Team Building - ST

Session 1.
6 Building Highly Functioning Teams
Total Session Time: 3 hours
Learning Objectives:
By the end of this session, participants will be able to:
 Describe the importance of an effective team.
 List three characteristics of a highly functioning team.
 Identify potential threats to effective team functioning.
 List tools for building strong teams.
 Identify strategies for leading effective meetings
Introduction
Slide 1
• Most of the material in this session

has been adapted from Management
Sciences for Health, and from Patrick
Lencioni’s book, “Overcoming the 5
Dysfunctions of a Team.”
All pictures and images in this session

are from Microsoft Office Clip Art
Gallery, unless otherwise noted.
Slide 2
Leadership and Management Course Participant Handbook

Session 1.6: Building Highly Functioning Teams 143
Activity: Helium Stick
Slide 3
Teamwork is not just about getting things

done, but about HOW we get things done.
It is important to have a vision, trust your
team, and work together to reach a goal.
Source:
• Neill, James. Wilderdom: A Project in
Natural Living and Transformation.
http://wilderdom.com/games/description
s/HeliumStick.html
• Ultimate Camp Resource.
http://www.ultimatecampresource.com/si
te/camp-activity/helium-stick.html
Effective Teams
Slide 4
Slide 5

Animation Clicks: 1Slide 6
• Some of the key advantages to being
on a team include:
• Shared responsibility for tasks that
need to be done
• Ensuring a motivated environment
• Through teams, we can effectively
delegate workloads
• Provides skill development for staff,
and professional development
opportunities
• Allows a proactive approach to
problems
• More ownership for tasks
• Allows flexibility in work
environment
• Improves self-worth of employees
Source: I-TECH.
• These are some drawbacks and

frustrations that can come along with
working on a team.
• This list includes some, but not all.
Teams can be:

• Time consuming. It can take a long
time to discuss ideas and issues,
work together, and reach agreements
in a group.
• Challenging to navigate. Group
dynamics sometimes can feel
uncomfortable.
• Disagreements between people in
teams can lead to conflict.
• May require people to change, or to
go along with something they are not
comfortable with
• Teams require good leadership to be
successful.
• Confusing, especially without good
leadership
• Some people prefer to work
independently.
Source: I-TECH.

Slide 8
• Group dynamics is an area studied by
sociologists, who try to figure out
what makes groups work, and what
makes group fall apart.
Trust
• Trust must exist among team
members. It is the essence of a
successful team.
Balance tasks and relationships

• Groups must balance the work of
accomplishing tasks and goals, and
navigating the social roles involved
in getting to know one another and
learning about the needs of one
another in a group setting.
Be patient with each other.
Value individual experience and skills

• A healthy team does not have to
think, look or act alike to be
successful.
• Group members must accept that all
members bring something unique to
the table in terms of experiences,
skills, etc.
• Successful teams encourage variety
of viewpoints, experiences and
complementary skills and
knowledge.
Participate in group decision-making.

• It is said that “two heads are better
than one.”
• A highly functioning team can make
better quality decisions as a group
than as individuals.
• Group decision making helps to
ensure that many perspectives are
taken into account.
Navigate conflict.
• Conflict and disagreement can occur
within teams.
• Successful teams navigate conflict
well, using it as a constructive tool.
• Sometimes, this means agreeing to
disagree.

In a high-performing team:
• Members trust each other
• The focus is on achieving results
• Members hold one another
accountable
• Commits to decisions and plans of
action
• Can debate an idea
• There is honest, open communication
Source: Lencioni, Patrick.

Slide 10
• Effective teamwork is rare and

powerful.
• Teamwork offers a competitive
advantage.
• To be effective in a team, members
and leaders must have courage,
discipline, emotional energy, and
persistence.
Note: The cost of team dysfunction is
high to organizations.

Stages of Team Development
Slide 11
Stages of team development:
• Teams naturally go through stages of
development.
• You will be disappointed if you
expect results immediately after you
form a team.
• Effective teams require training and
time to develop.
• As the process of team development
occurs, team members begin to
understand their roles and find ways
to work with one another.
Tuckman Model:
• The most commonly used framework
Source:
for looking at stages of team
• Stein, Judith. “Using the Stages of Team
Development.” Massachusetts Institute of
development was created in the mid-
Technology (MIT), Department of Organizational 1960s by Bruce Tuckman.
Effectiveness and Change. Retrieved 1-April-2010 • These stages provide a useful frame
from for looking at your own team.
http://web.mit.edu/hr/oed/learn/teams/art_stages.h • They are best used as a starting point
tml. for team dialogue.
• Kenya Family AIDS Care and Education Services • The common stages that teams
(FACES). Nyanza Leadership and Management typically go through are: Form,
Training Initiative. Kenya. 2009. Developed in Storm, Norm, Perform, Transform
collaboration with I-TECH. • It is important to remember that the
process is not always linear!
Generally, teams cycle through
stages over and over depending on
the make-up of the team and the
issues they identify.

Slide 12
• The forming stage of team
development is a period of
exploration.
• Team members are curious and
cautious, but also eager about the
work ahead.
• Members frequently have high
expectations for the team experience.
• Participants may be somewhat
anxious, wondering how they will fit
into the team.
• They may be asking questions like:
• Do I want to be part of this team?
• Will I be accepted as a team
member?
• Who is the leader?
• Is the leader competent?
• It is important at this stage to create a
clear team structure, goals, direction,
and roles, and to build trust
• At this stage, most of the team’s
energy is focused on defining the
team.
Source: Stein, Judith. “Using the Stages

of Team Development.” Massachusetts
Institute of Technology (MIT),
Department of Organizational
Effectiveness and Change. Retrieved 1-
April-2010 from
http://web.mit.edu/hr/oed/learn/teams/ar
t_stages.html.

