Team Management Models

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This presentation is a collection of PowerPoint diagrams and
templates used to convey 26 different Team Management models
and frameworks.
Team Management
Models
Diagrams and Templates of Team Management
Models and Frameworks

© Operational Excellence Consulting. All rights reserved. 3
Contents
1. Mintzberg’s Management Roles Model
2. Butler & Waldroop’s Four Dimensions of Relational Work Model
3. Lencioni’s Five Dysfunctions of a Team
4. Birkinshaw’s Four Dimensions of Management Framework
5. Waldroop & Butler’s Six Problem Behaviors
6. The GRPI Model
7. Tuckman’s Model of Team Development Stages
8. Cog’s Ladder: A Model for Group Development
9. Belbin’s Team Roles Model
10. The JD-R Model
11. Margerison-McCann Team Management Profile
12. Blanchard & Thacker’s Training Needs Analysis Framework
13. The ADDIE Model
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Mintzberg’s
Management
Roles Model

Insert Header
Insert bumper – takeaway statement
Mintzberg’s Management Roles Model (TEMPLATE)
Category Roles
Interpersonal
Figurehead
Leader
Liaison
Informational
Monitor
Disseminator
Spokesperson
Decisional
Entrepreneur
Disturbance Handler
Resource Allocator
Negotiator
Source: Henry Mintzberg

Butler &
Waldroop’s Four
Dimensions of
Relational Work
Model

Description of the “Four Dimensions of Relational Work”
Butler & Waldroop’s Four Dimensions of Relational Work Model
Source: Timothy Butler & James Waldroop
1. Influence
People who are strong in this dimension enjoy being able to influence others.
They are great at negotiating and persuading, and they love having knowledge
and ideas that they can share. Influencers are also good at creating networks:
they excel at making strategic friendships and connections.
2. Interpersonal Facilitation
Team members who are strong in this area are often “behind the scenes”
workers. They are good at sensing people's emotions and motivations. They
are also skilled at helping others cope with emotional issues and conflict.

Insert Header
Butler & Waldroop’s Four Dimensions of Relational Work Model (TEMPLATE)
Influence
Interperson
al
facilitation
Relational creativity
Team
leadership
Source: Timothy Butler & James Waldroop

Inattention to Results
Avoidance of Accountability
Lack of Commitment
Fear of Conflict
Absence of Trust
Patrick Lencioni’s Model of the Five Dysfunctions of a Team
Lencioni’s model of the five dysfunctions of a team highlights the key
obstacles that stand in the way of team success
Source: Patrick Lencioni

Birkinshaw’s Four
Dimensions of
Management
Framework

Insert Header
Birkinshaw’s Four Dimensions of Management Framework (TEMPLATE)
Managing Across:
Activities
Managing Down:
Decisions
Managing
Objectives
Managing Individual
Motivation
Managing Across:
Activities
Managing Down:
Decisions
Managing
Objectives
Managing Individual
Motivation
Bureaucracy
Alignment
Hierarchy
Extrinsic
Emergence
Intrinsic
Obliquity
Collective
Wisdom
Traditional Alternative
Dimension Principles
Source: Julian Birkinshaw

The Six Problem Behaviors help to identify and overcome obstructive
behavior patterns in a team
Psychologists James Waldroop and Timothy Butler identified a number of
behaviors that commonly hurt people's careers, and drew out six of the most
troublesome characteristics. These are:
1. The Hero
2. The Meritocrat
3. The Bulldozer
4. The Pessimist
5. The Rebel
6. The Home Run Hitter
The Six Problem Behaviors
Source: Waldroop & Butler

The Six Characters and Their Problem Behaviors
2. The Meritocrat
Meritocrats believe that the best ideas stand on their own; and they don't
instinctively understand why they should have to "sell" or reshape an idea to
meet others' expectations. They loathe office politics, and they're often poor
negotiators, because they find it frustrating to get buy-in for their ideas.
Meritocrats are usually hard working and intelligent, and they have a great
deal of integrity. Despite this, their careers often stall. Their lack of political
savvy overshadows their talent, meaning that others are promoted ahead of
them. They may also be unwilling to sell their ideas to key stakeholders,
restricting their own visibility within their organization.

