Team Building

Denver Refinery
High-Performance Team Training
Teams and Team Development

Putting the Pieces Together ...
Coaching
Team Charter
Meeting Effectiveness
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
Team Charter
Team Charter
Introduction to Teams
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
Team Charter
Objective & Expected Results

Objective: To introduce the concept of a team, what teams need, how teams evolve as individuals working together, and finally, the importance of a team charter, and its various components
Expected Results: The group will understand: why teams are used to tackle problems, what teams should do in the earliest stage of their formation, how teams will evolve over time, and what the key ingredients are for a successful team. The team will also develop a Charter using the information presented along with inputs from their leader.
Team Charter
Definition of Teams
Teams - Groups of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. Examples of teams at the refinery include the Refinery Leadership Team.
Teams can often tackle complex and chronic problems and come up with effective, permanent solutions.
Team Charter
Initial Team Goals

Get to know each other preferably on a personal level - (i.e.., Who are you?, What other jobs have you had? Family?, etc.) Build trust (i.e.., team build) Learn to work as a team - (i.e.., How can we take our collective experience and leverage it to accomplish the goals of our team?) Get oriented to roles, scope, etc. Agree on decision-making processes - (i.e.., How will we make decisions: by consensus, majority vote, etc..?) Determine support services - (i.e.., What resources do we have available to us to clear barrier, meet our administrative needs, etc..?) Set meeting ground rules - (i.e.., What rules can we develop for ourselves to govern our meetings and ensure progress?)
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Team Charter
Team Member Requirements

Teams need: 1. Direction (key outcomes, measurements, goals) 2. Knowledge (skills, training, information) 3. Resources (tools, materials, facilities) 4. Support (approval, assistance, coaching, feedback, encouragement) How are these requirements met? 1. Well developed team charter and workplan. 2. Assistance from subject matter experts internally (i.e.., resources from various areas) and externally (i.e.., consultants, etc..) 3. Dedicated meeting rooms, team handbooks, computers, etc.. 4. Commitment from senior management and team sponsor.
Team Charter
Evolution of Teams
Forming Excitement, anticipation, and optimism Defining tasks, determining acceptable group behavior Storming Resistance, change in attitude Arguing between members, establishing unrealistic goals, disunity Norming Ability to criticize constructively, acceptance of members More friendliness, team cohesion, establishing & maintaining team goals Performing Satisfaction with team progress Close attachment to the team
Source: Jonier & Associates, The Team Handbook, 1988.
Team Charter
What are some of the characteristics of an effective team?
Team Charter
What are characteristics of individuals with whom you like to work on a team?
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Team Charter
Ingredients For a Successful Team

Ingredient Clearly Defined Team Objectives, Scope, Roles & Responsibilities, Key Activities Key Deliverables, Critical Success Factors, Metrics, Risks, and Boundaries Clearly Defined Meeting Guidelines Cooperative, Committed, and Trusted Climate Clear, Effective, Constructive Communication Understanding of Problem Solving Techniques Well-defined Decision-making Processes Understanding of Conflict Resolution Techniques Awareness of Diversity Issues Understanding of Proper Coaching Techniques
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Module Team Charter
Meeting Effectiveness Team Effectiveness Communication Plan Problem Solving Meeting Effectiveness & Decision Making Conflict Resolution Diversity Coaching
Team Charter
What is a Team Charter?

An agreement between the team and its sponsor A communication tool between the project and the organization A high-level guide for the project
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Team Charter
Purpose of a Charter
Defines scope of the work - (i.e.., What will the team do, and how long will it take?) Defines key milestones and deliverables - (i.e.., What important events will be accomplished, and by when? What tangible outputs (usually documents) will be produced by the team?) Identifies major activities - (i.e., What will the team do to accomplish its goals?) Defines roles and responsibilities for each team member - (i.e., Who will do what work, etc?) Defines critical success factors - (i.e., What events must occur to ensure success?) Defines project risks - (i.e., What risks are we aware of that could impact the teams ability to meet its objectives?) Reduces unwanted variation from the original intent - (i.e., Sets boundaries for what the team will and will not do.) Helps the team choose a framework to perform work - (i.e. Duration of work.)
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Team Charter
Components of a Team Charter

Objectives: Scope: Roles/Responsibilities: Key Activities: Key Deliverables: Timeline/Schedule: Milestones: Critical Success Factors: Metrics: Risks: Boundaries: Goals of the team. Fundamental aspects of the project that will not change: objectives, limits, initial assumptions, timeframes. Duties & assignments for each member of the team. Defined by the workplan to foster accomplishment of the project. Tangible outcomes of the project, usually in the form of documents. These should be tied directly to Key Activities. Target dates for completion of the project and its various phase, activities, etc. Dates of key accomplishments of the team Any factors that must occur to ensure success of the project. Information looked at regularly and systematically to monitor, control, and improve our work. Anything that prevents the team from completing the key activities. Factors that limit the scope of work (e.g., timeframes)
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Team Charter
Example Team Charter

Denver Broncos Football Team
Objective: To win the Super Bowl Scope: Play a sixteen game regular season schedule, two playoff games, and the Super Bowl Roles & Responsibilities: Quarterback - Team Leader, calls offensive plays Defensive Back: Defensive leader, calls defensive plays Punter: Kicks punts in fourth down situations Key Activities: Practices four times a week, Games every Sunday (two on Monday) Key Deliverables: Offensive playbook, Defensive playbook Critical Success Factors: Best record in AFC West , to make playoffs. Few turnovers, Minimal penalties Metrics: Points scored, Yards allowed, Win/Loss record Risks: Injurys to players, weather conditions during season Boundaries: Game scheduled, roster after final cuts
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Team Charter
Team Charter Activity

Instructions: Develop a charter for a new team utilizing the following objective and scope.
Objective:
To improve Process & Mechanical relations at Denver Refinery.

Plan an event, to be held at the Refinery by the end of the year, for all Process & Mechanical employees.
Scope:
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Team Charter
Team Charter Validation

Objective Scope Roles & Responsibilities Key Activities Key Deliverables Timeline/ScheduleMilestonesCritical Success Factors Metrics Risks Boundaries Sponsor Does it accurately described the project? Is the project well defined? Have they been determined for all team members? Will they allow team to meet its objectives? Are they tangible, and do they demonstrate results? Is the schedule sufficient to finish the project on a timely basis? Do they support accomplishment of the project? Do they ensure teams success? Do they accurately measure results, and support critical success factors? Are they full documented, and do they significantly impede success? What elements are in, and out, of the project? Is the sponsor at a high enough level in the organization to clear barriers, provide resources, etc?
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Team Charter
Team Charter Validation ...

