is talk but not much communication.

o Disagreements are aired in private conversations after the meeting.

o Decisions tend to be made by the formal leader with little

meaningful involvement of other team members.

o Members are not open with each other because trust is low.

o There is confusion or disagreement about roles or work assignments.

o People in other parts of the organization who are critical to the

success of the team are not cooperating.

o The team is overloaded with people who have the same team-player
style.

o The team has been in existence for at least three months and has
never assessed its functioning.

Adapted from Glenn M. Parker, Team Players and Teamwork

C:TMWRIC18
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r0 t
 "IN THE END, ALL BUSINESS

OPERATIONS CAN BE REDUCED TO THREE

WORDS: PEOPLE, PRODUCTS, AND PROFITS.

UNLESS YOU'VE GOT A GOOD IEAM, YOU

CAN'T DO MUCH WITH THE OTHER TWO."

-- Lee Iacocca

"NO MA'l I BR WHAT YOUR BUSINESS,

THOSE I BAMS

ARE THE WAVE OF THE FUTURE."

-- Jerry Junkins, CEO of Texas Instruments

C:QTE32-72
60
56
SELF--DIRECTED TEAMS:
o Self-directed work teams are small groups of people
empowered to manage themselves and the work
they do on a day-to-day basis.

o They are different from other types of teams

or"teamwork" in that self-directed teams are formal,
permanent organizational structures or units that
perform and manage work.

SELF--D1RECTED WORK TEAM:

o A Self-directed work team is an intact group of

employees who are responsible for a 'Whole" work
process or segment that delivers a product or
service to an internal or external customer. To
varying degrees, team members work together to
improve their operations, handle day-to-day
problems, and plan and control their work. In
other words, they are responsible not only for
getting work done but also for managing
themselves.

Adapted from Wellins, Byham & Wilson, Empowered Teams

C:WORKTM2
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59
CONCEPT OF TEAM GROWTH:

Work teams grow more empowered as they increase ownership of their

processes. Typically, that ownership grows from production activities
(doing the job) to production control (coordinating the job) to
leadership (group support and team governance). Becoming a self-
directed work team is an evolutionary process. Work teams don't
spring up overnight. People adapt over time to greater degrees of
responsibility, self-direction, and empowerment.

ASSUMPTIONS BEHIND SUCCESS OF SELF-DIRECTED TEAMS:

1. Those closest to the work know best how to perform and

improve their jobs.

2. Most employees want to feel that they "own" their jobs and are
making meaningful contributions to the effectiveness of their
organizations.

3. Teams provide possibilities for empowerment that are not

available to individual employees.

TRANSITION OF LEADERSHIP RESPONSIBILITIES:

Shifts in responsibilities don't occur overnight. In fact, most

organizations talk about a time span of two to five years to develop
fully empowered teams.

-- Adapted from Wellins, 13yham & Wilson, Empowered Teams

C:GBWKTM1
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60
 SELF-DIRECTED WORK TEAM:

CHARACTERISTICS:

o They are empowered to share various management and

leadership function.

o They plan, control, and improve their own work processes.

o They set their own goals and inspect their own work.

o They often create their own schedules and review their

performance as a group.

o They may prepare their own budgets and coordinate their own
work with other departments.

o They usually order materials, keep inventories, and deal with

suppliers.

o They frequently are responsible for acquiring any new training

they might need.

They may hire their own replacements or assume responsibility

for disciplining their own members.

They--not others, outside the team--take responsibility for the

quality of their products or services.

-- Adapted from We (Ens, Byham & Wilson, Empowered Teams

C:SDWr2
63
6
 Primary Reasons Cited for Moving Toward
Self-Directed Teams

Cited As Primary Reason Respondents (%)

Quality 38

Productivity 22

Reduced operating costs 17

Job satisfaction 12

Restructuring 5

Other 6

Adapted from Wel fins, Byham & Wilson, Empowered Teams

C:SDWr4
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62
 WIIFMS (What's In It For Me?)

o Greater Earning Potential.

o Task Variety.

Job Control.

o Participation in Organizational
Decisions.

-- Adapted from Wellins, Byham & Wilson, Empowered Teams

CtSDWT2.1
65

3
 Key Differences Between Traditional Organizations
and Empowered Team Organizations

Element Traditional Organizations Self-Directed Teams

Organizational Layered/individual Flat Jteam

structure
Job design Narrow single-task Whole Process/
multiple-task
Management role Direct/control Coach/facilitate
Leadership Top-down Shared with team
Information flow Controlled/limited Open/shared
Rewards Individual/seniority Team-based/skills-based
Job process Managers plan, control, Teams plan, control,
improve improve

Adapted from Wellins, Byham & Wilson. Empowered Teams

C:SDWT3
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4)
64
 ROLL-OUT OPTIONS

TYPE OF IMPLEMENTATION ADVANTAGES DISADVANTAGES

Pilot area (single, self Easy to start Feelings of isolation

directed team) Easy to control (being in a fishbowl)
Difficult for team
to share problems
and learn from
others
Other areas of the
organization feel
neglected

Phased-in conversion Moderately easy Confusing to juggle

to manage traditional systems
Design teams learns with new systems
it goes over time
Requires more
planning

Total immersion No one feels Requires the most

out planning
All systems change Maybe un settling
at once (no need and confusing
to maintain dual Entails the most
risk
systems) Requires the most
commitment

Adapted from Wellins, Byharn & Wilson. Empowered Teams

C:SDWr24 67
 II

PARTICIPATIVE TEAMS ARE

THE MOST APPROPRIATE STRUCTiRE FOR

KEEPING AHEAD OF CHANGE.

