Considerations for Initial Teambuilding


The functioning of high performance teams requires special attention to the processes by which they operate. This is particularly important in the initial stages of team formation of team building, but should be periodically examined as part of ongoing team development. The following 12 question areas are recommended to help teams explore their resources, styles, and constraints; they are designed to help the team consider important aspects of each stage of development. Clarification of these areas enables a team to more quickly establish trust, increase open expression and feedback, align efforts, and deal constructively with problem areas when they arise. This is a comprehensive version of team building discussion, and questions can be revised as needed.

Stage 1: Forming– acquaintance, assessing resources, and setting a direction
Team-Building Tasks

  • What are our names, backgrounds, resources and skills we bring to this team, and our expectations?
  • What is our understanding of the goals and objectives, which this team was organized to achieve? How can we ensure we are all going in the same direction?
  • What structure, format, and style do we prefer for our meetings? What schedule structure will work for us

Stage 2: Storming– positioning for influence, constructive conflict, and complementarily of styles
Team-Building Tasks

  • What roles do each of us prefer on a team? What are our strong and weak roles? Which do we overdrew utilize?
  • What are our preferred styles of working and relating? How can these differences be used to complement each other, and be sequenced more effectively for problem solving?
  • What stresses each of us? How might our typical styles change under pressure? What can we look for as signs of stress? How can we give useful feedback and support at these times?
  • About what are we most likely to disagree? What are our preferred modes of conflict and conflict resolution? How can we use disagreement constructively?

Stage 3: Norming– developing cohesion & esprit; developing ways to monitor and modify norms
Team-Building Tasks

  • What can we do to enhance the identity and cohesiveness of this group? How can we develop our own team culture?
  • What norms (unspoken rules about what is (un) acceptable) do we bring in from other team experiences? What norms would we like to explicitly include or avoid in this team?
  • How can we ensure a team culture in which we can freely question and update restrictive norms?

Stage 4: Performing– ensuring continued high performance
Team-Building Tasks

  • How can we best monitor and discuss our team processes so we can continue to develop and improve?
  • What team processes should we reflect on during team debriefing (e.g., participation, decision making, norms, etc.)?

Teamwork & Followership


When building your team, what do you consider as key abilities for creating a strong team?

When bosses where asked what they’re looking for in an employee, most of them put “leadership ability” near the top of the list.  With all due respect, this is not the best idea.

Leadership sounds like a wonderful thing for everyone on a team to possess but a team that has more than one leader inevitably gets pulled in multiple directions. Which means you is probably going nowhere.Unless you’re specifically hiring for a management position, you’re better off looking for a job candidate with followership ability.

Good followers can put their own egos aside and do what you want done, whether or not they think it’s the right thing to do.

Good followers put their creativity to work, not in setting grand visions, but instead by finding better and faster ways to do what you want done.

Good followers can be smarter than you and possess skills you lack, but they still trust that you know how they can best apply their brains and talents for the greater good.

Followership is the reason sports teams behave like teams; it’s why armies don’t crumble in combat.

Followership is strongly connected with trust. And that you as a manager leading by example, and coaching your team for performance.

– I’m sure that you and your team will be successful.

Motivationsteori och organisationsutveckling

Att läsa mer:

En nyligen publicerad artikel från McKinsey visar att du som ledare behöver kunna berätta fyra olika meningsskapande berättelser:

  • Berättelsen om de själva — deras utveckling och vinning, att bemästra sitt arbete, känsla av kontroll och inflytande.
  • Berättelsen om teamet — tillhörigheten, att hjälpa varandra i utmaningar, kulturen och samarbetet.
  • Berättelsen om kunden — nyttan, att stötta och hjälpa kunden, att skapa den bästa möjliga tjänst eller produkt.
  • Berättelsen om samhället — att förbättra samhället, bygga välfärd och miljön.

Den som hänger med i de nya rönen inom motivationsteori och organisationsutveckling vet att det händer mycket inom området. Bonussystem och ekonomiska incitament har långsiktigt motsatt effekt och minskar tvärtom både effektivitet, resultat och välmående i företaget. Många vet, få agerar.

