bsu 3 day agenda-final master handout copy

8/7/2019 BSU 3 Day Agenda-Final Master Handout Copy

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BOWIE STATE UNIVERSITY

LEADERSHIP TEAM BUILDING WORKSHOP

“TAKING BSU TO THE NEXT LEVEL”

Labyrinth

[email protected] / 410-466-9023 1

mailto:[email protected]







Team Building Modules

Day 1 / June 13

Module A / 1:00 – 5:15

Day 2 / June 14

Module C / 8:00 – 12:15

Opening / Overview / Outcomes

President’s Remarks

Team Puzzle Exercise

Communicating & Collaborating

Tower Building Exercise

Design, Plan, Deploy, De-Brief

Team SWOT Findings

Team Effectiveness Challenges

Strategic Org. Positioning

BSU Current Culture Profile

MBTI Team Preferences

Team Member Role Contributions

BSU Leadership Legacy Cycle #10

Collaborative Leadership Potential

Overview – Five Team Dysfunctions

Cabinet’s Team Functioning Report

MBTI Overview

Applications of Preferences

Setting Goals for

Team Effectiveness

Module De-Briefing Module De-Briefing

Setting Goals for

Individual Effectiveness

Planning for the

Follow-on Session









Team Retreat Guiding Questions

1. What are the strategic initiatives for BSU?2. What are the 3-5 year goals and outcomes?

3. What are our order of these goals and initiatives?

4. What is the current view of the state of the BSU culture?

5. What are our values and how will they influence the direction of

BSU?

6. How does your level of self-awareness influence your leadership

impact, effectiveness, and outcomes?

7. What are the current thinking patterns of the Sr. Leadership

Team?

8. What is the source of your leadership behavior?

9. What are the team’s strengths and developmental targets?

10. How will the team leverage its preferences, strengths, and agility?

11. What is the current level of team effectiveness?

12. What are the critical developmental targets that require

management?13. How can the team efforts be aligned with the BSU Mission?

14. What action plans will be deployed to ensure strategic organizational

positioning?









Workshop Ground Rules

1. Place all electronic communication devices on mute or vibrate.2. Be present and actively participate.

3. Listen attentively and respect others when they are talking.

4. Speak from your own experience using “I” statements.

5. Practice being timely and punctual when returning from breaks.

6. Respectfully challenge others by asking questions – focus on

the ideas under discussion and avoid personal attacks.

7. We can agree to disagree on some matters and ideas.

8. Professional growth requires participation, feedback, and

reflection.

9. Be open to divergent points of view before making up your mind.

10. Solicit feedback about your impact on others at your own level

of comfort.

11. Our primary goal here is to listen, understand, and learn.

12. Be conscious of your body language and nonverbal responses.

13. Guide your own level of participation to fulfill your learningexpectations and the objectives of this workshop.

14. Please offer other ground rules that would ensure your

Participation.









Workshop Objectives

1) Establish an understanding of the source of your leadership

impact.

2) Expand awareness of self and one’s impact on others in a team

context.

3) Provide grounding and traction for a team in transition.

4) Optimize overall team effectiveness.

Outcomes

Provide a framework for team members to work effectively

together by understanding & managing the following;

Self in a team context

Goal Achievement

Team Dynamics

Building Trust

Communications Information Processing

Creativity

Collaboration

Decision Making

Problem Solving

Conflict Resolution Stress & Change Mgt.









Seven Habits of Highly Successful People

1. First Habit - Be Pro-active. Here, Covey emphasizes the original sense ofthe term "proactive" as coined by Victor Frankl. You can either be proactive

or reactive when it comes to how you act about certain things. Being

"proactive" means taking responsibility for everything in life. When you're

reactive, you blame other people and circumstances for obstacles or problems.

Initiative, and taking action will then follow. Covey shows how man is different

from animals in that he has self consciousness. He has the ability to detach

himself and observe his own self, think about his thoughts. He goes on to say

how this attribute enables him. It gives him the power not to be affected by

his circumstances. Covey talks about 'Stimulus and Response'. Between

Stimulus and Response, we have the power to choose the response.

2. Begin with the End In Mind. This chapter is about setting long-term goals

based on "true-north principles". Covey recommends to formulate a "personal

mission statement" to document one's perception of one's own purpose in life.

He sees visualization as an important tool to develop this. He also deals with

organizational mission statements, which he claims to be more effective if

developed and supported by all members of an organization, rather than being

prescribed.

3. Put First Things First. Here, Covey describes a framework for prioritizing

work that is aimed at long-term goals, at the expense of tasks that appear to

be urgent, but are in fact less important. Delegation is presented as animportant part of time management. Successful delegation, according to

Covey, focuses on results and benchmarks that are to be agreed in advance,

rather than on prescribing detailed work plans.


http://en.wikipedia.org/wiki/Victor_Frankl


http://en.wikipedia.org/wiki/Visualization

http://en.wikipedia.org/wiki/First_Things_First



http://en.wikipedia.org/wiki/Visualization

http://en.wikipedia.org/wiki/First_Things_First







4. Think Win/Win describes an attitude whereby mutually beneficial solutionsare sought, that satisfy the needs of oneself as well as others, or, in the case

of a conflict, both parties involved.

5. Seek First to Understand, Then to be Understood. Covey warns that giving

out advice before having empathetically understood a person and their

situation will likely result in that advice being rejected. Thoroughly listening

to another person's concerns instead of reading out your own autobiography ispurported to increase the chance of establishing a working communication.

6. Synergize describes a way of working in teams. Apply effective problem

solving. Apply collaborative decision making. Value differences. Build on

divergent strengths. Leverage creative collaboration. Embrace and leverage

innovation. It is put forth that, when this is pursued as a habit, the result of

the teamwork will exceed the sum of what each of the members could haveachieved on their own. “The whole is greater than the sum of its parts.”

