Teaming
INTRODUCTION
As a mission-focused business advisor/contract specialist within the federal government, you are required to carry out many contractual functions within the acquisition process: mission support planning; mission strategy execu-tion; and mission performance assessment. While carrying out these func-tions, you may be tasked to serve on a team. Or you may be required to coor-dinate the members of a team. Understanding your own thinking characteristics and that of others is a valuable tool in participating as an ef-fective team member.
The Herrmann Whole Brain Model is one instrument that identifies personal-ity characteristics. What type of team player are you? What questions do you ask? How do you react to situations or people and how does it affect the team dynamics? This article is designed to help you identify your type(s) of teaming characteristics and assist you in being an effective team member.
OBJECTIVES
Participate as an effective contributing team member using a charac-teristic model.
TEAMING
Teaming is the process of joining another person or forming a group with other people in order to do something together. A team may be as small as two people or may contain many people. The team may come together to ac-complish a single task or objective or may work on a long term assignment
When forming a team, the question we must answer is what do we want to accomplish, and will the team facilitate the accomplishment of that objec-tive? With the right application, team development is a union between or-ganizational improvement and individual development, often fulfilling both needs equally well. Knowledgeable, empowered, and committed teams have been a central element in a wide range of organizational successes such as reshaping government and rebuilding struggling firms. Effective teams com-bine the power of group process, shared responsibility, team learning, and mutually supportive team members and work processes to create synergies that would not exist in traditional structures. The result of such synergy is often extraordinary results.
Types of Teams
There are basically two types of teams: task teams and work teams. Task teams may exist only until the task is completed (e.g., problem solved or process improved). Work teams are permanent and have primary responsi-bility for day-to-day operations.
Using Characteristic Models for Team Building Effectiveness
Characteristic models are used by businesses, educators, law enforcement, and governments to establish profiles. A profile means a survey, test, as-sessment, inventory style, trait, or learning tool. These models are largely self assessments and can help with designing learning strategies, business and strategic issues, communication, problem solving, decision making, lead-ership strategies, teaming, lifestyles, attitudes, and even why employees don’t do what they are supposed to.
Profiling is often used in hiring or recruiting, diversity training initiatives, time management, team building, managing employees’ workplace expecta-tions, customer service, sales, selling, and personal growth.
Using characteristic models for team building effectiveness is a systemic ap-proach that has substantial benefits in helping build quality and efficiency in the team dynamics.
Numerous characteristic models are available. Examples are Covey’s Seven Habits of Highly Effective People (to identify individual life traits) and Myers-Briggs tests (to increase self-understanding and appreciation of
per-the Ned Herrmann Group Whole Brain Model as a tool to improve team member effectiveness.
UNDERSTANDING THE WHOLE BRAIN CONCEPT
The Herrmann Whole Brain Model is a characteristic model that relates to leadership, teaming, communication, and management styles. More specifi-cally, the whole brain model helps you zero in on your characteristic traits and that of your team members, in order to participate as an effective, con-tributing team member.
The Whole Brain Model builds on the left brain/right brain theory. These parts consist of the two cerebral pairs (hemispheres) and two limbic pairs. The two left side structures combine to represent what is popularly called the left brain thinking. The two right side pairs combined represent right brain thinking.
Whole brain technology provides a basis for measuring the different prefer-ences by determining the degree of dominance that has developed among the four thinking structures of the brain. All four are massively interconnected. Taken together, these represent a whole brain divided into four equal quad-rants: upper left (A), lower left (B), lower right (C), and upper right (D), upper right (D). These four quadrants (A, B, C, D) are characterized as: A-rational, B-safekeeping, C-feeling, and D-experimental.
The whole brain thinking concept stems from the premise that synergistic thinking involves every quadrant of the brain.
Applying the Whole Brain Model
Applying the Whole Brain Model at the team level means that a team func-tions most effectively when it contains thinking from each of the four quad-rants of the brain. By individually understanding your own thinking domi-nance and by identifying the thinking of others, you can alter thinking to promote synergy.
The model further implies that with the understanding of the different think-ing quadrants, you will have greater understandthink-ing of yourself and others; thereby increasing team effectiveness.
For example, if two dominant A’s are tasked to complete an assignment that requires them to review archival data for the collection of facts to be used in a brochure, the task may ultimately be completed. However, the task may not be completed in the most effective manner. Why? The following example will shine some light on the answer.
