Index
A
- accessibility, to organization by internal facilitators
- accountability
- defined
- power of informed choice compassion and
- as a Core Value, (See also Five Core Values and
- in virtual meetings
- accuracy, word choice and
- Action Design
- active voice
- adjourning stage of teams (Tuckman)
- Adkins, Mark
- ambiguity
- anger, dealing with
- anonymity, of electronic meeting systems
- Argyris, Chris
- Aristotle
- assessment, of facilitator's interest and ability to help
- assumptions
- attending
- constant need to attend to group for diagnosing behavior
- for inferring emotion
- need for
- See also inferences
- attribution
- attributing motives
- fundamental attribution error
- testing assumptions and inferences
- testing meaning
- testing observations
- audioconferencing
- authority, in teams
- autonomy
- awareness
- compassion and (See also Five Core Values)
- emotional intelligence and
- inferences about others’ inferences
- limitation of diagnostic frames
- of mindset
- self-awareness of facilitators
- See also emotion
B
- Barnard, Chester
- basic facilitation
- cofacilitation and
- developmental roles compared to basic facilitative roles
- diagnosing and intervening on mutual learning behaviors
- facilitative coach role
- intervention and
- behavior
- behavioral interdependence
- beliefs, of facilitators
- Berke, Diane
- biographies (bios), for virtual meetings
- body language (nonverbal communication)
- both-and thinking
- boundary management
- for cofacilitating
- team process for
- Box, George
- brain, emotional reaction by
- broad intervention, deep intervention versus
C
- case studies
- mutual learning mindset, CIO team feedback case
- unilateral control mindset, CIO team feedback case
- causality
- attributing motives
- inferring causes of behavior
- root causes analysis
- Team Effectiveness Model (TEM) as causal model
- celebration, by group
- choice. See decision making (Step 3)
- Churchill, Winston
- clients, groups as, See also contracting; Initial Contact with a Primary Client Group Member (Stage 1)
- Clutterbuck, D.
- coaches
- clarifying role of
- facilitating skills needed by
- facilitative coach role
- work of
- cofacilitating
- debriefing with cofacilitator
- deciding whether to cofacilitate
- developing boundaries with cofacilitator
- dividing and coordinating labor for
- division of labor and allocation of roles
- overview
- for virtual meetings
- cognitive bias, reducing
- colleagues, feedback for
- collusion
- combined technology, for virtual meetings
- commitment
- decision making and
- unilateral control and effects on
- communication
- compassion
- blocks to
- as a Core Value, (See also Five Core Values)
- defined
- for intervening
- power of
- three parts of
- for yourself
- See also emotion
- competition, between cofacilitators
- Completing and Evaluating the Facilitation (Stage 5)
- completion, of intervention
- complexity, of intervention
- computer operating system analogy, for mindset
- concepts, teaching
- Conducting the Facilitation (Stage 4)
- confidentiality issues
- confirmation bias
- conflict
- cofacilitating arrangements and conflict with client group
- disagreement
- emotion and
- internal facilitators and anticipation of potential role conflicts
- team process for management of
- unilateral control and effects on
- congruence
- between cofacilitators
- of process and mutual learning
- of virtual meetings and mutual learning
- consensus
- consequences, of not intervening
- consultants
- clarifying role of
- cofacilitation arrangements and internal/external facilitators
- facilitating skills needed by
- facilitative consultant role, overview
- facilitative consultant role transition
- work of
- See also contracting; training and consultation
- contact clients
- content
- attending to content of conversation
- beginning meetings and
- cofacilitation arrangements and knowledge of
- content decision-making
- content decision-making authority/input, defined
- content inferences
- content-neutral views of facilitators
- emotional reaction to
- making content suggestions
- neutrality of facilitator
- context
- Team Effectiveness Model (TEM) and
- of teams
- contingency plans, for virtual meetings