Rosabeth Moss Kanter, The Change Masters

C:QUOTE58 68

6
LEADERSHIP WITHIN THE TEAM:
Team leader or team coordinator. Usually the team
leader is not a member of management but is, in fact, a
team member who is willing and able to take on some of
the coordination functions for the team.

THREE HATS:
1. Administrator:
o The administrator helps the team to meet its
objectives through goal setting, problem solving,
and other group processes.

2. Coach:
o The coach focuses on helping the team develop as it
matures.

3. Advisor:
o The adviser provides the team with the necessary technical
support, being careful to convey the skills and knowledge
team members need to make their own decisions.

-- Adapted from We llins, Byham & Wilson. Empowered Teams

C.....OBWKTM2
69

67
 SUCCESSFUL TEAMBUILDING STRATEGIES
FOR TEAM LEADERS

o Get to Know the Team

o Define the Team's Purpose
o Clarify Roles
o Establish Norms
We honor our commitments.
We are willing to disagree.
We are willing to allow disagreement.
We attend all meetings.
We start meetings on time.
We pitch in and help each other.
We maintain confidentiality.

o Draw up a Game Plan

o Encourage Questions

o Share the Limelight

o Be Participatory

o Celebrate Accomplishments

o Assess Team Effectiveness

-- Adapted from Glenn M. Parker, Team Players and Teamwork

C:TMWRK22
70
68
 TEN COMMON
GROUP PROBLEMS

1. Floundering

2. Overbearing participants

3. Dominating participants

4. Reluctant participants

5. Unquestioned acceptance of opinion as facts

6. Rush to accomplishment

7. Attribution

8. Discounts and "plops"

9. Wanderlust: digression and tangents

10. Feuding members

Peter Scholtcs, The Team Handbook

CITFAM9
71
69
 GUIDELINES FOR CONSTRUCTIVE FEEDBACK

1. Acknowledge the need for feedback

2. Give both positive and negative feedback

3. Understand the context

4. Know when to give feedback

5. Know how to give feedback

o Be descriptive
o Don't use labels
o Don't exaggerate
O Don't be judgmental
O Speak for yourself
O Talk first about yourself, not about the other
person
O Phrase the issue as a statement, not a question
o Restrict your feedback to things you know for
certain
O Help people hear and accept your compliments
when giving positive feedback

6. Know how to receive feedback

o Breathe
o Listen carefully
o Ask questions for clarity
O Acknowledge the feedback
O Acknowledge valid points
O Take time to sort out what you heard

-- Peter Scholtes, The Team Handbook

C:TEAMI6 72

ti 0
 EASY-TO-REMEMBER GUIDE FOR
CONSTRUCTIVE FEEDBACK

SEQUENCE EXPLANATION
1. "When you...." Start with a "When you..." statement
that describes the behavior without
judgement, exaggeration, labeling,
attribution, or motives. Just state
the facts as specifically as
possible.
II
2. "I feel Tell how their behavior affects you.
if you need more than a word or two
to describe the feeling, it's
probably just some variation of joy,
sorrow, anger, or fear.

3. "Because I..." Now say why you are affected that

way. Describe the connection
between the facts you observed and
the feelings they provoke in you.

4. (Pause for Let the other person respond.

discussion)

5. "I would like.." Describe the change you want the

other person to consider
II
6. "Because ...and why you think the change will
alleviate the problem.

7. "What do you Listen to the other person's

think?" response. Be prepared to
discuss options and compromise
on a solution.

-- Peter Scholtes, The Team Handbook

C:TEAX7 73
 DEALING WITH THE
INEFFECTIVE TEAMPLAYER

o Listen
o Meet Privately
o Reestablish Team Norms
o Negotiate
o Positive Reinforcement
o Contact the Person's Boss
o Confront the Person (Privately if
Possible

o Zap the Person

-- Adapted from Glenn M. Parker, Team Players and Teamwork

C:TMWRI(21
74
P"1
( 4;
so GUIDELINES FOR REACTING
TO GROUP PROBLEMS

o Anticipate and prevent group problems whenever

possible.

o Think of each problem as a group problem. (85/15 rule)

o Neither over-react nor under-react. A leader's range of

responses typically includes:

o Do nothing (non-intervention)
O Off-line conversation (minimal intervention)
o Impersonal group time (low intervention)
o Off-line confrontation (medium intervention)
o In-group confrontation (high intervention)
O Expulsion from the group (Do Not Use This
Option)

-- Peter Schohes, The Team Handbook

C:TEAMS
75
 ASPECTS OF CONFLICT

DESTRUCTIVE CONSTRUCTIVE

Diverts energy from more important Opens up issues of importance

activities and issues resulting in their clarification

Destroys the morale of people or Results in the solution of problems

reinforces poor self-concepts
Increases the involvement of
Polarizes groups so they increase individuals in issues of
internal cohesiveness and reduce importance to them
intergroup cooperation
Causes authentic communication
Deepens differences in values to occur

Produces irresponsible and Serves as a release for pent-up

regrettable behavior such as emotion, anxiety, and stress
name-calling and fighting
Helps build cohesiveness among
people sharing in the conflict,
celebrating in its settlement, and
learning more about each other

Helps individuals grow personally

and apply what they learn to
future situations

Adapted from LB. Hart, Learning From Conflict

C:TMWRK13
76
74
 METHODS OF RESOLVING CONFLICT

DENIAL:
o Team members do not recognize dissension.
o Team members do not acknowledge the existence of dissention.
o If asked, team members may call it "healthy discussion."

