I and the others: Discovering diversity around and within me
Discovering the “ME” in TEAMS!
Transcript of Discovering the “ME” in TEAMS!
E1
The Team Journey
• The Traditional View of Teams
• When Teams Work
• When Teams Don’t Work
• Models of Team Development
• Ways to Enhance Team Performance
• Discover the “ME” in TEAMS
• Leading the Team to Success: Coaches & Facilitators
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Traditional View of Teams
• There are no “I’s” in TEAM
• Consensus = Success
• Two or More People = Team
• A Team is a Team
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Challenging the Traditional View of Teams
• There are no “I’s” in TEAM…• In fact, there are MANY I’s bringing value to the TEAM
Individual perspectiveIntellectual capitalInvestment in time, talent and resourceInspirational thoughts
•Intentional effort is needed to capitalize on these contributions
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Challenging the Traditional View of Teams
Consensus = Success
Team performance is the key
Set up teams to achieve
Decide on how to decide
Not all decisions need a team perspective- don’t hide behind a team to make tough decisions
(Katzenbach & Smith, 1993)
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Challenging the Traditional View of Teams
• Consensus vs. Collaboration• Depends on trust and interdependence • Tough to achieve
Moves the team from individual accountability to mutual effectivenessMust be earned and demonstrated repeatedlyHave to adjust attitudes and change actionsReal teams learn to use frank and open communication to deal with concerns
(Katzenbach & Smith, 1993)
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Challenging the Traditional View of Teams
• Groups vs. Teams
• All teams are created equal
• Essential characteristics distinguish groups from teams
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Types of Teams
Working GroupNo collective work product requiring joint effort
Rely on sum of ‘individual bests’
Delineates individual roles and responsibilities
Doesn’t need to become a team
Pseudo-TeamCould be a need or opportunity
Is not really trying to achieve collective performance..has no interest in a common purpose
(Katzenbach & Smith, 1993)
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Types of Teams cont’d
Potential Team
Lacks discipline and direction
Trying to improve its performance impact
Needs clarity
Real Team
Has complementary skills
Equally committed to purpose, goals & approach
High-Performance Team/Learning Team
Meets all conditions of Real Teams
Deeply committed to one another’s growth and success(Katzenbach & Smith, 1993)
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What Is a “Learning” Team?
• Dedicated group
• Self-directed
• Shared challenging goals
• Task-focused
(D’Andrea-O’Brien & Buono, 1984)
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Discovering the ‘ME’ in TEAMS
Meaningful
Measured
Multiply
Magnify
Masterfully
Effectiveness
Excellence
Excitement
Easefulness
Educates
(Scheeres, 2003)
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When Teams Work: Team Basics
Small Number of People…..12-ish or less
Complementary Skills..or at least the potential
Technical and Functional
Problem solving and decision making
Interpersonal
Committed to common purpose and goals
(Katzenbach & Smith, 1993)
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When Teams Work
• Teams outperform individuals
• Teams are challenged• Real teams are deeply committed to their purpose,
goals & approach.• High-performance teams are also very committed
to one another• Teams focus on performance and basics rather
than on “becoming a team”
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When Teams Work
Committed to a common approach
How will they work together?
Unique processes for energizing & supporting
Hold themselves mutually accountable
Comes from commitment and trust within the group
(Katzenbach & Smith, 1993)
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When Teams Work: Team Basics
PerformanceResults
Collective Work
Products
PersonalGrowth
ProblemSolving
Small # of People
Specific goalsInterpersonal
Technical/function
Individual
Mutual
Meaningful purpose
Common approach
ACCOUNTABILITYSK
ILLS
COMMITMENT
(Katzenbach & Smith, 1993)
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The Team Performance Curve
Pseudo-team
Workinggroup
Potentialteam
Real team
High-performanceteam
TEAM EFFECTIVENESS
PER
FOR
MA
NC
E IM
PAC
T
(Katzenbach & Smith, 1993)
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When Teams Work
Understand group dynamics
Forming
Storming
Norming
Performing
Adjourning
(Pande, 2002; Swenson, 2000)
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When Teams Work
Common behaviors demonstrated by learning teams: Theme- oriented: Rally around a theme that conveys meaning, purpose & identity
Enthusiasm & energy level: Work hard, play hard
Event-driven histories: Use stories to propel performance
Personal commitment: Grow each other
Performance results: The cause and effect of this kind of team
(Katzenbach & Smith, 1993)
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When Teams Don’t Work
The Five Dysfunctions of a Team:
Absence of trust
Fear of conflict
Lack of commitment
Avoidance of accountability
Inattention to results
(Lencioni, 2002)
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When Teams Don’t Work
Why Teams Fail:
Wrong type of team
Leaders don’t relinquish control to the team
Lack of clarity of what constitutes a team
Goals are handed to the team members
Lack of respect for cultural differences
(Warner, 2002)
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Ways to Enhance Team Performance
• Understand the function of a team
