Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Leading and Developing High Performing Teams Larry D. Coble School Leadership Services Tree Shoe Car Rock Glass Fish Sky Hen Ball Jump Larry D. Coble, School Leadership Services 2 Larry D. Coble, School Leadership Services 3 Tree Shoe Car Rock Glass Fish Sky Hen Ball Jump Larry D. Coble, School Leadership Services 4 List three characteristics of a person you trust. Develop a definition of team trust. Larry D. Coble, School Leadership Services 5 Work Group • Independent Team High Performing Team • Interdependent • Shared Goals • Shared Accountability Larry D. Coble, School Leadership Services 6 Teams vs. Traditional Organization Organizational structure is flat rather than layered. Team is responsible for “whole” — processes/multiple tasks. Administrators coach, advise, facilitate. Teams are accountable for planning, controlling, improving their work. Leadership is shared. Information is shared. Rewards become team based. Larry D. Coble, School Leadership Services 7 Training Content for Teams Understanding group dynamics (selfunderstanding) Listening Giving/receiving feedback Reacting constructively to others’ ideas Valuing individual differences Conflict management Problem-solving Decision-making Larry D. Coble, School Leadership Services 8 Perceptions 76% - Teams improved employee morale. 62% - Teams improved management morale. 80% - Teams contributed to increased profits. 90% - Teams have improved the quality of products and service. 85% - Teams have improved level of customer service. 81% - Teams have improved productivity. Larry D. Coble, School Leadership Services 9 A Team Is… What images come to mind when you hear the word “Team”? Larry D. Coble, School Leadership Services 10 A Team Is… “…a group of individuals who work together to produce products or deliver services for which they are mutually accountable.” -- Mohrman et al. “…a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.” -- Katzenbach and Smith “…two or more people who must coordinate their activities to accomplish a common goal.” -- Shonk Larry D. Coble, School Leadership Services 11 Identify the kinds of teams that exist in your school/district or organization. Larry D. Coble, School Leadership Services 12 Teams vs. Groups Teams generally have a stronger sense of identification among their members than do groups. Teams have common goals or tasks, which may range from the development of a new product to an athletic league championship. Task interdependence typically is greater with teams than with groups. Team members often have more differentiated and specialized roles than group members. Larry D. Coble, School Leadership Services 13 Group Norms …are the informal rules groups adopt to regulate and regularize group members’ behaviors. Although norms are only infrequently written down or openly discussed, they nonetheless often have a powerful and consistent influence on behavior (Hackman, 1976). Larry D. Coble, School Leadership Services 14 Group Norms …do not govern all behaviors, just those a group feels are important. Norms are more likely to be seen as important and apt to be enforced if they facilitate group survival; simplify or make more predictable what behavior is expected of group members; help the group avoid embarrassing interpersonal problems; or express the central values of the group and clarify what is distinctive about the group’s identity (Feldman, 1984) Larry D. Coble, School Leadership Services 15 8 Key Characteristics Clear vision High performance standards Leaders take stock Leaders assess the technical skills Leaders secure resources and equipment Planning and organizing High levels of communication Minimized interpersonal conflict Larry D. Coble, School Leadership Services 16 Team Development Wheel 0 11 1 Stage Four 10 Performing Mature Closeness Resourceful Flexible Open Effective Close and Supportive Stage One Forming Testing Polite Impersonal Watchful Guarded 2 9 3 8 Norming Getting Organized Storming Infighting Developing Skills Establishing Procedures Giving Feedback Confronting Issues Controlling Conflicts Confronting People Opting Out Difficulties Feeling Stuck Stage Three 5 7 4 Stage Two (Tuckman, 1965) Larry D. Coble, School Leadership Services 6 Adapted from: SERVE, 17 Leadership for Collaboration, 1994. Stages of Team Development Forming Storming Conflict with members, leader, and task Norming Dependent on leader Concern about clarity of task Cohesiveness Shifting leadership Performing Interdependency Creativity High Productivity Larry D. Coble, School Leadership Services 18 Principles for Effective Teamwork All team members share responsibility for the team. The entire team should support team decisions. Use methods that allow as many of the team members to participate as possible. Be flexible in rules, agenda, and in all procedures. Cut down the threat to individual members. Evaluate team progress continually. Be conscious of the importance of the roles you and each team member play. Let the team be active. Larry