SMOOTHING OVER:
o The first cousin to denial.
o May be admitted but characterized as "trivial."
o Everyone secretly wishes "it" would go away.
o Some think that "talking about it will only make things worse."
o A favorite ploy to smother conflict is the use of humor.

POWER:
o The simplest, cleanest, and easiest way is for one person to decide
the outcome.
O Team members may defer to the team leader or "the boss" for
"the word."
o Subtle version is for team to discuss the issue until a deadline
approaches, then use "power" steps to "save time" or "move along."

COMPROMISE:
o The most deceptive and seductive method of conflict resolution.
o Like cotton candy, it looks good on the outside but when you are
finished, it is not very satisfying.
o Compromise may be a "bad" solution for everyone.
o It may be used when team members want to avoid the work of
problem solving.

PROBLEM SOLVING:
o It is the most difficult but potentially the most satisfying method.
o Causes team members to acknowledge that some differences exist.
O Use problem solving techniques to resolve them.
Adapted from Glenn M. Parker, Team Players and Teamwork

C:TMWRK14
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75
 CONSENSUS TECHNIQUES
SHOULD BE USED WHEN:

There is no clear answer.

O There is no single expert in the group.

o Commitment to the decision is essential.

o Sufficient time is available.

RULES FOR USING:

DO's DON'T's
Use active listening skills Horse-trade

Involve as many members Vote

as possible

Seek out the reasons Agree just to avoid

behind arguments; dig "rocking the boat."
for the facts

-- Adapted from Glenn M. Parker, Team Players and Teamwork

C:G IITMWK3
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76
 FOUR COMMUNICATION SKILLS

RANKED BY TIME SPENT DEVELOPING

THE SKILL:
1. Reading
2. Writing
3. Speaking
4. Listening
0
RANKED BY ORDER NEEDED IN THE
BUSINESS WORLD:

1. Listening

2. Speaking

3. Writing
4. Reading

-- Glenn M. Parker, Team Players and Teamwork

C:TMWRK11
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77
 ACTIVE LISTENING

Use of Active Listening: Examples:

1. To convey interest in what the other I see!
person is saying

2. To encourage the individual to expand Yes, go on.

further on their thinking Tell us more.

3. To help the individual clarify the Then the problem as you

problem in their own thinking see it is . . . .

4. To get the individual to hear what they This is your decision then,
have said in the way it sounded to and the reasons are . . . .
others If I understand you correctly,
you are saying that we
should

5. To pull out the key ideas from a long Your major point is
statement or discussion You feel that we should . . .

6. To respond to a person's feelings more You feel strongly that . . . .

than to their words You do not believe that . . .

7. To summarize specific points of We seem to be agreed on the

agreement and disagreement as a basis following points
for further discussion but we seem to need further
clarification on these
points

8. To express a consensus of group feeling As a result of this discussion,

we as a group seem to feel
that

Glenn M. Parker, Team Players and Teamwork

C:TMWRK12
80
 GENERAL MEETING RULES

o Make Sure the Participants are Aware of the Purpose

of the Meeting Prior to the Meeting
o Make sure that the team has the authority to make
decisions at the meeting. Otherwise the meeting may
be a waste of time.
o Start the Meeting on Time

o Use Agendas
Include Action Plan Updates and
Future Action Plans
o Have a Facilitator
o Take Minutes
o Draft Next Agenda
o Evaluate the Meeting
o Adhere to the "100-Mile Rule"

o End the Meeting on Schedule

Adapted from Peter Selo lies, The Team Handbook

C:TFAMIO
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'79
 MEETING RECORDS

KEEP MEETING RECORDS ON:

o Decisions and Problems Discussed

o Agendas
o Minutes
o Action Items Discussed:
Responsible Person
Action Taken
Date Action Implemented
Any Follow-up Action Required?
Action Item Closed/Pending?

o New Action Items Identified:

Description of Action Item
Person Assigned Action
Date Resolution or Status Report Due

o Master Action Item Log

-- Adapted from Peter Schottes, The Team Handbook

C:TEAMH
82
 " SAMPLE" MEETING AGENDA

TRAVIS HIGH SCHOOL

SITE BASED DECISION MAKING TEAM

Regular Meeting
Monday, April 6, 1993
4:00 - 5:00
Conference Room A-1

AGENDA:
4:00 Welcome Dr. William Jones

4:05 Minutes of Last Meeting Shirley Hernandez

4:10 Review of Pending Action Items Joyce Jackson

4:30 Report on Tech Prep Conference Faye McFarland/

Jesse Guerra

4:45 Discussion Committee

4:50 New Action Items Joyce Jackson

4:55 Meeting Summary [Link] Jones

C:TEAM12
83

S
 " LEADERSHIP / SHARED VISION "

Prepared by

David Leigh

TQM/Tech Prep
Temple Junior College
2600 South First Street
Temple, TX 76504
(817) 773-9961 X274
(817) 773-7043 Fax

June 1, 1993

CAEADSI [Link]
0
 "IN FACT, TO OUR KNOWLEDGE, EVERY

SUCCESSFUL QUALITY REVOLUTION HAS

INCLUDED THE PARTICIPATION OF UPPER

MANAGEMENT. WE KNOW OF NO EXCEPTIONS."

