t to.

CHAPTER

Definition A team is defined as a group of people working together to achieve common objectivi or goals. Teamwork is the cumulative actions of the team during which each member oj the team subordinates his individual interests and opinions to fulfill the objectives goals of the group. The objective or goal is a need to accomplish something such as solvi a problem, improve a process, design a refrigerator, plan a conference, audit a processj or please a customer. It needs to be clearly defined, have milestones set, have reso provided, and use a systematic approach. Members of the team will need to focus on ho' they"relate to each other, listen to the suggestions of others, build on previous informa_ tion, and use conflict creatively. Theywil! need to set standards, maintain discipline, build team spirit, and motivate each other. Each member of the team has their own his~ tory of experiellce to help achieve the objective. They should have a need to see the taski completed, but also the needs of companionship, fulfillment of personal growth, and self-respect.

Why Teams Work Teams work because many heads are more knowledgeable than one. Each member of the team has special abilities that can be used to solve problems. Many processes are so' complex that one person cannot be knowledgeable concerning the entire process. Sec-, ond, the whole is greater than the sum of its members. The interaction within the team produces results that exceed the contributjons of each member. Third, team members develop a rapport with each other that allows them to do a better job. Finally, teams provide the vehicle for improved communication, thereby increasing the likelihood of a ' successful solution ..

Types of Teams, The early history suggests that work simplification efforts by management and labor, were most likely the first production-oriented teams. However, the development of quality control circles by the Japanese in 1961 is considered to be the beginning of the use of teams to improve quality. Quality control circles are groups of people from one work unit who voluntarily meet together on a regular basis to identify, analyze, and solve quality and other problems within their area. They choose their own problems and focus on quality~of-work-Iife and health/safety issues rather than on improvjng work processes. Often'they remain in existence over a long period of time, working on project after project. Quality control circles have been quite successful in Japan and enjoyed some initial success in other countries but not as extensive. A major drawback was a lack of middle management support. Without managers on teams or directly overseeing the teams as a " quality council might, members frequently were not able to persuade management to implement their recommendations,

EMPLOYEE INVOLVEMENT

III

Outside Japan, the popularity of quality control circles has declined; however, this , type of team is the progenitor of our present teams. The current types of teams can be divided into foUrmain groups. They may be called by different names and have slightly different characteristics to accommodate a particular organization. 1. Process improvement team. The members of a process improvement team represent each operation of the process or sub-process. Usually the scope, of the team's activity is limited to the work unit. A team of about six to ten members will come from the work unit and, depending on the location of the sub-process, an external or internal supplier and external or internal customer would be included on the team. During the course of the team's life, additional exPertise from other work areas may be added on , a permanent or temporary as-needed basis. The life cycle of this type of team is usually temporary-it is disbanded when the objective has been obtained. When the targeted process includes many work units or the entire organization, a cross-functional team may be more appropriate with work unit teams as sub-teams. 2. Cross-functional team. A team of about six to ten members will represent a number of different functional areas such as engineering, marketing, accounting, production, quality, and human resources. It may also include the customer and supplier. A design review team is a good example of a cross-functional team. This type of team is usually _ temporary. An exception would be a product suppo~ team, which would be permanent and have as an objective to serve a'particular product line, service activity, or a particular custofuer. This type of team breaks down functional area boundaries.
\ '

3. Natural work teams. This type of team is not voluntary-it is composed of all the members of the work unit. It differs from quality control circles because a manager is part of the team and the projects to be improved are selected by management. Some employees may opt not to work in teams for a variety of reaS0ns, and man'lgers should anticipate this action and be prepared to help employees become comfortable in the team environment or, alternatively, find work in another unit that still petforms work as individuals. Eve~ though "teaIIl work" is technically feasible, there may be such resisttnce that its introduction should be delayed until there has been substantial turnover. 4. Self-directed/self-managed work teams. They are an extemion of natural work teams without the supervisor. Thus, they are the epitome of the empOwered organization----they not only do the work but also manage it. There is wide discretion to organize their work subject to organizational worlc flow requirements. There is a team coordinator to liaison with Seniormanagement; that may rotate among members. The tearn meets daily to plan their activities, and decisions are usually by consensus. Additional responsibilities may include: hiring/dismissal, performance evaluation, customer relations, supplier relations, recognition! reward, and training. The team must have access to business information in order to plan, control, and improve their processes. According to a recent survey of Fortune 1000 companies, 68% of the companies use setf-directed work teams; however, only 1O%'of the ~orkers are involved in such

