Teaming

Teaming Manual
for
Six Sigma
Proprietary to Wipro Limited -1-

Teaming Manual
for
Six Sigma
Team Basics Module

Objectives
At the end of the session the project team will demonstrate the understanding of
Team Basics, and the process required to work collaboratively together on a MQ
project through:
1. The Sign Off On Goals / Roles / Norms And Measures Of Teaming For The
Project.
2. Get Clear Inputs On Consensus Building, Managing Differences And Running
Effective Meetings.
3. Get Some Usable Measuring Instruments That Give A Feedback On The
Process Of Effective Teamwork.
4. Reach A Working Degree Of Comfort With The Team Members.
5. The Team Will Be Able To Track Its Meeting Effectiveness And Team
Performance And Can Report A Teaming Index.
Designed for Six Sigma Project teams

Your first activity as a learning team is an example of an ice breaker. You
will usually find it helpful to begin team development activities with
icebreakers that allow team members to get acquainted. The
purpose is to give team members a chance to know one another as
individuals
Introduction
1. Name :
2. Personal background :
3. Hobbies – Leisure :
4. Reading – type :
5. What draws me near? What pushes me away?
6. How do I usually contribute in a group.
7. What are My 2 “Areas to watch out for” in group setting.
8. My greatest strength is

9. The single most thing that I value in my work life
10. What do I expect to gain personally by participating in this Six Sigma

project
According to me a Team is:
We need an effective team for doing a Six Sigma project, because

What is a team?
A team is a small number of people with complementary skills who are
committed to a common purpose, performance goals, and approach for which
they hold themselves mutually accountable.
Why are teams important?

1+1 can equal 11! It’s the power of synergy. To sum up these advantages:
✔ Teams increase productivity. Teams are not excluded from the business
thinking of the enterprise they are part of. As participants, closer to the action
and closer to the customer, they can see opportunities for improving
efficiencies that conventional management will overlook. Organizations
looking to teams solely as a cost-reduction strategy have not been
disappointed.
✔ Teams improve communication. In a proper team, members are

stakeholders in their own success. Teams intensify focus on the task at hand.
The business of a team is the sharing of information and delegation of work.
✔ Teams do work that ordinary groups can't do. When a task is

multifunctional in nature, no single person or crew of functionaries can
compete with a team of versatile members. There is just too much to know for
one person or one discipline to know it all.
✔ Teams make better use of resources. Teams are a way for an organization
to focus its most important resource, its brain-power, directly on problems.
The team is the Just-In-Time idea applied to organizational structure - the
principle that nothing may be wasted.
✔ Teams are more creative and more efficient at solving problems. Teams
are better for a host of reasons: they are motivated, they are closer to the
customer, and they combine multiple perspectives. Result: they invariably
know more about the length, depth, and breadth of an organization than a
pyramid hierarchy can.

✔ Teams mean better quality goods and services. The quality circle was an
early expression of the idea that quality improvement requires everyone's
best ideas and energies. Teams increase knowledge, and knowledge applied
at the right moment is the key to continuous improvement.
✔ Teams mean improved processes. Processes occur across functions. Only

a team that straddles all the functions contributing to a process can see what
is happening and design ways to remove obstacles, speed up cycles, and
apply organizational muscle where it matters most to the customer.
✔ Teams differentiate while they integrate. That sentence could use a little
explaining. Organizations today want to downsize and work more effectively -
but worry about the fragmentation that occurs with most downsizing. Teams
allow organizations to blend people with different kinds of knowledge
together.
Source :Why Teams Don't Work by Harvey & Michael Finley
4 Compelling Reasons for Teams in an organization
1. They are the vehicle through which Six Sigma can be achieved.
2. They help in giving a high quality deliverable to the Customer.
3. Team synergy helps in a maximizing organizational and individual gains.
4. Teams are Fun.

An Effectiveness Framework for Team
Work Environment
Six Sigma
Project Teams
Team Attributes
Team Process
Team Effectiveness
Green belt
• Performance Results
Black Belt • Impact on
Business/Customer
Organizational • Learnings
Mechanism
• Member Satisfaction
Champion’s
Support
According to me three reasons why Teams fail are:
Proprietary to Wipro Limited - 10 -

What Goes Wrong?
Why Teams Don't Work

There is no single reason
Symptom - What you see Real Problem
People with private agendas Mismatched Needs

working at cross-purposes
People don't know what they're Confused Goals,
supposed to do, or it makes no Cluttered Objectives
sense
Team members are uncertain Unresolved Roles
what their job is
Teams may be making the right Bad Decision Making
decisions, but the wrong way
Team members do not get along Personal Conflicts
The team task has been thrust Bleary Vision

upon the team there is no
ownership
Performance is not being Insufficient Feedback and Information
measured; team members are
groping in the dark
The team is not a team because Lack of Team Trust
members are unable to commit to
it
The team knows what to do but Unwillingness to Change
will not do it
The team has been sent to do The Wrong Tools
battle with a slingshot

Focusing On Team Basics
The Basics of High Performing Teams
The team is a basic unit of performance for most organizations. It melds together
the skills, experiences, and insights of several people.
Yet “team” is a term that produces very different images among people. Most of
us have in mind a team that is a reflection of our personal experiences, good and
bad. Katzenbach and Smith have defined a team as follows
A team is a small number of people with complementary skills who are

committed to a common purpose, performance goals, and approach for
which they hold themselves mutually accountable.
The following extract is from Katzenbach and Smith’s book “The Wisdom of
Teams”, the product of a study of teams in a large number of organizations -
their findings of what differentiated high performing teams from other teams can
be summarized in a single instruction
“Focus on Team Basics”

“Focus on Team Basics” the details are captured in the model below :
Performance
Results
Problem Mutual
solving
Technical / Small number

function of people
Interpersonal Individual
Specific goals
Common approach
Meaningful purpose
Collective Work Commitment Personal Growth

Products
The Vertices of the triangle indicate what teams deliver;

The Sides and the Center describe the elements of the discipline to make that
happen.
By focusing on performance and team basics - as opposed to trying “to become
a team” - most small groups can deliver performance results that require and
produce team behavior.

Let us look at each of the elements of team discipline - remembering that
performance is the primary objective while a team remains the means, not
the end.
Skills
Teams must develop the right mix of skills, that is, each of the complementary
skills necessary to do the team’s job. These team skill requirements fall into
three categories :
• Technical or functional expertise.

Team needs to be composed of members with complementary skills so
that they can build on each other's strengths. A group that has only one
kind of skill or expertise emphasized in will be lopsided and less effective.
• Problem solving and decision-making skills.

Teams must be able to identify the problems and opportunities they face,
evaluate the options they have for moving forward, and then make
necessary trade-offs and decisions about how to proceed. Most teams
need some members with these skills to begin with, although many will
develop them best on the job. The Six Sigma methodology is a good tool
for problem solving.
• Interpersonal skills.
Common understanding and purpose cannot arise without effective
communication and constructive conflict that, in turn, depend on
interpersonal skills. These include risk taking , helpful criticism, objectivity,
active listening, giving the benefit of the doubt, support, and recognizing
the interests and achievements of others.
Common sense tells us that it is a mistake to ignore skills when selecting a team.
A team cannot get started without some minimum complement of skills,
especially technical and functional ones. And no team can achieve its purpose
without developing all the skill levels required.

