TEAM%20BUILDING%20WORKSHOP%20OUTCOMES

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TEAM BUILDING WORKSHOP OUTCOMES e-LEARNING
UNIT August 2010
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Team Maturity and Change

• Transformational Change
• Old state and worldview are forced to die. New
  state is unknown. It emerges from visioning,
  trial and error and learning. New state requires
  fundamental shift in mindset, organising
  principles, behaviour and/or culture, designed to
  support new business directions. Critical mass of
  organisation must operate from new mindset and
  behaviour for transformation to succeed.

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Team Maturity and Change
Human reaction to change
The biggest challenge is managing this cycle
Active
Anger
Acceptance
Bargaining
Emotional response
Testing
Stability
Denial
Immobilisation
Depression
Passive
Time
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Style Preferences and Implications for Behaviour
Belbin Team Roles Team role preferences and
behavioural implications IPIP-Neo Five factor
personality profile (30 personality traits) and
behavioural implications MBTI Myers-Briggs Type
Indicator, 4 factor profile based on Jungian
typologies and behavioural implications Fog
Index Eddie Obeng phase preferences, match with
organisation needs and behavioural implications
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Leadership and Team Role Research
In looking at the role of the formal leaders in
teams

• Successful leaders were not more mentally able
  than their unsuccessful counterparts
• Extremes in either mental ability and/or critical
  thinking did poorly
• Those with the following profile performed best

Positive thoughts about others Secure enough to
listen Strong enough to reject Trusting
Dominant Moral commitment to goals Calm Unflappabl
e in the face of adversity
Practical realist Self-disciplined Enthusiastic Ex
troverted Capacity for excitement
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Leadership and Team Role Research
The following team roles were identified as
making a significant and necessary contribution
to team success (in order of impact)
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Leadership and Team Role Research
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Team role contribution boundaries
ALLOWABLE
NOT ALLOWABLE
Preoccupation with ideas and neglect of practical
matters
Plant
Strong ownership of idea when co-operation with
others would yield better results
Resource Investigator
Loss of enthusiasm once initial excitement has
passed
Letting clients down by neglecting to follow-up
arrangements
Co-ordinator
An inclination to be lazy if someone else can be
found to do the work
Taking credit for the effort of a team
Shaper
A proneness to frustration and irritation
Inability to recover situation with good humour
or apology
Monitor evaluator
Scepticism with logic
Cynicism without logic
Team worker
Indecision on crucial issues
Avoiding situations that may entail pressure
Implementer
Adherence to the orthodox and proven
Obstructing change
Completer
Perfectionism
Obsessional behaviour
Specialist
Acquiring knowledge for its own sake
Ignoring factors outside own area of competence
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Role Preferences
Most likely to be placed in formal
organisational leader roles
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Primary and secondary team roles
Primary roles
Secondary roles
Least preferred roles
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E-Learning Actual Belbin Profiles
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E-Learning Actual Belbin Profiles
Summary

• Unit dominated by Task roles (Shaper and
  Implementer)
• All roles represented
• Small number of Plants (ideas people)
• Small number of Completer-Finishers (University
  environment)

Strengths

• Strong task focus means the Unit will deliver
• A full set of roles preferences should lead to
  good cohesion as well as good performance

Challenges

• Leadership will tend to be task focused rather
  than ideas focussed or relationship focussed
• Identifying Plants and ensuring they are engaged
  in tasks requiring creative thinking
• Engaging the sole Completer-Finisher without
  overburdening her, in ensuring all loose ends are
  tidied, Is dotted and Ts crossed

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Eddie Obeng Change Leadership Styles (Fog Index)
PAINTING by NOS
QUESTING
FOG
MAKING MOVIES
Original Source Eddie Obeng
Note This is the intellectual property of The
Process Works
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Eddie Obeng Change Leadership Styles (Fog Index)
Adaptor
Pioneer
Comfortable complying with scripted working rules
and methods to produce consistent outcomes,
efficiently, on time, every time
Likes to go on quests. Has some goals but no
defined means (how). Early adopters are pioneers.
Craftsman
Innovator
Most comfortable working in the fog, copes well
with uncertainty. Has no great need to structure
as this might undermine creativity.
Takes pride in acquiring/ deploying skills. Wants
to produce unique, high quality outcomes (movie
making), never a poor quality one. Associates and
collaborates with other craftsmen.
Note This is the intellectual property of The
Process Works
Original Source Eddie Obeng
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E-Learning Actual Profile
Note This is the intellectual property of The
Process Works
Original Source Eddie Obeng
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E-Learning Actual Obeng Profiles
Summary

