1952_Module 2 Leading Teams - Read-Only.pdf

UN I VERS ITY OF TORONTO 1 UN I VERS ITY OF TORONTO "Coming together is the beginning Keeping together is progress Working together is success." - Henry Ford  Work Group vs. Team Ach ievement is a 'WE' th ing , not Group...

UN I VERS ITY OF TORONTO 1 UN I VERS ITY OF TORONTO "Coming together is the beginning Keeping together is progress Working together is success." - Henry Ford  Work Group vs. Team Ach ievement is a 'WE' th ing , not Group Team a 'ME' thing ; it is always the Strong, focused leader Shared leadership product of many heads and Manager or leader makes Shared or consensus hands most decisions and decision-making and much communica tion tends to be more two-way The most important top-down, one-way communications aspect of developing The group's purpose is the The team may forge its same as th e broad er own specific purpose , common goals organizational mission though aligned with the broader organizational is building team spirit mission Team spirit is the feeling of Each team member is Individual and working together as one accountable for his or her team own work accountability that separates a group of people from a team Individual work assignments Joint work assignments Dependent on the manager Interdependent on other In the future, every single team or lead er team members member will have to develop the Team I interpersonal skills T earn / interpersonal skills ability to both lead and follow not too important are critic al with the focus on collective Manager gives feedback on Team members and intelligence, the ability to learn how team members are manager give feedback on their feet, and the capacity to doing learn and adapt to keep pace ~ UNIVERS I TY OF TORONTO ~ SCIIOOL ot CONT INUING STUDII~ Should always use team vs group Match individuals with their strengths – then ask them if it matches their interests 4  Types of Teams - Functional or Departmental Groups of people from the same work area who on a regular basis analyze needs, solve problems, provide members with support, promote continuous improvement, and share information Working together does not necessarily mean that there is constant interaction between team members They may work very independently but share common successes to help team members build best practices A good team also shares failures so that the members can learn and help develop solutions ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ No cross pollination across teams Example – marketing ‘team’ ~ each works independently and reports to supervisor, but are considered a ‘team’ or department that is separate from other departments 5  Types of Teams - Cross Functional Groups of people who are pulled together from across departments or job functions to deal with a specific goal and an end date (i.e. deliver a new product, resolve an issue or customer problem, or to improve a particular process) For instance, a company may put together a team to handle a new merger or acquisition: - This team would consist of representatives from human resources , finance, legal , the executive team, and employees from affected areas - They work closely together to develop a plan that works best for the company Each person comes with a different responsibility and a needed contribution Highly typical of today's project teams ~ UNIVERS I TY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ Specialists that are each pulled from their own functional/departmental team to create a new team – usually for a specific purpose with a start/end date OR people who work across many different teams, e.g, the collective 6  Types of Teams- Self-Managing Groups of people who gradually assume responsibility for self-direction in all aspects of work Self-managing teams work together to reach a goal without a great deal of oversight - empowered These teams are extremely effective when you have capable, independent workers on the team They often report their findings or progress to their leader, but that leader does not necessarily participate actively in the team Highly typical of today's product oriented teams ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ Agile, self-organizing The leader doesn’t really manage the team – not transactional The individuals manage themselves and they are empowered that way For example the Comms team – we each just do our own thing and there isn’t really a ‘leader’ or someone to report to 7  Proiect Management Team According to Francis and Young , a team is an energetic group of people if... - They are committed to achieving common objectives - They work well together - They depend on each other - They produce high quality