Slide 13
• As a team develops, members often
begin feeling that the team cannot
live up to their early expectations.
• Frustration may develop with the
team’s process or progress.
• Conflict cannot be avoided during
this stage; it is perfectly normal.
• Members may voice pushback or
disagreements with roles,
responsibilities, or expectations.
• During this stage, it can be useful for
the team to re-focus on goals and
steps.
• It may also be useful to develop
group processes, as well as skills in
conflict management within the
team.
• During this stage, it is natural for
team members to be asking:
• How much influence do I have in
this team?
• How can I find my autonomy?
• How much control will I have
over others, and how much will
others have over me?
• Who do I support, and who
supports me? How?

April-2010 from
t_stages.html.

Slide 14
• When teams reach the norming stage,
the atmosphere is comfortable and
cohesive.
• Members should be comfortable
sharing their “real” opinions and
ideas with one another.
• Members accept the diversity of
skill, expertise, and experience held
by other individuals on the team.
• Members are able to work together to
problem solve effectively.
• Communication is frequent and
meaningful, and includes
constructive feedback.
• Trust begins to deepen and evolve.
• At this stage, teams should shift
energy towards the team’s goals, and
focus on productivity.
• It may be helpful to evaluate team
processes and productivity during
this phase.

April-2010 from
t_stages.html.

Slide 15
• This stage results after the team has
worked through the Forming,
Storming, and Norming stages.
• Members often feel confident in their
skills, and satisfied with performance
and progress.
• There is a strong sense of attachment
to the team, and appreciation of
teammates.
• The team is accustomed to effective
problem solving.
• The team can define tasks, work out
relationships, manage their conflicts,
and work toward accomplishing their
mission.
• This stage allows opportunities for
team members to deepen skills and
knowledge.

April-2010 from
t_stages.html.

Slide 16
• Teams change over time
• The process of team development is
rarely linear; teams often cycle back
to another stage of team development
as members, leadership, or the
external environment changes
• Teams may feel concern or sadness
about the dissolution of the team.
• Teams may also feel pride and
satisfaction with their
accomplishments.
• This stage of team development may
affect productivity.
• At this stage, it is important for
teams to:
• Complete deliverables
• Identify lessons learned, and
evaluate what did and did not
work well on this team in terms
of group processes, productivity,
and deliverables. (These should
be shared with the team’s
sponsor, and looked to in the
future.)
• Celebrate the team’s
achievements and
accomplishments, and
acknowledge the contributions of
each individual
Refer to Handout 1.6.1: Team

Development Assessment on pages
167-170 of Participant Handbook.
Leaders and managers can use this

survey with their team to assess the
team’s stage of development.
Refer to Handout 1.6.2: Leadership

Interventions for Team Development
on page 171 of the Participant
Handbook.
This handout includes common

characteristics of teams at each stage,
and suggests appropriate ways in which
leaders can keep team development
going in a productive direction.

Overcoming Team Dysfunction
The materials on the slides come from a

book by Patrick Lencioni. It’s entitled,
“Overcoming the Five Dysfunctions of a
Team”.
Refer to Handout 1.6.3: Five

Dysfunctions of a Team on page 173 of
the Participant Handbook.
The dysfunctions are, in order:
1. Absence of Trust
2. Fear of Conflict
3. Lack of Commitment
4. Avoidance of Accountability
5. Inattention to Results
• All functions build on top of each
other and are interdependent.
Source: Lencioni, Patrick. 2005.

Overcoming the 5 Dysfunctions of a
Team: Field Guide. San Francisco:
Jossey Bass.
• There are some symptoms of each

team dysfunction.
• Guardedness within a team can
point to an Absence of Trust
• Artificial Harmony is often related
to Fear of Conflict
• Ambiguity can be related to a Lack
of Commitment
• Low Standards may result from
Lack of Accountability
• Status and Ego Issues are common
when you have Inattention to Results

Jossey Bass.

Slide 20
• Effective teams are built on trust.
Members are comfortable being
vulnerable and completely open with
each other.
• Trust is hard work – it is being
unafraid to admit the truth about
yourself, including your weaknesses,
failures, and fears as well as your
strengths.
• The key to building trust is not time,
but courage.

Jossey Bass.
Slide 21
• In general, people do not like to feel

discomfort in their relationships,
professional or personal. Generally,
we also are afraid of feeling
personally attacked.
• The fear of conflict can create false
harmony, and inhibit people from
sharing their true feelings,
perspectives, or opinions about an
issue.
• Members of great teams are skilled at
engaging in productive conflict,
which means debating issues of
importance to a team from all sides,
even though there may be
disagreements.
• Even in the best teams, conflict may
feel uncomfortable; however,
members of effective teams do not
hold back their opinions.
• Productive conflict is built upon a
foundation of trust.

Jossey Bass.

Slide 22
• Lack of commitment can create
ambiguity and insincerity. It makes it
hard to achieve true buy-in.
• Commitment cannot occur if people
are unclear about what is being
committed to – it is critical to have
clarity and alignment around a
decision.
• Commitment is not the same as
group consensus. Waiting for
everyone to agree on a decision can
cause mediocrity, delay, and
frustration.
• It takes good leadership to foster
commitment, even where there is no
true consensus.
• Most people do not need to get their
way – they just need to have their
ideas heard, considered, and
explained within the context of a
final decision.

Jossey Bass.
Slide 23
• A lack of accountability can set for

low standards and mediocre
performance as the norm
• It means that team members hesitate
to call peers on actions and behaviors
that seem counterproductive
• Accountability is the willingness of
team members to remind one another
when they are not living up to the
performance standards of the group.
• On a strong team, accountability
occurs directly among peers.
• Accountability is about results AND
about behavior.
• Accountability centers around the
ability to give constructive – but
critical – feedback.

Jossey Bass.