II Z

CHAPTER

Developing these types of teams requires not only careful planning stantial training of the individuals, but also several organizational changes. As a many companies begin with a few pilot teams that are implemented slowly to . velopment over several years. The following example illustrates the complexity of self-directed work teaRls, electronics plant, a self-directed assembly team handles all aspects of the custom' der: it receives the order, prepares the components, assembles and solders circuit tests the boards, ships the boards, controls inventory levels, and processes all pape: Jostens, Inc., manufacturer of class rings, began implementing two self-directed . teams in the fall of 1991. By 1994,35 such teams were in existence. The t.:ompan' longer records individual performance; instead, a gain sharing plan and a pay syste~ rewards team performance has been instituted.19 Of course, there is some overlap between these four main types of teams. Also, ganizations will modify them to accommodate their culture. Recognize that the use of teams to empower employees should be done gradually" that acceptance by both management and employees is built on successful results teamwork. As an organization becomes more comfortable with the use of teams for e powerment, teams will form both laterally and vertically throughout the organization. Figure 4-3 indicates, a permanent process improvement team (here, a.business impro ment team) that is directed by the quality council may address overall cross-functio improvements for the orgarJzation. By direction of the quality council, several cm functional teams may be establishedto address specific improvement problems that sp several functional areas. Within functional areas, one or more process improveme teams may be engaged. Finally, one or more funclional areas may establish a work group" or quality control circle to address overall improvements to the particular functional arl
teams.IS

C~aracteristics

of Successfu.I.Teams

In order for a team to be effective, it should have certain characteristics, listed below. 1. Sponsor. In order to have effective liaison with the quality council, there should be a sponsor. Preferably the sponsor is a member of the quality council, thereby providing organizational support. 2. Team charter. A team charter is a document that defines the team's mission, boundaries, the background of the problem, the team's authority and duties, and reSOlirces. It also identifies the members and their assigned roles-leader, recorder, timekeeper, and facilitator (optional). Detailed information on roles is given in a later section. the sponsor and the team negotiate the charter.

~, *~

,)"Dumaine,

8., 'The Trouble with Teams," Fortune, Vol. 130, No.5 (1994): 86-87. Quality Progress (June

::hP~nenton, Keith D" "How a Team Can Grow: Goal is to Become Self-Directed," ;'1999): 53-58,

EMPLOYEE

INVOLVEMENT

ff

3. Team composition. The size of the team should rarely exceed ~enpeople except in the case of natural work teams or self-directed teams;;Larger teams have difficulty maintaining commitment, and interpersonal aspects become difficult to control. Teams should be diverse by having members with differel\t skills, perspectives; and potential. Where appropriate, internal and external customers and suppliers should be included. 4. Training. As the need arises, members should be trained in problem-solving techniques; team dynamics, and communication skills. A hiter section discusses training in detail. . 5. Ground rules. The team must develop its rules of operation and conduct. There should be open discussion on what will and will liot be tolerated. Periodically the ground rules should be reviewed and revised when appropriate. 6. Clear objectives. Without clear objectives and goals, the team will have difficulty. In addition, the criteria for success should be agreed on with management. Detailed information on objectives and goals is given in Chapter 2. 7. Accountab!lity. The team is accountable to perform. Periodic status reports should be given to the quality council. In addition, the team should review its performance to determine possible team process weMrnesses1llld make improvements. 8. Well-defined decision procedures. Effective, acceptable. and tin.ely decisions have to ~ made by the team.: Detailed-information on decisions is given later in the chapter. 9. Resources. Not only is funding and employee release time for the-project important, but also important is access to information., The team cannot be expected to perform successfully without the necessary tools. 10. Trust. Management must trust the team to perform'the task effectively. There must also be trust '" among the members and a belief i~ each other.