results Project management teams are formed for a particular objective, as outlined in the project charter The project fundamentals and rationale are insufficient to propel a project forward without the emotional commitment of the team members to that project ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ Need to have trust in your team Asking who is their back-up if something happens – linking people together Expectation of high quality results – clear about this from the outset Expectations about themselves and for the project Creating a good environment is key 8 Q Types of Teams - Discussion In an employee relations team, you have seven employee relations specialists who support seven different departments (or other teams). In your corporation, the Legal team has a primary focus on compliance, the Finance team is concerned with budgets, and the HR team wants to ensure that the best people are retained. Class Discussion: What types of teams are these? Are there any other examples of team types from the class based on your own organizational model? ~ UNIVERS I TY OF TORON T O ~ SC IIOOL ot CONT INUING STUD II~  Multigenerational Workforce (1) Characteristics Maturists Baby Boomers Generation X Generation Y Generation z (pre-1945) (1945-1960) (1961-1980) (1981-1995) (Born after 1995) Second World War Cold war End of Cold War Fall 9/11 terrorist attacks Economic downturn Rationing Post War boom of Berlin Wall PlayStation Global warming Fixed-gender roles ' Swinging Sixties Reagan / Gorbachev Social media Global focus Rock 'n' Roll Apollo Moon landings Thatcherism Invasion of Iraq Smart devices Formative Nuclear families Youth culture LiveAid Reality TV Energy cnsis expenences Defined gender roles - Woodstock Introduction of first PC Google Earth Arab Spring particularly for women Family orientated Early mobile technology Glastonbury Produce own media Rise of the teenager latch-key kids Cloud computing Rising levels of divorce Wikileaks Aspiration Home ownership Job security Wor1c-life balance Freedom and flexibility Security and stability "Technoholics" - entity Attitude toward Early information largely disengaged Digital immigrants Digital Natives dependent on IT: limited technology technology (IT) adaptors grasp of alternatives Career multJtaskers - will Earty "portfolio" careers - Digital entrepreneurs - Attitude toward Organizational -careers are move seamlessly between Jobs are for life loyal to profession, not wor1c "with" organizations defined by employers orgarnzation and "pop-up" necessanly to employer not "for" businesses Google glass, graphene, Signature product Automobile Television Personal Computer Tablet f Smart phone nano-computing, 3-D printing, driverless car Hand-held (or integrated Commumcatton Formal letter Telephone Email and text messengers Text or social media into clothing) media communicat1on device Face-to-face ideally, but Communication Face-to-face telephone or email if Text messaging or email Instant messaging preference required I! U NI VE RSITY OF TORON T O 'Source ONS Table AOS Labour market by age group· People by economic actMty and age (February 20 17) ~ SCIIOOL ot CONT I NUING STUDII~ Source - Barclays Wealth Talking about my generation Exploring th e benefits engagement challenge {Sep:ember 201 3) 1702075 15  Multigenerational Workforce (2) A loyal employer A trustworthy An empathetic A culturally employer employer competent Hierarchical Meaningful work employer culture Problem solving opportunity Competitive Chance to mentor Training new skills compensation others Competent Flexibility colleagues Mentorship Respect Autonomy Stability ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STU DII~ 16 You need to speak to them in a way that will resonate with them 11  Five Stages of Team Development Adjourning Performing Norming The team Storming The team works conducts an Forming People feel part in an open and assessment of Members start of the team and trusting the year and Team acquaints to communicate realize they can atmosphere implements a and establishes their feelings but achieve work if where flexibility plan for ground rules. view themselves they accept is the key and transitioning Formalities are as individuals other hierarchy is roles and preserved and rather than as viewpoints. of little recognizing members are part of the team. importance. members' treated as They resist contributions. strangers. control by group leaders and show hostility ioi ~ ~ UNIVERS I TY OF TORON T O ~ SCIIOOL °' CONTINUING STUDII~ D -.~ Sou,ce. Dr Bruce W Tuckman, a professor of educational psyc hology at the Ohio State Unrver s1ty. who researched the theol)' of 9f0Up dynamics, published one of his theones In 1965 called "Tuckman's Stages of G1oup Development · "AdJOUming" added In 1977. 