Building Internal
Capabilities (2)
The Power to Change.
Grid International, Inc.
2100 Kramer Lane, Suite 950 ■ Austin, Texas 78758
http://www.gridinternational.com ■ grid@gridinternational.com
800-288-4743 ■ Fax 512-794-1177
1bic2w.0611
The Purpose of Grid International, Inc.
To strengthen relationships and improve
organizational cultures by taking Grid to the world
© 2011 by Grid International, Inc.
Printed in the United States of America.
This booklet or parts thereof may not be reproduced
in any form without written permission of Grid International, Inc.
All rights reserved.
Grid International, Inc. is the owner of the following marks which are registered
with the U.S. Patent & Trademark Office and other countries internationally:
®
Grid®
Grid The Power to Change.®
Contents
Meeting Prework
1
Introduction
1
1
2
3
3
Prework Focus and Goals
How to Begin
Meeting Design
Meeting Objectives
How to Do the Prework
4
1: Identifying Soundest and Actual Culture
4
4
13
Step 1: Defining Soundest Culture
Step 2: Describing Your Actual Culture
Step 3: Recording Your Answers
14
2: Learning Grid Concepts
14
14
Step 1: Reading the Text, The Grid® for Supervisory Excellence
Step 2: Completing the Grid Concepts Questions
24
3: Individual Improvement Areas
Meeting Materials
25
Activity 1: Clarifying Grid Concepts
25
26
26
28
Activity Focus and Goals
Step 1: Reaching Team Agreement on Grid Concepts
Step 2: Scoring and Calculating Production Effectiveness
Scoring Interpretation
29
Activity 2: Critique of Teamwork During Activity 1
29
30
30
36
37
Activity Focus and Goals
Background: Why Use Rating Scales?
Step 1: Individual Assessment
Step 2: Team Assessment
Step 3: Team Improvement Steps
39
Activity 3: Identifying Grid Styles in the Film, 12 Angry Men
39
40
41
42
42
43
Activity Focus and Goals
Background
12 Angry Men Seating Chart
Step 1: Identifying Character Grid Styles
Step 2: Team Agreement on Character Styles
Step 3: Scoring Individual and Team Answers
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
iii
Contents
iv
45
Activity 4: Critique of Teamwork During Activity 3
45
46
46
51
Activity Focus and Goals
Step 1: Team Assessment
Step 2: Recording the Team Assessment
Step 3: Team Improvement Steps
55
Activity 5: Evaluating Team Culture
55
56
60
60
Activity Focus and Goals
Step 1: Diagnosing Team Culture
Step 2: Developing a Team Change Strategy
Step 3: Critique of Team Action
63
Activity 6: Defining Soundest Culture
63
64
64
Activity Focus and Goals
Step 1: Reaching Team Agreement on Soundest Culture
Step 2: Team Presentations
65
Activity 7: Personal Critique and Feedback
65
66
67
69
70
70
71
Activity Focus and Goals
Step 1: Self-Assessment
Step 2: Team Brainstorming
Step 3: Creating Personal Improvement Suggestions
Step 4: Insight Comparison and Individual Improvement Opportunities
Step 5: Team Summary of Personal Feedback
Step 6: Critique of Quality of Team Results
75
Activity 8: Personal Action Planning
75
76
77
77
77
Activity Focus and Goals
Step 1: Writing Improvement Goals
Step 2: Team Evaluation of Improvement Goals
Step 3: Revising Original Improvement Goals
Step 4: Review of Learning
79
Appendix
81
81
82
83
84
85
86
87
88
90
92
Grid Relationship Skills Summary
Critique
Initiative
Inquiry
Expressing Convictions
Decision Making
Conflict Resolution
Resilience
The Grid
The Candor Arrow
Grid Culture Descriptions
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework
Introduction
Prework Focus
Prework is designed to provide participants with a solid base for understanding Grid
theory, the dynamics of culture change in the workplace, and personal development goals.
Prework Goals
■
Provide a theory of personal behavior for comparison with your own attitudes and
behaviors.
■
Clarify your personal values, attitudes, and behavior by comparing them with a theory of
behavior styles.
■
Allow participants to begin studying team culture with shared learning in place.
How to Begin
Capabilities
inquiry
candor
culture
■
Start by reading pages 2-3 in this workbook.
■
Complete tasks 1-3 as outlined on page 3.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
1
Building Internal Capabilities (2)
Meeting Design
Gaining a New Perspective
The Building Internal Capabilities (BIC) meeting provides a learning environment through
which you can begin to examine how your behavior affects others in the workplace. Specifically, you will examine how effectively you practice critique, take initiative, gather information, express your convictions, make decisions, resolve conflict, and recover from setbacks.
This new level of personal awareness is continuously compared to a comprehensive theory of
behavior styles. Communication skills reinforce the learning as you practice effective ways to
give and receive objective and helpful comments that promote progress and synergy.
Self-Directed Learning
The majority of time is spent in team rooms where teams complete activities and measure
results. Tasks are defined in terms of what to accomplish in a certain time frame. How your
team carries out these tasks in terms of gathering information, setting goals, managing time,
resolving conflict, etc., is up to the team itself. Managers provide perspective by managing
general sessions, introducing team activities, and reinforcing Grid theory. They are not there
to resolve problems or tell you how to work together. Team members rely on each other to
define a course of action and resolve any problems that arise.
Measured Results
Accomplishment is measured throughout the meeting on several levels. Each member’s contribution is evaluated in comparison with overall team performance. Team performance is
evaluated in comparison with other teams. Eventually, team performance is evaluated in comparison with the performance norms for all meetings. This multi-level measurement approach
shows teams how well they are using the available resources offered by every member. The
ongoing measurement of action and results allows teams to understand strengths and weaknesses and develop improvement strategies. Finally, team members go beyond the numbers
and percentages to examine how specific behaviors enhance or impede team performance and
culture development.
The Importance of Prework
All of the activities completed as prework provide the basis for how effectively you contribute
to your team. Your level of preparation has a direct impact on the quality of your team’s result,
and your performance is evaluated by team members. The long hours and fast pace leave no
opportunity to catch up once the meeting begins.
2
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Introduction
Meeting Objectives
Participants will:
■
develop a clear understanding of what culture is (work environment);
■
gain an understanding of synergy and how to achieve it;
■
discover the impact of culture on business outcomes;
■
practice and acquire the required tools and skills needed to improve the existing culture;
■
understanding the impact of their behavior on culture and results; and
■
agree on the soundest culture for the company.
Achieving these objectives means that you will become internal experts on culture and
change agents who can go back to your own teams with the skills needed to diagnose and
implement the necessary changes.
How to do the Prework
Prework takes approximately eight to ten hours to complete. Do not read the text, The Grid®
for Supervisory Excellence until after you complete Part 1 of the prework.
Part 1: Defining Soundest and Actual Culture (pages 4-13)
Turn to page 4 and complete the three steps below.
Step 1: Defining Soundest Culture
Step 2: Describing Your Actual Culture
Step 3: Recording Your Answers
Part 2: Learning Grid Concepts (pages 14-23)
Turn to page 14 and complete the two steps below.
Step 1: Reading the Text, The Grid® for Supervisory Excellence
Step 2: Completing the Grid Concepts Questions
Part 3: Individual Improvement Areas (page 24)
Turn to page 24 and and follow the instructions for completing Individual Improvement
Areas.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
3
1
Identifying Soundest and Actual
Culture
The culture style statements that follow permit comparison between working practices that are
the soundest basis for achieving effective results and those that are characteristic of your own
organization.
Step 1: Defining a Soundest Culture
Consider the seven alternatives under each of the eight categories on pages 5-12. Identify
strategies that any excellent and fully developed organization might be expected to demonstrate. Place a 7 by the alternative you believe is the soundest way to lead an organization.
Place a 6 by that alternative which is the best backup. Use the criteria below to identify your
backup alternative. The backup style
■
provides for the best alternative whenever the soundest approach temporarily does not
work or for the time being cannot be achieved;
■
provides for an early return to the sound way; and
■
is in the best interest of all who have a stake in ensuring that operations are secure and
ongoing.
Place a 5 by the next best support choice, a 4 by the next, a 3 by the next, a 2 by the next-toleast acceptable choice, and a 1 for the least acceptable way to lead an organization. Rank the
alternatives as if there were no limitations from organization history, from unions, from present leadership, or from tradition and past practice.
Record your answers in the Soundest (Individual) column on the left. On the lines below,
“Reasons for your Soundest Individual rankings,” list two or three reasons for ranking the
statements as you did.
Step 2: Describing Your Actual Culture
Now rank the alternatives to describe what organization performance and actions are like at
this time, not how well or poorly the organization is doing relative to the past. Your position in
the organization and the organization size may affect your view. In ranking alternatives, assess
areas of responsibility in the organization where you have direct experience and knowledge.
Base your choice of the most characteristic for typical, current, day-to-day operations rather
than on reactions to one or a few specific crises, unusual pressures, or an exceptional event.
Crises or unusual events may be useful clues to the second most characteristic way of operating.
You may think of other actions which would be more characteristic of your organization.
However, select from the alternatives presented and arrange all seven in the order from most
(7) to least (1) typical of your actual culture.
Place your rankings in the Actual column on the right. On the lines below, “Reasons for your
Actual rankings,” list two or three reasons for ranking the statements as you did.
4
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 1: Identifying Soundest and Actual Culture
1.
Decision Making: How effectively people evaluate resources, criteria, and consequences to
reach decisions
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
People welcome making decisions that will have positive effects. Controversial
or difficult decisions are postponed or delegated.
People rely on tradition, precedents, past practices, and majority thinking, and
automatically doubt unproven decisions that represent risk or “new territory.”
People make decisions that focus on output or results over all other concerns.
People place a high value on reaching sound decisions that reflect shared goals.
They explore alternative viewpoints thoroughly, and then make decisions based
on the best information available.
Decisions are made based on what will provide personal benefit to those
making decisions. “What’s right” is less important than personal gain.
People accept decisions offered by others, even when they disagree. When
compelled to participate in decisions, they may appear to agree but complain
or undermine progress.
People present their own ideas with enthusiasm, and encourage others to support them. Alternative ideas can be presented, but they are rarely adopted.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
5
Building Internal Capabilities (2)
2.
Conflict Resolution: How differences are managed
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
Conflict is managed in ways that maximize productivity over all other
concerns.
People avoid conflict by strictly following protocol, or giving in quickly to the
suggestions of others without exploring the consequences.
Those with authority dictate how conflicts are resolved for the good of
everyone involved.
People manage conflict by offering sympathy and support, but in shallow ways
that avoid controversy.
Disagreements are explored openly and objectively with a focus on reaching
the best possible solution.
Conflict is quickly subdued by encouraging people to compromise for the sake
of moving forward.
People manipulate conflict for personal gain.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
6
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 1: Identifying Soundest and Actual Culture
3.
Goals and Objectives: How team and individual actions are defined and managed
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
People are involved in setting, reviewing, and evaluating objectives that apply
to them.
Objectives are defined and planned (openly or indirectly) by leaders according
to what will provide the most personal benefit.
Objectives are lacking or unclear, and actions are based on doing whatever
comes up at the time.
Objectives are based on forecasts, projections from past performance, or
responses to unexpected changes.
Sincere effort is made to see that people embrace the objectives assigned to
them.
Objectives are discussed but do not strongly affect what people actually do;
maintaining harmony and agreement is more important.
Objectives are assigned with little opportunity for critique. Those who must
implement them are expected to accept them without complaining.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
7
Building Internal Capabilities (2)
4.
Authority: How power and direction are exercised
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
Authority is exercised through edicts with minimum rationale provided;
people are expected to comply with minimal questions.
The need to exercise authority is minimal because people have a shared understanding of what needs to be done and are ready to apply their best efforts.
Authority is exercised on an inconsistent basis according to private gain.
Requirements are passed down without follow-up.
Those in higher positions expect others to follow their example if they want to
get ahead.
Authority is exercised on the basis of what makes others comfortable in their
responsibilities.
Authority is exercised in an easygoing, give-and-take manner that doesn’t
threaten popularity.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
8
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 1: Identifying Soundest and Actual Culture
5.
Expressing Convictions: How people express their personal views and convictions
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
Leaders jump in with their view first, and with a forcefulness that discourages
others from speaking up.
People express views with enthusiasm and authority. Others are encouraged to
accept their ideas with equal enthusiasm.
People withhold views unless asked and support the least controversial view.
There is complaining, but rarely to people in authority.
People at all levels express convictions and are not afraid to “challenge up” to
those in authority. Ideas are considered based on merit and business logic.
People constantly compare their own views with expectations from superiors,
history, and trends before advocating a position.
People may or may not express their convictions openly depending on which
will give them the most personal advantage
People openly advocate ideas that will maintain harmony. Convictions that
threaten to disrupt good feelings are usually withheld.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
9
Building Internal Capabilities (2)
6.
Coordination between groups/teams: How business units work together
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
Coordination between groups is minimal. Little effort is made to inform or
involve others beyond immediate needs.
Coordination is based more on tradition, precedent, and personality than on the
requirements of the work to be done.
Coordination is dictated from above but efforts are made to see that these
arrangements are acceptable to those affected.
The degree of coordination shifts according to the private gain people expect
from the results.
Coordination efforts are ongoing and flexible, depending on the task at hand.
People work toward keeping others involved and informed.
Coordination is mostly through the formal chain of command with little opportunity for flexibility or individual initiative.
People rely on frequent visiting and friendliness to share information rather
than considering what communication and coordination may be necessary.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
10
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 1: Identifying Soundest and Actual Culture
7.
Critique: How communication and candor are used to improve team performance
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
Critique by inspection pinpoints weaknesses or failures; strong performance is
expected but is rarely acknowledged.
People are encouraged and complimented for their efforts. Discussions about
weaknesses and failures are avoided.
Positive critique is used to generate enthusiasm and to test and reward loyalty.
Negative critique is often subtle and used to punish disloyalty.
Critique is active and ongoing, but informal. The main focus is ensuring
acceptable progress.
There is little or no use made of critique.
The use of critique is inconsistent and shifts with attempts to gain and maintain support for private agendas.
Critique is ongoing, objective, helpful, and based on facts and shared standards.
Reasons for your Soundest (Individual) rankings
A
B
C
D
E
F
G
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
11
Building Internal Capabilities (2)
8.
Commitment: The nature of obligation people feel toward achieving organization goals
Soundest
Individual
Actual
Team
A
B
C
D
E
F
G
Individual
People stay with the organization because it is more convenient or less
painful to remain than to leave.
People demonstrate commitment and loyalty to organization purpose
and express unconditional trust in the people who make the decisions.
Commitment results from clear organization goals, and a sense of personal pride in the outcomes.
The level of commitment is based on the individual rewards expected in
return.
The only way to demonstrate commitment that will be recognized is to
maximize output or results.
People show commitment to the organization because it’s what good
employees are supposed to do. Agreement with organization goals is
secondary.
Commitment arises from making a steady and acceptable contribution
over time.
A
B
C
D
E
F
G
Reasons for your Soundest (Individual) rankings
Reasons for your Actual (Individual) rankings
Reasons for your Soundest (Team) rankings (to be completed during the meeting)
12
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 1: Identifying Soundest and Actual Culture
Step 3: Recording Your Answers
Transfer your answers for soundest and actual to the answer tables below. The sum of your
column totals should equal 224.
Individual Answer Table: Soundest Culture
9,9
PAT
9,1
1,9
5,5
1,1
OPP
1.
Decision Making
D
G
C
A
B
F
E
2.
Conflict Resolution
E
C
A
D
F
B
G
3.
Goals & Objectives
A
E
G
F
D
C
B
4.
Authority
B
E
A
F
G
D
C
5.
Expressing Convictions
D
B
A
G
E
C
F
6.
Coordination
E
C
F
G
B
A
D
7.
Critique
G
C
A
B
D
E
F
8.
Commitment
C
B
E
F
G
A
D
Totals
=224
Individual Answer Table: Actual Culture
9,9
PAT
9,1
1,9
5,5
1,1
OPP
1.
Decision Making
D
G
C
A
B
F
E
2.
Conflict Resolution
E
C
A
D
F
B
G
3.
Goals & Objectives
A
E
G
F
D
C
B
4.
Authority
B
E
A
F
G
D
C
5.
Expressing Convictions
D
B
A
G
E
C
F
6.
Coordination
E
C
F
G
B
A
D
7.
Critique
G
C
A
B
D
E
F
8.
Commitment
C
B
E
F
G
A
D
Totals
Capabilities
inquiry
candor
culture
=224
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
13
2
Learning Grid Concepts
Step 1: Reading the Text, The Grid® for Supervisory Excellence
Read the text, The Grid® for Supervisory Excellence. The text provides a background of theory
for the meeting activities and serves three purposes:
■
to clarify convictions regarding what is effective or ineffective management by providing
a model to compare with your own values;
■
to establish shared terminology and experience for all participants in completing the
concepts questions in Step 2; and
■
to provide a starting point for your participation in the meeting.
Step 2: Completing the Grid Concepts Questions
After you have read The Grid® for Supervisory Excellence, complete each of the 30 questions
on the following pages. Check the option (A, B, C, D, or E) which best completes each sentence, even though other options may not be incorrect. Your personal experience and opinions
may cause you to agree or disagree with what the book says, but your answers are meant to
express your understanding of the concepts presented in the book. Choose only one answer
for each question.
The questions will be scored during the meeting according to the following point system:
■
Correct answers:
3 points
■
Incorrect answers: –3 points
■
Unanswered items:
0 points
Your answers will be used during the first activity of the meeting.
14
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 2: Learning Grid® Concepts
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
1. The key issue in management is
A the ability to direct the activities of others during conditions of stress.
B maintaining the degree of technical skills present among employees to achieve
intended results.
C the ability to maintain your leadership role in increasingly complex
situations.
D to work effectively with and through employees to achieve results.
E treating employees as “equals” so that effective teamwork develops.
2. When managers are able to eliminate self-deception
A they are thereby able to accurately assess the performance of others.
B others will come to understand and appreciate their true intentions.
C they better understand the intentions of subordinates and can help them change.
D they are able to more clearly understand their impact on others.
E they are more understanding about the beliefs and values of others.
3. A person’s dominant Grid style is
A the style that is most characteristic of a person over time.
B the first style demonstrated by an individual.
C the stronger, while the backup style is seen very rarely.
D learned through practice and changes over time.
E the style most often used when problems arise.
4. The primary purpose of Grid theory is to
Capabilities
inquiry
candor
culture
A determine which leadership style is most suitable to use with employees.
B understand different methods of interacting with others.
C provide a framework for defining and comparing effective and ineffective
behaviors.
D determine which behaviors are appropriate in a variety of circumstances.
E learn how authority and reactions to authority influence management.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
15
Building Internal Capabilities (2)
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
5. Pre-critique
A must happen in order for other types of critique to follow once a shared activity
begins.
B is a constructive mechanism for correction of defects or mistakes.
C enables a team to make scheduled mid-course corrections.
D is only effective when a project lends itself to objective measurement.
E creates a common view regarding what is to be accomplished and how to
achieve it.
6. The key function of post-critique is to
A assess responsibility for undesirable results and lay the foundation for removing
impediments.