Committed To A Common Purpose And Performance
Goals
A team’s purpose and performance goals go together. Indeed, we have yet to
find a real team without both. The team’s near-term performance goals must
always relate directly to its overall purpose; otherwise, team members become
confused, pull apart, and revert to mediocre performance behaviors.
1. A common, meaningful purpose sets the tone and aspiration. Teams

develop direction, momentum, and commitment by working to shape a
meaningful purpose. Direction from management (CHAMPION) helps teams
get started by broadly framing the performance requirements of the business.
Most important, team purposes give teams an identify that reaches beyond
the sum of the individuals involved of the team.
2. Specific performance goals are an integral part of the purpose.

Transforming broad directives into specific and measurable performance
goals is the surest first step for a team trying to shape a common purpose
meaningful to its members. Specific goals-like getting a new product to
market in less than half the normal time, responding to all customers within
twenty-four hours, achieving a zero defect rate or achieving a desired Sigma
level, cutting costs by a defined percent - provide clear and tangible footholds
for teams .
First they define a team work-product that is different from both an

organization wide mission and the summation of individual job objectives.
To be effective, team work-products must require roughly equivalent
contributions from all the people on the team to make something specific
happen that, in and of itself, adds real value to company results.
Second, the specificity of the performance objectives facilitates clear

communications and constructive conflict within the team. When
goals are clear, team discussions can focus on how to pursue them or
whether to change them; when goals are ambiguous or non-existent, such
discussions are much less productive.
Third, the attainability of specific performance goals helps teams

maintain their focus on getting results. Each of the objectives needs to
be attainable and measurable, so the team knows throughout the
development process where it stands. Either it achieves its goals or it
does not.

Fourth, specific objectives have a leveling effect conducive to team
behavior. When a small group of people challenge themselves to get over
a wall or up a mountain or through a desert - to reduce cycle time, or
achieve a specific Sigma level - their respective titles, designations and
other stripes fade into the background. Instead, the teams that succeed
evaluate what and how each individual can best contribute to the team’s
goal and, more important, do so in terms of the performance objective
itself rather than a person’s status or personality.
Fifth, specific goals should allow the team to achieve small wins as it
pursues its purpose. Small wins are invaluable to building members’
commitment and overcoming the inevitable obstacles that get in the way
of achieving a meaningful long-term purpose.
Last, performance goals are compelling. They challenge the people on

the team to commit themselves, as a team, to make a difference. Drama,
urgency, and a healthy fear of failure combine to drive teams who have
their collective eye on an attainable goal.
3. The combination is essential to performance. A team’s purpose and

specific performance goals have a symbiotic relationship; each depends on
the other to stay relevant and vital. The specific performance goals help a
team track progress and hold itself accountable; the broader, even nobler
aspirations in a team’s purpose supply both meaning and emotional strategy.
Mutual Accountability
No group ever becomes a team until it can hold itself accountable as a team.
Like common purpose and approach, this is a stiff test. Think, for example, about
the subtle but critical difference between “the boss holds me accountable” and
“we hold ourselves accountable.” The first case can lead to the second; but,
without the second, there can be no team.
At its core, team accountability is about the sincere promises we make to

ourselves and others, promises that underpin two critical aspects of teams;
commitment and trust. By promising to hold ourselves accountable to the team’s
goals, we each earn the right to express our own views about all aspects of the
team’s effort and to have our views receive a fair and constructive hearing. By
following through on such a promise, we preserve and extend the trust upon
which any team must be built.

The Core of a Good Team
ROLES: Do all members know what is expected of

them?
NORMS: How is the accomplishment of team tasks

decided?
GOALS: Are the goals clearly stated, accepted and

agreed upon by all team members?
RELATIONSHIPS: Is the team continuously working

to build and maintain rapport between its
members?
Roles
1. Each team member must know the task that s/he as an individual must
complete
2. Without those roles and responsibilities becoming straight jackets
3. Making sure that all the necessary work gets done, including the work no-one
wants to do

Roles
Roles in Team Meetings
Team Role Focus Duties

Leader ( usually Balance; progress on task; • Use facilitative behaviors
Green Belt) attention to process
• Poll for consensus
• Guide without dominating
• Encourage participation
• Monitor the process
• Close issues, focus on
results
• Assign responsibilities
• Measure effectiveness of
process
• Ensure team discipline
Facilitator Team interaction process • Use facilitative behaviors
( usually Black Belt)
• Call attention to process
• Negotiate roles
• Stay out of content except
when methodology inputs
are needed
• Be a Coach and Mentor
• Ensure the team is on track-
process and method wise
• Guide and support the GB
• Give candid feedback to
team on how its doing
• Do not do what team can

Recorder Accurate display of team • Capture key words
consensus
• Write legibly
• Check for accuracy
Timekeeper Remind team of time • Clarify expectations
• Give advance notice
• Call times
Member Constructive participation • Use facilitative behaviors
• Contribute and listen
• Share the leadership
• Keep up commitments
• Follow and ensure team
discipline
• Keep sight on results
• Adhere to the process and
norms agreed

More on :
Recorder Duties
• Capture basic ideas on large paper in full view of group
• Do not edit; do not be corrupted by “the power of the pen”
• Use the person’s exact words to record brainstorming
• Write down key words; abbreviate when appropriate
• Remain objective; avoid adding extra ideas
• Step out of role to give your own ideas
• Write fast and large
• Do not be afraid to misspell (use “creative spelling”)
• Abbreviate words
• Vary color/use “stars,” etc.
• Be neat
• Number and identify sheets
• Step out of recorder role to contribute to the team task
Timekeeper Duties
• Ask the team when and how often to give reminders
• Remind team of approaching time deadlines
• Call “time”

What is my role in this team?
Specify the reason why you are part of this Six Sigma team, what is your
functional role, role in meetings, any additional role.
Keep adding or making changes during life of the Project

Goals
A Six Sigma team goal has several parts:
• An Overall purpose as stated by the Champion in the beginning of the project

• The specific Objectives of the project after Scoping
• The Goal line as determined in Step 4
• Interim Milestones
Start with noting on the first two and add on and make changes as project
progresses
What are your teams goals?

Norms or Ground rules
Most important to set and adhere to for smooth sailing of the team process.
Norms are stated or unstated rules and patterns of behavior that determine what
is acceptable or unacceptable in almost every situation. The newcomer will
immediately encounter the norms that this team holds in response to the arrival
of a newcomer.
Norms described should be observable.
By making team norms explicit, awareness is heightened and members have a

choice whether or not to continue acting out the same patterns of behavior.
“There is now the possibility of making a shift from ‘this is how things are’ to
‘what does each of us want to do in the future? let’s discuss it”.
Self-regulation becomes possible for a team that has awareness and uses
feedback to redirect itself purposefully.
Norms can be agreed around meetings, attendance, roles, how decisions

are to be taken, the importance given to time, how to give feedback and
speaking, questioning and listening.
For a team to function effectively it is important to address two issues upfront:
1. How to create guidelines for attendance and timeliness, decision making,

managing conflict and confidentiality
2. How to engage in meaningful discussions and reach consensus on critical
issues.
Some of the norms are so vital that team can track them as Choice Measures
(later discussed in Team Measurements) and track how well they followed.

