&EPA
United States
Environmental Protection
Agency
EPA 210-K-95-002
Administration And Resources Management (3634)
Implementing
Work Teams
Number 3-Work Team Series
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This booklet is part of a series of Work Teams
booklets written to guide EPA managers and potential
work team members in implementing work teams.
Many EPA organizations are changing a number of
their work units into work teams. Management and
employees will have to carefully plan their transition to
teams. This booklet is a step-by-step guide to
implementing work teams.
On the first few pages readers are encouraged to:
• learn about teams
• define a vision and set clear goals
• identify the roles of Senior Leadership, a Steering
Committee, and Design Teams
After that introduction, eight key issues that should
be addressed to implement work teams are described.
To the extent that you discuss and reach consensus On
those issues, you will be more likely to successfully
implement work teams.
Learn aboUt teams
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Learn About
Teams
Before you begin to implement work
teams, gather as much information on the
subject as possible. Do this in a variety of
ways:
attend workshops and conferences
read articles and books
visit and observe a work team firsthand
discuss the nuances of work team
organizations with a consultant
confer by phone, email, and correspond
with work team leaders and members.
Define a Vision
and Set Clear
Goals
In many traditional command-and-
control organizations, top management has
a clear sense of what is to be accomplished.
As long as the vision is clear to senior
managers, the organization will be able to
get much of its work done because top
management can, through middle
management, direct employees.
In contrast, in a shared-leadership
situation, employees are largely expected to
figure out for themselves what to work on
and how to do it. If your organization shifts
away from command and control but you
don't clarify mission and goals, teams and
team members will find something to do, but
that may not be consistent with the overall
purpose of the organization.
Once the organization has clarified its
overall purpose, all of the major work units
and work teams can define and ratify with
management what they wiH accomplish and
when: Once that te clear, everyone can
concentrate their efforts on getting there.
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Roles of Senior
Leadership,
Steering
Committee, and
Design Teams
A clear set of goals will not guarantee
success, however. Teams are much more
likely to strengthen the organization if three
external groups help in specific ways. Those
groups are (1) senior management, (2) a
steering committee, and (3) design teams.
Engage Senior
Management
Senior management (at the AA, RA,
or Office level) can enable the
organization to realize the vision by
clarifying, guiding, rewarding, and
modeling action which meets the new
expectations.
Senior management may choose this
new direction through a series of “vision
setting” sessions.
:fP
Effective Work Team
Page 2
4
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With the vision defined, senior
management can facilitate transition to
teams by working toward modifying the
culture and reali9ning the organization.
They can change the culture by adjusting:
• values or norms regarding work
behavior,
• incentives influencing work behavior,
• ways of conveying information
throughout the organization,
• how resources are allocated, and
• how feedback is provided to employees.
For example, senior management may
elect to focus on customer service as one of
the guiding principles. The Steering
Committee might then work with the Design
Teams to determine the ways in which
customer expectations could be better met
such as by giving employees greater
discretion over task completion and
resources. If discretion and resources are
increased at lower levels, employees can
and will often take immediate action to
creatively meet customer needs.
Page 3
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Support Work Teams
Align Organization
*
Change Systems &
Incentives
Involve a You cannot create a viable
Steerinr.v organization solely from teams. In a
traditional organization, middle
Committee management peilorms several essential
functions, including:
.;: coordinating work
moving information
selecting (or hiring), developing, and
rewarding employees
j ensuring customer service
€ allocating resources
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In a team-based organization without
much middle management, these functions
still need to be performed. One way to
accomplish this is to establish a transitional
(non-permanent) organization in the form of
a steering committee , It would be the
committee’s responsibility to determine how
such functions will be carried out.
Steering committee membership might
include, but not be limited to, all levels of
management, union officials, staff, and
customers.
Establlsh The Steering Committee guides the
and work of Design teams which are also
temporary in nature. Design teams typically
Invo ive are responsible for designing, monitoring,
Design and aligning resources in support of work
Teams teams. Design teams work with work teams
to help define their purpose and processes.
Some of the matters that design teams
discuss are:
® training needed
team composition
6j sàope of a team’s work
Design team membership may include
supervisors, team members, union officials,
customers, and human resource
practitioners. Depending on the major tasks
of each work unit, subject matter experts,
such as engineers or scientists, may serve
on design teams as well.
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Design teams guide work teams.