Slide 24
• Often team results are secondary to
individual needs (ego, recognition,
personal fears, etc.) Team members
may prioritize something other than
the collective goals of the team.
• People have a strong tendency to
look out for ourselves before looking
out for others. This can begin to
erode trust.
• Results-oriented teams establish their
own measurements of success, and
work towards them.
• Effective teams keep their goals
visible, and minimize distractions to
stay focused.

Jossey Bass.
Slide 25
Effective Teams
• Communicate openly
• Debate Ideas
• Commit to decisions and plans
• Show accountability
• Focus on results
• In your group, select one team

strength from the list.
• Discuss the following:
• Why is this important?
• Have you had experience
working on a team where there
was dysfunction in this area?
• Try to come up with 5-6
strategies for addressing this
dysfunction, and ensuring team
performance in this area.
• Prioritize 2 of these strategies.

Tools for Team Building
Slide 26
• This section will focus on practical

strategies that you can implement
with a team to enhance effectiveness.
• There are a wealth of activities,
processes, and assessments that have
been created to strengthen teams.
• They are designed to foster trust,
commitment, and accountability
within a team.
• They range from simple to complex,
and can be short or long.
Remember that many of the activities

that we have modeled in this course –
building a story, helium stick game,
creating a shared vision, etc. – can also
be used for building your team!
We will consider a variety of activities

and actions that can help to build trust,
cooperation, communication, and
performance in teams.
• As a leader, you may want to try
implementing these activities within
your organization.
• Remember that one activity alone
will not solve problems that your
team is facing – but can play a part in
making your teams stronger and
more trusting.
Refer to Handout 1.6.4: Team Building

Exercises, on pages 175-178 in the
Participant Handbook.

Slide 27
• To build trust, it is important for
team members to know each other
well, and to be comfortable with
vulnerability. This means being open
to sharing your own strengths and
limitations, and respecting the
strengths and limitations of others.
There are three types of trust that can be

found in effective teams:
• Contractual (Modeled by honoring
agreements, being consistent,
delegating effectively)
• Communication (Characterized by
sharing info, admitting mistakes,
telling the truth, giving and receiving
feedback)
• Competence (Characterized by
respecting skills, knowledge, ability
and judgment)
Activities that build trust include:

• Identifying individual strengths and
weaknesses, and discussing within
the team
• 360-degree performance reviews –
that is, performance reviews and
feedback from people at all levels of
the organization
• Working and communicating face-to-
face as much as possible
• Persona history exercises, which help
us learn about one another’s personal
and professional backgrounds
• Demonstrating vulnerability as a
leader

Jossey Bass.

Slide 28
• It is OK to disagree and challenge in
the spirit of finding the best answers,
discovering truth, and making great
decisions.
• Remember that conflict is required
for productivity and discomfort is
inevitable
There are many ways that teams can

begin to master conflict:
• Trust must come first
• Leaders should encourage and
reinforce healthy debate
• Establish team ground rules (norms)
for engaging in conflict
• Leaders should probe teams for
differences of opinion, and
demonstrate acceptance of these
disagreements
• Teams should seek to understand the
different styles that members use to
approach conflict

Jossey Bass.

Slide 29
• Commitment means achieving buy-in
on important decisions
There are many ways that teams can

foster commitment:
• Commitment can be fostered by a
clear understanding of roles,
priorities, and expectations.
• Leaders should consider all ideas, but
be willing to make decisions –
especially when there is not
consensus in a team. Sometimes, this
requires breaking ties, and accepting
“wrong” decisions.
• All decisions should be clearly
communicated to all affected
staff/team members within within 24
hours.
• Ensure that all team members are
aligned around decisions and
agreements by asking, “What have
we decided today?” at the end of
each meeting.
• Identify a clear, single common
unifying goal for the team that
everyone is actively working towards
in their daily responsibilities

Jossey Bass.

Slide 30
• Peer-to-peer accountability motivates
more than fear of other repercussions
Teams can improve accountability by:

• Setting program standards and
benchmarks, and making sure all
members know them
• Conducting wimple and regular
progress reviews
• Setting clear expectations, agreed-
upon by the team
• Reviewing the team’s performance
and progress toward goals
• Team effectiveness exercise
• Providing constructive feedback.
This feedback is critical, and
behavior-specific. Use “and,” not
“but.”
For example: “I credit you with
____, and I challenge you to ____.”

Jossey Bass.
Slide 31
• Effective teams keep their goals

visible, and minimize distractions to
stay focused.
Teams can work towards achieving

results as follows:
• The leader should model a focus on
results
• Establish measurements for success,
and create a visible “scoreboard” for
the team to track progress
• Reward individuals based on team
goals and collective success
• Frame errors are “learning
opportunities”)
• Hold regular meeting “debriefs” to
foster team learning (errors are
“learning opportunities”)

Jossey Bass.

Effective Meetings
Slide 32
Meetings are generally a core component

of working in teams.
The key to productive meetings is careful

planning in terms of these 4 issues: purpose,
people, location, and agenda.
Purpose:
• Most meetings have either an
informational or a decision-making
purpose.
• Informational meetings allow
participants to share information and
perhaps coordinate action. Decision-
making meetings involve persuasion,
analysis, and problem solving.
People:
• Try to invite only participants whose
presence is essential. The more people
who attend, the more comments and
Speaker notes continued here: confusion you’re likely to get, and the
longer the whole thing will take.
Location • Be sure to include key decision makers
• Decide where you’ll hold the meeting, and reserve and those who can contribute. Holding a
the location. For work sessions, morning meetings meeting is pointless if the people with
are usually more productive than afternoon necessary information aren’t there.
sessions. Agenda
• Consider the seating arrangements. Are rows of • The success of any meeting depends on
chairs suitable, or do you need a conference table? the preparation of the participants.
• Give some attention to details such as room • An agenda will aid this process by
temperature, lighting, temperature/air conditioning, putting the meeting plan into a
background noise, interruptions, refreshments. permanent, written form.
• Consider how participants will get to and from the • Distribute the agenda to participants
meeting (transport). several days – or at least one -- before
the meeting so all will know what to
expect and can come prepared.
CONTINUE with speaker notes in left-hand
column.