114

CHAPTER

Effective problem solving. Decisions are based on the problem-solving given in Chapter 5. They are not made on hunches or quick fixes. 12. Open communication. Members actively listen, without interruption, to members, speak with clarity and directness, ask questions, and say what they mean.', 13. Appropriate leadership. All teams need leadership-whether imposed by . quality council, or whether someone emerges as a leader figure as the life of the progresses, or whether the leadership changes as the team matures. Detailed informal' on leadership is given in Chapter 2. 14. Balanced participation. All members must become involved in the team's act' ities by voicing their opinions, lending their knowledge, and encouraging other mel bers to take part. 15. Cohesiveness. Members should be comfortable working with each other a'ld as a s~ngle unit, not as individuals or sub-groups. Team Member Roles Teams are usually selected or authorized by the quality council. A team will consist o~ . team leader, facilitator, recorder, timekeeper, and members. All team members ha~ clearly defined roies and responsibilities. The team leader, who is selected by the quality council, sponsor, or the team itse has the following roles.20 Ensures the smooth and effective operation of the team, handling and assignin record keeping, orchestrating activities, aiid overseeingpreparation of re~rts presentations. Facilitate.~.t..h~ team process, ensures that all members participat~ during ~ meeting;, prevents'other members from dominating, actively' participate \Vhe-nappropri{lJe, guides without domineering, and uses positive interperson behavior. Serves as a contact point between the team the sponsor or quality council. .. ~_and __ .
.. ,1

II.

'Orchestrates the imple~-oftlie'Changes-recommende(n)y organizational constraints and team boundaries.

----~-.-

the-team wi

~~d accomplishments of members, assuring timely completio oiassignments. "--'-" " Prepares the meeting agenda, including time, date, and location; sticks to the' agem1a or modiIIes-ii:-where appropriate;-ana ensures the--neceSsary resources available for the meeting.

'C'

~o~ane

E. Henry, "Lessons From Team Leaders," Quality Progress (March 1998): 57-59.

EMPLOYEE INVOLVEMENT

115

Ensures that team decisions' lIr" wan" hv consensus }:"hereappropriate, rather than ~decision. hand..:lasp decisIOn, maJonty-rw~ decision, or minority-rule decision. ' The facilitator is not a member of the team; he/she is a neutral assistant and may not be needed with a mature team. This person does not get involved in the!ll~ting content or evaluation of the team's ideas. Roles are as follows: ' "- __
0

Supports the leader in facilitatin..&, the team lA:..during the initial stages of the team. Focuses on the team process; ~s concerned more with how decisions are made rather than the decision itself ...
<;>_

Acts as resource to the team by intervening when necessary to keep the team on track. noes not perf-;)rmactivities that the team can do. ~es

....--.

~--q,--'~'
,

feedback 10 the t~m &.<mc.errrlng the effectiveness of the team process .

The team recorder, who is selected by the leader or by the team and may be rotated on a periodic basis, has the following roles: Documents the main ideas of the team's discussion, the issues raised, decisions
r

~ade, aC~2!!i!~Ip.S,and future agenda items~ - . Presents the documents for the team to review during the meeting and distributes them as minutes after the meeting in a timely manner.

Participates asa team member. The timekeeper, who is selected by the leader or by the team and may be rotated on a periodic basis, has the following roles: .

Monitors the time to ensure that the team maintains the schedule as determined by the agenda. ~~
0'0 O' 0'"

Participates as a team member. The team member, who is selected by the leader, sponsor, or quality council or is a member of a natural work team, has the following responsibilities:21 Contributes best, without teservation, by actively participating sharing knowledge, expertise, ideas, and information. Respects other people's contributions--doesn't in meetings and,

criticize .complain, or conde,ron.