4. The Pessimist
Pessimists oppose any change; they are the naysayers who urge caution for
even the smallest decisions.
They’re largely driven by fear. As a result, they work to avoid mistakes and
failures, and, because of this, they can stifle not only their own creativity, but
other people's as well.

6. The Home Run Hitter
Home Run Hitters work for the approval of their boss and colleagues. Like
Heroes and Bulldozers, they may land the biggest clients or make huge sales,
but unlike these characters, Home Run Hitters are motivated by a need for
approval, rather than by personal or organizational goals.
Hitters are successful, but they often bite off more than they can chew. As
such, they can damage both their own prospects, and their team’s success, by
“going big” when a smaller action would have been more appropriate.

The GRPI Model can clarify your team’s purpose, set priorities,
increase efficiency, and identify and prevent potential problems
The GRPI Model
Source: Richard Beckhard
Clear direction
Shared values
Sense of purpose
Defined responsibilities
Clear ‘rules’ for working together
Understanding of what each other does
Clear communication
Decision-making authority
Dispute management
Trust
Mutual support
Genuine friendliness
Goals
Roles
Interpersonal Relationships
Processes

Team Dynamics

Tuckman’s Model of Team Developmental Stages for Small Groups
FormingForming
Team members
meet each other
Team members
learn about the
task
All team
members learn
what their roles
will be
StormingStorming NormingNorming PerformingPerforming
Team members
learn how to work
together
Team members
learn about other
member’s abilities
Leader focuses
the team
Team starts to
work and act
together
Roles evolve into
helping the team
succeed
Team members
are more likely to
express opinions
Team members
work hard toward
goal
Members are
flexible and help
each other
Leader’s role is
blurred –
everyone is
focused
Source: Adapted from Bruce W. Tuckman
Tuckman’s Model of Team Development Stages

Cog’s Ladder: A
Model for Group
Development

Insert Header
Cog’s Ladder (TEMPLATE)
Why We’re Here Stage
Co-operation Stage
Esprit Stage
Bid For Power Stage
Polite Stage
Getting acquainted, sharing information,
holding back, seeking approval, hidden
agendas, low conflict, etc.
Clarifying purposes, sharing values, forming
cliques, some risk-taking, questioning, etc.
Competition, win-lose arguments,
withdrawing, controlling, criticism, etc.
Listening, collaboration, shared leadership,
consensus, group identity, etc.
Creativity, trust, support, caring, openness,
respect, acceptance etc.
Source: George O. Charrier

Belbin’s Team Roles Model identifies nine team roles that underlie
team success and can be used to develop its strengths and manage
its weaknesses
Belbin’s Team Roles Model
Source: Dr Meredith Belbin
Action Oriented Roles Shaper Challenges the team to improve
Implementer Puts ideas into action
Completer Finisher Ensures through, timely completion
People Oriented Roles Coordinator Acts as a chairperson
Team Worker Encourages cooperation
Resource Investigator Explores outside opportunities
Thought Oriented Roles Plant Presents new ideas and approaches
Monitor-Evaluator Analyzes the options
Specialist Provides specialized skills

The JD-R Model

The Job Demands-Resources (JD-R) Model
The JD-R Model
Source: Bakker and Demerouti
The JD-R model includes a wide range of demands and resources/job
positives that could fit any occupation and industry.
The model puts working conditions into two categories – job demands and
job resources:
Job demands are the physical or emotional stressors in your role. These
include time pressures, a heavy workload, a stressful working
environment, role ambiguity, emotional labor, and poor relationships.
Job resources (job positives) are the physical, social, or organizational
factors that help you achieve goals, and reduce stress. They include
autonomy, strong work relationships, opportunities for advancement,
coaching and mentoring, and learning and development.