B celebrate success in objective terms that do not encourage complacency.
C prevent any recurring problems.
D emphasize the opportunities for learning and improvement.
E examine the strengths and weaknesses of results.
7. A key element of effective listening is
A forming an objective, logical rebuttal to something you disagree with.
B suspending judgment and remaining open to the speaker.
C to have all the facts before responding.
D to keep an open mind and not directly contradict the speaker.
E exposing fallacies and incorrect thinking, but in a friendly way that does not
encourage open conflict.
8. The 9,1 approach to critique includes
16
A comments that focus on high productivity with little help or guidance to achieve
goals.
B maintaining control and assigning blame for any deviations or problems.
C one-way discussions that focus on how those involved approach productivity
issues.
D comments that offer ongoing assistance to assure high productivity.
E comments that encourage high productivity and build confidence in employees
to “win.”
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 2: Learning Grid® Concepts
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
9. The 9,1 manager’s approach to decision making
A solicits contributions from employees in order to reach an acceptable solution.
B involves others only when there is sufficient time to gain their input prior to
making a decision.
C relies on one-alone decisions based on the belief that he or she has all the necessary resources and authority.
D is to make a decision and to “sell” it to employees.
E is swift, leaving employees a very short window for comments, questions, or
suggestions.
10. A 9,1 manager reacts to conflict by
A responding as though it is a personal challenge that must be won.
B diverting attention away from the disagreement in order to maintain
productivity.
C reacting with force to push a resolution that employees can accept.
D confronting differences in a straightforward manner to clarify thinking and seek
sound courses of action.
E giving others the benefit of the doubt and telling them that the matter will be
given due consideration.
11. When asked to offer a point of view, a 1,9 manager
Capabilities
inquiry
candor
culture
A is hesitant to offer a position that may offend others.
B is willing to go along with positions held by others so long as doing so does not
compromise his or her own position.
C tries to state a position that acknowledges as many views as possible.
D describes his or her view in persuasive terms that encourage support and loyalty.
E prefers to acknowledge other views that reflect his or her own.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
17
Building Internal Capabilities (2)
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
12. The 1,9 approach to critique includes
A being sure that his or her comments align with popular thinking.
B delivering any negative critique as quickly and painlessly as possible.
C downplaying the impact of any failures and exploring them as positive learning
experiences.
D actively using positive critique to establish and maintain enthusiasm and friendliness among people.
E encouraging strong bottom-line results by offering support and building confidence in employees.
13. The 1,9 manager
A takes strong initiative to encourage employees to maximize productivity.
B sets the tone with employees regarding initiative by pushing himself or herself to
maximize results.
C is reluctant to take initiative unless forced by superiors.
D purposefully withdraws from assigning initiatives and prefers to follow whatever
employees choose.
E exercises strong initiative when the outcomes are likely to please employees.
14. One aspect of a 5,5 manager’s critique is
18
A the approach of placing evaluation in the context of pre-established expectations
for behavior.
B the assumption that people will respond more readily to direction if they are
convinced of its basic soundness.
C the establishment of mutually agreed upon goals for improvement.
D to withhold criticism when a person has been an adequate producer.
E the tactic of intermingling suggestions for improvement with compliments.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 2: Learning Grid® Concepts
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
15. When conflict arises among employees, a 5,5 manager
A facilitates an approach that everyone can live with.
B seeks to resolve the underlying difficulty.
C encourages employees to set aside their differences and tries to point out other
areas where they do agree.
D summarizes points of disagreement between employees to lend perspective.
E separates the parties until they can “cool off.”
16. One way a 5,5-oriented manager approaches expressing convictions is to
A express opinions candidly in an effort to determine the most acceptable course
of action.
B hold on to convictions tenaciously, often to the exclusion of sounder ideas.
C express convictions that reflect what is most popular.
D remain neutral and attempt to avoid expressing any opinion one way or the
other.
E wait until all views are heard and then persuade people that his or her opinion is
the best.
17. A 1,1 manager
Capabilities
inquiry
candor
culture
A seeks the ideas of employees prior to making decisions.
B avoids making decisions and prefers to let things happen as they will.
C takes swift action to make decisions when no negative repercussions are evident.
D only reluctantly takes action on problems for which no precedent exists; otherwise, decision making is left to others.
E delegates responsibility in order to enhance growth and development opportunities for employees.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
19
Building Internal Capabilities (2)
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
18. Under conditions of conflict, a 1,1 manager is most likely to
A stay in the background and let others solve their own problems.
B embrace a solution that will have the least negative effects.
C be conciliatory with regard to personal conflicts but “no nonsense” regarding
the operation.
D actively seek out and depend on others to resolve the conflict.
E counsel and “recommend” solutions without directly taking sides.
19. When exercising inquiry, the 1,1 manager
A constantly challenges information given by others.
B analyzes information from others for the most positive interpretation.
C listens attentively to the ideas and opinions of others, but is slow to respond.
D asks open-ended questions that encourage employees to understand and share
information.
E wants only the minimum amount of information necessary.
20. The paternalist’s attitude toward receiving critique from others is that
20
A comments are welcome so long as they reinforce what those in authority are
saying.
B comments are only valuable when they include positive ideas about increasing
productivity.
C critique from others undermines respect for his or her authority.
D it creates an atmosphere of mutual trust and respect.
E time consumed in such activities is not worth the potential gains.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 2: Learning Grid® Concepts
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
21. When the paternalist makes a decision, he or she
A waits for consensus from the entire team no matter how long it takes.
B expects others to comply without question or discussion.
C will change it if a sounder alternative is identified.
D seeks out different views from employees to test assumptions and ensure the
best decision is made.
E will ask for input from others to make sure they agree with his or her decision.
22. Paternalistic initiative weakens commitment in others by
A forcing others to follow strict rules of compliance or face reprimand.
B offering too much flexibility and lowering the standards of achievement.
C undermining the ability of others to offer alternative ideas and share in the
responsibility for outcomes.
D creating an over-emphasis on following the model of past successes enjoyed by
the paternalist.
E criticizing alternative views.
23. When dealing with resistance from an employee, an opportunist is likely to
Capabilities
inquiry
candor
culture
A give in and let the other person have his or her way.
B find a way to force the person to comply.
C search for compromise to avoid a polarized impasse.
D use whatever approach is needed to gain support, or delay action until advantage
can be secured.
E explain his or her position and encourage the person to comply.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
21
Building Internal Capabilities (2)
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
24. An opportunist would most likely gain support from a 9,1 person by
A offering praise of the 9,1 person’s skills and abilities.
B pointing out flaws in the 9,1 person’s actions that are reducing productivity.
C offering comments that focus on increasing productivity.
D offering to support the 9,1 team member by taking over key projects.
E reporting actions taken by other team members that could reduce productivity.
25. In the decision making process, if an opportunist sees that his or her position is falling
short, he or she is likely to
A move to have the decision deferred or shifted to a later time in order to gather
more support.
B give in but let it be known that reservations still exist.
C suggest that a third party who is neutral on the matter make the final decision.
D continue resistance with a veiled threat to go to the manager.
E agree to the other points of view and encourage all to go along in order to be
seen as a “peacemaker.”
26. The 9,9 approach to a decision that must be made quickly is to
22
A wait until key people are available.
B wait until all members of the team are available.
C make a one-alone decision using the best information available.
D consult with whomever is available.
E take temporary measures until key people are available.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Prework Part 2: Learning Grid® Concepts
9,9
9,1
1,9
PAT
5,5
1,1
OPP
Interdependent
Controlling
Accommodating
Paternalistic
Status Quo
Indifferent
Opportunistic
27. In addressing conflict, one method used by the 9,9 manager is to
A surface and understand underlying causes in objective terms.
B search for subtle clues that may contribute to misunderstanding among others.
C support other points of view rather than expressing a personal one.
D take into account other people’s concerns and work first to relieve tensions.
E assess who is at fault and take corrective action decisively.
28. When delivering personal behavior critique, a 9,9 manager
A will go out of his or her way to avoid hurting anyone’s feelings.
B is sure to offer praise along with any negative comments.
C makes sure an employee is clear on what behaviors will not be tolerated.
D provides overt comments that clearly identify unacceptable behavior.
E gives an example and lets the other person know how his or her behavior
impacts the team.
29. The greatest barrier to introducing change in the workplace is
A lack of sound communication between a manager and his or her team.
B them-ism.
C fear of change.
D getting support from those in authority.
E creating a positive outlook and vision of change so others will accept changes
more readily.
30. Norms can be chiefly characterized as
Capabilities
inquiry
candor
culture
A negative behaviors that produce ineffective results.
B a set of behaviors commonly accepted within a group of individuals.
C a written set of rules that everyone in an organization adheres to.
D the behaviors that are valued by the majority of individuals in a group.
E behaviors that should be re-examined periodically for soundness.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
23
3
Individual Improvement Areas
Think about your own job and, in particular, how you see yourself as a resource manager.
Select three areas in which you would like to improve your performance. These may be
related to aspects of performance discussed in the text or in the items covered in Prework,
Part 1: Defining Soundest and Actual Culture, or they may be different. They should, however, be related to how you can improve your performance as a manager and resource person
for your employees.
During the meeting, there will be activities where these personal improvement areas are
addressed. You will have an opportunity to discuss them with other participants who will
work with you to develop plans for improvement. Please be as specific as possible in your
descriptions.
Record these areas of needed improvement below.
Areas of Needed Improvement
1.
2.
3.
Prework is now complete. Please be sure to bring these materials and the text with you to
the meeting.
24
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 1
Clarifying Grid Concepts
Activity Focus
Using prework answers as the basis, team members reach agreement on the best answers for
the 30 questions of the Grid Concepts Multiple-Choice Test.
Activity Goals
Capabilities
inquiry
candor
culture
■
Clarify your understanding of Grid theory and Grid styles.
■
Experience working as a team.
■
Score and analyze team effectiveness.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
25
Building Internal Capilities (2)
Step 1: Reaching Team Agreement on Grid Concepts
Team Activity
As a team, identify the best answer to each of the multiple-choice questions completed as prework. Feel free to refer to your individual answers (Prework pages 14-23) during the discussions, but do not refer to the text during this activity. Your individual values and attitudes
regarding effective teamwork may vary from the concepts presented; however, your convictions are addressed later during the meeting. The purpose of this activity is to clarify your
understanding of the concepts presented in the text.
Although team discussions may lead you to change your mind about an individual answer, do
not change your original answers, as these are very important to the scoring activity that follows. Use the answer table below to record your team answers. As with the individual prework, answers will be scored according to the following point system:
■
Correct answers:
3 points
■
Incorrect answers: –3 points
■
Unanswered items: 0 points
Complete Step 1 by ______ : ______.
Team Answer Table: Clarifying Grid Concepts
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Step 2: Scoring and Calculating Production Effectiveness
Team Activity
Part A: Scoring
A simple way to evaluate your team performance is to compare the results of your team discussion with the average of the individual prework answers. The Meeting Manager will provide an answer key (Handout 2PT) for scoring. Follow the instructions on the answer key to
complete individual and team scoring.
26
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 1: Clarifying Grid Concepts
Part B: Calculating Production Effectiveness
Production effectiveness is a way to measure how well your team used its resources. After
individual and team scoring are completed, follow steps 1-7 below to calculate the team production effectiveness.
R1: Individual resources brought to the team
R2: How well the team used those individual resources (teamwork)
R3: The final outcome of R1 and R2
1. Record the individual scores.
................ Individual Scores
................
................
................
................
................
................
2. Total the individual scores.
3. Divide line 2 by the number of team members.
This is the Average Individual Score.
________ Average Individual Score (R1)
4. Record the team score. If your team score is
higher than the highest individual score, your
team achieved Synergy.
________ Team Score (R3)
5. Subtract line 3 from line 4. This is the team’s
Actual Gain (or Loss).
________ Actual Gain (or Loss)
6. Subtract line 3 from the perfect score (90).
________ Possible Gain
7. Follow the formula for calculating Production
Effectiveness:
(5) _____________
Actual Gain
or Loss
Capabilities
inquiry
candor
culture
÷
(6) _____________
= _____________
x 100
=
Possible
Gain
Production
Effectiveness
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
27
Building Internal Capilities (2)
Part C: Recording Team Assessment
Record all team scores here for your own records.
Activity 1
Production Effectiveness: Grid Concepts Test
®
Average
Norms
Synergy
Team
Low
(R1)
High
(R1)
Average
(R1)
Team
(R3)
PE
(R2)
Scoring Interpretation
If your Team Score (#4) is lower than or equal to the Lowest Individual Score (from #1):
Low scoring individuals may have had the most influence on the team.
If your Team Score (#4) is lower than the Average Individual Score (#3): Team members
are leaving available resources from individuals untapped.
If your Team Score (#4) is equal to the Average Individual Score (#3): The quality of team
discussion did not increase the team’s effectiveness, nor was it harmful.
If your Team Score (#4) was higher than the Average Individual Score (#3) but lower than
or equal to the Highest Individual Score (from #1): Discussion increased team effectiveness, but there are still untapped resources.
If your Team Score (#4) is higher than the Highest Individual Score (from #1): The team
achieved synergy. The team as a whole was able to achieve sounder results than any one individual would have achieved alone.
28
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 2
Critique of Teamwork During Activity 1
Activity Focus
The focus of Activity 2 is to discuss and evaluate the quality of teamwork demonstrated during Activity 1 as it relates to decision making, goals and objectives, conflict resolution, and
expressing convictions.
Activity Goals
Capabilities
inquiry
candor
culture
■
Examine how well the team translated available resources from each person into team
results.
■
Identify any problems that prevented the team from reaching its goals; develop improvement strategies for overcoming these problems.
■
Experience the value of critiquing team actions.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
29
Building Internal Capilities (2)
Background: Why Use Rating Scales?
Measuring the effectiveness of “what” people do (job responsibilities and procedures) is common and often includes elaborate simulations where practice and feedback precede actually
carrying out the task on their own. Yet relationship skills, or “how” people work together
(decision making, conflict resolution, practicing critique, etc.), are rarely taught with the same
rigorous practice and measurement.
Rating scales are a means of applying some objective measurement to relationship skills,
including management. They provide an analysis of how people worked together. The discipline of evaluating how behaviors impact results, in specific terms, creates a sound basis for
continuous improvement.
Step 1: Individual Assessment
Individual Work
Complete your personal critique of how effectively the team worked in completing the 30
multiple-choice questions in Activity 1.
The four elements of teamwork described on pages 32-35 (decision making, goals and objectives, conflict resolution, and expressing convictions) provide a starting point for defining
what teams are critiquing. These topics are evaluated from an individual perspective and, after
discussion, a team perspective.
1. In the space provided, write examples of actions that took place during your team discussion. Be specific so other team members can relate to your evaluations.
2. Using your examples as a guide, assign 100 points across the seven statements for each
topic. Assign points according to how characteristic the statement was of the team’s
work. If you believe one of the choices describes a large part of the discussion, you
might give it 85 or 90 points. If another choice describes action you saw very little or not
at all, you might give it 5 or 0 points. You may distribute points in any combination that
totals 100. Be sure to base your point distribution on the examples you listed. Record
your points in the Individual column to the left.
An example is provided on the following page.
Complete Step 1 by ______ : ______.
30
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 2: Critique of Teamwork During Activity 1
1. Decision Making: How effectively people evaluate resources, criteria, and consequences to reach decisions
Sound team decision making means that facts, data, and logic are used in coming to complete
understanding and agreement. It does not mean that rank or status of individual team members is given consideration, or that the person with the loudest voice is able to prevail, or that
subjective opinions, attitudes, and assumptions are relied on at “face” value; nor does it mean
majority rule or pressure tactics are required for decision making. When doubts and reservations are fully examined, decision making is based on what’s right not who’s right.
Examples
e
l
p
Two members led the discussion and we didn’t pull in quiet team members
(the quietest person had the best individual score!).
m
We had a tendency to “vote” rather than come to real consensus.
I think people were too quick to agree without too much discussion.
E
Individual
A
B
C
D
E
F
G
Capabilities
inquiry
candor
culture
20
30
50
a
x
Point Allocations
Team
After agreement by two or three, others gave their support.
Majority thinking was the key to decisions; even though they had
reservations, people moved off their positions for the sake of
progress.
Decisions were based on team-wide understanding and agreement;
consensus was reached after full deliberation.
One or more members encouraged the team to support decisions that
promised more personal benefit.
One or a few pressured the others to get decisions.
Team members were more or less indifferent as to how decisions
were made.
One or two members guided the team to their decisions but made a
sincere effort to see that the decisions were acceptable.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
A
B
C
D
E
F
G
31
Building Internal Capilities (2)
1. Decision Making: How effectively people evaluate resources, criteria, and consequences to reach decisions
Sound team decision making means that facts, data, and logic are used in coming to complete
understanding and agreement. It does not mean that rank or status of individual team members is given consideration, or that the person with the loudest voice is able to prevail, or that
subjective opinions, attitudes, and assumptions are relied on at “face” value; nor does it mean
majority rule or pressure tactics are required for decision making. When doubts and reservations are fully examined, decision making is based on what’s right not who’s right.
Examples
Point Allocations
Individual
A
B
C
D
E
F
G
32
Capabilities
inquiry
candor
culture
Team
After agreement by two or three, others gave their support.
Majority thinking was the key to decisions; even though they had
reservations, people moved off their positions for the sake of
progress.
Decisions were based on team-wide understanding and agreement;
consensus was reached after full deliberation.
One or more members encouraged the team to support decisions that
promised more personal benefit.
One or a few pressured the others to get decisions.
Team members were more or less indifferent as to how decisions
were made.
One or two members guided the team to their decisions but made a
sincere effort to see that the decisions were acceptable.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
A
B
C
D
E
F
G
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 2: Critique of Teamwork During Activity 1
2. Goals and Objectives: How team and individual actions are defined and managed
Goals and objectives define a direction for team effort. When work is planned and organized
in goal-oriented terms, people know where they are going. Discrepancies can then be identified between current conditions and the desired objectives. Without goals, it is impossible to
identify and remove barriers to accomplishing results. The process of setting goals and objectives gives individuals an increased sense of understanding, a unified direction, and an
increased sense of personal stake in organization results.
Examples
Point Allocations
Individual
A
B
C
D
E
F
G
Capabilities
inquiry
candor
culture
Team
Members proceeded with little examination of goals and objectives
or development of expectations for achieving them.
Members discussed excellence, but goals and objectives had little
impact on actions; there was more concern for what others thought
than for giving full attention to achieving objectives.
Good enough or a little better was accepted as a reasonable goal for
team performance; suggested task objectives were agreed to without
in-depth examination.
Goals and objectives were defined and planned either openly or
indirectly by one or more members who sought to influence team
direction.
Getting results was the overriding objective—more important than
considering how they would be achieved.
One or more members took responsibility for establishing goals and
encouraged other members to join in enthusiastically.