7. Sharpen the saw focuses on balanced self-renewal. Regaining what Covey calls

"productive capacity" by engaging in carefully selected recreational activities.

http://en.wikipedia.org/wiki/The_Seven_Habits_of_Highly_Effective_People











Bowie State University’s Vision

Building on its image as a student-centered institution, and its history as an HBCU,Bowie State University will provide its diverse student population with a course of

study that ensures a broad scope of knowledge and understanding that is deeply

rooted in expanded research activities. The University excels in teacher education

and will become the premier teacher of teachers. Through the integration of

internal business processes, technology, and the teamwork of administrators, faculty

and staff, the University will be recognized Statewide as a model of excellence in

higher education for the effective and efficient use of human, fiscal, and physical

resources

Mission

Bowie State University, through the effective and efficient management of its

resources, provides high-quality and affordable educational opportunities at the

baccalaureate, master's and doctoral levels for a diverse student population of

Maryland citizens and the global community.

The educational programs are designed to broaden the knowledge base and skill set

of students across disciplines and to enable students to think critically, value

diversity, become effective leaders, function competently in a highly technical world,

and pursue advanced graduate study.

The University is committed to increasing the number of students from under-

represented minorities who earn advanced degrees in computer science,

mathematics, information technology, and education.

Constituent needs, market demands, and emerging challenges confronting

socioeconomic cultures serve as important bases in the University’s efforts to

develop educational programs and improve student access to instruction.









Bowie State University’s Core Values

Academic Excellence - Promote a love for life long learning, discoveryand integration across a wide range of disciplines and interests.

Focus on the Whole Person - Strive for intellectual, physical,

psychological, social and spiritual health and well-being.

Integrity and Honesty - Construct an atmosphere of open, civil

discourse and careful listening; where freedom of thought and

expression are valued and protected. Foster mutual respect. Create an

environment where each individual is valued, can live safely and can

express himself or herself honestly. Promote a sense of justice,

democratic values, trust, consistency and fair play.

Diversity - In keeping with our heritage as a Historically Black

Institution, promote an awareness of and sensitivity toward differences

of race, gender, ethnicity, national origin, culture, sexual orientation,

religion, age and disability.

Community - Ensure unity of purpose and encourage shared ownership of

the University’s mission and vision. Encourage collaboration and open

communication within/across institutional divisions and constituencies.

Advance school spirit and teamwork.

Service - Providing opportunities to all constituent members for servicewithin and outside the institution. Identify, develop, encourage and

reward those who excel in the gift of leadership within the community

as well as those who serve as leaders and exemplars in the University,

their own communities and society as a whole.









Discernment - Reflect and examine through critical thinking the study

of ethics in the curricula, business practices and overall management ofthe institution.

Self Improvement - Strive for excellent performance on an ongoing

basis, recognizing that growth and development require time and

sustained effort. Provide support, nurturing, and mentoring needed for

development. Challenge the status quo.

Civility – Aspire to treat people with respect, genuineness and positive

regard. To display democratic values.









BSU Leadership Values Sort

VALUES

Y = Yours / B = BSU

Least

Important

Moderate

Importance

Most

Important

1. Achievement/Success

2. Autonomy

3. Beauty

4. Challenge

5. Communication6. Competence

7. Competition

8. Courage

9. Creativity

10. Curiosity

11. Decisiveness

12. Dependability

13. Discipline14. Diversity

15. Effectiveness

16. Empathy

17. Equality

18. Family

19. Flexibility

20. Freedom

21. Friendship

22. Growth

23. Happiness

24. Harmony

25. Health

26. Honesty/Integrity









BSU Leadership Values Sort

VALUES

Y = Yours / B = BSU

Least

Important

Moderate

Importance

Most

Important

27. Hope

28. Humor

29. Independence

30. Innovation

31. Intelligence32. Loyalty

33. Love/Affection

34. Open-mindedness

35. Patience

36. Power

37. Productivity

38. Prosperity/Wealth

39. Quality40. Recognition

41. Respect

42. Risk-taking

43. Security

44. Service

45. Simplicity

46. Spirituality/Faith

47. Strength

48. Teamwork

49. Trust

50. Truth

51. Variety

52. Wisdom









BSU Culture Styles Indicator (I)

Read the descriptions and rate the extent to which they are currently prevalent in the BSU

Organizational / Enterprise Culture.

Culture Styles Low Med Hi

A. Achievement culture characterizes organizations that do things well and value

members who set and accomplish their own goals. Members of these organizations set

challenging but realistic goals, establish plans to reach these goals, and pursue them

with enthusiasm. Achievement organizations are effective; problems are solved

appropriately, clients and customers are served well, and the orientation of members

(as well as the organization itself) is healthy.

Low Med Hi

B. Self-Actualizing culture characterizes organizations that value creativity, quality

over quantity, and both task accomplishment and individual growth. Members of these

organizations are encouraged to gain enjoyment from their work, develop themselves

and take on new and interesting activities. While self-actualizing organizations can be

somewhat difficult to understand and control, they tend to be innovative, offer high-

quality products and/or services, and attract and develop outstanding employees.

Low Med Hi

C. Humanistic-Encouraging culture characterizes organizations that are managed in a

participative and person-centered way. Members are expected to be supportive,

constructive, and open to influence in their dealings with one another. A humanistic

culture leads to effective organizational performance by providing for the growth and

active involvement of members who, in turn, report high satisfaction with and

commitment to the organization.

Low Med Hi

D. Affiliative culture characterizes organizations that place a high priority on

constructive interpersonal relationships. Members are expected to be friendly, open,

and sensitive to the satisfaction of their work group. An affiliative culture can

enhance organizational performance by promoting open communication, good

cooperation, and the effective coordination of activities. Members are loyal to their

work groups and feel they ''fit in" comfortably

Low Med Hi

Copyright© 2003 by H uman Sy nergistics, Inc. All Rights Reserved









BSU Culture Styles Indicator (II)


E. Approval culture describes organizations in which conflicts are avoided and

interpersonal relationships are pleasant-at least superficially. Members feel that

they must agree with, gain the approval of, and be liked by others. Though possibly

benign, this type of work environment can limit organizational effectiveness by

minimizing constructive "differing" and the expression of ideas and opinions.

Low Med Hi

F. Conventional culture is descriptive of organizations that are conservative,

traditional, and bureaucratically controlled. Members are expected to conform,

follow the rules, and make a good impression. Too conventional a culture can

interfere with effectiveness by suppressing innovation and preventing the

organization from adapting to changes in its environment.

Low Med Hi

G. Dependent culture is descriptive of organizations that are hierarchically

controlled and non-participative. Centralized decision making in such organizations

leads members to do only what they're told and to clear all decisions with

supervisors. Poor performance results from the lack of individual initiative,

spontaneity, flexibility and timely decision making.