Insert Header
The JD-R Model (TEMPLATE)
Source: Bakker and Demerouti
Low High
Demands
Resources
LowHigh
Low Strain
Average Motivation
High Strain
Low Motivation
Average Strain
High Motivation
Low Strain
High Motivation

Margerison-
McCann Team
Management
Profile

Insert Header
The Margerison-McCann Team Management Profile (TEMPLATE)
Source: Adapted from Margerison and McCann
Explorers
Controllers
Advisors
Organizers
Explorer
Promoter
Assessor
Developer
Thruster
Organizer
Concluder
Producer
Controller
Inspector
Creator
Innovator
Reporter
Advisor
Upholder
Maintainer
LINKER

The Training Needs Analysis (TNA) framework provides a systematic
approach to identify gaps in employee training and related training needs
The TNA Framework
Source: Blanchard & Thacker
Performance
Gap
Performance
Gap
Person
Analysis
Person
Analysis
Organizational
Analysis
Organizational
Analysis
Operational
Analysis
Operational
Analysis
Non-Training
Needs
Non-Training
Needs
Training
Needs
Training
Needs
Identify
Performance
Discrepancy
and its Causes
Identify
Performance
Discrepancy
and its Causes

The ADDIE Model

Description of the ADDIE Model
DESCRIPTION
A systematic exploration of the way things are and the
way things should be and the difference is the
performance gap.
If the analysis identifies a performance gap, the design
phase will outline the performance objectives.
Using the information gathered in the analysis and
design phases, the performance solution is created.
This stage includes the delivery of the performance
solution.
Measurement of how well the performance solution
achieved the objectives.
AnalysisAnalysis
DesignDesign
DevelopmentDevelopment
ImplementationImplementation
EvaluationEvaluation
The ADDIE Model

The Conscious
Competence
Learning Model

DESCRIPTION
Unconscious
Incompetence
Unconscious
Incompetence
At this level, you are blissfully ignorant: you have a complete lack of
knowledge and skills in a specific area, and you're unaware of this. Your
confidence therefore far exceeds your abilities.
Conscious
Incompetence
Conscious
Incompetence
By this stage, you have discovered that you need to learn new skills. You
realize that others are much more competent than you are, and that they
can easily do things that you are struggling with.
Conscious
Competence
Conscious
Competence
At this level, you know that you have acquired the skills and knowledge
you need. You put your learning into practice regularly, and you gain
even more confidence as you use your new skills.
Unconscious
Competence
Unconscious
Competence
At this level, you use your new skills effortlessly, and you perform tasks
without conscious effort. You are completely confident of success. Once
you master one set of skills, it's important to learn more if you want to
continue to grow.
Description of the Conscious Competence Learning Model

Kirkpatrick’s Four-
Level Training
Evaluation Model

DESCRIPTION
Level 1:
Reaction
Level 1:
Reaction
This level measures how the learners react to the training. Attitude questionnaires
are often used. This level measures the learner's perception (reaction) of the
course. This level is not indicative of the training's performance potential as it does
not measure what new skills the learners have acquired or what they have learned
that will transfer back to the working environment.
Level 2:
Learning
Level 2:
Learning
This is the extent to which participants change attitudes, improve knowledge, and
increase skill as a result of the learning process. This level requires some type of
post-testing to ascertain what skills were learned during the training. The post-testing
is only valid when combined with pre-testing. Measuring the learning that takes place
in a training program is important in order to validate the learning objectives.
Level 3:
Behavior
Level 3:
Behavior
This evaluation involves testing the students capabilities to perform learned skills
while on the job, rather than in the classroom. Evaluations can be performed
formally (testing) or informally (observation). It determines if the correct performance
is now occurring by answering the question, “Do people use their newly acquired
learnings on the job?”
Level 4:
Results
Level 4:
Results
This level of evaluation measures the training program's effectiveness, that is, “What
impact has the training achieved?” Impact informs you of the return the organization
receives from the training. Decision-makers prefer this.
Description of Kirkpatrick’s Four-Level Training Evaluation Model
Kirkpatrick’s Four-Level Training Evaluation Model

Heron’s Six
Categories of
Intervention

Heron’s Six Categories of Intervention – What to say and ask
Heron's Six Categories of Intervention
Source: John Heron
Authoritative Prescriptive Give advice and guidance
Tell the other person how they should behave
Tell then what to do
Informative Give your view and experience
Explain the background and principles
Help the other person get a better understanding
Confronting Challenge the other person’s thinking
Play back exactly what the person has said or done
Tell them what you think is holding them back
Help them avoid making the same mistake again
Facilitative Cathartic Help the other person express their feelings or fears
Empathize with them
Catalytic Ask questions to encourage fresh thinking
Encourage the other person to generate new options and
solutions
Listen and summarize, and listen some more
Supportive Tell the other person you value them (their contribution, good
intention or achievements)
Praise them
Show them they have your support and commitment