Members were committed to achieving excellence; an attitude of
measurement against preestablished objectives prevailed.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
A
B
C
D
E
F
G
33
Building Internal Capilities (2)
3. Conflict Resolution: How differences are managed
Conflict resolution represents how teams grapple with differences that arise during team
action. Conflict does not necessarily mean open conflict or emotional confrontation. Conflict
can arise in the form of silence and lack of participation in one or more members. Conflict
can result when one person apparently gives in to another point of view, but then looks for
subtle ways to prove it wrong. Conflict can also include open confrontation between two or
more members locked in disagreement.
Examples
Point Allocations
Individual
A
B
C
D
E
F
G
34
Capabilities
inquiry
candor
culture
Team
Conflict resolution suggestions centered on compromise, history, or
whatever was most acceptable in order to make progress.
One or more members assumed the role of managing conflict based
on their personal experience and high concern for productivity.
The team explored disagreements and conflict openly and candidly to
surface underlying causes.
Conflict resolution seemed less important than carrying on with the
activity as outlined.
One or more members confronted conflict if it appeared to interfere
with their personal goals for the activity. Otherwise, conflict was
ignored.
When differences arose, one or more members pushed the team to
move ahead with the task at hand.
The team immediately attempted to divert attention from conflict and
restore confidence so that disagreements didn’t create a negative
influence.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
A
B
C
D
E
F
G
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 2: Critique of Teamwork During Activity 1
4. Expressing Convictions: How people express their personal views and convictions
Expressing convictions is not just practiced by individuals. Sound teamwork includes ensuring every member’s view is expressed and explored thoroughly before moving on. Silence can
do just as much to express convictions as pounding a fist on a table. It’s very easy for the
loudest person to be heard, but anyone knows that loud does not always mean best. If a team
member is quiet during discussions, others are responsible for pulling him or her in so all
views are considered.
Examples
Point Allocations
Individual
A
B
C
D
E
F
G
Capabilities
inquiry
candor
culture
Team
Opinions are offered in an open and objective way that encourages
discussion of alternative views. Team members react to sounder ideas
by changing their minds.
Members withhold convictions by responding to questions in a neutral way whenever possible, or by agreeing with the majority. Convictions are often expressed indirectly by complaining.
A
B
Members compare their points of view with expectations from superiors, history, and current trends before expressing personal convictions.
They resist expressing convictions if support is unstable or the outcome
is unclear until the most reasonable course emerges.
C
Members announce convictions with an air of finality that discourages
others from challenging their thinking.
D
Members express convictions with confidence when the issues are
popular. When issues are controversial, members try to smooth over
differences and focus discussions on restoring a pleasant working
environment.
One or more members assume the role of expressing convictions
for others andthemselves. Members who challenge these convictions
are seen as disloyal.
Members express convictions openly when they stand to gain from
doing so. Otherwise, convictions are neutral or follow what is popular.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
E
F
G
35
Building Internal Capilities (2)
Step 2: Team Assessment
Team Activity
Part A: Discussion
Disagreement is the basis for learning as teams gain awareness about why behaviors may have
come across very differently than intended. The key to benefiting from disagreement is to
remain as objective as possible, and to focus the discussions on improving the quality of
teamwork. This shared understanding increases awareness and ensures that the team’s point
distribution is an accurate reflection of what really happened.
1. Discuss the point distributions and examples completed by each team member in Step 1.
Discussions are especially important for clearing up misunderstandings and misinterpretations of what took place and to offer perspective based on the written examples.
2. Determine the team’s point distribution for each item and enter it in the Team column to
the right on pages 32-35. Include specific examples to support the ranking.
Do not average individual allocations as a basis for reaching team conclusions.
Complete Part A by ______ : ______.
Part B: Recording the Team Assessment
The Meeting Manager will distribute Handout 4P to your team. This handout gives detailed
instructions for filling out the “Team Critique” wall chart.
1. Transfer your team’s Production Effectiveness (page 27) to Production Effectiveness,
Activity 1 on the Team Critique wall chart.
2. Record your team answers in the table below. Transfer the point distributions for critique,
conflict resolution, and decision making to the individual bar charts labeled “1” on the
wall chart entitled “Team Critique” for presentation and discussion in the next General
Session.
Complete Part B by ______ :______.
Team Answer Table: Critique of Teamwork During Activity 1
9,9
36
PAT
9,1
1,9
5,5
1,1
OPP
Totals
Decision Making
C
G
E
A
B
F
D
100
Goals & Objectives
G
F
E
B
C
A
D
100
Conflict Resolution
C
B
F
G
A
D
E
100
Convictions
A
F
D
E
C
B
G
100
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 2: Critique of Teamwork During Activity 1
Step 3: Team Improvement Steps
Team activity
The point of studying past events is to learn how to build on effective actions and reduce the
chances of repeating ineffective ones.
To draw an objective comparison with what actually took place, first review the descriptions
at the top of each page (pages 32-35), for a description of the soundest approach.
Then compare the examples of actual teamwork gathered during Activity 2 with the soundest
description. Once an objective picture of the gap between soundest and actual is defined for
shared understanding, then specific improvement steps can be established.
As a final step for Activity 2, each team prepares on flip chart paper, a summary of 1) how
effectively the team worked during Activity 1, Clarifying Grid Concepts, and 2) how team
members plan to improve teamwork.
As a way of organizing this summary, list the management issues (critique, conflict resolution, and decision making). For each of the issues, answer the following three questions:
1. What problems or barriers are preventing the team from achieving the highest quality
results?
2. What are the underlying causes of these problems or barriers?
3. What specific steps can the team take to eliminate each problem and increase team
effectiveness?
Examples are provided below and on the following page.
Select a spokesperson to present your team’s flip chart summary in the General Session.
Complete Step 3 by ______ : ______.
BLUE TEAM: Decision Making
Team Improvement Steps
1. Barriers: Resorting to “majority rule” decision making
2. Causes:
• not discussing minority views
• voting to arrive at team answers
• because we were running out of time
3. Improvement Steps:
• actively monitor minority opinions
• manage time more effectively
E
Capabilities
inquiry
candor
culture
a
x
m
p
e
l
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
37
Building Internal Capilities (2)
BLUE TEAM: Conflict Resolution
Team Improvement Steps
1. Barriers: too nice—avoiding exploring differences
2. Causes:
• no criteria for handling differences of opinion
• not comfortable challenging people
• too much “general” discussion that didn’t get to the real point
3. Improvement Steps:
• establish criteria for handling disagreements
• don’t assume that “quiet” = agreement
E
38
Capabilities
inquiry
candor
culture
a
x
m
p
e
l
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 3
Identifying Grid Styles in the Film, 12 Angry Men
Activity Focus
In this activity, members apply the Grid theory to the live action setting of a movie. The effectiveness of your team interpretation depends not only on your understanding of the theory, but
your ability to relate that learning to specific, observed behaviors in the movie. Unlike the
static text where sections can be reread as needed to strengthen understanding, the movie is
more like real life. A subtle gesture or comment that can shift the direction of discussion can
be fleeting but also very significant in interpreting the Grid style. And, much like real life,
people interpret behavior in varied ways and observe behaviors that others miss.
Activity Goals
Capabilities
inquiry
candor
culture
■
Develop skill in observing lifelike, fast-moving episodes of behavior in the film
12 Angry Men.
■
Assess team decision making effectiveness.
■
Assess team effectiveness in achieving synergistic results.
■
Practice periodic critique.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
39
Building Internal Capilities (2)
Background
The actions of several characters in 12 Angry Men serve as the basis for this activity.
12 Angry Men is about a jury. The fate of a young man’s life hangs on the quality of decision
making when each juror holds a unique opinion and interpretation of the evidence presented.
In the course of deliberating the case, the jurors reveal concern for results in their attitudes
toward reaching a verdict, and concern for others as seen in the ways they react to evidence,
seek to understand different perspectives, and handle conflict.
As the film begins, all courtroom evidence has been presented and the jury is given its charge
by the judge. An intense deliberation begins when the jurors do not agree on a verdict. By the
end of the film, all twelve have arrived at the same decision. The gradual shift occurs with
jurors changing opinions on a one-by-one basis. Use the seating chart on the next page to aid
in identifying characters.
Not all characters will be analyzed in the activity. The identity of those to be analyzed is provided at the end of the film.
The overall dominant and backup style and four of the relationship skills—decision making,
conflict resolution, inquiry, and expressing convictions—are analyzed. The Paternalistic and
Opportunistic styles are not examined in the assessments.
40
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 3: Identifying Grid Styles in the Film, 12 Angry Men
12 Angry Men Seating Chart
Ad Man
Foreman
Watchmaker
Bank Teller
Messenger Service
Garage Owner
Stockbroker
Old Man
Man from the Slums
Henry Fonda
Baseball Fan
House Painter
© MGM Studios Inc.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
41
Building Internal Capilities (2)
Step 1:
Identifying Character Grid Styles
Individual Activity
Select a character from the 6 that are assigned and identify the following in any order:
1. A dominant Grid style for the relationship skills of decision making, conflict resolution,
inquiry, and expressing convictions. The appendix, “Grid Relationship Skills Summary,”
pages 81-87, may be used to assist in identifying Grid styles.
2. After identifying the relationship skill styles for that character, choose the dominant
(most characteristic) and backup (next most characteristic) overall Grid style based on
your understanding of the theory. Select a different Grid style for dominant and backup.
Repeat these steps for each character assigned.
In assigning Grid styles, jot down examples observed during the film as the basis for the team
activity that follows. Limit your reasoning and examples to only the behaviors you observed
in the film rather than relying on Grid style definitions provided in the text.
Record your answers on Handout 5PT.
Step 2:
Team Agreement on Character Grid Styles
Team Activity
Part A
The characters may be discussed in any order, but complete the two steps below for one character before moving to the next.
1. Assign dominant Grid style for the relationship skills of decision making, conflict resolution, inquiry, and expressing convictions for each character. The appendix, “Grid Relationship Skills Summary,” pages 81-87, may be used to assist in identifying Grid styles.
2. After identifying the relationship skills, choose the dominant (most characteristic) and
backup (next most characteristic) overall Grid style for that character based on your
understanding of the theory. Select a different Grid style for dominant and backup.
Repeat these steps for each character assigned.
Limit your reasoning and examples to only the behaviors you observed in the film rather than
relying on Grid style definitions provided in the text.
Part B
Six different answer keys (Handouts 6P a-f) will be available in the team room. Each key lists
the dominant style, backup style, and relationship skill styles for one character. Check the
corresponding key as soon as you’ve completed a full critique for one character. The characters may be discussed in any order. This process provides an opportunity for your team to use
periodic critique for improving effectiveness during the activity.
Record your team answers on Handout 7PT.
Complete Steps 1 & 2 and return to the General Session room at _____ : _____.
42
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 3: Identifying Grid Styles in the Film, 12 Angry Men
Step 3:
Scoring Individual and Team Answers
Individual/Team Activity
Part A: Calculate Production Effectiveness
Use Handout 7PT to calculate your individual and team score. Then transfer your answers to
the following form and complete steps 1–7 to calculate production effectiveness.
Production Effectiveness Scoring Form
R1: Individual resources brought to the team
R2: How well the team used those individual resources (teamwork)
R3: The final outcome of R2
1. Record the individual scores.
................ Individual Scores
................
................
................
................
................
................
2. Total the individual scores.
3. Divide line 2 by the number of team members.
This is the Average Individual Score.
________ Average Individual Score (R1)
4. Record the team score. If your team score is
higher than the highest individual score, your
team achieved Synergy.
________ Team Score (R3)
5. Subtract line 3 from line 4. This is the team’s
Actual Gain (or loss).
________ Actual Gain (or Loss)
6. Subtract line 3 from the perfect score (108).
________ Possible Gain
7. Follow the formula for calculating Production
Effectiveness:
(5) _____________
Actual Gain
or Loss
Capabilities
inquiry
candor
culture
÷
(6) _____________
= _____________
x 100
=
Possible
Gain
Production
Effectiveness
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
43
Building Internal Capilities (2)
Part B: Recording Team Assessment
Record all team scores here for your own records.
Activity 3
Production Effectiveness: 12 Angry Men
Average
Norms
Synergy
Team
44
Low
(R1)
High
(R1)
Average
(R1)
Team
(R3)
PE
(R2)
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 4
Critique of Teamwork During Activity 3
Activity Focus
This activity examines how well teams used critique, conflict resolution, and decision making
and defines areas still needing improvement.
Activity Goals
Capabilities
inquiry
candor
culture
■
Examine how well the team translated available resources from each person into team
results.
■
Identify any problems that prevented the team from reaching its goals; develop improvement strategies for overcoming these problems.
■
Experience the value of critiquing team actions.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
45
Building Internal Capilities (2)
Step 1: Team Assessment
Team Activity
1. As a team, discuss the quality of your team’s use of critique, conflict resolution, and
decision making during Activity 5. In the space provided on pages 47-50, write examples
of actions that took place during your team discussions.
2. Using your examples as a basis, determine the team’s point distribution for each item and
enter it in the Team column on pages 47-50.
Complete Step 1 by ______ : ______.
Step 2: Recording the Team Assessment
Team Activity
Refer to your copy of Handout 4P to review the instructions for filling out the “Team Critique” wall chart.
1. Transfer your team’s Production Effectiveness (page 43) to Production Effectiveness,
Activity 5 on the Team Critique wall chart.
2. Record your team answers in the table below. Transfer the point distributions for critique,
conflict resolution, and decision making to the individual bar charts labeled “5” on the
wall chart entitled “Team Critique” for presentation and discussion in the next General
Session.
Complete Step 2 by ______ : ______.
Team Answer Table: Critique of Teamwork During Activity 5
9,9
46
PAT
9,1
1,9
5,5
1,1
OPP
Totals
Decision Making
C
G
E
A
B
F
D
100
Goals & Objectives
G
F
E
B
C
A
D
100
Conflict Resolution
C
B
F
G
A
D
E
100
Convictions
A
F
D
E
C
B
G
100
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 4: Critique of Teamwork During Activity 3
1. Decision Making: How effectively people evaluate resources, criteria, and consequences to reach decisions
Sound team decision making means that facts, data, and logic are used in coming to complete
understanding and agreement. It does not mean that rank or status of individual team members is given consideration, or that the person with the loudest voice is able to prevail, or that
subjective opinions, attitudes, and assumptions are relied on at “face” value; nor does it mean
majority rule or pressure tactics are required for decision making. When doubts and reservations are fully examined, decision making is based on what’s right not who’s right.
Examples
Point Allocations
Team
■A
After agreement by two or three, others gave their support.
Majority thinking was the key to decisions; even though they had reservations,
people moved off their positions for the sake of progress.
Decisions were based on team-wide understanding and agreement; consensus was
reached after full deliberation.
One or more members encouraged the team to support decisions that promised
more personal benefit.
One or a few pressured the others to get decisions.
Team members were more or less indifferent as to how decisions were made.
One or two members guided the team to their decisions but made a
sincere effort to see that the decisions were acceptable.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
B
C
D
E
F
G
47
Building Internal Capilities (2)
2. Goals and Objectives: How team and individual actions are defined and managed
Goals and objectives define a direction for team effort. When work is planned and organized
in goal-oriented terms, people know where they are going. Discrepancies can then be identified between current conditions and the desired objectives. Without goals, it is impossible to
identify and remove barriers to accomplishing results. The process of setting goals and objectives gives individuals an increased sense of understanding, a unified direction, and an
increased sense of personal stake in organization results.
Examples
Point Allocations
Team
Members proceeded with little examination of goals and objectives or development of expectations for achieving them.
Members discussed excellence, but goals and objectives had little impact on
actions; there was more concern for what others thought than for giving full
attention to achieving objectives.
Good enough or a little better was accepted as a reasonable goal for team performance; suggested task objectives were agreed to without in-depth examination.
Goals and objectives were defined and planned either openly or indirectly by one
or more members who sought to influence team direction.
Getting results was the overriding objective—more important than considering
how they would be achieved.
One or more members took responsibility for establishing goals and encouraged
other members to join in enthusiastically.
Members were committed to achieving excellence; an attitude of measurement
against preestablished objectives prevailed.
48
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
A
B
C
D
E
F
G
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 4: Critique of Teamwork During Activity 3
3. Conflict Resolution: How differences are managed
Conflict resolution represents how teams grapple with differences that arise during team
action. Conflict does not necessarily mean open conflict or emotional confrontation. Conflict
can arise in the form of silence and lack of participation in one or more members. Conflict
can result when one person apparently gives in to another point of view, but then looks for
subtle ways to prove it wrong. Conflict can also include open confrontation between two or
more members locked in disagreement.
Examples
Point Allocations
Team
Conflict resolution suggestions centered on compromise, history, or whatever
was most acceptable in order to make progress.
One or more members assumed the role of managing conflict based on their
personal experience and high concern for productivity.
The team explored disagreements and conflict openly and candidly to surface
underlying causes.
Conflict resolution seemed less important than carrying on with the activity as
outlined.
One or more members confronted conflict if it appeared to interfere with their
personal goals for the activity. Otherwise, conflict was ignored.
When differences arose, one or more members pushed the team to move ahead
with the task at hand.
The team immediately attempted to divert attention from conflict and restore
confidence so that disagreements didn’t create a negative influence.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
A
B
C
D
E
F
G
49
Building Internal Capilities (2)
4. Expressing Convictions: How people express their personal views and convictions
Expressing convictions is not just practiced by individuals. Sound teamwork includes ensuring every member’s view is expressed and explored thoroughly before moving on. Silence can
do just as much to express convictions as pounding a fist on a table. It’s very easy for the
loudest person to be heard, but anyone knows that loud does not always mean best. If a team
member is quiet during discussions, others are responsible for pulling him or her in so all
views are considered.
Examples
Point Allocations
Team
Opinions are offered in an open and objective way that encourages discussion
discussion of alternative views. Team members react to sounders ideas by changing their minds.
Members withhold convictions by responding to questions in a neutral way whenwhenever possible, or by agreeing with the majority. Convictions are often
expressed indirectly by complaining.
Members compare their points of view with expectations from superiors, history,
and current trends before expressing personal convictions. They resist expressing
convictions if support is unstable or the outcome is unclear until the most reasonable
course emerges.
Members announce convictions with an air of finality that discourages others from
challenging their thinking.
Members express convictions with confidence when the issues are popular. When
issues are controversial, members try to smooth over differences and focus discussions on restoring a pleasant working environment.
One or more members assume the role of expressing convictions for others and
themselves. Members who challenge these convictions are seen as disloyal.
Members express convictions openly when they stand to gain from doing so.
Otherwise, convictions are neutral or follow what is popular.
50
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
A
B
C
D
E
F
G
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 4: Critique of Teamwork During Activity 3
Step 3:
Team Improvement Steps
Individual/Team Activity
In the first team critique, team members recorded examples of critique, conflict resolution,
and decision making.
Review the team’s improvement steps from Activity 2, Step 3 (presented in General Session).
Compare those improvement goals with your actual performance in Activity 3. Assign a rating for the scales on the following two pages.
1. First assign an individual rating. Be sure to include examples to support your rating.
2. Agree on a team rating.
3. Revise your improvement steps as needed to continue strengthening performance.
Select a spokesperson to present your revised improvement steps in the next general session.
Complete Step 3 (individual and team assessment) by ______ : ______.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
51
Building Internal Capilities (2)
1. Using your team’s actual scores and production effectiveness score on which to
base your rating, do you believe your point distributions in Step 1 are truly
objective and represent what actually occurred?
