Team Empowerment: A Simple and Easy Solution QUEST survey analyzes strengths and weaknesses; leads to remedies and long-term success. by Mary Ann Smialek T EAM A IS IN A DILEMMA. IT CAN’T PINpoint why it is faltering. Its vision has been set and its mission is defined. Key processes have been mapped. Statistical process controls have been employed. Methods for measuring team performance have been developed. Team members thought they had all the bases covered, yet the team’s level of productivity and performance is still in question. The group doesn’t know why, how, or where to begin to get back on track. Team members don’t believe that optimal performance is achievable for their team, and they have not been able to pinpoint the team’s strengths and weaknesses. What should the team do next? When looking for a solution to team problems, it’s important to remember that every team is different. No one method will jump-start and adequately serve every team in every way. Teams are different in physical, technical, educational, and training makeup. Each team must find its own recipe for success. To maximize team performance each team must know and capitalize on its strengths and overcome its weaknesses. Simply wanting better team performance is not enough to create a successful team. How can teams focus on their efforts and desired results so that all members can recognize their contributions? Constant improvement, innovation, and integration of quality are needed at all organizational levels for all teams. This is the key to the team’s longterm plan for success. The question is: How does a team arrive at a successful conclusion in a reasonable length of time? A resource is needed to help identify critical issues and weave solutions into the team’s structure. The sooner the team’s needs are addressed, the sooner the team will succeed. The QUEST solution The Quality Empowerment Survey for Teams (QUEST) shown in Table 1 is a resource designed to help teams pinpoint challenges to success and capitalize on both individual member and team strengths. The QUEST will clarify and remediate any areas impeding team success. The key to this diagnostic tool is that it is easy to use and interpret (see Table 2). In a matter of minutes individual member and team strengths and weaknesses are evident. With this information each area of concern can be broken into root causes that need corrective action. All organizations—whether health care, education, or business—can benefit from the diagnostic and prescriptive properties of the QUEST to help identify individual and team strengths as well as the blind spots to team empowerment. It can help a team expand its knowledge and understanding of team interaction and effectiveness by fostering the skills, strategies, and techniques needed to achieve team empowerment. Without the skills, abilities, and knowledge that such a resource can generate, teams can remain stifled and unable to successfully tackle problems and reach higher levels of performance. With growing frequency, the team’s success will prove that principles such as focusing on customers, using data effectively, improving processes, and working cooperatively are no longer just buzzwords; they are fundamental to creating more effective organizations. / Quality Progress September 1998 65 Table 1. Quality Empowerment Survey for Teams (QUEST) Introduction How empowered is your team? How empowered are you as an individual team member? Measure and analyze your team’s strengths and your own individual strengths as a team member. Gather information for planning and monitoring purposes to enhance shared decision making. Survey Information Name:______________________________________________________________________________________________________________________________________________________________________________________________ Role on team:__________________________________________________________________________________________________________________________________________ Team goal: __________________________________________________________________________________________________________________________________________________ Personal goal for being on this team: ____________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ 4. Information Directions After each statement, please indicate your response by circling the appropriate number, add numbers for each section, and record total in appropriate box. Strongly agree (SA) Agree (A) Disagree (D) Strongly disagree (SD) Undecided (U) D SD U 1 2 3 4 5 Team members trust each other. 1 2 3 4 5 Our team is trusted by its peers. 1 2 3 4 5 Our team is respected by management. 1 2 3 4 5 I am encouraged to take risks. 1 2 3 4 5 Total Score 2. Recognition 3 4 5 Our team has all needed information to do its job. 1 2 3 4 5 Individuals are kept informed of what is going on in our team. 1 2 3 4 5 Individuals are kept informed of what is going on in the organization. 1 2 3 4 5 Our team knows how to get needed information. 1 2 3 4 5 SA A D SD U SA A D SD U Members are encouraged to speak out. 1 2 3 4 5 Adequate time is spent searching for innovative solutions. 1 2 3 4 5 Members use win-win techniques. 1 2 3 4 5 Decisions are not evaluated without being fully discussed. 1 2 3 4 5 Solutions are not evaluated without being fully discussed. 1 2 3 4 5 Total Score 6. Resources SA A D SD U Our team receives needed resources on time. 1 2 3 4 5 The members of our team have all the necessary technical skills. 