17 Assignment 6 is going to ask how far our team got 12  ~ Team Development and Leadership Styles IC-1.2 Forming Stage - The project manager leadership style suggested for this stage is Transactional given the project manager has the most knowledge of the project Storming Stage - The project manager leadership style suggested for this stage is Servant Leader Norming Stage - The project manager acts as a participant in the team and allows more autonomy with Laissez-faire leadership style Performing Stage - A highly-evolved, well-performing team may become very much a self-managing team and as such Transactional or Laissez-faire leadership style is well suited ~~.:A~Uffitflg Stage - The project manager leadership style13 Transactional – directive – giving a clear outline Servant – clarifying roles, getting to the root of the storming Laissez-faire – letting the team do their thing 13  STORMING STAGE Further Team Leadership Provide support. especially to those team members who are less secure or clea r about their roles Check for understanding, inviting, and providing feedback FORMING STAGE Where there is conflict, facilitate understanding and conflict Initially, the project manage, has the most knowledge of the project resolution. Reinforce that this is natural at this early stage and that - the ,ationale, lhe goals, and the team itself - necessitating a things will get better. Coach for assertiveness and conflict moredi1ectiveapprnach resolution skills. where applicable Articulate the p10ject rationale, goals, expectations, and Intervene where conflict is quite serious and might persist. detive,ables including changing the team membership if necessary Outline a clear structure and p1oject plan Take an active listening and problem-solving approach in dealing Be prepared lo communicate, explain, and answer questions about with issues the team's purpose, objectives, priorities, team membe, roles, and stakeholder (and your) expectations Clarify and reinforce ground rules. expectations, team processes, Introduce everyone and hold a kick-off meeting roles, and relationships Set forth team processes and ground rules Remain positive and firm in the face of challenges to your own Be highly engaged and out in front and demonstrate desired leadership or project goals behaviours Be alert to evolving formal or informal leadership within the team Wo,k to establish a team culture. in collaboration with the team and implications for roles and reporting relationships Practice openness and transparency, explaining the "what" a11d Allow enough creative tension and positive conflict for the team to "why" of the project mature towa rd comfort with each other's ideas and opinions. Promote a climate that models the values team participation Positive forms of conflict are very beneficial to the team and the project NORMING STAGE Allow the team lo become more autonomous. stepping back a11d PERFORMING STAGE e11abling the team to take responsibility for progress l et the team make most of the decisions. raise issues or problems, Demonstrate support fo1 all team members and find solutions Organize one or more social events or other team -building activities Delegate as much as possible, focusing on team member goals and to continue building team cohesion development in order to support growth of skills, confidence, and Reinfo,ce and model team norms, ground rules, and expectations responsibility Ensure resolution of interpersonal conflicts Monitor for progress. issues, and conflicts Focus own energy on stakeholder relations, sponsor interaction, championing the project, and removing project roadblocks ADJOURNING STAGE Engage team inreviewingtheprojectexperienceandsuggesting solutions to issues encountered ll11ough a 'lessons learned' exe1cise Take the time lo celebrate achievements and reward team member ~ UNIVERS I TY OF TORONTO conhibutions ~ SCIIOOL ot CONTINUING STU DII~ Release ,esources as appropriate and. whe,e possible, assist them toward their next assignment Team Charter The Team Charter is a document that clarifies team direction and working culture while establishing boundaries in the following areas: - Values - Process - Goals - Communication and coordination - Authority and accountability - Resources It is developed early during the formation of the team or during a project kick-off meeting It is developed in a group session to encourage understanding and buy- in The team charter serves three purposes: - It serves as a source for the team to illustrate their focus and direction - It defines clear agreements within the team members enabling them to make. - smart decisions faster It educates others (e.g., the organizational leaders and other work groups),.... ~ ~.