Individual
Team
9
Completely objective; there is no self-deception
9
8
Almost completely objective
8
7
Somewhat objective
7
6
More objective than subjective
6
5
Intermediate between objective and subjective
5
4
More subjective than objective
4
3
Somewhat subjective
3
2
Almost completely subjective
2
1
Completely subjective; self-deception is present
1
Supporting Examples
52
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 4: Critique of Teamwork During Activity 3
2. Considering our rating on the preceding scale, how sound are the plans for
improvement we developed during the previous critique?
Individual
Team
9
Completely sound
9
8
Almost completely sound
8
7
Somewhat sound
7
6
More sound than unsound
6
5
Intermediate between sound and unsound
5
4
More unsound than sound
4
3
Somewhat unsound
3
2
Almost completely unsound
2
1
Completely unsound
1
Supporting Examples
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
53
Building Internal Capilities (2)
Notes:
54
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 5
Evaluating Team Culture
Activity Focus
The nature of the team process—the culture, or the established norms and standards—can be
analyzed using the Grid culture style framework. The Grid framework allows a team to objectively examine effectiveness, determine the steps necessary for achieving excellence, and
begin the process of change.
Activity Goals
Capabilities
inquiry
candor
culture
■
Generate awareness of team culture in preparation for your Developing Team Culture
meeting with your intact work team.
■
Assess the team’s norms and culture using the Grid culture style framework.
■
Establish a clear link between the team’s culture and performance to date.
■
Generate an action plan for changing or modifying the norms in place.
■
Gain an understanding of what implementing team change will mean for individual team
members.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
55
Building Internal Capilities (2)
Step 1:
Diagnosing Team Culture
Individual/Team Activity
Part A: Individual Work
Use the form, Examples of Actual Team Behavior, on page 57 to describe specific examples
of team behavior you observed during all previous activities. Identify at least one specific
example for each culture element and describe the impact of the behavior on individual and
team performance.
After completing examples and describing the impact, use the form, Individual Grid Style
Assessment, on page 59 to assign a dominant Grid culture style style for each element and an
overall dominant and backup culture style for the team.
Use the following three criteria in completing the individual and team work for this activity:
1. Review PE scores from Activities 1 and 3. Consider the team’s performance during the
entire meeting rather than only the most recent activities. Improvements may have
occurred recently, but all activities should be considered.
2. Consider the actual performance (objective results) as well as developing relationships
and team processes. Give as much weight to the objective results of team scores, production effectiveness, synergy, time management, etc., as you do to the subjective aspects of
conflict, comfort, satisfaction, etc.
3. Review how well the team followed through on improvement steps recorded in Activities
2 and 4.
4. Assign Grid culture styles based on specific examples of behavior rather than discussing
a Grid style and then looking for examples that “fit.”
In summary, ensure that the examples and Grid style conclusions reflect the actual behavior
exhibited to date and not the behavior the team wants to achieve.
Examples for each culture element are given on the following page.
Grid® Culture Styles
HIGH
9
Concern for People
8
7
1,9
INTERDEPENDENT
(Contribute & Commit)
ACCOMMODATING
(Yield & Comply)
5
5,5
4
Production demands are balanced with
employee needs and trends.
2
1
LOW
5,5
STATUS QUO
(Balance & Compromise)
6
3
PATERNALISTIC
(Prescribe & Guide)
Superior results are achieved
through maintaining strong
relationships and high
standards.
Efforts focus on maintaining
relationships with little
regard for results.
1,1
1
INDIFFERENT
(Evade & Elude)
2
3
9,1
1,9
9,9
OPPORTUNISTIC
(Exploit & Manipulate)
CONTROLLING
(Direct & Dominate)
4
5
6
7
Productivity is expected. Loyalt
and compliance are rewarded.
1,1
Efforts focus on results with
low regard for personal
impact.
Sufficient effort is exerted to
meet minimum requirements
and to avoid attention.
9,9
1,9
9,9
8
9,1
Efforts are inconsistent and
based on personal gain rather
than organizational goals.
5,5
®
1,1
9,1
9 HIGH
Concern for Results
56
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 5: Evaluating Team Culture
Examples of Actual Team Behavior
Decision Making
We immediately established a “majority rule” approach by charting how people distributed points, and then focused on those people in the minority. We rarely discussed individual examples unless there was a minority opinion. People in the minority were asked to
defend their positions and persuaded to compromise.
Impact: We never explored the validity of the majority opinion.
Dominant Grid Culture Style:
e
l
5,5
Goals and Objectives
We jumped into activities without discussing goals in specific terms. We didn’t learn until
the critique that some members’ goals were completely different and caused us to
work against each other.
Impact: no direction
Dominant Grid Culture Style:
1,1
Conflict Resolution
m
p
The majority view of the point allocations was used as a starting point to assign point distribution, but when we couldn’t reach agreement, we averaged point distributions to
complete the activity. Example: Tom had no points on initiative and everyone else had
at least 40, so we compromised and gave initiative 20 points.
a
x
Impact: We were unable to fully resolve differences of opinion.
Dominant Grid Culture Style: 5,5
Expressing Convictions
E
Jerry’s enthusiasm was so strong that others didn’t feel comfortable disagreeing with
him.
Impact: didn’t get the benefit of other ideas and opinions
Dominant Grid Culture Style: PAT
Critique
No one wanted to challenge the direction of the team once we had momentum. Example: Ellen suggested we review the Ad Man again, but no one wanted to.
Impact: poor scores, unclear objectives, people feeling left out
Dominant Grid Culture Style:
Capabilities
inquiry
candor
culture
1,9
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
57
Building Internal Capilities (2)
Examples of Actual Team Behavior
Decision Making
Impact:
Dominant Grid Culture Style:
Goals and Objectives
Impact:
Dominant Grid Culture Style:
Conflict Resolution
Impact:
Dominant Grid Culture Style:
Expressing Convictions
Impact:
Dominant Grid Culture Style:
Critique
Impact:
Dominant Grid Culture Style:
58
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 5: Evaluating Team Culture
Individual Grid Style Assessment
Culture Element
Decision Making
Goals and Objectives
Conflict Resolution
Expressing Convictions
Critique
Dominant Style
Overall Dominant Team Culture Style
Overall Backup Team Culture Style
Part B: Team Assessment of Culture
As a team, use a flip chart to collect all of the individual examples and new examples for
each of the five culture elements to fully explore and compare different views. Each member
may have viewed the same event differently or experienced different reactions.
Using all of this information, reach a team conclusion as to the actual dominant style for each
culture element. Then, using the format below, Team Grid Style Assessment, assign an overall
dominant and backup style to the team.
Team Assessment
Culture Element
Decision Making
Goals and Objectives
Conflict Resolution
Expressing Convictions
Critique
Capabilities
inquiry
candor
culture
Dominant Style
Overall Dominant Team Culture Style
Overall Backup Team Culture Style
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
59
Building Internal Capilities (2)
Step 2:
Developing a Team Change Strategy
Team Activity
Examine the examples and impact descriptions to date and identify three areas of team behavior that need improvement. Develop a strategy for addressing these areas of improvement.
Prepare a flip chart presentation for the next General Session that includes the following
information:
■
the Grid style for each culture element listed on page 59.
■
the dominant and backup style for the team
■
a brief description of how the existing team culture impacts team performance
■
the three improvement steps developed to strengthen team performance
Select a spokesperson to present the team’s conclusions in the next General Session
at _____ : _____.
Step 3:
Critique of Team Action
Individual/Team Activity
Part A: Individual Assessment
As a final step for this activity, complete the critique scales on the following two pages as a
starting point for team critique. Circle the number in the Individual column that best reflects
your conclusions about how the team worked in completing Steps 1 and 2 of this activity.
Give specific examples of behavior that support your rating. The two scales address the level
of candor present in the team and the soundness of the improvement strategies defined in
Step 2.
Part B: Team Assessment
Discuss individual ratings and reach team agreement on the ratings for the scales from Part A.
Circle the team rating in the Team column.
Complete Steps 1-3 by ______ : ______.
60
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 5: Evaluating Team Culture
1. The level of candor present in the team was
Individual
Team
9
complete and total
9
8
almost complete and total
8
7
moderately complete
7
6
somewhat complete
6
5
intermediate
5
4
somewhat incomplete
4
3
moderately incomplete
3
2
almost totally incomplete
2
1
totally incomplete
1
Give specific examples for your rating
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
61
Building Internal Capilities (2)
2. The soundness of the improvement strategies defined in Step 2 was
Individual
Team
9
complete and total
9
8
almost complete and total
8
7
moderately complete
7
6
somewhat complete
6
5
intermediate
5
4
somewhat incomplete
4
3
moderately incomplete
3
2
almost totally incomplete
2
1
totally incomplete
1
Give specific examples for your rating
62
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 6
Defining Soundest Culture
Activity Focus
Culture exerts a powerful influence on individual and team performance. In this activity,
teams consider the effects of an organization’s culture and identify how to make the best possible contribution.
Activity Goals
■
Capabilities
inquiry
candor
culture
Investigate how an organization can be managed in an excellent manner by
●
identifying the specific characteristics present in a soundly managed
organization, and
●
identifying convictions regarding soundest culture.
■
Develop a shared understanding of what constitutes a sound backup approach.
■
Practice concurrent critique to strengthen team effectiveness.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
63
Building Internal Capilities (2)
Step 1: Reaching Team Agreement on Soundest Culture
Team Activity
Refer to the prework activity entitled “Identifying Soundest and Actual Culture” (pages 5-12)
where participants completed an individual ranking for prework. In this activity, teams reach
agreement on the same ranking.
As a team, identify behavioral and operational strategies that any excellent and fully developed organization might be expected to possess. Decide on an order of alternatives for a
soundly managed organization. Record your answers in the Team column.
Place a 7 by that alternative which you agree is the soundest way to operate an organization.
Place a 6 by that alternative which is the best backup. Use the criteria below to define your
backup alternative.
A backup alternative
■
provides for sound, ongoing operations whenever the soundest temporarily does not work
or for the time being cannot be achieved;
■
provides for an early return to the most sound way; and
■
is in the best interest of all who have a stake in ensuring that operations are secure and
ongoing.
Place a 5 by the next best support choice, and so on, down to a 1 for the least acceptable way
to manage an organization. Rank the alternatives as if there were no limitations from organization history, from unions, from present leadership, or from tradition and past practice.
The following considerations may be useful in undertaking this activity:
■
Base your ranking on what the statement says rather than what Grid Style it represents.
■
Avoid picking the statement apart or reacting to a certain word or phrase.
■
Rank all alternatives. Personal convictions regarding the least effective approach are
valuable for developing shared assumptions.
■
Practice concurrent critique.
There can be no ties. Use each number only one time. Transfer your answers to Handout 8T,
which will be provided by the Meeting Manager.
Step 2: Team Presentations
Team Activity
Prepare a team presentation that answers the following question:
What value did your team gain from using concurrent critique to deal with effectiveness
issues on the spot?
Select a spokesperson to present your team’s answer in the next general session.
Complete Activity 6 and return to the General Session room by ______ : ______.
64
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 7
Personal Critique and Feedback
Activity Focus
Team members provide specific feedback regarding each individual’s contribution during the
meeting, and write personal improvement suggestions.
Activity Goals
Capabilities
inquiry
candor
culture
■
Practice personal behavior critique in preparation for your Developing Team Culture
meeting with your intact work team.
■
Practice giving constructive critique with an attitude of helping people understand and
improve behavior.
■
Practice listening skills and receiving critique from others to gain a deeper understanding
of how your behavior impacts others.
■
Develop personal change strategies for each team member.
■
Experience the value of mutual trust, respect, and candor in the workplace for removing
barriers to synergy.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
65
Building Internal Capilities (2)
Step 1: Self-Assessment
Individual Work
Complete a written self-assessment of your teamwork skills demonstrated during this meeting. Answer the three questions that follow covering decision making, goals and objectives,
and expressing convictions. Answer the questions in as much detail as possible to get a clear
understanding of your own perceptions. You may want to start by reviewing the examples and
point distributions documented during the two Critique of Teamwork Activities, and presented
on your Team Critique Wall Chart.
■
Activity 2: Critique of Teamwork during Activity 1 (page 29)
■
Activity 4: Critique of Teamwork during Activity 3 (page 45)
1. How have you participated in team decision making?
Has this approach been effective? Why? Why not?
2. How have you contributed to setting goals and objectives in the team?
66
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 7: Personal Critique and Feedback
Has this approach been effective? Why? Why not?
3. How have you expressed your own convictions in team activities? Have you encouraged
and explored all views in addition to your own?
Has this approach been effective? Why? Why not?
Complete Step 1 by ______ : ______.
Step 2: Team Brainstorming
Team Activity
Background
Activities 1–6 established a foundation for significant teamwork experience. The objective of
this activity is for each person to receive specific feedback about how team members have
experienced his or her behavior during the meeting. Focus the feedback on the “here-andnow” events of the past few days only. Personal assumptions and accounts of behavior outside
the meeting are not relevant for this activity.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
67
Building Internal Capilities (2)
Select a team member to receive feedback first. This team member writes his or her name on
a flip chart and remains at the flip chart during Part A below.
Part A: Collecting Examples
As a team, spend about ten minutes brainstorming words and phrases that describe behavior
and actions seen in this person during the meeting. Offer these descriptions spontaneously,
without concern for agreement, duplication, or exactness. Contradictory words and phrases
often reflect the difference between dominant and backup behavior, or different views of the
same event or behavior. The team member being critiqued records these examples on the flip
chart as they are called out by the team.
Special Note to the team member who is being critiqued: The team member being
described does not participate in brainstorming or team discussions. Each person will have an
opportunity to participate later in this activity (see Step 4). The personal goal for Steps 1-3 is
to gain insight by listening to how others perceive behavior, regardless of whether or not perceptions match intentions. Although it may be difficult for the person to remain silent, explanations or attempts to “correct misunderstandings” only serve to limit the candor of those
providing feedback. Even the most well-intentioned remark can easily distort or influence a
genuine description.
Other standards for measuring quality of candor include:
■
Quantity: Collect enough words/phrases to fill up a minimum of one full flip chart (at
least 25-30 descriptors).
■
Spontaneity: Candor is probably lacking if people hesitate, edit words, or over-analyze.
■
Effectiveness: Assure that words and phrases fully explore strengths and weaknesses in
behavior so each person gains a clear understanding of how behaviors come across to
others.
■
Use of resources: All members contribute positive and negative comments for each
person.
Complete Step 2, Part A for all team members before moving on to Part B.
Complete Part A by ______ : ______.
Part B: Grouping Examples
After Part A has been completed for all team members, each team member selects the chart
for another member and uses colored markers to underline the words and phrases according
the following categories:
■
Positive behaviors: BLUE marker
■
Negative behaviors: RED marker
■
Behaviors that could be positive or negative: GREEN marker
Complete Step 2, Part B for all team members before moving on to Step 3.
Complete Part B by ______ : ______.
68
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 7: Personal Critique and Feedback
Step 3: Creating Personal Improvement Suggestions
Team Activity
As before, the person being critiqued does not actively participate in the team discussion in
Step 3, but uses this time to listen, reflect, and learn from the team’s observations.
Complete both Parts A and B for one team member before moving to the next.
Part A: Team Discussion
As a team, select one person’s flip chart from Step 2 and place it in clear view of all team
members. Discuss the collected words and phrases, including examples to support the categories assigned so the person gains a clear understanding of perceptions.
The objective of the discussion is to deliver insight to the team member being critiqued that
will help him or her become a better manager.
Part B: Personal Improvement Suggestions
Based on the team discussion, create three concrete improvement suggestions the person can
make that will help increase personal effectiveness. Focus on the most important areas for
improvement. Again, the more specific the suggestions are, the more helpful they will be.
Document these improvement steps on a flip chart and in the space below for your personal
record. As before, the person being critiqued does not actively participate in the team discussion, but uses this time to listen, reflect, and learn from the team’s observations. An example
follows:
1. Don’t dominate discussions. Stop, wait, and listen while others give their
points of view or opinions. You are a very smart guy, but you may not
always have the best idea.
2. Don’t assume others agree with you just because they don’t say anything.
If a team member isn’t talking, ask his or her opinion.
3. If you turn out to be wrong about something, don’t take it personally.
Changing your mind in light of sound evidence is a sign of personal
strength, not weakness.
m
a
Ex
e
l
p
Improvement Suggestions
Complete Step 3 by ______ : ______.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
69
Building Internal Capilities (2)
Step 4:
Insight Comparison and Individual
Improvement Opportunities
Individual/Team Activity
Part A: Comparison with Self-Assessment
Each individual compares the feedback he or she received in Steps 2-3 with his or her selfassessment from Step 1. Discuss any discrepancies between intended and actual behavior, and
clarify examples to help that individual identify “blind spots” in the future.
Part B: Comparison with Prework Improvement Ideas
In Prework (Individual Improvement Areas, page 24), each person listed areas where he or she
would like to improve individual effectiveness. Each person reviews his or her own prework
ideas with the team. Look for areas of agreement between the individual’s own suggestions
and those made by the team. Take a few minutes to give the person suggestions in areas that
have not been covered in the team’s feedback above.
Use the space below to jot down any suggestions given to you by the team.
Complete Step 4 by ______ : ______.
Step 5: Team Summary of Personal Feedback
Team Activity
Prepare a flip chart that summarizes two suggestions for improvement provided by the team
for each member without using names. Select a team member to present the team’s suggestions in the next General Session.
When reporting individual improvement steps, team members’ names are not required.
Complete Step 5 by ______ : ______.
70
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 7: Personal Critique and Feedback
Step 6: Critique of Quality of Team Results
Team Activity
Part A: Individual Assessment
Assess a rating for the statements on pages 72-74 by circling the number in the Individual
column on each scale that best represents your personal view of how the team actually
worked on Steps 2-5 of Activity 7. On the lines that follow each scale, include examples to
support your personal rating.
Part B: Team Assessment
As a team, review the individual ratings and examples from Part A. Reach team agreement
and circle (in the Team column) the rating that best represents the character of teamwork present during Activity 8. In the space provided, list improvement steps to support the team rating
that are based on individual examples given in Part A.
Select a spokesperson to give a brief presentation of your team’s conclusions in the next General Session.
Complete Step 6 by ______ : ______.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
71
Building Internal Capilities (2)
1. To what degree were team members confident in delivering comment and suggestions with candor, especially constructive comments?
Individual
Team
9
Completely confident and fully open; strengths and weaknesses
were given in objective terms that focused on helping team
members become better managers.
9
8
Almost completely confident
8
7
Moderately confident
7
6
Somewhat more confident than reluctant
6
5
Confidence was intermediate; weaknesses were sometimes
glossed over to avoid offending or frustrating people.
5
4
Somewhat more reluctant than confident
4
3
Moderately reluctant
3
2
Almost completely reluctant
2
1
Completely reluctant; candor was completely missing and
people were given only shallow, positive feedback.
1
Examples to support your individual rating:
Improvement steps:
72
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 7: Personal Critique and Feedback
2. To what degree were team members open and non-defensive regarding constructive comments and suggestions?
Individual
Team
9
Completely open to understanding how others perceive him or
her; comments were not taken personally.