Slide 34
Refer to Handout 1.6.5: Running
Effective Meetings, on page 179 in the
Participant Handbook.
Slide 35
Refer to Handout 1.6.6: Meeting

Agendas and Minutes, on page 181 in
• Agendas help participants arrive at

meetings prepared, and help to keep
discussion focused and on track.
Tips for creating an effective meeting

agenda:
• Important Items First
• Ideally, put the most important items
first, and give them the most time.
The group deals with the harder
issues while they are “fresh”.
• Related Items:
• Place related items together on the
agenda. This avoids having to repeat
background information and lessens
confusion.
• Identify Responsibility:
• On the agenda, identify who will be
responsible for reports, for recording,
facilitating, or process observation.
• Contact them prior to the meeting to
remind them to come prepared.
• Identify Action Needed:
• For each of item on the agenda,
indicate what needs to be
accomplished by the group.
Discussion only? Decision needed?

Refer to Handout 1.6.6: Meeting

Agendas and Minutes, on page 181in
• Meeting minutes provide a formal

record of proceedings at meetings.
• They record discussions, decisions,
and action items within a team.
• They can help to foster
accountability and transparency
within a team.
Slide 37
Refer to Handout 1.6.7: Sample Team

Meeting Ground Rules, on page 183 in
Slide 38
Refer to Handout 1.6.8: Sample Team

TOR, on page 185 in the Participant
Handbook.
• A team Term of Reference (TOR)

can be a useful tool for teams that
meet frequently – especially for a
task force, working group, technical
team, or team that cuts across
departments in an organization.
• The team TOR is a document that all
members agree to, that provides
clarity about the “job description” for
the team.

Key Points
Slide 39

Handout 1.6.1: Team Development Assessment
How to use this tool:

This survey allows a team to create a “snapshot” of its behaviours based on Tuckman’s four
stages of team development (Forming, Storming, Norming, Performing). There are no right
or wrong answers! The greatest value of the survey is in generating conversation on the team
about how each member views the team.
Make photocopies of the survey for all members of your team. Have each team member
complete their own scoring, and compare team members’ scores for each column.
Methods for completing and tallying the survey:

1. The survey can be distributed and tallied by an outside facilitator. Responses are
presented in the aggregate, without any individual’s responses being revealed to the team.
The facilitator can facilitate a team discussion on any or all of the measures.
2. Team members can complete the survey and ask some members (or the team leader) to
tally the responses and facilitate the discussion. (This provides less anonymity than #1.)
3. Team members can complete the survey and post their individual results on one flip chart.
This will allow the team to see the various responses across the team. The team can then
discuss these responses.
What should we discuss?

If most team members have identified the team as being in the same stage, you might discuss
if this is the appropriate developmental stage for the team at this time. If not, what activities
or actions can the team do to move from the current stage? If there is some divergence from
the majority assessment, it might be helpful to discuss the minority viewpoint. Working to
understanding the reasons for these differences of perspective can lead to a rich discussion.
If the responses show a range of viewpoints about which developmental stage the team is in,
the discussion might focus on the perceptions that lead to that range of viewpoints. The
survey’s answer key connects specific questions with each developmental stage. Discussion
could focus on specific questions, or it might focus on the answers associated with each
stage.
Remember – there are no right or wrong answers, just the variation in perceptions that can
make teams a rich working environment. The point of any discussion is not to force an
agreement about the team’s developmental stage, or to convince someone to change his or her
answers, but to reflect as a team about the team’s development.
Source:
 Survey developed by Donald Clark, 2002. (http://www.nwlink.com/~donclark/leader/leader.html).
 Accessed via: Stein, Judith. “Using the Stages of Team Development.” Massachusetts Institute of Technology (MIT),
Department of Organizational Effectiveness and Change. http://web.mit.edu/hr/oed/learn/teams/art_stages.html.
Continued on next page.

Team Development Survey
After each question, indicate how rarely or often your team displays each behaviour.
We try to have set procedures or protocols to ensure that things are orderly and run
1. smoothly (i.e. minimize interruptions; everyone gets opportunity to have his/her say).
Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5
We are quick to get at the task at hand, and do not spend much time in the planning stage.
2. Almost never – 1 Seldom – 2 Occasionally – 3 Frequently – 4 Almost always – 5
Our team members feel that we are all in it together and we share responsibility for the
3. team’s success or failure.
We have thorough procedures for agreeing on our goals and planning the way we will
4. perform our tasks.
Team members are afraid to ask others for help.

We take our team’s goals literally and assume a shared understanding.
The team leader tries to keep order and contributes to the task at hand.
We do not have fixed procedures; we make them up as the task or project progresses.
We generate lots of ideas, but we don’t use many of them because we fail to listen
9. carefully and tend to reject them without fully understanding them.
Team members do not fully trust the other members and tend to closely monitor
10. others who are working on a specific task.
The team leader or facilitator ensures that we follow the procedures, do not argue, do
11. not interrupt, and keep to the point.
We enjoy working together; we have a fun and productive time.
We have accepted each other as members of the team.
The team leader is democratic and collaborative.
We are trying to define the team’s goals and what tasks need to be accomplished.
Survey developed by Donald Clark. 2002. http://www.nwlink.com/~donclark/leader/leader.html
Continued on next page

Many of the team members have their own ideas about the team’s process; personal
16. agendas are rampant.
We fully accept each other’s strengths and weaknesses.
We assign specific roles to team members (team leader, facilitator, time keeper, note taker,
18. etc.).
We try to achieve harmony by avoiding conflict.
The team’s tasks are very different from what we imagined and seem very difficult to
20. accomplish.
There are many abstract discussions of the concepts and issues; some members are
21. impatient with these discussions.
We are able to work through group problems.
We argue a lot even though we agree on the real issues.
The team is often tempted to go beyond the original scope of the project
We express criticism of others constructively
There is a close attachment to the team.
It seems as if little is being accomplished towards the team’s goals.
The goals we have established seem unrealistic.
Although we are not fully sure of the project’s goals and issues, we are excited and proud
29. to be on the team.
We feel like we can share personal problems with each other whenever we need to.
There is a lot of resistance to the tasks at hand or to quality improvement approaches.
We get a lot of work done.

