Leading and Developing High Performing Teams Larry D. Coble School Leadership Services
Dec 19, 2015
Leading and Developing High Performing Teams
Larry D. CobleSchool Leadership Services
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Tree
Shoe
Car
Rock
Glass
Fish
Sky
Hen
Ball
Jump
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Tree
Shoe
Car
Rock
Glass
Fish
Sky
Hen
Ball
Jump
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List three characteristics of a person you trust.
Develop a definition of team trust.
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Work Group Team
High Performing
Team
• Independent • Interdependent
• Shared Goals
• Shared Accountability
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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.
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Training Content for Teams Understanding group dynamics (self-
understanding) Listening Giving/receiving feedback Reacting constructively to others’ ideas Valuing individual differences Conflict management Problem-solving Decision-making
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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.
Good News About Teams!
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A Team Is…
What images come to mind when you hear the word “Team”?
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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
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Identify the kinds of teams that exist in your school/district or organization.
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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.
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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).
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Group Norms
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)
…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
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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
Task Accomplishment
Interpersonal
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Team Development Wheel
Adapted from: SERVE,Leadership for Collaboration, 1994.
3
0
1
2
4
5
6
7
8
9
10
11
Performing
Mature Closeness
ResourcefulFlexible
OpenEffective
Close and Supportive
Forming
Testing
PoliteImpersonalWatchfulGuarded
Norming
Getting Organized
Developing SkillsEstablishing Procedures
Giving FeedbackConfronting Issues
Storming
Infighting
Controlling ConflictsConfronting PeopleOpting OutDifficultiesFeeling Stuck
Stage OneStage Four
Stage Three Stage Two
(Tuckman, 1965)
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Stages of Team Development Forming
Dependent on leader Concern about clarity of task
Storming Conflict with members, leader, and task
Norming Cohesiveness Shifting leadership
Performing Interdependency Creativity High Productivity
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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.
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Get Off to a Good Start
Task Structure
Group Boundaries
Norms
Authority
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. P. 349.
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Exercise:
Parker Team Player Style Inventory
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Team Player Styles
Contributor
Collaborator
Communicator
Challenger
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Team Building Video
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Exercise:
Assessing Organizational Readiness for Teams
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Exercise:
Employee Involvement:Where Does the School System Stand Now?
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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.
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A Sample of Teams Observed Surgical teams Space Shuttle
processing teams Top management teams Product development
teams Covert intelligence teams Dental teams
Satellite launch teams Athletic teams Ad hoc teams B-1 and B-52 bomber
crews Military transport teams Hyperbolic engine
maintenance teams
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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].
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ORGANIZATIONAL SHELLS
Environment EnvironmentIndustry
Organization
Group Formation
TEAMat work
TASK
BOUNDARY AUTHORITY
NORMS
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What Distinguishes a High-Performing Team from a Regular Team?
Significant task Good leadership Commitment Clear mission Think/Act creatively
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.
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Work Group Team
High Performing
Team
• Independent • Interdependent• Shared goals• Shared accountability
Significant task Good leadership Commitment Clear mission Think/Act creatively Relationships Recognize each other’s expertise Sense of individual satisfaction Synergy
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Systems Theory
INPUTINPUT PROCESSPROCESS OUTPUTOUTPUT
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
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Systems Theory for Teams
INPUTINPUT PROCESSPROCESS OUTPUTOUTPUT
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Team Resources
and Context
Team Resources
and Context
Team Process
Team Process
Team Effectiveness
Team Effectiveness
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Traditional Focus for Intervention
INPUTINPUT PROCESSPROCESS OUTPUTOUTPUT
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Team Resources
and Context
Team Resources
and Context
Team Process
Team Process
Team Effectiveness
Team Effectiveness
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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.
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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.
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Leader’s Impact on Teams
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
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.
Research on effective and ineffective teams shows some teams work remarkably well and some don’t work at all. Why?
It takes 8 seconds to 5 minutes to size ‘em up.
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Exercise:
Go back to the “Best Team” of which you’ve ever been a part.
