See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/4771221

Belbin's Team Role Model: Development, Validity and Applications for Team
Building

Article in Journal of Management Studies · January 2007

DOI: 10.1111/j.1467-6486.2007.00666.x · Source: RePEc

CITATIONS READS

127 116,356

3 authors:

Aitor Aritzeta Stephen Swailes

Universidad del País Vasco / Euskal Herriko Unibertsitatea University of Huddersfield
59 PUBLICATIONS 1,195 CITATIONS 65 PUBLICATIONS 2,274 CITATIONS

SEE PROFILE SEE PROFILE

Barbara Senior
The Open University (UK)
11 PUBLICATIONS 426 CITATIONS

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Test development/adaptation and validation View project

Bateratzen View project

All content following this page was uploaded by Stephen Swailes on 06 October 2017.

The user has requested enhancement of the downloaded file.

Journal of Management Studies 44:1 January 2007
0022-2380

Belbin’s Team Role Model: Development, Validity and

Applications for Team Building*

Aitor Aritzeta, Stephen Swailes and Barbara Senior

University of the Basque Country; University of Hull; Highfield House Consultancy

abstract This paper brings together research into and using the team role model developed
by Belbin (1981, 1993a) in an attempt to provide an exhaustive assessment of construct validity
in light of the conflicting evidence so far produced. Role theory is used to contextualize the
origins of the model. The psychometric properties of the Team Role Self-Perception Inventory
used to assess a person’s likely behaviour in a team are examined along with 43 empirical
studies that have tested theoretical associations between team roles and other cognitive or
behavioural traits. While the evidence is mixed, we conclude that, on balance, the model and
its accompanying Inventory have adequate convergent validity. However, strong associations
between some team roles are observed, indicating weak discriminant validity among some
scales in the Inventory. Through its coverage of important areas of teamworking, the paper
contributes to the practitioner and research communities by providing fresh insights into
aspects of teamworking and by suggesting new research agendas.

INTRODUCTION
Effective teamworking has become a basic concern for most organizations. While many
factors influence a team’s performance, considerable attention has been given to the
influence of team member diversity in terms of roles played in a team. The team role
model made popular by Meredith Belbin in relation to management teams (Belbin,
1981, 1993a) and available commercially through Belbin Associates (1988) is widely used
in practice and has featured extensively in research on teams at work. The model is used
by many organizations including FTSE-100 companies, multinational agencies, govern-
ment bodies and consultants and has been translated into 16 languages.
Studies of the psychometric properties of the instruments used to measure team roles
have produced mixed results (e.g. Broucek and Randell, 1996; Furnham et al., 1993a,
1993b; Swailes and McIntyre-Bhatty, 2002, 2003) as have studies associating team roles
with variables such as cognitive styles (Aritzeta et al., 2005b; Fisher et al., 1998b) and
personality traits (Dulewicz, 1995; Fisher et al., 2001a). Thus there is a need to bring
Address for reprints: Aitor Aritzeta, University of the Basque Country, Psychology Faculty, Tolosa Etor. 70,
20018 Donostia, Spain (aitor.aritzeta@ehu.es).

© Blackwell Publishing Ltd 2007. Published by Blackwell Publishing, 9600 Garsington Road, Oxford, OX4 2DQ, UK
and 350 Main Street, Malden, MA 02148, USA.
 Belbin’s Team Role Model 97
together and contrast the evidence, and specifically to contrast psychometric evidence
and empirical evidence in order to offer a definitive assessment of the theoretical and
empirical foundations of Belbin’s team role model.
This paper therefore reviews the published research and assesses to what extent the
model is supported by the available evidence. Through its coverage of important areas
of teamworking (conflict management, personality traits, team performance, control
and power) the paper contributes to the practitioner and research communities by
providing fresh insights into aspects of teamworking and by suggesting new research
agendas. We first consider the theoretical context for the team role model. Second, all
substantive studies that provide psychometric evidence, relationships to personality
factors and evidence for predictive validity are summarized, evaluated and contrasted.
Finally, we discuss the validity of the model and consider the wider implications of our
findings.

ROLE THEORIES
Prior to the development of Belbin’s team role model (1981, 1993a) other role theories
had been put forward (Benne and Sheats, 1948; Graen, 1976; Graen and Scandura,
1987; Holland, 1985) although the model’s links to these and other role classifications
(e.g. Davis et al., 1992; Margerison and McCann, 1990; Parker, 1990; Spencer and
Pruss, 1992; Woodcock, 1989) are unclear. While a comprehensive theoretical exami-
nation of the many alternative role theories and models is beyond the scope of this paper,
it is important to establish a theoretical context for the team role model.
The role concept can be viewed from two different perspectives. From an
anthropological-sociological perspective it can be defined as a combination of values,
attitudes and behaviour assigned to an individual who occupies a social position (a
location in a social network) associated with a specific social status (the functions assigned
to that person). From this perspective, a role can be defined as the behaviour that a
person displays in relation to his/her social position and social status (Linton, 1945).
Secondly, from a psychosocial perspective, a role can be defined as the behaviour
expected from an individual occupying a specific position (Biddle, 1979) such that the
cognition and expected behaviour associated with the position are fundamentally impor-
tant to success in the role (Katz and Kahn, 1978). This psychosocial perspective is
adopted for the purposes of this review.
Since Lewin created the Research Centre for Group Dynamics in 1944, two types of
groups have been studied: groups created to solve problems and groups preoccupied with
individual development. This duality has brought about a distinction between so-called
‘task roles’ and ‘socio-emotional roles’. In this light, Bales and Slater (1955) studied
laboratory groups and concluded that there were significant differences between indi-
viduals concerned with solving tasks and individuals concerned with the social and
emotional needs of group members. People concerned with solving tasks were called ‘task
leaders’ whereas those concerned with emotional needs were called ‘maintenance or
socio-emotional leaders’. Similarly, Benne and Sheats (1948) proposed a role behaviour
classification describing 12 task roles and seven maintenance roles. Task-centred roles
were concerned with the coordination of group problem solving activities, whereas

© Blackwell Publishing Ltd 2007

98 A. Aritzeta et al.
maintenance roles were concerned with promoting group-centred behaviour. Both role
types were thought necessary for a team to perform well. These theoretical antecedents
formed the pillars of the development of the team role model (Belbin, 1981) as its general
framework and the names of some team roles connect to these and other theories (Fisher
et al., 2001a).
Among theoretical models explaining how roles are acquired, a two-part classification
can be made (Ilgen and Hollenbeck, 1991). First, there are ‘role taking’ models that
consider individuals as passive acceptors of the roles assigned to them by others (Graen,
1976). An example is the ‘role episode model’ (Katz and Kahn, 1978) where the role is
defined by an interaction process between two people; the person performing the role
(the focal person) and another who holds a set of beliefs that constitute the role (the role
sender). The role sender communicates a set of beliefs and the focal person assumes
them. The second classification of role models sees subjects actively participating in the
definition and development of their role. These models assume that individuals are much
more active and motivated to possess roles that they can perform successfully. They are
called ‘role making’ models because the focal person actively attempts to influence the
role sender as they try to build a role that will be acceptable to both of them. Graen and
Scandura (1987) proposed the ‘theory of dyadic organizing’ which integrated and
extended Graen’s first proposal (1976). This theory describes how members of a team
coordinate their activities to accomplish tasks that are not prescribed in their positions
but fundamental for the effective functioning of the team.
When a job role involves very predictable tasks, assigning individuals to roles is
relatively easy. However, as work becomes more complex then so do the abilities
required by individuals. The question is no longer about the abilities and knowledge a
person should have for a specific job but is about predicting how a person will behave in
the work unit where the work will be performed. In this sense, Holland (1985) proposed
one of the first models that accounted for this individual context adjustment, suggesting
that individuals and job environments can be classified into six different types: ‘realistic’,
‘conventional’, ‘entrepreneur’, ‘social’, ‘artistic’ and ‘intellectual’. Each type is associated
with specific activities and abilities possessed by individuals. A set of adjectives charac-
terizes each type. For example, the intellectual type is described as analytical, cautious,
critical, inquisitive, independent, pessimistic and reserved. For individuals to be successful and
satisfied in a job, their personal abilities, interests and personality traits should adjust with
the requirements, rewards and interpersonal relations offered by the job consistent with
individual job adjustment theory. Holland (1985) proposed that an individual may
display attributes of more than one type and also that there are compatible and incom-
patible types; for example, ‘intellectual’ and ‘artistic’ types are more compatible than
‘artistic’ and ‘conventional’ types. Belbin’s team role model can be linked to these role
theories and role classifications.
We now turn to review the literature on the team role model, drawing upon studies
using the Team Role Self Perception Inventory (TRSPI) through which it is operation-
alized. We also review team role assessment using personality questionnaires and empiri-
cal studies that have explored the theoretical network of team role constructs in an
attempt to better understand how individual team role preference is related to the
behavioural definition of team roles as well as to other areas of teamwork behaviour.