Low Med Hi

H. Avoidance culture characterizes organizations that fail to reward success but

nevertheless punish mistakes. This negative reward system leads members to shift

responsibilities to others and to avoid any possibility of being blamed for a mistake.

The survival of this type of organization is in question since members are unwilling

to make decisions, take action or accept risks.

Low Med Hi

Copyright© 2003 by Human Synergistics, Inc. All Rights Reserved









BSU Culture Styles Indicator (III)


I. Oppositional culture describes organizations in which confrontation prevails and

negativism is rewarded. Members gain status and influence by being critical and

thus are reinforced to oppose ideas of others and to make safe (but ineffectual)

decisions. While some questioning is functional, a highly oppositional culture can lead

to unnecessary conflict, poor group problem solving, and "watered-down" solutions

to problems.

Low Med Hi

J. Power culture is descriptive of non-participative organizations structured on the

basis of the authority inherent in members' positions. Members believe they will be

rewarded for taking charge and controlling subordinates (and being responsive to

the demands of superiors). Power-oriented organizations are less effective than

their members might think; subordinates resist this type of control, hold back

information, and reduce their contributions to the minimal acceptable level.

Low Med Hi

K. Competitive culture is one in which winning is valued and members are rewarded

for out-performing one another. People in such organizations operate in a "win-lose"

framework and believe they must work against (rather than with) their peers to be

noticed. An overly competitive culture can inhibit effectiveness by reducing

cooperation and promoting unrealistic standards of performance (either too high or

too low).

Low Med Hi

L. Perfectionistic culture characterizes organizations in which perfectionism,

persistence, and hard work are valued. Members feel they must avoid all mistakes,

keep track of everything, and work long hours to attain narrowly-defined

objectives. While some amount of this orientation might be useful, too much

emphasis on perfectionism can lead members to lose sight of the goal, get lost in

details, and develop symptoms of strain.

Low Med Hi

Copyright© 2003 by Human Synergistics, Inc. All Rights Reserved









OCI Scorecard( L = Low / M = Med / H = High )

Styles MB AT KB MD PR AV DC

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)









Strategic Organizational Positioning

Visioning Exercise / Will the BSU Future be . . .?

Same

How so?

Different

How so?

More

How so?

_____________________________

Less

How so?

____________________________

Better

How so?

____________________________

Worst

How so?

____________________________









Strategic Organizational Positioning

Performing at Our Best

University Level

Routines and Habits

• _____________________

• _____________________

Outcomes and Benefits

• _____________________

• _____________________

Cabinet Level

Routines and Habits

• _____________________

• _____________________


• _____________________

• _____________________

Individual Level

Routines and Habits

•

_____________________

• _____________________


•

_____________________

• _____________________









Legacy Leadership Practices

The Five Practices of Exemplary Leadership® resulted from an intensive

research project to determine the leadership competencies that are essential

to getting extraordinary things done in organizations. To conduct the

research, Jim Kouzes and Barry Posner collected thousands of "Personal Best"

stories—the experiences people recalled when asked to think of a peak

leadership experience.

Despite differences in people's individual stories, their Personal-Best

Leadership Experiences revealed similar patterns of behavior. The study

found that when leaders are at their personal best, they:

Model the Way

Leaders establish principles concerning the way people

(constituents, peers, colleagues, and customers alike) should

be treated and the way goals should be pursued. They create

standards of excellence and then set an example for others

to follow. Because the prospect of complex change can

overwhelm people and stifle action, they set interim goals sothat people can achieve small wins as they work toward larger

objectives. They unravel bureaucracy when it impedes action;

they put up signposts when people are unsure of where to go

or how to get there; and they create opportunities for

victory.

Inspire a Shared Vision

Leaders passionately believe that they can make adifference. They envision the future, creating an ideal and

unique image of what the organization can become. Through

their magnetism and quiet persuasion, leaders enlist others in

their dreams. They breathe life into their visions and get

people to see exciting possibilities for the future.


http://www.leadershipchallenge.com/WileyCDA/Section/id-131054.html











Challenge the Process

Leaders search for opportunities to change the status quo.

They look for innovative ways to improve the organization. In

doing so, they experiment and take risks. And because

leaders know that risk taking involves mistakes and failures,

they accept the inevitable disappointments as learning

opportunities.

Enable Others to Act

Leaders foster collaboration and build spirited teams. They

actively involve others. Leaders understand that mutual

respect is what sustains extraordinary efforts; they strive

to create an atmosphere of trust and human dignity. They

strengthen others, making each person feel capable and

powerful.

Encourage the Heart

Accomplishing extraordinary things in organizations is hard

work. To keep hope and determination alive, leaders recognize

contributions that individuals make. In every winning team,

the members need to share in the rewards of their efforts,

so leaders celebrate accomplishments. They make people feel

like heroes.

Copyright ©2000-2007 by John Wiley & Sons, Inc.

All rights reserved.




http://www.wiley.com/











LSI Circumflex - Collaborative Leadersh ip Action Planning

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









LSI Score Card( L = Low / M = Med / H = High )

Styles MB AT KB MD PR AV DC

10)

11)

12)









Nine Dots Exercise

0 0 0

0 0 0

0 0 0









Please Understand Me

If I do not want what you want, please try not to tell me that my want is wrong.

Or if I believe other than you, at least pause before you correct my view.

Or if my emotion is less than yours, or more, given the same circumstances, try

not to ask me to feel more strongly or weakly.

Or yet if I act, or fail to act, in the manner of your design for action, let me be.

I do not, for the moment at least, ask you to understand me. That will come only when you are willing to give up changing me into a copy of you.

I may be your spouse, your parent, your offspring, your friend, or your colleague.