• The Unit is dominated by Innovators, Pioneers and
  Craftsmen
• Only 1 Adaptor

Strengths

• Good alignment between personal style preferences
  and creative needs and expertise required of unit
• Profile consistent with low need for
  repetition/scripted delivery

Challenges

• Engaging the sole Adapter in tasks that require a
  degree of repetition
• With a significant preference for Innovation,
  keeping others involved and informed and creating
  some structure within which new ideas may be
  institutionalised

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IPIP-Neo (OCEAN) 5 Factor Personality Profile

• OPENNESS
• Openness to Experience describes a dimension of
  cognitive style that distinguishes imaginative,
  creative people from down-to-earth, conventional
  people. Open people are intellectually curious,
  appreciative of art, sensitive to beauty and
  aware of their feelings. They tend to think and
  act in individualistic and nonconforming ways.
  People with low scores tend to have narrow,
  common interests, prefer the plain,
  straightforward, and obvious over the complex,
  ambiguous, and subtle. They may regard the arts
  and sciences as of no practical use, prefer
  familiarity over novelty are conservative and
  resistant to change.
• CONSCIENTIOUSNESS
• Concerns the way in which we control, regulate,
  and direct our impulses. Conscientious
  individuals avoid trouble and achieve high levels
  of success through purposeful planning and
  persistence. Unconscientious people may be
  unreliable, lack ambition, and fail to stay
  within the lines, but they will experience many
  short-lived pleasures and will not be seen as
  stuffy.
• EXTRAVERSION
• Extraverts engage with the external world. They
  enjoy being with people, are energetic,
  experience positive emotions, are enthusiastic,
  action-oriented and are likely to say "Yes!" or
  "Let's go!" Introverts tend to be quiet, low-key,
  deliberate, and disengaged from the social world,
  they simply need less stimulation and prefer to
  be alone.

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IPIP-Neo (OCEAN) 5 Factor Personality Profile

• AGREEABLENESS
• Agreeableness reflects concern with cooperation
  and social harmony. Agreeable individuals value
  getting along with others, are therefore
  considerate, friendly, generous, helpful, and
  willing to compromise their interests with
  others'. Disagreeable individuals generally
  unconcerned with others' well-being. Sometimes
  their skepticism about others' motives causes
  them to be suspicious.
• Agreeable people are better liked than
  disagreeable people but this may not be useful
  in situations that require tough or absolute
  objective decisions.
• NEUROTICISM
• Refers to the tendency to experience negative
  feelings. Those who score high on Neuroticism may
  experience negative feelings such as anxiety,
  anger, stress or depression and are emotionally
  reactive. Those who score low in Neuroticism are
  less easily upset and are less emotionally
  reactive. They tend to be calm, emotionally
  stable, and free from persistent negative
  feelings.

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E-Learning IPIP-Neo Profile
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E-Learning Actual Obeng Profiles
Summary

• Peak in Closed preference although overall
  positive level of Openness
• Peak in Conscientiousness although offset tp
  some extent by smaller peak with low levels of
  Conscientiousness
• On balance more Extraverted than Introverted
• Polarisation around extreme Agreeableness and
  Disagreeableness
• Low levels of Neoroticism

Strengths

• On balance, open to new ideas and alternative
  realities
• Primarily an external rather than internal focus
  and also relationship focus
• Positive mindset with freedom from negativity

Challenges

• Learning to appreciate alternative realities if
  you believe there is only one reality
• Surfacing and openly addressing issues arising
  from low levels of Conscientiousness before they
  cause relationship and delivery problems
• Assisting highly Agreeable people to make
  difficult choices and to continue engaging, even
  when tensions arise

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Myers-Briggs Type Indicator (MBTI)
EXTRAVERSION - INTROVERSION This is how your
relate to the world and direct your energy E -
Outer world of action I - Inner world of
ideas SENSING - INTUITING This is how you take
in information S through the 5 senses I from
the inner world of ideas THINKING - FEELING
This is how your make decisions T using the
head F using the heart JUDGING - PERCEIVING
This is how you manage or orient your lives J
in a planned, organised way P in a spontaneous,
flexible way Most common profile ESTJ (23)
Most common IT profile INTJ Least common
profile ISFP (1.7)
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E-Learning MBTI Profile
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E-Learning Actual MBTI Profiles
Summary

• Unit dominated by ENFJ (responsive, responsible,
  popular, charismatic idealists) and INFJ (quiet,
  forceful, single minded, cares, best effort)
  variation primarily around Introversion-Extroversi
  on