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 99
THE TEAM ROLE MODEL
As with most role theories, Belbin’s model is not preoccupied with the roles (behavioural
patterns) per se but with the ways in which the roles develop, change and interact with
other patterns of behaviour over time. The model was proposed after a nine-year study
of team building and team effectiveness with management teams taking part in an
executive management exercise (Lawrence, 1974). Prior to participating in the exercise,
individuals completed Cattell’s 16PF personality questionnaire and Watson Glaser’s
Critical Thinking Appraisal. For each management team an observer recorded group
processes based upon Bales’ (1950) interactive process analysis and reported their obser-
vations. Successful and less successful teams were analysed in terms of their members’
personalities and in terms of their critical thinking abilities. Analyses were then cross-
referenced with observers’ reports and, as a result, eight team roles were proposed. The
initial categorization of team roles was therefore based on assessments of team members’
personalities, critical thinking abilities and a behavioural checklist. The only empirical
evidence of the early analysis showed a positive correlation between performance pre-
dictions based on team role composition and actual performance across 22 teams (Belbin
et al., 1976, p. 26).
The eight role model was introduced (Belbin, 1981) and a team role was defined as a
pattern of behaviour characteristic of the way in which one team member interacts with
another in order to facilitate the progress of the team as a whole. Names and descriptive
adjectives for each of the eight team roles were also included. In 1993 some team roles
were renamed and a ninth role added. Descriptions of each role are given in Appendix 1.
In this model a role is defined by six factors: personality, mental ability, current values
and motivation, field constraints, experience, and role learning. However, Belbin did not
show how much of the variance in a team role is explained by each factor. In keeping
with others (Benne and Sheats, 1948; Torrington et al., 1985), Belbin defends the idea
that high performing teams need to have a balanced representation of all team roles. The
team role balance hypothesis assumes that if all team roles are present in a team then it
will perform better than other teams without the balance. Belbin also considers that the
team role concept (a preference to behave in a particular way with other team members
while performing tasks) should be distinguished from the concept of functional role which
refers to the technical skills and operational knowledge relevant to the job. Consequently,
several people may have the same functional role but vary greatly in their natural team
role(s).
Belbin also stresses the link between the stages of a team’s development and the need
for different team roles to dominate at different stages. Six different stages of develop-
ment are proposed: (1) identifying needs; (2) finding ideas; (3) formulating plans; (4)
making ideas; (5) establishing team organization; and (6) following through. In the early
stages team roles like Shaper and Co-ordinator will be most needed, whereas in the later
stages Completer-Finishers and Implementers make higher contributions.

Operationalizing the Model

The team role model is ideally operationalized through a self-perception inventory and
through observers’ assessments to give a rounded assessment of a person’s team role. The

© Blackwell Publishing Ltd 2007

100 A. Aritzeta et al.
original Team Role Self Perception Inventory (TRSPI-8R) was hand-scored such that
respondents computed their own profile. This version was later modified to embody the
nine role model (TRSPI-9R) and for this version respondents’ profiles are generated by
the Interplace computer package. Since it was never intended that the TRSPI should be
the only input to exploring a person’s team role, an Observer Assessment Sheet (OAS)
was also designed to be used by work colleagues who could make an informed judgement
based on their knowledge of the person. The OAS should be used alongside the TRSPI
although in many situations only the inventory is used. Details of the scoring procedures
for these instruments are given in Appendix 2.
The second way of assessing team roles is derived from personality questionnaires;
equations to derive team roles have been developed in conjunction with personality
questionnaire publishers. In particular, Cattell’s Sixteen Personality Factor Question-
naire (16PF; Cattell et al., 1970) and the Occupational Personality Questionnaire (OPQ;
Saville et al., 1992) have been used (see Dulewicz, 1995).

Reviewing the Evidence

This review draws upon 43 substantive studies of the team role model using the TRSPI,
OAS and personality inventories. A table showing the purpose of each study, its aims,
instruments and sample used along with the key findings is available from the first author.

Psychometric evidence. Eight studies have analysed the psychometric properties of the
TRSPI and two have reported results from the OAS. Initial evaluations were critical
(Furnham et al., 1993a, 1993b; Broucek and Randell, 1996) and one study arrived at
mixed conclusions (Beck et al., 1999). Recent studies have been more supportive of the
TRSPI’s reliability and structure (Swailes and McIntyre-Bhatty, 2002, 2003). Since the
first criticism of the TRSPI (Furnham et al., 1993a), other researchers have raised
concerns about the statistical properties of the original inventories as well as their
theoretical basis (Broucek and Randell, 1996). An important issue affecting psychometric
evaluation of the TRSPI stems from its ipsative nature which is outlined in Appendix 2.
Evidence for the TRSPI. Furnham et al. (1993a) reported low reliability values for three
different versions of the TRSPI. Correlations between team roles were different for a
normatively scored (Likert scale) version (M = 0.36) and the original ipsative version
(M = -0.29). Factor structures were also different for normative values (two well-defined
task and socioemotional factors) and for ipsative scoring (four bipolar factors). Both
Senior (1998) and Beck et al. (1999), in their respective exploratory factor analyses, also
reported an underlying four factor structure for the ipsative version of the TRSPI.
However, the ipsative design of the TRSPI was deliberate and any comparison of forms
should recognize that transforming the ipsative structure of the instrument may alter its
nature. (See Belbin (1993b) for a rebuke of the normative version.) In the ipsative form
the average interscale correlation will be negative (Meade, 2004) whereas in a normative
form scales are allowed to correlate freely. In this context, Furnham et al. (1993a) raised
concerns about the theoretical basis of the inventory and a lack of evidence for its
psychometric properties, noting that the test was ‘neither theoretically nor empirically
derived as Belbin developed his team role typology based on observatory and inductive,

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 101
rather than theoretically deductive means’ (p. 247) with a limited sample of 78
managers.
Similarly, Broucek and Randell (1996) raised concerns about the internal consis-
tency and discriminant validity of the TRSPI and the OAS. They also noted that both
tests could not be considered as parallel forms of the same construct. The average
correlation between team roles was 0.27 for ipsative scoring and 0.42 for normative
scoring; higher correlations were expected from the self-reported data collected by
both tests. Similarly, Senior and Swailes (1998) also reported that both TRSPI and
OAS did not show high convergent validity as only five team roles showed significant
correlations with an average of 0.27. Broucek and Randell (1996) also reported that
different correlations were found between the normative and ipsative versions of the
TRSPI and the NEO-PI-(R) personality scale although 8 out of 19 predictions for the
ipsative version and 14 out of 19 for the normative version were correctly hypoth-
esized. Different correlation values were taken as ‘dramatic evidence of the type of
distortion which use of an ipsative instrument produces’ (p. 401). Similarly, Fisher
et al. (1996) looked at the correspondence between the TRSPI and 16PF and found
low correlation values on the validity diagonal. Broucek and Randell also tested the
discriminant validity of the OAS against the NEO-PI (R) Big Five personality factors,
although Fisher et al. (2001a, pp. 125–6) noted that such analysis was dependent on
the orthogonality of the personality factors and, as far as the factors have been found
to be oblique (Costa and McCrae, 1992), any conclusion regarding the discriminant
validity of the OAS should be taken cautiously.
Swailes and McIntyre-Bhatty (2002, 2003) reported more positive assessments of the
TRSPI. They noted that estimating reliability from small TRSPI data sets required the
conversion of blank scores to zero. By design, about half of the TRSPI’s items remain
unscored and so the correlation matrices from which reliability had been estimated
were heavily influenced by replacement of ‘missing’ data. It is unclear whether missing
data replacement is appropriate in this case and, even if it is, replacement with zero
may not be correct. Using a data set of 5003 managers and relying upon average
inter-item correlations among scored items only, internal consistency estimates were
close to or above the 0.70 threshold except for the Implementer role. Similarly, analy-
ses of scored items showed a unifactorial structure for six scales with Completer-
Finisher, Implementer and Shaper showing a better fit to a two factor solution. Both
sets of analysis show stronger support than any previous studies for the reliability of
the TRSPI.
Evidence from personality measures of team roles. Three studies have analysed the psycho-
metric properties of team role measures derived from personality inventories. This line
of research, mainly led by Fisher and colleagues and the early work of Dulewicz (1995),
occurs for two reasons. First, initial analysis indicated that both the TRSPI and OAS had
poor reliability, poor construct and convergent validity and the use of personality ques-
tionnaires to derive team roles overcomes these limitations (Broucek and Randell, 1996;
Furnham et al., 1993a). Second, it is argued that Belbin worked closely with personality
questionnaire publishers at different times to develop equations to derive his team role
measures. Although not explicitly stated, this line of research assumes that personality
traits are the basic components underlining team roles constructs.