• Create an environment for team success
• Foster a learning-oriented culture
• Provide a roadmap for success
• Bring out the best in a team
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Create a Successful Team Environment
• Create a learning-oriented culture
• Build teams that require innovation or paradigm shift
• Value individual & collective strengths
• Enhance self-knowledge & self-mastery
• Organizational leadership responsibility to set the tone
(D’Andrea-O’Brien & Buono, 1984)
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Foster a Learning-Oriented Culture
Key attributes:
System supports learning
Encourages risk taking
Reduces fear of criticism
Reinforces learning through use of ground rules
(D’Andrea-O’Brien & Buono, 1984)
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Provide a Roadmap for Success
Establish a team charter
Everyone on same page
Articulate catalyst for change
Set parameters
Identify potential risks and barriers
Identify milestones
(Pande et al, 2002; Swenson, 2001)
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Provide a Roadmap for Success
Elements of an effective charter
Purpose
Scope
Team members
Goal measurements
Stakeholders
Project timeline
(Pande et al, 2002; Drach-Zhavy, 2001)
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Phase 1: June 1 – June 15, 2003Phase 2: June 16 – July 31, 2003Phase 3: August 1 – August 25, 2003Final Report: August 31, 2003
Purpose: Improve turnaround time Scope: Outpatient MRI Diagnostic Reports
Measurable Outcomes:
Participating Team Members:
Team Charter for Improving Report Turnaround Time
Susie Queue - Work center AFred Smith - Work center BGeorge Allen – Work center B
Ground Rules:• Participate in team activities• Be a good listener• Keep an open mind• Offer constructive suggestions• Complete assignments on time• Encourage each other
Begin: June 1, 2003 End: August 31, 2003
• Time from diagnostic test to dictation• Time from dictation to transcription• Time from transcription to distribution• Time from distribution to receipt• MD satisfaction with service
Physician satisfaction has declined 15% between 2002 and 2003. One of the primary reasons cited includes excessive delays in receiving timely diagnostic reports. Physician referral rates have also declined during this same time period. Improved physician satisfaction will result in higher likelihood of being used as a referral diagnostic site. Improving physician relationships is a key strategic goal.
Referring PhysiciansMedical CenterPatients
Stakeholders:
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Teams Need Structure
Phase I – Assess/Recommend
Phase II – Design/Build/Plan
Phase III - Implement
Phase IV - Evaluate
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
WeeksProject Phase
Example: Project Timeline
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Provide a Roadmap for Success
Select team members purposefully
Motivated to meet team objectives
Equipped with complementary skills and expertise
Bring diversity of backgrounds
Accept membership role
(Pande et al, 2002; Magney, 1996)
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Bring Out the Best in a Team
Foster cooperative learning
Structured interdependence yields:
Better interpersonal relationships
Better mental attitudes
Increased productivity
Increased achievement
(Magney, 1996)
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Bring Out the Best in a Team
Build on strengths
Individual and group strengths
Know yourself
Have a vision
Have a passion
Take risks
Share with others
(Bender, 1999; Brodt, 2001)
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Bring Out the Best in a Team
Manage stress
Anticipate potential
Direct positive stress
Manage time
Reach maximum physical & mental potential
(Pihulyk, 2001; Strickland & Galimba,2001)
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Bring Out the Best in a Team
Summary of success strategies:
Teams need structure
Teams benefit from the free exchange of ideas
Learning teams operate best where trust is fostered and diversity is valued
SUCCESS is contagious!
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Qualities of a Team Leader
Knows the goal is team performance resultsActs to clarify purpose & goalsBuilds commitmentStrengthens skillsRemoves obstaclesCreates opportunities for othersBelieves they cannot succeed without the combined contributions of all members
(Katzenbach & Smith, 1993)
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Activities of a Team Leader
Believes in their purpose and their peopleWorks to build commitment and confidenceEncourages people to take risksChallenges team members by shifting rolesManages outside relationshipsProvides learning opportunitiesDoes real workNever blames and never allows individuals to fail
(Katzenbach & Smith, 1993)
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Requirements of a Leader
Working knowledge of technical issues
Skilled in group process
Willingness to ‘manage the outside’
Knows how to help establish a mission
Assertiveness to obtain resources
Ability to protect the team
Willingness to change and adapt
Has a sense of humor
(Warner, 2002)
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Partnering with the Team Leader
• Plan and Assess Team Needs
Meet and determine the ‘correctness’ of the team
• Project Management - Supply the Tools
Project plan, Gantt chart, measurements
• Coach for Competencies
Honest assessment
Open discussion
Provide training materials…articles, books, videos
Debrief meetings and provide feedback (Katzenbach & Smith, 1993)
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Plan and Assess with Your Team Leader
• Small in Number
Can the team be convened easily & quickly?