Who validates the Charter? The team sponsor, and other key stakeholders of the project.
A series of meetings with the sponsor and other stakeholders where representatives of the team talk through the various components of the Charter getting feedback and sign off on each part from the stakeholders. Each iteration usually brings fine-tuning to the respective components. Once all parties are in agreement, and support the team moving ahead with its efforts.
What does the validation process consist of?
How does validation usually go?
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Coaching Team Charter
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
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Objective: To introduce a team to effective meeting practices, including; ground rules, guiding principles, agendas, documentation, and evaluations.
Expected Results: The team will develop and incorporate practices in its meetings to ensure success.
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Why Have Meetings?
Meetings should provide a: Simple method for effective, direct, communication of information perceptions, concerns, etc. Structured forum for reaching decisions and resolving conflicts. Dedicated time to work on goals and objectives. Gathering for face to face interactions and opportunities to develop familiarity, and trust as a team. Place where outsiders can interface with all team members at the same time to communicate important information. Facilitates involvement, input, and ownership in results. Enables/supports easy clarification & elaboration of information and intent.
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General Meeting Guidelines

Teams should commit to the following guidelines:
Create meeting ground rules Create guiding principles Use agendas with clear definition of expected outcomes & processes Apply effective facilitation methods Manage meeting processes to achieve desired outcomes Document meetings Evaluate meetings (to identify & address problems early & to enable continual improvement in team effectiveness)
Source: Jonier & Associates, The Team Handbook, 1988
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Create Meeting Ground Rules

Ground rules should be specific enough to enable easy compliance & enforcement. Examples of meeting ground rules: Start all meetings on time Establish an agenda and stick to it Use a flip chart to record ideas Everyone should participation No side discussions Test ideas for agreement Document & distribute all meeting minutes and group decisions Clarify follow-up responsibilities Agenda will be developed for the next meeting Activity: Create meeting ground rules
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Create Guiding Principles
Guiding Principles are the key statements of belief as agreed upon by the team used to govern them in their activities. They should be regularly used by the team to test their activities, approaches, behaviors, etc., for appropriateness. Examples of Guiding Principles are:
We will plan and organize all activities to be successful We will strive for minimal redundancy in our efforts We will be proactive and not reactive in making decisions Technology should be leveraged to provide operating efficiency whenever possible
Activity: Create Guiding Principles

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Use Agendas

Each meeting must have an agenda It should be drafted prior to the actual meeting It should be sent to participants in advance, if possible If an agenda has not been developed before a meeting, spend the first five or ten minutes writing one on a flipchart It should state the expected outcome of each topic It should describe the basic process for the meeting, (i.e., presentation, discussion, activity, etc.)
AGENDA Topic Presenter Time
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Meeting Agenda
The meeting agenda is the most critical component of any meeting. The agenda defines the purpose, time contract, participants, and materials that will be required during a meeting. Because of this wealth of information, the agenda is a very useful tool planning a meeting.
AGENDA Topic Presenter Time
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Agendas should include the following information:

Agenda topics (e.g., a sentence or two that defines each item and why it is being discussed.) Topic leaders/facilitators (e.g., usually the persons who originated the item or the persons most responsible or knowledgeable about it.) Time guideline (e.g., the estimated time needed to discuss each item.) Basic type of process to be used to achieve each outcome. Clearly defined outcomes (e.g., discussion only, decision required, assignments of responsibility, etc.) Critical attendees.
Activity: Create a Sample Agenda

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General Guidelines for Managing Meetings

Meeting participants should: Listen actively to all information and discussions Ask questions Check for understanding Paraphrase Ask yourself: How will I use information to drive for continuous improvement? Avoid personal attacks on others in the meeting Be positive and keep discussions constructive Participate and help drive the group toward accomplishment of its goals
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Meeting Roles
As part of the meeting plan, and agenda, each of the following roles should be clearly understood for each topic.
Leader Facilitator Scribe Participant Timekeeper Process Observer
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Leader Role
Explains the purpose of the meeting and expected outcomes Introduces key speakers and visitors Ensures the meeting plans, and agenda are prepared Validated the meeting agenda Assists facilitator with decision making process on critical decisions (e.g., leads team to decisions, makes decisions when appropriate, etc.)
Source: Conoco, Teamwork - A Team Development Workshop, 1993.
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Facilitator Role
Ensures the process is well-defined, understood, and appropriate Manages the meeting process to deliver objective outcomes Enforces time contracts Focuses meeting discussion to current topic Focuses on the process more than content Ensures balance, equal opportunity for participation and input Enforces ground rules
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Scribe Role
Records key meeting discussion points (i.e., minutes) and decisions Verbally validates and summarizes decisions before documenting them Produces a written summary of the meeting for project records and communications Sometimes this role is filled by the Facilitator or Leader
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Participant Role

Comes prepared to meetings having completed any requested pre-work Participates actively in meetings Does not attack other team member opinions Provides constructive feedback & input Follows up on assigned items or tasks Assists & supports as a process observer
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Timekeeper Role
Keeps time for the overall meeting and all agenda items Advises the facilitator and group on progress versus time limits for each topic
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Process Observer Role
Observes the group during discussion and activities watching for: Adherence to ground rules and guiding principles Adherence to agreed processes. Timely, constructive intervention when agreed processes are not being followed or are clearly not effective. Reports to the group at the end of the meeting on what they saw, and provides feedback on ways to improve the next meeting.
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Typical Meeting Structure
A meeting will typically have the following format: Review of Agenda and Time Contract Assignment of Meeting Roles Review of Meeting Purpose Brainstorming/Discussion Consensus Development Development of Path Forward Plans Meeting feedback - e.g., Likes, Changes, and Overall Rating
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Documenting Meetings
Documentation serves the following purposes: Keeping members informed of key points Documenting key decisions Recording assignments and commitments Inventorying team activities Listing the backlog of things to be done Messages for inclusion in external communications Key elements of meeting documentation are: Date and time of meeting Names of attendees Topics covered with main points Agreements/decisions reached Next steps
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Evaluate the meeting