Describe the BEHAVIOR of the leader(s).
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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.
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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.
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Effective Leaders of High Performing Teams Do These 4 Behaviors All the Time:
1. Spend time “up front” creating the team.
3. Stay calm when “the going gets rough.”
2. Learn from mistakes.
4. Develop team members through effective coaching.
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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.
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Authority Continuum
Laissez-Faire
Anarchy
Democratic
— Empowerment —
Autocratic
Totalitarian
Democratic to Autocratic is where effective leadership occurs.
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
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Team Leadership is Situational
Autocratic team leadership is the best style in a CRISIS.
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Autocratic
A crisis is the only time autocratic team leadership is more effective than democratic.
Larry D. Coble, School Leadership Services 45Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
During the first meeting, the Team Leader should demonstrate the whole range of styles -- from Democratic to Autocratic.
Democratic Autocratic
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Team Leadership
INPUTINPUT PROCESSPROCESS OUTPUTOUTPUT
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Team Resources
and Context
Team Resources
and Context
Team Process
Team Process
Team Effectiveness
Team Effectiveness
Dir
ect
ion
Desi
gn
Deve
lopm
ent
Monitoring team
effectiveness is
management - not
leadership.
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VISION
Design
Dire
ctio
n
Developm
ent
TEAM LEADERSHIP
on team effectivenessFeedback
Feedback
Feedback
Feedback
Self-efficacy
Potency
Environment
Industry
Organizational Inputs
O-1 Reward SystemsO-2 Education SystemsO-3 Information Systems
O-4 Control Systems
Team Design
T-1 Task T-2 CompositionT-3 Norms
T-4 Authority
Individual Inputs
I-1 Interests / MotivationI-2 Skills / AbilityI-3 Values / Attitudes
I-4 Interpersonal Behavior
P-1 EffortP-2 Knowledge & SkillsP-3 Strategy
P-4 Group Dynamics
Process Criteria
Material Resources
Team Effectiveness
Outcome acceptable to clientFuture capability of teamIndividual satisfaction
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
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OutputsA 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.
Adapted from: Groups that Work (and Those that Don’t). Hackman, 1990.
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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
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Organizational Inputs
O-1 Reward SystemsO-2 Education SystemsO-3 Information SystemsO-4 Control Systems
Team Design
T-1 Task T-2 CompositionT-3 Norms
T-4 Authority
Individual Inputs
I-1 Interests/MotivationI-2 Skills / AbilityI-3 Values / Attitudes
I-4 Interpersonal Behavior
P-1 EffortP-2 Knowledge & SkillsP-3 Strategy
P-4 Group Dynamics
Process Criteria
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Is Effort a Problem?
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Organizational Inputs
O-1 Reward Systems
O-2 Education SystemsO-3 Information SystemsO-4 Control Systems
Team Design
T-1 Task
T-2 CompositionT-3 Norms
T-4 Authority
Individual Inputs
I-1 Interests / Motivation
I-2 Skills / AbilityI-3 Values / Attitudes
I-4 Interpersonal Behavior
P-1 Effort
P-2 Knowledge & SkillsP-3 Strategy
P-4 Group Dynamics
Process Criteria
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Is There a Lack of Knowledge and Skills?
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Organizational Inputs
O-1 Reward SystemsO-2 Education Systems
O-3 Information SystemsO-4 Control Systems
Team Design
T-1 Task T-2 Composition
T-3 NormsT-4 Authority
Individual Inputs
I-1 Interests / MotivationI-2 Skills / Ability
I-3 Values / AttitudesI-4 Interpersonal Behavior
P-1 EffortP-2 Knowledge & Skills
P-3 StrategyP-4 Group Dynamics
Process Criteria
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
Is There a Problem with the Team’s Strategies?
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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.
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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.
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Exercise:
Describe your vision for your work team.
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Exercise:
Team Performance
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Back Home Applications
How will I foster and encourage TEAM DEVELOPMENT for continuous improvement in my school/district or organization?
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Exercise:
Wilderness Survival