- contracting
- Completing and Evaluating the Facilitation (Stage 5)
- Conducting the Facilitation (Stage 4)
- five stages of, overview
- importance of
- Initial Contact with a Primary Client Group Member (Stage 1)
- for internal facilitators
- to intervene on mutual learning behaviors
- overview
- Planning the Facilitation (Stage 2)
- Reaching Agreement with Entire Group (Stage 3)
- for virtual meetings
- conversation
- attending to content of conversation
- diagnosing at speed of
- Discuss Undiscussable Issues (Behavior 8)
- coordination, between cofacilitators
- Core Values. See Five Core Values
- cultural issues
- curiosity
- combining with transparency, (See also transparency)
- compassion and
- as a Core Value, (See also Five Core Values)
- defined
- developing mindset for
- power of transparency and
- State Views and Ask Genuine Questions (Behavior 1)
- for understanding
- See also questions
D
- data, inferences as
- Davidson, Anne
- debriefing, with cofacilitator
- decision making (Lean principle)
- decision making (Step 3)
- about behavior and group effectiveness
- acknowledging and reinforcing good behavior
- choosing among possible interventions
- consensus and
- consequences of not intervening
- content decision-making authority or input, defined
- deciding on intervention type
- deciding whether to intervene, overview
- deciding with whom to intervene
- diagnosing and intervening, overview
- emotional issues of group and deciding whether to intervene
- group agreement about intervention
- importance of
- informed choice and accountability for
- mutual learning mindset for high quality decisions
- parallel of intervention and diagnostic steps
- repeating steps of observation for
- skills for intervention
- team process for
- unilateral control and effects on
- using models to diagnose groups, overview
- See also Jointly Design Next Steps (Step 6)
- deep intervention, broad intervention versus
- defensiveness
- helping others to reduce defensive thinking
- identifying defensive thinking
- overview
- delegation, by formal group leaders
- dependence
- mutual learning mindset for appropriate dependence
- unilateral control and effects on
- See also task interdependence
- descriptive words
- design
- Team Effectiveness Model (TEM) and
- Team Effectiveness Model (TEM) as design tool
- of virtual meetings
- See also team design
- developmental facilitation
- for dealing with anger
- diagnosing and intervening on mutual learning behaviors
- facilitative coach role
- facilitative roles compared to basic facilitative roles
- “hot button” issues and
- to identify defensive thinking
- for intervening on emotion
- intervention and
- intervention and skipping steps
- diagnosing
- challenges of diagnosing behavior
- cofacilitating arrangements and
- conducting initial diagnosis
- decision making about (Step 3)
- defined
- of emotions
- meaning (Step 2)
- Mutual Learning Cycle for
- observation (Step 1)
- overview
- parallel to intervening steps
- See also diagnosing and intervening on mutual learning behaviors; emotion
- diagnosing and intervening on mutual learning behaviors
- contracting with group for
- Discuss Undiscussable Issues (Behavior 8)
- Explain Reasoning and Intent (Behavior 4)
- Focus on Interests, not Positions (Behavior 5)
- ground rules difference from
- Jointly Design Next Steps (Behavior 7)
- parallel between diagnostic and intervention steps
- process, defined
- processes that are incongruent with mutual learning
- on processes that espouse mutual learning
- Share All Relevant Information (Behavior 2)
- State Views and Ask Genuine Questions (Behavior 1)
- Test Assumptions and Inferences (Behavior 6)
- Use Specific Examples and Agree on What Important Words Mean (Behavior 3)221
- using mutual learning to diagnose and intervene on other processes
- when groups use processes ineffectively
- diagnostic tool, Team Effectiveness Model (TEM) as
- direct expression, of emotion
- direct observation. See observation (Step 1)
- disagreement
- motivation and
- testing meaning and
- testing observations and
- See also conflict
- Discuss Undiscussable Issues (Behavior 8)
- disengagement, in virtual meetings