~~~ ~J!~\Wa,t1J!!,tMJ£) the d1rect1on of the team 15 "{S> Assignment 1: Team Charter The Team Charter should include the following: - How your group will communicate (i.e., technology to be used, frequency, emergency contact) - Meeting guidelines (schedule, roles , and responsibil ities) - Conflict resolution process - Document management (where documents are stored) - Team roles (leaders , document submission , etc.) Note, each member of the group must be the team leader for at least one of the Assignments. if possible Typically, 1 to 2 pages ~ UNIVERS I TY OF TORON T O ~ SC IIOOL ot CONT INUING STUD II~ 16  Team Development - Exercise IC-2.1 The @Work Program has several projects. For each of the projects which leadership style should the Project Manager use? ProJect Current Team S1tuat1on Type / Sta!Je / Style 1 Office: New office selection and The team has been together for several months. uncllonal 'Departmental leasehold improvement of the new The team is workin!J well together and needs omung space little support beyond guidance on deadlines. ransactional 2 Downtown: Downtown office The team is strug!Jling and has been for a few Fllllctional/Depa11111ental selection and leasehold improvement weeks. The @Work Program manager is Stonuing actively involved in resolving disputes. Se1vant 3 Move : Relocate staff to the new The team consists of representatives from all Cross-Functional office departments. The first couple of meetings were Fanning productive and the project manager is very harismaric outgoing. 4 IT: Laptop provision and software The team has just rolled off a successful project Self-managing installation and is using an adaptive approach. Perfonuing Laissez-faire 5 Trainin!J: Staff training and support The training is basically completed, there are just F1mctional'Departmental a few more people to be trained. djomuing Transactional 6 Communication: Stakeholder The communication and change management Fllllctional/Departmental communication and change team is beginning to work well in all the offices, N onning 1 management the work is getting done with minimal Lai ssez-Faire I involvement. 17 Action for each stage of team development is: Stage Action Forming Do a team-building activity to allow the team members to get to know each other. Storming Reinforce the team roles and responsibilities and share with each team member. Norming Look for ways to delegate to team members. Performing Coaching team members and asking what support they need. Adjourning Complete individual reviews and recognition. ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ 18  Q Developing a Team - Questions ~ IC-3.1 IC-3.2 1. Which of the following are steps in forming an effective team? a. Providing strategic education and performance requirements b. Capturing lessons learned, roles , and responsibilities c. Documenting tasks , roles , and responsibilities d. Matching resources and performance requirements 2. What are the types of teams? b. Domestic, International, and Cross Functional c. Departmental , Cross Functional , and Self-Managing d. Technical , Non-technical , and Management e. Internal, Self-Managing , and International Answers available via ~ UNIVERS I TY OF TORONTO Interactive Content on Quercus ~ SC IIOOL ot CONT INUING STUD II~ 22 deciding roles and responsibilities – C is once you’ve formed 19 UN I VERS ITY OF TORONTO  ~ Characteristics of a High Performing Team IC-1.3 Participative leadership Effective decision-making Open and clear communication Valued diversity Mutual trust Managing conflict Clear goals Defined roles and responsibilities Coordinative relationship Positive atmosphere ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ 24 Decision-making process that includes all members – facilitating the process If there is a lack of communication – take a pause and talk through it Diversity – because they all bring different insights 21  Creating an Inclusive Workplace IC-1.4 AWARENESS Awareness increases the consciousness of the organization about diversity & inclusion. It readies the organization for the cultural shift to come. MOBILIZATION Mobilization sets up the policies, processes, systems across all levels ensuring accountability. Alignment ACTION Action creates the strategy and drives the implementation of that strategy thou gh actionable efforts & ta ctics. ALIGNMENT Alignment drives continuous review. analysis and review of the strategy to meet the Action expectations of multigenerational workforce to maintain engagement and corporate brand ~ UNIVERS ITY OF TORONTO Source TAPO Institute hllP /h aooi□ !i*llllt om/ ~ SC IIOOL ot CONT INUING STU DII~ 25  Creating & Sustaining High Performing Team Allan Drexler and David Sibbet developed a ?