© Blackwell Publishing Ltd 2007

102 A. Aritzeta et al.
The first of these studies (Dulewicz, 1995) intended to offer valid and reliable mea-
sures of team roles. After showing the importance of personality measures in Belbin’s
early work, Dulewicz correlated and factor structured team roles using 16PF and OPQ
measures. Based on the correlations between team roles, low discrimination between
roles was reported. He argued that poor discriminant validity between team roles was
due to some personality factors contributing to many of the team role equations for
both 16PF and OPQ (Dulewicz, 1995, p. 94). He also found that previous classifica-
tions of pairs of roles (Belbin, 1988) and exploratory factor analysis of the TRSPI (Beck
et al., 1999; Furnham et al., 1993a; Senior, 1997) were not supported. Dulewicz argues
that much of the confusion about team role pairings is due to a lack of differentiation
between the tasks and functions that a role holder performs and the personality char-
acteristics that define the role. If Plants and Monitor-Evaluators are considered intel-
lectuals, but both display two different intellectual roles, they will also have different
personality traits. ‘Therefore, it seems inappropriate for Furnham et al. (1993a) to test
the team role theory by seeking significant correlations between the four pairs of roles’
(p. 95).
The factor structures observed by Dulewicz shared some similarities between both
personality measures; thus some support for the construct validity of the team role model
is claimed. Similarly, correlations between team roles derived from both questionnaires
show high inter-method/equivalent form reliability and construct validity, though the
average correlation on the validity diagonal (0.35) is taken by Fisher et al. (2001a, p. 125)
as a signal of poor ‘inter-method/equivalent form reliability’.
Fisher and colleagues generated a stream of research on team roles using personality
questionnaires. Three of their studies have been concerned with the validity and
reliability of team roles derived from 16PF (Fisher et al., 1996, 1998a, 2001a). Fisher
et al. (1998a), using a multidimensional scaling technique, showed that team roles
were grouped into two distinct factors that clustered Co-ordinator, Team Worker,
Resource Investigator and Implementer in a ‘relationship’ cluster and Plant, Monitor
Evaluator, Shaper and Completer-Finisher in a ‘task’ dimension. Again, these results
have little in common with results reported by Dulewicz (1995) but seem to partially
echo those of Furnham et al. (1993a) from their normative version of the TRSPI (see
Table I).
The work of Fisher et al. (2001a) is one of the most rigorous validation studies in
terms of combining different methods to derive team roles. Besides the 16PF and
OPQ, an independent observational methodology was used in a business simulation
exercise. These measurements were analysed using a multitrait-multimethod approach
followed by confirmatory factor analysis. The multitrait-multimethod matrix analysis
provided support for convergent validity but less support for the discriminant validity
of team roles (discriminant validity in this case means clear discrimination among the
nine roles). However, the convergent and discriminant validity of the team role model
could not be confirmed by confirmatory factor analysis as too many similar personality
traits were shared by different team roles – an aspect previously noted by Dulewicz
(1995).
Fisher et al. (2001a) reduced trait multicollinearity by combining pairs of team roles
and their average scores in a step-by-step method. A meaningful factor structure was

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 103
found only after six team roles were put into three pairs (Implementer and Resource
Investigator; Co-ordinator and Team Worker; Completer-Finisher and Shaper) and two
others were unpaired (Plant and Monitor Evaluator). These groupings fitted with the
NEO-PI-R five factor model of extraversion, conscientiousness, openness, agreeableness
and neuroticism respectively, which was taken as evidence for convergent validity.
Broucek and Randell (1996, p. 400) also found Resource Investigator positively related
with extraversion, Monitor Evaluator with conscientiousness, Plant with openness, Team
Worker with agreeableness and Completer-Finisher with neuroticism although the cor-
relations were clearer for the normative version of the TRSPI than the ipsative version.
Fisher et al. (2001a) concluded that Belbin had probably been unwittingly identifying the
‘Big Five’ personality traits while observing his teams and that the evidence for the
predictive power of the Big Five model might help to develop a team role model with a
clearer theoretical grounding.
Factor structures. It should be pointed out that the bi-polar factor structure reported
previously (Furnham et al., 1993a) and those reported by Senior (1998) and Beck et al.
(1999) have no obvious counterparts within the structures of the 16PF or the OPQ.
These results, in light of Dulewicz (1995, p. 96), do not lend support for the TRSPI.
However, while reliability and factor structures of within-scale scores (e.g. Swailes and
McIntyre-Bhatty, 2002, 2003) can be justified as within-scale ipsativity is low, factor
analysis of between-scale scores is of limited use at best given the higher levels of
ipsativity. This arises from the nature of ipsative data in which correlations are ‘forced’
due to scores for one variable influencing the scores for another (see Baron, 1996; Meade,
2004; Saville and Wilson, 1991). With that caveat, Table I summarizes factor structures

Table I. Exploratory factor analysis of team roles, using both TRSPI and personality questionnaires

Studies Factor 1 Factor 2 Factor 3 Factor 4

Furnham et al. (1993a) PL vs. IMP SH vs. TW ME vs. RI CO vs. CF

TRSPI-8R
Senior (1998) SH+RI vs. TW+SP PL vs. IMP+CF CO vs. SP ME vs. RI
TRSPI-9R
Beck et al. (1999) PL vs. IMP CO vs. SP SH vs. TW ME vs. DR
TRSPI-9R
Dulewicz (1995) CF vs. RI PL vs. TW CO+IMP SH vs. ME
16PF
Furnham et al. (1993) SH+RI+ME+ TW+CF+
Normative PL+CO IMP+CO
TRSPI-8R
Furnham et al. (1993) ME+SH+CF+ TW+SP+ PL+RI
Normative CO+IMP+RI CF+IMP
TRSPI-9R
Dulewicz (1995) IMP+CF+ME CO+RI+TW PL+SH vs. TW
OPQ

Note: Threshold for factor loading contribution was 0.50.

© Blackwell Publishing Ltd 2007

104 A. Aritzeta et al.
found by using ipsative and normative versions of the TRSPI and personality question-
naires. Three different result patterns can be observed.
From the eight and nine role versions of the TRSPI some predictable results have
appeared. For example, the imaginative and unorthodox Plant contrasts with the more
controlled and disciplined Implementer. Similarly, the dominant and competitive
Shaper contrasts with the submissive and uncompetitive Team Worker. Beck et al.
(1999) and Senior (1997) show that Co-ordinator opposes Specialist which is logical since
Co-ordinators are defined as mature chairpersons, whereas Specialists are less interested
in others and tend to be single-minded. Finally, Monitor Evaluator contrasts with
Resource Investigator (Furnham et al., 1993a; Senior, 1997) although Senior argued that
Resource Investigator has little standing as a role in its own right. Both of these team
roles have contrasting adjectives, for example, Monitor Evaluators are defined as
dependable and unambitious, whereas Resource Investigators are persuasive and domi-
nant. These three studies have thus reported two similar bipolar factors where Plant and
Implementer, Shaper and Team Worker were seen as opposing team roles. Belbin
(Belbin Associates, 1988, p. 123) proposed a classification of role pairings in which
Resource Investigator and Team Worker are seen as negotiators, Implementer and
Completer-Finisher are seen as managers/workers, Monitor Evaluator and Plant as
intellectuals and Coordinators and Shapers as leaders. However, although the factor
structure of the TRSPI appears stable across studies, none of the results supported the
four higher-order team role classification probably because it was based on characteris-
tics rather than opposing traits.
The second group of results refers to normative versions of the TRSPI (Furnham et al.,
1993a). In the eight role version two factors were identified. Factor one was composed of
mainly task oriented roles whereas factor two loaded team roles concerned with others.
In the nine role version a similar result was observed with the exception that Plant and
Resource Investigator appeared grouped on a third factor. These factor structures do not
differ much from the classical task and socioemotional role differentiation mentioned
earlier (Bales, 1950). It is important to appreciate, however, that in creating a norma-
tively scored version of the TRSPI, and thus data suited to factor analysis, the instrument
loses its intended structure and it is arguable whether like is being compared to like (see
Belbin, 1993b).
Finally, Dulewicz (1995) reported the factor structures of the 16PF and the OPQ. The
16PF showed a four factor structure of which three factors were bipolar. No counterparts
could be found with any of the previous studies, though the structure appeared theo-
retically consistent with factors loading Plant and Team Worker, Shaper and Monitor
Evaluator, Completer-Finisher and Resource Investigator. On the other hand, the factor
structure of the OPQ was different from the 16PF, being closer to the normative version’s
factor structure (Furnham et al., 1993a).
The fact that the 16PF factor structure has no correspondence with other bipolar
structures previously reported raises the next question: are both TRSPI and the person-
ality inventories measuring the same constructs? Fisher et al. (1996) showed that test-
retest reliabilities of team roles measured by the TRSPI were lower than for measures
derived from 16PF. These results can be considered as a sign that team roles measured
by the TRSPI reveal a more dynamic structure and show higher context dependency