An example is to ask the group to list the Likes, Changes and Overall rating for the meeting Review and clarify suggested changes within the team for future applicability Resolve or create plans to address changes as appropriate Likes Changes Other approaches Use an evaluation checklist or form Overall Rating
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Decision Making
Coaching Team Charter Meeting Effectiveness
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
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Objective: To discuss several common decision making techniques, including Divergent and Convergent processes, and how they are used.
Decision Making
Expected Results: The team will be able to use the techniques discussed, fostering full participation in making decision, and reducing the overall time required to make decisions.
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Decision Making
Identifying & Developing Alternatives (Techniques/Methods)

Common ways to identify and develop alternatives include the use of divergent processes (i.e., those which generate a multitude of alternatives from different sources.) Brainstorming Research Surveys
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Brainstorming
Decision Making
Encourage everyone to offer their ideas, in turn (i.e., Dont hold back on any ideas even if they seem silly at the time, the more ideas the better.) Maintain a fast pace. (To discourage analysis, critiquing, or judgment.) No open discussion of ideas is allowed. Encourage hitchhiking, building, or triggering of new ideas based on ideas generated by others in the group. Write ALL ideas on a flipchart or post-its so the whole group can easily scan them. See reference material from The Team Handbook Activity: Practice Brainstorming technique
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Research & Surveys
Decision Making
Research is done by collecting and analyzing a given set of data from various sources (e.g., Reference manuals on a subject, procedures, regulations.) Analysis of the data should be done to determine whether information supports a best practice to be used in the decision making process.
Surveys are done by posing a given set of questions or choices to various individuals, or groups, asking them to provide responses. Survey results can then be factored into the decision making process based on opinions and preferences revealed by the survey.
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Decision Making
Divergent Processes
Pros Brainstorming All ideas are accepted without question Entire group participates Dominate/overbearing members can control discussion Research Increases probability of decisions based on facts. Takes more time, and effort on part of team members. Surveys Provides input from sources outside of team. Takes more time, and can skew results based on questions asked in survey. To get input from outside the team, and as a communications tool. Decisions in which opinions may alter desired outcomes.
Cons
When to use?
To stimulate out of the box thinking To engage everyone in the meeting Decisions that have to be made quickly
When not to use?
To base decisons on imperical evidence, and not on opinions. Decisions on which no previous information is available.
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Ways to Elicit Participation

Open the discussion with a brainstorm If the facilitator or observer(s) notices that someone is not participating, then: Ask people to write their ideas down on post-its Go around the room asking each person to give their idea Ask people to share their ideas with a partner and present the information collectively Before concluding the session: Go around the table again, and ask people one at a time if they support decisions made by the group If there is disagreement, then ask them What they would suggest for changes/improvements?
Decision Making
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Selecting Alternatives (Techniques/Methods)
Decision Making
Convergent Processes (i.e., moving toward one point) are used to select alternatives in the decision making process. Examples of Convergent processes include: Multivoting Nominal Group Technique Majority Vote Consensus Team Leader
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Multivoting
Decision Making
Conducting one or more polls or votes to select the most important or preferred items from a list. Limited discussion, and difficulty, as voting decides outcomes for group. A repetitive process to systematically converge on the groups best selection (e.g., with discussions between votes.)
See reference material from The Team Handbook Activity: Practice Multivoting technique
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Nominal Group Technique
Decision Making
More structured approach than either brainstorming or multivoting. Group generates a list of alternatives in writing, and discusses each (e.g., clarifications, elaboration's, pros & cons, etc.) The systematic identification of either the most or least preferable alternatives. Effective tool when all or some group members are new to each other. Good for highly controversial issues, with dominating or overbearing members, or when a team is stuck in disagreement. See reference material from The Team Handbook
Activity: Practice Nominal Group technique

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Majority Vote
Decisions are made by the largest number in the group. Democratic way of deciding on issues. Vote (outcome) is used to set direction for group. Is typically easy, fast, consistent way to make group decisions. Inherently leads to winners and losers Has potential to leave significant issues, problems, and needs unaddressed - leading to problems later.
Decision Making
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Consensus
Decision Making
Is an agreement by each individual on the team to support (or not object to) decisions, recommendations, or positions taken by the team. Is not...a unanimous vote -- Consensus may not reflect everyones first preference or priority. Requires; time, active participation of all team members, skills in communication, and conflict resolution, a facilitated process, creative thinking and open-mindedness. Each member must participate fully in the decision. Group should decide ahead of time when it will seek for consensus vs. majority vote or another form of decision. See reference material from The Team Handbook Activity: Practice Consensus technique
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Another way to look at consensus ...
Decision Making
Consensus means that all team members have shared their views, explored options, found a resolution that each is willing to accept and support with others outside the team. Note: Team members may differ or even disagree with the resolution ... but, each team member must be willing to support the decision and complete their responsibilities once they have reached consensus.
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Testing for Consensus

Before consensus is assumed, the facilitator or leader should test for consensus. The process used to test for consensus is done by going around the room to each person, asking:
1. 2. 3.
Decision Making
Do you agree with the decision? Can you support the decision? If you do not support the decision, How could it be changed so that you could support it?
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Team Leader
Decision Making
Used when decisions must be made quickly. If consensus is not possible. Leader should have both support and agreement of the group to make decisions in its absence.
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Decision Making
Convergent Processes
Multivoting

Focuses groups attention on particular issue Stifles some creativity by collecting thoughts in writing instead of through speaking Groups with dominating members who control discussions To solicit ideas that could be piggy backed on by others
Majority Vote
Democratic Ensures more agree than do not Can create win/lose situation
Consensus
Team Leader
Pros
Decisions are made through vote
Cons
Members who do not vote for top idea may checkout
Decisions are made with all members agreeing to support Decision may not be a member(s) first choice
Decision can be made quickly
Group doesnt take part in decision
When to use?
Large number of ideas need to be reduced Group members are missing and dont have opportunity to vote
When not to use?
Issue is not very important No extreme positions Win/lose situations are to be avoided
Commitment by group is necessary
Group supports leader Time is critical Group buy-in is necessary
Disagreement within group could cause some team member(s) to check out
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Decision-Making Process
Divergent Processes Convergent Processes
Decision Making
Majority Vote
Done
Gather Information
Focus Ideas
Reach Consensus
No Team Leader Decision Done
Brainstorming Research Survey
Yes
Multi-voting
Done
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Planning Team Decisions

Questions a team should ask about any decision: What decision needs to be made? Are all the reasonable alternatives known? Who should be involved? (Who are the stakeholders?) What will the process be for making the decision? How should they be made? individual or consensus? What information is needed? What actions are required?
Decision Making
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Overcoming Ineffective Decision Making
Decision Making
Develop special roles for members, such as devils advocate, if it appears that team thinking may make the group inefficient. Use brainstorming to help members feel willing to participate, not only to improve the quantity and quality of ideas offered during a discussion. Protect the rights of a disagreeing minority among members so that their views will be heard. Plan ahead for procedures to use when a decision must be made urgently or when a crises arises. Encourage members to evaluate the groups skill in decision making and learn ways of improving it. Get help from outsiders if members cant deal with an issue by themselves.
Source: Zander, Alvin, Making Groups Effective, 1994.
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Problem Solving
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
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Problem Solving
Objective: To present a process for team problem solving, and practice solving problems as a group.
Expected Results: The group will understand the importance of solving problems together, and solving the problem itself and not just the symptoms of a problem.
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Problem Solving Exercise

Objective:
Instructions:
Problem Solving
To develop creative solutions to a problem.