D. Coble, School Leadership Services 19 Get Off to a Good Start Authority Norms Task Structure Group Boundaries Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. P. 349. Larry D. Coble, School Leadership Services 20 Exercise: Parker Team Player Style Inventory Larry D. Coble, School Leadership Services 21 Team Player Styles Contributor Collaborator Communicator Challenger Larry D. Coble, School Leadership Services 22 Team Building Video Larry D. Coble, School Leadership Services 23 Exercise: Assessing Organizational Readiness for Teams Larry D. Coble, School Leadership Services 24 Exercise: Employee Involvement: Where Does the School System Stand Now? Larry D. Coble, School Leadership Services 25 Team Effectiveness Leadership Model A mechanism to first identify what makes a team effective and then point the leader either toward the roadblocks that are hindering the team or toward ways to make the team even more effective than it already is. Larry D. Coble, School Leadership Services 26 A Sample of Teams Observed Surgical teams Space Shuttle processing teams Top management teams Product development teams Covert intelligence teams Dental teams Larry D. Coble, School Leadership Services Satellite launch teams Athletic teams Ad hoc teams B-1 and B-52 bomber crews Military transport teams Hyperbolic engine maintenance teams 27 You Need a Team When… You have an ambiguous, complex task with a common goal [not for a routine task]. It is a situation where differentiated roles are required [different people needed to do different things]. You need input from multiple perspectives [interdependence is required for success]. Larry D. Coble, School Leadership Services 28 Environment Environment Industry Organization Group Formation TEAM at work ORGANIZATIONAL SHELLS Larry D. Coble, School Leadership Services 29 What Distinguishes a High-Performing Team from a Regular Team? Significant task Good leadership Commitment Clear mission Think/Act creatively Larry D. Coble, School Leadership Services Relationships Recognize each other’s expertise Sense of individual satisfaction Synergy Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 30 Work Group • Independent Team • Interdependent • Shared goals • Shared accountability Larry D. Coble, School Leadership Services High Performing Team Significant task Good leadership Commitment Clear mission Think/Act creatively Relationships Recognize each other’s expertise Sense of individual satisfaction Synergy 31 Systems Theory INPUT Larry D. Coble, School Leadership Services PROCESS OUTPUT Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 32 Systems Theory for Teams INPUT PROCESS OUTPUT Team Resources and Context Team Process Team Effectiveness Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 33 Traditional Focus for Intervention INPUT PROCESS OUTPUT Team Resources and Context Team Process Team Effectiveness Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 34 Exercise: At your table groups, tell one another, in “round robin” fashion, a “story” about the BEST team of which you have ever been a part. Larry D. Coble, School Leadership Services 35 Exercise: The listeners are to search for the characteristics that made these teams successful. Jot these characteristics down individually. Compare notes and develop a consensus listing of characteristics of successful teams. Larry D. Coble, School Leadership Services 36 Leader’s Impact on Teams Research on effective and ineffective teams shows some teams work remarkably well and some don’t work at all. Why? The leader is a powerful factor. Some are great. Some you can’t stand to be around. You can tell the difference between good ones and bad ones, and it’s mostly by gut feel. It takes 8 seconds to 5 minutes to size ‘em up. Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 37 Exercise: Go back to the “Best Team” of which you’ve ever been a part. Describe the BEHAVIOR of the leader(s). Larry D. Coble, School Leadership Services 38 Team Leadership The Team Leader’s job is to create conditions for the team to function effectively—must give enough information about the task(s)—not too little or too much. Larry D. Coble, School Leadership Services 39 Team Leadership Team Leadership is a “front-loading” opportunity: taking the time to clarify tasks, goals, and roles UP FRONT creates an environment for effective teamwork. Larry D. Coble, School Leadership Services 40 Effective Leaders of High Performing Teams Do These 4 Behaviors All the Time: 1. Spend time “up front” creating the team. 2. Learn from mistakes. 3. Stay calm when “the going gets rough.” 4. Develop team members through effective coaching. Larry D. Coble, School Leadership Services 41 Norms Norms: Unwritten, but very powerful, rules of behavior Team Leader should get two or three very important and powerful norms in place at the beginning. Larry D. Coble, School Leadership Services 42 Authority Continuum LaissezFaire Democratic Autocratic — Empowerment — Totalitarian Anarchy Democratic to Autocratic is where effective leadership occurs. Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 43 Team Leadership is Situational Autocratic Autocratic team leadership is the best style in a CRISIS. A crisis is the only time autocratic team leadership is more effective than democratic. Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 44 Democratic Autocratic During the first meeting, the Team Leader should demonstrate the whole range of styles -- from Democratic to Autocratic. Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 45 Team Leadership INPUT Team Resources and Context Larry D. Coble, School Leadership Services PROCESS OUTPUT Team Process Team Effectiveness Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 46 VISION TEAM LEADERSHIP Direction Environment Industry Organizational Inputs O-1 Reward Systems O-2 Education Systems O-3 Information Systems Development Design Feedback on team effectiveness O-4 Control Systems Team Design Process Criteria T-1 Task T-2 Composition T-3 Norms P-1 Effort P-2 Knowledge & Skills P-3 Strategy T-4 Authority P-4 Group Dynamics Outcome acceptable to client Future capability of team Individual satisfaction Material Resources Individual Inputs I-1 Interests / Motivation I-2 Skills / Ability I-3 Values / Attitudes Team Effectiveness Self-efficacy Feedback I-4 Interpersonal Behavior Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 47 Outputs A team is effective if: its productive output (goods, services, decisions) meets the standards of quantity, quality, and timeliness of the people who use it; the group process that occurs while the team is performing its task enhances the ability of the members to work together as a team in the future; and The team experience enhances the growth and personal well-being of the individuals who comprise the team. Larry D. Coble, School Leadership Services Adapted from: Groups that Work (and Those that Don’t). Hackman, 1990. 48 One Application of the Model: The model can help if you want to assist teams in organizations that are already underway and are having some difficulty. Diagnosis Leverage Points Larry D. Coble, School Leadership Services 49 Is Effort a Problem? Organizational Inputs O-1 Reward Systems O-2 Education Systems O-3 Information Systems O-4 Control Systems Team Design Process Criteria T-1 Task P-1 Effort T-2 Composition T-3 Norms T-4 Authority P-2 Knowledge & Skills P-3 Strategy P-4 Group Dynamics Individual Inputs I-1 Interests/Motivation I-2 Skills / Ability I-3 Values / Attitudes I-4 Interpersonal Behavior Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 50 Is There a Lack of Knowledge and Skills? Organizational Inputs O-1 Reward Systems O-2 Education Systems O-3 Information Systems O-4 Control Systems Team Design Process Criteria T-1 Task P-1 Effort T-2 Composition P-2 Knowledge & Skills T-3 Norms T-4 Authority P-3 Strategy P-4 Group Dynamics Individual Inputs I-1 Interests / Motivation I-2 Skills / Ability I-3 Values / Attitudes I-4 Interpersonal Behavior Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 51 Is There a Problem with the Team’s Strategies? Organizational Inputs O-1 Reward Systems O-2 Education Systems O-3 Information Systems O-4 Control Systems Team Design Process Criteria T-1 Task T-2 Composition P-1 Effort P-2 Knowledge & Skills T-3 Norms P-3 Strategy T-4 Authority P-4 Group Dynamics Individual Inputs I-1 Interests / Motivation I-2 Skills / Ability I-3 Values / Attitudes I-4 Interpersonal Behavior Larry D. Coble, School Leadership Services Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. 52 Team Leader Responsibilities Monitors organizational inputs and creates additional control systems, if necessary; Designs the team and gives direction regarding their task and how they will work together; Develops the team’s process of working together; Uses feedback from the customer to improve team effectiveness and gives feedback to individuals on their performance as team members; Diagnoses problems by watching the team work and then looking at inputs for causal factors. Larry D. Coble, School Leadership Services 53 Effective Leaders of High Performing Teams Develop Team Members By: Empowering the team through the sharing of both responsibility and accountability and through the evaluation of individual members of the team as well as the whole team. Ensuring that a team’s tasks are consistent with the vision, mission, and goals of the school/district or organization. Providing professional growth opportunities that are aligned with the overall school plan and with the tasks the team is being asked to undertake. Larry D. Coble, School Leadership Services 54 Exercise: Describe your vision for your work team. Larry D. Coble, School Leadership Services 55 Exercise: Team Performance Larry D. Coble, School Leadership Services 56 Back Home Applications How will I foster and encourage TEAM DEVELOPMENT for continuous improvement in my school/district or organization? Larry D. Coble, School Leadership Services 57 Exercise: Wilderness Survival Larry D. Coble, School Leadership Services 58