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 105
than personality traits which are considered to be stable over time. Pre-test/post-test
studies on team role ambiguity have shown that after time working in teams, individuals
show higher team role clarity (Aritzeta and Ayestaran, 2003; Aritzeta et al., 2005a).
Similarly, Watkins and Gibson-Sweet (1997) showed that team members were able to
display non-natural team roles to supply the team with team roles that were needed. This
evidence suggests that TRSPI and personality measures of team roles may be measuring
different constructs.
Taken overall, the evidence from the psychometric properties of different measures
used to analyse team roles is far from uniform. Independently of the method used, a
common result is that there are strong associations between pairings of team roles
such that discrimination between some roles is low. Therefore we raise the question
about the real existence of nine well-differentiated team roles and whether these team
roles, in fact, are better differentiated using some other grouping suggested in the
literature.
Empirical studies. The team role model has been associated with both teamworking and
the prediction of team performance. The ‘team role balance hypothesis’ states that high
performing teams need to display all the functions represented by the nine team roles,
acknowledging that an individual may display two or three natural roles. Thus, balanced
teams are those where all team roles are present. Other studies have observed the team
role model in relation to the role preferences of women and men, type of organization,
the cognitive styles of team members and links between team roles and conflict
management.
Twenty seven studies have empirically or conceptually tested the team role model
using either the TRSPI or personality inventories. Of these, five have reported negative
evidence. These related to a potential gender bias of the instrument ( Anderson and
Sleap, 2004), to the prediction of team performance ( Jackson, 2002; Partington and
Harris, 1999), to associations between team roles and a physiological measure of brain
dominance (Sommerville and Dalziel, 1998) and to relationships with the Team Man-
agement System role model (Rushmer, 1996). Eighteen studies have reported positive
evidence including team roles in relation to management styles (Lessem and Baruch,
2000), to team performance (Aritzeta and Ayestaran, 2003; Senior, 1998), to cognitive
styles (Aritzeta et al., 2005b) and to the exercise of power and control (Fisher et al.,
2001b). A summary of empirical studies is now provided.
The balanced team performance hypothesis. Senior (1997) studied 11 management teams
using the repertory grid technique. Team roles were identified using both the TRSPI and
the OAS. In her study each team member participated in a one-to-one interview so that
their perception of team performance could be classified (see also Senior and Swailes,
2004). Senior showed that performance was related to measures of team role balance.
Similarly, Prichard and Stanton (1999) also showed that teams with a diverse combina-
tion of team roles perform better than teams mainly composed of Shapers – evidence
partially supporting the team role balance hypothesis. Jackson (2002) studied the capac-
ity of team roles to predict team performance compared to the Learning Styles Ques-
tionnaire and found no evidence to support team roles using the TRSPI.
Aritzeta and Ayestaran (2003) observed positive evidence for the team role balance
hypothesis as 56 per cent of their mainly female work teams were balanced (all team roles

© Blackwell Publishing Ltd 2007

106 A. Aritzeta et al.
were present in the team). However, using the same criteria, Park and Bang (2002) found
that only 4 per cent of their mainly male dominated work teams were balanced and could
not find evidence to support the team role balance hypothesis. Gender differences
between both studies could explain differences observed with respect to team role
balance.
Balderson and Broderick (1996) found differences between men and women only on
the Monitor Evaluator and Plant roles which were higher for women. Sommerville and
Dalziel (1998) showed a higher predominance of Team Workers among women and
both Implementers and Co-ordinators among men. Similarly, Anderson and Sleap
(2004) showed that women scored significantly higher on Team Worker and men on
Shaper, Plant and Monitor Evaluator roles, contradicting Balderson and Broderick’s
findings. Anderson and Sleap reported that the TRSPI-8R tends to favour males on
leadership roles (Coordinator and Shaper) and in this sense, team role measurement
using the TRSPI has been considered to be excessively task oriented (Beck et al., 1999).
Future research should focus on gender composition of groups, its influence on
role adjustment and the effects on team role balance and performance (O’Doherty,
2005).
Type of management and organization. Lessem and Baruch (2000) found that managers
prioritizing change and development showed preferences for Co-ordinator, Plant and
Shaper roles. These results are reinforced by the idea that in heterogeneous and change-
oriented organizations a higher predominance of Plant and Resource Investigator roles
is found (Shi and Tang, 1997). On the other hand, organizations that are relatively
homogeneous and stable showed a higher preference for Implementer and Completer-
Finisher team roles. Arroba and Wedgwood-Oppenheim (1994) indicated that Shaper
and Implementer roles occurred more among senior managers in local government than
in private sectors where Plant, Team Worker and Completer-Finisher occurred more
frequently. Hence, there are indications of a differential attraction between team
role types and broad organizational type. Shaper, Plant, Resource Investigator and
Co-ordinator seem to readily fit dynamic and changing contexts. Implementer and
Completer-Finisher seem better adjusted to more stable contexts. This finding is rein-
forced by studies analysing the association between individual cognitive styles and team
role preferences that show an isomorphic pattern between organizational and individual
level analysis and which are discussed below.
Cognitive styles and conflict management. The convergent validity of the TRSPI and Kir-
ton’s (1989) adaption-innovation cognitive styles was first addressed by Fisher et al.
(1998b). Using the 16PF questionnaire, they found a positive correlation between
Resource Investigator and Shaper and innovative cognitive style. A high innovator is
defined as an undisciplined thinker, tangentially approaching tasks from unsuspected
angles and someone that searches for alternative ways to solve problems. High innova-
tors manipulate problems and are able to catalyse and settle groups, though sometimes
being irreverent about their consensual views. In contrast, Completer-Finisher, Imple-
menter and Monitor Evaluator were associated with an adaptive cognitive style. A
typical Adaptor is characterized by precision, reliability, efficiency, prudence, discipline
and conformity. He/she is concerned with resolving problems thrown up by the current
paradigm, approaching them through continuity and stability and seeking solutions in

