Team member involvement in team leader training and performance

Abstract

PurposeThis study seeks to: involve team members in part of the actual design of training for their own team leaders; improve team leader knowledge and skills; and demonstrate the use of skill charting (SC) for learning and performance improvement.Design/methodology/approachUsing focus groups of team members and q‐sort methodology we were able to have team members identify practical performance elements regarding the behavior of their team leaders. Integrating these performance elements into the training design for team leaders and using SC as a training tool, we were able to compare two groups of team leaders: one group (the study group) whose training focused, specifically, on the team‐generated performance elements and another group (the traditional group) whose training was focused on general, team leader performance elements.FindingsIn the perceptions of the team members, the S group team leaders, following training, performed more effectively regarding: response time, positive reinforcement, and focus on desired behavior of team members, than did the T group team leaders. Mean scores of ratings of performance were higher for S group team leaders than T group team leaders on all variables save one.Research limitations/implicationsOwing to the nature of SC training, sample sizes could not be large; that is, sample sizes could not exceed 35 participants per each condition. Statistical tests are thus influenced. Other limitations involve the obvious time gap between actual training and the subsequent changes in behavior and performance. The study does offer considerable support to other research that makes use of SC training tools.Practical implicationsThe activities undertaken in the study serve to involve team members, recognize their knowledge and skill, and empower them via decision making and personal recognition.Originality/valueThis study points to ways to involve team members directly in performance improvement and learning.