If you will allow me any of my own wants, or emotions, or beliefs, or actions, then

you open yourself, so that some day these ways of mine might not seem so wrong,

and might finally appear to you as right -- for me. To put up with me is the first

step to understanding me. Not that you embrace my ways as right for you, but

that you are no longer irritated or disappointed with me for my seeming

waywardness. And in understanding me you might come to prize my differences

from you, and, far from seeking to change me, preserve and even nurture those

differences.

http://keirsey.com/


http://keirsey.com/


http://keirsey.com/







BSU’s Cabinet MBTI Individual Preference Type Chart

ISTJ

# = ___

% = ___

ISFJ

# = ___

% = ___

INFJ

# = ___

% = ___

INTJ

# = ___

% = ___

ISTP

# = ___

% = ___

ISFP

# = ___

% = ___

INFP

# = ___

% = ___

INTP

# = ___

% = ___

ESTP

# = ___

% = ___

ESFP

# = ___

% = ___

ENFP

# = ___

% = ___

ENTP

# = ___

% = ___

ESTJ

# = ___

% = ___

ESFJ

# = ___

% = ___

ENFJ

# = ___

% = ___

ENTJ

# = ___

% = ___









MBTI – Managers, Administrators, Supervisors

( N = 4,808)

ISTJ

N = 935

% = 19.45

ISFJ

N = 261

% = 5.43

INFJ

N = 124

% = 2.58

INTJ

N = 392

% = 8.15

ISTP

N = 175

% = 3.64

ISFP

N = 80

% = 1.66

INFP

N = 130

% = 2.70

INTP

N = 280

% = 5.82

ESTPN = 158

% = 3.29

ESFPN = 93

% = 1.93

ENFPN = 203

% = 4.22

ENTPN = 285

% = 5.93

ESTJ

N – 786

% = 16.35

ESFJ

N = 218

% = 4.53

ENFJ

N = 177

% = 3.68

ENTJ

N = 511

% = 10.63









MBTI Temperaments

Understanding the 4 temperaments provides profound insights into people’s deep

motivations, core psychological needs, core values, talents, and communication

patterns. This model provides a map to different perspectives and approaches to

problem solving, creativity, and communication.

Temperament theory describes four organizing patterns of personality and is based

in descriptions of behavior that go back over twenty-five centuries. It tells us the

“why” of behavior, our motivators, and sources of deep psychological stress. Knowing

our temperament patterns tells us our core needs and values as well as the talents

we are more likely to be drawn to develop.

http://www.16types.com/Request.jsp?lView=DynamicPage&Content=KeirseyanTemperament


http://www.16types.com/Request.jsp?lView=DynamicPage&Content=KeirseyanTemperament%0CThe%204









The 4-MBTI Temperaments

Adapted from Linda V. Berens, Understanding Yourself and Others®: An Introduction to the 4

Temperaments-3.0 (Telos Publications, 2006) *Used with permission.

People of the

Catalyst™ Temperament . . .

(Diplomatic Skill Set- Idealist- NF)

Want to be authentic, benevolent, and empathic.

Search for identity, meaning, and significance.

Are relationship oriented, particularly valuing

meaningful relationships. Tend to be idealistic

and visionary, wanting to make the world a better

place. Look to the future. Trust their intuition,

imagination, and impressions. Focus on

developing potential, fostering and facilitating

growth through coaching, teaching, counseling,

and communicating. Generally are enthusiastic.

Think in terms of integration and similarities and

look for universals. Often are gifted in the use of

metaphors to bridge different perspectives.

Usually are diplomatic. Frequently are drawn to

work that inspires and develops people and

relationships.

People of the

Stabilizer™ Temperament . . .

(Logistical Skill Set- Guardian- SJ)

Want to fit in, to have membership. Hunger for

responsibility, accountability, and predictability.

Tend to be generous, to serve, and to do their

duty. Establish and maintain institutions and

standard operating procedures. Tend to protect

and preserve, to stand guard and warn. Look to

the past and tradition. Foster enculturation with

ceremonies and rules. Trust contracts and

authority. Want security and stability. Think in

terms of what is conventional, comparisons,

associations, and discrete elements. Generally

are serious, concerned, and fatalistic. Usually

are skilled at ensuring that things, information,

and people are in the right place, in the right

amounts, in the right quality, at the right time.

Frequently gravitate toward business and

commerce.

People of the

Theorist™ Temperament . . .

(Strategic Skill Set- Rational- NT)

Want knowledge and to be competent, to

achieve mastery. Seek expertise to understand

how the world and things in it work. Are theory

oriented. See everything as conditional and

relative. Are oriented to the infinite. Trust logic

and reason. Want to have a rationale for

everything. Are skeptical. Think in terms of

differences, delineating categories, definitions,

structures, and functions. Hunger for precision,

especially in thought and language. Usually are

skilled at long-range planning, inventing,

designing, and defining. Generally are calm.

Foster individualism. Frequently gravitate toward

technology and the sciences. Tend to be wellsuited for engineering and devising strategy,

whether in the social sciences or physical

sciences.

People of the

Improviser™ Temperament . . .

(Tactical Skill Set- Artisan- SP)

Want the freedom to choose the next act. Seek

to have impact, to get results. Want to be

graceful, bold, and impressive. Generally are

excited and optimistic. Are absorbed in the

action of the moment. Are oriented toward the

present. Seek adventure and stimulation.

Hunger for spontaneity. Trust impulses, luck,

and their ability to solve any problem they run

into. Think in terms of variation. Have a talent

for noticing and describing rich detail, constantly

seeking relevant information. Like freedom to

move, festivities, and games. Tend to be natural

negotiators. Seize opportunities. Usually are

gifted tacticians, deciding the best move tomake in the moment, the expedient action to

take. Are frequently drawn to all kinds of work

that requires variation on a theme.

http://www.16types.com/Request.jsp?lView=DynamicPage&Content=KeirseyanTemperament



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MBTI Translations

Type Preferences Sensing Intuiting

and 16 Personality Types Thinking Feeling Feeling Thinking

Introversion

Judging ISTJ ISFJ INFJ INTJ

Perceiving ISTP ISFP INFP INTP

ExtraversionPerceiving ESTP ESFP ENFP ENTP

Judging ESTJ ESFJ ENFJ ENTJ

Temperament Abstract Concrete

and 16 personality Types Directing Informing Directing Informing

Affiliative

Responding

INFJ

Idealist

INFP

Idealist

ISTJ

Guardian

ISFJ

Guardian

Initiating

ENFJ

Idealist

ENFP

Idealist

ESTJ

Guardian

ESFJ

Guardian

ExtraversionResponding

INTJRational

INTPRational

ISTPArtisan

ISFPArtisan

Initiating ENTJ

Rational

ENTP

Rational

ESTP

Artisan

ESFP

Artisan









Things-in-Common

Adapted from Linda V. Berens, Understanding Yourself and Others®: An Introduction to the 4

Temperaments-3.0 (Telos Publications, 2006) *Used with permission.