9
8
Almost completely open
8
7
Moderately open
7
6
Somewhat more open than closed
6
5
Intermediate between open and closed; tension and resistance
were present to such a degree that no one felt comfortable
giving constructive comments.
5
4
Somewhat more closed than open
4
3
Moderately closed
3
2
Almost completely closed
2
1
Completely closed; tension and resistance were present to such a
degree that no one felt comfortable giving constructive comments.
1
Examples to support your individual rating:
Improvement steps:
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
73
Building Internal Capilities (2)
3. How effective were improvement suggestions in addressing both strengths and
weaknesses for each team member in terms that led to genuine insight?
Individual
Team
9
Completely effective; comments and suggestions addressed
strengths and weaknesses for each participant.
9
8
Almost completely effective
8
7
Moderately effective
7
6
Somewhat effective
6
5
Intermediate; suggestions addressed strengths and weaknesses to
a limited degree.
5
4
Somewhat ineffective; addressed strengths somewhat more than
weaknesses, sometimes in shallow terms that limited true learning.
4
3
Moderately ineffective; addressed strengths moderately more than
weaknesses, and then in shallow terms that limited true learning.
3
2
Almost completely ineffective; addressed strengths only, and in a
shallow way that could not lead to true insight for the person.
2
1
Completely ineffective; no attempt was made to try to offer anything
other than shallow, positive comments.
1
Examples to support your individual rating:
Improvement steps:
74
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Activity 8
Personal Action Planning
Activity Focus
Each participants writes two goals for implementation back in the workplace: a personal
improvement goal and a work application goal. Team members then use scales to discuss each
goal’s effectiveness and provide improvement suggestions.
Activity Goals
Capabilities
inquiry
candor
culture
■
Apply new insights gained during the meeting to the actual work setting.
■
Increase the level of ongoing learning by defining an implementation strategy for each
goal.
■
Practice giving and receiving critique regarding specific goals.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
75
Building Internal Capilities (2)
Step 1: Writing Improvement Goals
Individual Work
Background
If written goals sharpen meeting effort, their impact on effort exerted in the actual work setting (where the stakes are considerably higher) can be even more significant. Goal setting
directly affects the participation, involvement, and commitment of everyone responsible for
getting a job done.
Part A: Personal Improvement Goal
Using Handout 10P, write a personal improvement goal that implements improvement suggestions given by team members in Step 3 of Activity 8. This goal addresses personal behaviors
and ways you can strengthen effectiveness in your relationships.
Part B: Work Application Goal
Using Handout 11P, write a work application goal that includes a specific project and requires
implementing the skills developed in this meeting.
Criteria for Written Goals
For each goal, paint a picture of what you hope to accomplish back on the job. Below are
some criteria for these goals:
1. Realistic: Be realistic about what can be accomplished; avoid setting yourself up for
failure by establishing an outcome that can’t be reached.
2. Challenging: Avoid establishing a goal that is too simple; a goal that requires no challenge to accomplish offers little motivation.
3. Specific: Be specific and concrete; a co-worker or employee should be able to read the
statement and understand what is to be accomplished in operational terms. Describe
examples of behavior cited by teammates during the meeting to help recall and reinforce
the values of your change strategy over time. Think of the improvement step in specific
and realistic terms so it feels manageable. “I need to speak up more” is too general. A
more specific statement might be, “Speak up in divisional meetings when I disagree or
want to suggest ideas.”
4. Measurable: Include some form of measurement for your goal so you will know
whether or not it has been accomplished. Identify specific people who can help you stay
on track in implementing your plan and describe the involvement you want from each
person. Describe how you plan to approach them in asking for help. Define how you will
measure and maintain progress. Think in specific terms of how to measure results on a
day-to-day basis. This might include designing criteria for using critique, scheduling
weekly “How am I doing?” feedback sessions with colleagues, or setting specific time
frames for meeting your goal.
Please write legibly. Each of the two goals (Parts A and B) will be reviewed and critiqued by
your team members according to the criteria described above.
Complete Step 1 by ______ : ______.
76
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Meeting Materials: Activity 8: Personal Action Planning
Step 2: Team Evaluation of Improvement Goals
Team Activity
Teams discuss the effectiveness of each member’s goals as written and evaluate each goal
based on the three scales listed below. Discuss reasons for team rating and provide suggestions for improvement so the person leaves with a clear understanding and specific details
about the strengths and weaknesses of his or her goals.
The objective for the team members being discussed is to listen to the evaluation for understanding, take notes, and ask questions for clarification when the team has completed the
evaluations. He or she should not be an active participant or interfere with the team’s evaluation except to answer questions the team may ask for clarification.
Complete both evaluations for each team member before moving to the next.
Goal as written is:
Completely unrealistic
1
2
Completely realistic
3
4
5
6
7
8
Too simple
1
Very challenging
2
3
4
5
6
7
8
Very vague and general
1
9
2
9
Very specific
3
4
5
6
7
8
9
Complete Step 2 for all team members by ______ : ______.
Step 3: Revising Original Goals
Individual Activity
Use the space provided on the original goal forms to revise the original goals based on feedback and suggestions from team members in Step 2.
■
Handout 10P for Personal Improvement Goal
■
Handout 11P for Work Application Goal
Complete Step 3 by ______ : ______.
Step 4: Review of Learning
Team Activity
Reexamine meeting learning activities and their implications for back-home application.
Record on a flip chart the three most valuable learning experiences during the meeting for
strengthening effectiveness back on the job.
Select a spokesperson to present your team’s conclusions in the closing General Session.
Complete Step 4 by ______ : ______.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
77
Building Internal Capilities (2)
Notes
78
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Appendix
81
Grid Relationship Skills Summary
88
The Grid
90
The Candor Arrow
92
Grid Culture Descriptions
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
79
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Critique
9,1:
Controlling (Direct & Dominate)
I give my opinion of others but resist attempts by others to evaluate me. I comment on weaknesses and assign blame so that people learn from their mistakes. I withhold praise because I
fear people will become complacent.
1,9:
Accommodating (Yield & Comply)
I give encouragement and offer praise when something positive happens but avoid saying anything negative. I appreciate positive critique and apologize when I have to say anything
negative.
5,5:
Status Quo (Balance & Compromise)
I give informal or indirect feedback to keep others moving forward at a reasonable pace. If I
have to say something negative, I prefer an indirect approach so that I, personally, am not seen
as the bad guy. I actively solicit ongoing critique to assure my actions remain acceptable.
1,1:
Indifferent (Evade & Elude)
I avoid giving feedback and rarely critique the work of others or myself. When compelled, my
critique tends to take the form of complaining to a third party without directly seeking
resolution.
PAT:
Paternalistic (Prescribe & Guide)
When I give others feedback, I expect them to appreciate it because it is for their own good. I
am generous with helpful comments and instruction, but limit critique from others regarding
my own effectiveness.
OPP:
Opportunistic (Exploit & Manipulate)
I participate in critique as a way to constantly gauge the level of support for my personal
goals. I encourage others to confide in me, but often avoid revealing my own evaluations in
an effort to keep my options open.
9,9:
Interdependent (Contribute & Commit)
I promote thorough critique that explores all concerns and alternatives. I keep critique objective, especially when the circumstances are emotional or difficult. I welcome critique and
explore comments to assure continued progress and learning.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
81
Initiative
9,1:
Controlling (Direct & Dominate)
I clearly understand my responsibilities and take decisive action to demonstrate my determination. I expect others to follow my direction without question. I cut off or suppress conflict
that threatens progress.
1,9:
Accommodating (Yield & Comply)
I invest time securing the approval of others before taking action. I exercise initiative enthusiastically when the issues promote a pleasant experience, and when team-wide support is evident. I will abandon or divert initiatives when conflict arises.
5,5:
Status Quo (Balance & Compromise)
I take low-risk initiatives based on a comparison of expectations with history and precedent. I
avoid surprises by discussing possibilities with people in order to prepare for reactions to initiatives. If an unpopular action is required, I carry it out but cite rules, procedures, and history
to explain myself.
1,1:
Indifferent (Evade & Elude)
I cautiously exercise the lowest acceptable initiative based on established expectations. I rarely
exercise independent initiative outside these expected boundaries, but respond to requests
when asked. I back off initiatives when conflict arises.
PAT:
Paternalistic (Prescribe & Guide)
I take strong and decisive action based on what I think is the best for everyone involved. I
expect others to endorse my efforts, and I express gratitude for support. I discourage attempts
to challenge or limit my initiative.
OPP:
Opportunistic (Exploit & Manipulate)
I exercise strong initiative when the result benefits me personally, regardless of the overall
impact. I assure support by whatever means necessary, which may include bullying, cajoling,
bargaining, encouraging, or ingratiating myself. When I have no personal stake in the outcome, I show no preference. If conflict arises, I search for a covert way to continue my
efforts.
9,9:
Interdependent (Contribute & Commit)
I take the lead in initiating actions that encourage participation and commitment from others.
I actively seek resources needed to achieve quality results. I welcome suggestions that
increase team effectiveness. I confront conflict for resolution so initiatives under way do not
suffer.
82
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Inquiry
9,1:
Controlling (Direct & Dominate)
I question others but I resist being questioned by others. I ask pointed questions meant to test
understanding while also limiting possible responses to only the information I want. I reject
inquiry that explores ideas different from my own.
1,9:
Accommodating (Yield & Comply)
I inquire in an informal way to enhance morale and friendliness among team members. I seek
out and encourage discussion about information that creates positive feelings. I discourage
inquiry that surfaces negative or controversial issues. I embrace inquiry and opinions different
from my own, even if I disagree.
5,5:
Status Quo (Balance & Compromise)
I inquire extensively to keep in touch with other people’s opinions and suggestions so that I
can maintain popular status. When issues are controversial, I facilitate inquiry without revealing my personal opinion. I acknowledge inquiry and opinions different from my own but
resist stating a clear position.
1,1:
Indifferent (Evade & Elude)
I inquire in an indirect way through third-party questioning rather than going directly to the
source. I resist asking or answering direct questions centered on controversial issues, because I
don’t want more responsibility or trouble. I go along with different opinions even if I disagree.
PAT:
Paternalistic (Prescribe & Guide)
I seek information from others to reinforce my position. I offer praise and support for inquiry
that endorses me, and avoid inquiry that challenges me. I try to influence those with differing
opinions to support my views.
OPP:
Opportunistic (Exploit & Manipulate)
I inquire to obtain information from others in a calculated way by asking questions that establish trust and confidence. With this information, I tailor my approach to gain advantage for
my personal goals. I overcome different opinions by shifting my inquiry to be more
acceptable.
9,9:
Interdependent (Contribute & Commit)
I search for and seek to verify information. I invite and listen for ideas and attitudes different
from my own. I continually test the soundness of my own thinking by comparing it with the
thoughts of others.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
83
Expressing Convictions
9,1:
Controlling (Direct & Dominate)
I express my point of view with authority, conviction and an air of finality. I resist attempts to
challenge or question my point of view. If opposed, I reject other views. I rarely change my
mind, even if a more effective alternative emerges.
1,9:
Accommodating (Yield & Comply)
I advocate ideas openly and with conviction when they support friendly relations and positive
benefits for the people involved. When opposition is evident, I withhold my convictions or
attempt to smooth over any differences.
5,5:
Status Quo (Balance & Compromise)
I compare my point of view with expectations from superiors, history, and current views
before advocating a position. I withhold expressing convictions if support is unstable or the
outcome is unclear. I usually advocate a popular and reduced-risk position and make concessions if challenged.
1,1:
Indifferent (Evade & Elude)
I advocate my convictions only when I am explicitly asked and when support is clearly established. Otherwise, I resist expressing convictions and prefer instead to wait as long as possible
before agreeing. I quickly change my mind if challenged.
PAT:
Paternalistic (Prescribe & Guide)
I present my convictions with confidence, passion, and authority and encourage others to join
me. I vigorously defend my convictions when challenged and stress the importance of loyalty.
OPP:
Opportunistic (Exploit & Manipulate)
I express convictions in a persuasive way when the result supports my personal goals. When
little or no personal stake is involved, I endorse ideas that may provide personal advantage in
the future.
9,9:
Interdependent (Contribute & Commit)
I advocate my position with strong convictions and encourage others to do the same. If differences arise, I am willing to change my mind if a sounder solution is presented.
84
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Decision Making
9,1:
Controlling (Direct & Dominate)
I prefer to make decisions alone and announce them to those involved with little discussion. I
discourage or cut off attempts to question my judgments or offer alternatives. If controversy
arises, I vigorously defend my decisions.
1,9:
Accommodating (Yield & Comply)
I rarely make decisions without discussing issues at length with others first to find out how
they feel. I make decisions with an emphasis on considering the impact on the people
involved. I delay or delegate controversial decisions that could jeopardize relationships.
5,5:
Status Quo (Balance & Compromise)
Majority thinking and agreement are the keys to making decisions. I am willing to make compromises for the sake of progress, even if the decision is less than fully sound. I usually avoid
supporting decisions that are unpopular, risky, or not proven with the team.
1,1:
Indifferent (Evade & Elude)
I prefer to have others take responsibility for decisions. I am more or less indifferent about
how decisions are reached and usually go along with whatever suggestions are agreed to by
others. I resist participating in controversial decisions with the team unless forced.
PAT:
Paternalistic (Prescribe & Guide)
I make decisions based on what I think is best; I offer praise, encouragement, and advantage
for people who offer support. I politely listen to alternative views, but persuade others that my
decision is best. I am not afraid to tackle controversial decisions in the team and encourage
people to give me responsibility.
OPP:
Opportunistic (Exploit & Manipulate)
I subtly lobby for decisions that benefit me personally, regardless of the overall results. I
encourage others to confide in me and listen sympathetically so that I know the best approach
needed to gain support. I avoid taking responsibility in the team for controversial decisions
unless the benefit to me outweighs the potential of alienating others.
9,9:
Interdependent (Contribute & Commit)
I place a high value on reaching sound decisions that best serve the team’s shared objectives. I
explore and compare opinions against rigorous standards and work for understanding and
agreement. I do not avoid making difficult decisions.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
85
Conflict Resolution
9,1:
Controlling (Direct & Dominate)
I see conflict as a threat to productivity. I react by taking control to suppress or cut off conflict so progress can resume.
1,9:
Accommodating (Yield & Comply)
I avoid generating disagreement and conflict whenever possible. I attempt to divert attention
away from conflict when it arises by offering encouragement, comfort, and reassurance.
5,5:
Status Quo (Balance & Compromise)
I prefer to remove myself from direct conflict by taking a neutral position and facilitating a
solution. I search for solutions that cause the least amount of controversy, often relying on
what has worked before and encouraging people involved to compromise for the sake of
progress.
1,1:
Indifferent (Evade & Elude)
I avoid direct conflict by making indirect comments in the form of complaints, or quietly go
along with others taking action. I refuse to tackle controversial issues alone, but may consider
agreeing with others if support is evident.
PAT:
Paternalistic (Prescribe & Guide)
I take responsibility for diminishing disagreement in my relationships. I consider conflict as a
sign of weakness. I appeal to people’s loyalty by offering advantages or withdrawing approval
to ensure cooperation and continued support. I defend myself vigorously when challenged.
OPP:
Opportunistic (Exploit & Manipulate)
If I have something to gain, I manipulate conflict to further my personal ambitions without
exposing my intentions. My tactics range from subtly encouraging disagreement, actually
resolving conflict, taking sides to gain support, to offering sympathy. If I have no personal
stake in the result, I take little interest in resolving conflict.
9,9:
Interdependent (Contribute & Commit)
I explore disagreements and conflict openly in order to surface underlying causes that are barriers to effectiveness. I encourage team members to work through differences in a constructive
way to ensure effective resolution.
86
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Resilience
9,1:
Controlling (Direct & Dominate)
I expect success and persist in focusing my energies on winning. If confronted with failure, my
priority is to deflect responsibility and redouble my effort to be fully in charge.
1,9:
Accommodating (Yield & Comply)
I am thrilled by success and take great joy in celebrating with others. When confronted with
failure, I feel personally responsible and guilty for letting others down and seek to make
everyone feel better. I have trouble overcoming setbacks without support and encouragement
from others.
5,5:
Status Quo (Balance & Compromise)
I strive for progress by minimizing risk. I do not want to be singled out, either by failing or
over-achieving. I take a proven course in pursuing goals. This allows me to share success and
failure equally with others involved. If confronted with failure, I take comfort in knowing I’m
not alone.
1,1:
Indifferent (Evade & Elude)
I take comfort in being dependable and achieving what is expected of me. I avoid taking risks
because I do not want to be singled out and blamed for any problems. When confronted with
failure, I try to deflect criticism and withdraw further.
PAT:
Paternalistic (Prescribe & Guide)
I strive for success and rally people to join my efforts. I initiate celebrations to reinforce support when we succeed. When I suffer setbacks, I express disappointment and withdraw. When
confronted with failure, I rely on people close to me for support.
OPP:
Opportunistic (Exploit & Manipulate)
I focus my energies on my own success. I do this by constantly walking a fine line between
serving my own needs and gaining and maintaining the trust of others. Failure is part of the
game; I usually deal with it by covering up, shifting the responsibility, or moving on rather
than facing the negative personal exposure.
9,9:
Interdependent (Contribute & Commit)
Success and failure are equally valuable learning experiences. I avoid letting success lead to
complacency by reevaluating my current standards. I confront failure in order to gain understanding and bounce back.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
87
The Grid®
HIGH
9
8
Concern for People
7
1,9
INTERDEPENDENT
(Contribute & Commit)
ACCOMMODATING
(Yield & Comply)
I support results that establish and
reinforce harmony. I generate enthusiasm by focusing on positive and
pleasing aspects of work.
I initiate team action in a way that
invites involvement and commitment.
I explore all facts and alternative views
to reach a shared understanding of the
best solution.
6
STATUS QUO
(Balance & Compromise)
5
5,5
4
I endorse results that are popular but caution
against taking unnecessary risk. I test my opinions
with others involved to assure ongoing acceptability.
3
2
I distance myself from taking active
responsibility for results to avoid
getting entangled in problems. If forced,
I take a passive or supportive position.
1
1,1
LOW
1
INDIFFERENT
(Evade & Elude)
2
3
I expect results and take control by
clearly stating a course of action.
I enforce rules that sustain high
results and do not permit
deviation.
CONTROLLING
(Direct & Dominate)
4
9,9
5
6
7
8
9,1
®
9 HIGH
Concern for Results
9,9
1,9
5,5
5,5
9,1
1,1
PATERNALISTIC
(Prescribe & Guide)
I provide leadership by defining initiatives for
myself and others. I offer praise and appreciation for support, and discourage challenges to
my thinking.
88
Capabilities
inquiry
candor
culture
9,9
1,9
1,1
9,1
OPPORTUNISTIC
(Exploit & Manipulate)
I persuade others to support results that offer
me private benefit. If they also benefit, that's
even better in gaining support. I rely on whatever approach is needed to secure an advantage.