21

Karen A. Eichelberger. "Leading Change Through Projecls," Quality Progress (January 1994): 87-90.

t '6

CHA!,TER 4

Listens carefully and asks questions. Is enthusiastic-it's contagious and helps galvanize the entire team.

Worksfor consensus on decisions and is prepared to negotiate important points. \ Supports the decisions of the team-badmouthing the effectiveness of the team. a decision or a member reduceS' ';

Trusts, supports, and has genuine concern for other team members. Understands and is committed to team objectives. Respects and is tolerant of individual differences. Encourages feedback on own behavior. Acknowledges and works through conflict openly. Carries out assignments between meetings such as collecting data, observing processes, charting data, and writing reports. Gives honest, sincere appreciation.

Decision-Making Method22 Since the decision-making process is critical to the success of the team, it is essential to understand the different methods. Five types of decisions, as well as no decision, occur during the team process. I. Nondecision. Occasionally a team will discuss a subject extensively and not arrive at a decision.This is unfortunate because time was wasted and the team ends up feeling poorly.
2. Unilateral decision. This type of decision is mad.<:.. by one person, usually the leader. Assuming that the problem-solving process was followed, the advantage of this . . 'lype'i~that it saves time. However, it presumes that the leader has all the necessary information an~ will not react negatively to the decision. If the team reacts negatively, it can imperil team success. 3. Handclasp decision. When one person proposes a decision and another agrees, we have the handclasp decision. If the two parti~~.!U'ethe most knowledgeable concerning this particularmatter, then this decisioncanbe effective. OlherwIse;"irwm adversely affect team success. 4. Minority-rule decision. When a few team members dominate the discussion and impose theirwill on the majority, this type of decision occurs. This happens when members abdicatetheir responsibility and go along with the decision in order to be coopera-

22

Adapted from M. Frohman,

Hydrocarbon Processing

"Improve

Group

Problem

Solving."

Reprinted

with permission

from

,,,, t:~ "'~

.

(July 1989): 77-86. 1989 by Gulf Publishing Co., all rights reserved .

EMPLOYEE INVOLVEMENT

117

tive and avoid conflict. Naturally, the results produce low enthusiasm for implementation and future involvement. 5. Majority-rule decision. This method is widely used when most of the team agree on the best altematiye. It may stifle creativity and the search for compromises that lead to bet~
ref s6Iutiolis.1n addition, the commitment for imple~~n~!i~n. .. ~~!_be. ~omprornised.

6. Consensus. This method requires sufficient discussion for ltll Ill"-rs t~ feel they can support the decision. Unanimous agreement is not reqiiirea; it di5es inean that all members are willing to implement it. <:;onsensus decisions usually take more time than other Pl..ethods;however, the probability of successful im lementation is enhanced. The
KeYto the consensus method IS to glte everyone an opportunity to avempu. As long as there is effective listening by team members, the method fosters creativity and produces more acceptable solutions. Consensus decision making requires use of the problem solving method. Further, team members should possess several problem solving qualities and traits to include: creativity, analytical thinking, intuitiveness, criticality, and the ability to synthesize.23

illtimately, it is ~p to the team leader to select the appropriate method. If the leader has the trust of the team and the team understands the circumstances, whatever method is selected will be accepted.

Effective Team Meetings If the participants know their roles and utilize the characteristics of successful tearns, the probability of effective team meetings is enhanced. There are, however, a few items that '::80 help. improve Litep~ocess: . Meetings should be regularly scheduled; have a fixed time limit, and start on time. Participants should be notified ahead of time with the location, time, and objective. Avoid unnecessary meetings through e-mail, voice mail and telephone calls; however, also avoid accumulated issues.24 An agenda should be developed, either at the end of the previous meeting or prior to the beginning-of the next meeting. It should be sent to th,e participants prior to the meeting. Each agenda item includes a process, such as brainstorming, affinity. diagram, discussion, and so forth; the presenters; and time guidelines. Agendas usually list: opening focus, previous meeting feedback, agenda review, afenda items, summary, and action items. Periodically, the meetings should be evaluated by the participants.