• Language—Ways to Use Words (Abstract ---- Concrete)

Language provides us a way to think about things, a way to translate back andforth between our thoughts, feelings, and world views and the events and people

in our world. Our language usually reflects our natural way of viewing the world.

• Roles—Ways to Interact (Affiliative ----- Pragmatic)

When people come together to accomplish something, they typically either (a)

refer to other people and strive to get the job done together in an affiliative

manner; or (b) refer to the desired outcome and more autonomously takewhatever action they see fit to get the outcome in a pragmatic manner.

• Attention—Interest and Focus (Motive ----- Structure)We can focus our attention on different things. Often in our communications we

find our interest and attention going to either the structure of a situation or to

people’s motives. In the Stabilizer and Theorist temperament patterns, there is

a focus on structure, and in the Improviser and Catalyst temperament patterns,the focus is more on motives.

These dynamics are always operating in a situation, and if we become polarized along

these dimensions as we interact with others, communication can become extremelydifficult. However, we need to remember that we have at least one thing in common with

every temperament. The following is what the have in common:

Catalyst™ & Theorist™ -

Abstract/Idealistic

Symbolic awareness, The mind's eye

Stabilizer™ & Improviser™

Concrete/Realistic -

Experiential awareness, The body's eye

Catalyst™& Stabilizer™

Affiliation/Sanction -

Want everyone to work within thenorms or values

Theorist™ & Improviser™

Autonomy/Pragmatism -

Want to control own actions to meet goals

Catalyst™ & Improviser™

Motive -

Focus on why people do things

Theorist™& Stabilizer™

Structure -

Focus on order and organization














Interaction Styles and the 16 Personality Types

Chart-the-Course

INFJ

Chart-the-Course

ISTJ

Behind-the-Scene

INFP

Behind-the-Scenes

ISFJ

Chart-the-Course

INTJ

Chart-the-Course

ISTPBehind-The Scenes

INTP

Behind-the-Scenes

ISFP

In-Charge

ENFJ

In-Charge

ESTJ

Get-Things-Going

ENFP

Get-Things-Going

ESFJ

In-Charge

ENTJ

In-Charge

ESTP

Get-Things-Going

ENTP

Get-Things-Going

ESFP









Change Style Indicator Descriptions

Conserver: Prefers change that is implemented gradually and incrementally. You are good at managing

details and you generally approach a new situation in a deliberate and disciplined manner. You enjoy predictable

situations and appreciate established traditions and practice. You approach organizational improvement in a

consistent and predictable way. When change does occur you work to create goal alignment across levels and

functions in the organization and you help people with different perspectives reach agreement on a course of

action. You may find it difficult to recognize and challenge nonproductive organizational practices and policies.

You may find it difficult to take a big picture approach to a problem that forces you to look beyond the scope of

your current job. Keeping your customers needs in focus may require an intentional effort on your part.

Pragmatist: You prefer change that addresses specific, real problems and prefer to avoid change that

seems to be only for “the sake of change.” You are practical, reasonable and flexible in your approach to change.

You are open to new ways of doing things, but not too quick to commit. You may serve as a mediator and prefer a

“middle-of-the-road” approach. You like to have goals and objectives to guide you. You foster teamwork and

were willing to share leadership and power with others. You usually are able to see both sides of an issue and

may serve as a mediator, valuing resolution more than your own position. You study and learn from mistakes and

tend not to make the same mistake twice. You may value agreement and harmony over outcomes. You may find it

hard to make quick decisions and you may be seen as “flip=flopping” on issues. It may prove challenging for you to

formulate long-term strategies.

Originator: You prefer a fast and comprehensive approach to change. You are comfortable with taking

risks and with uncertainty. You may appear to be somewhat unconventional. Some people might see you as

undisciplined, but you see yourself as open to a better idea or way of getting the job done. You like for the rules

to fit the circumstances so you will try to change them when they do not fit. You may be seen as visionary and

may be viewed at times as unpractical. You can be very effective at seeing the big picture. You may generate a

vision that creates excitement and motivation for co-workers. You are an advocate for change and are seen as a

consistent initiator of change. You generate creative ideas and appreciate that trait in others. You can foresee

problems before they are apparent to others and act to address them. You may focus on individual contributions

at the expense of teamwork. You may not understand or appreciate the relationships and details needed to

coordinate efforts across departments and functions. You may not “stay the course” long enough to see the

benefit from a new strategy. You may lack appreciation or tolerance for sharing information and consensus

building.

http://www.discoverylearning.com/











Change Style Indicator & MBTI Translations

Group Mean % Cons. % Prag. %Orig.

ISFJ -17.80 64 31 5

ISTJ -14.90 56 38 6

ESFJ -13.20 49 47 4

ESTJ -8.70 28 64 8

ISFP -6.60 31 69 0

ISTP -3.90 29 58 13

ESFP -2.58 36 43 21

INFJ -0.78 23 67 10

ESTP 0.31 22 58 20

ENFJ

INTJ 3.26 9 71 20

ENTJ 7.00 8 57 35

INFP 10.29 4 62 34

ENTP 11.29 4 50 46

INTP 13.50 0 47 53

ENFP 13.62 5 39 56

Group Mean % Con. % Prag. % Org

E 1.95 19 53 28

I -5.40 34 50 16

S -10.80 45 47 8

N 8.10 7 55 38

T 1.50 25 54 21

F -1.96 30 48 22

P 7.30 11 51 38

J -6.90 35 52 13

Positive Scores Originator Direction * / Negative Scores Conserver Direction *

Group Mean Conservers Pragmatists Originators

Male 2.96* 17% 55% 28%

Female -1.10 27% 49% 24%

http://www.discoverylearning.com









MBTI Individual Action Planning - Communications

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









MBTI Individual Action Planning - Decision Making

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









MBTI Individual Action Planning - Change Management

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









MBTI Individual Action Planning - Managing Conflict

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









Team Puzzle Exercise

Purpose:

To provide the team with an opportunity to demonstrate their capabilities at

communicating, collaborating, and problem solving around the accomplishment of a

common goal. It offers a powerful lesson in sharing information, presenting ideas,

listening, understanding, and working together to successfully achieve a task.