Listen to the following problem, and as a group develop a proposed solution.
It was the 16th hole of the Bob Hope Desert Classic, and the newcomer had an excellent chance of winning. His iron shot fell just short of the green, giving him a good chance for a birdie. Smiling broadly, he strode down the fairway only to stop in dismay. His ball had rolled into a small paper bag carelessly tossed on the ground by someone in the gallery. If he removed the ball from the bag, it would cost him a penalty stroke. If he tried to hit the ball and the bag, he would lose control over the shot. What should he do?
Reference page 251 in the book, Games Trainers Play

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Common Team Problems

Problem Solving
Lack of focus/ wandering Floundering Overbearing / dominating members / inequitable participation Unquestioned acceptance of opinions as facts Rush to solutions Lack of understanding or consideration of other view points (without consideration of alternatives.) Disruptive behavior
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Solutions to Common Team Problems

Problems Lack of Focus Floundering Overbearing members Dominating members Reluctant members Unquestioned acceptance of opinions as facts Rush to accomplishment Inability to understand anothers point of view Discounting someone else's point of view ignoring their contribution Disruptive behavior
Problem Solving
Possible Solutions Enforcing agendas Facilitating group sessions Facilitate using more equitable techniques for managing airtime (e.g., post-its, polling, etc.) Techniques which elicit and/or make input safe (e.g., polling, post-its, etc.) Testing opinions with others outside the group Force the group to go back and look at the issue again Asking people to put themselves in the other persons shoes, articulating the other persons perspective, etc. Enforcing ground rules, and utilizing effective intervention techniques
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Guidelines for Effectively Managing Team Problems

Anticipate and prevent team problems whenever possible. Address each problem as a team problem.
Problem Solving
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Problem Solving Process

A high level view:
Problem Solving
Language Definition Problem Identification Data/Information

Identify & Develop Alternative Solutions (i.e., Diverge)
Select Alternative (i.e., Converge)
Follow-Up
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Problem Solving Process

Language Definition
Clarification of the subjects being discussed and the meaning of words to develop a common understanding
Problem Solving
Problem Identification
Stating problems and identifying the root cause, not the symptom
Data / Information
Collection of information to clarify or further refine groups interest of the problem
Alternative Solutions
Generate a number of solutions
Select Alternatives
Develop criteria by which potential solutions can be evaluated, time, money, speed
Follow-up
Planning how the decision will be implemented Assigning follow-up responsibilities to ensure that decisions or identified actions are carried out Ensuring solution works
Common mistake: Using same terminology with different meanings
Common mistake: Focus on symptoms rather than on problems Permanently identifying the problem without exploring all available data
Common mistake: Not making critical facts known to all Not distinguishing between facts, opinions, and feelings
Common mistake: Generating & evaluating ideas are not kept separate Premature closure before all alternatives are identified Dominance by high status or aggressive members
Common mistake: Unproductive competition & conflict resolution Undue weight given to secondary decision criteria Poor understanding of some alternatives Premature accommodation & compromise Dominance by high status or aggressive members
Common mistake: Failure to assign specific responsibilities No review or due dates assigned
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Problem Solving Exercise

Objective: Instructions:
Problem Solving
To analyze some aspects of cooperation in solving a group problem. Each person has an envelope containing pieces of paper for forming a square. Your group is to form squares of equal size. No member may speak. No member may ask another member for a piece or in any way signal that another person is to give them a piece. (Members may voluntarily give pieces to other members.) At the end of the exercise group members will be asked to share their experiences and discuss any observations.
Reference Vol. 1, page 25 in the book, Structured Experiences

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Communication
Decision Making
TEAMS
Problem Solving
Diversity
Conflict Resolution
Communication
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Communication

Objective: This module will discuss the importance of team and individual communications. Expected Result: The team will recognize the importance of communications, distinctions in giving and receiving constructive feedback, and in active listening skills.
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Communication
Team Communications
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Team communications are a critical part of every initiative ...
Communication
At the Denver Refinery, we believe that communication efforts can and must be improved if we are to succeed in the goals we have set.
Conoco, Denver Refinery Communication Plan, 1994.
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Communication
Considerations for Team Communications

Why do I need to communicate? What do I need to communicate? Who do I need to communicate to? How should I communicate? When should I communicate? What feedback should I expect? Purpose Message Audience Channel Frequency Response
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Example of Team Communication - Status Report

Purpose: Message: Audience: Channel: Frequency: Response: Update team accomplishments. Completed 50 operating procedures this week. Team Sponsor Face-to-face Weekly Recognition for achievement.
Communication
See reference material in the Conoco Denver Refinery Communication Plan
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Example of a Communications Matrix

X-Ref Audience Message Sender Channel Frequency Feedback Everyone at Refinery, including: Leadership, Engineers, Supervisors, Planner/Schedulers, Environmental, M&S, REO, Lab, S/PS's, Admin., B&PA, Operations, Mechanical, Mechanical Intergrity Start-up - Q&A and Contractors type
Communication
Team
E-Mail, Hard Copies, (Face to face)
Everyone - see above
MI Update
Team
Everyone - See above Union Committee MI Core Team PSM Team Leads MI Team
Open House Q & A MI Status Denver MI Status & Update MI status & barriers PSM Coordination Review
Team KGB DNL DNL WDMB
Once 2 w eeks (as E-Mail needed) Monthly, Inform E-Mail, & Tuesday face to face morning Face to face Face to face Face to face Face to face Monthly Monthly Weekly Weekly
E-Mail box
E-mail box Direct & captured Face to face Face to face Face to face Direct
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Example of Feedback Mechanisms