- distraction, in virtual meetings
- division of labor, for cofacilitating
E
- Eight Behaviors for Mutual Learning
- contracting with group for
- Discuss Undiscussable Issues (Behavior 8)
- Explain Reasoning and Intent (Behavior 4)
- Focus on Interests, not Positions (Behavior 5)
- ground rules difference from diagnosing and intervening
- for intervening
- Jointly Design Next Steps (Behavior 7)
- learning to use
- for observing and diagnosing group behavior, (See also diagnosing; observation (Step 1))
- overview
- parallel between diagnostic and intervention steps
- as part of Team Effectiveness Model (TEAM)
- Share All Relevant Information (Behavior 2)
- State Views and Ask Genuine Questions (Behavior 1)
- as team norms
- Test Assumptions and Inferences (Behavior 6)
- Use Specific Examples and Agree on What Important Words Mean (Behavior 3)
- See also individual names of Eight Behaviors
- either-or thinking
- electronic meeting systems (EMSs)
- anonymity of
- challenges of
- combining with other technology
- defined
- designing and facilitating
- e-mail (sample, for planning meeting)
- emotion
- challenge of
- dealing with angry reactions
- deciding whether to intervene
- defined
- emotional intelligence
- expression of
- generating
- helping others to express emotion effectively
- helping others to express positive emotions
- helping others to reduce defensive thinking
- inferring
- intervening, overview
- learning from experience with
- managing
- minimizing negative feelings
- empathy, compassion versus
- environment, team context for
- equity, of recognition
- evaluation
- Completing and Evaluating the Facilitation (Stage 5)
- evaluating facilitator's performance, independent of group's results
- facilitator as evaluator
- facilitators’ responsibility for groups’ results
- by internal facilitators
- of internal facilitators
- reviewing problems of past client relationships
- Team Effectiveness Model (TEM)
- See also results
- examples, specificity of
- experience, emotion triggered by
- experiential exercises
- congruence with mutual learning
- Lean and other continuous improvement approaches
- overview
- Explain Reasoning and Intent (Behavior 4)
- diagnosing and intervening on mutual learning behaviors
- Jointly Design Next Steps (intervening) and
- overview
- as part of Team Effectiveness Model (TEAM)
- for testing observations
- See also Eight Behaviors for Mutual Learning
F
- face-to-face meetings, virtual meetings compared to. See virtual meetings
- Facilitative Coaching (Schwarz, Davidson)
- facilitative roles
- basic and developmental roles
- beliefs of facilitators and
- defining
- describing approach to clients
- different approaches to
- distinguishing facilitative role
- facilitative, defined
- facilitative coach role
- facilitative consultant role
- facilitative leader role
- facilitative mediator role
- facilitative trainer role
- facilitator check
- facilitator's relationship to group
- foundation for facilitative skills
- group as client of facilitators
- group facilitators, defined
- moving from facilitator role to another facilitative role
- Mutual Learning Cycle, overview
- overview
- responsibility for group's results and
- self-awareness of facilitators
- serving in multiple roles
- virtual meetings and facilitative role
- work of facilitators
- See also cofacilitating; contracting
- faculty members, work of
- feedback
- from colleagues
- survey feedback
- team context for
- team feedback process
- in virtual meetings
- feeling
- generating emotion and
- sharing feelings
- See also emotion
- financial issues
- financial clients/sponsors
- mutual learning mindset for
- unilateral control and effects on
- Five Core Values
- flexible arrangement, for cofacilitating
- focus, between cofacilitators
- Focus on Interests, not Positions (Behavior 5)
- diagnosing and intervening on mutual learning behaviors
- facilitator's interest and ability to help
- overview
- as part of Team Effectiveness Model (TEAM)
- See also Eight Behaviors for Mutual Learning
- follow through, on intervention
- forming stage of teams (Tuckman)
- four-stage model of teams (Tuckman)
- fundamental attribution error
G
- Gandhi, M.