Goal:

Through collaborative efforts, successfully assemble a twenty-eight piece puzzle

within the allocated time using the thirty clues that are provided.

Outcomes:

1. Understand the importance and benefits of team work

2. Appreciate and utilize the skills and talents of all team members

3. Identify strengths and target areas for development

4. Learn to communicate effectively and to actively listen5. Practice cooperating and collaborating to solve complex problems

6. Become aware of how preference styles influence team functioning

7. Identify the team within the team

8. Understand the impact of differences on performance

9. Practice managing change and resolving conflict

10. Strengthen professional relationship

11. Enhance opportunities for creating a positive work environment

12. Explore how synergy enhances individual and team performance

Directions will be read by the Facilitator.









Team SWOT Findings (A)(>Insert as many comments as you deem appropriate)

Most Helpful

Team Member Behaviors

Least Helpful

Team Member Behaviors

1. Willingness to disagree

2. Providing a backdrop on BSU

3. Outreach & embracing student

affairs philosophies

4. Being honest5. Institutional Agenda

6. Flexibility

7. Communicator

8. Focused on mission bottom line

9. Mission critical oriented

10. Student-Centric

11. Collaborative

12. To be a “we” more than an “I”

user

13. Strong leadership skills & work

ethic

14. Verbal Strength

15. Active Listening

16. Desire to be member of

effective team

1. Tendency to blame others

2. Appreciate other members

deadlines

3. Being late to meetings

4. Bringing issues to Cabinet w/onotice

5. Personal Agenda

6. Defensive

7. Finger Pointing

8. Lengthy opinions on every

subject during group discussion

9. Desire to impress the boss

10.Over zealousness









Team SWOT Findings (B)(>Insert as many comments as you deem appropriate)

Overall Team

Strengths

Overall Team

Opportunities

1. Great experience

2. Commitment to excellence

3. Great competence

4. Commitment to BSU Students

5. Openness6. Dr. Burnim

7. Individual Skills

8. No Organizational Legacy

9. Fresh Ideas

10. Cohesiveness (once agree on

the bottom line)

11. Unified front behavior

12. Behave like a Baseball

Basketball/Football Team

13. Varied professional

experiences

14. Energy

15. Drive to succeed

16. Student Centered

17.

1. Build a really strong university

2. Enhance the university’s image

3. Develop into a very highly

effective team

4. Enrollment Management Team5. Using budget as a management

tool across divisions

6. New leadership team

7. New Leadership

8. Call for changes by campus

community

9. Development of a Shared Vision

10. Change the institution

11. Accept & promote change

12. Cooperation & collaboration

while consolidating existing

agreements on organizational

structures & responsibilities

13. Budget challenges

14. Renewing administrative

integrity with external

agencies & the System Office15. Meeting enrollment goals

16. Meeting fundraising goals









Team SWOT Findings (C)(>Insert as many comments as you deem appropriate)

Critical Team

Developmental Targets

Critical

Team Threats

1. Accepting shared responsibility

for team success

2. Getting enrollment management

right

3. Enrollment4. Endowment

5. Exposure

6. Understanding individual styles

7. Trust

8. Collaboration between divisions

9. Display a united front

10. Having Fun

11. Develop the concept of

“unified” bottom line for all

12. Develop the “we” more than

“I” language

13. Communication of details on

global issues

14. Outreach to the broader

external community Capital

Campaign

15.

1. Failure to plan appropriately for

the unexpected

2. Our weak budget position

3. Enrollment

4. Endowment5. Exposure

6. Lack understanding of

organizational culture (can lead

to bad decision making)

7. Politics

8. Organizational layers of politics

9. Each member as its own “bottom

line”

10. Budget cuts

11. Satisfying individual ambitions

12.









Team SWOT Highlights

Team Strengths Improvement Targets

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________









Team Role Descriptions for MBTI Types

The MTR-i team roles describe your "soft product" contribution to team

discussions and interactions. For example, when a team meets to resolve

a team problem, each team member contributes a different type of

perspective to the discussion, and tries to achieve a different effect.

One person may want to clarify the problem being discussed; another

may suggest ideas for resolution; a third may try to analyze the

situation and produce an explanation of how the problem came about.The MTR-i team roles show the different types of contribution that are

made to the team.

There are eight MTR-i team roles:

http://www.teamtechnology.co.uk/workingoutyourteamrole.htm


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Team Roles








The Eight Team Roles

* Coaches produce agreement and harmony across the team, trying to create apositive team atmosphere and reach a consensus.

* Crusaders produce a sense of priority, stressing those issues that have most

importance so that discussions are focused on the most valuable topics

* Explorers uncover new potential in situations and people and explore new areas and

the possibilities that they present

* Innovators produce a sense of imagination and contribute new and alternativeperspectives and ideas

* Sculptors bring things to fruition, producing action to address the most urgent

matters, and using tools or techniques that they know (from experience) will

work

* Curators produce a clarification of ideas and information, producing a better

knowledge and clearer picture of any situation

* Conductors produce structure and introduce a logical organization into the way

things are done

* Scientists produce explanation of what is happening and the cause of problems,

and generate models to demonstrate how things work

Each team role contributes different 'soft products' the way the team interacts. In

the second article (of two) we'll take a look at how to use products to work

out the contribution you are making to the team, and therefore your teamrole.

http://www.teamtechnology.co.uk/workingoutyourteamrole.htm









Team Member Role Dynamics & Effects

Team Member

RoleIf the role is under-represented . . .

Sculptor

• Fail to take action

• Not take account of present realities

• Respond too slowly to urgent matters

• Spend too much time talking around a topic

Curator

• Misunderstand each other without realizing

• Communicate inconsistent messages

• Miss or lose important information

• Fail to capitalize on previous experience

Conductor

• Descend into chaos

• Meander (lose focus and structure)

• Be disorganized and do work haphazardly

• Fail to coordinate effort (‘reinvent the wheel’)

Scientist• Be unable to solve difficult problems• Fail to understand complex situations

• Not realize the consequences of actions

• Adopt solutions that could fail to succeed










Team Member

RoleIf the role is under-represented . . .