23 Chaudhry, Abdul M., "To Be a Problem Solver, Be a Classicisl;" Quality Progress (June 1999): 47-51. ~Eckberg, John, "Fewer Meetings Can Reduce Inefficiency," Business Monday (July 31, 2000): 3.

, '8

CHAPTER 4

Agree

Disagree

1. The purpose of our meeting was well-defined. 2. We decided what we wanted to achieve by the end of the meeting. 3. We were sufficiently prepared for the meeting. 4. We reviewed our progress during the meeting. 5. We allocated the meeting time well. 6. We captured and developed spontaneous ideas. 7. We listened to all views for understanding. 8. We kept on track. 9. We kept our attention and concentration focused. 10. The meeting did not break up into small group discussions. 11. We reviewed and confirmed what had been agreed upon and how those decisions would be activated. 12. We had fun.
Figure 4-4 Example Meeting Evaluation Survey

o
o o o

o o o
o o
o

o o
o o o o

o o o o

o o

A simple evaluation survey can be developed and completed by team members, s\lch . as the example provided in Figure 4-4.25 Once the team has completed their evaluations individually, specific areas of improvement can be readily identified and addressed. Successful team meetings require planning, training, and evaluation, as well as excellent leadership. Meetings should give workers direction and allow them to take ac- , tion. ~eetings should not be used to learn what action they should take.26 Once at the.'. meeting, stick to the agenda. Agendas keep the discussion moving and allow the meeting to run on time. Stages of Team Development27 Organizations can dramatically improve team performance by understanding and recognizing the stages in the life cycle of teams. Knowing a team's location in the life cycle helps management understand team performance and avoid setting unre!llistic objectives that limit a team's success. Bruce Tuckerman found (hat there were

25

C{){Uhingand Teambuilding Skills for Managers and Supervisors,

SIcillPath, Inc. 1992.

26Eckberg. 27Adapted, with permission, Inc., 1988). from Peter R. Scholtes, The Team Handbook (Madison, WI: Jointer Associates

EMPLOYEE INVOLVEMENT

'It 9

~-" ,

. four stages to a team's development. These stages are forming, storming, nonning, and performing.28 Forming is the beginning stage where members become aware of the boundaries of acceptable behavior. Members are often not familiar with each other's skills, and each prefers to do the work on their own as there is a lack of trust. Members are cautious with their communication and tend to be formal. In general, the mission and goals of the team are still questionable, and the problems seem too large to solve.29 It is a stage of transition from individual to member status and of testing the leader's guidance. Considerable time is spent in organizing and training~The team accomplishes little in regard to its objectives. To expedite the forming stage, an individual should be tasked with chartering the team.30 In chartering a team, a facilitator commonly meets with the upper management to discuss the specific problem; he/she then develops a macro flowchart of the major processes associated with the product, service or process. From this information, the facilitator can better determine the team members that should be selected based on their skills and knowledge. The facilitator can then have the team meet to evaluate the problem posed by management, determine the type of training team members may need, and identify the appropriate team leader. Storming is the most difficult stage as members start to realize the amount of work that lies ahead. There is a tendency to panic. Members rely alinost solely on their personal and professional experience and resist working with othetteam members. There is a great deal of conflict, and the leader needs to be~patient and flexible in working with the team. However, not all conflict is bad. If a team does not have any conflict, chances are the level of organ,izational performance is IOW;31 Such teams adapt slowly to change, show apathy, or ~e' stagnant. On the other hand, when conflict becomes disruptive, interferes with activities and makes coordination difficult, the team is dysfunctional. Owen indicates that good teams fight more than bad teams, at least at first.32 Each individual, particularly those on cross-functional teams, brings with them both hierarchic31 and functional baggage, differences in goals, differences in perceptions, as well as different levels of work ethics, sense of time, career-family priorities, and attitudes toward authority. Team leaders and facilitators need to knowhow to manage team conflict so that it is productive and not destructive. Below are tips to help team members handle conflict. Ask those who-disagree to paraphrase one another's comments. This may help them learn if they really understand one another . Work out a compromise. Agree on the underlying source of conflict, engage in a give and take, and finally agree on a solution.

