Building high performance teams Mechanics

1
Building high performance teams-- Mechanics

• Obtain names, class and work schedules, E-mail
  addresses, and residential address, phone
  numbers. (Make sure everyone has a copy of the
  list).
• When can group members meet for two or three hour
  sessions at least two or three times a week when
  preparing for class required submissions?

2
Background and abilities

• What are the skills and abilities of group
  members? Self-appraisals and evaluations?
• What are the past performance patterns in
  classesapplication, grades, attendance,
  reliability?
• What is the potential for different perspectives
  to emerge that would support creative thinking?
• Do members have a range of experience and
  backgrounds that the group can draw upon?
• What problems can be identified in carrying on
  professional dialogue? Personalities? Cultural
  barriers?

3
Personalities culture

• To what degree are individuals self motivated?
  Insecure and defensive? Introvert or extravert?
  
• What are the cultural features that support or
  inhibit participation?
• What is the level of group support that will
  needed to motivate and involve individuals?
• Are there one or more members that are willing to
  play the role of devils advocate?
• Are dominant members willing to back off and
  support greater involvement of less aggressive
  members?
• Are one or more individuals skilled in
  synthesizing ideas, or recognizing critical
  insights developed in the discussion?

4
Goals

• What grades and learning goals are group members
  shooting for?
• Is there a willingness to apply themselves to
  achieve their goals, or is this a wish list?
• To what extent are members interested in using
  the class to develop a knowledge base and
  analytical skills for career development
  personal growth?

5
Problems

• What are evident problems in drawing upon group
  resources and building capability over time?
• Are their conflicts in schedules?
• Work overload?
• Emotional or other issues unrelated to the class?
  
• How can these problems be dealt with?
• Group issues If there are obvious misfits
  between the group goals and individual goals
• How will you work with these individuals to
  adapt to their constraints involve them?

6
What are the nature of teams

• Shared leadership
• Mutual accountability
• Group goal collective product
• Unconstrained communication
• Joint problem solving decision processes
• High resilience and exceptional performance

7
Groups vs. teams
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Effective teams promote...

• Cooperation
• Promotes achievement, excellence, and
  productivity
• Takes advantage of all skills in group
• Trust
• Reciprocal faith that leads to respect,
  communication, support, fairness, predictability
  and competence

9
Effective teams promote...

• Cohesiveness
• A sense of we-ness which is socio-emotional and
  instrumental
• Raises team morale by increasing feeling of
  belonging
• Improves productivity by increasing commitment to
  team goals

10
Teams require a paradigm shift...

• self-awareness of individual identity, role,
  skills, is essential
• problem solving becomes a way of life
• ongoing development of skills is required
• good communication skills are critical
• empowerment is the energy of teams
• Confrontation is accepted as part of the process
• developing group process skills is required

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Management Skills for High Performing Teams
Leading Teams - develop credibility -
articulate a vision
High Performing Teams - desired outcomes -
shared purpose - accountability - blurred
distinctions - coordinated roles - efficiency
and participation - high quality - creative
continuous improvement - credibility and
trust - core competence
Team Membership - play task facilitation roles
- play relationship building roles - provide
feedback
Team Development - diagnose stage development -
foster team development and high performance
12
Multicultural teams

• Concept of fracture points
• Differences in values, ways of thinking, uses of
  time, personalities.
• Emerge in cultural differences within a country
  and among countries.

13
Fractural lines in multicultural groups

• The greater the diversity, the greater the number
  of fractural lines.
• Stereotypes dominate initial interaction, and
  potentially emerge under stress in groups that
  run into escalating demands challenges.
• The management of diversity determines if the
  rich composition of a group is an asset or a
  liability.

14
Fractural lines

• A problem in initial communication and group
  formation.
• Differences move to the background when the group
  or team is functioning well.
• As pressures escalate, and performance shortfalls
  occurs, differences tend to move to the
  foreground.
• Problems are attributed to cultural differences
  that are viewed as deficiencies

15
Managing diversity effectively

• Greater range of perspectives, ideas, and
  creativity.
• Better problem definition, generation of
  alternatives, and decisions.
• Greater potential of developing a high
  performance team.
• Greater resilience in dealing with escalating
  demands.

16
Mismanaging diversity

• Disrupts development of trust, constructive
  working relationships, arriving at consensus
  agreement.
• Stereotyping of other members and sub grouping
  along cultural lines.
• Misunderstanding and disruptive communication.
• Low levels of efficiency, effectiveness
  productivity

17
Stages of Team Development

• Testing
• Organizing
• Establish Interdependence
• Producing and Evaluating

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Stages of Team Development
Storming (building interdependence)
Forming (testing)
Conforming (organizing)

• Adjourning
• Task completion
• Leader
• Bring closure
• Signify completion

Performing (Producing)
19
Forming (testing) Stages of Team Development

• Forming
• Orientation
• Break the ice
• Leader
• Facilitate social
• interchanges

20
The management of diversity

• Initial stagegroup development
• Cultural differences must be considered and
  adjustments made such as for those from high
  context and low context cultures.
• High context cultures avoid confrontation, side
  step controversy, are indirect in their
  communication, focus on face saving
• Low context cultures deal directly with issues,
  view confrontation as helpful in clarifying
  issues, speak directly issues of face are
  downplayed.
• Focus on professional qualifications, experience
  and resources that each member can bring to the
  group. The goal is to capitalize on uniqness of
  ability and difference in attitudes/approaches.
• Maintenance functions such as mediating
  differences in working style, thinking processes,
  and value differences is a priority at this stage

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Conforming Stage of Team Development

• Conforming
• Establish order
• Build cohesion
• Leader
• Help clarify team roles
• Clarify norms
• Clarify values

Forming
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Storming Stage of Team Development

• Storming
• Conflict
• Disagreement
• Leader
• Encourage participation
• Surface differences

Forming
Conforming
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The management of diversity

• Forming and Stormingteam development
• Focus on task functionsgeneration of a super
  ordinate goal, and sub work goals objectives
• Facilitate role negotiation so that total group
  resources complementary capabilities are
  utilized.
• Develop group processes where broad involvement
  of all members is supported and multiple
  perspectives generated and valued.
• Develop process of reconciling differences to
  converge to a decision.

24
Performing Stage of Team Development
Forming
Conforming
Storming

• Performing
• Cooperation
• Problem solving
• Leader
• Facilitate task
• accomplishment

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Effective Team Members

• Demonstrate integrity
• Are clear and consistent
• Create positive energy
• Manage agreement and disagreement
• Encourage and coach
• Elicit share information

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Task and Group Maintenance Roles

• Task Role - behaviors are focused on what the
  team is to accomplish its task and the sequence
  of milestones
• Group Maintenance roles- behaviors are focused on
  how the team will accomplish its taskits
  working relationships
• Blocking roles inhibit the functioning of a team

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Task-Facilitating Team Roles

• Direction giving
• Information seeking
• Information giving
• Elaborating
• Coordinating
• Monitoring
• Process analyzing

• Reality testing
• Enforcing
• Summarizing

28
Relationship-Building Roles

• Supporting
• Harmonizing
• Tension relieving
• Energizing
• Developing
• Facilitating
• Processing

29
Blocking Roles

• Overanalyzing
• Overgeneralizing
• Faultfinding
• Premature decision making
• Presenting opinions as facts

• Rejecting
• Pulling rank
• Dominating
• Stalling

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Dealing with blocking roles through Feedback
Focuses On

• behavior, not persons
• observations, not inferences
• here and now, not past, behavior
• sharing ideas, not giving advice
• information recipient can use, not an emotional
  release for you
• a time and place when personal data can be shared