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Notes
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
89
The Candor Arrow
(behavior/impact)
Describes a specific
behavior and its impact
in objective terms
Describes specific
behavior, often in
judgmental terms
(your
behavior)
"YOU should have
told us about this
decision."
Describes and takes
responsibility for
one's own behavior
(my
behavior)
"I probably should
have told you what
I was doing."
Describes behavior
without naming
individuals
(behavior of
some or a
few of us)
"SOME OF US aren't
sharing information
as much as we
should be."
Describes behavior
in global terms
(our
behavior)
Describes behavior
vaguely and blames
external circumstances
90
"WHEN you make those
decisions by yourself,
THEN I feel ignored
and uninvolved."
Capabilities
inquiry
candor
culture
(others'
behavior)
"WE don't share
information."
"IT isn't our fault.
THEY never tell us
anything."
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Notes
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
91
Grid Culture Descriptions
9,1
9,1 CONTROLLING Culture
Direct & Dominate
Efforts focus on results with low
regard for personal impact.
High Concern for Results
Low Concern for People
Culture is characterized by people who:
• exercise unilateral authority and
expect compliance;
• define goals and objectives in
isolation and announce directives;
• curtail conflict and resolve by rank;
• limit critique to correcting mistakes
and confirming progress; and
9,1
1,9
• demand compliance to high
standards of excellence.
1,9 ACCOMMODATING Culture
Yield & Comply
Efforts focus on maintaining relationships with little regard for results
1,9
Low Concern for Results
High Concern for People
Culture is characterized by people who:
• exercise authority through praise and
reassurance;
• pursue goals and objectives that
appeal to or support amicable
relationships;
• avoid conflict by offering sympathy
and support;
• practice critique for encouragement
and praise, but withhold negative
comments; and
• recognize standards of excellence
but only pursue those that maintain
harmony.
92
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
PAT
PATERNALISTIC Culture
Prescribe & Guide
Productivity is expected. Loyalty
and compliance are rewarded.
1,9
High Concern for Results
High Concern for People
Culture is characterized by people who:
• limit authority to people who
encourage enthusiasm and compliance;
• are encouraged to embrace the
assigned goals and objectives
without questions;
• defer conflict to those in authority
and accept their solutions;
9,1
5,5
• practice “reward and punishment”
critique to generate enthusiasm and
loyalty; and
• rely on those in authority to define
standards of excellence.
5,5 STATUS QUO Culture
Balance & Compromise
Production demands are balanced
with employee needs and trends.
Medium Concern for Results
Medium Concern for People
Culture is characterized by people who:
• exercise authority in an acceptable
give-and take manner;
• establish goals based on past
achievements or in response to
unexpected events;
5,5
• resolve conflict by seeking compromise;
• practice critique in a limited way to
assure acceptable progress; and
• base standards of excellence on
balancing expectations with popular
trends.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
93
9,9
9,9 INDIFFERENT Culture
Contribute & Commit
Superior results are achieved
through maintaining strong
relationships and high standards.
9,9
High Concern for Results
High Concern for People
Culture is characterized by people who:
• share authority based on common
assumptions and personal accountability;
• involve those responsible for
implementation in setting goals and
objectives;
• objectively confront conflict to reveal
and resolve underlying causes;
• practice ongoing critique based on
shared assumptions and criteria; and
• establish standards of excellence
based on shared commitment and
fully utilized resources.
94
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Building Internal Capabilities (2)
Meeting Agenda
1P
Day 1
8:00-8:30 a.m.
General Session
Introduction and orientation to the meeting
Introduction to Activity 1: Clarifying Grid Concepts
8:30-9:15 a.m.
Team Activity
Step 1: Reaching Team Agreement on Grid Concepts
9:15-10:00 a.m.
General Session
Step 2: Scoring and Calculating Production Effectiveness
Introduction to Activity 2: Critique of Teamwork During Activity 1
10:00-10:15 a.m.
Break
10:15-11:35 a.m.
Individual/Team Activity
Step 1: Individual Assessment
Step 2: Team Assessment
Step 3: Team Improvement Steps
11:35 a.m.-12:30 p.m.
General Session
Cross-Team Exchange
12:30-1:30 p.m. LUNCH
1:30-3:15 p.m.
General Session
Introduction to Activity 3: Identifying Grid Styles in the Film, 12 Angry Men
View the film, 12 Angry Men
3:15-3:30 p.m.
Break
3:30-5:45 p.m.
Individual/Team Activity
Step 1: Identifying Character Grid Styles
Step 2: Team Agreement on Character Grid Styles
Day 2
8:00-8:30 a.m.
General Session
Step 3: Scoring Individual and Team Answers
Introduction to Activity 4: Critique of Teamwork During Activity 3
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Handout
(Day 2, continued)
9:30-9:50 a.m.
Team Activity
Step 1: Team Assessment
Step 2: Recording Team Answers
Step 3: Team Improvement Steps
9:50-10:15 a.m.
General Session
Cross-Team Presentations
10:15-10:30 a.m.
Break
10:30-10:35 a.m.
General Session
Introduction to Activity 5: Evaluating Team Culture
10:35 a.m.-1:00 p.m.
Individual/Team Activity
Step 1: Diagnosing Team Culture
Step 2: Developing a Team Change Strategy Report
1:00-2:00 p.m. LUNCH
2:00-2:30 p.m.
Team Activity
Step 3: Critique of Team Action
2:30-3:00 p.m.
General Session
Presentation of Team Improvement Strategies
3:00-3:15 p.m.
Break
3:15-3:20 p.m.
General Session
Introduction to Activity 6: Defining Soundest Culture
3:20-4:15 p.m.
Team Activity
Step 1: Reaching Team Agreement on Soundest Culture
Step 2: Team Presentations
4:15-5:00 p.m.
General Session
Cross-Team Conclusions
Day 3
8:00-8:30 a.m.
General Session
Introduction to Activity 7: Personal Critique and Feedback
8:30-11:05 a.m.
Individual/Team Activity
Step 1: Self-Assessment
Step 2: Team Brainstorming
Step 3: Creating Personal Improvement Suggestions
11:05-11:20 a.m.
2
Capabilities
inquiry
candor
culture
Break
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Handout
(Day 3, continued)
11:20 a.m.-12:35 p.m.
Team Activity
Step 4: Insight Comparison and Individual Improvement Opportunities
Step 5: Team Summary of Personal Feedback
Step 6: Critique of Quality of Team Results
12:35-1:35 p.m. LUNCH
1:35-2:00 p.m.
General Session
Cross-Team Exchange on Personal Critique and Feedback
Introduction to Activity 8: Personal Action Planning
2:00-2:20 p.m.
Individual Activity
Step 1: Writing Improvement Goals
2:20-2:35 p.m.
Break
2:35-4:15 p.m.
Individual/Team Activity
Step 2: Team Evaluation of Improvement Goals
Step 3: Revising Original Goals
Step 4: Review of Learning
4:15-5:00 p.m.
General Session
Cross-Team Presentations
Critique and Adjournment
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
3
Answer Key
Clarifying Grid Concepts
2PT
Name ________________________________________________
1. Record your answers in the answer column.
2. For each correct answer, record 3 in the + column. For each incorrect answer, record 3 in
the – column. For each unanswered item, record 0.
3. Add the column totals.
4. Subtract the negative column total from the positive column total to determine the final
score. A perfect score is 90.
Key
Answer
Points
+
Key
D
16
C
2
D
17
B
3
A
18
A
4
C
19
E
5
E
20
C
6
E
21
E
7
B
22
C
8
B
23
D
9
C
24
C
10
A
25
A
11
A
26
C
12
D
27
A
13
E
28
E
14
E
29
C
15
A
30
B
Subtotals
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
–
Totals
Negative
Total
—
Points
+
1
Positive
Total
Answer
–
Final
Score
=
initiative
(1bic2ho.0411)
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Clarifying Grid Concepts
Rationale for Answers
1.
D
3P
The key issue in management is (D) to work effectively with and through employees
to achieve results.
The most complete answer is D. The key purpose of a supervisor is to work effectively with and through others to achieve the highest quality results possible. All of
the other answers are valid, but they are not as comprehensive as D.
2.
D
When managers are able to eliminate self-deception (D) they are able to more
clearly understand their impact on others.
D is the most comprehensive answer. The true impact of eliminating self-deception
is that it enables a supervisor to see himself or herself more clearly. The benefit of
this is gaining a greater understanding of his or her impact on others by uncovering
possibilities for misconception and misunderstanding of his or her intentions.
Answer A is untrue. Removing self-deception is the first step for objective selfassessment, but does not necessarily lead to accurate assessment of others. Answer
B is partially true in that others will also come to a better understanding, but
whether or not they “appreciate” this understanding is based on their own personal
style and values. Answers C and E are not supported by the text.
3.
A
A person’s dominant Grid style is (A) the style that is most characteristic of a person over time.
A is the only correct answer. A person’s dominant style is revealed over time as the
one that is primarily characteristic of him or her. There is no basis for an “initial”
style being the dominant one as in answer B. C is untrue. There is no basis for
assuming that either a backup or dominant style is a weaker or stronger style. Any
style can back up any other style, strong or weak. D could be true, but is not relevant to discerning the dominant from the backup style. E is also incorrect. There is
no rule or precedent for stating that people always go into backup mode when
problems arise. Individuals can and do solve problems using their dominant style.
4.
C
The primary purpose of Grid theory is to (C) provide a framework for defining and
comparing effective and ineffective behaviors.
Answer C is the only correct answer. The Grid is simply a tool for defining and
comparing which behaviors are effective and which are ineffective. Answer B has
an element of truth in that it does help people understand different methods of
interaction, but this is not its primary purpose. Answer A is incorrect. The Grid
does not “prescribe” a suitable style. D is overtly opportunistic and the Grid is not
used to control others as implied in answer E.
5.
E
Pre-critique (E) creates a common view regarding what is to be accomplished and
how to achieve it.
Answer E is the correct response. Pre-critique is designed to prevent the “readyfire-aim” approach to project planning. It helps to define for everyone involved
exactly what needs to be accomplished and how it will be undertaken. A is incor(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Handout
rect. Pre-critique strengthens the other types by establishing criteria, but its absence
does not exclude the others from happening or being useful. B would be more
indicative of 9,1 or paternalistic post-critique. Answer C describes periodic or concurrent critique. D is incorrect as pre-critique is a planning step rather than a contrivance for measurement, objective or subjective.
6.
E
The key function of post-critique is to (E) examine the strengths and weaknesses of
results.
Answer E is the most comprehensive answer. Examining positive aspects enables a
team to determine things they need to reinforce in future projects. Examining negative consequences helps them determine what practices and procedures need to be
changed or eliminated. Answers C and D are only partially true and not as comprehensive as E. The need to blame, as in answer A, is 9,1 or paternalistic. Although B
could be true—it is good to celebrate success—standing alone as a response it is
typically 1,9 in nature.
7.
B
A key element of effective listening is (B) suspending judgment and remaining open
to the speaker.
B is the correct answer. C is partially true, but suspending your own judgments and
remaining open to the speaker is a way to accomplish this so that B is an enabler of
C. Answer A is part of the problem with listening effectively—forming rebuttals
rather than actually listening to what the speaker has to say. Answer D is decidedly
1,9. Answer E expresses a very paternalistic attitude and goes hand-in-hand with
answer A as being one of the barriers to effective listening.
8.
B
The 9,1 approach to critique includes (B) maintaining control and assigning blame
for any deviations or problems.
B is the best answer. The 9,1 approach to critique is one-way because it resists participation from others. Comments from others threaten control and credibility, so
they are usually cut off, countered, or rationalized away. A is partially correct, but
the 9,1 person would offer instruction if needed. Answer C is incorrect. The 9,1
approach to critique is most often one-way discussions that focus on the 9,1-oriented person’s convictions and would include little, if any, discussion about what
others think or feel about productivity issues. D is incorrect. The 9,1 person would
not offer comments for assistance; comments would be limited to instruction and
correcting people. E is incorrect. 9,1 comments are often interpreted as insulting or
harsh and would not be conducive to building confidence.
9.
C
The 9,1 manager’s approach to decision making (C) relies on one-alone decisions
based on the belief that he or she has all the necessary resources and authority.
C is the correct response. A and B are incorrect because the 9,1 assumption is that
the supervisor has the knowledge, experience, and authority to justify making decisions on a one-alone basis. Input from others is unlikely to be solicited regardless
of whether time is a factor. D is unlikely to be true since decisions made by a 9,1oriented supervisor are rarely influenced by others. E is incorrect as others are
excluded from the planning phase completely. Their only function is to carry out
the task as directed by the supervisor.
2
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Handout
10.
A
A 9,1 manager reacts to conflict by (A) responding as though it is a personal challenge that must be won.
A is the correct answer. The 9,1 views conflict as a challenge to his or her personal
authority. There is no attempt to divert attention away from the argument (B), or to
yield a bit to the other party (E), or to confront differences (D). The 9,1 would
force a resolution as in option C, but would not be concerned whether or not others
can accept or agree. What matters most with the 9,1 is who (not what) is right and
the preservation of authority over others.
11.
A
When asked to offer a point of view, a 1,9 manager (A) is hesitant to offer a position that may offend others.
A is the most complete answer. The 1,9 supervisor does have opinions, but the
overriding concern is not to express anything that others might find offensive. B is
not true as the 1,9-oriented supervisor is eager to please and unlikely to attach any
conditions to supporting others whether or not the 1,9 believes the other opinion is
as sound. C is incorrect and more characteristic of 5,5. D and E describe a paternalistic approach.
12.
D
The 1,9 approach to critique includes (D) actively using positive critique to establish and maintain enthusiasm and friendliness among people.
D is the best answer. The 1,9 person uses positive feedback in an active and ongoing way and tries to refrain from any negative comments. The high concern for
people makes him or her critique actions spontaneously and with genuine concern.
A is more closely akin to a 5,5 approach to critique where popularity and status are
the overriding goals. B is incorrect. The 1,9 person would postpone delivering negative critique and offer positive critique as long as possible. C is incorrect and represents a 5,5 approach to critique. E is incorrect. The 1,9 supervisor does offer
support and tries to build confidence, but the rationale would be for the sake of
confidence-building itself rather than a direct effect it might have on bottom-line
results.
13.
E
The 1,9 manager (E) exercises strong initiative when the outcomes are likely to
please employees.
E is correct. A 1,9-oriented individual is sharply tuned in to the reactions of others
and constantly tests for acceptance and approval of any action that might be taken.
Answers A and B imply a stronger degree of initiative for productivity that is
uncharacteristic of a 1,9 approach. C is incorrect. The 1,9 supervisor takes initiative willingly and voluntarily as long as there is no controversy involved. D is
incorrect and represents a 1,1 approach. The 1,9 supervisor encourages people to
embrace popular initiatives, and offers generous support to achieve them.
14.
E
One aspect of a 5,5 manager’s critique is (E) the tactic of intermingling suggestions
for improvement with compliments.
E is correct. The 5,5 supervisor believes in positive reinforcement. However, he or
she also knows that people should be aware of their shortcomings if they are going
to make improvements. This results in the “sandwich” critique where a negative
comment is layered between two positive comments. The result is often that the
person isn’t sure what the critique was (positive or negative) and the tendency is to
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
3
Handout
just “hear” the positive part or the negative part, depending on the listener’s style.
Answers A, B, and C are more in line with 9,9. The 5,5 supervisor would have a
tendency toward answer D, but it is more indicative of 1,9 than 5,5.
15.
A
When conflict arises among employees, a 5,5 manager (A) facilitates an approach
that everyone can live with.
A is the best approach. The 5,5 approach is that it is better to have compromise
solutions where no one wins or no one loses—where everyone comes away with at
least some of what they want. The 5,5-oriented supervisor also prefers to “facilitate” a compromise rather than taking any particular position. B is more characteristic of a 9,9-oriented supervisor, and C typifies the 1,9 approach to conflict
management. D may be a tactic used by almost any supervisor and is not exclusive
to the 5,5 Grid style. E is not incorrect because this could be an initial step used
with any style if tempers are high, but it would not be exclusive to a 5,5 supervisor.
However, the 5,5 supervisor might go even further by regrouping functions so the
particular employees don’t have to work together. This, of course, only bypasses
rather than solves conflict.
16.
C
One way a 5,5-oriented manager approaches expressing convictions is to (C) express
convictions that reflect what is most popular.
C is the most straightforward answer. The 5,5 supervisor tests his or her ideas
against the ideas of others, less for their soundness than for their popular acceptance. If his or her opinions appear to be in the minority, the 5,5-oriented supervisor
can back off and embrace the majority point of view. A is not true as a 5,5-oriented
supervisor is more likely to hold back his or her opinion until the majority opinion
surfaces. B is not typical of 5,5 and describes the 9,1 approach to expressing convictions; D is more characteristic of a 1,1 approach, while E is paternalistic.
17.
B
A 1,1 manager (B) avoids making decisions and prefers to let things happen as they
will.
B is the correct response. The 1,1-oriented supervisor puts off making decisions
whenever possible. The assumption is that decisions will take care of themselves if
indefinitely postponed or delayed. Answer A is incorrect as it implies that the 1,1oriented supervisor is interested in how decisions affect employees. C is more
indicative of a 1,9 approach of eagerly making decisions when a positive outcome
is expected. D is incorrect since any decision that does not have a precedent would
not be attempted by the 1,1 supervisor as it would require creative thinking and perhaps even risk. This type of decision is left strictly to others. E is incorrect. The 1,1
supervisor does delegate decisions, but for the purpose of abdicating responsibility
rather than to enhance anyone else’s growth or development opportunities.
18.
A
Under conditions of conflict, a 1,1 manager is most likely to (A) stay in the background and let others solve their own problems.
Answer A most comprehensively states the essence of 1,1 conflict solving. Conflict
is ignored and avoided if at all possible. If forced into a conflict situation the 1,1
tries to keep comments neutral. B and E are incorrect as the 1,1 supervisor would
not get involved in conflict resolution in the first place. C is not characteristic of
the 1,1 approach and is more opportunistic or paternalistic. Answer D could be
used by a 1,1 as an “avoidance” tactic, but would be more indicative of 1,9 or 5,5.
4
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Handout
19.
E
When exercising inquiry, the 1,1 manager (E) wants only the minimum amount of
information necessary.
E is the most correct answer. The main goal of 1,1 inquiry is to have enough information, but not too much. He or she wants only the information that is necessary to
carry out his or her duties. Anything else might increase expectation in others.
Answer A is incorrect because challenging information would mean having an
opinion and risking deeper involvement in an issue. B is also incorrect and is more
indicative of 5,5 because the 1,1 is essentially a “message passer” and doesn’t
interpret information he or she passes on to others. In this way, he or she avoids
any responsibility for it. C is incorrect as attentive listening requires involvement.
D would be a 9,9 exercise of inquiry.
20.
C
The paternalist’s attitude toward receiving critique from others is that (C) critique
from others undermines respect for his or her authority.
C is the only correct answer. The paternalist views feedback from others as a suggestion of weakness. Since he or she “knows best,” it is therefore improper, disrespectful, and discouraged. All of the other answers indicate that the paternalist
would give some sort of consideration to critique from others, but the fact that he or
she considers it to be a sign of disrespect makes all of the other responses incorrect.