Explorer

• Get stuck in a rut

• Miss out on new opportunities

• Fail to keep improving

• Reject good ideas with hidden potential

Innovator

• Fail to see alternatives perspectives

• Be unable to find a way around hard problems

• Lack a long-term strategy or vision

• Be devoid of new ideas

Coach

• Fail to reach consensus

• Provide inadequate support to each other

• Discourage and de-motivate people

• Work independently at the team’s expense

Crusader• Lose sight of important priorities• Invest effort in things that are unimportant

• Achieve the wrong things

• Lack team identify and cohesion










Team Member

Role

If the role is over-represented . . .

Sculptor

• Sacrifice the long-term for expediency’s sake

• Act too quickly without thinking things through

• Only do the same things again, fail to improve

• Be blinkered in their approach

Curator

•

Collect and keep too much information• Create a burden of bureaucracy

• Over-focused on details (miss the wood for the trees)

• Reject reasonable assumptions (wanting certainly)

Conductor

• Make process too rigid and inflexible

• Stifle spontaneous creativity by trying to structure it

• Achieve success at the expense of people’s welfare

• Adhere too closely to procedures (letter of the law)

Scientist

• Over-analyze things, causing “paralysis by analysis’

• Have too many competing theories about things• Nit-pick each others’ arguments

• Get locked into an irreconcilable debate










Team Member

Role

If the role is over-represented . . .

Explorer

• Not leave alone things that already work well

• Lack follow through to fully complete projects

• Start too many new initiatives

• Keep losing focus during discussions

Innovator

•

Generate ideas that are too radical• Seem, to others, to be “on a different planet”

• Fail to make their vision relevant to others

• Want to pursue unrealistic or impractical ideas

Coach

• Fail to identify and discuss differences of opinion

• Compromise too much and jeopardize achievement

• Build team spirit at the expense of creative conflict

• Fail to make enough demands of others

Crusader

• Fail to look critically at their own beliefs

• Take an uncompromising stance on certain issues• Alienate others through taking too strong a stand

• Fail to engage in objective debate









Closest MBTI Types for each Berlin Team Role

Team Role

Closest

Types Next closest More distant Furthest Types

Coach ESFJ, ENFJ ISFJ, INFJ

ESFP, ENFP

INFP, ISFP

ESTP, ENTP

INTP, ISTP, INTJ

ISTJ, ESTJ, ENTJ

Crusader ISFP, INFP ESFP, ENFP

ISFJ, INFJ

ESFJ, ENFJ

ISTJ, INTJ

ESTJ, ENTJ, ISTP

INTP, ENTP, ESTP

Explorer ENFP, ENTP INFP, INTP

ENFJ, ENTJ

INFJ, INTJ

ESFJ, ESTJ

ISTJ, ISFJ, ESTP

ESFP, ISFP, ISTPInnovator INFJ, INTJ ENFJ, ENTJ

INFP, INTP

ENFP, ENTP

ISTP, ISFP

ESFP, ESTP, ISTJ

ISFJ, ESFJ, ESTJ

Sculptor ESTP, ESFP ISFP, ISTP

ESFJ, ESTJ

ISFJ, ISTJ

ENFJ, ENTJ

INTJ, INFJ, ENTP

ENFP, INFP, INTP

Curator ISFJ, ISTJ ESFJ, ESTJ

ISFP, ISTP

ESFP, ESTP

INTP, INFP

ENFP, ENTP, INTJ

INFJ, ENFJ, ENTJ

Conductor ESTJ, ENTJ ISTJ, INTJ

ESTP, ENTP

INTP, ISTP

ESFP, ENFP

INFP, ISFP, INFJ

ISFJ, ESFJ, ENFJScientist ISTP, INTP ESTP, ENTP

ISTJ, INTJ

ESTJ, ENTJ

ESFJ, INFJ

ESFJ, ENFJ, ISFP

INFP, ENFP, ESFP









Closest Team Roles for MBTI Types

Type Closest

Team Role

Next closest More distant Furthest

Team Roles

ENFJ Coach Explorer,

Innovator

Crusader,

Sculptor

Conductor, Scientist,

Curator

ESFJ Coach Sculptor,

Curator

Crusader,

Explorer


Innovator

INFP Crusader Explorer,Innovator

Coach,Curator

Conductor, Scientist,Sculptor

ISFP Crusader Sculptor,

Curator

Coach,

Innovator


Explorer

ENTP Explorer Conductor,

Scientist

Innovator,

Coach

Sculptor, Curator,

Crusader

ENFP Explorer Coach,

Crusader

Innovator,

Conductor

Sculptor, Curator,

Scientist

INFJ Innovator Coach,Crusader

Explorer,Scientist

Sculptor, Curator,Conductor

INTJ Innovator Conductor,

Scientist

Explorer,

Crusader

Sculptor, Curator,

Coach









Closest Team Roles for MBTI Types

ESFP Sculptor Coach,

Crusader

Curator,

Conductor

Explorer, Innovator,

Scientist

ESTP Sculptor Conductor,

Scientist

Curator,

Coach


Crusader

ISFJ Curator Coach,

Crusader

Sculptor,

Scientist


Conductor

ISTJ Curator Conductor,

Scientist

Sculptor,

Crusader


CoachESTJ Conductor Sculptor,

Curator

Scientist,

Explorer

Coach, Crusader,

Innovator

ENTJ Conductor Explorer,

Innovator

Scientist,

Sculptor

Coach, Crusader,

Curator

ISTP Scientist Sculptor,

Curator

Conductor,

Innovator

Coach, Crusader, Explorer

INTP Scientist Explorer,

Innovator

Conductor,

Curator

Coach, Crusader,

Sculptor









The Five Team Dysfunctions

Patrick Lencioni, The Table Group; John Wiley & Sons, Inc., San Francisco, CA, 2007.









Five Team Dysfunctions

#1: Absence of Trust – Members of great teams trust one another on

a fundamental, emotional level, and they are comfortable being

vulnerable with each other about their weakness, mistakes, fears, and

behaviors. They get to a point where they can be completely open

with one another, without filters. This is essential because . . .

Low Med High

#2: Fear of Conflict – Teams that trust one another are not afraid

to engage in passionate dialogue around issues and decisions that are

key to the organization’s success. They do not hesitate to disagree

with, challenge, and question one another, all in the spirit of findingthe best answers, discovering the truth, and making great decisions,

This is important because . . .