The Emotional
Competence
Framework

The Emotional Competence Framework
DESCRIPTION
Knowing one’s emotions, strengths, weaknesses, drives,
values and goals and recognize their impact on others while
using gut feelings to guide decisions.
Managing or redirecting one’s disruptive emotions and impulses
and adapting to changing circumstances.
Managing other’s emotions to move people in the desired
direction.
Recognizing, understanding, and considering other people’s
feelings especially when making decisions.
Motivating oneself and being driven to achieve for the sake of
achievement.
Self-awarenessSelf-awareness
Self-regulationSelf-regulation
Social skillsSocial skills
EmpathyEmpathy
MotivationMotivation
The Emotional Competence Framework
Source: Adapted from the works of Daniel Goleman, Emotional Intelligence and Working with Emotional Intelligence

The Nine-Box Grid
for Talent
Management

Insert Header
The Nine-Box Grid for Talent Management (TEMPLATE)
Low High
Performance
Potential
LowHigh
Consider reassignment,
reclassification to a lower
level or exit from the
organization.
Effective performer, but may
have reached career
potential; try to coach
employee on becoming
more innovative, focus on
lateral thinking.
May be considered for job
enlargement at the same
level, but may need coaching
in several areas, including
people management.
With coaching, could
progress within level; focus
on stretch goals for this
employee.
Experienced high performer but
has reached limit of career
potential. Still a valuable employee
and can be encouraged to develop
communications and delegation
skills.
Current role may still provide
opportunity for
growth/development;
focused on tactical; focus
should be on helping
improve
strategic thinking.
Does extremely well at
current job with potential to
do more; give stretch
assignments to help prepare
for next level.
Seasoned professional
capable of expanded role,
but may be experiencing
problems that require
coaching and mentoring.
Consistently performs well in
a variety of assignments;
superstar employee. Big
picture thinker; problem
solver; self motivated.
Medium
Medium

The GROW Model

Description of the GROW Model
The GROW Model
1. Establish the Goal
First, you and your team member need to look at the behavior that you want
to change, and then structure this change as a goal that he wants to
achieve.
Make sure that this is a SMART goal: one that is Specific, Measurable,
Attainable, Realistic, and Time-bound.
When doing this, it's useful to ask questions like:
How will you know that your team member has achieved this goal? How
will you know that the problem or issue is solved?
Does this goal fit with her overall career objectives? And does it fit with
the team's objectives?

Description of the GROW Model
The GROW Model
3. Explore the Options
Once you and your team member have explored the current reality, it's time
to determine what is possible – meaning all of the possible options for
reaching his objective.
Help your team member brainstorm as many good options as possible.
Then, discuss these and help him decide on the best ones.
Typical questions that you can use to explore options are as follows:
What else could you do?
What if this or that constraint were removed? Would that change things?
What are the advantages and disadvantages of each option?
What factors or considerations will you use to weigh the options?
What do you need to stop doing in order to achieve this goal?
What obstacles stand in your way?

Insert Header
The GROW Model (TEMPLATE)
WILL
OPTIONS
REALITY
GOAL

Gibb’s Reflective Cycle is useful for helping people learn from situations
that they experience regularly, especially when these don't go well
Gibb’s Reflective Cycle
Source: Graham Gibbs
DescriptionDescription
FeelingsFeelings
EvaluationEvaluationConclusionsConclusions
ActionAction

Team Motivation

Maslow’s Hierarchy of Needs
• Developed by Abraham Maslow
• Lower-order and higher-order needs affect workplace behavior and
attitudes
• Lower-order needs:
Physiological, safety, and social needs
Desires for physical and social well being
• Higher-order needs:
Esteem and self-actualization needs
Desire for psychological growth and development

Maslow’s Hierarchy of Needs
Self-actualization needs
Esteem needs
Social needs
Safety needs
Physiological
Needs

Herzberg’s
Motivators &
Hygiene Factors

Herzberg’s two-factor theory rests on 2 assumptions
1. Being satisfied with one’s job is equivalent to being motivated; “a
satisfied worker is a motivated worker”.
2. Job satisfaction and dissatisfaction are separate concepts with
unique determinants based on work with accountants and
engineers.