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 107
tried and understood ways. Finally, Co-ordinators were seen as displaying mediating,
bridging, behaviour between Adaptors and Innovators that moderates tension between
high Adaptors and Innovators.
Fisher et al. (1998b) concluded that correlations between the Kirton Adaptor-
Innovator (KAI) subscales and team roles were disappointing. However, more recent
work (Aritzeta et al., 2005b) has shown that the disappointing results were due to a
misinterpretation of KAI sub-scale scores (scoring direction was reversed) with inevitable
adverse consequences for coherent subscale correlations. With this correction, in both
studies, the correlations between team role scores and innovation were almost identical.
Shaper and Resource Investigator (also Plant in the study by Aritzeta et al., 2005b)
were related to the innovative cognitive style and Implementer, Team Worker and
Completer-Finisher to the adaptive style. Both Co-ordinator and Monitor Evaluator
were seen as bridging roles. Similarly, recent work found that team roles were related to
conflict management behaviour, showing that Plant and Shaper were positively related
to dominating behaviours, and Implementer, Completer-Finisher and Team Worker
with avoiding behaviour (Aritzeta et al., 2005a). In this study, Co-ordinator and
Resource Investigator showed a positive correlation with compromising behaviour after
four months of teamworking. These three studies are consistent. Team roles are coher-
ently associated with cognitive styles and conflict managing behaviour, which constitutes
positive evidence for the validity of the team role model.
Control, power and Machiavellianism. Other studies using the 16PF showed evidence
supporting the construct validity of the team role model. For example, Fisher et al.
(2001b) analysed whether control and power operated in Belbin’s team roles and found
that Co-ordinator, Resource Investigator and Shaper expressed higher levels of control
or tried to exert control over others rather than accepting control from them. Moreover,
Macrosson and Hemphill (2001) argued that some of the definitions of team roles could
be hiding Machiavellian behaviour. In their study, Shaper and Plant were positively
related to Machiavellian behaviour and Co-ordinator, Implementer and Team Worker
appeared negatively related to it.
Management team roles for non-managers? Some evidence has shown that Belbin’s model
should not be limited to management teams, as ‘the behaviours which each of the team
roles bring to the process of making decisions are needed universally, irrespective of the
level of the organization in which that activity occurs’ (Fisher et al., 2002, p. 15). They
found no differences between managers and non-management teams in terms of team
role frequencies and team performance, reinforcing the idea that the model can also be
applied to non-managerial roles. This, more universal, nature of team roles has also been
addressed by Fisher and Macrosson (1995) who predicted team role preferences from an
individual’s family environment. They reported that the cohesion subscale of the family
environment survey (commitment and help and support among family members) was
predictive of Implementer, Co-ordinator and Team Worker roles. On the other hand,
conflict and achievement orientation were predictive of the Shaper role.
In an expanded application of team roles, Dulewicz and Higgs (1999) correlated
dimensions of a new questionnaire to measure emotional intelligence with 16PF mea-
sures of team roles. They found that Co-ordinator and Resource Investigator showed
similar correlation patterns with an emotional intelligence subscale (Self-awareness,

© Blackwell Publishing Ltd 2007

108 A. Aritzeta et al.
resilience, motivation, influence) sharing with Implementer two positive subscale corre-
lations. Shaper and Completer-Finisher showed a negative correlation with total emo-
tional intelligence.

Summary of empirical studies.

Taking the empirical studies together, there is sufficient evidence that definitions of team
roles are valid and that independently of the instrument used to measure team roles,
results are consistent with other theoretical models. The team role model shows evidence
for validity that cannot be disregarded and this is presented in Table II. Knowing the
type of association that a team role shows with individual cognitive styles, conflict
managing behaviour and the other areas explored will help to better understand team
dynamics and facilitate team building activities. Table II shows the theoretical common-
alities among team roles and other constructs.
If the associations in Table II are cross-referenced with the factorial structures shown
in Table I, a global picture of the team role model emerges. First, both the empirical
associations between team roles and other theoretical constructs and factorial structures
of the TRSPI show similar patterns. For example, Plant is related to an innovative
cognitive style, dominating conflict management behaviour and Machiavellianism. In
contrast Implementer is related to an adaptive cognitive style, avoiding conflict manage-
ment behaviour, high moral values and family cohesion.
Similarly, Shaper is associated with innovative cognitive style, dominating and con-
trolling behaviour and achievement as opposed to Team Worker which is related to an

Table II. Theoretical commonalities among team roles

Team role Theoretical association

Completer-Finisher Adaptive cognitive style; Tries to avoid conflict; Low emotional intelligence;
High moral values
Implementer Adaptive cognitive style; Tries to avoid conflict; Low Machiavellianism;
Cohesion; Low intellectual orientation; High moral values
Team Worker Bridge/Adaptive cognitive style; Tries to avoid conflict; Low
Machiavellianism; Cohesion
Specialist Adaptive cognitive style; In conflicts will try to dominate or use avoiding
behaviour
Monitor Evaluator Bridge/Adaptive cognitive style
Co-ordinator Bridge; Attempts to control; In conflicts tries to find a compromise; Low
Machiavellian; High emotional intelligence; Cohesion
Resource Investigator Innovative cognitive style; Attempts to control; In conflicts tries to find a
compromise; High emotional intelligence; Low conflict
Plant Innovative cognitive style; In conflicts tries to dominate; Shows Machiavellian
behaviour; Low Cohesion; Intellectual orientation
Shaper Innovative cognitive style; Attempts to control; In conflicts tries to dominate;
Shows Machiavellian behaviour; Achievement orientation; Low emotional
intelligence; Conflict

Note: Only constructs shared by at least two team roles have been included.

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 109
adaptive cognitive style and avoiding behaviour in conflicts. Finally, other coherent
though less clear pairings appear. One refers to Resource Investigator which is related to
Innovative cognitive style, attempting to control and seeking compromising behaviour in
contrast to Monitor Evaluator which is associated with a bridging/adaptive cognitive
style. Co-ordinators are observed as displaying bridging behaviour and attempts to
control others while using compromising behaviour when dealing with conflict. Con-
versely, Specialists are related to an adaptive cognitive style and both dominating
and avoiding behaviour (not caring about others). The factor structure of the 16PF
(Dulewicz, 1995) also shows a bipolar structure with pairs of team roles that have been
found to be differentially related to other theoretical constructs. Again, the innovative
and dominating Plant contrasts with the adaptive and avoiding Team Worker. The same
can be said for Shaper and Monitor Evaluator and for Completer-Finisher and Resource
Investigator.
Similarities can also be observed between theoretical team role associations and factor
structures of the normative versions of the TRSPI and the OPQ. The only difference
from the classification made above is that in these two cases the factorial structure shows
two or three unipolar factors. For example, in the normative versions of the eight role
TRSPI, Furnham et al. (1993a) reported that Shaper, Plant and Resource Investigator
contrasted with Team Worker, Completer-Finisher and Implementer. As shown in
Table II, these first three team roles share the same cognitive style; Resource Investigator
and Shaper share their attempts to control and Plant and Shaper share a dominating
conflict managing style. Similarly, in the nine role version, though the first factor is less
clear, Team Worker, Completer-Finisher and Implementer appear together in the
second factor and Plant and Resource Investigator in the third. Finally, in the factor
structure reported by Dulewicz (1995), Implementer, Completer-Finisher and Monitor
Evaluator appear together, linked by a bridging/adaptive cognitive style, and Plant and
Shaper appear as opposing the Team Worker role.
Team roles can, therefore, be classified as opposing two-by-two pairings or in two well-
differentiated groups. In the two-by-two classifications, Plant contrasts with Team
Worker or Implementer, and Shaper contrasts with Team Worker or Monitor Evalua-
tor. Less clear are distinctions between Co-ordinator and Specialist and between
Monitor Evaluator and Resource Investigator. If two clusters are proposed, then Team
Worker, Implementer and Completer-Finisher (and in part Monitor Evaluator) appear
together, whereas Shaper and Plant (and in some aspects Resource Investigator) appear
in another cluster. The Specialist role does not have a clear theoretical association with
these clusters. These theoretical and empirical comparisons are taken as supportive of the
construct validity of the team role model as the empirical association between team roles
and other theoretical constructs generally reveals positive evidence and role clusters
support those empirical associations (see Table I and Table II).

DISCUSSION
Despite some negative criticism of the model we do not think it is justifiable to suggest
that the ‘team role theory is itself flawed’ (Broucek and Randell, 1996, p. 403). Even