Low Med High

#3: Lack of Commitment - Teams that engage in unfiltered conflict

are able to achieve genuine buy-in around important decisions, even

when various members of the team initially disagree. That is because

they ensure that all opinions and ideas are put on the table and

considered, giving confidence to team members that no stone has been

left unturned. This is critical because …

Low Med High

#4: Avoidance of Accountability – Teams that commit to decisions

and standards of performance do not hesitate to hold one another

accountable for adhering to those decisions and standards. What’s

more, they don’t rely on the team leader as the primary source of

accountability, they go directly to their peers. This matters because …

Low Med High

#5: Inattention to Results - Teams that trust one another engage in

conflict, commit to decisions, and hold one another accountable, are

very likely to set aside their individual needs and agendas and focus

almost exclusively on what is best for the team. They do not give into the temptation to place their departments, career aspirations, or

ego-driven status ahead of the collective results that define team

success.

Low Med High

Patrick Lencioni, The Table Group; John Wiley & Sons, Inc., San Francisco, CA, 2007.









Ranking of the Team’s Five Functioning / Scorecard

Team

Functions

#1 #2 #3 #4 #5

Trust

Conflict

Commitment

Accountability

Results









The Five Team Dysfunctions Report-Out

The team assessment is a benchmark, not a report card – the purpose is to give us a

sense of the team’s unique strengths and areas for improvement. This resource will

tell you where you are now as a team. What is working well, and not so well so that

you can decide what kinds of changes are required going forward.

Implications of the Scorecard

Overall Assessment Findings

Strengths

Potential Areas for Improvement

Areas of Differences

Common Areas of Concern









Celebrating What Is Working

Examples of the evidence of Trust

Examples of the evidence of Conflict

Examples of the evidence of Commitment

Examples of the evidence of Accountability

Examples of the evidence of Attention to Results









Acknowledging What Is Not Working

Examples of the evidence of Trust

Team Challenge? ____________________________________

Examples of the evidence of Conflict

Team Challenge? ____________________________________

Examples of the evidence of Commitment

Team Challenge? ____________________________________

Examples of the evidence of Accountability

Team Challenge? ____________________________________

Examples of the evidence of Attention to Results

Team Challenge? ____________________________________









Five Team Dysfunctions Action Planning – Trust

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









Five Team Dysfunctions Action Planning - Conflict

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









Five Team Dysfunctions Action Planning - Commitment

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









Five Team Dysfunctions Action Planning - Accountability

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









Five Team Dysfunctions Action Planning - Results

Start

• _____________________

• _____________________

• _____________________

Stop

• _____________________

• _____________________

• _____________________

Continue

• _____________________

• _____________________

• _____________________

Do More

• _____________________

• _____________________

• _____________________

Do Less

• _____________________

• _____________________

• _____________________









Workshop Evaluation Form

Today’s Date: _______________

For each of the following areas, please indicate your reaction with a check mark ():

Content / Activities / Presentation Excellent GoodNeeds

Improvement

Not

Applicable

1. Relevant to the team needs

2. Appropriate to my needs

3. Well organized

4. Presented at the right level5. Effective activities & exercises

6. Useful visual aids & handouts

7. Practical applications

8. Assessments generated insights

9. Well paced for the audience

10. Facilitator was knowledgeable

11. Responsive to questions

12. Presented material clearly

13. Covered material thoroughly

14. Engaged participants15. Asked useful questions

How could this workshop be improved? _____________________________________________

_____________________________________________________________________________

Any other comments or suggestions? _______________________________________________

_____________________________________________________________________________

Overall Excellent Good

Needs

Improvement

Not

Applicable

How would you evaluate thisTeam Building Retreat?









Organizational Profile

HRD Consulting ServicesP.O. Box 20846 / Mt. Washington, MD 21209 / 410/466-9023

[email protected] / http://www.hrdconsultingservices.com

PROFESSIONAL CAPABILITY PROFILE

• EXECUTIVE COACHING SERVICES -- provides coaching consultation to individuals seeking to maximize their

performance effectiveness within their current position; offers developmental strategies for career enhancement,enrichment, advancement, and reinvention.

• DIAGNOSTIC ORGANIZATIONAL ASSESSMENTS -- conducts front-end data analysis of the organization's

culture and re-engineering strategy; provides feedback sessions of the results; facilitates the design and development of

customized organizational effectiveness interventions; and provides ongoing process consultation to implement programinitiatives.

• 360 MULTI-RATER DEVELOPMENTAL ASSESSMENT/FEEDBACK -- an instrumented approach to formulating a base

line for performance effectiveness; identifies developmental targets for performance improvement and utilization

parameters for leveraging strengths; formulates and aligns action plans with business strategies; and monitors

implementation steps.

• TEAM FACILITATION -- works with new and intact teams in their efforts to ensure quality service & products for

theend-user; collaborates with management and team members in identifying team issues; collects diagnostic data via interviews

and survey questionnaires; provides feedback on the findings & makes recommendations for team development interventions;

facilitates real-time team sessions for studying & understanding team member’s roles, unique contributions, & the behavioralimpact on team performance.

• CUSTOMIZED TRAINING -- designs and delivers training sessions; facilitates effectiveness of intact teams & focus

group sessions; delivers staff training in the areas of leadership development, community leadership training, employee

retention and utilization strategies, resiliency training, workforce diversity, and organizational change management and

revitalization.

• TEAM PERFORMANCE COACHING -- provides coaching consultation to individuals and team members who are

translating their 360-degree diagnostic team results into an overall team performance plan.

• CAREER TRANSITION MANAGEMENT -- provides career assessment and transition management consultation

services to organizations re-engineering and reducing staff; designs and delivers strategic career venture

workshops for impacted candidates embarking upon a major career transition.



http://www.hrdconsultingservices.com/



http://www.hrdconsultingservices.com/







• ASSESSMENT INSTRUMENTS -- experienced/certified to use Benchmarks, Profilor, Emotional Competency

Inventory, Leadership Effective Assessment, Personal Values Questionnaire, MBTI, DISC, FIRO-B, CPI, 16PF, SDS, CLI, CAI,ACCI, COS, CISS, CLI, COS, TDS, Skillscope. On-line assessment deliver capability.

bsu 3 day agenda-final master handout copy

Documents