28"Development

Sequence iti Small Groups," Psychological Self-Managing

Bulletin (1%5).

29Hoye,1. and T. Tupper, "Empowering

Work Teams," Quality Digest (March 1994): 34-51.

3OCupelIo, James M., 'The GentIeArtofCbartering

~I

a Teain," Quality Progress (September

1995): 83-87.

Chester, Raymond, "When Teams Go to War-Against

Elich Other," 'Quality Progress (June 1999): 25-28. (September

320wen, Jean V., "Why Teains Fail," MOIUifacturing Engineering

1995): 6~9.

120

CHAPTER4

'. Ask each member to list what the other side should do. Exchange lists, select COmpromises all are willing to accept, and test the compromise to see if it meshes with team goals. Have the sides each write ten questions for their 'opponents.' This will allow them, to sig'nal their major concerns about the other side's position. The answers often t, lead to compromise. Convince team members they sometimes may have to admit they are wrong. Help them save face by convincing them that changing a position shows strength. Respect the experts on the team. Give their opinions more weight when the conflict involves their expertise, out don't rule out conflicting opinions. If managed properly, functional conflict leads to positive movement toward goals, innovation and creativity, and solutions to problems. Norming is the stage where members begin to work together. Emotional conflict is reduced as cooperation, cohesion, and constructive criticism start to become the normal behavior. Because there is more time and energy to focus on the objectives, significant progress begins to occur. Feiforming is the stage where the team members have settled their relationships and expectations. They better understand the project and begin performing by diagnosing and solving problems and choosing and implementing changes. Members understand their roles and work in concert to achieve their objective(s) effectively and efficiently. Adjourning is a stage that is reserved for temporary teams. The team needs to evaluate its performance and determine lessons learned. This information can be transferred by members when they participate on future teams. There also needs to be a celebration to recognize the team's contribution to the organization. As. a result of proper training and effective leadership, some teams arrive at the performing stage so quickly that it may be difficult for an organization to observe the fust three stages. Ten Common People Problems and Their Solutions33 One way to deal with group problems is to talk about them as soon as they occur. Most problems require a more structured approach. Common team problems and their solutions are given below. 1. Floundering occurs when the team has trouble starting or ending a project or different stages of the project. Solutions to this state are to look critically at the improvement plan, review the mission statement, determine the cause of the holdup, and have each member write down reasons and discuss them at the next meeting.

"'" Adapted, with permission, :'t Inc., 1988).

from Peter R. Scholtes, The Team Handbook,

(Madison, WI: Jointer Associates

EMPLOYEE INVOLVEMENT

121

2. Overbearing participants have an unusual amount of influence in the team. They usually have a position of authority or a particular expertise. Teams need these 'abilities; however, it becomes detrimental when they discourage discussion on their expertise and discount other members' ideas. Solu,tions are to reinforce the ground rules, talk to the person off-line and ask for cooperation, and enforce the importance of data and the problem-solving method. 3. Dominating participants like to hear themselves talk, use overlong anecdotes, and dominate the meeting. Members get discouraged and find excuses for missing meetings. Solutions are to structure discussion on key issues for equal participation, talk to the' offending person off-line, and have .the team agree on the need for limits and a balanced participation. In addition, the leader may act as a gatekeeper by asking questions such as "Joe;we heard from you; whatdo the others think?" 4. Reluctantparticipants feel shy or unsure of themselves and must be encouraged to contribute. Problems develop when there are no built-in activities that encourage introverts to participate and extroverts to listen: In addition to structured activities, solu.tions include dividing the task into individul'l assignments .and acting as a gatekeeper by asking questions such as, "John, what is your'experience in this area?" 5. Unquestioned acceptance of opinions as facts occurs when Illembers assert per; sonal beliefs with such confidence that other members think they are facts. Solutions are to request data and to follow the problem-solving method. 6. Rush to accomplish is common to reams being pushed by one or more members who . are impatient for results. Teams must realize that improvements do nOt come easily and rarely overnight Solutions are to remind members that the ground rules call for the problemsolving method or to confront the'rusher off-line and explain the effects of impatience. 7. Attribution is the activity of guessing at a person's motives when we disagree or don't understand his or her opinion or behavior. Solutions are to reaffirm the importance of the problem-solving method, question whether this opinion is based on data, and find out the reai meaning of the problem. 8. Discounts and "plops" arise when memQers fail to give credit to another's opinions or no one responds to a statement that 'PIl>ps."Every member deserves the respect and attention from the team. Solutions are to reinforce active listening as a team behavior, support the discounted member, or tall.. off-line with members ~ho frequently discount, put down, or ignore. 9. Wanderlust: digression and tangents happen when members lose track of the meeting's purpose or want to avoid a sensitiv<: topic. Discussions then wander off in ,many directions at once, Solutions are to use a written agenda with time estimates, write meeting topics on flip charts, or redirect the conversation back to the agenda.
6::