They help carve out details on work team
implementation, The design team should
use employee involvement as the driving
principle to assess, build, and implement
work processes. Because employees do
the work and meet with customers,
employee involvement adds clarity and
precision to designing work processes
and allocating work team roles and
responsibilities. Eventually, work team
members decide how things get done on
a day-to-day basis.
Develop Your Once you have:
Implementation
Plan, Addressing y 0 shared vision,
Key Issues an active steering committee, and
® functioning design teams,
you will need to resolve a number of
implementation issues , We have
identified eight issues that frequently
are surfaced. What follows is a
discussion of each of these, including
examples of EPA experience with
each, and some suggested readings.
Page 8
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The eight issues are:
1. To what degree should we give
additional information, discretion, and
responsibility to employees, therefore
empowering them?
2. Should aspects of our jobs be
changed to create a greater degree of
interdependence in order to improve
work flow and quality?
3. How do we integrate process
improvement methods (multi-voting,
fishbonlng, nominal group technique,
etc.) with people skills?
4. What type of training will be useful to
our senior leadership to create an
environment where teams will take hold
and prosper?
5. What kind of information system can
keep employees Informed and active In’
the new workplace?
6. Since we will need a comprehensive
work team curriculum, what will our
training plan look like?
7 How will we adjust our reward&
systems so as to place the emphasis
on teamwork?
8. What kinds of resources will be
required to set up work teams?
Page 7
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should we give
additional
in formation,
discretion, and
responsibility to
our employees,
therefore
empowering
them?
Empowerment means different things to
different people; as a result, management
and employees must work together to
develop a shared meaning. One author
describes empowerment as moving
information, resources, discretion and
responsibility down to the lowest levels in the
organization
Empowered employees have discretion
concerning their roles, work processes, and
day-to-day operations. Different work teams
are likely to have different levels of
discretion, depending on the functions
handled, management style of their coach,
and maturity and capability of team
members.
Think of the level of discretion as
ranging from one to ten.
10- High Discretion
I Low Discretion
Discretion levels will vary over time.
Conceivably, a work team could start at a
level three (3) and move to a level six (6) in a
short period. Also, as with technical skills,
developing people and leadership skills takes
time.
To what degree
Page 8
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To decide the level of discretion to allocate to a
particular work team, ask the following types of
questions (they represent the types of information
required to decide the realistic level of discretion to
assign):
What is the team’s level of willingness to take on
greater responsibility in goat-setting and work
performance?
• What is the team’s demonstrated
goal-setting experience?
• How much experience does the team have
working without supervision?
EPA Experience
Region 3 established a self-directed work team
that reports directly to the Regional Administrator. It
Is a multi-functional team, with responsibility for
working with the press, communities, Congress, other
elected officials, and local governments In the State
of Pennsylvania. The team has been given the
responsibility and discretion to carry out the mission
of the Agency and to establish regional “messages
for the RA” on major issues and events.
The team operates independently, manages its
• budget, and recommends awards and other
recognition for team members. Feedback from
customers such as regional and local media,
municipalities, counties, and local officials has been
positive. Public statements and press coverage of
EPA programs hayS also been more supportive since
the team has been established. Also, as the team
has completed major public activities, members’
morale has risen.
Page 8
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Employees in an OHROS (The Office of Human
Resources and Qrganizationai Services) division
that had set up work teams thought that they could
now participate in all decisions regarding the division.
They felt responsible for managing the division.
While they felt responsible, they were confused
about how much discretion they had and the matters
over which they had discretion. The Division Director
and employees debated about the division’s direction
and work. The manager and the employees found a
need to negotiate the level of discretion and to decide
where to apply it.
Discretion does not occur by chance; it must be
discussed, identified, clarified, applied, and
maintained. As the transition occurs, care should be
taken to avoid falling back into previous hierarchical
forms of behavior.
In the Office of Air and Radiation, a design
team has assessed the progreis of a work team; The
work team, which has a team leader, had intended to
gradually move to self-management. However, each
work team member has said they do not have enough
leadership experience to operate at the expected level
of Independence.
In response to their concern, and to provide
leadership experience, each of the six members will
now be held accountable for a specific core task and
its respective work flow. Thus, they have been
designated task leaders. In addition, each “task
leader will develop a team member, who could
substitute on the task In the event that the main task
leader is absent.
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Readings:
Edward E. Lawler III. High Involvement
Management . San Francisco, California;
Jossey-Bass, Inc., 1986.