– Många chefer är stressade idag. Många borden och måsten hela tiden. Framtiden handlar om ditt eget ledarskap, men i mångt och mycket vet vi inte ens hur vi fungerar.  Men det går sällan att anstränga sig igenom en beteendeförändring. Vi kan försöka tvinga “vår elefant” att gå i vissa riktningar men vi upptäcker snart att den ansträngningen som krävs till slut skapar en kamp. Vi går in i väggen, kör slut på oss, tappar bollen. Elefanten är alldeles för stor och stark för att kunna hållas tillbaka. Ansträngning är inte en oändlig resurs. Den utmattas som en muskel.

Successful Employee Coaching

Successful Employee Coaching


As a leader, one of your most important roles is to coach your people to do their best.

By doing this, you’ll help them make better decisions, solve problems that are holding them back, learn new skills, and otherwise progress their careers. Coaching your employees requires a continuous effort to make it a part of your management practices. Below you find some useful tips that help you incorporate coaching techniques into your management practices:


  • Set meaningful goals: Define the results that need to be achieved and how the goals will be measured.
  • Focus employee performance: Collaboratively set goals with action plans that define the key steps for achieving the goals.
  • Assess employee performance: Don’t wait for the annual review. Meet one-on-one with each staff person at least once per quarter to review performance; adjust plans accordingly to keep priorities current.
  • Aid career development: Collaboratively set plans that define how employees will prepare themselves — from training to work assignments — to grow in their skills and capabilities.
  • Motivate employee performance: Give timely recognition for a job well done and provide favorable assignments that challenge your staff and meet business needs at the same time.
  • Give performance feedback: State what you observe, be specific and direct, show sincerity, and communicate face-to-face for both positive and negative performance efforts.
  • Delegate: Articulate the results you want to see, set parameters, determine what support the employee needs, and set times to conduct progress reviews along the way.
  • Employee growth: Pass on words of wisdom that guide behavior for success and ask employees for ideas to make improvements and solve problems.
  • Deliver training: Give step-by-step instruction a that involves your employee doing the skills or procedures in a hands-on way.
  • Reinforce good performance: Catch employees doing quality work and demonstrating positive behaviors with the same effort that you catch them when performance doesn’t go as well as needed.

Training & Development – performance of individuals and groups in organizational settings


Human Resource Management, training and development is the field which is concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including human resource development, and learning and development.

Training and development (T&D) encompasses three main activities: training, education, and development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities:

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.

Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.

Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.

The “stakeholders” in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are Human Resource Management staff. And the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others.

The conflicts that are the best part of career consequences are those that take place between employees and their bosses. The number one reason people leave their jobs is conflict with their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John Hooverpoints out, “Tempting as it is, nobody ever enhanced his or her career by making the boss look stupid.” Training an employee to get along well with authority and with people who entertain diverse points of view is one of the best guarantees of long-term success. Talent, knowledge, and skill alone won’t compensate for a sour relationship with a superior, peer, or customer.

Blended learning

 blended_learn_nonstopWhile the term “blended learning” has recently become a new buzzword, the actual concept or practice has been around for several years. In today’s economic uncertainty, one of the biggest challenges companies probably facing is how to provide their workforce with training opportunities to help them to develop their skills and prepare the them for advancement. Developing and implementing a blended learning approach to a training programs gives the organization the ability to do more with less, while building a higher performing organization and giving the workforce the skills they need to grow and advance in their careers.


Blended LearningWhen we talk about ‘the blend’, we no longer simply mean a mix of traditional e-learning and classroom training and the concept of the standalone ‘course’ is arguably redundant. Today, the term blended learning means combining two or more approaches to enhance learning and development, using face-to-face learning methods (on-the-job training, instructor-led classroom training, etc.) and some variation of online/virtual learning (webinars, live e-learning [virtual classrooms], web-based learning modules, etc.). There are several different ways to enhance your workforce’s learning experience, and the following reasons outline why blended learning, when used properly, is one of the most effective ways to train and develop your workforce, while improving your organization’s overall performance.


The European E-learning barometer teaches us that today already 7% of the e-learning audience is senior management, 22% general management and 6% high potential.  It has also found that 37% of companies use e-learning components for management and leadership training.


Together with our partner,, Krauthammer  ( is developing different types of client based-programs. We see a trend that many of our clients enhance instructor-led trainingprograms with online programs.

Are you our next client that wants to build a future performance platform together with us or want to know more? You are welcome to contact us!