21.
E
When the paternalist makes a decision, he or she (E) will ask for input from others
to make sure they agree with his or her decision.
E is correct. The paternalist is concerned for the agreement of other team members,
but generally has already made up his or her mind. Soliciting the opinions of team
members is a way of showing that he or she cares about what they think, but it is
done in order to show them the errors in their thinking. A is more characteristic of
the 1,9 approach to pleasing others no matter the consequences. B characterizes a
9,1 or paternalistic approach. C and D are 9,9 approaches to decision making and
are uncharacteristic of a paternalist as they would indicate that his or her knowledge might not be superior to everyone else’s.
22.
C
Paternalistic initiative weakens commitment in others by (C) undermining the ability
of others to offer alternative ideas and share in the responsibility for outcomes.
C is the best answer and represents one of the ways the paternalist undermines
commitment in others. People are less motivated to strive for someone else’s goals
than goals they have helped develop. A represents a 9,1 or paternalistic approach, B
a 1,1 or 1,9 approach of lowering commitment by “lowering the bar” for achievement. D is partially correct, but more an example of a 5,5 approach because a
paternalist with strong support is not afraid to test new, unproven ideas. E is limited. The paternalist may offer criticism, but prefers to lead by offering or withholding encouragement.
23.
D
When dealing with resistance from an employee, an opportunist is likely to (D) use
whatever approach is needed to gain support, or delay action until advantage can
be secured.
D is the best answer and represents the opportunistic approach of using whatever
style is effective to gain support from the other person, or delaying action until support can be secured. The others represent specific styles that may be used, but that
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
5
Handout
are not exclusive to opportunism. A represents a 1,9 approach of overcoming resistance by offering agreement and compliance. B represents a 9,1 approach of
defending a point of view in a competitive manner based more on winning than
reaching the soundest solution. C represents a 5,5 approach of using compromise
to preserve balance and avoid polarized issues. E represents a paternalistic
approach of stepping in with authority to offer a solution, encouraging people to
listen and learn from the paternalist’s wisdom.
24.
C
An opportunist would most likely gain support from a 9,1 person by (C) offering
comments that focus on increasing productivity.
C is the best answer. With a 9,1 individual, the opportunist appeals to the high concern for results saying, for example, “This project will make it harder for people to
take advantage of the company by slacking off between projects. We can increase
productivity by 25 percent immediately, and by even more after it’s established.”
Answer A is incorrect. The 9,1 person would be less impressed with praise than
with “facts and logic.” B is incorrect. Criticism is the worst approach for the 9,1
person, and would most likely create a win/lose competition. D is incorrect because
the 9,1 person would not likely share responsibility for key projects with anyone. E
is partially true but not as complete as C. Reporting the unsound actions of other
team members may be a part of an opportunistic approach, but may backfire by
alienating other team members who are being criticized.
25.
A
In the decision making process, if an opportunist sees that his or her position is
falling short, he or she is likely to (A) move to have the decision deferred or shifted
to a later time in order to gather more support.
Answer A is the most specific answer. Rather than risk defeat on an issue, the
opportunist is likely to stall for time in order to garner new support or work to
influence the situation behind the scenes. B, C, and D could be true if doing any of
these things would garner favor or support from someone the opportunist needs,
but are very unlikely actions since it takes the outcome out of his or her control. E
may occur but only under conditions where the stakes are very low and even then,
it would be done to make the opportunist appear unbiased and “fair.”
26.
C
The 9,9 approach to a decision that must be made quickly is to (C) make a onealone decision using the best information available.
C is the correct answer. Snap decisions may not happen often, but when they are
needed, the 9,9 supervisor will step up and make a decision. The 9,9 supervisor is
better equipped to make snap decisions wisely because of increased communication with his or her team—shared values and criteria are in place and communicated to team members as soon as possible. Answers A and B would be stalling
tactics and would be more indicative of a 1,9 or even a 1,1 approach. Answer D
might result in getting input from the wrong people and E is only a “Band-Aid”
solution.
27.
A
In addressing conflict, one method used by the 9,9 manager is to (A) surface and
understand underlying causes in objective terms.
Answer A is the only correct answer. Any conflict situation involving the 9,9 supervisor is subject to an objective search for underlying causes and the determination
of solutions that eliminate them. Answers B and D are 1,9 smoothing tactics,
6
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Handout
although in the proper context, answer B could even be an opportunistic approach.
Answer C is a 1,1 approach and E is characteristic of 9,1 control and blame tactics.
28.
E
When delivering personal behavior critique, a 9,9 manager (E) gives an example and
lets the other person know how his or her behavior impacts the team.
Answer E is the only correct answer. The 9,9 supervisor knows that the only way
for someone to truly see and understand a negative behavior is to give an actual
example and then to outline the impact or consequences of the behavior. While a
9,9 supervisor does not hurt others intentionally, answer A is definitively a 1,9
approach. B is the 5,5 “sandwich” technique and C is more of a 9,1 hard-handed
approach. D is paternalistic.
29.
C
The greatest barrier to introducing change in the workplace is (C) fear of change.
C is the simplest yet most comprehensive answer. Fear is the big enemy of change,
both in a supervisor and in his team. Understanding fear of change is the first step
in moving past it. Answer A is certainly a barrier. How a supervisor communicates
with his or her team bears greatly on how change is viewed, but it is not as definitive an answer as C. Answer B, them-ism, is certainly a barrier, but it is a form of
fear and failure to take responsibility. Getting approval (D) could be a barrier, but
could just as easily not be one and putting a positive spin (E) is deceptive and is a
barrier to candor, a necessary component of overcoming fear of change in the
workplace.
30.
B
Norms can be chiefly characterized as (B) a set of behaviors commonly accepted
within a group of individuals.
B is the most definitive answer. The most direct definition of a norm is something
that is generally accepted and practiced within a group of people. Both A and C are
incorrect as norms can be either positive or negative, written or unwritten. D is also
incorrect as the norms by which a group operates do not necessarily reflect the values of the majority of individuals within the group. Norms, like rules, regulations,
or guidelines, may be prescribed by people in authority who do not necessarily
share the same basic values of the group that must follow them. Answer E is true
because norms should be examined from time to time for soundness, but it is an
action to be taken rather than a definition of what a norm is.
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
7
Team Critique Chart Instructions
4P
1. Begin with the bar chart on the top, “Production Effectiveness, Activity 1 (or 3).” Using
black, fill in the amount of your team’s production effectiveness score.
2. Use the colored markers to translate your team point distributions for each style from
page 36 (or 46) to the wall chart. Fill in the “Activity 1 (or 3)” bar charts for decision
making, goals and objectives, conflict resolution, initiative, and critique with the appropriate style colors as shown below in the example.
3. If you have no amount assigned for a style, skip that color and go on to the next style.
Do not leave blank areas (white space) in the chart.
9,9
C
Decision Making
20
PAT
G
20
9,1
E
20
1,9
5,5
A
B
40
1,1
OPP
F
Totals
D
100
Activity
Decision
Making
1
3
0
5
10
5
20
5
30
5
40
5
50
5
60
5
70
5
80
5
90
5
100
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Answer Sheet for 12 Angry Men
5PT
Name ________________________________________________
1. Record the dominant and backup Grid Style for each of the characters.
2. Record the dominant style of each character for each of the relationship skills listed
below.
Fonda
Messenger
Ad Man
Foreman
Stockbroker Baseball Fan
Dominant Style
Backup Style
Decision Making
Conflict Resolution
Inquiry
Expressing Convictions
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
12 Angry Men Solution Rationale
Architect (Fonda)
6Pa
Grid Style
Dominant: 9,9: Fonda demonstrates concern for sound decisions by initiating the group’s
discussion and deliberation of what was otherwise a foregone conclusion. “I keep putting
myself in the kid’s place.” “Suppose you were the one on trial.” He does not yield easily, but
listens for understanding. He introduces experiments to test the validity of testimony and the
assumptions made by others. Throughout the film, he demonstrates a genuine concern for
others, and in the closing scene with the messenger service owner, he meets his main adversary with care and compassion by helping him put on his coat to leave.
Backup: 9,1: When pushed, Fonda sometimes resorts to inciting emotional responses, as
when he provokes the messenger service owner into saying, “I’ll kill you!” He uses sarcasm
when he tells the Baseball Fan, “The game doesn’t start for another two hours.” He responds
angrily to the two men playing tic-tac-toe by snatching the paper from them and throwing it
away; and sometimes cuts off what he considers to be an irrelevant conversation. Several
times, he traps people into win/lose arguments.
Relationship Skill Styles
Decision Making: 9,9: Fonda places a high value on achieving a sound verdict. He questions his own thinking openly: “I don’t have anything brilliant. I only know as much as you
do. According to the evidence, the boy looks guilty.” During the decision-making process he
repeatedly examines facts against rigorous standards: “Could they be wrong?” “I was wondering how clearly. . . ” “I’d like to see a diagram.” “I’d like to go over something.”
Conflict Resolution: 9,9: Fonda encourages an open, objective, and thorough discussion of
differences. An example of remaining objective during emotional conflict occurs during the
stabbing demonstration by the messenger service owner: “Right. Nobody hurt.” After the jury
members turn away from the prejudiced garage owner, he summarizes the current conflict of
opinion on the verdict: “We may be wrong, we may be trying to set a guilty man free. . . We
nine can’t understand how you three can be so sure. Maybe you can tell us.”
Inquiry: 9,9: Fonda seeks to verify the facts in the case through the use of inquiry. He
examines his own ideas and those of others in depth to test their soundness and validity. He
uses inquiry to examine the reasons behind the opinions of others: “I’d like to ask you something. You don’t believe the boy’s story. Why do you believe the old woman’s?” He also uses
inquiry to draw on the full resources of the jury: “How do you use a switchblade? Do you
think he could have made the kind of wound that killed his father?”
Expressing Convictions: 9,9: Fonda advocates for discussion regarding the case with conviction: “We are talking about a man’s life here.” “I think testimony that could put a boy in
the electric chair should be that accurate.” He also advocates clear criteria for the jury’s decision: “Nobody has to prove otherwise. The burden of proof is on the prosecution.” His advocacy usually remained objective and fact based like when he raises the issue of a poor defense
lawyer, and the old man’s ability to walk 43 feet in 15 seconds. His backup became evident
when he attempted to keep the jury focused on the verdict: “That’s not what we’re here for!”
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Architect
(Fonda)
12 Angry Men Solution Rationale
Messenger Service Owner
6Pb
Grid Style
Dominant: 9,1: The messenger service owner is aggressive in pushing what he considers the
correct decision, without regard for others’ ideas or feelings. He uses various tactics that escalate
in intensity as he moves from a review of the “hard facts” of trial testimony toward outbursts,
emotional appeals, and sarcasm in his attempts to dominate and subdue others into agreeing on a
guilty verdict.
Backup: 1,1: On a few occasions, when he is confronted (as when the house painter threatens
him), or when he is shown to be in error, he backs down and withdraws without a word. At the
end of the film he collapses and accepts the decision of the others.
Relationship Skill Styles
Decision Making: 9,1: He has already adopted a strong opinion prior to even taking his seat
in the jury room. In his initial conversation with the bank teller, he states, “What gets me is
when those lawyers talk and talk and talk, even when it is an open and shut case like this
one.” This close-minded position, combined with attacks against other points of view, characterizes his decision making. He rarely contains himself when others begin to advocate an
opinion different from his own. After being proven wrong, he is baited into losing his temper
and yelling, “I’ll kill you!” Then, his 1,1 backup style becomes obvious as he completely
withdraws from the deliberations.
Conflict Resolution: 9,1: His win/lose approach is to push his own points as hard as he can.
His tactics escalate as the verdict moves toward not guilty. He reacts defensively to the possibility of reasonable doubt as if it was a personal attack. His approach to the verdict is
win/lose. The watchmaker confronts him on this when he takes another juror’s vote for guilty
as a “personal triumph.” When others push back with strength or he loses a point, he retreats
into a 1,1 backup position. This often takes the form of moving away from the table and
withdrawing from the process entirely.
Inquiry: 9,1: His inquiry is pointed and direct, often taking the form of demanding an explanation for an opinion which differs from his own. The intensity of his inquiry ranges from an
early question, “You really think he’s innocent?” to openly hostile questions after he advocates
his view of the facts with “no personal feelings.” An example of this would be his outburst
after the second knife is produced: “You pulled a real bright trick. Now suppose you tell me
what it proves.” “Maybe there are ten knives like that. So what! What does it mean?” The
hostile questions continue after each discovery of the potential for reasonable doubt, for
example when the woman’s eyesight is questioned: “What do you mean no glasses? So
what! What do you think that means?”
Expressing Convictions: 9,1: He expresses his opinion with authority and conviction: “I’ve
sat on many juries.” He repeatedly expresses an aversion to lengthy discussion: “I mean, have
you ever heard so much talk about nothing?” “Okay, let’s get to the point.” His advocacy often
takes the form of attempts to intimidate or force: “I want you to get up and tell me why you
changed your vote. Give me reasons!” “Well, what do you want? I say he’s guilty.” “You
can’t prove he didn’t get to the door.”
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Messenger
Service Owner
12 Angry Men Solution Rationale
Ad Man
6Pc
Grid Style
Dominant: 1,9: Until he is forced to take a stand, the ad man shows little regard for the outcome of the decision. His conversation is superficial and often has little to do with the deliberation or the specific issue under consideration. As tensions rise, he tries to defuse by
interjecting, “He didn’t mean that,” “It’s not worth getting mad over,” and “No, no, you’re
doing a beautiful job.” He responds positively to jokes and side comments that avoid tension
or promote a superficially light atmosphere.
Backup: 1,1: When given an affront (“he’s bouncing back and forth like a tennis ball”) and
forced into a corner, then he tries to withdraw. His attempts at humor are seen as pointless
and not related to the issues at hand, and when he is unable to prevent conflict with this
method, he becomes uninvolved—remaining entirely silent as Fonda and the messenger service owner escalate their conflict.
Relationship Skill Styles
Decision Making: 1,9: The Ad Man goes along with the team decision while trying to keep
up morale. He yields to pressure by changing his mind three times during deliberations, “I
don’t know. It’s not easy. Okay I’m changing my vote. He’s not guilty.” When Fonda demonstrates the stabbing, he follows the man from the slums and says, “Yeah. Down and in. I guess
there’s no argument.”
Conflict Resolution: 1,9: The Ad Man seeks to soothe conflict by using humor as a distraction, or by soothing feelings directly. This is seen in the statement he makes after the old
man’s conflict with the garage owner. “That thing with the old man, that was pretty unexpected. I wish I could figure out some way I could break it up.”
Inquiry: 1,1: The Ad Man makes almost no use of inquiry. The few times when he does ask
questions, they are superficial and social in nature, such as the conversation openers used
with other jurors, “Is that the Woolworth building?” and “What was your impression of the
prosecuting attorney?” He resists asking and answering questions centered on the controversial aspects of the case.
Expressing Convictions: 1,9: The Ad Man’s advocacy occurs spontaneously as tensions
arise, but it is usually superficial and involves humor. “If nobody else has an idea, I may have
a cutie here. I haven’t given it much thought, but let’s throw it out on the stoop and see if the
cat licks it up.” His “idea” is never actually voiced once the laughter stops. Also, “He came
home to get his knife. It’s not nice to leave knives sticking around in people’s chests.” He
qualifies his convictions so they have less force with statements like, “This is just off the top
of my head but . . .”
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Ad Man
12 Angry Men Solution Rationale
Foreman
6Pd
Grid Style
Dominant: 5,5: The foreman is a parliamentarian who attempts to solve things procedurally
without surfacing underlying conflicts. He often asks people to be “reasonable,” and seldom
initiates actions or decisions, preferring instead to respond to others’ suggestions, which he
refers to “workable.” When he is unable to arbitrate a conflict, he tries to smooth it over by
appealing to the group’s common desire to complete the task and “get out of here.”
Backup: 1,1: If confronted, the foreman refuses to get involved in the conflict. When the
garage owner challenges his leadership, he first tries to get someone else to take the position,
then turns his chair away from the group and says, “Boy, I don’t care what you do.” When
someone voices frustration at the slow progress toward resolution or a deadlock, he responds
by saying, “Well what do you want me to do?” He is content to go along with the decisions of
others.
Relationship Skill Styles
Decision Making: 5,5: The foreman’s approach to decision making relies heavily on procedures and order. The foreman changes his vote when the majority has also done so without
any comment as to the underlying reason for the change. The foreman assumes that Fonda’s
minority position must be wrong and attempts to facilitate a decision by suggesting that “we
might be able to show you where you are mixed up.” The 5,5 approach to decision making is
evident when the garage owner speaks out of order. “Oh, wait a minute now. We decided to,
you know, do this a certain way and I think that we ought to stick with that.”
Conflict Resolution: 5,5: The foreman does not get involved in the conflicts which arise
during the deliberation, but instead facilitates the process, encouraging those in conflict to
move on. For example, when the old man and the garage owner interrupt the procedure of
going around the table, he says, “We decided to, you know, do this a certain way and I think
we should stick to that way.” Later, he interrupts another argument to say, “There’s another
vote called for here, so let’s take our seats.” Another time, he uses an almost identical tactic
with the man from the slums who is upset by the stockbroker’s remarks. “Come on now.
There’s nothing personal about this.” When his leadership is challenged by the garage owner,
he withdraws and abdicates his position (a 1,1 backup approach).
Inquiry: 1,1: The Foreman seldom inquires beyond the minimal level demanded of the position. His inquiry is usually superficial and focused on procedure, not the content of the case.
“Okay, you finished? Anything else? How about you? What do you want me to do about it?
Who wants to start it off?”
Expressing Convictions: 1,9: The foreman’s advocacy is characterized by his approach of
encouraging agreement as soon as the deliberations begin. “Now you fellows can handle this
thing any way that you want to. I mean, I’m not going to make any rules.” He often advocates and then asks for agreement. “Well, that sounds fair to me. Anyone object?”
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Foreman
12 Angry Men Solution Rationale
Stockbroker
6Pe
Grid Style
Dominant: 9,1: The stockbroker is adamant in his refusal to shift from his position, despite
the sequence of contrary information. He demonstrates a low concern for others by reading
the paper and ignoring attempts to engage him in conversation. He stubbornly holds on to one
piece of testimony (the eyewitness account) and wants firm decisions based on logic rather
than emotional or psychological data. He attempts to cut off conflict with a hard glance or a
sarcastic remark—“I think we all know that.” “We’re missing the point . . . I know it and so do
you . . . what actually happened was this . . . I think it’s quite clear. . .”
Backup: 9,9: As the discussion proceeds, the stockbroker listens to others and recognizes
the validity of their arguments. “You’ve made some excellent points, but I still believe he’s
guilty, and here’s why . . . ” He is finally convinced by the soundness of the opposing logic,
and shifts his position with conviction.
Relationship Skill Styles
Decision Making: 9,1: The stockbroker’s decision making is characterized by the tenacity
with which he holds his improbable opinion of events. In contrast, it requires not only tenacity, but also openness and creativity on the part of Fonda to explore the issue related to the
alibi, the woman’s eyesight, and the logic of the boy returning to the scene. He resists reasoning and maintains his decision stubbornly with statements like, “I think we can assume he ran
out in a state of panic after just killing his father.” He’s methodical in supporting his points by
listing 1, 2, 3 as he makes his points. The stockbroker does eventually open up to the possibility of the others having “made some excellent points” when he goes into his backup mode
near the end of the deliberations.
