Transcript “Team”? - IMPACTV2011

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