- gifts, emotion and
- “give-up-control” approach
- goals
- clarity of
- goal interdependence
- unilateral control mindset and
- Goleman, Daniel
- good behavior, acknowledging and reinforcing
- ground rules
- deciding on
- difference from diagnosing and intervening on mutual learning behaviors
- Eight Behaviors as
- group members’ commitment to
- improving processes and
- “praise in public, criticize in private”
- reaching agreement with entire group
- for team members
- group facilitation
- diagnosing and intervening, overview
- difficulty of groups
- effects of interdependence on teams versus groups
- facilitators as third parties
- group as client
- group facilitators, defined
- group intervention
- groups compared to teams
- need for
- responsibility for group results
- See also team design
- Group Facilitation (International Association of Facilitators)
- group process partners
- groups/group members
- addressing group members by name
- addressing group members’ concerns
- as clients
- cofacilitation and needs of
- communicating with
- determining fit for teams versus groups
- emotions of (See emotion)
- facilitator's relationship to
- group effectiveness and deciding to intervene
- internal facilitators contacted by
- intervening with individuals versus groups
- meeting individually with group members
- Mutual Learning Cycle, overview
- size of group and virtual meetings
- teams compared to, (See also Team Effectiveness Model (TEM))
- See also diagnosing; group facilitation; Reaching Agreement with Entire Group (Stage 3)
- Group Support Systems (GSS)
H
- Hackman, J. Richard
- halo effect
- Hawkins, P.
- high-level inferences
- cofacilitating and
- contracting and
- defined
- experiential exercises and
- for testing meaning
- for testing observations
- Hohn, Greg
- “hot button” issues
- human resources
- facilitator roles of HR business partners
- work of HR consultants
- humor
- reacting to
- using care with
I
- imperatives, avoiding
- incongruence, between process and mutual learning
- indirect expression, of emotion
- individuals
- individual well-being
- mutual learning mindset for positive results in
- overview
- Team Effectiveness Model (TEM) and
- unilateral control and effects on
- inferences
- information
- informed choice
- for better decisions and commitment
- compassion and
- as a Core Value, (See also Five Core Values)
- defined
- power of accountability and
- Initial Contact with a Primary Client Group Member (Stage 1)
- assessing interest and ability to help
- conducting initial diagnosis
- describing approach to facilitation
- identifying primary client group
- overview
- recognizing different types of clients
- summarizing and agreeing on next steps
- working with contact client
- innovation, mutual learning mindset for
- insider image, of internal facilitators
- intention. See Explain Reasoning and Intent (Behavior 4)
- interdependence
- importance of, in teams
- task interdependence
- team communication and
- team feedback process
- types of
- intermediate clients
- internals
- accessibility to organization by
- advantages and disadvantages of role
- anticipating potential role conflicts
- changing role from outside in
- cofacilitation arrangements and
- contracting process, with management
- contracting process for
- creating role of
- deciding on appropriate role for
- insider image of
- job security of
- mutual learning approach tailored for
- overview
- reviewing problems of past client relationships
- seeking agreement to switch roles
- shaping of role
- willingness to give up role
- International Association of Facilitators
- interorganizational teams/groups
- intervener-recorder arrangement, for cofacilitating
- intervening
- changing order of steps for
- choosing among possible interventions
- choosing words carefully for
- consequences of not intervening
- deciding on type of intervention
- deciding whether to intervene, overview
- deciding with whom to intervene
- defined
- depth of intervention
- Eight Behaviors for
- follow-through on intervention
- group agreement about
- intervention as unfolding steps
- intervention-reaction arrangement, for cofacilitating
- Jointly Design Next Steps (Step 6)
- moving through intervention steps
- Mutual Learning Cycle for
- mutual learning mindset for
- overview
- parallel to diagnostic steps
- repeating steps of observation before decision making
- skills for intervention
- skipping steps of
- Team Effectiveness Model (TEM) as intervention
- test meaning (Step 5)
- test observations (Step 4)
- for virtual meetings
- See also decision making (Step 3); diagnosing; diagnosing and intervening on mutual learning behaviors; emotion
J
- jargon, avoiding
- job security, of internal facilitators
- Jointly Design Next Steps (Behavior 7)
- Jointly Design Next Steps (Step 6)