Our Team norms are

Teaming Manual
for
Six Sigma
Relationships Module

Relationships
Relationships on a team determine the success – healthy relations ensure free
flowing communication, facilitating easy problem solving and mutual support.
The going is easy as along as every one thinks alike. However given each of us
brings our own perspective, and experiences to the team and even to an extent
our own private agendas – differences of opinion are unavoidable.
Critical to good relationships are the ability to deal effectively with Conflict within
the team and take effective decisions through Consensus building. These two
skills coupled with the ability to run Effective meetings will ensure healthy
relationships needed for a team to be successful.
Resolving Differences Guidelines
Demonstrate 1. Listen non-judgmentally.

Understanding 2. Summarize.
3. Check for your understanding.
4. Explain your point of view.
Identify Areas of 1. Where do you agree?

Agreement and 2. Where do you disagree?
Disagreement
Explore Alternatives 1. What are all of the possible alternatives?

2. Are there any new alternatives?
Evaluate and Select 1. What are the “must haves” for each party?
2. Where is there room for compromise?
3. What are the consequences if no
agreement is reached?

Handling Problems in Team Meetings
Write your response in terms of what you will do
Problem Behaviors What would you say or

do?
1. Silence – member does not participate.
2. Overly long comment.
3. Too much humor or wisecracking.
4. Consistently arrives late.
5. Consistently leaves before the meeting is over
6. Side tracking (comments are way off subject).
7. Rushes team to a quick decision or to end
meeting too fast.
8. Engages in side conversations.
9. Monopolizes the discussion.
10. Introduces personal problem or concern.

Definition of Conflict
“A controversy, misunderstanding or disagreement between two or more
persons.”
Brainstorm the positive and negative aspect of conflict in a team.
Positive Negative

Definition of Conflict
Positive Aspects
• Natural in most relationships: Henry Ford said, “If we both think alike on
everything, one of us isn’t needed.”
• Useful when it encourages us to look at our behavior and its consequences
and causes us to change that behavior, if necessary, so that we might grow.
Negative Aspects
• People feel hurt, rejected, angry and polarized.

• The timid are inhibited and withdrawn.
• Team fails to reach its goals and subsequently falls apart.

Conflict Management Mode
HIGH
COMPETE (WIN/LOSE) COLLABORATE (WIN/WIN)
Motivation to resolve
COMPROMISE
AVOID (LOSE/LOSE) ACCOMMODATE (LOSE/WIN)
LOW
LOW HIGH
Trust

There are five classic ways of settling or resolving conflicts:
1. Avoiding: Temporarily or permanently pulling away from the conflict.
Use Avoiding:
• When you know you can’t win
• When the stakes are low
• When the stakes are high but you are not ready
• To gain time
• To preserve neutrality or reputation
2. Accommodating: Applying a diplomatic approach designed to “keep the

peace”.
Use Accommodation:
• To create obligation for a trade off at a later date
• When stakes are low
• When liability is limited
• To maintain harmony
• When any solution will be adequate
• To create goodwill
3. Compromising: Each side concedes in order to reach an agreement.
Use Compromise:
• When both parties need to be winners
• When others are as strong as you are
• To maintain your relationship with your opponent
• When you are not sure you are right
• When you get nothing if you don’t negotiate
• When stakes are moderate
• To avoid giving the impression of “fighting”

4. Collaboration: A synergistic approach that benefits all by appealing to a
higher common goal.
Use Collaboration:
• To create a common power base
• When skills are complementary
• When there is enough time
• When there is trust
• To maintain future relationships
5. Competing: Use of authority or power.
Use Competition:
• When you are right
• When a “do or die” situation exists
• When stakes are high
• When important principles are at stake
• When you are stronger
• In short term, one-time deals
• When relationship is unimportant

Minimizing Angry Confrontation
Use “I perceive” statements
Example:
“As I see it”
“In my viewpoint”
“It appears to me”
If hard documentation is available don’t use “I perceive” statements. Instead, use
facts
Example:
The record shows that the number of claims you are processing is down 30%.
Benefits of using “I perceive” statements:

• Less threatening to both
• Person gets insights into other honest perceptions
• Person can choose to change without being defensive/admitting he or she is
wrong

Handling Defensiveness
If you want people to be open and less defensive with you, don’t attack their self-
esteem:
Avoid parental statements like:
• “But that’s not the point”

• “I wish you wouldn’t always say ….”
• “You don’t really believe that?”
• “I really don’t understand how you could…”

Different Strokes for Different Folks
The Personal Why It Happens What To Do About It

Agenda
Conversationalist Side chatter is usually personal in Don’t embarrass..but call by name
nature, but maybe related to and ask easy question.
topic. Call by name, restating last opinion
expressed and asking his or her
opinion of it.
Personality Problems Two or more individuals clash, Maximize point of agreement;
dividing your people into factions, minimize disagreement. Draw
a danger to the success of the attention to objective at hand.
meeting. Pose a direct question to an
uninvolved member on the topic.
Frankly state that personalities should
be left out in this discussion.(last
resort)
Wrong Track Person who brings up ideas that Say, “That’s one way of looking at it,”
are obviously incorrect. and tactfully make any corrections.
Say, “I see your point, but can we
reconcile that with our current
situation?”
Handle this tactfully, since you will be
contradicting him or her.
Remember, all members of your
group will hear how you respond to
each individual, and you can
encourage or discourage further
participation.
The Quiet One Bored ... … gain interest by asking for opinion.
… question the person next to him.
Indifferent ... Then ask the quiet one to comment
on the view expressed.
Timid ...
… compliment the first time this
person contributes. Be sincere.
Superior ...
… indicate respect for this person’s
experience, then ask for ideas.

The Personal Why It Happens What To Do About It
Agenda
Bungler This person lacks the ability to Don’t call attention to the problem.
put good ideas into proper Say, “Let me see if we are saying the
order. same thing.”
Has ideas, but can’t convey Then repeat the idea more clearly.)
them and needs some help.
Obstinate This person can’t or won’t see Ask other members of the group to
the other side. He supports his comment on the ideas. They’ll
own viewpoint no matter what. straighten him out!
Remind him that time is short and
suggest he accept the group
consensus presently. Indicate your
willingness to talk with him at a later
time.
Then, follow up.
The Talker Highly motivated ... …. slow this person down with some
difficult questions.
Show off ... …. say, “That’s an interesting point.
Now let’s see what the rest think of
it.”
Well informed ... …. draw upon his knowledge, but
relay to the group
Plain talkative ... …. in general, for all overly talkative,
let the group take care of this person
as much as possible
The Griper This person has a pet peeve, Point out that the problem at hand is
gripes for the sake of to operate as efficiently and
complaining, or in some cases, cooperatively as possible under
has a legitimate complaint present circumstances.
Indicate you’ll discuss his personal
problem with him privately at a later
date.
In some cases, it is helpful to have
another member of the group
respond to his complaint.