Four Reporters’ Views of the Same Accident
A
FACTS
D
FUTURE “Once again… forensic science using
the undeniable facts of blood type, fingerprints, and spectrographic analysis of paint fragments prove beyond a doubt…”
“This accident demonstrates the le-thal combination of drunk driving and faulty car design. These two is-sues are national in scope and de-serve urgent Congressional attention if future generations are to be ade-quately protected…”
B
FORM FEELINGS C
“At 3:30 pm, Thursday, April 9th on
Route 9, 15 miles north of Columbus a black, 1978 Plymouth, 4 door se-dan traveling at 75 miles per hour in a 35 mph school zone…”
“Tearful, screaming mother attacks the cowering suspect as irate police officers hold off an angry mob at the terrifying scene of a tangled school bus and the accident’s bloody vic-tims.”
Differences in Processing Modes
A Upper Left/Blue B Lower Left/Green C Lower Right/Red D Upper Right/Yellow Descriptors Logical Factual Rational Critical Analytical Quantitative Authoritarian Mathematical Technical reader Data collector Conservative Controlled Sequential Articulate Dominant Detailed Musical Spiritual Symbolic Talkative Emotional Intuitive (regarding people) Reader (personal) Intuitive (regarding solutions) Simultaneous Imaginative Synthesizer Holistic Artistic Spatial Skills Problem solving Analytical Statistical Technical Scientific Financial Planning Regulatory Supervisory Administrative Organizational Implementation Expressing ideas Interpersonal Writing (correspondence) Teaching Training Integrative Visualizing Causing change Conceptualizing Generating ideas Trusting intuition Typical Phrases Used “Tools” “Hardware” “Key point” “Knowing thebot-tom line” “Take it apart” “Break it down” “Critical analysis”
“Establishing habits” “We have always done it this way” “Law and order” “Self discipline” “By the book”
“Play it safe” “Sequence” “Team work” “The family” “Interactive” “Participatory” “Human values” “Personal growth” “Human resource” “Team develop-ment”
“Play with an idea” “The big picture”
“Broad-based” “Synergistic” “Cutting edge” “Conceptual block-busting” “Innovative” Typical Derogatory Phrases (Zingers) Used by Others “Number cruncher” “Power Hungry” “Unemotional” “Calculating” “Uncaring” “Cold fish” “Nerd” “Picky” “Can’t think for
him-self” “Unimaginative” “One-track mind” “Stick-in-the-mud” “Grinds out the task”
“Bleeding heart” “Talk, talk, talk” “Touchy-feely”
“A push over” “Soft touch” “Gullible” “Sappy” “Reckless” “Can’t focus” “Unrealistic” “Off-the-wall” “Dreams a lot” “Undisciplined” “Head in clouds”
Quadrant A (Upper Left/Blue)
Descriptors Definition
Analytical Breaking things or ideas into parts and examining them to see how they fit together.
Challenging Questioning, playing the “devil’s advocate.”
Critical Exercising or involving careful judgment or evaluation (judg-ing the feasibility of an idea).
Definitive Clear, exact, free from ambiguity or obscurity. Direct Frank, to the point.
Factual Concerned with what can be documented or actually hap-pened.
Intellectual Guided by objective, rational processes rather than subjective, emotional processes.
Logical Able to reason deductively from what has gone before.
Mathematical Perceiving and understanding numbers and being able to ma-nipulate them to an end.
Objective Unbiased, based on facts and not affected by personal feelings or prejudice.
Problem Solver
Able to find solutions to difficult problems by identifying and resolving key issues.
Quantitative Oriented towards numerical relationships; inclined to seek exact measures.
Rational Making choices on the basis of reason as opposed to emotions. Realistic Concerned with what is factual or probable rather than
specu-lative or imagined.
Rigorous Having a thorough and detailed approach to problem solving. Technical Having special, practical knowledge of a mechanical or
QUADRANT B (Lower Left/Green)
Descriptors Definition
Administrative To manage, supervise, or direct.
Articulate Expresses oneself clearly, readily, and effectively. Controlled Restrained, holding back, in charge of one’s emotions. Detailed Paying attention to the small items or parts of an idea or
project.
Disciplined Self controlled, able to follow through with plans. Dominant Commanding; prevailing over others.
Industrious Hard working and diligent.
Organized To arrange or form into a coherent unit or functioning whole.