bt

~~ ..":.,,;..
~l.~;'l

10. Feuding team members,can disrupt an entire team wJ.th their disagreements. Usually these feuds predate the team and lire best dealt with outside the team meetings. S(jl~ti(jh~ are to get the adv~rS.ariestowsc!'ss th~.issuesotX-line, offer to facilita~ the discussion, and encourage them to form some contract about their behavior.

122.

CHAPTER 4

When people work together on a team, some of their energies are expended on " pie issues." Mastery of these "people issues" leads to team success. Common Barriers to Team Progress34 Evidence shows that the barriers given below are due primarily to the system ratherthaii to the team. Insufficient training. Teams cannot be expected to perform unless they are trained. in problem-solving techniques, group dynamics, and communication skills. Incompatible rewards and compensation. In general, organizations make little ef. fort to reward team performance. Because of a strong focus on individual rewards, it is difficult for individuals to buy into the team concept. Similarly, performance) appraisals do not accept input from peers or team members. First-line supervisor resistance. Supervisors are reluctant to give up power, confident that they can do the work better and faster, are concerned about job security, and are ultimately held responsibk. Lack of planning. A lack of common direction or alignment on the use of collaborative efforts:intemaJ competition, redundancy, and fragmented work processes all prevent team progress. Lack of management support. Management must provide the resources and "buy; into" the quality l.:0unciUsponsorsystem. Access to information ~yster.1S. Teams neeti <l<::cess to organizational information such as business performance, competitive performance, financial data, and so forth. Lack of union support. Organi:2tions need union support for the team to be successful. Project scope too large. The team and oreunization are not clear on what is reasonabIe,..or management is abdicating its responsibility to guide the team. Project objectives are not significant. Management has not defined what role the ' team will play in the organization. No clear measures of success. The team is not clear about its charter and goals. No time to do improvement work. Values ~nd beliefs of the organization are not compatible with the team's work. Individual departm~ntal politics interfere with the team's progress. Management has not given the team proper resources.

H.,;;

,taD. ~ .S!'tlrm c.;:" :"illaborative Challenge: A Study of Supports and Barriers to Team Effectiveness," as reported in QUfl/ity Di. ~est (Apri; 1994): 8. And from two articles: Snee, Ronald D., K. H. Kelleher, J. G. Myers, and S. Reynard,
OJ. ~Improving Team Effectiveness," QUfllity Progress (May 1998): 43-48; and Beck, John D. w., and Neil M.

""Information for this section comes from two surveys:.Association for Quality and Participation, "SelfDirected Teams: A Study of Current Practice," Development Dimensions International and Industry Week, '. 1990, as reported in QUfllity Digest (October 1993): 42; and Wilson Learning Corporation, "Meeting the Cor-

,. ~:? Yeager,

"How to Prevent Teams from Failing," Quality Progress (March 1996): 27-31.