1 2 3 4 5 I am recognized for my contributions to our team. 1 2 3 4 5 Our team expects the best from each member. 1 2 3 4 5 The members of our team have all the necessary team skills. 1 2 3 4 5 Management recognizes individual efforts. 1 2 3 4 5 Priorities are consistently clear. 1 2 3 4 5 Management recognizes our team efforts. 1 2 3 4 5 Our organization recognizes people for their ability, not for who they know. Management support is clearly available when needed. 1 3 4 5 1 3 4 5 2 Total Score 3. Team communications 2 Total Score 7. Initiative and creativity SA A D SD U SA A D SD U Our team has full support for taking initiative. 1 2 3 4 5 Team members talk openly about ideas. 1 2 3 4 5 Individual initiative is encouraged by our team. 1 2 3 4 5 Team members talk openly about problems. 1 2 3 4 5 Team initiative is encouraged by the organization. 1 2 3 4 5 Team members actively listen to each other. 1 2 3 4 5 Our team regularly communicates with management. It is easy for our team to suggest new ideas for improving processes and products. 1 2 3 4 5 1 2 3 4 5 Conflicts are confronted quickly and solved. 1 3 4 5 It is easy for our team to try new ideas for improving processes and products. 1 2 3 4 5 Total Score 66 2 5. Decision making and problem solving SA A I feel respected by team members. 1 Total Score Copyright 1996 Quest Associates 1. Respect and trust SA A D SD U I have all information needed to do my job. / Quality Progress September 1998 2 Total Score Table 2. Interpreting Your Scores 8. Goal clarity SA A D SD U Our team knows/understands the team’s goals. 1 2 3 4 5 Our team is committed to the team’s goals. 1 2 3 4 5 My individual goals match the team’s goals. 1 2 3 4 5 Our team allows me the opportunity for personal growth. 1 2 3 4 5 Our team allows me the opportunity for career growth. 1 2 3 4 5 Total Score 9. Teamwork SA A D SD U Enter below your individual total and average each of the 10 empowerment factors. Circle the three that have the highest average. Next, when the team gets back together, add your individual totals for each factor to the totals of the others on your team. Then determine the team’s average for each of the factors. Place an asterisk next to the three empowerment factors that had the highest totals for the team. Your Your Team Team Total Average Average Range 1. Respect and trust 2. Recognition 3. Team communications 4. Information Individuals on our team work well together to solve difficult problems. 1 2 3 4 5 Individuals on our team focus on the team, not themselves. 5. Decision making and problem solving 1 2 3 4 5 6. Resources Our team does not focus around one or two superstars. 1 2 3 4 5 We are well organized to produce a quality output. 1 2 3 4 5 Our team processes are efficient (and timely). 1 2 3 4 5 7. Initiative and creativity Total Score 10. Organizational systems and structure SA A D SD U Organizational policies are consistent with team goals. 1 2 3 4 5 Our team easily interacts with other teams in our organization. 1 2 3 4 5 Team empowerment in our organization can happen without changing major systems and structures. 1 2 3 4 5 Our team can be empowered without changing current systems and structures. 1 2 3 4 5 Our team can be empowered without changing current organizational policies. 1 3 4 5 2 8. Vision/goal clarity 9. Teamwork 10. Organization systems and structure The team should be concerned with any team average that is more than 2.0. Your team discussion should begin with the three highest team average scores. The team should also look at factors where the range between the lowest and the highest score is greater than 1.0. This indicates a divergence of how team members perceive the situation and environment. Finally, if any of your individual averages are higher than 2.0 and are not covered in the discussion of team factors, you should raise those issues with the team. When discussing a factor, it is helpful to talk about each of the subpoints individually. The discussion should lead the team to the factors that need improvement in order for the team to become more empowered. Break each factor into the root causes that need corrective action. Create a plan for improvement. Total Score THANK YOU FOR COMPLETING THE Table 3. Team A’s Strengths and Weaknesses QUALITY EMPOWERMENT SURVEY FOR TEAMS (QUEST) Please comment on the need and usefulness of this survey for measuring and analyzing your team’s • In one column, list the team’s strengths. In the other column, list the team’s weaknesses. • See if the differences between the sides are important for the team’s work and successful outcomes. If yes, develop a plan for getting information that will help resolve the issues. strengths and weaknesses as well as your personal strengths and challenges to those strengths as an individual team member. Strengths Weaknesses 1. New ideas are supported and encouraged. 2. Conflicts are confronted quickly and solved. 3. Team processes are timely and encouraged. 1. Team members do not actively listen to one another. 2. Decisions and solutions are not fully discussed. 