Jack D. Orsburn, Linda Moran, Ed
Musselwhite, John H. Zenger, and Craig
Perrin. $elf-Directed Work Teams .
Homewood, Illinois: Business One Irwin,
1990.
Issue
Should aspects
of our jobs be
changed to
create a greater
degree of work
interdependence
in order to
improve work
flow and
quality?
Employee work interdependence is
characteristic of the work team setting. Work
interdependence can vary and can be man-
aged. Before you try to manage interdepen-
dence, it helps to understand its components.
In some cases, greater interdependence
is desirable to improve work flow and quality.
Look to see if there are useful ways to
redesign positions and work processes to
make employees more interdependent. If as
a result, you establish or increase
interdependence, teams will be worth
considering.
The table on the next page contrasts
organizations with low versus high levels of
interdependence.
Page 11
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Characteristics of
a Position or
Group of
Positions
Individual (Low:
lnterdependence)
Degree of division of
labor, segmentation
of work, or
specialization
Highly segmented
l••.•...a.
Work is
comprehensive in
scope and highly
integrated.
--
Sequence of task
completion
Linear
Circular
Teams (High
Interdependence)
Means of
coordination
Coordination
occurs amongst
team members or
is facilitated by the
Team Leader.
Supervisor needed
to coordinate all
fragmented parts of
the work.
Page 12
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EPA Experience
RegIon 8’s PublIc Water Supply Program
Section Self-Directed Work Team has gone to
great lengths to make sure they understand their
entire team’s responsibilities. They have
generated their own vision and mission
statements and “Mission Specifics Tasks” for
each activity within their mission statement. This
has been of immense value. It has been helpful!
as they have begun allocating, managing,
sharing, and tracking the entire team’s work load.
The Office of Pesticide Programs (OPP)
established a full-time work team in the
Registration Division called the Labeling unIt
with a simple and clear mission: to ensure that
the labels on pesticide products are clear,
technically accurate and consistent.
The new unit elaborated on its mission
statement by establishing six programs, each with
a program goal, objective, and tasks. Those
tasks and estimated completion dates are
summarized at the end of the mission statement.
The document has been essential to the•
remarkable progress the Labeling Unit has made.
A Region S self-directed team began with
the help of a design team made up of staff from
the Office of External Affairs.! The design team
developed a “straw” document that Included a
mission and vision for the team, which the team
later revised. The design team also used .braine
storming to identify possible team measures of
success. Later, the team sorted thosemeasures.
Into categories and: narrowed the locus. Those
measures will be instrumental in rating team
performance this year.
.Pige13
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In the Office of Air and Radiation, work team members
were asked to discuss their knowledge of day-to-day
operations. Team members hesitated. After all, they said, the
former supervisor is the only one who saw the total picture.
However, they said that, in time, they would understand it.
Several months later, the team had identified the purpose
for their organization, documented all of their work flows, and
written standard operating procedures covering all of the work
team’s tasks, roles, and responsibilities. The team documents
described:
• all of the steps necessary to get the work done,
• roles and, responsibilities,
• the various forms that they needed to use, and
• new software they found to help them with their work.
The team’s next step is to inform their customers about
how to access the team’s services and products. The team will
negotiate customer expectations while seeking customer
understanding. Management is supporting them In this effort..
That support includes training on teams, TQM and
interpersonal relations, as well as endorsement of their efforts
with Internal customers who report to the same senior
executive.
Readings:
J. Richard Hackman and G. R. Oldham. Work Redesign .
Reading, Massachusetts: AddiSon-Wesley, 1989.
Calvin H. P. Pava. Managing New Office Technology: An
Organizational $trategy . New YOrk: The Free Press,
1983.
Page 14
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How do we
integrate
process
improvement
methods
(multi-voting,
fishboning,
nominal group
technique, etc.)
with people
skills?
Work teams often use process
improvement techniques while making
technical decisions to enhance their
services or products. Employees also
need strong interpersonal skills.
Interpersonal skills are important
because team members need to interact
with one another effectively to get the job
done. A “social” assessment can help to
determine the team’s effectiveness in such
areas as communications, problem
solving, conflict management, and
decision making. It is essential that teams
receive periodic feedback about all
aspects of their work, including how well
they interact among themselves.
Fortunately, there are individual
assessment instruments, such as the
Myers-Briggs, the Birkman Relational
Management System and the Personal
Profile System which help clarify individual
differences. Those differences have
implications for team communications,
problem-solving and decision-making,
training needs, and work performance.