- explaining
- helping group members to design next steps
- honoring group members’ decisions about
- Initial Contact with a Primary Client Group Member and
- overview
- parallel of intervention and diagnostic steps
- using models to diagnose groups, overview
- judgment
- as block to compassion
- value judgments
L
- Ladder of Inference
- deciding to test inferences
- inferences, defined
- inferences as data
- inferences as testable
- “lowering your ladder”
- mutual learning cycle of
- overview
- language considerations
- leadership
- clarifying roles of team members
- facilitator leader role
- leaders’ growth (Lean principle)
- leadership training
- team norms and
- Lean techniques
- diagnosing and intervening with
- principles of
- learning
- cofacilitation for
- differences as opportunities for
- from experience
- unilateral control
- to use Eight Behaviors
- Lewin, Kurt
- Lincoln, Abraham
- listening. See attending; communication; conversation
- long-term philosophy (Lean principle)
- “lowering your ladder”
- low-level inferences
- defined
- “lowering your ladder”
- for testing observations
M
- material resources
- team context for
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- Mayer, John
- McArthur, Phil
- meaning (Step 2)
- attributing motives for
- diagnosing and intervening, overview
- inferences, defined
- inferring causes of behavior for
- inferring emotion for
- low-level and high-level inferences for
- making inferences about content
- making inferences about others’ inferences
- making inferences about process
- moving between observation and inference
- observing while making meaning
- parallel of intervention and diagnostic steps
- recognizing inferences
- using models to diagnose groups, overview
- value judgments and
- See also test meaning (Step 5)
- mediation
- facilitative mediator role
- facilitative mediator role transition
- mediate, defined
- work of mediators
- membership, in teams
- meta-interventions
- mindset
- of cofacilitators
- defined
- for design, (See also Team Effectiveness Model (TEM))
- facilitative style and
- identifying, for design
- for observation (Step 1)
- reducing cognitive bias
- team culture and
- Team Effectiveness Model (TEM) and
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- mission
- team context and
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- team structure and
- misunderstanding, intervening in
- Model II (Argyris, Schön)
- modeling
- by internal facilitators
- of unilateral control
- Moore, Christopher
- motivation
- attributing motives
- disagreement and
- motivating task for teams
- multiple facilitative roles, serving in
- Mutual Learning Cycle
- mutual learning mindset
N
- names, identifying people by
- negative feelings, minimizing expression of
- neutrality, of facilitators
- Nicomachean Ethics (Aristotle)
- nonverbal communication
- norming stage of teams (Tuckman)
- norms, of teams
O
- observation (Step 1)
- choosing diagnostic models to discern behaviors
- to diagnose groups, overview
- inferences and
- intervening and diagnosing, overview
- making meaning while observing
- mindset for
- moving between observation and inference
- mutual learning behaviors for
- observing behavior
- parallel of intervention and diagnostic steps
- repeating steps of observation before decision making
- Team Effectiveness Models (TEM) for
- variations of problem-solving models for
- See also test observations (Step 4)
- online-offline arrangement, for cofacilitating
- operating system analogy, for mindset
- organizational culture
- accessibility to, by internal facilitators
- Lean principle for
- processes as part of
- role creation, for internal facilitators
- team context
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- organization development consultants, work of
- outcome interdependence
P
- paraphrasing, of group members’ comments
- partners, working with. See cofacilitating
- partnership (Lean principle)
- Pascal, Blaise
- patterns of behavior, focusing on
- performance
- evaluation of internal facilitators’ performance
- mutual learning mindset for positive results in
- overview
- performance management processes
- performing stage of teams (Tuckman)
- Team Effectiveness Model (TEM) and
- unilateral control and effects on
- perspective
- difference in
- State Views and Ask Genuine Questions (Behavior 1)
- photos, for virtual meetings
- physical environment, team context for
- Planning the Facilitation (Stage 2)
- confidentiality issues
- deciding on ground rules
- finding representative subgroups
- identifying participants for planning meeting
- meeting individually with group members
- overview
- problems of formal group leader delegating planning to group members
- questions for developing effective agreement
- sample planning e-mail
- writing tentative agreement for