3. Team-member goals do not match team goals. / Quality Progress September 1998 67 Table 4. Descriptive Data on Researched School District Teams K-12 School District Geographic location Geographic makeup Enrollment Professional staff Number of schools Teams studied TEAM A Grade level Representative team members interviewed team leader (T.L.) Members on team TEAM B Grade Level Representative team members interviewed team leader (T.L.) Members on team TEAM C Grade level Representative team members interviewed team leader (T.L.) Members on team Years implementing total quality in district 1 Western PA Suburban 2,716 158 5 Elementary (3) Middle (1) Senior high (1) 3 High school code of conduct team 9-12 Guidance counselor Teacher (T.L.) High school librarian Attendance secretary 15 Student placement team K-5 Principal Guidance counselor Teacher (T.L.) Teacher 10 District strategic planning team K-12 Superintendent (T.L.) Teacher Parent Student Community member 15 2 Western PA Suburban 7,500 455 12 Elementary (7) Middle (3) Intermediate high (1) Senior high (1) 3 Flunk busters student retention team K-5 Psychologist Curriculum supervisor Reading specialist (T.L.) Instructional support teacher 10 District form cutters team K-12 Facilities secretary Business secretary Personnel secretary Assistant superintendent’s secretary 6 MC/SR communication team K-10 On-campus school coordinator Psychologist Assistant supervisor of special education Teacher (T.L.) 15 6 When trying to turn a team around, the challenge to leaders and facilitators is not always obvious. Identifying the team’s strengths and weaknesses and taking the time to analyze them will maximize the team’s success. Using the information Once the team’s strengths and weaknesses are known, the results can be analyzed and interpreted (see Table 3). How can the team use this information to improve its efficiency and effectiveness? An educational rule of thumb is to overcome the team’s weaknesses by employing its strengths to achieve that goal. In Table 3, Team A’s strengths, which include supporting and encouraging new ideas (strength No. 1) and confronting and solving conflicts quickly (strength No. 2) and efficiently (strength No. 3), can and should be used to remediate the team’s 68 / Quality Progress September 1998 3 2 4 Eastern PA Suburban 1,810 117 4 Elementary (2) Middle (1) Senior high (1) Eastern PA Suburban/Rural 3,266 224 5 Elementary (3) Middle (1) Senior high (1) 3 Quality kid core team 3 District facilities planning team K-8 Superintendent (T.L.) Board member/ senior citizen/ community member Teacher Parent 6 Spelling improvement team 4-5 Principal (T.L.) 2 learning support teachers 2 homeroom teachers K-3 Principal Teacher Business partner/ community member Parent 6 Building governance team 3-5 Principal (T.L.) Teacher Parent Community member Business partner 10 Organizational structure team K-5 Principal (T.L.) Community member Parent Teacher 10 Two building collaborative team K-3 2 principals (T.L.) 1 teacher from each building 10 4 10 4 weaknesses. When analyzing Team A’s weaknesses, it is learned that team members do not actively listen to one another (weakness No. 1). This is a major failing of this team because effective listening is not only one of the most important methods for acquiring knowledge and problem solving, it can also be the hardest and most active work any team member is called upon to do. If team members don’t actively listen, decisions and solutions cannot be fully discussed (weakness No. 2). This breakdown leads to an underlying problem of Team A, which is that team-member goals do not match team goals (weakness No. 3). This indicates that the member makeup of Team A is not suitable to effectively make decisions and solve problems that are consistent with achieving the team’s goals. During this stage of the team’s analysis, it may be necessary Table 5. Teams Included in Study Team’s achieved process and product Team A District 1 District 2 High school student code of conduct 9-12 Code of conduct procedures and code of conduct manual Flunk busters student retention K-5 Retention guidelines; extended school year; 5-week summer program; developmental K (1⁄2 day) and set up program K (whole day) Team B Student placement team K-5 Efficient student placement processes; student placement form Team C District strategic planning team K-12 Graduation requirements; school-towork program District 3 Quality kid core team K-3 Incorporation of quality principles into existing school program; quality principles and processes scheduled into existing school programs District form Building governance cutters team team 3-5 Efficient absence from Established improved duty procedures; relationships among abbreviated Absence parents, teachers, stufrom duty form dents, and administrators; real dialogue among the group MC/SR Organizational communication structure team K-5 team K-10 Formulated homework School/residential policy; developed program; student/staff after-school homework clarification of program (H.E.L.P.) 3-5 school/residential rules; student/staff manual to secure a more appropriate member representation on the team to carry out the team’s goals, or perhaps monitor or adjust the team’s goals while maintaining original members. Again, the team’s strengths listed in Table 3 support the latter solution because the strengths of the team members are able to support these new changes for the better. Revised or changed goals would probably be accepted by Team A since, according to Table 3, new ideas are supported and encouraged (strength No. 1), conflicts are confronted quickly and solved (strength No. 2), and projected team outcomes are timely and efficient (strength No. 3). A thorough analysis encompassing all strengths and weaknesses of Team A is presented here, but other team analyses need not be as detailed. By