Team Development Survey – Scoring
Note the value that corresponds with the answer you selected for each number. Total up your
scores in each column. Note: numbers in the scoring tool are not sequential Pay close
attention as you complete the columns below.
Column A Column B Column C Column D

1. ______ 2. ______ 4. ______ 3. ______
5. ______ 7. ______ 6. ______ 8. ______
10. ______ 9. ______ 11. ______ 12. ______
15. ______ 16. ______ 13. ______ 14. ______
18. ______ 20. ______ 19. ______ 17. ______
21. ______ 23. ______ 24. ______ 22. ______
27. ______ 28. ______ 25. ______ 26. ______
29. ______ 31. ______ 30. ______ 32. ______
Total: _______ Total: _______ Total: _______ Total: _______
Performing
Forming Stage Storming Stage Norming Stage
Stage
Understanding the Scores
The lowest score possible for a stage is 8 (Almost Never) while the highest score possible for
a stage is 40 (Almost Always). The highest of the four scores indicates which stage you
perceive your team normally operates in. If your highest score is 32 or more, it indicates a
clear sense on your part that your team is in this stage.
The lowest of the four scores is an indicator of the stage you believe your team is least likely
to be in. If your lowest score is 16 or less, it is a strong indicator of your belief that your team
is not in this developmental stage.
If two of the scores are close, your team may be going through a transition phase. However, if
you score high in both the Forming and Storming phases, then your team is likely to be in the
Storming phase. If you score high in both the Norming and Performing phases, then your
team is likely to be in the Performing stage.
If there is only a small difference among the four scores, this may indicate one of the
following:
 You have no clear perception of the way your team operates;
 The team's behaviours are highly variable; or
 You are in the Storming phase (this phase can be extremely volatile with high and low
points).

Handout 1.6.2: Leadership Interventions for Team
Development
Using the Tuckman Model

Leadership of teams requires an ability to diagnose the stage of development of teams, and make
appropriate interventions that move the team forward. This handout helps you recognize the stage of
development of a team in Tuckman terms, and outlines the types of interventions that will move the
team forward. Using the wrong type of intervention can be ineffective, or it can destroy any good
teamwork that already exists. It is important to use the right approach.
Part 1: Diagnosis
Characteristics of each stage
Forming Storming Norming Performing
Others,
Focus Own objectives Processes Performance
problems
Trust the
Trust Assess leader Trust only leader Trust the people
processes
Relationships None, or distant Conflict Mechanistic Synergistic
Criticism Covert Overt Productive Comfortable
Decision-
Fragmented Thrashing Processed Natural
making
Predictability Politics Volatile Systematic Anticipation
Role
Ignorance Ambiguity Clarity Intuitive
understanding
Products Individual Undesirable Wooden System
Performance Individual effort Working out Following rules Achieving flow
Part 2: Interventions
Types of interventions that leader should make
Forming Storming Norming Performing
Resolve Facilitate
Overview Set Objectives Coach
Conflicts Processes
Direction High High Low Low
Support Low High High Low
People Task Team self-
Leader Focus Individual tasks
interactions interactions development
Persuasion Style Tell, push Sell, consult Listen, advise Observe, support
Team Leader provide Facilitate Facilitate Dynamic
Interaction links relationships team processes grouping
Self-
Summary Individuals Relationships Processes
Development
Source: Team Technology. “Leadership Using the Tuckman Model.” Retrieved 1-April-2010 from
http://www.teamtechnology.co.uk/tuckman.html.

Handout 1.6.3: Five Dysfunctions of a Team
This excerpt from “The 5 Dysfunctions of a Team” by Patrick Lencioni can help you understand
potential threats to team effectiveness.
Dysfunction 1: Absence of Trust

Members of great teams trust one another on a fundamental, emotional level, and they are
comfortable being vulnerable with each other about their weaknesses, mistakes, fears, and
behaviours. They will get to a point where they can be completely open with one another,
without filters.
Dysfunction 2: Fear of Conflict

Teams that trust one another are not afraid to engage in passionate dialogue around issues and
decisions that are key to the organization’s success. They do not hesitate to disagree with,
challenge, and question one another, all in the spirit of finding the best answers, discovering
the truth, and making great decisions.
Dysfunction 3: Lack of Commitment

Teams that engage in unfiltered conflict are able to achieve genuine buy-in around important
decisions, even when various members of the team initially disagree. That’s because they
ensure that all opinions and ideas are put on the table and considered, giving confidence to
team members that no stone has been left unturned.
Dysfunction 4: Avoidance of Accountability

Teams that commit to decisions and standards of performance do not hesitate to hold one
another accountable for adhering to those decisions and standards. What is more, they don’t
rely on the team leader as the primary source of accountability; they go directly to their peers.
Dysfunction 5: Inattention to Results

Teams that trust one another, engage in conflict, commit to decisions, and hold one another
accountable are very likely to set aside their individual needs and agendas and focus almost
exclusively on what is best for the team. They do not give in to the temptation to place their
departments, career aspirations, or ego-driven status ahead of the collective results that define
team success.
Source: Lencioni, Patrick. 2007. The 5 Dysfunctions of a Team: Facilitator’s Guide. San Francisco: Pfeiffer