© Blackwell Publishing Ltd 2007

110 A. Aritzeta et al.
acknowledging that the model’s theoretical foundations are not explicit, its empirical
formulation can be linked to a well-established role theory base. Neither is it reasonable
to state that ‘Belbin’s study of team performance is supported by anecdote alone’
(Broucek and Randell, 1996, p. 403), as nine years of studying team building and
effectiveness using standardized personality questionnaires and observational methodol-
ogy constitute far more than just anecdotal evidence (see Dulewicz, 1995). Moreover, it
is premature to conclude that the TRSPI lacks psychometric support although the less
frequently used OAS is less well supported. While Furnham et al. (1993a) recognized that
their results do not necessarily invalidate the model, Broucek and Randell (1996) invited
researchers to avoid using the related inventories and focus on the role of personality
traits in team roles and team performance.
Differences in the interpretation of effect sizes are evident in the literature. For
example, similar results (a correlation of 0.30) have been interpreted as providing a
lack of support for convergent validity (Broucek and Randell, 1996, p. 396), while
others have considered such values as indicators of convergent validity (Beck et al.,
1999; Lessem and Baruch, 2000). This inconsistency has led to mixed claims about
validity. We suggest that when non-experimental designs are used, statistical results
should take into account average meta-analysis values to conclude whether an effect
size is acceptable or not because effect sizes should be interpreted considering the
knowledge field of the research (Cohen, 1988). Correlation values, strictly speaking,
can be considered as effect sizes and we computed the average and standard deviation
of correlations from psychometric and empirical studies following the common rule of
⫾1 standard deviation to establish low, medium and high effect sizes. Based on cor-
relations extracted from the literature reviewed here, we suggest that for psychometric
studies and for studies contrasting the team role model with other team role measures
(OAS, normative vs. ipsative tests, personality measures vs. TRSPI), values below 0.20
can be considered low, between 0.20 and 0.34 medium, and above 0.34 high. On the
other hand, for empirical studies, (i.e. those that correlate team roles with other theo-
retical constructs), average effect sizes suggest that correlations below 0.21 can be
considered low, between 0.21 and 0.45 medium, and above 0.45 high. Taking this
position, a correlation of 0.30 should not be considered as an evidence of lack of
support for convergent validity.
Having reviewed psychometric studies it is clear that neither the eight role nor the nine
role version of the TRSPI has unequivocal psychometric support and most of the studies
show low or at best average effect sizes indicating only partial psychometric support.
However, concerns about reliability identified in initial studies have been challenged by
more recent studies using large samples of management team members. In some cases,
normative statistical procedures have been used on highly ipsative data (Furnham et al.,
1993a) and small or inappropriate samples have been used (Rushmer, 1996; Sommer-
ville and Dalziel, 1998), which increases the likelihood of Type I and Type II errors.
Future psychometric analysis will benefit from large samples of managers, especially in
relation to the OAS on which little evidence exists. Such studies could usefully control for
the types of organization studied and the management level of participants.
Given that the model contains nine roles we would have expected stronger evidence
for the existence of nine distinct roles and yet this is one property that neither the TRSPI

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 111
nor personality measures have satisfied. The nine team roles cannot be clearly differen-
tiated from each other. When empirical evidence was cross-referenced with factorial
structures comprehensible dimensions appeared. These results showed the possibility of
creating new groupings that may better discriminate between team roles, for example,
opposing two by two pairings, Plant vs. Team Worker or Implementer, and Shaper vs.
Team Worker or Monitor Evaluator. Alternatively, two groups can be proposed: Team
Worker, Implementer and Completer-Finisher (and in part Monitor Evaluator); and
Shaper and Plant (and in some aspects Resource Investigator). Fisher et al. (2001a) also
proposed five pairings which fitted with NEO-PI-R five factor model.
The dynamic configuration of team roles measured by the TRSPI and the relative
stability of traits measured by personality questionnaires leads to the conclusion that
traits measured by the latter are different from those measured by the TRSPI. Thus, both
instruments may be tapping different but complementary constructs. Even so, and
although factor structures of both the TRSPI and the 16PF have little in common, it is
reasonable to use personality questionnaires to derive team roles. It is worth remember-
ing that Belbin identified managers who fulfil similar functions as sharing similar per-
sonality and ability characteristics, which were translated into equations based upon
16PF factors which defined team roles (Belbin and Life, 1983). If revisions are made to
the TRSPI then it could benefit from stronger methodological support from personality
dimensions and from evidence for the predictive power of personality theories which
might help to develop a measure that can more clearly differentiate one team role from
another.
As we have shown, most of the empirical studies have shown average or high size
effects and this leads us to conclude that the team role model has acceptable convergent
validity. Factor structures for the TRSPI are coherent in its ipsative and normative
forms as well as with personality measures. From this perspective we suggest that there
is substantial evidence for the construct validity of the model. The model is therefore
useful for measuring individual preferences towards contributing and interacting with
other team members. High performing teams are those defined by team member
complementarity and real interaction (rather than addition). Identifying individual pre-
ferences and matching those preferences to the functions performed in a team allows
team members to make useful and valuable contributions towards the team’s goals
and to other team members. Individual contributions supplement the contributions of
other team members, thus engendering real interaction and higher levels of team
performance.
Since the model allows the combination of self-perception with the perceptions of
others, these perceptions can be contrasted. This technique provides insights into how
others are perceived which opens prospective new areas for discussion among team
members. As team roles are defined through interactions with others, the discussion can
embrace the tasks performed as well as the emotions that arise in the interactions that
occur. When task and emotional processes are jointly considered in a team it should
become easier to solve problems and ensure healthy work team development.
In sum, the practical implications of the model for the measurement of team roles are
substantial. Two clear examples are those concerning conflict in a team and styles of
creative thinking. For example, when conflict in a team threatens to hinder progress,

© Blackwell Publishing Ltd 2007

112 A. Aritzeta et al.
team role preferences related to integrating and collaborating behaviour should come
into play (Aritzeta et al., 2005a). In relation to team roles and cognitive styles (Aritzeta
et al., 2005b; Fisher et al., 1998b) interesting applications are also evident. For example,
an innovative style (see definition above) is needed in any organization that is to survive.
Consequently, continuous organizational change (Weick and Quinn, 1999) is better
suited to a higher proportion of team roles associated with the innovative style in
management teams. The more that organizational change is episodic, in terms of Weick
and Quinn, the more suited it is to team roles that are related to adaptive cognitive style
in a management team. From a broader point of view, it has been suggested that people
with team roles displaying an adaptive style will more easily work in clan and hierarchical
cultures, while people with innovative team roles will feel comfortable in market and
adhocracy cultures (Cameron and Quinn, 1999).
Challenging future research opportunities have been proposed throughout this review.
Aritzeta and Ayestaran (2003) and Park and Bang (2002) indicate that team role balance
could be moderated by the gender composition of teams. In this regard, future research
should focus on how gender composition may affect interpersonal adjustment within
teams which may help the team to be balanced in terms of the number of natural roles
present with implications for overall team performance. Recently, Hales (2005) has
argued that in times of radical organizational change, where a common performance
orientation exists, the first line manager’s role remains part of a hierarchical system of
individual managerial responsibility. Hence, future research could also focus on those
team role preferences that are, together with cognitive styles and conflict management
approaches, conducive to the adaptability of first line managers with a team leadership
expectation and yet who experience high individual accountability.
Another area for future research concerns the implementation of organizational
strategies by top management teams. As team role composition may relate to organiza-
tional structure ( Jarzabkowski and Wilson, 2002) and the nature and characteristics of
these patterns can be related to how strategy is put into practice, to understand how
strategy is practised future research needs to focus on how patterns of action are
associated with the characteristics of both the team role composition and the wider
organization. Researchers have argued that top management team changes are an
important force triggering change in declining firms. However, there is little systematic
evidence that replacing top managers leads to substantial organizational change at
declining firms (Barker et al., 2001). Future research should focus on how team role
composition affects top management team replacement and which particular team role
configuration fits best with the existing organizational-level forces emanating from
culture and structure.
A further area of research concerns the assessment of team performance itself. While
objective criteria can be used for this purpose they represent only the outcomes of team
functioning and they are not always available. A more general measure that assesses the
state of management team processes (teamwork) would assist researchers seeking to
explore this domain more widely.
Some limitations of the present study need comment. Although we systematically
searched electronic databases some relevant material may have been overlooked. This
review did not follow a meta-analysis technique because the research covers different

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 113
themes and the number of empirical papers dealing with a particular discrete dependent
variable is small. As team role research expands, meta-analytical techniques will be more
suitable to explore the association between team roles, cognitive styles and conflict
management behaviour. A model that combines these two constructs with team roles will
be valuable in helping to build high performing teams.

CONCLUSIONS
The dominant psychological approach to understanding teamworking needs to be
complemented by socio-technical considerations (for example, see the special issue of
the Journal of Management Studies, volume 16, number 2, 2005). Better understanding of
phenomena is more likely to occur when findings from differing perspectives are
integrated. Psychological approaches require robust measurement instruments and
this paper moves forward our understanding in the important area of team role
assessment.
The team role model is used on an international scale and this review will be useful for
managers, consultants and trainers engaged in team building processes. From an orga-
nizational perspective, since team roles appear differentially related to leadership styles
and to change processes in organizations, organizations emphasizing continuous change
(Weick and Quinn, 1999) may be better led by managers displaying the innovative
characteristics of Plant, Shaper and Resource Investigator team roles. We recognize of
course that many other factors must be considered.
The relationships between team roles and other constructs (see Table II) should help
to develop more robust and rigorous methods for determining the structure and com-
position of teamworking, as well as to better understand team dynamics. The review
will help practitioners to design organizational interventions and to determine how the
model can be applied to aspects of a team environment. The ways in which an indi-
vidual interacts with other team members can be now associated with cognitive style,
conflict managing behaviour, power and control or Machiavellian behaviour and this
will help to solve problems inside the team and therefore to create effective teamwork-
ing, team building, recruitment activities and team training. As Prichard and Stanton
(1999, p. 664) underlined, ‘If teams are to be formed on the basis of team role profiles,
then the dynamics of the interaction of these roles with the environment, the task and
experience need to be better understood’. We hope this review has helped to achieve
such a goal.

