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1. A working professional seeking to increase interpersonal skills after a performance appraisal commenting on the need to improve teamwork
   
   
2. An personal performance coach working with an individual client
   
   
3. An adult educator teaching a class on organizational behavior
   
   
4. An adult educator teaching a class on group dynamics
   
   
5. An HR consultant delivering a professional development program on supervisory skills to new managers and team leaders
   
   
6. An external consultant working with a group of department managers to develop their teamwork abilities
   
   
7. A mediator working with a couple in crisis
   
   
8. A task force leader charged with developing a sense of team in a new formed project team
   
   
9. A business coach working with the two partners who own a business
   
   
10. An independent consultant, trainer, or group facilitator looking to expand the services offered to clients
    
    

1. After meeting with the boss, a working professional meets with an HR consultant to talk about how to address performance appraisal comments that suggest improving teamwork skills.
   
   
2. The HR consultant recommends that the individual start by working through the Interacting with Others Competency Styles® work book.
   
   
3. The individual orders the work book, completes the questionnaire in the front and reads the interpretation section.
   
   
4. Following the self development suggestions in the back of the work book, the individual start to work through each of the five behavior areas in turn, trying out new behaviors in team meetings and work sessions.
   
   
5. After 2 months, the individual repeats the process with the Making Decisions work book.
   
   
6. Over the next 2 quarters, the individual works through the Gathering and Using Information and the Structuring Personal Activity work books.
   
   
7. In the following year's performance appraisal, the individuals is complimented on the steady increase in teamwork skills exhibited over the year.
   
   

1. After initial meetings with the executive client, the coach determines that the executive needs focused competency development in effective decision making in one-on-one and group situations. As well, the coach concludes that the individual will benefit from deeper insight into the dynamics of work in groups.
   
   
2. The coach acquires a copy of Making Decisions and Interacting with Others work books and asks the client to complete them. They meet to discuss the client's results over two sessions, using the Personal Profile (page 35) in each to organize their dialogue.
   
   
3. In subsequent sessions, the coach and the client use the Personal Profile (page 35) in the Making Decisions work book to make guesses or "hunches" about the likely behavior patterns of each of the client's subordinates in each of the five decision making behavior areas. The coach "assigns" the client in-between session "homework". The client is to observe each subordinate's behavior, and see if their actual behavior during the week matches the hunches about each person recorded on the Personal Profile page.
   
   
4. The coach and the client review the "homework" and refine the client's ability to to determine others' behavior patterns based on observation. The coach leads the client in dialogue about the most effective behaviors that the client can use to interact more effectively with each subordinate. The coach assigns this behavior change in one behavior areas in Making Decisions as in between session "homework". They discuss the result in their next session. They work their way through all of the remaining Making Decisions behavior areas over the next weeks. They then repeat this process for the five behavior areas in Interacting with Others during the following month.
   
   
5. As the client's interpersonal skills increase, the coach leads the client in the same "hunch - observe - confirm - change behavior" learning sequence for each of the client's peers, and then superiors. The coach has structured the learning sequence to go from less risky interactions (subordinates) to more risky ones (peers and then superiors). They now focus on specific the behavior areas in Making Decisions and Interacting with Others that are most relevant to the client's interaction with each individual. The client becomes more and more capable of moving from insight (conscious competence) to new behavior (unconscious competence). The client is developing effective "smart habits" based. More and more, the client applies these new effective smart habit "spontaneously", in response to behavior on the part of others. The coaching process has moved the client through a development cycle that results in behavior change on-the-job.
   
   

1. A professor at a university is responsible for a senior level course on group dynamics. The course includes an experiential module in which the students are required to analyze group decision making dynamics .
   
   
2. The professor uses the large Making Decisions wall poster, as well as a pad of the small Making Decisions Group Profile forms (both available directly from WCI Press). As well, he has included the Making Decisions Competency Styles® work book as one of the required texts for the course.
   
   
3. Early in the course, students complete their Personal Profiles (page 35). The professor makes arrangements for students to photocopy this page for each other student in the course.
   
   
4. At the appropriate session in the course, the students post their personal results on the large Making Decisions wall poster. Each student has been supplied with one of the small Making Decisions Group Profile forms from the pad. They use it to prepare a personal copy of the group profile.
   
   
5. The class moves onto a business simulation in which they break into small groups and compete against one another through making a series of product, pricing and marketing decisions.
   
   
6. At the end of the simulation, the professor sets an assignment in which the students are to analyze their decision making process in their small groups, using their copies of the Group Profile, as well as their understanding of the Forming, Norming, Storming, Performing model of group development, . They are explicitly told to focus on how they made their decisions, and not on the content of the decisions they reached. The professor's intent is to help understand that group decision making involves both group development as well as interpersonal dynamics.
   
   

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1. A consultant has been hired by an organization to work with a group of managers who have difficulty collaborating with one another. Recent product and organizational structure changes will require them to do so more and more in the future.
   
   
2. After talking with a number of the manager's superiors, the consultant decides to do a "developmental intervention", concluding that the managers' problems based on a lack of experience with teamwork, rather than on specific personality dynamics and historical conflict between the individuals.
   
   
3. The consultant schedules a one day "learning" workshop on group decision making and conflict. The consultant asks each manager to complete the Making Decisions Competency Styles® work book on their own time. In the morning, the consultant follows the workshop design included in WCI Press's Making Decisions Workshop Facilitator's Kit.
   
   
4. In the afternoon, the consultant facilitates a working session on the collaborative processes that the managers will require in the future. The consultant asks the managers to start designing the processes that they will use to carry out their joint work. The consultant has left Making Decisions Group Wall Poster has been left hanging on the wall. Its presence influences the managers as they carry out their dialogue. By the end of the afternoon, they realize that they have only begun to discuss what they will need. They conclude is that they will have to make an ever increasing number of "unstructured" decisions in future, in two, three's and in small groups. Information will be a vital component of this work.
   
   
5. Based on their conclusions, the consultant suggests that the group get together again to extend their work. The consultant suggests that they use the same format - a morning workshop based on the Gathering and Using Information work book followed by an afternoon session in which they resume their work on the new processes that they will need. The managers agree.
   
   
6. Once again, the consultant uses WCI Press's Gathering and Using Information Workshop Facilitator's Kit to structure the morning. Over the lunch break, the consultant hangs the Making Decisions Wall Poster up on the wall, and uses small Post-It notes to re-create the group's profile. As a result, the group has both group profiles (Making Decisions and Gathering and Using Information) up on the wall as they resume their work on their new processes. By the end of the session, the managers have made significant inroads on how they will work together in future. Their experience in these two days together has started their collaborative process.
   
   
7. Over the next months, the consultant will meet with the group once a month in a two hour meeting. They will discuss their progress, and refine the processes that they are using to collaborate with one another.