Again, it is important to point out that the manner in which the leader handles the ideas of each
individual at a meeting is heard by all members of the group. And, the way situations are dealt
with will serve to encourage or hinder the group’s participation and support.
Four Decision - Making Styles
Consensus is one way to make team decisions. It is not always preferred, but
has many applications. Consensus is best when a high quality decision is
needed, when implementing the decision requires commitment or coordination,
and when synergy is desired. (“Synergy” means better results than the team
could produce by working as individuals; synergy is 1+1=3 or more.)
Decision-Making Best Applications Primary Dangers

Approaches
Directive :
Team leader decides • Emergency • Discourages
alone and announces the involvement
decision. • Confidential information
• Fosters dependence
Consultative :
Leader gets ideas from • Time deadline • Stifles initiative
members individually or
in a meeting, then • Stalemate • Discourages critical
decides. • Entrenched conflict thinking
Democratic :
Team members vote and • Routine issues • Win-lose situation
majority rules.
• Very large group • Apathy or sabotage
• Commitment not needed
Consensus :
All members participate • Commitment needed • Takes time
in reaching a decision • Synergy • Requires skills
that all will support.
• Coordination required
• Interdependence

Teaming Manual
for
Six Sigma
Effective Meetings Module

Objectives
How to run effective meetings

Understanding behaviors that help meeting effectiveness
Measuring meeting effectiveness

“The two biggest problems in America today are making ends meet - and making
meetings end,” said Robert Orden. This is true and applicable
everywhere. Meetings can bring the world to peace-or they can kill 15
hours a week for even the best time manager. Communicating ideas and
creating solutions as a team takes the best of everyone’s attention and
skill. The following guidelines will help you lead and participate in team
discussions, both to contribute ideas in the most effective ways and to
evaluate the ideas of others.
Meetings in the work place are subject to problems because they are primary
vehicle for problem solving. The following list gives the common problems in a
meeting.
What goes wrong in a meeting:
• Time is wasted
• No agenda, or agenda not followed
• Attendees don’t know the purpose of the meeting in advance and aren’t
prepared
• The meeting’s goal is not accomplished efficiently
• Attendees don’t speak up when they disagree with what is happening
• Attendees concerns are ignored
• Attendees are not sure of outcomes
• Domination by the leader
• Action items not assigned or ignored
• Minutes not reported correctly or in time
This manual was created to help teams recognize and avoid these meeting
pitfalls. Information contained in this manual will help teams:
• Accomplish more while spending less time in meetings

• Make high quality decisions supported by the entire team
• Conduct meetings with full team participation and commitment
• Measure and track Meeting effectiveness – the key factor for Team
effectiveness and successful working of the project

What makes an Effective Meeting?
An effective meeting is one which achieves its objectives – to the satisfaction of

all participants – in a minimum amount of time. Some general requirements for
an effective meeting are classified in Three phases:
Before Meeting, During Meeting and After Meeting.
Before Meeting:
Remember and Set PAL:

Purpose
Agenda
Limits
During Meeting:
 Stick To PAL
 Set Ground Rules
 Assign Roles And Responsibilities
 Manage Process: Involvement, Energy Levels, Behaviors,
Decision-Making, and Disagreements
 Listen To Each Other
 Record Proceedings
 Close With Definite Outcomes- Summarize
 End With Process Check
 Identify Area Of Improvement For Well Next Time
After Meeting:
Circulate minutes within 24

hours
 Complete action items

Creating an Agenda
An agenda defines the purpose and order of the meeting. It acts as a guide
throughout the meeting, helping participants focus on the topics. An agenda will
also discourage “hidden agendas” by participants since the official agenda
makes the purpose of the meeting clear. Lastly, an agenda notifies people what
topics will be covered and allows them to prepare for the meeting in advance.
The agenda should cover a set of topics which can be discussed in two hours or
less. (People tend to lose interest and focus after two hours.) Some topics may
not be solvable in two hours; however, the discussion completed in a two hour
meeting will create action items. These action items will help determine the
agenda for future meetings on the topic.
The following list gives suggestions on how to manage the meeting agenda.
✓ Prepare the agenda and distribute it at least one working day before the
meeting is to be held.
✓ Post the agenda in the meeting room when the meeting is held, preferably
on a large piece of paper all participants can read while seated.
✓ Check off agenda items as they are completed.
✓ If a topic not on the agenda is brought up during the meeting, decide if it
should be covered in another meeting or off-line. If so, then record the topic
in the meeting minutes and immediately return to the agenda.
✓ Be sure the meeting has a written agenda including timeframes and
responsibilities. The most important way of keeping a meeting “on track” is
to have – and follow – a detailed written agenda, specifying for each item a
time frame (starting and ending time), presentation responsibilities, and
action items.
Minutes or Notes from the Previous Meeting: read, review and adopt
minutes.
Summary of Past Actions: reminding participants of the decisions
they have made. This helps get everyone updated, and avoids
renewed discussion of completed work.
Review of Progress toward Objectives: discussion of what has been
done towards the workplan since the last meeting.
✓ Action Items: discussion and decision-making, including presentations by
members, with a clear understanding of what action needs to be taken or
decisions made based on their work.

✓ Problem Solving: discussion of work that is behind schedule, unexpected
problems, encountered, other difficulties, and take action to resolve them.
✓ Task Assignments: assignment of new or expanded tasks, always with
products and time deadlines specified.
✓ Other Business: covering anything that was not already addressed.
✓ Reminder of Next Meeting: include changes in scheduling where this is
unavoidable.
Schedule the most critical items early in the agenda. This assures adequate time
for discussion and full participant attention, since participants are likely to be
most alert and involved early in the meeting, and no one will have left.
Determine necessary attendance based on the agenda. It is important in

planning a meeting to decide who should be present (besides any regular
members), and then give them as much advance notice as possible.
Be sure necessary supporting materials are available. When possible, they

should be mailed out along the agenda, for review before the meeting. If not, set
aside 15 minutes before the meeting so participants can review the materials and
become familiar with them.
Participating in Meetings
Good communication skills are among the most important factors in effective
meetings. Consider some basic skills that can help members to participate more
effectively in planning council meetings.
Listening
Listening is a basic communication skill, yet one of the most difficult to master.
Many people tend to half - listen - they are preoccupied with their own ideas or
how they are going to respond instead of paying attention to the speaker. When
people don’t listen, they interrupt each other, jump from one subject to another,
or repeat what has already been said. This slows the process and can lead to
misinformation, wasted time, and frustration. Some techniques to improve
listening include:
✓ Concentrate on listening, not on what you have to say. Reflect on what

has been said before you speak. If you listen carefully, you may identify
aspects of the issue you had not considered.

✓ Listen to all that is being said. Do not interrupt as soon as someone says
something to which you object, give the speaker the opportunity to
complete his/her statement, and wait until you have heard the entire idea
before judging.
✓ Listen actively. Look at the speaker. Take notes; this can help you focus if
you have trouble paying attention, and to recall what was said.
Closing Meetings
Ask participants for advice and assistance in improving meetings. Use the
FILTER assessment after every meeting and track progress. Ask everyone to
comment on the positive and negative aspects of the meeting, and to offer
suggestions for improving future meetings.
To Meet or Not to Meet?
All too often we schedule meetings which may not be necessary. The decision
whether or not to hold a meeting should start with an identification of our
objectives. What do we expect to achieve through a meeting?
Ask, “Is a meeting necessary to accomplish this task?” Consider:
Meeting Alternatives:
 If the meeting purpose is to disseminate information, try E-mail, sending a

one-page memo or fax, or assigning people to informally pass around the
information.
 If the need is to gather information, try using a written survey, having one
person collect the information one-on-one, or having a small team collect the
information.