NOTE
*This research was made possible by a post-doctoral research training grant from the Basque Country
Government, Education, University and Research Department, Mod. DK, 2003/2005.

© Blackwell Publishing Ltd 2007

114 A. Aritzeta et al.
APPENDIX 1: TEAM ROLE DESCRIPTORS, STRENGTHS AND
ALLOWED WEAKNESSES

Team role Descriptors Strengths Allowed weaknesses

Completer- Anxious, conscientious, Painstaking, conscientious, Inclined to worry

Finisher introvert, self-controlled, searches out errors and unduly.
(CF) self-disciplined, omissions, delivers on time. Reluctant to
submissive and delegate.
worrisome.
Implementer Conservative, controlled, Disciplined, reliable, Somewhat inflexible.
(IMP) disciplined, efficient, conservative and efficient, Slow to respond to
inflexible, methodical, turns ideas into practical new possibilities.
sincere, stable and actions.
systematic.
Team Extrovert, likeable, loyal, Co-operative, mild, perceptive Indecisive in crunch
Worker stable, submissive, and diplomatic, listens, builds, situations.
(TW) supportive, unassertive, averts friction, calms the
and uncompetitive. waters.
Specialist Expert, defendant, not Single-minded, self-starting, Contributes on a
(SP) interested in others, dedicated; narrow front only.
serious, self-disciplined, provides knowledge and skills Dwells on
efficient. in rare supply. technicalities.
Monitor Dependable, fair-minded, Sober, strategic and discerning, Lacks drive and
Evaluator introvert, low drive, sees all options, judges ability to inspire
(ME) open to change, serious, accurately. others.
stable and unambitious.
Co-ordinator Dominant, trusting, Mature, confident, a Can be seen as
(CO) extrovert, mature, good chairperson, clarifies manipulative.
positive, self-controlled, goals, promotes decision Offloads personal
self-disciplined and making, delegates well. work.
stable.
Plant (PL) Dominant, imaginative, Creative, unorthodox, solves Too preoccupied to
introvert, original, difficult problems. communicate
radical-minded, trustful effectively.
and uninhibited.
Shaper (SH) Abrasive, anxious, Challenging, dynamic, thrives Prone to
arrogant, competitive, on pressure, has drive and provocation.
dominant, edgy, courage to overcome Offends people’s
emotional, extrovert, obstacles. feelings.
impatient, impulsive,
outgoing and
self-confident.
Resource Diplomatic, dominant, Extrovert, communicative, Over-optimistic.
Investigator enthusiastic, extrovert, explores opportunities, Loses interest
(RI) flexible, inquisitive, develops contacts. after initial
optimistic, persuasive, enthusiasm.
positive, relaxed, social
and stable.

Source: Belbin (1993a, p. 22).

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 115
APPENDIX 2: SUMMARY OF TRSPI-9R AND OAS SCORING
The nine role TRSPI contains seven sections each containing ten statements (items),
e.g. ‘I can work well with a very wide range of people’. Each section contains one item
per team role plus one item measuring social desirability. Items in one section are
independent of items in other sections. Respondents are asked to distribute ten points
between the ten items in each section according to the strength of their belief that the
items most accurately reflect their behaviour. Thus, at extremes, ten points could be
given to one item or one point to each of ten items. Usually, two to four items are
scored.
The scoring of each scale (team role) is achieved by summing the scores given to each
of the relevant seven items. The total raw score achieved is always 70 and hence it is an
ipsative measure overall. Since the items are dispersed throughout sections such that
there is one item for each role in each section, the scores given to items for any team role
are not ‘fully’ ipsative as they do not sum to a constant value. However, while the scores
for items in the same scale are independent of each other, they are partly dependent on
the scores given to other scales. Thus, the TRSPI is ipsative within its sections (since
scores always sum to 10), but not between its sections.
The OAS is used by co-workers who know an individual well. It is a 72 item
peer-rater checklist divided into two parts. Part 1 contains 45 positive adjectives
which are possible descriptors of the individual being observed. Part 2 contains 27
negative adjectives or phrases. Observers select the words or phrases that they think
describe the individual. Each team role is scored with five positive and three nega-
tive adjectives. The OAS produces a ranking of team roles for each individual
observed.

REFERENCES
Anderson, N. and Sleap, S. (2004). ‘An evaluation of gender differences on the Belbin Team Role Self-
Perception Inventory’. Journal of Occupational and Organizational Psychology, 77, 429–37.
Aritzeta, A. and Ayestaran, S. (2003). ‘Aplicabilidad de la teoría de roles de equipo de Belbin: un estudio
longitudinal comparativo con equipos de trabajo’ [‘Applicability of Belbin’s team roles theory: a
longitudinal and comparative study with work teams’]. Revista de Psicología General y Aplicada [Journal of
General and Applied Psychology], 56, 61–75.
Aritzeta, A., Ayestaran, S. and Swailes, S. (2005a). ‘Team role preference and conflict management styles’.
International Journal of Conflict Management, 16, 157–82.
Aritzeta, A., Senior, B. and Swailes, S. (2005b). ‘Team role preference and cognitive styles: a convergent
validity study’. Small Group Research, 36, 404–36.
Arroba, T. and Wedgwood-Oppenheim, F. (1994). ‘Do senior managers differ in the public and private
sectors?’. Journal of Managerial Psychology, 9, 13–16.
Balderson, S. J. and Broderick, A. J. (1996). ‘Behaviour in teams: exploring occupational and gender
differences’. Journal of Managerial Psychology, 11, 33–42.
Bales, R. F. (1950). Interaction Process Analysis; A Method for the Study of Small Groups. Cambridge, MA:
Addison-Wesley.
Bales, R. F. and Slater, P. E. (1955). ‘Role differentiation in small decision-making groups’. In
Parsons, T. and Bales R. F. (Eds), Family, Socialization and Interaction Process. New York: Free Press,
259–306.