- positions, interests versus
- positive emotion, helping group to express
- practice, for Eight Behaviors
- “praise in public, criticize in private”
- primary clients, identifying, . See also Initial Contact with a Primary Client Group Member (Stage 1)
- primary-secondary arrangement, for cofacilitating
- problem solving
- shared understanding
- team process for
- variations of models for observation (Step 1)
- See also observation (Step 1)
- process (processes)
- for beginning meetings
- defined
- diagnosing and intervening on processes that are incongruent with mutual learning
- diagnosing and intervening on processes that espouse mutual learning
- diagnosing and intervening when groups use processes ineffectively
- Lean principle for
- managing group process and structure for intervention
- neutrality of facilitators
- procedural matters (See ground rules)
- process expertise of facilitators
- process inferences
- Team Effectiveness Model (TEM) and
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- of teams
- using mutual learning to diagnose and intervene on other processes
- progress, celebrating
- proper nouns, use of
- pros and cons process
- Putnam, Robert
Q
- questions
- about which interventions to make
- answering
- to ask potential cofacilitators
- avoiding stating inferences as
- contracting to intervene on mutual learning behaviors
- to identify clients
- intervention steps and requests
- for planning meeting
- See also State Views and Ask Genuine Questions (Behavior 1)
R
- rational behavior
- Reaching Agreement with Entire Group (Stage 3)
- about intervention
- about wording
- addressing group members’ concerns
- agreeing on ground rules
- developing group agreement
- for diagnosing and intervening on mutual learning behaviors
- group decisions about risk
- Jointly Design Next Steps (Behavior 7)
- meeting briefly with planning representatives
- mutual learning mindset for facilitators versus groups
- overview
- perspective and
- reaching agreements, overview
- skipping intervention steps and
- Use Specific Examples and Agree on What Important Words Mean (Behavior 3)
- using group agreement to observe behavior
- See also contracting
- real teams
- reasoning. See Explain Reasoning and Intent (Behavior 4)
- recognition, equity of
- redesign, of existing teams/groups
- reframing, for intervention
- reinforcement
- of good behavior
- of unilateral control mindset
- relationship. See working relationships
- repetition, of intervention steps
- representative subgroups
- resources. See material resources
- response, inferences and
- results
- Team Effectiveness Model (TEM) and
- of unilateral control mindset
- reward interdependence
- rewards, team context and
- risk, group decisions about
- Roger Schwarz & Associates
- role allocation, for cofacilitating
- role of facilitators. See facilitative roles
- role of internals. See internals
- roles of team members
- root causes analysis
- rules, Team Effectiveness Model (TEM) for designing/redesigning teams or groups, See also process (processes)
S
- Salovey, Peter
- satisfaction. See individual well-being
- Schein, Edgar
- Schön, D. A.
- Schwarz, Dale
- Schwarz, Roger
- contact information
- Roger Schwarz & Associates
- The Skilled Facilitator
- Skilled Facilitator Intensive workshop
- Smart Leaders, Smarter Teams
- self-awareness, of facilitators
- senior leadership teams
- contracting between internal facilitators and
- facilitator's responsibility for group results to
- mutual learning mindset, CIO team feedback case
- unilateral control mindset, CIO team feedback case
- Share All Relevant Information (Behavior 2)
- Skilled Facilitator, The (Schwarz)
- audience for
- differences in third edition
- early editions
- features of
- goals of
- organization of
- Skilled Facilitator approach
- Skilled Facilitator Intensive workshop (Roger Schwarz & Associates)
- Smart Leaders, Smarter Teams (Schwarz)
- Smith, Diana McLain
- solutions, interests versus
- space allocation, team context for
- stability, of team membership
- stages, of contracting. See Completing and Evaluating the Facilitation (Stage 5); Conducting the Facilitation (Stage 4); contracting; Initial Contact with a Primary Client Group Member (Stage 1); Planning the Facilitation (Stage 2); Reaching Agreement with Entire Group (Stage 3)
- State Views and Ask Genuine Questions (Behavior 1)
- storming stage of teams (Tuckman)
- structure
- managing group process and structure for intervention
- noticing underlying structure of behavior
- structural interdependence
- Team Effectiveness Model (TEM) and
- of teams
- subgroups
- survey feedback
- symptoms, of emotion
- synchronous meetings
- systems approach, to facilitating
- systems information
T
- task interdependence
- task-relationship arrangement, for cofacilitating