Strengths

• High N - strongly intuitive Unit, well aligned
  with expected demands
• High F - staff care, also well aligned with
  expected demands
• High J plan rather than evolve, structured in
  approach

Challenges

• Encouraging Introverts to share and engage rather
  than just reflect and then do their own thing
  regardless
• Managing emotional tendencies in decision-making

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E-Learning Keirseyan Profile
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E-Learning Actual Keirseyan Profiles
Summary

• Unit dominated by Blue Sky, Idealists
• Moderate level of Rationals and Achievers

Strengths

• High N - strongly intuitive Unit, well aligned
  with expected demands
• Blue Sky/Idealist profile in line with demands of
  the Unit
• Sufficient level of Rationals/Achievers to keep
  the Unit in touch with reality

Challenges

• None here

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E-Learning Compiling Operating Plan (process)

1. How should organisations be designed and
   implications for E-Learning?
2. Context Wits 2022, Wits Strategy 2010, Teaching
   and Learning Plan, Kim Strategy, KIM Service
   Models, E-Learning Strategy, Low Hanging Fruit
3. Core E-Learning Process (TIPS Model,
   Instructional Design..)
4. Purpose/Role, Products and Services of E-Learning
   
5. Operating Plan imperatives

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E-Learning How do we Design Organisations?
Define Context
Identify Services
Design Processes
Define Roles
Define Jobs
Design Structures
Define Technologies
Design Performance Measures
Populate Structures
Address Inter-Personal Dynamics
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Organisation Design Implications for E-Learning

• E-Learning has evolved bottom up rather than
  designed top down and its still continuing this
  way
• Projecting the E-learning Unit as a
  niche/specialist consultancy providing
  supplementary services to teaching and learning,
  customer facing activities/roles (urgent) should
  take up most resources with support
  activities/roles (important) then taking up the
  balance. The Unit is not structured this way at
  present.
• Current roles and structures contain both
  customer facing (urgent) and support (important)
  responsibilities. The urgent generally prevails
• Some aspects of communication and PR combined
  with Technology responsibilities, by default
  rather than design
• Comms and Project responsibilities currently
  combined with customer facing activities (Content
  Services) confusing to client and within the
  Unit
• Content Development a misnomer rather Content
  Services
• Instructional Design possibly old fashioned
  rather Learning Design
• Organisation Design needs to be urgently
  re-visited top down

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Core E-Learning Process TIPS Instructional
Design

• Revisit this core process along with Content
  Services process(es), as part of the top down
  organisation design

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Purpose/Role of E-Learning
Enhancing teaching and learning
practices/capacity of the university through the
innovative deployment of technology A new
meaning for the E in E-Learning, Enhancing the
Teaching and Learning pratices/capacity of the
University E-Learning to focus on the client
Experience (another E) rather than Visibility or
Credibility, as it is a hybrid provider of both
products and services (Parasuraman, Zeithaml,
Berry)
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Products of E-Learning
LMS assessment tools LMS content management
and communication tools LMS administration
tools Content repositories Content tools e.g.
podcasts, search services, integration and
embedding Integration tools Embedding tools
Training manuals Teaching and learning specs
for other providers
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Services of E-Learning
Training services (LMS, Content rep, Cont tools)
Customer support/helpdesk Instructional
design services Content services
(editing..) Advice, guidance, advocacy services
(teaching and learning) Will not provide
development services for non teaching and
learning content repositories Will not administer
clickers/notebooks
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Operating Plan (Imperatives) for next 12 months

1. Strengthen ties with KIM partners
2. Strengthen ties with stakeholders
3. Governance framework for E-learning, approved by
   the University
4. Define knowledge domains of E-Learning
5. Rev-visit E-Learning organization design top down
6. Strengthen external partner engagement
7. Student Literacy Project
8. Academic Digital Literacy
9. Branding, Look Feel, Name
10. Accessibility Tools
11. Structure and present outcomes of planning
    breakaways
12. Proposal to KIM - project to visit
    rationalisation of KIM governance structures
    which involve E-Learning

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Operating Plan (Imperatives) for next 12 months

1. Determine university climate for technology
   change
2. Strategies and tools for Collaboration
3. Initiative (1st in KIM) to investigate taxonomy,
   integration and search across knowledge resources
4. Address Training infrastructure problem
5. Revisit processes around ESLI website
6. CMMI QA of S/W development FR through Faculty of
   Engineering Science
7. Take Inter-personal relationships exercise to
   next step