-- Joseph M. Juran

"LEADERS ARE PEOPLE WHO DO THE RIGHT

THING; MANAGERS ARE PEOPLE WHO DO

THINGS RIGHT...AMERICANS (AND PROBABLY

THOSE IN MUCH OF THE REST OF THE WORLD)

ARE UNDERLED AND OVERMANAGED. THEY
DO NOT PAY ENOUGH Al IENTION TO DOING
THE RIGHT THINGS, WHILE PAYING TOO MUCH
ATTENTION TO DOING THINGS RIGHT."

Warren 13ennis, Why Leaders Can't Lead

C:Qte66-67
87

83
 LEADERSHIP

Managing
Plan Vision
Organize Align
Direct Empower
Coordinate Coach
Control Care

GETTING IMPROVING
RESULTS SYSTEMS

Arthur Tenner and Irving De Toro, iaai Qtta,,_ Mangenient

88

64
 THE PATRIARCHAL CONTRACT
BASIS OF [Link]

o SUBMIT TO AUTHORITY

o DENY SELF-EXPRESSION

o SACRIFICE FOR UNNAMED FUTURE

REWARDS

o BELIEVE THAT THESE REQUIREMENTS

ARE JUST

C:CONTRACt 89

85
 LEADERSHIP

SIX FUNDAMENTAL QUESTIONS

LEADERS SHOULD ASK (AND ANSWER):

1. Why do we exist; what is our purpose? (mission)

2. What will we look like in the future? What do we want
to become? (vision)

3. What do we believe in, and what do we want everyone to

abide by? (values)

4. What guidance will we provide to the many individuals in

our organization as to how they should provide products
and services to our customers? (policy)

5. What are the long- and short-term accomplishments that

will enable us to fulfill our mission and attain our vision?
(goals and objectives)

6. How are we going to move toward our vision and

accomplish our goals and objectives? (methodology)

Arthur Termer and Irving De Toro, Total QualiV Management

CLEAD12
90

66
 f
LEADEI*P

"BOSS" VS. "LEAD" MANAGEMENT:

A BOSS: A LEADER:

DRIVES LEADS

RELIES ON AUTHORITY RELIES ON COOPERATION

SAYS "I" SAYS "WE"

CREATES FEAR CREATES CONFIDENCE

KNOWS HOW SHOWS HOW

CREATES RESENTMENT BREEDS ENTHUSIASM

FIXES BLAME FIXES MISTAKES

MAKES WORK DRUDGERY MAKES WORK INTERESTING

CGLASSER1
91

7
 THREE MANAGEMENT STYLES

-- AUTHORITARIAN MANAGEMENT:
Do this, do this, do this...

In 1983, the largest number of firms going out of business

were the authoritarian

-- PARTICIPATIVE MANAGEMENT:
Everybody's called together and everybody discusses what they
want to do; the workers and the managers, everybody -- then
they do it, then they go out of business

CONSULTIVE MANAGEMENT:
-- Bringing people in, getting their views, making slue we
modify things to get people involved.., but you, the boss, make
up your own mind. That's the best.

-- It may be the best management, but it is not, in the United

States, the accepted management.

Rosaboth Moss Kanter, Harvard

C:STYLES
92

b8
 LEADERSHIP

THREE SOURCES OF A LEADER'S POWER:

1. FORMAL POWER OF POSITION

2. POWER OF KNOWLEDGE

3. POWER OF PERSONALITY

" A SUCCESSFUL LEADER DEVELOPS KNOWLEDGE

AND PERSONALITY SO THAT PEOPLE WILL COME TO THEM

FOR HELP AND ADVICE. MIS LEADER USES THE FORMAL

POWER OF POSITION SPARINGLY AND ONLY TO MAKE

FUNDAMENTAL CHANGES. "

-- W. Edwards Deming

C:LFADPOWR
93
 LEADERSHIP

CHARACTERISTICS OF LEADERS:

-- HONESTY / INTEGRITY

COMPE1ENCY

FORWARD LOOKING

INSPIRING

From tapes: "What FORCISfellS Expect from Their Leaders", by

James Kouzes and Barry Posner

C:11:AD1
94

, 0
 " PEOPLE CANNOT BE MANAGED.
INVENTORIES CAN BE MANAGED, BUT
PEOPLE MUST BE LED. "

CD:QUOTE54
95

31
 LEADERSHIP

CHARACTERISTICS OF FOLLOWERS:

-- HONESTY / IN tEGRITY

COMPE'l'ENCY

DEPENDABILITY (LOYALTY)

COOPERATIVE (TEAM PLAYER)

-- Prom tapes: "What Followers aped from Their Leaders", by

James Kouzcs and Barry Posner

C:LEAD5
96 ;.;
ATTRIBUTES OF A LEADER:
o Creates More Leaders

o Focuses on Customers

o Knows When to Coach and When to Judge

o Removes Obstacles to Joy of Work

o Understands Variation

o Works to Improve Systems

o Creates Trust

o Forgives Mistakes

o Listens

o Improves Continually Their Education

-- Arthur Tenner and Irving DeToro, Total Quality Management

FIVE ACTIONS SUCCESSFUL LEADERS TAKE:

1. Challenge the Process

2. Inspire a Shared Vision

3. Enable Others to Act

4. Model the Way ("Walk the Talk")

5. Encourage the Heart

^ [Link] and Posner, The Leadaship Challenge

C:LEAD20-2
97

33
 LEADERSHIP

TEN COMMITMENTS OF LEADERSHIP:

Challenge the Process

1. Search for Opportunities
2. Experiment and Take Chances

Inspire a Shared Vision

3. Envision the Future
4. Enlist Others

Enable Others to Act

5. Foster Collaboration
6. Strengthen Others

Model the Way ("Walk the Talk")

7. Set the Example
8. Plan Small Wins

Encourage the Heart

9. Recognize Individual Contribution
10. Celebrate Accomplishments

Kouzes and Posner. The Leadership Challenge

C:LEAD3
98

't4
 LEADERSHIP

GUIDELINES OF A LEADER'S BEHAVIOR:

1. Leaders base decisions on data. Opinions are interesting, but decisions

should be based on what you know, not what you think.