reflecting on the team’s strengths and weaknesses, team leaders, facilitators, and even team members can come to the avenues of change for the better of the team. If the team doesn’t feel comfortable employing a detailed analysis like the one presented, then it should start by focusing on just one of the team’s weaknesses. First, the team should ask the question “Why?” When this question is successfully answered, it should ask the same question again. Inadvertently the team will come closer and closer to identifying the roadblock to its effectiveness. As the team becomes more comfortable with using the QUEST, team strengths and weaknesses will become easier to analyze. The QUEST will provide results that will enable the team to diagnose setbacks to its progress. What team members do with the results is up to them. The degree of analysis and interpretation of the team’s survey results will depend on how, when, and where the team chooses to use them. District 4 District facilities planning team K-8 Hired architect for feasibility study; studying options that provide best educational environment at best possible cost Spelling improvement team 4-5 Consistent spelling instruction procedures; individualized spelling program for all students Two building collaborative team K-3 Collaboration procedures for parent/staff development program for parents Employing the QUEST yields profit from a team’s intellectual capital. It confirms the value of the team’s power and focuses on areas that present a challenge. Using a resource such as the QUEST helps team leaders, members, and facilitators maximize a team’s task and relationship energy when working on situations that demand change for the better. It is possible to tailor team efforts to fit each team’s needs. A little time and effort will yield a great output in team results. The tangible force of the QUEST is using a common tool to educate team leaders, facilitators, and team members so that all members can communicate in a common language. While pinpointing the strengths and weaknesses of the team, there will be no guessing as to the root causes of problems. The QUEST offers the methodology that allows the team to focus on problem-solving resources to achieve the desired results. Applying the team interview questionnaire In a recent study on quality teams in education, guidelines were established for developing empowered teams in K-12 education based on the QUEST analysis.1 The results of the QUEST were augmented by the team interview questionnaire (TIQ) results (see Table 6). The TIQ focuses on elements that lead to the identification and description of team empowerment and effectiveness. It consists of open-ended questions that allow for personal, flowing, and comprehensive responses. This method of inquiry also allows respondents to expand on the answers they gave on the QUEST. Data from the TIQ augmented the data collected from the QUEST in noting the motivational techniques of the teams sur- / Quality Progress September 1998 69 veyed. The results of the surveys and interviews, supported by a review of related literature, established these guidelines. Seven major factors were deemed essential by team members for team development and implementation effectiveness and for team success and empowerment. 1. Provide needed team-building training, including both technical and interpersonal relationship skills in the forms of a district staff development program and outside consultant training. 2. Include necessary time in the school schedule for the teaming process. 3. Provide an environment that is open to team members’ opinions and ideas and supports and encourages new ideas and follow-through on team recommendations. 4. Include a true representation of groups on teams and provide well-organized teams with a balanced participation to facilitate and enhance decision-making and problem-solving outcomes. (For example, students, teachers, and parents represented on a homework-policy team reflects a true representation of groups for this team. Each group is directly affected by the team’s outcomes and provides for balanced participation. This balanced team makeup is needed for enhancing both decision making and problem solving.) 5. Respect and trust team members. 6. Ensure effective and efficient communication methods W ith growing frequency, the team’s success will prove that principles such as focusing on customers, using data effectively, improving processes, and working cooperatively are no longer just buzzwords; they are fundamental to creating more effective organizations. among team members, staff, administrators, parents, and community members. 7. Recognize team members for their time and effort. Table 4 and Table 5 show that the teams studied varied in composition. Table 6 lists team strengths and considerations for improvement (weaknesses). In all of the school districts participating in this study, team members decided how and what to do within parameters imposed by the larger goals of their educational organizations. Resistance to change was lessened in each of the districts by giving ownership of the improvement process to the team members. Under these new directions in educational leadership, expanded staff preparation and training is necessary so school personnel can develop the knowledge base and interpersonal and technical skills necessary to continue on the journey of continuous improvement. This expanded team training was not evident in any of the school districts studied. All teams studied were viable entities effecting change in their school districts with the support of a progressive and visionary educational leadership, but they functioned without all the necessary ele70 / Quality Progress September 1998 Table 6. Recurrent Themes in the 12 Researched Teams in the Four Participating School Districts Data from Quality Empowerment Survey for Teams (QUEST) and Team Interview Questionnaire Descending order of team’s strengths 1. Decision making and problem solving • Teams have balanced participation. • Decisions and solutions are fully discussed before being evaluated. 