Conflict Resolution: 9,1: The stockbroker created conflict with the man from the slums and,
to a lesser extent, the watchmaker, when advocating his position regarding individuals who
experience an underprivileged childhood. He does not address the other jurors’ reactions to
his remarks. As mentioned above, he cuts off conflict with a precise air of authority. Later,
when the garage owner rants about “those people,” he says, “Sit down and don’t open your
mouth again.”
Inquiry: 9,1: The Stockbroker remains focused on the facts that support his view. When
questioning others, he does so with a narrow or limiting focus, “Frankly, I can’t see how. . . ”
His inquiry is delivered with an air of finality and impatience. “The knife is strong evidence,
don’t you think? Good, now. . .” “Am I right so far? Now. . .” “Now, are you really trying to
tell me . . . ?”
Expressing Convictions: 9,1: Although calm and unemotional, the stockbroker quickly and
precisely advocates a very fixed position. “Slums are the breeding ground for criminals. I
know it and you know it.” He ignores reasoning regarding the young man remembering the
movie titles until Fonda proves doubt is possible. “It’s highly improbable … ” is as much
openness as the stockbroker’s approach allows, until the end of the deliberations when his 9,9
backup mode emerges—“I have a reasonable doubt now.”
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Stockbroker
12 Angry Men Solution Rationale
Baseball Fan
6Pf
Grid Style
Dominant: 1,1: The baseball fan remains uninvolved during most of the deliberations, leaving the room during a heated conversation, repeatedly standing at the window or by the door,
playing with the fan, and even sitting sideways to the table with no eye contact during the
deliberations. He shows little concern for people in the form of respect for other jurors. This
is evidenced by his use of sarcasm and verbal abuse to maintain distance from active involvement. His concern for a sound verdict is also low, with a willingness to change his vote “just
to get this over with.” He displays an ongoing indifference to the verdict that does not waiver
even when rain delays the baseball game.
Backup: 9,1: When forced into a corner, the baseball fan reacts in a stubborn, closed fashion, as shown in his reaction to the watchmaker’s confrontation about his change of verdict.
His response to the watchmaker’s demand for his reasoning,—“. . . I just think he’s not guilty”
— is based on no more evidence, thought, or conviction than his previous stance, “What can I
say? I mean, it’s all been said—the kid’s guilty.” He confronts Fonda with sarcasm in the bathroom, saying, “Why don’t you donate $5 to the cause and maybe it will make you feel better.”
Relationship Skill Styles
Decision Making: 1,1: The baseball fan does not display interest in reaching a sound decision. He is content to leave the deliberations to others, changing his vote only to accelerate
the process when the ballots become evenly divided. When he is unable to offer any rationale
to the watchmaker for the change, then he moves into a backup mode as outlined above. He
constantly makes comments to distract and deflect progress with statements like, “You ought
to be in Atlantic City at the hair splitters convention.” “Look how dark it’s getting out there.”
“Maybe we can follow this vote with a little dancing and refreshments.” “So we’re going into
extra innings now?”
Conflict Resolution: 1,1: The baseball fan avoids becoming involved in the conflict surrounding the verdict. When frustrated with the old man changing his vote and prolonging the
process, he ridicules him, “… and another chap flaps his wings.” When the old man asks if he
would like to know why, he responds, “No, I wouldn’t like you to tell me why,” while making
no eye contact. Then he leaves the room.
Inquiry: 1,1: The baseball fan’s use of inquiry is minimal and focused on deflecting involvement. “So what do we do now?” “Well what’s there to talk about?” “What’s the difference
how long it takes? Supposing we do it in five minutes, so what?” These comments do not
contribute to the conversation in a way to advance progress, but instead send a message to
leave him uninvolved.
Expressing Convictions: 1,1: The baseball fan does not advocate an opinion regarding the
case except when asked during the process of going around the table. “I don’t know. It’s all
been said. You could sit here forever and it’s still the same thing. The kid is five for 0.” His
verbalizing is not related to achieving a verdict, but instead on his motive to be uninvolved.
Although his stated goal was to make the eight o’clock baseball game, his lack of involvement in the deliberations occurs during the period prior to the game and after it is rained out.
He also advocates that “someone send for Potsey the policeman to get a pinochle deck and
we’ll just sweat the whole thing out right here.”
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Baseball Fan
12 Angry Men
Answer Key and Scoring Table
7PT
Name____________________________________________________________
1. Transfer your answers from Handout 5PT to the answer columns below.
2. In the points column, record the following:
Dominant & Backup Styles:
A. For each correct dominant and backup style: 5 points each.
B. If you have correctly assessed both styles, but the dominant and backup are reversed: 2.5 points each.
C. If you have one dominant or backup correct, but it is in the wrong position: 2.5 points for that one
style only, and 0 points for the incorrect style.
Relationship Skills Styles: 2 points for each correct style. 0 points for incorrect styles.
3. Total each point column and add the column totals to get your final point value. A perfect score
is 108.
4. Exchange answer sheets with another team member to check scoring and addition.
Scoring Table
Dominant
9,9
Style
9,1
1,9
5,5
9,1
1,1
Backup 9,1
Style
1,1
1,1
1,1
9,9
9,1
Decision
9,9
Making
9,1
1,9
5,5
9,1
1,1
Conflict 9,9
Resolution
9,1
1,9
5,5
9,1
1,1
Inquiry 9,9
9,1
1,1
1,1
9,1
1,1
Expressing
9,9
Convictions
9,1
1,9
1,9
9,1
1,1
Totals
+
+
+
+
+
Total Points
Points
Answer
Baseball Fan
Key
Points
Key
Answer
Stockbroker
Points
Key
Answer
Foreman
Points
Key
Answer
Ad Man
Points
Key
Answer
Messenger
Points
Answer
Key
Fonda
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Soundest Culture
8T
Team ________________________________________________
1. Total each column.
2. The maximum possible for any single column is 56; minimum is 8.
3. The sum of the column totals should equal 224.
9,9
PAT
9,1
1,9
5,5
1,1
OPP
1.
Decision Making
D
G
C
A
B
F
E
2.
Conflict Resolution
E
C
A
D
F
B
G
3.
Goals & Objectives
A
E
G
F
D
C
B
4.
Authority
B
E
A
F
G
D
C
5.
Expressing Convictions
D
B
A
G
E
C
F
6.
Coordination
E
C
F
G
B
A
D
7.
Critique
G
C
A
B
D
E
F
8.
Commitment
C
B
E
F
G
A
D
Totals
=224
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Preparation for Brainstorming
Increasing Candor
9P
If, as a team, you find yourselves only coming up with positive comments during the brainstorming session, then stop and consider the following:
What can prevent a team from discussing weaknesses openly—fear of hurting feelings, insulting, or lowering the person’s self-confidence? Don’t give in to the “but we haven’t seen any
weaknesses” trap. You’ve had two days of teamwork, which is more than enough time to experience strengths and weaknesses. If you’re not able to brainstorm positive and negative comments, explore why. Often teams resist candor when one or more of the following conditions
exist:
1. The person may hold a high position in the company and so no one feels comfortable
stating negative comments for fear of retaliation. Remember that the higher up a person
gets within the hierarchical structure of a company, the more he or she is surrounded by
the “yes” mentality. This person would probably benefit from the constructive comments,
as much or even more, because no close co-workers are willing to take a risk and be candid.
2. The person may have taken on the team’s performance as his or her own personal
responsibility, even “crusade.” Although sincere, very likeable, and deeply committed, he
or she takes weaknesses personally, and reacts defensively (however subtly), when challenged. Team members may not have addressed this behavior at all, or perhaps tried and
failed, creating only tension with him or her that no one wants to re-create. The fact that
this person discourages candor (whether subtly or overtly) is in itself a behavior that
would benefit from exposure. The defensiveness is probably misplaced. The high concern for overall team performance will most likely make this person appreciate the
insight into a personal weakness.
If any part of this description seems to fit this team member, then consider the following
descriptive words and phrases:
subtly judgmental
disapproving
ingratiating
guilt-inducing
sensitive
condescending
needs affirmation
nurturing or
“smothering”
needs to be in charge
subtly dominating
competitive
controls discussions
lectures
shuns conflict
intimidating
micro-manages
moralistic
defensive
makes others
defensive
needs to have “all the
answers”
impatient when
challenged
“wears people out”
with persuasiveness
vulnerable to flattery
shuts people down
3. This person is extremely uncomfortable when weaknesses or problems are discussed.
The reluctance may come across as being over-sensitive, self-blaming, or simply too
fragile to endure negative discussions. There may have been a confrontation within the
team or simply a determined effort by some members to discuss problems that upset this
person. Even when this person had nothing to do with a problem, the resistance to
“being negative” was too strong and brought the team to a standstill. He or she may have
used emotions, humor, encouragement, (“We need to focus on how much we’ve
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Handout
improved,” “Scores aren’t as important as building relationships, and we’ve done that,”
“We need to support each other, not beat each other up.”) or some other distraction to
discourage members from addressing problems. The reaction could also have been that
of self-blame and regret, so members feel guilty about upsetting him or her again.
Regardless of the behaviors used, spontaneity was restricted because members feared the
emotional “fallout,” and so glossed over problems to keep the peace. The result has been
only shallow, superficial discussions that focus on the “positives” without exploring
underlying problems.
If any part of this description seems to fit this team member(s), then consider the following descriptive words and phrases:
high maintenance
2
fragile/sensitive
encourages others,
but is self-critical
freezes when conflict
erupts
apprehensive
indecisive
acquiescent
eager to accept blame
vulnerable
needs encouragement
passive
encourages “protection” from others
tentative/reluctant
low self-confidence
discourages candor
over-apologetic
encourages others to
lead
withholds convictions
(others have to “pull”
them out)
Capabilities
inquiry
candor
culture
afraid to step up
gives up easily when
challenged
easily upset
takes things too personally
eager to agree—needs
to question more
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Personal Improvement Goal
10P
Name ____________________________________
There is perhaps no more powerful force for channeling effort than well-written goals. Effort
exerted toward vague, general, and unstated aims is likely to make less of an impact than
effort exerted toward a specific and clear picture of what is to be accomplished. The key
phrase here is “clear picture.” A goal describes a clear picture of your situation at a specified
point in the future.
Review the personal feedback given to you by your team in Activity 7. Also consider the
areas of improvement you selected as part of your prework. Based on this information, record
a personal improvement goal you hope to achieve when you return to your job.
Personal Improvement Goal:
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Handout
Later in the activity, you will have a chance to share your goal statement with members of
your own team. Space is provided below to record any suggestions they might offer to help
revise your goal statement.
Suggestions for improvement from team evaluation:
Goal statement as revised:
2
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Work Application Goal
11P
Name ______________________________
Create a vivid description of what you hope to accomplish back on the job. Below are some
criteria for setting goals:
■
Be realistic about what can be accomplished; avoid setting yourself up for failure by
establishing an outcome that can’t be reached.
■
Avoid establishing something too simple; a goal that requires no challenge to accomplish
offers little motivation.
■
Be specific and concrete; a co-worker or employee should be able to read the statement
and understand what is to be accomplished in operational terms.
■
Include some form of measurement in the goal statement so that you will know whether
or not it has been accomplished.
Use your personal improvement goal from Part A and the areas for personal improvement
developed during prework as a starting point. However, feel free to expand your thinking to
include different areas. Finally, remember that at this point, you are merely drawing a picture
of what you expect to accomplish.
Upon returning to my actual work environment, I expect to:
(1bic2ho.0411)
Capabilities
inquiry
candor
culture
Consensus
Conflict resolution values
personal awareness
initiative
resilience
mutual trust & respect
people
innovation
productivity
expressing convictions
Critique creativity
Synergy
Teamwork
vision
decision making
Handout
Later in this activity, you will receive feedback on the quality of your goal statement. Space is
provided below to revise your goal statement as needed.
Suggestions for improvement from team evaluation:
Goal statement as revised:
2
Capabilities
inquiry
candor
culture
initiative
resilience
Consensus
vision
Critique
values mutual trust & respect
Conflict resolution
people
Synergy
innovation
personal awareness
productivity
expressing convictions
creativity
decision making
Teamwork
Building Internal Capabilities (2)
Meeting Objectives
Participants will:
Develop a clear understanding of what
culture is (work environment).
Gain an understanding of synergy and how
to achieve it.
Discover the impact of culture on business
outcomes.
Practice and acquire the required tools
and skills needed to improve the existing
culture.
Understand the impact of their behavior
on culture and results.
Agree on the desired culture for the
company.
Achieving these objectives means that you
will become internal experts on culture and
change agents who can go back to your own
teams with the skills needed to diagnose and
implement the necessary changes.
WC-1
■
Building Internal Capabilities (2) (1bic2.0411)
© 2011s Grid International Inc.
Activity 1
Scoring Example
Grid Concepts Test
®
Key
Answer
Points
+
–
1
2
3
D
D
A
D
D
B
3
3
14
E
A
–
A
0 0
3
39 3
15
Subtotal
16
17
18
C
B
A
B
A
A
29
C
B
–
B
30
Total
Positive 75 – Negative 9
Total
Total
3
3
3
3
0 0
3
75 9
= Final 66
Score
(25 correct, 3 incorrect, 2 not answered)
WC-2
■
Building Internal Capabilities (2) (1bic2.0411)
© 2011 Grid International Inc.
Activity 1
Production Effectiveness
90 Perfect Score
42 points
Possible
Improvement
70 Team Score
22 points Actual
Improvement
48 Average
Individual
Score
0
WC-3
■
Building Internal Capabilities (2) (1bic2.0411)
© 2011 Grid International Inc.
®
(R3)
(R2)
Team
PE
Building Internal Capabilities (2) (1bic2.0411)
(R1)
Average
■
(R1)
High
WC-4
(R1)
Low
Team
Synergy
Average
© 2011 Grid International Inc.
Norms
Production Effectiveness: Grid Concepts Test
Activity 1
Team Critique
Activity
Production
Effectiveness
Synergy
1
3
Black
0
5
10
5
20
5
30
5
40
5
50
5
60
5
70
5
80
5
90
5
100
9,9
PAT
9,1
1,9
5,5
1,1
OPP
Blue
Orange
Red
Yellow
Green
Brown
Purple
Activity
Decision
Making
1
3
0
5
10
5
20
5
30
5
40
5
50
5
60
5
70
5
80
5
90
5
100
0
5
10
5
20
5
30
5
40
5
50
5
60
5
70
5
80
5
90
5
100
0
5
10
5
20
5
30
5
40
5
50
5
60
5
70
5
80
5
90
5
100
0
5
10
5
20
5
30
5
40
5
50
5
60
5
70
5
80
5
90
5
100
Activity
Goals and
Objectives
1
3
Activity
Conflict
Resolution
1
3
Activity
Expressing
Convictions
WC-5
■
Building Internal Capabilities (2) (1bic2.0411)
1
3
© 2011 Grid International Inc.
The Grid
®
I expect results and take control by clearly stating
a course of action. I enforce rules that sustain
high results and do not permit deviation.
1,9 Grid Style: ACCOMMODATING
(Yield & Comply)
I support results that establish and reinforce
harmony. I generate enthusiasm by focusing on
positive and pleasing aspects of work.
HIGH
9
8
Concern for People
9,1 Grid Style: CONTROLLING
(Direct & Dominate)
7
6
4
3
1
5,5 Grid Style: STATUS QUO
(Balance & Compromise)
5,5
5
2
LOW
9,9
1,9
1,1
1
2
9,1
3
4
5
6
7
8
®
9 HIGH
Concern for Results
I endorse results that are popular but caution against taking unnecessary risk. I test my opinions with
others involved to assure ongoing acceptability.
1,1 Grid Style: INDIFFERENT
(Evade & Elude)
I distance myself from taking active responsibility for results to avoid getting entangled in problems. If
forced, I take a passive or supportive position.
PATERNALISTIC Grid Style
(Prescribe & Guide)
I provide leadership by defining initiatives for myself and others. I offer praise and appreciation for
support, and discourage challenges to my thinking.
OPPORTUNISTIC Grid Style
(Exploit & Manipulate)
I persuade others to support results that offer me private benefit. If they also benefit, that's even better in
gaining support. I rely on whatever approach is needed to secure an advantage.
9,9 Grid Style: INTERDEPENDENT
(Contribute & Commit)
I initiate team action in a way that invites involvement and commitment. I explore all facts and alternative
views to reach a shared understanding of the best solution.
WC-6
■
Building Internal Capabilities (2) (1bic2.0411)
© 2011 Grid International Inc.
WC-7
■
0
2
2
1,9
9,9
9,9
9,9
9,9
9,9
Conflict
Expressing Convictions
Inquiry
Building Internal Capabilities (2) (1bic2.0411)
2
9,9
9,9
Decision Making
16
5
9,1
9,1
Backup Style
Totals
5
9,9
9,9
Dominant Style
A
pts.
ans.
key
Fonda
9,1
9,1
9,1
9,1
1,1
9,1
key
+
pts.
9
5,5 0
1,1 0
9,1 2
9,1 2
9,1 2.5
B
1,1 2.5
ans.
Messenger
+
pts.
8.5
33.5
1,9 0
1,1 2
1,1 2
1,1 2
1,1 2.5
C
5,5 0
ans.
Total Points
1,1
1,1
1,1
1,1
9,1
1,1
key
Baseball Fan
Scoring Example for 12 Angry Men
Activity 3
© 2011 Grid International Inc.
(R3)
(R2)
Team
PE
Building Internal Capabilities (1bic2.0411)
(R1)
Average
■
(R1)
High
WC-8
(R1)
Low
Team
Synergy
Average
© 2011 Grid International Inc.
Norms
Production Effectiveness: 12 Angry Men
Activity 3
Activity 6
Soundest Culture
Team
9,9
PAT
9,1 1,9
5,5 1,1 OPP
Totals
Meeting
Average
WC-9
■
Building Internal Capabilities (2) (1bic2.0411)
© 2011 Grid International Inc.
Candor
(behavior/impact)
“WHEN you make those
decisions by yourself,
THEN I feel ignored
and uninvolved.”
Describes a specific
behavior and its impact
in objective terms.
Describes specific
behavior, often in
judgmental terms.
Describes and takes
responsibility for
one’s own behavior.
Describes behavior
without naming
individuals.
Describes behavior in
global terms.
Describes behavior
vaguely and blames
external circumstances.
WC-10
■
Building Internal Capabilities (2) (1bic2.0411)
Confront
(your
behavior)
Personalize
(my
behavior)
Generalize
(behavior of
some or a
few of us)
Globalize
(our
behavior)
Externalize
(others’
behavior)
“YOU should have
told us about this
decision.”
“I probably should
have told you what I
was doing.”
“SOME OF US aren’t
sharing information
as much as we
should be.”
“WE don’t share
information.”
“IT isn’t our fault.
THEY never tell us
anything.”
© 2011 Grid International Inc.