2. Leaders are resources, coaches, facilitators for the individuals with

whom they work. Employees who are looking to their leaders for
direction, decisions, or approvals don't understand your new role. Have
you explained the difference? Is your style consistent with your intent?

3. Leaders are actively involved. They learn new skills along with their
employees. Being proficient, leaders are then able to assist others in
their pursuit of continuous improvement.

4. Leaders build commitment. They assure that everyone understands the

organization's mission, vision, values, and goals. Furthermore, leaders
assure that everyone knows their individual role and is eager to
contribute.

5. Leaders inspire confidence. They extract the best from everyone and
encourage personal development.

6. Leaders say thanks. They do so with every imaginable form of

monetary and nonmonetary incentive.

Arthur Milner and Irving De Toro, Total Quality Mannement

C:LEAD21
99
 LEADERSHIP

HOW LEADERS LOSE CREDIBILITY:

INSENSITIVITY TO OTHERS
(ARROGANCE, PRIDE, TAKING OTHERS FOR
GRAN FED)

--- LOSE CONSTANCY

(UNPREDICTABLE)

-- MISUSE THEIR POWER

(SELF VS OTHERS)

-- NOT FELLING THE TRUTH

(LACK OF HONESTY)

-- From tapes: "What Followers FApecill-om Their Leaders", by

James Kou7es and Bat Ty Posner

C:LFAD4
100

9
 LEADERSHIP

LEADERS PROVIDE:

VISION

VALUES

IN MB IIMI
ACTIONS

-- From tapes: 'What Followers Expect from Their Leaders",

by James Kouzes and Barry Posner

C:LEAD6
101

97
 LEADERSHIP

LEADERS PROVIDE:

--- VISION: (A QUEST FOR CHANGE)

-- Search out Challenging Opportunities for Change

Experiment, Take Risks

-- Institutionalize the Process for Coming up with Ideas

Ask these Questions:

-- How would You like to Change the World?

-- What is a Dream of your work?

-- What Work is Absorbing, Enthralling?

From tapes: "What Followers Expect from Their Leader?,

by James Kouzes and Barry Posner

C:LEAD7
102
"EVERY COMPANY MUST HAVE A PURPOSE,

A REASON TO BE IN BUSINESS --

THE CORPORA IIE, MISSION."

"OUR VISIONS OF THE FUTURE

ARE 'HIE MOST POWERFUL

MOTIVATOR FOR THE FUTURE."
 LEADERSHIP

DEVELOPING AN ENABLING
AND EMPOWERING VISION:

1. Effective visions are inspiring.

2. Effective visions are clear and challenging--and involve

excellence.

3. Effective visions make sense in the marketplace and, by

stressing flexibility and execution, stand the test of time.

4. Effective visions must be stable but constantly challenged-

--and changed at the margin.

5. Effective visions are beacons and controls when all else

is up for grabs.

6. Effective visions are aimed at empowering our own

people first, customers second.

7. Effective visions prepare people for the future but honor

the past.

8. Effective visions are lived in details, not broad strokes.

-- adapted from Tom Peters, Thriving on Chaos

C:LEAD14
0

IMPLEMENT I COMMITMENT STYLE

I
SPECIFIC METHODOLOGY11
I OBJECTIVES
INTENT

BROAD
INTENT
IGOAL POLICY
I
FOUNDATION
I MISSION VALUES t
.-."----s"

LEADERSHIP MANAGEMENT

t 61
 VISION

KEY INGREDIENTS OF VISION:

Vision needs to be developed by leaders

Vision must be shared and supported

Vision must be comprehensive and detailed

Vision must be positive and inspiring

From the tape: "The Power of Vision" by Joel Barker

TIPS ON DEVELOPING A VISION

Forget About Being #1 Externally, Look at Yourself

Don't Be Practical (by using numbers), Be Creative

-- Begin With the Customer

-- Treat People Better Than You Want to Be Treated

-- If It Sounds Like Motherhood, Apple Pie and It's Corny,

You're on the Right Track

C:VIS-TIPS
106

102
VISIONS AND VALUES:

0 The vision of the organization tells the team in which direction

the organization is going and what it plans to accomplish.

The organization's values tell the team how to accomplish the

vision. Values are the subtle control mechanisms that informally
sanction or prohibit behavior.

Adapted from Wellins, Byham & Wilson, Empowered Teams

LEADERSHIP: STEP-BY-STEP GUIDE FOR DEVELOPING KEY STATEMENTS

1. Look to your prior experiences.

2. Fiddle around, but make haste.

3. Try some participation.

4. Clarify over time.

5. Remember, listening is basic.

Adapted from Tom Peters, ThrivinA on Chaos

ClEAD-VIS
107
1 93
 LEADERSHIP

THREE NOTES OF CAUTION IN DEVELOPING

MIS SIO, VISION, VALUES, POLICY, AND
OBJEK S:

1. Managers are often more preoccupied with completing

the task of formulating these statements and moving on
to the next activity. Be aware of the "task"-oriented
mentality, and recognize the value of the "process" itself.