Feedback Mechanisms Initiative Approach Audience Channel Frequency
Communication
All initiatives
Lottery of participants to solicit and report feedback from the Selected refinery - EMAD group leads participantsdiscussion rotated
EMAD, LT member, 9 participants Communication assistant retrieves feedback, assigns responsibility, and follows up to ensure feedback is given Communication assistant retrieves feedback, assigns responsibility, and follows up to ensure feedback is given Communication assistant retrieves feedback, assigns responsibility, and follows up to ensure feedback is given Communication assistant updates dashboard
monthly
All initiatives
Rumor Mill (feedback box)
All
weekly
All initiatives
Communication Voice-Mail
All
weekly
All initiatives YTD Results, PSM Metrics
Communication - E-Mail Post metrics on a Dashboard placed in the lobby or in Control rooms
All
weekly
All
weekly
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Communication
Communication Between Individuals
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Examples of Individual Communications

One Way Communication - Sending or receiving messages
Communication
Two Way Communication - Sending and receiving messages & feedback
Two way communication can be true or apparent True two way communication exists when the sender and receiver understand and acknowledge the message being communicated. Apparent communication exists when both sender and receiver assume they understand and acknowledge the message being communicated.
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Two Basic Feedback Models

Positive Feedback Identify the behavior (what the person says or does) State the value, impact, significance Check understanding Express appreciation
Communication
Constructive Feedback Set the climate. Set expectations. Identify the behavior (what the person says or does.) State the value, impact, significance. Balance the content and approach. Check understanding - deal with resistance. Mutually develop an action plan for change. Check for agreement and understanding. Express appreciation.
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Giving Constructive Feedback

Feedback: Should be given in ways which recognize and reinforce positive individual and team behaviors. Should be balanced & fair (e.g., positive vs. negative, strengths vs. opportunities for improvements) Must be directed toward behaviors vs. the individuals dignity Should preserve and reinforce value for the individual Should reflect balance between directness/clarity and consideration of the impact on the relationship (i.e., reflect maturity - the balance between courage and consideration) Should be descriptive, not evaluative or judgmental. Should be specific, not general. Should be timely. Should include checks to ensure clarity and understanding.
Communication
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Constructively Receiving Feedback
Communication
Prepare yourself to listen and choose your response, not react defensively - (i.e., Steven Covey, PCL) Listen rather than trying to defend your actions or point of view. Ask questions for clarification and understanding. Rephrase what came through to ensure clarity. Express appreciation / show value for the feedback.
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Communication
Feedback Exercise
Objective: Instructions: To encourage people to give feedback. Split up into pairs. Each person should write 4-5 things theyve noticed about their partner. Discussion should follow with each person constructively presenting feedback to their partner. After everyone has finished, discuss as a group learnings from this exercise.
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Communication
Listening Exercise #1
Objective: Instructions: For participants to practice effective listening skills. Take out a piece of paper, and number it from one to ten. Answer each of the following questions. Discuss how well everyone did in answering the questions. Reference page 221 in the book, Games Trainers Play
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Active Listening Guidelines
Communication
Look at the person and show interest. Take short notes if the message is long. Do not lose eye contact for more than a few seconds. Acknowledge understanding through supporting verbal comments or non-verbal signs, like head nods. Ask for elaboration or clarification, if appropriate. Confirm understanding by summarizing or paraphrasing the speakers main points.
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Communication
Listening Exercise #2
Objective: Instructions: To practice active listening skills.
Split into pairs. The first person should state a sentence, then the next person should follow it with a sentence using the last letter of the last word in the sentence of the first person. Take turns going back and forth, three times. Discuss as a group what you learned from this exercise.
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Conflict Resolution
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
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Conflict Resolution
Objective: This module will address some of the sources of conflict and suggest various processes and techniques for conflict resolution. Expected Result: The team will be able to analyze conflict and identify process techniques for resolving conflict effectively.
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The Sources of Conflict

The reasons for conflict can be that people have different: Facts (information) Goals (roles) Methods (needs) Values (beliefs) Additional causes of conflict include: Competition Boundaries Hidden agendas
Conflict Resolution
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Conflict Resolution Process
Conflict Resolution
Open Discussion of Problems
Identify Differences
Build Understanding for Points of View
Reduce Defensiveness
Begin Mutual Problem Solving
87
Processes and Techniques for Conflict Resolution
Conflict Resolution
Encourage open discussion of problems at the time they surface (e.g., Make the conflict the teams problem. Focus on resolving the conflict before the group goes forward.) Identify differences (e.g., Ask members to write pros and cons of a problem and display them on a flipchart.) Build understanding of each point of view (e.g., Call on a member to clarify any questions and summarize the point being made.) Reduce defensiveness (e.g., Follow ground rules and remember to give positive, constructive feedback.) Begin a mutual problem solving process (e.g., Use the problem solving process: language definition, problem identification, data/information, alternative solutions, choice of alternative, and follow-up.) Reflect on Guiding Principles established by the team.
Source: Zander, Alvin, Making Groups Effective, 1994.
88
Conflict Resolution
Specific Conditions for Productive Conflict Resolution

A conflict AND shared interest in resolving it. Mutual definition and understanding of the problem. A continual focus on the problem or the issue, vs. personalities or individuals. Constructive ventilation to get hostility out of the system. Introspection recognition by each member that he/she is a part of the problem and must be part of the resolution. Openness and willingness to pursue win-win solutions. Some binding quality to the agreements.
89
Qualities of a Useful Conflict
Conflict Resolution
Conflict can actually help in building team effectiveness. Useful qualities of conflict include: Members evaluate one anothers ideas. Members generate more ideas. Participation among members is widely shared. Members are flexible in their ideas and actions; they do not insist on one view or behavior. Members try to summarize where discussions are headed and strive for successful outcomes. Members deliberately work to find conclusions others can accept. Members successfully influence others and are influenced by them in turn.
Source: Zander, Alvin, Making Groups Effective, 1994. 90
Conflict Resolution
Conflict Resolution Approaches

Listen for understanding to the other persons position (or perspective, etc.) Describe the other persons position (or perspective, etc..) as best you can see it? Describe the problem as you see it. Describe what others do that you believe contributes to the problem. Describe what you do that could contribute to the problem. State what you want or need from others to resolve the problem. What first steps can you take to resolve the conflict?
91
Conflict Resolution Exercise

Objective:
Instructions:
Conflict Resolution
To identify the dimensions along which people conflict.