- team culture
- cooperating with other teams
- effectiveness of
- interorganizational teams/groups
- See also organizational culture
- team design
- determining fit for teams versus groups
- facilitative coach role and
- groups compared to teams
- identifying mindset for
- membership in teams
- mindset for design
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- TEM as design tool
- See also Team Effectiveness Model (TEM)
- Team Effectiveness Model (TEM)
- as causal model
- for conducting initial diagnosis
- as design tool, diagnostic tool, intervention tool
- diagnosing with
- effect of interdependence on teams and groups
- groups compared to teams
- for internal facilitators
- interorganizational teams and groups
- mindset for design
- mutual learning cycle integration in
- mutual learning mindset compared to
- for observation (Step 1)
- overview
- as practical team model
- team context
- team process
- team structure
- Team Effectiveness Survey (Roger Schwarz & Associates)
- technical partners
- technology
- choosing technology for virtual meetings
- feedback and
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- types of technology for virtual meetings
- See also virtual meetings
- termination
- appropriateness of ending role of facilitator
- of facilitation arrangements, for internal facilitators
- Test Assumptions and Inferences (Behavior 6)
- assumptions about shared information
- assumptions of unilateral control mindset
- diagnosing and intervening on mutual learning behaviors
- Ladder of Inference
- overview, (See also inferences)
- Team Effectiveness Model (TEM) and
- See also Eight Behaviors for Mutual Learning
- test meaning (Step 5)
- avoiding stating inference as question
- designing ways to test differences
- diagnosing and intervening, overview
- disagreement about
- explaining
- overview
- parallel of intervention and diagnostic steps
- using models to diagnose groups, overview
- test observations (Step 4)
- addressing members by name for
- diagnosing and intervening, overview
- disagreement about
- explaining intervention
- overview
- parallel of intervention and diagnostic steps
- sharing observations without adding meaning
- using models to diagnose groups, overview
- T-groups
- therapy, group facilitation versus
- thinking
- 360-degree feedback
- time issues
- cofacilitation and pace of work
- effect of mindset on implementation time
- managing emotions and
- team norms and
- team stability and
- of virtual meetings
- training and consultation
- clarifying role of trainers
- cofacilitation and
- facilitating skills needed by trainers
- facilitative trainer role
- leadership training
- team context for
- T-groups
- work of trainers
- transparency
- compassion and
- as a Core Value, (See also Five Core Values)
- curiosity combined with, (See also curiosity)
- defined
- Explain Reasoning and Intent (Behavior 4) and
- power of curiosity and
- sharing
- for understanding
- trust
- high-level inferences and
- mutual learning mindset for
- unilateral control and effects on
- in virtual meetings
- Tuckman, Bruce
U
- ultimate clients
- understanding
- compassion versus
- transparency and curiosity for
- understanding (Lean principle)
- unilateral control mindset
- awareness of mindset
- core assumptions of
- for diagnosing
- difficulty of transparency with, (See also Five Core Values)
- emotion and
- “give-up-control” approach and
- ineffectiveness of
- learning unilateral control
- mindset as operating system
- moving to mutual learning from
- mutual learning mindset compared to
- overview
- reinforcement of
- results
- team design and
- team process compared to
- unilateral control behaviors
- values of
- Use Specific Examples and Agree on What Important Words Mean (Behavior 3)
V
- values
- mindset as operating system
- unilateral control mindset and
- value judgments
- See also Five Core Values
- victimizing
- videoconferencing
- virtual meetings
- anonymity and incongruence between EMS technology and mutual learning
- challenges of
- cofacilitating for
- contracting for
- deciding which technology to use
- designing meeting for
- facilitative role for
- recommendations for
- synchronous meetings with
- types of technology for
- vision
- Team Effectiveness Model (TEM) for designing/redesigning teams or groups
- team structure and
- visual aids, for virtual meetings
- visual controls (Lean principle)
W
- Web conferencing
- Womack, James
- word choice, importance of
- work environment, team context for
- working relationships
- group-facilitator relationship to
- mutual learning mindset for positive results in
- overview
- Team Effectiveness Model (TEM) and
- unilateral control and effects on
- workload, reasonableness of
- written agreements, for planning meetings
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