2. Respect and trust • Teams are encouraged to take risks. • Teams are both respected and trusted by team members themselves, peers, and district administrators. 3. Team communications • Team members talk openly about ideas and problems. • Team members actively listen to each other. • Conflicts are confronted quickly and solved. 4. Teamwork • Team members work well with one another. • Team members are organized and produce quality outputs. • Team processes are efficient and timely. 5. Recognition • Team members are recognized for their time and efforts as members of a district team. 6. Goal clarity • Teams understand and are committed to team goals. • Individual team-member goals match team goals. 7. Initiative and creativity • New ideas are supported and encouraged in district teams. Descending order of team’s considerations for improvement 1. Organizational systems and structure • Team empowerment will be expanded by changing current district systems, structures, and school policies to include more time for the team process during the regularly scheduled school day and to provide true representation of groups to voice their own opinions on all district teams. 2. Information • Team empowerment will be increased if more effective and efficient methods are used to inform staff of what is going on in the teams and in the school district. 3. Resources • Team empowerment will be augmented through district staff development program and/or consultant team-building training. ments to create real team empowerment. Accounting for the necessary elements The teaming process in K-12 education was being implemented in the researched school districts, but on a limited basis due to the lack of organizational systems and structures necessary to support team efficiency and empowerment. The real challenge for future educational leaders is to be aware of the seven necessary elements presented in this study and to set the stage for real team empowerment by ensuring that these elements are accounted for to create an effective team process. Team empowerment is not an arbitrary process. It must be orchestrated by open and supportive leaders who will ensure that the necessary organizational systems and structures (e.g., technical and interpersonal skill training, time in the school schedule, and needed information and resources) are available to support the team process in their school districts. The team members who were surveyed and interviewed in this study are committed and hardworking. They emphasized that their teams were successful in meeting their goals, but not without problems. According to team members, the following educational organizational systems and structures (in descending order of importance) were not always available when needed: team training, time for the team process, follow-through on team recommendations, and true representation of groups on teams to voice their concerns. Follow-through on team recommendations appears to be a problem in educational organizations. Educational leaders not following through on team recommendations was a noted concern of team members in each of the researched school districts. This was the only concern of team members that was not cited in a review of related cross-functional team literature. Future educational leaders must address the predominant issue of goals before accepting and implementing the teaming process itself. Survey and interview analysis revealed that teams in education are functioning without the benefit of strategies necessary to create real team empowerment. Empowerment of teams is not an arbitrary process. The stage must be set. The necessary elements must be in place. Corrective actions must be orchestrated for a team to reach its full potential and to ensure successful outcomes in both process and product. The QUEST is a powerful tool that can help address the team’s needs and help it reach its potential. Teams can work in education, and the QUEST is an effective method to help pinpoint challenges, capitalize on team strengths, and help teams work successfully. Reference 1. Mary Ann Smialek, “Team Process Patterns in Education Study,” University of Pittsburgh, Pittsburgh, PA, 1996. Mary Ann Smialek is a lead consultant for Quest Associates in Wexford, PA. She has a doctorate in education administration and policy studies from the University of Pittsburgh in Pennsylvania. Smialek is a member of the American Society for Quality. What did you think about this article? Quality Progress needs your feedback. On the postage-paid reader service card inserted toward the back of this magazine, please circle the number that corresponds with your opinion of the preceding article. Excellent Circle #325 Good Circle #326 Fair Circle #327 Poor Circle #328 / Quality Progress September 1998 71
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