2. Using a participative decision-making process to develop

fundamental statements does not imply democracy or a
need for total consensus. When making major changes
in the organization's culture, some individuals invariably
disagree with the new direction. Determine which views
represent added value and which represent anchors
holding the organization to past practices that are
inconsistent with the new vision.

3. Having stated that participation is important, be careful

not to cross the fine line that separates participation from
abdication. The ultimate responsibility for deciding which
course to take cannot be delegated.

Arthur Termer and Irving De Toro, Told Quality Management

C:LEAD17
108
IL'4
,
 LEADERSHIP

THREE FATAL FLAWS IN

CREATING A VISION:

1. Failure to have a genuine vision---one that is important,

challenging, and at the same time realistic.

2. Failure to communicate the vision to the members of the

organization.

3. Failure to rally everyone's genuine support.

Arthur Tenner and Irving De Toro, Total Quality Management

lead13 109

1 :) 5
DEVELOPING AN ENABLING AND EMPOWERING VISION:
1. Effective visions are inspiring.

Steve Jobs at Apple, wanted no less than to start a revolution in the way the average
person processed information. Fred Smith, founder of Federal Express, had a vision
of truly reliable mail service. The Nordstrom family seeks to create "an experience"
with its stores. These leaders were not simply engaged in "market creation," as
important as that is. they were engaged in a crusade and asked employees,
customers, and suppliers to join them.

2. Effective visions are clear and challenging--and involve excellence.

The visions various leaders conveyed seemed to bring about a confidence on the part
of employees, a confidence that instilled in them a belief that they were capable of
performing the necessary acts. These leaders were challengers, not coddlers.

3. Effective visions make sense in the marketplace and, by stressing flexibility and
execution, stand the test of time.

The vision is paradoxical: it is relatively stablefocusing on superior quality and

service, for instance; but it is dynamic, in that it underscores constant improvement.
The vision positions the company by defining how the company makes itself distinctly
different from all its competitors.

4. Effective visions must be stable but constantly challenged--and changed at the

margin.

The vision must act as a compass in a wild and stormy sea, and like a compass, it
loses its value if it's not adjusted to take account of its surroundings.

5. Effective visions are beacons and controls when all else is up for grabs.

To turn the vision into a beacon, leaders at all levels must model behaviors
consistent with the vision at all times.

6. Effective visions are aimed at empowering our own people first, customers second.

7. Effective visions prepare people for the future but honor the past.

8. Effective visions are lived in details, not broad strokes.

A vision is concise, encompassing, a picture of sustaining excellence in a major

market.

adaptcd from Tom Poem, Tthing on Chaos

C:LEAD15
110 106
EXAMPLES OF VISION STATEMENTS:
CURRICULUM DEVELOPMENT

VISION:

o Every student entering the workforce from Texas

schools will have a working knowledge of total quality
management (TQM) principles and tools.

o Texas classrooms will not only teach TQM theory, but

they will also be models of TQM in practice.

MARKETING EDUCATION

CLASS VISION:

Each student successfully completing Marketing Education will have

gained skills that will make them a more valuable member of the work
force in their chosen occupation. These skills will include not only
classroom knowledge but also practical knowledge gained through
work experiences.

The student will also enhance their ability to work productively as a

part of a team as well as gain competence in customer satisfaction,
problem solving and continuous improvement .

C:VIS-PV
1111
07
 VISION

" VISION WITHOUT ACTION IS

MERELY A DREAM.

ACTION WITHOUT VISION JUST

PASSES THE TIME.

VISION WITH ACTION CAN

CHANGE THE WORLD! "

-- Joel Barker

112
1 OS
 LEADERSHIP

LEADERS PROVIDE:

--- VALUES: (HOPES, DREAMS, ASPIRATIONS)

Appeal to Follower's Values

-- Promote Collaboration

-- Collaborative Goals

-- Involve People in Teams

-- Demonstrate Your Values

-- From tapes: "What Followers Expect from Their Leaders",

by James Kouzes and Barry Posner

C:LEAD8
113

109
THE "RIGHT" NUMBER:
FOUR TO SIX ARE A "MANAGEABLE" NUMBER
OF VALUES.
Adapted from We inns, Byham & Wilson, Empowered Teams

ESTABLISHING VALUES
o INVOLVE EVERYONE

o ALLOW CUSTOMIZATION

o EXPECT, AND ACCEPT, RESISTANCE

o KEEP IT SHORT

o ESCHEW HOKUM

o LEAVE THE SUPREME BEING OUT OF IT

o CHALLENGE IT

o LIVE THEM

Alan Farnham, Fortune April 19, 1993

114

0
 VISION AND VALUES
I/N Tek Mission
The IN Tek Mission is to produce the most marketable cold-reduced products sold in the
United States, maintaining the highest standards in quality, cost, and customer satisfaction
through the integration of human resources, equipment, technology, and business systems
while providing secure and satisfying employment and an attractive return to investors.

I/N Tek Values

Quality Focus:
We will commit our individual abilities and team efforts to achieve the highest-quality
results in all aspects of personal performance, the productive process, and all functions of
the organization.

Customer Orientation:
We will seek out and satisfy our customer's needs and constantly strive to exceed their
expectations. We recognize that the quality of our products has a powerful impact on our
customers' manufacturing process and the quality of their products.

Constant Improvement (Kaizen):

We will continually strive to find better ways to do our work and to grow as individuals.

Participation and Involvement

We will seek input to find the best solutions to problems and methods of maldng
improvements in the workplace. We will share information, resources, and ideas, and we
will develop the skills necessary to maintain an exciting work environment where decisions
are made at the lowest appropriate level.