Communication Skills

The Johari Window is a communication model that is used to improve
understanding between team members
The Johari Window
Source: Joseph Luft & Harry Ingham
1: Open
Area
2: Blind
Area
3: Hidden
Area
4: Unknown
Area
Feedback
Shared Discovery
Self-Disclosure
Self-Discovery
Ask
Tell
Known by Others
Unknown by Others
Known by Self Unknown by Self

Change Management

Lewin’s Three Stage Change Process is a simple and easy-to-
understand framework for managing change
Source: Kurt Lewin
• Ensures that
employees are
ready for
change
Unfreeze
• Execute the
intended
change
Change
• Ensures that
the change
becomes
permanent
Refreeze
Lewin’s Change Model

Insert Header
Lewin’s Change Model (TEMPLATE)
Source: Kurt Lewin
• Ensures that
employees are
ready for
change
Unfreeze
• Execute the
intended
change
Change
• Ensures that
the change
becomes
permanent
Refreeze

Kotter's Eight Phases of Change
Source: John Kotter
Need for
Change
Change
Behavior
Change
Direction
Change
Sustainability
1. Establish a
Sense of
Urgency
2. Form a
Powerful
Guiding
Coalition
3. Create a
Vision
4.
Communicate
the Vision
5. Empower
Others to Act
on the Vision
6. Plan for and
Create Short
Term Wins
7. Consolidate
Improvements
& Produce
More Change
8.
Institutionalize
New
Approaches
Committed
Leadership
Kotter's Change Model

Kotter’s Eight Phases of Change is a systematic approach to
achieving successful, sustainable change by breaking down the
change process into eight phases
1.
Establish a sense
of urgency
1.
Establish a sense
of urgency
3.
Develop a
clear vision
3.
Develop a
clear vision
4.
Share the
vision
4.
Share the
vision
Research market
Analyze competition
Identify and discuss
(potential) crisis and
opportunities
Form a powerful and
influential coalition to
lead the charge
Align this guiding
coalition to work like
a team
Create a vision to
direct the change
effort
Develop strategies to
realize the vision
Use every possible
way to communicate
the new vision and
strategies
Let guiding coalition
members be role
models for the rest of
the organization
2.
Create a
coalition
Source: Kotter
Kotter’s Eight Phases of Change (Phases 1 to 4)
(see next slide for phases 5-8)

Creativity Techniques

De Bono’s thinking hats represents six ways of thinking about
strategies and helps us to see potential opportunities
Source: Edward de Bono
De Bono’s Six Thinking Hats
The White Hat - Facts
White hat thinking focuses on
data, facts, information known
or needed.
The Yellow Hat -
Benefits
Yellow hat thinking focuses on
values and benefits. Why
something may work.
The Red Hat - Feelings
Red hat thinking focuses on
feelings, hunches, gut instinct
and intuition.
The Black Hat - Cautions
Black hat thinking focuses on
difficulties, potential problems.
Why something may not work.
The Blue Hat - Process
Blue hat thinking focuses on
managing the thinking process,
focus, next steps, action plans.
The Green Hat - Creativity
Green hat thinking focuses on
creativity: possibilities, alternatives,
solutions, new ideas.

The key to the successful use of this model is to choose a deliberate
focus during the discussion
De Bono’s Six Thinking Hats
FOCUS
White
TYPICAL QUESTIONS
RedRed
BlackBlack
YellowYellow
GreenGreen
TextText
Information / Facts
Lacking information
Different kinds of information
What information would we like?
What information do we need?
What information is available?
What information is lacking and how do we get it?
Feelings
Intuition
What feelings do we have?
Are we committed to the subject?
What does out intuition say?
Downsides
Why it will not work
Pitfalls
What are the risks?
What are the difficulties?
What are the potential problems?
Does the idea suit the way we work?
Advantages
Optimism
Why it would work
Finding opportunities
What are the advantages?
What are the good aspects?
How would it be feasible?
What are the potential opportunities?
Possibilities
Growth
New ideas
Creative thinking
What other possibilities are there?
Can we challenge the existing situation?
Management of communication
Summary and conclusions
What are focal points?
Can we summarize?
What conclusions can we draw?
How do we proceed?

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