Pre-Workshop Assessment — Facilitator Answer Sheet
A reference for facilitators: correct answers for the understanding questions, desirable direction for mindset and confidence, and interpretation guidance for the open-ended parts.
How to read this assessment
There are no right or wrong answers for most questions — this is a reflection tool, not a test. Part D (Understanding) is the only section with objectively correct answers. Parts B and C have a desirable direction that indicates readiness for the workshop content. Parts A, E, and Fare qualitative — use them to tailor the session to the group's needs. Results are reported as group totals, never individual scores.
Part D · Understanding — Correct Answers
D2 · A new team member is eager but has never done the task before. What is the best approach?
Correct: Give clear step-by-step direction and check in often
Situational Leadership: an enthusiastic beginner needs direction and support, not autonomy. Handing it over fully sets them up to fail; waiting for mistakes damages trust.
D3 · Which is the best way to open a difficult conversation?
Correct: "On Monday and Wednesday you arrived at 9:30. The team had to cover your calls."
This uses the SBI model (Situation-Behavior-Impact): specific, factual, and non-judgmental. The other options use labels or blame ("you're always," "why can't you") that trigger defensiveness.
D4 · A team is polite in meetings, but people complain to each other afterwards. Which dysfunction does this most likely show?
Correct: Fear of conflict
Lencioni's Five Dysfunctions: artificial harmony (no open disagreement, but私下 complaints) is the hallmark of fear of conflict. Healthy teams debate issues openly.
D5 · A team member keeps missing deadlines. What is the most effective first step?
Correct: Ask what is getting in the way and agree a plan with a check-in date
A coaching approach uncovers root causes (capacity, clarity, or skill gaps) before escalating. Issuing a warning or taking over the work skips the conversation that builds accountability.
D6 · The same problem keeps coming back in your team. What is the best first step?
Correct: Keep asking "why does this happen?" until you reach a cause you can fix
The 5 Whys technique finds root causes in processes, not just in people. Blaming individuals or reminding people of rules only treats the symptom.
Part B · Mindset — Desirable Direction
Scale: 1 = Strongly disagree · 2 = Disagree · 3 = Not sure · 4 = Agree · 5 = Strongly agree. These beliefs shape how receptive a leader will be to the workshop's core ideas.
| # | Statement | Desirable | What it means |
|---|---|---|---|
| B1 | Conflict in a team is usually a sign that something is wrong. | 1–2 (Disagree) | Healthy conflict is a sign of trust and engagement. Leaders who see all conflict as a problem tend to suppress it, which drives it underground. |
| B2 | Admitting my own mistakes to my team can make me look weak. | 1–2 (Disagree) | Vulnerable leaders build psychological safety. Believing this holds back modeling the accountability you want from the team. |
| B3 | Accountability mainly means making sure people face consequences. | 1–2 (Disagree) | Accountability is primarily about ownership and learning, not punishment. A consequence-only mindset creates fear, not commitment. |
| B4 | I should adjust how I work with each person, rather than treat everyone the same. | 4–5 (Agree) | Situational Leadership in action. Adapting to each person's needs is fair, not favoritism. |
| B5 | Problems that keep coming back usually have a cause in our processes, not just in people. | 4–5 (Agree) | Systems thinking. Recurring issues are usually process problems wearing a people costume. |
| B6 | It is part of my role to address behavior issues early, not leave them to someone else. | 4–5 (Agree) | Ownership of the hard conversations. Deferring to HR or a manager lets small problems grow. |
| B7 | People are more committed to solutions they help create. | 4–5 (Agree) | Co-creation builds buy-in. Mandated solutions get compliance, not commitment. |
A participant scoring 3 ("Not sure") on several items is not a concern — it signals openness and curiosity, which is ideal for learning. Scores in the undesirable direction (e.g. 4–5 on B1, B2, B3) identify the beliefs the workshop is designed to shift.
Part C · Confidence — Interpretation
Scale: 1 = Not at all confident · 5 = Very confident. Use these scores to gauge where each participant and the group feel they need the most support.
High growth opportunity — the workshop directly addresses this gap. Pair these participants with peer practice.
Some experience but uncertain — the most receptive group. Give them concrete tools and chances to practice.
Strong self-reported confidence — use them as peer coaches and case study contributors. Watch for "I already know this" resistance.
Part A · Feelings — Interpretation
There are no right or wrong feelings. Look at the pattern across the group, not individual answers.
- Energizing feelings (Confident, Hopeful, Motivated, Proud, Curious): signal readiness to engage. A group heavy on these can move faster.
- Depleting feelings (Frustrated, Overwhelmed, Anxious, Tired, Stuck): signal the group needs the workshop to feel safe before it can feel useful. Slow the pace and acknowledge the load first.
- Isolating feelings (Alone, Unappreciated, Unsure): signal a trust gap. Prioritize the Respect and Trust pillars early in the session.
- Overall feeling (1–5): 1–2 suggests burnout risk — reference wellbeing resources. 4–5 suggests a healthy team ready for stretch goals.
Part E · Challenges — Interpretation
Use the challenge themes to prioritize which workshop pillars get the most time.
- Conflict / communication / trust issues → lead with the Respect and Trust pillars.
- Recurring mistakes / same problems → emphasize the root-cause (5 Whys) and process-thinking content.
- Conversations I keep putting off / behavior issues → prioritize the feedback and accountability skill-building (SBI model).
- Working with former peers / too much on my plate → address role-transition and delegation content.
- Getting support from my own manager → include upward-communication and managing-up content.
The open-ended "situation avoided" answer is the most valuable single data point — it tells you the exact scenario to use as a live case study during the workshop.
Part F · Expectations — Interpretation
- Hope to gain: look for themes (tools, confidence, team harmony) and explicitly name them in the opening so participants feel heard.
- Worth my time: the bar the workshop must clear. If expectations are vague, help participants set a personal goal during the session.
- Worries: address these proactively in the first 15 minutes (e.g. "this is not a performance review," confidentiality, participation style).
- Expected usefulness (1–5): a low score (1–2) is not a problem — it's a pre-session belief the workshop can change. A high score (4–5) sets a high bar; deliver concrete tools early.