People Focus:
We will ensure a cooperative partnership among all members of 1/N Tek in a framework
built on mutual trust, respect, and a sense of dignity. We will provide opportunities for all
employees to reach their maximum potential and to experience more secure and satisfying
employment in a safe and healthy environment.

Cost Consciousness:
We will continually improve operating efficiency and reduce costs based on the recognition
that every action we take can influence external as well as internal costs.
Adapted from Wellins, 13yham & Wilson, Empowerecnams

C:SDWT22
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111
 LEADERSHIP

FIVE CRITERIA FOR DEVELOPING

EFFECTIVE OBJECTIVES:

1. Objectives should be definitive and specific.

2. Objectives should describe accomplishments or results,

not activities or behaviors.

3. Objectives should be measurable (quantifiable).

4. Objectives should delineate a time frame or deadline.

5. Objectives should be challenging yet achievable (they

should be within the control of the responsible business
unit and not rely on what might be accomplished by other
organizations).

-- A.A. Thompson and AJ Strickland, Straten Formulation and Implementation

C:LEAD16
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 LEADERSHIP

THREE NOTES OF CAUTION IN DEVELOPING

MISSION, VISION, VALUES, POLICY, AND
OBJECTIVES:

1. Managers are often more preoccupied with completing

the task of formulating these statements and moving on
to the next activity. Be aware of the "task"-oriented
mentality, and recognize the value of the "process" itself.

2. Using a participative decision-making process to develop

fundamental statements does not imply democracy or a
need for total consensus. When making major changes
in the organization's culture, some individuals invariably
disagree with the new direction. Determine which views
represent added value and which represent anchors
holding the organization to past practices that are
inconsistent with the new vision.

Having stated that participation is important, be careful

not to cross the fine line that separates participation from
abdication. The ultimate responsibility for deciding which
course to take cannot be delegated.

-- Arthur Termer and Irving De Toro, Total Quality Manap,ement

CilEADI7
 LEADERSHIP

STEP-BY-STEP GUIDE FOR DEVELOPING KEY STATEMENTS:

1. Look to your prior experiences.

You don't come to the table cold. You've been part of the organization for years.
What have you learned? What really bugs you? What's been memorable? What
seems to have been going on at work when people were really soaring? When they
are at each other's throats?

2. Fiddle around, but make haste.

Make lists. Doodle. Write ideas on index cards. Talk with others--from all walks of
life--and seek their advice. Reflect on all such numerous inputs--but move fast.

3. Try some participation.

After noodling a bit, you might schedule fifteen meetings in the next thirty days with
disparate groups---first-line people from each function, first-line supervisors, suppliers,
customers, wholesalers, community leaders. Chat about your ideas. Seek their list of
top-ten irritants, their ten best experiences with the company or function, and keep on
scratching away.

4. Clarify over time.

Perhaps a two- or three-day session with those who report directly to you is in order.
Again, swap stories, dreams, precise internal and market assessments; wallow in the
data (mainly anecdotes). Ask them to come to the party with lots of data, gathered
by doing their own smaller-scale version of what you've been up to. Maybe the result
will be a formal declaration, maybe not. Maybe it will be two flip charts' worth of
handwritten ideas that everybody sticks up in his or her own office. Perhaps it will
eventually be turned over to a printer and circulated to everyone on wallet-sized cards
and posters alike. But then again, maybe it never will.

5. Remember, listening is basic.

Leaders must be superb listeners, particularly to those advocating new or different

images of the emerging reality. Successful leaders, we have found, are great askers,
and they do pay attention.
Adapted from Tom Peters. Thriving on Chaos

C:LEAD19
 LEADERSHIP

LEADERS PROVIDE:

--- ACTION: (SPEND TIME ON THINGS

THAT REINFORCE VALUES)

Leadership Credo (Guidelines for Excellence)

Publish It

Examples: Meet Our Commitments, Have Respect

and Dignity, Have Fun and Enjoy

Guidelines for Action

Make a Plan with Deadlines

Plan for Some Small Wins Early

-- Celebrate the Milestones (Team

Accomplishments)

-- From taiga: "What Followers Expect from Their Leaders",

by lames Kouzes and Barry Posner

C:LEAD9
119

H5
 LISTEN

When I ask you to listen to me

and you start giving advice
you have not done what I asked.

When I ask you to listen to me

and you begin to tell me why I shouldn't feel that way,
you are trampling on my feelings.

When I ask you to listen to me

and you feel you have to do something to solve my problems,
you have failed me, as strange as that may seem.

Listen! Ail I asked was that you listen.

Not talk or do just hear me.
Advice is cheap: 25 cents will get you both Dear Abby and
Billy Graham in the same newspaper.
And I can DO for myself; I'm not helpless.
to
Maybe discouraged and faltering, but not helpless.

When you do something for me that I can and need to do

for myself, you contribute to my fear and weakness.

But when you accept as a simple fact that I do feel what I feel,
no matter how irrational, then I quit trying to convince
you and can get about the business of understanding what's
behind this irrational feeling.
And when that's clear, the answers are obvious and I don't
need advice.

So, please listen and just hear me, and if you want to talk,
wait a minute for your turn; and I'll listen to you.

-- Anonymous

OLISTEN
120
so

116
 TEN COMMANDMENTS FOR GOOD LISTENING

1. Stop talking. You cannot listen if you are talking.

2. Put the talker at ease. Help them feel that they are free to talk.
3. Show them that you want to listen. Look and act interested. Listen to
understand rather than to oppose. Maintain eye contact.