© Blackwell Publishing Ltd 2007

116 A. Aritzeta et al.
Barker, V. L., Patterson, P. W. and Mueller, G. C. (2001). ‘Organizational causes and strategic consequences
of the extent of top management team replacement during turnaround attempts’. Journal of Management
Studies, 38, 235–70.
Baron, H. (1996). ‘Strengths and limitations of ipsative measurement’. Journal of Occupational and Organizational
Psychology, 69, 49–56.
Beck, D., Fisch, R. and Bergander, W. (1999). ‘Functional roles in work groups – an empirical approach to
the study of group role diversity’. Psychologische Beiträge, 41, 288–307.
Belbin Associates (1988). Interplace: Matching People Through Jobs. Cambridge: Belbin Associates.
Belbin, M. (1981). Management Teams, Why They Succeed or Fail. London: Heinemann.
Belbin, M. (1993a). Team Roles at Work. Oxford: Butterworth-Heinemann.
Belbin, M. (1993b). ‘A reply to the Belbin Team Role Self-Perception Inventory by Furnham, Steele and
Pendleton’. Journal of Occupational and Organizational Psychology, 66, 259–60.
Belbin, R. M. and Life, E. A. (1983). ‘Management development for the management team’. In Taylor, B.
and Lippett, G. (Eds), Handbook for Management Development and Training. London: McGraw-Hill.
Belbin, M., Aston, R. and Mottram, D. (1976). ‘Building effective management teams’. Journal of General
Management, 3, 23–9.
Benne, K. D. and Sheats, P. (1948). ‘Functional roles of group members’. Journal of Social Issues, 4, 41–
50.
Biddle, B. (1979). Role Theory: Expectations, Identities and Behaviors. New York: Academic Press.
Broucek, W. G. and Randell, G. (1996). ‘An assessment of the construct validity of the Belbin Self-Perception
Inventory and Observer’s Assessment from the perspective of the five-factor model’. Journal of Occupa-
tional and Organizational Psychology, 69, 389–405.
Cameron, K. M. and Quinn, R. E. (1999). Diagnosing and Changing Organizational Culture. Based on the Competing
Values Framework. Reading, MA: Addison-Wesley.
Cattell, R. B., Eber, H. W. and Tatsuoka, M. M. (1970). The Handbook for the Sixteen Personality Factor
Questionnaire. Champaign, IL: Institute for Personality and Ability Testing.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences, 2nd edition. Hillsdale, NJ: Lawrence
Erlbaum Associates.
Costa, P. T. and McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor
Inventory (NEO-FFI) Professional Manual. Odessa, FL: Psychological Assessment Resources.
Davis, J., Millburn, P., Murphy, T. and Woodhouse, M. (1992). Successful Team Building: How To Create Teams
That Really Work. London: Kogan Page.
Dulewicz, V. (1995). ‘A validation of Belbin’s team roles from 16PF and OPQ using bosses’ ratings of
competence’. Journal of Occupational and Organizational Psychology, 68, 81–99.
Dulewicz, V. and Higgs, M. (1999). ‘Can emotional intelligence be measured and developed?’. Leadership and
Organization Development Journal, 20, 242–52.
Fisher, S. G. and Macrosson, W. D. K. (1995). ‘Early influences on management team roles’. Journal of
Managerial Psychology, 10, 8–15.
Fisher, S. G., Macrosson, W. D. and Sharp, G. (1996). ‘Further evidence concerning the Belbin Team Role
Self-perception Inventory’. Personnel Review, 25, 61–7.
Fisher, S. G., Hunter, T. A. and Macrosson, W. D. K. (1998a). ‘The structure of Belbin’s team roles’. Journal
of Organizational and Occupational Psychology, 71, 283–8.
Fisher, S. G., Macrosson, W. D. K. and Wong, J. (1998b). ‘Cognitive style and team role preference’. Journal
of Managerial Psychology, 13, 544–57.
Fisher, S. G., Hunter, T. A. and Macrosson, W. D. K. (2001a). ‘A validation study of Belbin’s team roles’.
European Journal of Work and Organizational Psychology, 10, 121–44.
Fisher, S. G., Macrosson, W. D. and Semple, J. H. (2001b). ‘Control and Belbin’s team roles’. Personnel
Review, 30, 578–88.
Fisher, S. G., Hunter, T. A. and Macrosson, W. D. (2002). ‘Belbin’s team role theory: for non-managers
also?’. Journal of Managerial Psychology, 17, 14–20.
Furnham, A., Steele, H. and Pendleton, D. (1993a). ‘A psychometric assessment of the Belbin Team-Role
Self-Perception Inventory’. Journal of Occupational and Organizational Psychology, 66, 245–57.
Furnham, A., Steele, H. and Pendleton, D. (1993b). ‘A response to Dr Belbin’s reply’. Journal of Occupational
and Organizational Psychology, 66, 261.
Graen, G. B. (1976). ‘Role making processes within complex organizations’. In Dunnette, M. D. (Ed.),
Handbook of Industrial and Organizational Psychology. Chicago, IL: Rand McNally, 1201–45.
Graen, G. B. and Scandura, T. A. (1987). ‘Toward a psychology of dyadic organizing’. Research in Organi-
zational Behavior, 9, 175–208.

© Blackwell Publishing Ltd 2007

 Belbin’s Team Role Model 117
Hales, C. (2005). ‘Rooted in supervision, branching into management: continuity and change in the role of
first-line manager’. Journal of Management Studies, 42, 471–506.
Holland, J. L. (1985). Making Vocational Choices: A Theory of Vocational Personalities and Work Environments.
Englewood Cliffs, NJ: Prentice-Hall.
Ilgen, D. R. and Hollenbeck, J. R. (1991). ‘The structure of work: job design and roles’. In Dunnette, M. D.
and Hough, L. M. (Eds), Handbook of Industrial and Organizational Psychology. Palo Alto, CA: Consulting
Psychology Press, 165–207.
Jackson, C. (2002). ‘Predicting team performance from a learning process model’. Journal of Managerial
Psychology, 17, 6–13.
Jarzabkowski, P. and Wilson, D. C. (2002). ‘Top teams and strategy in a UK university’. Journal of Management
Studies, 39, 355–81.
Katz, D. and Kahn, R. L. (1978). The Social Psychology of Organizations, 2nd edition. New York: John Wiley and
Sons.
Kirton, M. J. (1989). Adaptors and Innovators: Styles of Creativity and Problem Solving. London: Routledge.
Lawrence, S. (1974). ‘The team road to success’. Personnel Management, June, 28–32.
Lessem, R. and Baruch, Y. (2000). ‘Testing the SMT and Belbin inventories in top management teams’.
Leadership and Organization Development Journal, 21, 75–83.
Linton, R. (1945). The Cultural Background of Personality. New York: Appleton Century.
Macrosson, W. D. and Hemphill, D. J. (2001). ‘Machiavellianism in Belbin team roles’. Journal of Managerial
Psychology, 16, 355–63.
Margerison, C. and McCann, D. (1990). Team Management. London: W.H. Allen.
Meade, A. W. (2004). ‘Psychometric problems and issues involved with creating and using ipsative measures
for selection’. Journal of Occupational and Organizational Psychology, 77, 531–52.
O’Doherty, D. M. (2005). ‘Working as part of balanced team’. International Journal of Engineering Education, 21,
113–20.
Park, W.-W. and Bang, H. (2002). ‘Team Role Balance and Team Performance’. Paper presented at the
Biannual Conference on Belbin’s Team Roles, Cambridge, UK.
Parker, G. M. (1990). Team Players and Teamwork: The New Competitive Business Strategy. Oxford:
Jossey-Bass.
Partington, D. and Harris, H. (1999). ‘Team role balance and team performance: an empirical study’. Journal
of Management Development, 18, 694–701.
Prichard, J. S. and Stanton, N. A. (1999). ‘Testing Belbin’s team role theory of effective groups’. Journal of
Management Development, 18, 652–65.
Rushmer, R. (1996). ‘Is Belbin’s Shaper really TMS’s thruster-organizer? An empirical investigation into the
correspondence between the Belbin and TMS team role models’. Leadership and Organization Development
Journal, 17, 20–6.
Saville, P. and Wilson, E. (1991) ‘The reliability and validity of normative and ipsative approaches in the
measurement of personality’. Journal of Occupational Psychology, 64, 219–38.
Saville, P., Holdsworth, R., Nyfield, G., Cramp, L. and Mabey, W. (1992). Occupation Personality Questionnaire
Manual. Esher: SHL.
Senior, B. (1997). ‘Team roles and team performance: is there “really” a link?’. Journal of Occupational and
Organizational Psychology, 70, 241–58.
Senior, B. (1998). ‘An empirically-based assessment of Belbin’s team roles’. Human Resource Management
Journal, 8, 54–60.
Senior, B. and Swailes, S. (1998). ‘A comparison of the Belbin Self Perception Inventory and Observer’s
Assessment Sheet as measures of an individual’s team roles’. International Journal of Selection and Assessment,
6, 1–8.
Senior, B. and Swailes, S. (2004). ‘The dimensions of management team performance: a repertory grid
study’. The International Journal of Productivity and Performance Management, 53, 317–33.
Shi, Y. and Tang, H. K. (1997). ‘Team roles behaviour and task environment: an exploratory study of five
organizations and their managers’. Journal of Managerial Psychology, 12, 88–94.
Sommerville, J. and Dalziel, S. (1998). ‘Project teambuilding – the applicability of Belbin’s team-role
self-perception inventory’. International Journal of Project Management, 16, 165–71.
Spencer, J. and Pruss, A. (1992). Managing Your Team. London: Piatkus.
Swailes, S. and McIntyre-Bhatty, T. (2002). ‘The “Belbin” team role inventory: reinterpreting reliability
estimates’. Journal of Managerial Psychology, 17, 529–36.
Swailes, S. and McIntyre-Bhatty, T. (2003). ‘Scale structure of the Team Role Self Perception Inventory’.
Journal of Occupational and Organizational Psychology, 76, 525–9.

© Blackwell Publishing Ltd 2007

118 A. Aritzeta et al.
Torrington, D., Weightman, J. and Johns, K. (1985). Management Methods. London: Personnel Management
Institute.
Watkins, B. and Gibson-Sweet, M. (1997). ‘Sailing with Belbin’. Education + Training, 39, 105–10.
Weick, K. E. and Quinn, R. E. (1999). ‘Organizational change and development’. Annual Review of Psychology,
50, 361–86.
Woodcock, M. (1989). Team Development Manual, 2nd edition. Brookfield, VT: Gower.

© Blackwell Publishing Ltd 2007

View publication stats