Issue I
Page 15
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EPA Experience
In The Office of Pollution,
Pesticides, and Toxics, employees
serving on work teams held a meeting
during which the facilitator asked what
characteristics were found in effective
work teams. Brainstorming and
multivoting were used to identify the three
most important characteristics. Trust and
good communications (Important in
interpersonal relations) were two of the
characteristics cited in effective teams.
Page 16
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At a meeting of another work team, the nominal
group technique was used to identify alternatives for
communicating reinvention efforts In the AAship.
Several options were identified. The group then ranked
them. This process identified a number of excellent
alternatives, some Of which were carried out. While
helping the group accomplish its work, the facilitator
taught committee members how to fully involve regional
and field members. He did this by beginning every
“round-the-table” discussion by asking those
participating by teleconference to provide their Input
before turning to members who were in the room.
A manager in Region S described how team
members who had not held leadership roles before
were having to learn a great deal about working with
different personalities. Team members were thus
having to learn some of the interpersonal relations skills
which middle managers had relied on for years..
Readings:
Making Teams Work: A Guide to Creatina and
Managin g Teams . Burlington, Massachusetts:
Organization Dynamics, Inc., 1993.
Mary Walton. The Demina Manaaement MethpØ .
New York, N.Y.: Perigee Books, 1986.
Calvin H. P. Pava. Mangglna New Office
Technology: An Oraanlzational Strateay . New York:
The Free Press, 1983.
Geary A. Rummier and Alan P. Brache. lmorovlna
Performance . San Francisco: Jpssey-Bass,
Publishers, 1990.
Page 17
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What type of
learning and
understanding
will be useful for
our senior
leadership to
• Senior managers have to do several
things in order for their teams to succeed:
j recognize that teams are needed,
allow teams to make decisions
without inordinate risk, and
empower teams and “let go.”
create an
environment
where teams will
take hold and
prosper?
• Senior managers need to understand
their roles in a work team environment
and how these roles enhance work team
performance. New behavior on the part of
senior management will stem from
reaching a clearer sense of purpose,
implementing a flatter organization, and
increasing the decision-making power of
employees.
Senior managers will create and
maintain the conditions that nurture work
team viability. Senior management can
begin by raising their own level of
awareness and preparing themselves to
cascade the team philosophy and tools to
different organizational tiers. Meanwhile,
managers can become coaches and
mentors to teams on issues ranging from
conflict resolution to problem-solving and
decision-making.
- .
Page 18
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EPA Experience
The support and cooperation of
management within the Water Division have
been very important to the success of Region
8s pilot self-directed work team. The Water
Management Division Director attended all of
the basic self-directed Work team training and
has been an outspoken advocate of teams.
When it became apparent that only one
level of management was needed between the
Team and the DMslon Director, a Branch Chief
agreed to remove himself as much as possible
from the management chain and serve as
“consultant” to the team. As the team matured,
a Section ChIef, who was not a member of the
team, became a “Coach” to the team. Without
this kind of cooperation and flexibility by
management, the team could not have thrived.
Readings:
Edgar Schein. Qrganlzatlonal Culture apd
Leadership . A Dynamic View. San Francisco,
CA.: Jossey-Bass, 1985.
Workforce Capacity Team Report, National
Performance Review . Washington, D. C ,: U. S.
Environmental Protection Agency, (August
1993).
Peter M. Senge. The Fifth Discipline . New
York: Doubleday Currency, 1990.
John H. Zenger and Associates. LeadIng.
Teams: Mastering the New Role . Hómewood,
Illinois: Business One Irwin, 1994.
Page 19
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Employee discretion will require increased
access to wider and deeper levels of information.
What kind of How the information system will be tailored to
inform ation meetwork team requirements needs to be
sustem can explored. The information system should be
modified to provide work team members with
neep pertinent information about all aspects of their
employees operations. Continuous performance feedback will
informed and be necessary.
active in the
new As the team’s discretion increases, it may
workplace? assume these responsibilities:
gathering data on customer satisfaction
• measuring team performance
• improving financial efficiency
For example, employees will need to have
greater access to, and be involved in, the
budgeting process for their work teams. They will
need this fiscal information to make decisions
about team expenditures in such areas as training,
providing services, and delivering products.
• EPA Experience
As work teams have been established and
have evolved in organizations such as OUST,
OSWER, and OARM, an essential part of that
progress has been communication via local area
networks. A recently formed work team in OARM,
consisting of about 15 members in various
locations in Waterside Mali, has relied on LAN-
mail and a shared directory for communications.
Team members communicate several times each
day via the LAN. Often they communicate via
LAN-mail to the entire team via a group directory.
Page 20
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There are now about 30 documents on
their shared directory, and they engage in
electronic dialogues by inserting comments
in various documents as each member
reviews them. All working documents are
placed in the share directory as they are
being commented on and edited, so that
any of 160 colleagues in the office can look
at them if interested. Voice mall (Including
group voice mall), interoffice mail, and
faxing are also used.
Region 3’s Extemai.Affalrs Team
found that they lacked the basic skills to
track their budget. More importantly, the
data systems in the region were not set up
to deal with budget information In the team
context. The Information Systems Unft,
however, responded by establishinga
hybrid tracking system, which met the
team’s needs on a ihort-term basis. Just
as there are special facilities and training
needs for teams, teams need data that they
can access, and that can be broken down
to the team level. Teams may also need
training in budget formulation and
execution.
Page 21
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As a contribution to the decision-making process, the
EPA Institute has created an “Electronic Meeting Room” to
improve the quality of team meetings. The new software
combines the use of technology with group facilitation in
support of collaborative group processes. It enhances many
group processes:
• generating and organizing ideas
* evaluating alternatives
• building consensus
• conducting analyses
• making decisions
• developing• action plans
• managing information
The Electronic Meeting Room allows for anonymous and
simultaneous ideas and complete record keeping. Teams are
able to obtain data printouts during their meetings.
Readings
David Nadler. Feedback and Organizatiogal Development .
Reading, Massachusetts: Addison-Wesley Publishing
Company, 1977.
David Nadler, Cortlandt Cammann, & Philip H. Mirvis.
Developing a Feedback System for Work Units; A Field
Experiment in Structural Change. The Joumal of Applied
Behav!oral Science , 1980, Vol. jfi, No. 1.
Calvin H. P. Pava. Managing New Office Technology:. An
Organizational Strategy . New York: The Free Press, 1983.
Page 22
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Training will be a foundation for work
team efforts. The new organization will
Since we will require increased:
need a
comprehensive S awareness about work team
organization and processes
work team
curriculum, what understanding about the mission,
will our training values, and objectives of the new
plan look like? organization
5 interpersonal skills
• technical skills
• administrative skills
It makes sense to use a variety of
approaches to develop the knowledges
needed. In team training, members of a
team attend workshops or conferences
together, rather than individually. Since one
objective of teams is to create a broader
range of ability among the employees,
cross-training is essential.
The stages of group development
provide a strong rationale for sequencing
training. Recall the group development
stages: forming, storming, forming, and
performing.
Page 23
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Forming The initial training ought to focus on organizing a
team. Training modules can include:
o meeting management,
O total quality management tools, and
o listening and other communications skills.
Storming During the second stage, team members can
benefit from training in:
O consensus management,
0 conflict management, and
O building trust.
Norming The target skills and knowledges for this stage
could include:
o technIcal skills,
o process reengineering skills,
O small group interaction, and
o project management.
Perfomilng Team and individual performance becomes easier
to measure after moving beyond the initial work team
stages. Training in this stage might emphasize:
O data collection and assessment,
o ability to work collaboratively with other offices,
0 external communication, and
o advanced project management techniques.
Page24
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EPA Experience
An OHROS division director is now in the process of
working with the staff on a training strategy. Some of the
employees are asking for Individual development training
that does not fit the demands of a work team environment.
Although individual needs will be considered, the division’s
top priority is now training related to work teams.
A divisional training committee is making
recommendations in three areas:
how to function in teams,
• interpersonal relations, and
• leadership in the team context.
At a recent workshop on conflict resolution and
feedback in the division, the trainer provided a discouraging
observation: “Members of the division do not listen to one
another. I see people talking about their interests. I do not
see people listening to what others have to say. I am not
sure how you all communicate Important information. Do
you have any ground rules on how you make group
decisions?”
Page 25
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The trainer told the group that a work
team’s forming stage requires that work team
members set up ground rules to guide problem-’
solving and decision-making. The ground rules
should be applied explicitly in their decision-
making proáess.
Training In conflict resolution is
recommended for teams. Since most of the
team members in Region S ’s self-directed
external affairs team are very strong
commuhicators, interpersonal skills are natural.
Even so, the team encountered several
instances in which conflict resolution training
could have alleviated tension, particularly
during the earlier phases of team development.
Readings
Bruce W. Tuckman. Developmental
Sequences in Small Groups, Psychological
Bulletin . fl , #6, 1965.
Page 26
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How will we
adjust our
reward systems
to reflect an
emphasis on
teamwork?
Cooperation among team members is
crucial. Performance management and
incentive systems should be designed to
reflect the need for cooperation. Building
and maintaining cooperation will not occur
by chance; it will develop only if employees
realize that it is the best way of doing
business in a work team environment.
Employees will change their behavior when
they, see strong signals in the form of
positive feedback and rewards for
employees who are cooperating and
collaborating effectively.
Work team experience and research
in the field suggest that there are three
interrelated areas to watch in determining
work performance measures:
• Customer Feedback--How does the
customer evaluate the products and
services that the work team has
provided?
• The viability of the work team--Is the
team still working together and
performing well, or have recent
interactions led to distrust or avoidance
of working together?
Cross-training--Are the members
getting appropriate cross-training and
developing the skills and abilities that
they need to work collaboratively?
You are doing well if there is progress
in each of these three areas.
I Issue :
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EPA Experience
A work team at Headquarters recently
developed a performance appraisal process
with these three components:
* customer feedback,
• the team’s assessment of its own
performance, and
• feedback to team members from the
supervisor (not a team member) about
the skills they are developing.
At two recent consulting sessions with
work teams in two different AAshlps, the
question was asked, “How do we handle a
team member who Isn’t contributing enough?”
The teams were advised to begin by telling the
team member that they were, disappointed
with this person’s performance and by
explaining why. In one case, the team
member was, very concerned and opted to
work with the Branch Chief to achieve a
common understanding of what was expected.
The team member’s contribution has ‘improved
dramatically. , , . .
Another Headquarters work team-based
organization is using a team evaluation
instrument as input to each team member’s
performance appraisal.
Page 28
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Region 3 adjusted its award system by
delegating an independent award budget to the
team to be used for recognition throughout the
year. The team also developed a performance
standard on how well a team member interacts
with others, carries out other members’
functions, and is flexible. So far, the jury is still
out--only two small cash awards have been
awarded by the team.
Readings
Allan M. Mohrman, Jr., Susan M. Resnick
West, & Edward E. Lawler ill. Designing
Performance Appraisal Systems . San Francisco,
CA.: Jossey-Bass, Inc., 1989.
Paul A. Goodman and Associates.
Designing Effective Work Groups . San
Francisco: Jossey-Bass, Publishers, 1986.
Glen H. Vamey. Building Produc
Teams . San Francisco: Jossey-Bass,
PublIshers, 1989.
Page 29
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What kinds of
resources will be
required to set
up work teams?
Work team implementation plans
require an analysis and alignment of the
Organizations resources. Teams are more
likely to be productive for the organization if:
j small team meeting rooms are made
available with electronic recording
flipcharts that produce page-sized
copies of notes
all team members are on, or can attach
to, the same local area network
• capable, committed employees are
assigned to each team
significant funds are set aside for
regular training, and arrangements are
made so that members do attend
scheduled training
• management invests in coaching and
mentoring of team members and works
with the team as a group to develop its
effectiveness
EPA Experience
OHROS In Headquarters recently
conducted a series of “Future Search”
conferences. The purpose of OHROS’
future search was to gather data for its
upcoming reorganization.
The reorganization was based on an
assessment of OHROS’ purpose, work
processes, customer needs, and employee
skills.
Page 30
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OHROS included many nonmanagerial employees and
customers in the planning conference. There were two three-
day sessions, followed by a two-day sesSion to integrate
information gathered and draft the new organizational struc-
ture. The Future Search reviewed the organization’s past and
present and identified “common futures,” or aspects of the
organization that all participants agreed would be desirable.
Two of many interesting Issues were:
• How much Input will customers have about work
performance and outcomes?
• Will customers be willing to participate In partial funding of
services and products, since customer needs may be so
different that internal resources may not be available to
meet them all?
This Investment In the gathering of detailed Information
through the future search process will be of value as OHROS
progresses to work teams.
Readings
John H. Zenger and Associates. Leading Teams:
Mastering The New Role . Homewood, Illinois: Business
One Irwin, 1994.
Jack D; Orsbum, Linda Moran, Ed Muiselwhite, John:H.
Zenger, and Craig Perrin. __________ _________
Homewood, Illinois: Business One Irwin, 1990.
J. Richard Hackman and G. R. Oldham. Work Redesign .
Reading, Massachusetts: Addison-Wesley, 1989.
Edward E. Lawier Ill. HIgh Involvement Managernerg .
San Francisco, California: Jossey-Bass, Inc., 1980.
•Page 31
1! ‘ I i i 1;r.U!T t T s T L’T I r ii ur-
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ft L•• Work Team Consultants
The following EPA staff members are collaborating on the development and use
of work teams in the -Agency. Some or all may be contributors to this and subsequent
materials that will be published for Agency use. All are available to provide guidance
and information. As informatiop is exchanged and distributed, the work group will
increase in size to reflect the level of interest and expertise. If you would like to
participate in the information network, please contact one of the group members.
Hector Suarez, Director
Policy and Research Division
Office of Human Resources
Management
401 M Street, SW, MC3634
Washington, DC 20460-0001
(202)260-3308
Eduardo Rodela, Program Manager
Policy and Research Division
Office of Human Resources
Management
401 M Street, SW, MC3634
Washington, DC 20460-0001
(202)260-3320
Art Sandoval, Director
Human Resources Office, Las Vegas
P .O. Box 98516
Las Vegas, NV 89193-8516
(702)798-2401
MIllie DHworth, Associate Director
Human Resources Office, Las Vegas
P.O. Box 98516
Las Vegas, NV 89193-8516
(702)798-2401
LInda Adams, Human Resources Officer
Region VIII
999 - 18th Street, Suite 500
One Denver Place
Denver, CO 80202-2405
(303)293-1 485
Doris Sanders, Coach
Public Water Supply Program
Region VIII
999 18th Street, Suite 500
One Denver Place
Denver, CO 80202-2401
(303)391-6768
Gene Ramsey, Human Resources Officer
USEPA Region 7
726 Minnesota Avenue
Kansas City, KS 64106
(913)551-7347
Sandy Bowman
Human Resources Officer
USEPA Cincinnati
26 West Martin Luther King Drive
Cincinnati, OH 45268
(513)569-7801
Jessica Barron, Training Officer
USEPA Cincinnati
26 West Martin Luther King Drive
Cincinnati, OH 45268
(513)569-7810
Dan Donnelly, Director
USEPA Region 3
Central Regional Laboratory
839 Bestgate Road/3ES02
Annapolis, MD 21401
Pat Kran , Chief
QA Branch
USEPARegIon3
Central Regional Laboratory
201 Defense Highway, Suite 200
Annapolis, MD 21401
Richard Brown
Policy and Research Division
Office of Human Resources
Management, Room 3910
401 M Street, SW, MC3634
Washington, DC 20460-0001
(202)260-9397
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Ken Wright, Internal Consultant
Headquarters Operations and Client
Services Division
Office of Human Resources and
Organizational Services 1 Room 3910
401 M Street. SW, MC 3622
Washington. DC 20460-0001
(202)260-3271
Bob Tonetti
Office of Solid Waste
MC5301—Room 2102
Waterside Mail
401 M Street SW
Washington, DC 20460-0001
(202)260-3098
Chuck Trichilo, Quality Coordinator
Office of Pesticides Programs
MC 7502-C
401 M Street SW
Washington, DC 20460-0001
(703)308-1846
Deborah Karp, Organizational
Development Specialist
Office of Wastewater Management
Room NEM2305, MC 4203
401 M Street, SW
Washington, DC 20460-0001
(202)260-9533
Karen Metchis
Office of Atmospheric Programs
Stratospheric Protection Division
MC 6205J
401 M Street, SW
Washington, DC 20460-0001
(202)233-9193
Richard Kampf, Chief
Environmental Educational & Outreach
Branch, Office of Policy & Management
USEPA Region 3— MC 3PM80
841 Chestnut Building
Philadelphia, PA 19107
(215)597-2200
Recent Team-Related Publications
of the Office of Human Resources
& Organizational Services of OARM
Are You Ready for Work Teams
EPA Reinvention EducatioflaLResources
Implementing Work Teams
Manaaina In The Team Environment
Work Teams
Reinventing Organizations
Reinventina EPA
i you would like copies of one or more of these publications,
call Melissa Perry at 260-3308.
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