4. Remove distractions. Don't doodle, tap or shuffle papers. It might be

quieter to find a room or quiet place to talk.

5. Empathize with the talker. Try to put yourself in their place so that you
can see their point of view.

6. Be patient. Allow plenty of time. Do not anticipate what they are going
to say. Do not interrupt the talker. Don't start for the door or walk
away.

7. Hold your temper. An angry person gets the wrong meaning from words.

8. Go easy on argument and criticism, which will put them on the defensive.
They may clam up or get angry. Don't argue: even if you win, you 'Lose.

9. Ask questions. This encourages the talker and shows that you are
listening. It helps to develop points further.

10. Stop talking. This is the first and last, because all other commandments
depend on it. You cannot do a good listening job while you are talking.

-- Robert M. Fulmer, The New Management

OUSTENIO
 " PEOPLE IN ORGANIZATIONS ARE ALL
'BOSS WATCBERS'. FOR BETTER
OR WORSE, WHAT YOU SPEND YOUR TIME
ON, (NOT WHAT YOU
SERMONIZE ABOUT) WILL BECOME THE
ORGANIZATION'S PREOCCUPATION. "

-- Torn Peters, Ttuiving on Chaos

122
 " IMPORTANCE OF TRAINING "

Prepared by

David Leigh

TQM/Tech Prep
Temple Junior College
2600 South First Street
Temple, TX 76504
(817) 773-9961 X274
(817) 773-7043 Fax

June 1, 1993

[Link]
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119
0 UNIVERSAL TRAINING NEEDS
3 TYPES:

1. ORIENTATION

Employees need to understand organization's

mission, vision, values, and objectives i
Employees need to know their role in contributing

Explain TQM

Expectations of employees

2. PROCESS IMPROVEMENT 3 SETS OF SKILLS

0 Job Knowledge (What to do, How to do it, How to do it better)

Team Skills (Communications, Interpersonal

relations, Team dynamics, Team process, Effective
meetings)

Process analysis (Systematic improvement model,

Measurement systems, Data analysis, Charting)

3. PARTICIPATIVE MANAGEMENT

Less autocratic and directive

More supportive and participative

--Arthur R. Tenner, 'Total Quality Managutent"

C:TRAIN3
125
SELECTING INITIAL IMPROVEMENT
PROJECTS

FOUR CRITERIA:

A. Importance

B. Doability

C. Energizing

D. Ownership

ADDITIONAL TRAINING-AS REQUIRED:

o Problem Solving

o Statistical process control

o Benchmarking

o Business-meeting and interpersonal skills

QTRAIN3
 INVOLVING MANAGERS AS COTEACHERS

FOUR BENEFITS:
1. Manager first as participant, then as coteacher (trickle down)

2. Manager's commitment is demonstrated through role as coteacher

3. Employees find supportive, encouraging, reinforced environment

created by managers

4. Creates opportunity for managers to address TQM directly

DIVISION OF CLASSROOM RESPONSIBILITIES:

Type of Instruction Leader Topics

Provide knowledge Manager Mission

Vision
Goals
Concepts of TQM
Management's role
Improvement opportunities

Build skills Trainer Process improvement

Problem solving
Statistical process control
Benchmarking
Interpersonal/meeting skills
Cost of quality

CeFRMN3
127
 EMPOWERMENT/TEAMWORK
BIBLIOGRAPHY
Barker, Joel Arthur. Discovering The Future: The Business of Paradigms. Minnesota: ILI
Press, 1988.

Beckhard, Richard and Wendy Pritchard. Changing the Essence: The Art of Creating and
Leading Fundamental Change in Organizations. California: Jossey-Bass Publishers,
1992.

Bennis, Warren and Burt Nannis. Leaders: The Strategies for Taking Charge. New York:
Harper & Row, Publishers, 1985.

Bonstingl, John Jay. Schools of Quality: An Introduction to Total Quality Management in

Education. Virginia: Association for Supervision and Curriculum Development,
1992.

Byham, William C., Ph.D. and Jeff Cox. Zapp: The Lightning of Empowerment.
Development Dimensions International Press, 1988.

Byham, Ph.D., William C., Jeff Cox and Kathy Harper Shomo. Zapp in Education: How
Empowerment can Improve the Quality of Instruction, and Student and Teacher
Sataisfaction. New York: Fawcett Columbine, 1992.

Dewar, Donald L. Leader Manual & Instructional Guide. California: QCI International,
1991.

Glasser, William, M.D. The Quality School: Managing Without Coercion. New York:
HarperPerennial, 1990.

Kouzes, James M. and Barry Z. Posner. The Leadership Challenge: How to Get
Extraordinary Things Done in Organizations. California: Jossey-Bass, 1990.

Kouzes, James M. and Barry Z. Posner. What Followers Expect From Leaders: How to
Meet People's Expectations and Build Credibility. California: Jososey-Bass
Publishers, 1988.

Parker, Glenn M. Team Players and Teamwork: The New Competitive Business Strategy.
California: Jossey-Bass Publishers, 1991.

Scholtes, Peter R. The Team Handbook. Wisconsin: Joiner Associates, Inc., 1988.
C:EMP-TEAM.BII3
Tenner, Arthur R. and Irving J. De Toro. Total Quality Management: Three Steps to
Continuous Improvement. Massachusetts: Addison-Wesley, 1992.

We Bins, Richard S., William C. Byham and Jeanne M. Wilson. Empowered Teams:
Creating Self-Directed Work Groups that Improve Quality, Productivity and
Participation. California: Jossey-Bass Publishers, 1991.

[Link]

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