Handout 1.6.4: Team Building Exercises
The 6 activities below can help to build trust and cooperation within teams.
1. Personal Histories Exercise

30 minutes
Explain that if teams are to work well together, team members need to get to know each other.
Learning about each other and relating on a personal level helps team members to become open to
each other. And this builds trust.
The first exercise is called the Personal Histories Exercise. On a piece of paper, answer the following
questions:
 Where did you grow up?
 What was the most difficult or important challenge you faced as a child or teenager?
 Other than your parents, who had the greatest positive impact on you? Why?
Give people about 5 minutes to write their answer.
Starting with yourself, go around the room and have each person share (briefly) their answers. Ask
people to share for only one or two minutes.
Adapted from: Lencioni, P. 2005. Overcoming the 5 Dysfunctions of a Team: Field Guide. San Francisco:
Jossey Bass.
2. Making a Difference
15 minutes
This activity emphasizes that all individuals can and do make a difference to the group.
 Divide people into small groups (or do this exercise within a small team).
 Ask people to think about what one thing they have done this year to make a difference in the
lives of their co-workers, team, etc.
 Instruct each person to share their story briefly with the people at the table.
3. Yes, And…
This activity fosters collaboration, taps into ides, keeps you from getting stuck on obstacles, and helps
people focused on suggestions, idea-building, and problem-solving, rather than only focusing on
problems and frustrations.
 Ask each team member to share a challenge they are facing.

 As a group, prioritize a common or important challenge to address.
 Say, “Let’s do some good thinking about this”.
 Ask someone to offer an idea of something we can do to address this challenge.
 When they do, say, “Yes, and…” and another person offers an idea.
 The Facilitator says, “Yes, and..” and it goes on.

4. Group CV Activity
30 minutes
This activity reinforces the idea that effective teams include a wide array of skills, talents, and
experience. It helps to foster appreciation and trust within a team.
 Divide participants into small groups of 3-6 people. (Ideally, by the team that they represent.)
 Explain that:
o As teams, we represent an impressive array of skills, talents, and experiences.
o A “group CV” is a way to represent our collective strengths.
 Give each group a sheet of flipchart paper and markers.
 Instruct participants as follows:

o Within your group, you will develop a Curriculum Vitae (CV) for your group.
o Use the flipchart to construct your CV. Be sure to include the names of your members,
and the name of your team
o When you have finished your CV, we will post them on the wall, and each group will
have a few moments to showcase how impressive you are!
o You will have 5-10 minutes to create your CV, so you will have to work quickly.
o There is no specified format for your CV, but you can consider including:
 Total years of professional experience in the health sector
 Educational background
 Management skills/experience
 Positions held
 Major accomplishments
 Show participants an example, noting that this is only one example. Encourage participants to be
creative, and work to draw out unique talents in their group!
 Allow participants 10 minutes to create a group CV.
 Ask groups to post their CV on the wall of the training room.
 Ask a volunteer from each group to spend 1 min. sharing their team skills and qualifications.
 After groups have presented their CVs, wrap up with key points:
o Effective teams are made up of people with complementary skill sets.
o Knowing the skills and talents of our team members helps us to maximize team potential,
and foster trust and appreciation within our teams.
Sample Group CV:

Northwestern Health Training Institute
Stella B., Moses I., Jeffrey P., Beatrice M.
Educational Background
 Clinical Officer certification, Master of Public Health
Qualifications
 14 years in the Tanzania health sector
 8 years of management experience
 Skilled in clinical care, with expertise in HIV/AIDS care and treatment
 Skilled in Pre-Service classroom teaching and practical education
Additional Skills
 Fluent in Kiswahili and English
 Trained in leadership and management, secretarial skills
 Background in training facilitation
Accomplishments
 Awarded grant to renovate laboratory facilities
Adapted from: Silberman, M. 1995. 101 Ways to Make Training Active, p. 49. San Francisco: Jossey-Bass/Pfeiffer.

5. Team Values and a Metaphor
During this exercise, we are going to come up with a set of values that we share. We are also going to
try to come up with a metaphor for our team – with an image that represents the values of our team.
For the first step in the exercise, we get to move around some.
Ask participants to stand up. They are going to each have a card with a value on it. On the back is a
sticky note. I’m going to ask everyone to move around and when I say, “Stop”; find one person to
talk with. The pair should look at both of their cards and decide the value of each. The full value is
“7”, so you have to decide how many points each value gets – might be 0 and 7; 3 and 4; etc., as long
as the total number of points you give to the cards is 7.
Pass out the cards and ask people to move around. Say “Stop” after a few minutes, repeat the
instructions and give people a few minutes to discuss and give a number to each card. Repeat this 5
times. We need 5 numbers on each card.
The final time, ask participants to count the numbers on the back of the card they have. Ask if anyone
has a card with the number 35 on it (that’s the highest possible number a card could have). Continue
counting down to get the cards with the highest total.
Write the top five values on the flipchart. Ask if people agree with this. Is there a value that isn’t here
that should be? Can we agree to these values?
What metaphor can we use to represent this set of values?
Wrap up by saying that identifying values that we share as a team is an important part of the process
of functioning as an effective team. Creating a shared vision is another part of this process and this is
something we will work on in the future.
6. Personal Best Exercise

45 minutes
Distribute the handout, “My Personal Best Leadership Experience” (note: this is included below.)
Ask participants to spend 20 minutes writing about an experience where they succeeded as a leader.
After 20 minutes, ask participants to stop writing and find one person to share your story with. Take 5
minutes each to share your stories. Remind folks to switch talking after 5 minutes.
After pairs have had a chance to share their stories (10 minutes), ask the full group:
 How many people had a story from their work life? How many from their personal life?
 Did anyone write about something that happened in the last few months? How about the last
year? How many wrote about something that happened more than 5 years ago?
It can take perspective to realize our accomplishments. Sometimes we can’t see what we have
accomplished recently – but can recognize it after some time has passed (or a lot of time has
passed).
 How did it feel to write about this experience? Is it something you think about often?
Often we forget out successes and it’s important to remember and acknowledge what we did.