SCARF model


The SCARF model explores the core issues that drive engagement at work. Based on recent neuroscientific research, these assessments identify how well an organization or manager is providing people with what the brain requires in social settings for optimal performance and engagement.

There are five main domains that when either positively or negatively affected, can have a major impact on one’s motivation and engagement levels.


  • Status
  • Certainty
  • Autonomy
  • Relatedness
  • Fairness

When it comes to almost anything, but particularly anything within these domains, the brain is wired to look at them as either a threat (negative), or reward (positive). When we are threatened in any of the domains, this creates an away response. We retract, are unable to process complex thoughts, think clearly or take in new ideas. When we are rewarded, or feel positive in any of these domains, we become motivated, are happy, able to think clearly, make the right decisions, have insights and make less mistakes. We have a towards response.


How does it feel when someone puts you down in front of others? That horrible, deflating feeling comes from an attack to your status. Our brains are naturally drawn to things that increase how we feel about ourselves in relation to others here are a few tips from David Rock for increasing one’s status;

  • Openly praise and give positive feedback in front of others. ‘Constructive’ feedback should be useful and done in private.
  • Help people achieve more. In a work setting, help them break large projects down into smaller parts so that there is a sense of achievement. When we achieve, our feeling of status goes up. Rather than give promotions to roles, which may be outside of someone’s ability, try giving people special projects to work on that are based upon their skills set. Create a sense of ‘importance’.
  • Focus on their learning and their development. When people feel they’ve learned something new and are ‘better’ their status goes up.

When there is uncertainly looming in any area of our life, it can consume our thoughts. You may have been in a situation when your manager has been vague or ambiguous about you in your role, or what they expect from you. How did it feel to have that uncertainty?

  • When dealing with staff, communicate your expectations clearly up front, and allow the employee to ask questions that will give them 100% certainty of what you expect. Make sure you make it comfortable for them to ask questions.
  • If you have to speak about a challenging subject (either as a manager, partner or friend), don’t create a sense of uncertainty a long time before the conversation will take place. For example, ‘I need to have a discussion about your performance on this project, how does next week sound?’ will negatively impact the performance of an employee.
  • Help people plan and organize their thoughts or work. Having a plan in place creates a sense of certainty, even when it may or may not be used.

We like to feel as if we are in control of the things in our life. Being in control means having choice. How many people do you know that have left a job because they were micro-managed? People leave jobs in the hope that they can have some sort of control over their work.

  • Don’t micro-manage!
  • Give people options. Try the statement: ‘here’s two different options, what would you prefer?’ You’ll get a much better reaction than: ‘Here’s what you need to do’
  • Give the perception of autonomy – in work, allow people to have flexibility around how they organize their day, their workspace, work hours can give employees a sense of control over their life.

Relatedness refers to how connected we feel to someone or a group of people. Whether they’re a friend – someone who ‘gets’ us and is on our side, or a foe – someone who you don’t connect with, doesn’t understand you or is in competition with you.

  • No doubt, you would have encountered a lot of both varieties in your life! How does it feel when you really connect with someone? You’re much more open to hearing their ideas and engaging with them in meaningful dialogue. You’re also willing to give more. Here are some tips to increase relatedness:
  • Create safe spaces to increase relatedness with others. For example, setting up buddies or mentoring and coaching relationships that are well defined.
  • Take the time to understand people and really hear what they are saying. In a manager and employee relationship, it’s important to ensure that your employee sees you as someone that’s on his or her side. You can do this by ensuring that you’re listening to them and communicating with them in a respectful way.

There is nothing more de-motivating than feeling as if you have been treated unfairly. You see this commonly amongst siblings. If one feels that the others are being treated more fairly, it creates an intense away response. When you feel as if you are being treated fairly, you are more engaged in what you are doing. Here’s some tips for creating a towards state of being in fairness:

  • Ensure that the same set of rules apply for everyone.
  • Involve groups or teams (or even family members) in setting the rules, so that everyone feels included and agrees on what is considered ‘fair’.
  • Establish clear expectations from the start so that people know what they need to set out to do and cannot argue that they have been treated unfairly if they haven’t performed.

Keep the SCARF model top of mind and identify where you are creating a towards or an away response with people in your life. Ask yourself, to be more effective in my interactions with this person, what do I need to improve on in these five domains?