The group will identify conflicting points of view and practice resolving conflict as a team.
Reference Vol. VI, page 114 in the book, Structured Experiences
92
Diversity
Decision Making
TEAMS
Problem Solving
Communication
Conflict Resolution
Diversity
93
Coaching
Coaching
Team Charter Meeting Effectiveness
Decision Making
TEAMS
Problem Problem Solving Solving
Communication
Diversity
Conflict Resolution
94
Objective and Expected Results

Objective: This module will outline the necessary components of effective coaching.
Coaching
Expected Results: The team will be able to identify and utilize the techniques involved in coaching players.
95
Coaching
What does coaching mean to you?
96
Definition of Coaching
...Intentionally helping another person to improve his or her competence by utilizing opportunities for development on the job ...
Coaching
Source: Francis, David & Young, Don, Improving Work Groups - A Practical Manual for Team Building, 1992.
97
The Ws of Coaching
Coaching
Reinforcing Positive
Informal
Why
Discouraging Negative
Formal Long-term Coaching
Where
When
Short-term Coaching
98
Scale Analogy
Coaching
Before
After
Coaching
negative
positive
negative
positive
99
Key Points
Coaching
... Many of us play both roles simultaneously, we must constantly be willing to give and receive coaching, to help others learn, and to learn ourselves ...
... Coaching should always be consistent with the core values of the organization, stressing superior individual performance, which in turn enhances superior organizational performance ...
Source: Andersen Consulting, Performance Coaching Guide, 1995.
100
Coaching
What do you think are qualities that a good coach should exhibit?
101
A Good Coach is:

Listener Different perspective Reality check Confidant Supporter and advocate Promoter of superior individual performance Patient and confident person Communicator
Coaching
Source: Byham, William C., Zapp! The Lightening of Empowerment, 1988 and Andersen Consulting, Performance Coaching Guide, 1995.
102
Coaching
What are some of the roles of a coach?
103
Roles of Coaches
Ensures the players know how to carry out tasks
Gives players confidence
Coaching
Builds trust
Recognizes needs of players
Commits to development of a learning relationship

Takes appropriate action to do the right things at the right time
104
Believe in Yourself
Combining qualities and roles of coaches:
Coaching
Attitudes of a good coach include: Believe in yourself and what youre doing: Display general self-confidence Show enthusiasm for organization, production goals, etc. Believe in your ability to train and motivate: Effectively teach skills Work with different kinds of people Exercise authority Provide leadership to your people Believe in your ability to communicate realistic goals/expectations: Set appropriate production targets Clearly give instructions about initiatives, strategies, etc.
Source: Conoco Partnerships for Excellence, Leadership Development, Ponca City Refinery, 1995. 105
Believe in Yourself . . .
Coaching
Believe that your players can learn to make decisions, and take initiative: Trust others to want to improve their skills Allow controlled errors of learning Let go of need to be needed as the expert Believe that your success is measured by the success of your people: Promote team success Let go of the Lone Ranger syndrome Focus on fire prevention vs. fire fighting
Source: Conoco Partnerships for Excellence, Leadership Development, Ponca City Refinery, 1995.
106
Communication and Coaching

Open two-way communication is critical to effective coaching.
Coaching
True two way communication exists when the sender (coach) and receiver (player) understand and acknowledge the messages being communicated.
107
Enablers for Successful Communication

Proper Verbal and Nonverbal Communication Constructive and Timely Feedback Effective Listening Skills Sincerity Empathy
Coaching
108
Food for Thought
Coaching
The receiver of a message drives as much as 90% of the meaning of a message from the senders nonverbal communication.
109
Key Communication Elements

Nonverbal Communication Appearance Facial Expressions Eye Contact Body Contact Tone of Voice Projection Intonation Verbal Communication Word choice
110
Coaching
Retention Rates by Receivers of Communications

Appearance
55% Body Contact
Eye Contact
35% 10%
Tone of Voice
Facial Expressions
Verbal Communication
When words do count . . .
Coaching
Descriptive not evaluative

Specific rather than general
Directed at behaviors that can be changed

Timely
Checked to ensure understanding
111
Tips for Effective Listening

Prepare yourself to listen and choose your response, not react defensively
Coaching
Listen rather than trying to defend your actions or point of view. Ask questions for clarification and understanding. Rephrase what came through to ensure clarity. Express appreciation / show value for the feedback.
112
Why we Coach ?
Short-term Coaching Reinforcing Positive or Discouraging Negative
Coaching
Long-term Coaching
Informal
113
Formal
Coaching Positive Qualities
Coaching
Catch people winning ( a good coach praises positive qualities)
Encourage positive qualities

Provide positive feedback
Reinforce organizational values
114
Vision and Values of Denver Refinery

Vision Competitive Performance Organizational Value Denver Refinery Attributes Innovation Sets high standards Uses creative problem-solving techniques Finds new and better ways of performing job Integrity
Coaching
Mutual Commitment
Voice your opinion, even if it may not be popular Operates by principles Take responsibility for actions & words Honor you commitments, however small Admit your mistakes Give credit to those who deserve it Receptive Open to others ideas Encourage input from others Supportive Proactive with community Improvement initiatives Provides positive role model to community Tests conventions Tests limits
Safety & Environmental Performance Continuous Learning
Community Relationship
Contribution
Customer Satisfaction
Challenge
115
Taking it a Step Furthur Quality to Coach: Innovation

Attributes of innovation are:

Coaching
innovates and creates new and unique methods and procedures sets high standards uses creative problem-solving techniques is alert to new opportunities, techniques and approaches effectively applies new concepts and techniques finds new and better ways of performing job displayes ingenuity in anticipating and meeting unexpected situations active and eager to try new approaches
ISSUE
STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 STEP 6
Prepare
Practice
Explain
Feedback
Reinforce
Execute
116
Discouraging Negative Qualities

Determine what qualities are being exhibited that need to be changed
Provide immediate and ongoing feedback until issue is resolved Reinforce how these actions do not coincide with the organizational values Express confidence that the issue can be solved
Coaching
117
Addressing Negatives
Immediate/short-term situations
Persitant/long-term issues
Coaching
Resistance
Conflicts
118
From the Hip

What do you do when you observe a situation that requires immediate coaching
Assess situation and determine whether action should be immediate or whether a formal meeting should be set-up If immediate, approach person once issue is observed Ask person if you can move to a more private location to discuss issue Coach player on how to better deliver their message - more constructively along lines of organizational values Consider setting up a follow-up meeting to assess progress
119
Coaching
The 6-Step Coaching Approach
Coaching
COACHING
ISSUE
Prepare Practice Explain Feedback Reinforce Execute
OUTCOME
120
Coaching
What do you think needs to be prepared before you meet with a player?
OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
121
Prepare
Coaching
A good coach thinks about the following aspects, before they meet with the player:
What are the qualities you think need changing or strengthening? What are the qualities or goals you want? Good vs. bad qualities. Is the problem one of knowledge or willingness - or both? What resistance is likely? What is your action plan - how will you make it theirs? What is the right climate for coaching? Understand the concepts outlined on the coaching continuum slide. Summarize the qualities and their attributes you will address with OUTCOME the player ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
122
Coaching
What qualities at Conoco do you define as beneficial; what qualities are considered detrimental to success at the Denver Refinery?
I.E. How do you want to be treated by your co-workers?

OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
123
The Coaching Continuum

Expected Outcomes of Coaching Accept Accountability Provide Input Understand Vision Solicit Feedback Demonstrate Initiative Proactively manage Individual development
Coaching
Player Qualities
Accept Responsibility Ask Questions for meaning Understand ones role in big picture Accept feedback Reactive to situation No Accountability No Input/Suggestion/Idea Generation Narrow View No Feedback Wait for instructions Little Opportunity for Development
Accept some accountability Ask for development Reach-out past the obvious Provide feedback Take some risks Individual development plans in place
Delegate limited accountability Accept some risk taking Provide/Accept feedback Involve player in decisions Monitor goal achievement Develop/deliver focused training
Delegate Authority Coach/Lead/Trust Act on ideas Solicit Feedback/360 Decision making at the right level Coach for performance & goal achievement Facilitate Individual development plan
Coaching follows a path yielding various outcomes. It is important to remember that the coaching process takes time.
Telling Evaluative/No trust Knowledge is Power Little Feedback No Goal setting/No expectations Training not according to needs
Delegate responsibility Solicit Involvement Provide Feedback Make decisions with limited input Set Expectations/Goals Understand Training Needs Coach Qualities
OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
Source: Conoco, Leadership Development, 1995.
124
Practice
Coaching
A good coach always practices a role play before meeting with a player.
Role Play Practice coaching on someone not involved in the situation first, testing for the best approach to use.
OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
125
Explain
A good coach addresses these aspects of a coaching session to a player:
Agree on the topic to be discussed during coaching
Coaching
Identify the goals of the coaching session

Promote discovery of solutions for the qualities to be coached Set the parameters, i.e. the rewards for improvement and consequences for resistance Authorize and empower the player to go out and improve
Recap what action steps will occur by the player and the coach
ISSUE
STEP 1 STEP 2 STEP 3 STEP 4
OUTCOME
STEP 5 STEP 6
Prepare
Practice
Explain
Feedback
Reinforce
Execute
126
Feedback
Coaching
A good coach realizes it is imperative that they provide the following guidance and feedback:
Provide immediate and specific feedback (i.e.. feedback should be both positive and constructive, refer to the communication module for more information) When problem persists, use the checklist to reinforce qualities that are being coached Monitor player performance and coach them by giving ongoing ISSUE feedback
STEP 1 STEP 2 STEP 3 STEP 4 STEP 5
OUTCOME
STEP 6
Prepare
Practice
Explain
Feedback
Reinforce
Execute
127
Example: Criteria Checklist

An Operator expresses resistance to innovation
Att ributes:
Coaching
How often does player exhibit these attributes: Constantly: Occasionally: Seldom
1. Innovates and creates new and unique methods and procedures
_________
_________
______
2. Uses creative problem-solving techniques
_________
__________
______
3. Is alert to new opportunities, techniques and approaches

ISSUE
_________
STEP 1 STEP 2
__________
STEP 3 STEP 4 STEP 5 STEP 6
______
Prepare
Practice
Explain
Feedback
Reinforce
Execute
128
Reinforce
Coaching
A good coach reinforces the following concepts: Express confidence in the persons ability to be successful at end of session and on a continual basis Summarize the action plan (e.g. Youre going to speak to the Operators about coordinating work with the Pump Mechanics, and then report back to me on your plans for improved coordination.) Check for mutual understanding on key elements (e.g. If the Mechanics need more time to repair the pump, make sure someone tells the Chief to document it in the 24 hour plan.) Build mutual confidence that we can make it happen (e.g. I know that youll do a good job and that the Mechanics will be eager to work with you on coordinating efforts in the future.)
OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
129
Execute
Coaching
A good coach monitors the players progress after they have met:
What is my role in the action plan?
When do I need to follow-up?

What follow-up coaching is required?
What is the follow-up feedback mechanism?

OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
130
Follow-up Mechanism
Coaching
1 Complete Criteria Checklist
2 Set up Follow-up Meeting
4 Re-complete Criteria Checklist
3 Observe Behavior
OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
131
Questions to be Answered in Follow-up
Coaching
A good coach insures that these questions are answered during the followup meeting:
Has the problem been solved or has the performance improved? What still needs to be done to solve the problem or improve performance? What do I need to do to help solve the problem? What other people do I need to meet with to solve the problem? What other issues have arisen that need to be
OUTCOME ISSUE
Prepare
Practice
Explain
Feedback
Reinforce
Execute
132
Coaching Style Inventory
Coaching
Directions: A number of coaching situations are given below. After each situation is outlined, a choice of three alternative reactions is suggested. You must rank the alternatives in order, where 1 is you first choice, 2 is your second choice, and 3 is your third choice. Situation 1 You have asked one of your team members to meet with you. The purpose for you is to arrange a coaching session with them. Their performance has not been good in the near past. Item 1.1 Alternatives Ranking I want you to arrange to show me how you do your job so that I can help you improve you performance. When would be the best time? My intention is to accompany you on the job regularly so that we can improve you overall performance. Id like to come out with you tomorrow. So, why do you think Ive asked to see you?
1.2
1.3
Source: Salisbury, Frank S., Developing Managers as Coaches: A Trainers Gudie, 1994.
133
Coaching
Situation 2 You have identified a situation in which a member of your team is performing badly. The individual concerned comes up with an idea to improve performance. Item 2.1 2.2 2.3 Alternatives Ranking Thats a good idea. Do you think there is any downside to it? Well it looks all right on the surface, but I think you may have a problem implementing it. Thats good. Is there anything else you could do?
Situation 3 During the initial coaching discussion you know that the individual is looking at the wrong problem. Item 3.1 3.2 3.3 Alternatives It seems to me that you are looking at the wrong area. Do you want my opinion as to what the real problem might-be? On a scale of 1-10, what is the likelihood of that course of action working? Ranking
134
Coaching
Situation 4 The member of staff has steadfastly been unable to identify any personal improvement plan. According to them,they are trying as hard as they can.
Item 4.1 4.2 4.3 Alternatives What exactly is it that you want to do? What have you done so far, and what effect has that had? It looks as though you might not be suitable for this job. Ranking
Situation 5 When you asked the individual to say what they wanted to do, they said Anything you want - youre the boss. Item 5.1 5.2 5.3 Alternatives I want you to start doing your job, thats what I want. What do you want. What do you think I want. Ranking
135
Coaching
Situation 6 When you ask the individual what the goal is, they said I have to reach target dont I? Item 6.1 6.2 6.3 Alternatives Thats up to you isnt it? Not really. Its what you have to do, but sometimes it might not be your personal goal. Is reaching the target your goal? Ranking
Situation 7 The individual says all the right things, but you still feel uneasy, and their performance never improves. Item 7.1 Alternatives I have to say that I feel uncomfortable with your behavior. You say the right things, however, you dont appear to implement any plans we agree. I dont believe you. If you are doing all the right things, why is it that your performance never improves?
136
Ranking
7.2 7.3
Coaching
Situation 8 Following a coaching session, you have agreed a course of action with the individual member of your team. You now want to implement it. Item 8.1 8.2 8.3 Alternatives When do you propose to put this plan into action? What I suggest is that you try this out and come back to me within 7 days and tell me how you got on. I now need to watch you implement this plan, when are you going to do it? Ranking
Situation 9 The individual has tried to implement the agreed plan, but there has been no improvement in performance. Item 9.1 9.2 9.3 Alternatives What exactly did we agree, what did you do, and what happended? OK, so that didnt work, what else could we do? Perhaps you didnt try hard enough.
137
Ranking
Coaching
Situation 10 The individual is having difficulty implementing any performance improvement. They say Look, every time I have a problem you ask me a question. Youre the manager, just tell me what to do. Item 10.1 10.2 Alternatives What do you prefer, me always telling you what to do, or you finding out for yourself. If I keep coming up with the answer, and it keeps not working, where do you think that leaves me? All right, I want you to get moving and do what youre paid to do. Ranking
10.3
Situation 11 This is now the sixth time you have met and on each occasion the individual has failed to implement agreed action plans. Item 11.1 11.2 11.3 Alternatives For this relationship to work, you have to keep your part of the bargain. Why havent you done what you siad you would. Ive tried my best to help, but it is a hopeless case.
138
Ranking
Score Sheet
Item 1.1 2.3 3.1 4.1 5.2 6.3 7.1 8.3 9.1 10.1 11.1 Total 'A' Rank Item 1.2 2.1 3.2 4.2 5.3 6.1 7.3 8.1 9.2 10.2 11.2 Total 'B' Rank Item 1.3 2.2 3.3 4.3 5.1 6.2 7.2 8.2 9.3 10.3 11.3 Total 'C' Rank
Coaching
Put your ranking against the item number.

139
Coaching Profiles
35 30 25 20 15 10 5 0 A
Norm Development Needed Excellence 19 20 11
Coaching
Norm Development Needed Excellence
B
21 29 22
C
27 17 33
140
Definition of Resistance
Coaching
Resistance is a natural reaction to change because it causes people to feel a loss of control; change invariably brings resistance.
What people resist is their perceived loss and the uncertainty of the experience, not necessarily the change, but its implications.
141
Coaching
What resistance have you encountered at Conoco?
142
Conflict as a Result of Resistance

Avoidance of Accountability Flooding with Detail One-word Answers Impracticality Attacking Grudging Compliance Confusion Changing the Subject Im not Surprised Silence Time Nit-Picking Pressing for Solutions
Coaching
Source: Conoco, High Performance Team Training, 1995.
143
Sources of Conflict
Roles Environment Disagreement Personal Styles or Values Hidden Agendas Competition
Coaching
Source: Andersen Consulting, Facilitation Skills, FSU 722.
144
Unclear Roles
Scenario:
Coaching
Thats not my job. A job was started by the Operators on a daylight shift, but was not finished by the shift change. The night shift Operators did not finish the job started by the daylight Operators. As a result, the daylight Operators came back the next morning to find that the job was not finished. The perception was that the night shift Operators believe It wasnt their job to begin with, and therefore, wasnt their job to finish.
Resulting Conflict:
Unclear role definition regarding whether or not night shift should finish jobs started by day shift?
145
Environment
Scenario:
Coaching
Days at the Refinery seem to be filled with meetings. I recognize these meetings serve an important role in improving communication, but sometimes they get in the way of doing my job.
Resulting Conflict:
How can I continue to get my job done effectively, when I am asked to be in attendance at so many meetings?
146
Disagreement
Scenario:
Coaching
The FLLG has been meeting off and on for about a year. Initially the group was called to help support each other in our jobs as supervisors. The group had meetings every other week, and got off to a good start. Then people from the outside started coming into our meetings, asking for agenda time, to talk about their programs.
Resulting Conflict:
Some think the FLLG has been derailed from their original intent, while others have value for the communications and sharing of information from outsiders.
147
Personal Style
Scenario:
Coaching
One person likes to work a job until its finished, without interruption, while another person will take scheduled breaks, no matter at what point they are in a task.
Resulting Conflict:
Disagreement surfaces between all people working on the job, about when to take breaks.
148
Hidden Agenda
Scenario:
Coaching
A leader approaches a group and says (s)he wants the team to determine what each member is supposed to do. In reality the leader actually has a plan in mind for what each member should be doing.
Resulting Conflict:
Some team members are resistant to take part in developing roles as a team. Especially when the perception is that the leader will do what they want regardless of what the team decides.
149
Competition
Scenario:
Coaching
One refinery has an excellent track record of safety performance, while another refinery has a poor record based on reports filed with regulators. In reality, the refinery with the excellent record is not documenting and reporting all of their safety incidences, while the refinery with the poor record has a culture that reflects the attitude that all incidences should be recorded, regardless of severity.
Resulting Conflict:
Some of the employees at the refinery with the poor safety record believe it is O.K. to let some incidences go unrecorded, thus giving them a better safety record. