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The Rocket Model
● PAYLOAD: The size of the payload (i.e., the magnitude of results)
will depend on the effectiveness of the other three stages.
• THIRD STAGE: This stage of the rocket focuses on improving decision making
authority and team cohesiveness.
Power The team has the equipment, budget, and decision making
• SECOND STAGE: Setting the rules or norms for how team members will work
together, and gaining the commitment of team members for the team’s mission are
critical tasks in this part of the rocket model. To work effectively, teams must set
• BOOSTER STAGE: The first stage of a rocket will determine what kind of payload
the rocket can carry, or whether it will even get off the ground. Similarly, this stage of
the rocket model is critical to team success. Having a clear purpose, objectives,
goals, and benchmarks and having the right talent to achieve the future picture is the
first stage of team performance.
Mission The team has a clear future picture, has set strategic
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MISSION
Team Assessment Survey Items
1. I have a clear understanding of our learning team’s purpose. ___
Scoring Key
• High = 4-5 The learning team has a clear sense of direction and there are good
metrics for tracking progress towards team goals.
Suggestions for Improvement:
• Develop a clear purpose or charter for the learning team.
Notes:
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TALENT
Team Assessment Survey Items
4. Our learning team has the right number of people. ____
5. Our learning team has the right mix of skills, capabilities, and experience. ____
Scoring Key
• High = 4-5 The team has the right number of people with the right skills and
experience to accomplish the team’s goals.
• Medium = 3-4 A solid score, but the team may not have the right number of people
Suggestions for Improvement:
• Determine the skills and experience the team needs to accomplish its goals.
Notes:
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NORMS
Team Assessment Survey Items
8. Our learning team plans and manages meetings in order to make
efficient use of time. ___
9. Our learning team spends enough time working on proactive versus
reactive issues. ___
Scoring Key
• High = 4-5 The team has developed good processes and systems for getting
work done, looks for ways to hold people accountable, uses its time wisely, makes
Suggestions for Improvement:
• Develop agreed upon processes for making team decisions.
• Adopt “best practice” meeting management techniques.
Notes:
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BUY–IN
Team Assessment Survey Items
14. Team members are committed to the success of this team. ___
Scoring Key
• High = 4-5 There is a high level of buy-in to team goals, processes, and roles.
Suggestions for Improvement:
• Work with team members to build a compelling team purpose or future picture.
• Ensure that all team members agree with the team’s purpose and goals. This is
Notes:
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POWER
Team Assessment Survey Items
16. Our learning team has the authority it needs to make team decisions. ___
Scoring Key
• High = 4-5 The team either has or finds ways to get the equipment, money, and
decision-making latitude it needs to accomplish its goals.
Suggestions for Improvement:
• Devise ways to help the team get the resources and money it needs to accomplish
its goals.
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MORALE
Team Assessment Survey Items
18. Our learning team works well together. ___
Scoring Key
• High = 4-5 The team has a high level of morale and uses effective methods for
resolving internal conflict.
Suggestions for Improvement:
• Make sure everyone is encouraged to voice his or her ideas in team meetings.
• Ensure team members practice good listening skills during team meetings.
Notes:
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RESULTS
Team Assessment Survey Items
20. Our learning team builds and executes plans in order to accomplish
team goals. ___
Scoring Key
• High = 4-5 This is a high performing team that accomplishes a great deal.
Suggestions for Improvement:
• Determine if a team is really necessary to accomplish assigned goals.
Notes:
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Analysis of Learning Team Assessment Survey
Results
Areas of Improvement
Key Strengths
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Additional References/Resources
Allen, N.J. & Hecht, T.D. (2004a). The ‘romance of teams’: Toward an understanding of its
psychological underpinnings and implications. Journal of Occupational & Organizational
Psychology, 77, 439-461.
DeChurch, L. A., & Marks, M. A. (2006). Leadership in multiteam systems. Journal of Applied
Psychology, 91, 311-329.
Guzzo, R.A. & Dickson, M.W. (1996). Teams in organizations: Recent research on performance
and effectiveness. Annual Review of Psychology, 47, 307-338.
Hackman, J.R. (2002). Leading teams: Setting the stage for great performances. Boston, MA:
Harvard Business School Press.
Hackman, J.R. (Ed.). (1990). Groups that work (and those that don’t). San Francisco, CA:
Jossey-Bass.
Jones, E. E. & Kelly, J. R. (2007). Contributions to a group discussion and perceptions of
leadership: Does quantity always count more than quality? Group Dynamics: Theory,
Research, and Practice, 11, 15-30.
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Kerr, S. (1995). On the folly of rewarding A, while hoping for B. Academy of Management
Executive, 9, 7-14.
Peterson, R.S., Martotana, P.V., Smith, D.B., & Owens, P.D. (2003). The impact of chief
executive officer personality on top management team dynamics: One mechanism by which
leadership affects organizational performance. Journal of Applied Psychology, 88, 795-808.
Somech, A. (2006). The effects of leadership style and team process on performance and
innovation in functionally heterogeneous teams. Journal of Management, 32, 132-157.
Taggar, S., Hackett, R., & Saha, S. (1999). Leadership emergence in autonomous work teams:
Antecedents and outcomes. Personnel Psychology, 52, 899-926.
West, M.A., Brodbeck, F.C., & Richter, A.W. (2004). Does the ‘romance of teams’ exist? The
effectiveness of teams in experimental and field settings. Journal of Occupational &
Organizational Psychology, 77, 467-473.
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Websites
Center for Creative Leadership (see Team and Organizational Development Area):