My Personal Best Leadership Experience
Think of a time when, in your opinion, you did your very best as a leader. This might have
taken place recently or long ago; while you were the “official” leader or manager of a team or
group, or when you emerged as an informal leader; when you were working for pay or as a volunteer.
The experience might have taken place in the workplace, when you were part of a community group
or professional organization, or when you were a student.
1 Set the stage.

Provide the context by briefly describing the situation: the organization, the people involved, the
nature of the project or undertaking, and the challenges you faced. Also describe how you felt at
the beginning of the experience.
2. Describe what happened.

Be specific. What did you do? What actions did you take to address the challenge? To engage
others? To keep others motivated, especially when things did not go as planned? What were the
results?
3. Describe how you felt.

What did it feel like at the end of this experience? What are the two or three major lessons about
leadership that you learned.

Handout 1.6.5: Running Effective Meetings
1. Schedule in Advance
Set the meeting date and time in advance, when it is convenient for the largest number of team
members. Ensure that the right people are invited (key decision makers, people whose presence is
essential, etc.).
2. Draft Meeting Agenda
Meeting agendas should be prepared in advance. Put important items first, group related agenda
items together, identify person responsible for leading discussion, and identify the action needed
during the meeting.
3. Get Feedback on Agenda
Ask members to contribute items for the agenda and try to send the agenda out before the
meeting.
4. Start on Time
If you wait for latecomers, it punishes those who were on time.
5. Warm-Up
A brief warm-up introduces members and builds trust. It enables people to unburden other
concerns and mentally direct themselves to the issues at hand.
6. Share Agenda, and Follow It
Clearly state the purpose of the meeting and the items to be covered. People may not have read
the agenda even if you supplied if beforehand! Additional concerns of members should be placed
on the agenda at this time. As agenda items are discussed, take note of action items, follow-up
items, and the people responsible for them.
7. Conclude with Review: What exactly have we decided/agreed to today?
Before the meeting ends, the meeting leader should ask the question: What exactly have we
decided/agreed to today? It can be helpful to write down decisions that the group has made on a
board or flipchart, and ensure that members are in agreement.
8. Set Next Agenda
Ask members for items they think need to be addressed at the next meeting. This brings out ideas
while they are still active and increases their interest in attending the next meeting.
9. End on Time
Include the ending time on the agenda and stick to it. Without set time limits, discussion can drag
on forever. If you need more time, negotiate with those attending. Respect for individual needs
and recognition that meetings are only one part of our lives leads to increased member
commitment
10. Draft & Share Meeting Minutes
Write and distribute minutes to all team members shortly after the meeting, when memory is fresh.

Handout 1.6.6: Meeting Agendas and Minutes
Meeting Agendas
Agendas help participants arrive at meetings prepared, and help to keep discussion focused
and on track.
Tips for creating effective agendas:

 Important Items First
Ideally, put the most important items first, and give them the most time. This assures that priority
topics will be covered and encourages members to arrive on time. The group deals with the
harder issues while they are “fresh”.
 Related Items
Place related items together on the agenda. This avoids having to repeat background information
and lessens confusion.
 Identify Responsibility
On the agenda, identify who will be responsible for reports, for recording, facilitating, or process
observation. Contact them prior to the meeting to remind them to come prepared.
 Identify Action Needed
For each of item on the agenda, indicate what needs to be accomplished by the group. Discussion
only? Decision needed?
Template for Meeting Agenda
Team/Meeting: Date:
Meeting Leader: Note-Taker:
Person Responsible: Name

1. : Agenda Item
 Details about agenda item, as needed Action Needed:
Discussion only, Decision, etc.

2. : Agenda Item

3. : Agenda Item

Meeting Minutes
 Minutes record decisions, discussions, and action items within a group or team. They provide a
formal record of meeting proceedings.
 Minutes should be completed soon after the meeting, while memory is fresh.
 Minutes should be circulated to all those in attendance.
 Circulate minutes shortly after the meeting, for comments and corrections from other attendees,
and to remind people of action items in a timely fashion.
 Meeting minutes should use an impartial, professional, and respectful tone.
 Note-takers may rotate, or be the regular responsibility of one team member. The meeting leader
should not record the minutes.
Template for Meeting Minutes

Team/Meeting: Date:
Members Present: Note-Taker:
Members Absent: (if applicable)
Agenda Item 1:
Discussion – Key Points:
Action/Follow-Up Items Person(s) Responsible Date Due:

 Action Item A  Name(s)  Date
 Action Item B  Name(s)  Date
Agenda Item 2:

  
  
Agenda Item 3:

  
  
Next Meeting:
Date: Time: Location:
Meeting Leader: Note-Taker:
Adapted from: Microsoft Corporation, Microsoft Office Meeting Minutes Template (http://office.microsoft.com/en-
us/templates/meeting-minutes-TC010173185.aspx).