-stage team performance model: The Drexler/Sibbet Team Performance®Model It is a comprehensive tool for understanding the stages of team development, with predictable stages involved in both creating and sustaining teams The first four stages illustrate the creation of a high performance team and the later three stages describe increasing levels of sustained performance ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ 26 23 Team Performance Model DREXLER/ SIB BET Team Performance Model ® ,...-.. ·-- - ~ ottllntlon ·"'""'- WHY WHY ,.. mlhere? -.... oot1tlnue?.. ,_ ·-...... ··--........--....,, ·- 27 Q Team Performance Model - Stage 1 ,· ~,E-tHAr10 1 -R...,,.,\ () \ I / )j, ·- ) I ' 1. / · loamldontitYj Team leaders set direction and clarify charters · ' ;.~ : within their teams to answer this question ·_~ am~::re? - /1-u~rno1v.;i\ When this is clearly understood, the team members: I ',/ :~::" / - Feel more connected and participate actively to achieve common goals - Understand what is expected from them and realize the benefits of team membership - Develop a conviction that their individual contributions and performance does make a difference to the team - Nurture a strong sense of themselves as a single group What happens when team members are not sure "why they are here''? ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONTINUING STUD II~ 25 25 Q Team Performance Model - Stage 2.. 2'-llooolvod. - - Mutual rtptd ! c;1 BU/J.() ·=,.,..., ,._'I:-~/ - - ~ , Team leaders focus , encourage, and invest in 1 2. ' ~ 1 building trust among their team members as well , 1. ~~1 as earning the trust of their teams / , 2~ ~.., Mlstnnt. This helps the leader and team members to : ··.- - Build a sense of dependency with each other and rely on each other to be successful - Develop mutual regard over time and minimize differences of opinion - Share information and experiences fluidly without holding back - Develop necessary competencies to fulfill their roles I What happens when team members do not trust each other? ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STU DII~ 26 26  Q Team Performance Model - Stage 3 At this stage, the team leaders must: - Share and exchange information to develop f mutual understanding of the work involved for ,,....... 3-Unratolved · Ske1)tldun their teams as well as the expected output and I lrrtkwanl compeUUon outcomes - Integrate long-term goals with short- term objectives - Clarify what each of their team members have to do specifically - Lead the team to articulate what success will look like for the team members I What happens if the leaders do not do this? ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STU DII~ 27 RACI 27 Q Team Performance Model - Stage 4 At this stage, the team leaders must: Ensure that team goals are clear and options +-Unruolved '. to achieve these goals are identified De- ····=-'~~ J~lfll'ICI.,: Help match team member competencies to the work involved - Help team members to step into their respective roles - Provide a defined set of resources such as time and money - Clarify how team members have to work together - Outline and communicate how decision-making I What happens if the team is not committed? ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STU DII~ 28 28  Q Team Performance Model - Stage 5 At this stage, the team leaders must: Identify and align systems, processes, and S-Unrnotved ' , policies with the team's purpose and objectives Conaiet/conf\lslori Nonallanment - Resolve process and policy issues and drive for. :~ J ~.de~tie results - Clear confusion or conflict over how to accomplish assigned work - Hold team members accountable for their respective deliverables - Drive a disciplined execution I What happens if leaders do not engage in this way? ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STU DII~ 29 Norming 29  At this stage, the team is performing and demonstrating their "wow" 6-Unruotved _.' factor through: OWrtoad.:..~ ~--' - Mastering the relevant processes , ability to adapt to changes , and achieving goals - Developing spontaneous interaction - Building strong synergies among them to bring out the best in one another - The team is achieving results that surpass expectations I What can the leaders do if the team is blocked at this stage? ~ UNIVERS ITY OF TORONTO ~ SC IIOOL ot CONT INUING STUD II~ 30 The team could be so high performing that burnout may happen 30  Q Team Performance Model - Staq~_7 -··;,_~~EW,q~. 'i.:ii.....i ··.. 'r \ I I ' ·: Rec.oc,nlUOn&CO~ ' ✓ ·Ct\encemu.lefy , 7. , ·: ~""'