Persistent Tenacious; sticking to a task until it is completed.
Planner Determining the necessary steps to achieve a desired out-come.
Practical Disposed to action rather than to speculation or abstraction. Procedural Establishing and following spelled out policies and
proc-esses.
Punctual Always on time; time conscious and concerned with meeting deadlines.
Safekeeping Cautious, careful, protective; concerned with consequences. Sequential Dealing with things and ideas after another or in order. Structured Being concerned with systematic frameworks; operating
QUADRANT C (Lower Right/Red)
Descriptors Definition
Cooperative Working or acting together willingly for a common purpose. Emotional Feeling things deeply.
Empathic Able to understand how another person feels and able to communicate that feeling.
Enthusiastic Giving yourself completely to whatever engages you. Expressive To show, manifest, or reveal one’s opinion.
Friendly Kindly, amiable, cordial, genial, and helpful.
Harmonizing To work toward agreement or feeling of connection with oth-ers.
Helpful Giving or rendering aid, assistance, or service.
Interpersonal Able to develop and maintain relationships between people. Musical Having an interest in or a talent for music.
Passionate Being deeply involved or having intense feelings toward ideas or causes.
Receptive Willing and inclined to receive suggestions and offers from others.
Responsive Willing to get involved; extending one self to others. Spiritual Having to do with sacred matters as apart from material
things.
Trusting Willing to rely upon and believe in the integrity of others; assuming a positive outcome.
QUADRANT D (Upper Right/Yellow)
Descriptors Definitions
Adventurous Interested in discovering or investigating the unknown. Artistic Appreciating or creating painting, music, poetry, dance, etc.;
sensitive to pleasing elements of design.
Conceptual Able to grasp key elements of thought and generalize ab-stract ideas.
Creative Able to make unique connections and put things together in a new way.
Curious Inquisitive; eager to learn or know.
Exploratory Investigate new arenas, concepts, ideas, and points of view. Flexible Adaptable, able to see things in a number of different ways,
willing to change.
Holistic See the big picture and understand how parts interconnect to form the larger whole.
Imaginative Able to think beyond the bounds of reality.
Integrating Able to combine pieces, parts, and elements of ideas, con-cepts, and situations into a unified whole.
Intuitive (ideas)
Knowing something without consciously thinking it out; hav-ing instant understandhav-ing without need for facts or proof. Open Minded Receptive to new ideas or differing points of view.
Risk Taker Inclined or willing to take chances.
Simultaneous Able to process more than one type of mental input or attend to more than one activity at a time.
Synthesizer Able to unite separate ideas, elements, or concepts into a new whole.
CREATIVE TEAM EFFECTIVENESS
Creative team effectiveness exists when the team reflects a heterogeneous dominance profile. A team with a heterogeneous dominance profile has ade-quate representation from each of the four brain quadrants. In contrast, a homogenous team is when the members of the team are all from the same brain dominance.
Creative team effectiveness exists when: everyone is creative;
individual creativity comes from the expression of individual authen-ticity;
team creativity comes from the application and maximum use of dif-ferences;
playfulness increases the likelihood that creativity will occur; and the more we believe we are creative, the more creative we will be.
Optimum Group Effectiveness
For optimum group effectiveness, the team will be most creative when it is heterogeneous and gender-balanced. Gender-balanced heterogeneous groups are capable of significantly greater creative output than unbalanced or homo-geneous groups.
The A (blue) team members will help the group get down to business by defining the goals and objectives, logically solving problems, apply-ing critical analysis and theory, and workapply-ing toward quantifiable out-comes. Their motto will be “what is the theory of the case?”
The B (green) team members will keep the group moving toward com-pleting the goal. These members will contribute by focusing on the de-tail and procedures; using a direct approach to get from one point to the next; allocating tasks, organization, and planning; following up
The C (red) team members bring the interpersonal touch to the group. These well-grounded individuals kindle the spirit of the community. They mediate and facilitate the discussion by sharing, listening, and expressing their own ideas and concerns and those of others. They will identify the underlying issues and are instrumental in helping the team build relationships.
The D (yellow) team members will bring breakthrough thinking by strategizing and visualizing the future, risk taking and experiment-ing, combining and connecting concepts, brainstorming new ideas and solutions, and perspectives of the big picture. The motto of these in-sightful team members is “challenge the status quo.”