Handout 1.6.7: Sample Team Meeting Ground Rules
Ground rules can be useful to clarify standards team members should follow during team
meetings. They serve as a verbal contract regarding the expectations that group members
should follow in their interactions with one another.
Ground rules should be adapted based on the team’s purpose and challenges.
Below is a sample list of ground rules you can consider to support effective team meetings.
Sample Ground Rules

 Have regularly scheduled meetings
 Begin and end meetings on time
 Listen to one another at meetings
 Ask questions
 Minimize distractions (mobile phone ringers turned off, avoid sending SMS, etc.)
 It is okay to disagree, but not okay to put others down
 Offer suggestions; avoid criticizing
 Be open to different viewpoints

Handout 1.6.8: Sample Team TOR
A team Term of Reference (TOR) can be a useful tool for teams that meet frequently –
especially for a task force, working group, technical team, or team that cuts across
departments in an organization. The team TOR (also called a “Team Charter”) is a document
that all members agree to, that provides clarity about the “job description” for the team.
A charter should include:
 Team name
 List of members, roles
 Mission/purpose
 Objectives
 Frequency & duration of meetings
 Communication Methods
 Ground rules/norms
TOR for Kitchen Management Team

Purpose:
Ensure that the communal kitchen is functional and maintained.
Specific objectives are to:
1. Develop effective systems and practices to achieve purpose.
2. Make decisions related to purchasing supplies and expectations of kitchen use.
3. Serve as the communication conduit for kitchen management issues– getting input from staff and
providing information to staff.
Members & Roles:
Facilitator: Joan Seymour
Notetaker: Sandy Ross
Members: Evelyn Anderson, Sue Benson, Cindy Greg, Dennis Long, Karen Smith, Tami Samir, Jeff
Folk, Eric Way, Katy Davis, David Anthony.
Meeting Time & Location:
Meets every two weeks on Tuesdays, from 12 – 12:55 pm in the kitchen.
Meetings don't occur if 5 or more members are expected to be absent.
Norms:
Agenda
 Set at the end of the previous meeting. New items may be added by sending an email to the
facilitator 48 hours before the next meeting
 Facilitator sends agenda and relevant documents out to the full ListServe at least 24 hours prior to
the meeting.
Minutes
 Notetaker distributes minutes to ListServe within 3 working days
 All present review minutes and give feedback within 2 days
 Notes posted on Intranet within one week of meeting.
Expectations of Participants
 Come prepared – review agenda and read documents
 Come on time
 Try to protect time for full attendance

 Participate
 Ask questions
 Volunteer for tasks, as needed
 Unless you expect to be gone for extended leave (e.g. parental leave, medical leave), substitutes
are not to be sent for absences.
 Notify facilitator at least 24 hours in advance if you expect to miss a meeting.
Source: International Training and Education Centre for Health (I-TECH).

Sources/Bibliography:
Refer to these materials for additional background reading, as needed.
 Clark, Don. 2002. Teamwork Survey. Performance Juxtaposition. Available at:

http://www.nwlink.com/~donclark/leader/teamsuv.html
 Lencioni, Patrick. 2007. The 5 Dysfunctions of a Team: Facilitator’s Guide. San Francisco:
Pfeiffer.
 Lencioni, Patrick. 2005. Overcoming the 5 Dysfunctions of a Team: Field Guide. San Francisco:
Jossey Bass.
 Management Sciences for Health. 2005. Managers Who Lead: A Handbook for
Improving Health Services. Cambridge, Massachusetts: MSH.
 Management Sciences for Health. 2001. “Developing Managers Who Lead.” The
Manager, Vol 10, No. 3. Cambridge, Massachusetts: MSH.
Available at: http://erc.msh.org/TheManager/English/V10_N3_En_Issue.pdf
 Stein, Judith. “Using the Stages of Team Development.” Massachusetts Institute of Technology
(MIT), Department of Organizational Effectiveness and Change. Retrieved 1-April-2010 from
http://web.mit.edu/hr/oed/learn/teams/art_stages.html.
 Team Technology. “Leadership Using the Tuckman Model.” Retrieved 1-April-2010 from
http://www.teamtechnology.co.uk/tuckman.html.


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Session 1.

6 Building Highly Functioning Teams

Total Session Time: 3 hours

• Most of the material in this session

All pictures and images in this session

Leadership and Management Course Participant Handbook

Teamwork is not just about getting things

Leadership and Management Course Participant Handbook

• These are some drawbacks and

Teams can be:

Leadership and Management Course Participant Handbook

Balance tasks and relationships

Be patient with each other.

Value individual experience and skills

Participate in group decision-making.

Leadership and Management Course Participant Handbook

Source: Lencioni, Patrick.

• Effective teamwork is rare and

Leadership and Management Course Participant Handbook

Leadership and Management Course Participant Handbook

Source: Stein, Judith. “Using the Stages

Leadership and Management Course Participant Handbook

Source: Stein, Judith. “Using the Stages

Leadership and Management Course Participant Handbook

Source: Stein, Judith. “Using the Stages

Leadership and Management Course Participant Handbook

Source: Stein, Judith. “Using the Stages

Leadership and Management Course Participant Handbook

Refer to Handout 1.6.1: Team

Leaders and managers can use this

Refer to Handout 1.6.2: Leadership

This handout includes common

Leadership and Management Course Participant Handbook

The materials on the slides come from a

Refer to Handout 1.6.3: Five

Source: Lencioni, Patrick. 2005.

• There are some symptoms of each

Source: Lencioni, Patrick. 2005.

Leadership and Management Course Participant Handbook

Source: Lencioni, Patrick. 2005.

• In general, people do not like to feel

Source: Lencioni, Patrick. 2005.

Leadership and Management Course Participant Handbook

Source: Lencioni, Patrick. 2005.

• A lack of accountability can set for

Source: Lencioni, Patrick. 2005.

Leadership and Management Course Participant Handbook

Source: Lencioni, Patrick. 2005.

• In your group, select one team

Leadership and Management Course Participant Handbook

• This section will focus on practical

Remember that many of the activities

We will consider a variety of activities

Refer to Handout 1.6.4: Team Building

Leadership and Management Course Participant Handbook

There are three types of trust that can be

Activities that build trust include:

Source: Lencioni, Patrick. 2005.