• Adequate Levels of Complementary Skills
Are all 3 categories of skills represented?
• Truly Meaningful Purpose
Do members feel it is important, if not exciting?
(Katzenbach & Smith, 1993)
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Plan and Assess with Your Team Leader
• Specific Goals
Are they clear, simple and measurable?
• Clear Working Approach
Open interaction, fact-based, & results-oriented?
• Sense of Mutual Accountability
Do all members feel responsible for all goals?
(Katzenbach & Smith, 1993)
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Project Management and Tools
• Assign team roles
• Use well planned agendas
• Develop team ground rules/norms
• Use facilitation skills
Parking lot lists
Continuous revisiting of goals and measurements
Round robins for input
Gate keeping for equal voices
Regrouping to stay focused
Individual feedback
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Use Facilitation Skills- Thinking Hats Exercise
Green Hat - group can only discuss new possibilities and potentials with a new idea
Yellow HatYellow Hat - group can only discuss advantages and benefits of the idea
Purple Hat - group can only discuss negatives of the idea
White HatWhite Hat - group can only consider information needed before decisions can be made
Red Hat - group can only explore feelings and reactions to the new data
Blue Hat – Controls other hats- facilitates discussion(DeBono,1985)
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Coach Your Leader for Competencies
• Have a standing meeting set with team leader
• Follow two-part agenda
Project management details
Work on a specific competency
Align the competency to the team’s progress
Beginning = clarifying goals, assessing skills
Established = enabling people to take risks
Obstacles = problem solving to break through
Throughout = teach how not to blame and judge
Push for constant communication
Internal to the group, External up and down
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Colin Powell on Leadership
"Being responsible sometimes means pi__ing people off. It’s inevitable if you’re honorable. ”
“Don't be buffaloed by experts and elites.”
"Don't be afraid to challenge the pros, even in their own backyard.“
"Never neglect details. When everyone's mind is dulled or distracted the leader must be doubly vigilant.“
“Perpetual optimism is a force multiplier.”
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"Organization doesn't really accomplish anything. Plans don't accomplish anything, either. Theories of management don't much matter. Endeavors succeed or fail because of the people involved.”
"Organization charts and fancy titles count for next to nothing.“
"The commander in the field is always right and the rear echelon is wrong, unless proved otherwise.“
“Don’t take counsel of your fears or nay-sayers.”
Colin Powell on Leadership
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Bender, P., U. (1999). Lead from within. Canadian Manager. 26(1), 14, 2p. Retrieved
July 18, 2003, from EBSCO host database.
Brodt, S. & Thompson, L. (2001). Negotiating Team: A Level of Analysis Approach. Group
Dynamics, p.208-219. Retrieved July 18, 2003, from EBSCO host database.
D’Andrea-O’Brien, C., & Buono, A.F. (1984). Building effective learning teams: Lessons from
the field. S.A.M. Advanced Management Journal. 61(3), ISSN: 0749-7075. Retrieved
July 18, 2003, from EBSCO host database.
DeBono, E. (1985). Six Thinking Hats. New York: Little Brown & Company.
Drach-Zahavy, A., (2001). Understanding team innovation: The role of team processes and
structures. Group Dynamics, 5 (2), 111-123. Retrieved July 18, 2003, from EBSCO
host database.
Katzenbach, J.R. & Smith, D.K. (1993). The wisdom of teams: Creating the high-
performance organization. Boston: Harvard Business School Press
Lencioni, P. (2002). The five dysfunctions of a team: a leadership fable. San Francisco:
Jossey-Bass
References
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References
Magney, J. (1996). Teamwork and the need for cooperative learning. Labour Law Journal. p.564-570. Retrieved July 17, 2003 from EBSCO host database.
Pande, P.S. Neuman, R.P., & Cavanagh, R.R. (2002). The Six Sigma Way Team Fieldbook. New York: McGraw-Hill.
Parker, Glenn, M.(2002). Cross Functional Teams. San Francisco: Jossey-Bass.
Pihulyk, A. (2001). Stress - obstacle or opportunity? Canadian Manager. 26(2), 24. Retrieved July 18, 2003, from ProQuest database.
Powell, C. & Persico, J.E. (1995). My American Journey. New York: Ballantine Books.
Strickland, O.J. & Galimba, M. (2001). The Journal of Psychology. 135. 357-367. Retrieved July 18, 2003, from ProQuest database.
Swenson, C. (Ed.).(2001). Tools for Teams. Boston: Pearson Custom Publishing.
Warner, M. (2002). Associate Professor, James Madison University. Team Dynamics.