Behavior Analysis
Appropriate interactive skills are essential to group dynamics. Understanding and
demonstrating the behaviors will enhance the effectiveness of meetings.
In the late 1960’s and early 1970’s, Neil Rackham of the Huthwaite Research
Group (based in England) attended hundreds of meetings and did extensive
research on what makes productive vs. non-productive meetings. He found eight
types of verbal behaviors, which fall into three classes.
Proposing
Building
Initiating
Reacting Clarifying
Testing Understanding
Supporting
Seeking Information
Disagreeing
Giving Information
Defending/Attacking

a. Initiating Behaviors
Proposing
Initiating Building
Let’s take a look at the two initiating behaviors: Proposing and Building. Each is
concerned with putting forward ideas or actions.
• A Proposing behavior puts forward a new suggestion, proposal or course of

action.
• A Building behavior, usually in the form of a proposal, extends or develops a

proposal made by another person.
Difference Between Proposing and Building

Proposing puts forward an independent, new idea of one’s own.
In Building, one puts forward an idea based on someone else’s proposal. Since
Building is an expansion of someone else’s plan or suggestion, it can occur only
after a proposal has been presented. For example, it’s not possible to build on
another person’s information giving.
Let’s look at Proposing and Building more closely.

Proposing
When people make proposals, they put forward a new suggestion, proposal or
course of action. Here are some examples:
Don’t forget to
include Rani on
I suggest we Ask Ram to the distribution list.
Let’s ask take notes.
begin by Hari to join
looking at the us.
agenda.
Notice that Proposing can take many forms. Sometimes it’s a gentle suggestion;
at other times it’s an explicit command. It may be expressed as a statement or
even a question. But if it presents an idea that’s both new to the discussion and
actionable, it’s classified as Proposing.

Not all Proposing is about the content of the discussion. Some proposals serve to
structure the discussion rather than contribute to the content. For example:
I suggest we think
Now that we agree about these ideas until
on the problem, let’s the next meeting and
try to understand the come back with
causes. suggestions.
Let's
understand the Mira, please
problem first. It’s time we record the
heard from Asha ideas.
on this one.
Making proposals about structure and procedures is an important way to guide

discussions.
Write two examples (your own) of Proposing.
1.
2.

Building
A Building behavior usually sounds like a proposal, but it extends or develops a

proposal made by another person.
Here are some examples of how a build extends or develops a proposal made by
someone else:
And Mina
Propose: I suggest we Build: could answer
begin by our questions
reviewing last about them.
year’s figures.
Propose: Build:
Yes, we
Let’s could ask
ask him to bring
Ram to us up to date
join us. on the
subject.
Propose: Build:
Don’t forget to Okay. We can

invite Naren to the get his email id
next meeting. from John.
Propose: Build:
Let’s try to Right. Lets

reach a begin by
consensus. listening to
ideas.

Building often follows a short supportive statement for the original idea, such as
“right,” “good idea,” or “I like that.” Then a suggestion for expanding the proposal
or making it easier to carry out follows.
Building can be used in this way to tie into the proposal and support part of it
rather than focusing on an area of disagreement.
Write two examples (your own) of Building.
1.
2.
The Effects of Initiating Behaviors
People who use a lot of Proposing and Building are seen as creative “idea”
people who are stimulating, although High builders are seen as more stimulating
than High proposers.
- High proposers are seen as competitive and low on interest in the ideas of
others.
+ High builders are seen as both cooperative and interested in the ideas of
others.
+ Building makes others feel valued and eager to offer more ideas.
If we want to increase involvement and participation in our discussions. We’re

more likely to succeed if we are high builders.

b. Clarifying Behaviors
• Seeking Information
Clarifying
• Giving Information
• Testing Understanding
Clarifying behaviors exchange information, fact, opinion and clarification.
• Seeking Information is a behavior that seeks facts, opinions, proposals or

clarification from others.
• Giving Information is a behavior that offers facts, opinions, or clarification to
others.
• Testing Understanding is a behavior that seeks to establish whether or not
the meaning of an earlier contribution has been understood.

Seeking Information
People Seeking Information are asking for facts, opinions or clarification from
others. Here are some examples:
Do you know How do you think we
How
how to do a can do this in less
does it
risk time?
work?
assessment?
How do you
feel about
it?
Seeking Information is always a question. It asks someone to give information,

opinions, or feelings. Seeking Information behavior expects an answer; it is
followed by a pause that invites response.
Asking for a proposal is an important Seeking Information behavior. It asks for

the creation of ideas for action. For example:
How should
we
I’d like to hear your
approach
Shouldn’t we ideas for the
the
generate more product launch.
problem?
alternatives?
Write your examples:
1.
2.

Giving Information
The most common of all the behaviors is Giving Information. It may be a reply to
a question, a simple announcement of fact, or an expression of opinion. Here are
some examples:
I’m worried about
missing our
I don ‘t think we should deadline.
accept the offer.
I don’t
know why. Yes.
This machine is
easier to
operate.
I think she will Their team

make a good solved a similar
facilitator. problem last
year.
Write two examples (your own) of Giving Information.
1.
2.

Testing Understanding
People Testing Understanding are trying to establish whether or not the meaning
of an earlier contribution has been understood.
So, are you saying that you’d You seem

rather postpone the uncomfortabl
meeting? e able about
taking on this
assignment –
Do you mean am I right?
you’d be
willing to
make the
revisions? Can I conclude
that we agree
that this is the
best solution?
Are you
saying you
can’t
support this
plan?
Testing Understanding is always a question which requires a response: When

you see Testing Understanding, you’re checking to be sure that what you think
the speaker said or meant was actually what was said or meant. To do this, you
put forth your best guess or hypothesis and ask for verification from the speaker.
Write two examples (your own) of Testing Understanding.
1.
2.

Sometimes Testing Understanding checks on simple facts, such as:
Proposing: Testing Understanding:

A.M. or
Let’s P.M.?
exercise at 6.
Other times, Testing Understanding checks on deeper implications, such as:
Giving Information: Testing Understanding:
Are you saying

I can never
my expectations
please you.
are too high?
Although you usually use Testing Understanding to check on your own

understanding, you may also use it in reverse to make sure someone else
understands your meaning. For example:
Are you with Do you follow

me? my reasoning?

Effects of Clarifying Behaviors
+ When a person uses a lot of Seeking Information behavior, other people

feel involved and satisfied that there is an interest in their views. The
exchanges resulting from the use of Seeking Information are connected
question-and-answer sequences. The discussion is more focused with
people talking about the same thing.
+ High Seeking Information behavior seems to shorten the amount of time it

takes to resolve issues.
- People who use a lot of Giving Information behavior are frequently seen
as less interested in the views of others than in putting forward their own
points. They also tend to do a lot of proposing.
- When Giving Information behavior dominates, the discussion often seems

disjointed, and people become confused or annoyed.
+ People who use Testing Understanding behavior frequently are less likely
to make mistakes by doing the wrong thing. Others appreciate knowing
the person is interested in their ideas or instructions.
- When Testing Understanding dominates, it takes a long time to get

anything done, and individuals or group can be perceived as insecure.

c. Reacting Behaviors
Supporting
Disagreeing Reacting
Defending/Attacking
Reacting behaviors put forward an evaluation of other people’s contributions.

There are three types of reacting behaviors: Supporting, Disagreeing and
Defending/Attacking.
A Supporting behavior makes a conscious and direct declaration of support for

another person or for the person’s ideas or opinions. Supporting behavior can
vary from the simple non-verbal nod to a long, complex statement.
A Disagreeing behavior states a direct disagreement, or it raises obstacles and

objections to another person’s ideas.
Defending/Attacking behaviors either attack a person directly or defend oneself

against an attack or criticism. These behaviors usually involve value judgments
and contain emotional overtones.
The chief difference between Disagreeing and Defending/Attacking is that

Disagreeing is about issues while Defending/Attacking is about people.

Supporting
A Supporting behavior makes a conscious and direct declaration of agreement or

support for another person or for the person’s ideas or opinions. Here are some
examples:
You did that I think

well. you’re on Its great
target stuff!
That’s a good about
idea. that.
Remember that Supporting is about either the person or the person’s

contributions. The person must be present. Praising someone who is not in the
room is not classified as Giving Information, not Supporting.
Write two examples (your own) of Supporting.
1.
2.

Disagreeing
A Disagreeing behavior states a direct disagreement, or it raises obstacles and

objections to another person’s ideas. Here are some examples:
We better not
No, do that until
that’s not we analyze
true. I don’t agree We
That won’t for cause.
with your can’t
work here.
proposal. afford
it.
The disagreement in each case is about the issue. Raising obstacles or

objections is one way of disagreeing. Another way to state a lack of support for
an idea or to declare it incorrect.
Write two examples (your own) of Disagreeing.
1.
2.

Defending/Attacking
Defending/Attacking behaviors either attack a person directly or defend oneself

against another person. They usually involve value judgments and contain
emotional overtones. Here are some examples:
You don’t There you

handle go tangent
criticism again!
That wasn’t very well, do
my fault. you?
You don't
understand
what the
hell is
going on!
Defending/Attacking is usually about people rather than issues, but occasionally

a negative evaluation of an issue is stated with such high emotion that is
classified as Attacking. “Your suggestion is downright unethical!”
Write two examples (your own) of

Defending/Attacking.
1.
2.

The Effects of Reacting Behaviors
+ Supporting behavior tends to make people feel happier.
- Decision making sometimes takes longer when people disagree very little
because there may not be buy-in.
+ When Disagreeing is high, people feel involved.
+ High Disagreeing is usually perceived by others as rational behavior that

is centered on the issue and not on the individual.
- Defending/Attacking by one person usually leads to Defending/Attacking

by others. This results in a defend/attack spiral where tempers become
frayed. A spiral is easy to start but hard to stop.
- Defending/Attacking behaviors usually reduce initiating behaviors and

move the focus away from the issues under discussion.
- High Defending/Attacking behavior is seen as making personal attacks,

moving away from issues, and becoming emotional.

d. Process Behaviors
Besides the eight interactive behaviors, there are two behaviors we call “process
behaviors”. Easing in and Easing out. The process behaviors control or
influence the participation of others.
Easing In is a behavior which directly attempts to involve another person or

increase his or her chance of contributing to the discussion. Easing In is a useful
technique for ensuring participation by all group members.
Easing Out is a behavior which excludes another person or reduces his or her
chance of contributing to the discussion. Although Easing Out can prevent
participation of some group members, it can be helpful in preventing domination
by one or two individuals and in preventing the group from straying from its
agenda.
Easing In Hari, you were involved in a similar project last year. How did you
collect data?
Easing Out Radha, you’ve brought out a lot of interesting points. Maybe
someone else has something to add.
Unlike Initiating, Clarifying and Reacting behaviors, Easing In and Easing Out do
not have content. They are used with other behaviors. For example, people who
Ease Out by interrupting don’t just interrupt, they interrupt by proposing,
disagreeing, giving information.

FILTER
Facilitator – Instruction
• At the end of the meeting, ask everyone in the room to write their rating of the
meeting on a scale from 1 to 7, with 7 being the highest. They should mark on
the given form.
• Poll the group for scores and write them on a flipchart
• Finally ask all of those who rated the meeting below some threshold (perhaps
4) why they felt the meeting was that ineffective. Ask how they tried to correct
this. Encourage them to do the same next time. That gets the facilitator and
the group some useful information that those who rated the meeting higher
may have missed.
When you do this you will find it important to allow enough time to
engage in important dialog which may arise. Also refuse to force
the issue; if people think the meeting went well, then say “Great!”
and acknowledge the efforts.
• Record the final scores as input to Team Index

Process Check Rating Form
For each of the following rating scales, silently rate your team’s process as you experienced
it during the meeting.
F Focus
1 2 3 4 5 6 7
The meeting lacked focus, The meeting showed orderly

wandered from one topic to progress on the task and
another, dwelled on trivia. followed an agenda.
I Involvement
1 2 3 4 5 6 7
A few members dominated, Everyone contributed Ideas and

while others stayed quiet. took part in team decisions.
Listening
L 1 2 3 4 5 6 7
One person talked at a time; team

Team members failed to members listened respectfully. No
actively listen to one another. cross talks.
T Time Management
1 2 3 4 5 6 7
Time was mismanaged. Spent Time was well managed and time
too long on some items & spent was proportionate to
hurried through some. significance of item.
E Energy Levels
1 2 3 4 5 6 7
People were disinterested People participated with

-low enthusiasm exhibited. enthusiasm and high energy.
R Results
1 2 3 4 5 6 7
The objectives of the Objectives were achieved with

meetings were not achieved,
no conclusions reached. sign off on the deliverables.
In order to improve the ratings of the meeting we need to improve on

Quick Guide to Effective Team Meetings
TEAM MEETING PLANNING

QUESTIONS TO ASK BEFORE MEETING: PAL – Purpose, Agenda, Limits.
1. What is the purpose of the meeting?
2. What are the desired outcomes?
3. Is a meeting really necessary to achieve
the purpose and outcomes?
4. What alternatives exist to meeting?
5. Who should attend the meeting?
6. What is the chemistry of the invitees?
7. What is the agenda?
8. What unexpected issues might arise?
ACTIVE FACILITATION STRATEGIES
Set ground rules to create a team contract of Appoint roles to formally share meeting
how people will behave. It keeps the meeting ownership. Examples:
focused. Example: Facilitator: Objectively leads meeting.
➾ All participate. Scribe: Notes actions/decisions on flip
➾ Challenge ideas instead of individuals. chart.
➾ Start on time/Stop on time (SOT/SOT). Timekeeper: Monitors time, focuses
➾ One conversation at a time. group.
➾ Confidentiality. Others: Designated by group as needed.
➾ Evaluate the meeting. Effectiveness using
FILTER
The parking lot is a visible space to write Involve participants at the start by
items that are important, but not relevant to spending a few minutes checking in. This
the issue at hand. The Parking Lot is invaluable communication period sets the
analogous to a car in the parking lot. It is tone for the entire meeting. Try:
important for moving to the next destination, ➾ 5-minute informal
but irrelevant to the moment at hand (for conversation period.
immediate meeting’s purpose). Designate a
scribe and note issues on a flip chart. ➾ Paired interviews on
predetermined topics.
➾ Roundtable sharing of
business concerns and good news.

Pre-meeting assignments are tasks done Presentations can be time wasters if they
by participants in advance of the meeting. If are not planned and facilitated well. Follow
you assign them, abide by these rules: these ground rules to ensure quality and
➾ Explain why it is important. critical thinking:
➾ Give adequate lead time. • Separate presentation from
➾ Provide clear instructions (read, discussion.
analyze…) • Allow clarification questions
➾ Emphasize need to complete it in only, during presentation.
advance.
• Give participants reflection
➾ Assign it only if you intend to use it. questions:
➾ Plan a process for using assignment at What points did you agree / disagree with?
meeting. How could the proposal be improved? What
➾ Remember to keep commitments. new questions does it raise?
Meeting breakouts work for 10 or more Breakout team process options:

participants and are effective at reducing ➾ Buzz teams.
meeting cycle time and maximizing results.
➾ Small teams on same task;
➾ Determine space requirements. report outs.
➾ Decide size of breakout teams. ➾ Small teams on varied tasks;
➾ Plan composition of breakout team. report outs.
➾ Determine supplies/materials needed. ➾ Focused, short report outs.
➾ Plan breakout team process. ➾ Time for silent reflection.
➾ Process for action on team
information.
➾ Process for making decisions.
Flip charts are invaluable for: Flip charting tips:

➾ Keeping meeting focused. ➾ Write the words that people say
➾ Freeing participants from note taking. if possible.
➾ Catching up latecomers. ➾ Share scribe role among
multiple members.
➾ Depersonalizing ideas.
➾ Keep all information visible
➾ Helping note taker. (hang charts).
➾ Retaining the process visually and ➾ Clarify with team when you add
emotionally. your ideas.
Get some colored markers and a scribe, and ➾ Seek permission to paraphrase
you are ready to create a meeting mind ideas.
map!
➾ Establish and use a Parking Lot.
➾ Use color.
➾ Print clearly.

TROUBLESHOOTING
Helping Behaviors Processing Conflict
Proposing “How about….” Acknowledge feelings. Feelings cannot
Building “To build on Diane’s idea…” realistically be left outside the meeting. Get
them into the open.
Information Seeking “Please describe…”
Remain neutral. Respect people’s right to
Opinion Seeking “How do you feel, have their feelings and encourage
Kenny?” expression.
Information Giving “Here is my report..” Seek first to understand, then to be
Opinion Giving “My opinion is….” understood. Model and expect this
behavior.
Disagreeing “I disagree with Ron
because…” Process feelings by:
Summarizing “To recap the issue…” • Observing silence (reflection
Testing Comprehension “I heard you time).
say…” • Taking a break.
Consensus Testing “How many agree?”
• Silently brainstorming issues on
Encouraging “Say more about that idea…” cards.
Harmonizing “What do we agree on?”
• Round-robin sharing of
Performance Checking “How close are concerns.
we?”
• Buzz team discussion and
Standard Setting “We need to decide by…” sharing.
Tension Relieving “The humor in this is…”
• Identifying areas of conflict and
Paraphrasing “What I heard you say commonality and ideas for bridging
was…” gaps.
• Suggesting ways of resolving
conflict.
Refocus conversation on original
topic/goals.
Hurtful Behaviors and Strategies Dealing with Unruly Behavior
Late Arrivers Start on time, don’t update. • Establish ground rules before
Side conversations Stop, look at offenders. problems occur. Refer to them often.
Ask them if they would like to share their
idea.
• Confront unruly behavior.
Dominators Ask them to scribe ; use • Expect all participants to share

ground rules; seek input from all responsibility for meeting process.
participants. • Communicate non-verbally.
Quiet Members Periodically draw them in
without putting them on the spot. • Recognize helpful behavior.

Rambling Stay focused on agenda, use • Meet privately with repeat
Parking Lot if point is relevant. offenders.
Negativity Ask group to comment on
negative opinions. Check for
• Create group signal for
confronting unacceptable behavior.
agreement/disagreement.
Consensus Building Recognize Symptoms of Conflict

Consensus is a psychological state of • Ideas get attacked before they are fully
supporting an action or decision that the stated.
group decides to pursue.
Formula: C=A+S
• Comments are personal attacks.
(Consensus=Agreement+Support) • Suggestions don’t build on previous ones.
Test for consensus to determine team • Win-lose pressures.
functions (meeting frequency, ground rules,
roles, etc.); agree on team projects; agree on • Victim mentality (Versus proactive).
key implementation points of projects.
• Members take sides.
Recipe for consensus:
Act to Resolve Conflict
I’ve heard and understand your position.
You’ve heard and understood my position. • Recognize that conflict is a natural,
inevitable aspect of team process.
The decision does not compromise my
values or ethics. • Mutually agree resolution is desirable.
I can support the proposed decision. • Empathize with each other.
• Move from problem identification to
solution.
• Seek a variety of opinions on issue.
• Listen.
REFLECTIVE EVALUATION
Seek closure by summarizing and Post Mortem The only way to improve
generating conclusions and / or action items meetings is to strengthen what works and
throughout the meeting. Record them on a eliminate or change what doesn’t.
flip chart. This makes reaching conclusions Here are a few ideas:
and minute writing easier.
Take action on Parking Lot items at end.
Reflect on:
Review outcomes, decisions, and actions.
What actions have been decided?
Highlight items for next agenda.
What decisions have been made?
Critique session: Open conversation, written
What are agenda items for next time? survey, combination.
What issues remain open?

Sources:
1. Conducting Effective Meetings: Ryan White

2. Effective Meetings: Santa Clara university web-site
3. Team and Organization Development Source book: Mel Silberman
4. Meeting Effectiveness training module : GEMS
5. How to run better business meetings : 3M

Teaming Manual
for
Six Sigma
Team Measures Module

Teaming is a process and it needs to be measured. It is a vehicle for delivering
Six Sigma. While the final results are the deliverables of the project team, the
process is equally important and we need to have a measure for that.
"That which cannot be measured cannot be managed" – The simple reason why
we need to measure team performance.
The Team measures are classified into two categories as follows:
1. Universal Measures: Those Measures that cut across all teams across the
Corporation. Every Six-Sigma team will measure itself on these.
2. Choice Measures: The Teams can choose some of the additional Measures
out of the given Menu. The Choice Measures can be chosen by the team by
using Ranking or Multi voting method (facilitated by BB). Four measures out
of the Menu need to be picked up which is relevant to the teams.
3. A measure can be dropped (out of the Choice Norms) and a new measure
can be taken up only when a chosen measure has been consistently rated
high for 3 measurement points. The new measure will be adopted on
consensus from the Team members.
Universal measures:
3. Keeping Commitments ( U1): ( of Deliverables and Time schedules)

Members will support the decisions of the team after they are made. Members
will live up to their team commitments, recognizing that failure to do so affects the
whole team's progress.
E.g.:
a. If we must be late or absent, we will inform the team facilitator, or a team
leader a day in advance.
b. We will always come to meetings prepared to work on the agenda that we will
receive before the meeting. Our preparation and data collection will be
complete, and we will be ready to discuss the issues on the agenda.
2. Measuring Meeting Effectiveness (U2): The team needs to measure its

Meeting Effectiveness using FILTER format after Every Meeting.
3. Team Process Assessment: Every month, i.e. first meeting of every month
during the project life the team stops to examine how well it is functioning and
what may be interfering with its effectiveness. Do we have a good balance
between getting the results (deliverables) and the teamwork (process). The
Choice Measures will help them in measuring other aspects of Team in addition
to the two above stated measures.

Team Measures
The Universal Norm of Meetings have been given weightage of 3, that of
commitments has weightage of 2 and other four choice measures have
weightage of 1 each.
The details of working of Teaming index is as follows
The teaming index

dimensions total of 6 Frequency
Universal 1. keeping commitments Once a month
(deliverable & time schedules)
1. meeting effectiveness* After every meeting
• FILTER format will be used
Choice not more than 4 from the menu Once a month

scale Likert scale (1-7).
Calculating Team effectiveness index

Step 1 - Calculate Meeting Effectiveness Score
• meeting effectiveness will be calculated by taking the data of all the meetings
held over the month in question using the FILTER format
Sample data : assuming 2 meetings are held during the month in question
Meeting 1
member F I L T E R
a 3 5 5 6 4 2
b 4 6 5 5 5 3
c 3 4 5 4 5 2
d 2 5 4 6 1 2
total 12 20 19 21 15 9
average 3 5 4.75 5.2 6.2 2.2
rating - r
meeting 1score (∑r/6) - M1 4.4

Meeting 2
member F I L T E R
a 2 5 5 1 4 2
b 4 5 5 5 2 3
c 3 4 2 4 5 1
total 9 14 12 10 11 6
average 3 4.3 4 3.3 3.6 2
rating - r
meeting 2score (∑r/6) - M2 3.37
Meeting effectiveness score for the month : ∑(m1, m2…..mn)

N
ME Index (U2) 3.9
Step 2 - collect data on other dimensions
member U1 C1 C2 C3 C4
a 3 5 5 6 4
b 4 6 5 5 5
c 3 4 5 4 5
d 2 5 4 6 1
total 12 20 19 21 15
average 3 5 4.75 5.2 6.2
rating -d
Step 3 - Weightage
To reflect its importance, Meeting effectiveness( U2) will be multiplied by 3

Commitment ( U1) will be multiplied by 3
Adjusted Meeting effectiveness score(AME) = ME*3 = 11.7
Step 4 - Calculate Team effectiveness index
Team effectiveness Index (TI) (U1x3)+(U2x3)+C1+C2+C3+C4

10*
* weightage of 3+3+1+1+1+1

The meeting effectiveness Index is calculated after every meeting while the other
measures are measured on the first meeting of every month for the previous
month and TI is calculated and reported monthly.
A Menu for Choice Measures:

Out of the list of 12 measures you are required to pick up 4 measures. You may
classify these 12 in to A, B or C ( "A" being most important for you and "C" of
less importance). Then by weighted voting
pick up 4 out of the more important ones to you and track your progress on the
scale of 1 to 7.
IMPORTANCE
Rate as A, B or C in
order of importance
1. Clear Task: The task or objective of the group is well

understood and accepted by the group.
2. Mutual Support: We avoid blaming people for the
shortcomings of our team. If our team or team members
somehow fail to do its tasks, we examine our team
process and attempt to improve it. If individuals are
having trouble meeting their commitments, the team
supports them in every possible way.
3. Participation: There is a lot of discussion in which
virtually everyone participates, but it remains pertinent
to the task of the group.
4. Valuing Difference: We value differences of opinion ,
explore reasons, check assumptions and work towards
convergence
5. Disagreement: There is disagreement but the team is
comfortable with this and shows no signs of avoiding
conflict. Disagreements are managed effectively
6. Consensus: Most decisions are reached by consensus;
formal voting is kept to a minimum.
7. Open Communications: Team members feel free to
express their feelings on the task as well as the group’s
operation. There is little “sweet talk” and few hidden
agendas.

IMPORTANCE
Rate as A,B or C in
order of importance
8. Clear Assignment and Roles: When action is taken,

clear assignments are made and accepted. All
members are clear of their roles and responsibilities
9. Shared Leadership: While the team has a formal

leader, leadership functions shift from time to time
depending upon the circumstances, the needs of the
group and the skills of the members.
10. Facilitator support: The facilitation to our group is very
effective in terms of content and process inputs that
helps us in working together to achieve our goals
11 Respect for team: Undermining team decisions or
second-guessing and bad-mouthing the team and its
work outside the team setting to nonmembers is
unacceptable behavior.
The discussions and decisions of this team will be kept
confidential and not shared with anyone outside of this
group, until agreed to by all participants.
12 Decision making: When faced with a decision, we will
first decide how to make the decision. Our general rule
is to (1) state the problem, (2) discuss different ideas,
(3) examine the benefits and risks associated with
different approaches, and (4) select an approach we
can all support.
Now tabulate the top say 8 criteria and use weighted Voting to arrive at Top 4
Measures you will use for tracking. Enlist those Choice Measure in the following
table and measure it by rating on the 7 point scale.

The Choice measures as agreed by the Team
Choice Measures
1

Rating Sheet to be filled every month
For the month of ______________________
U1 U2 [AME] C1 C2 C3 C4
U1 X 3 = _____________
U2 [AME] = _____________
T1 = _____________

Sources:
1. Team and Organization Development Sourcebook : Mel Silberman

2. Wisdom of Teams: Katzenbach and Smith
3. Leading your Team : Andrew Leigh and Michael Maynard
4. Teams at the top : Katzenbach
5. Team players and Team work Glenn M Parker
6. For Team Members only Manz, Neck, Mancuso
7. Building Your Team- Eales-White
8. Thomas Kilman Instrument- Xicom
9. How Teamwork Works--John Syer and Connolly

Teaming

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Teaming Manual

Proprietary to Wipro Limited -1-

Team Basics Module

Proprietary to Wipro Limited -2-

Designed for Six Sigma Project teams

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5. What draws me near? What pushes me away?

6. How do I usually contribute in a group.

7. What are My 2 “Areas to watch out for” in group setting.

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10. What do I expect to gain personally by participating in this Six Sigma

According to me a Team is:

We need an effective team for doing a Six Sigma project, because

Proprietary to Wipro Limited -7-

Why are teams important?

✔ Teams improve communication. In a proper team, members are

✔ Teams do work that ordinary groups can't do. When a task is

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✔ Teams mean improved processes. Processes occur across functions. Only

Source :Why Teams Don't Work by Harvey & Michael Finley

4 Compelling Reasons for Teams in an organization

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According to me three reasons why Teams fail are:

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Why Teams Don't Work

Symptom - What you see Real Problem

People with private agendas Mismatched Needs

The team task has been thrust Bleary Vision

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A team is a small number of people with complementary skills who are

“Focus on Team Basics”

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Technical / Small number

Collective Work Commitment Personal Growth

The Vertices of the triangle indicate what teams deliver;

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• Technical or functional expertise.

• Problem solving and decision-making skills.

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1. A common, meaningful purpose sets the tone and aspiration. Teams

2. Specific performance goals are an integral part of the purpose.

First they define a team work-product that is different from both an

Second, the specificity of the performance objectives facilitates clear

Third, the attainability of specific performance goals helps teams

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Last, performance goals are compelling. They challenge the people on

3. The combination is essential to performance. A team’s purpose and

At its core, team accountability is about the sincere promises we make to

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ROLES: Do all members know what is expected of

NORMS: How is the accomplishment of team tasks

GOALS: Are the goals clearly stated, accepted and

RELATIONSHIPS: Is the team continuously working

2. Without those roles and responsibilities becoming straight jackets

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Team Role Focus Duties

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Keep adding or making changes during life of the Project

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A Six Sigma team goal has several parts:

• An Overall purpose as stated by the Champion in the beginning of the project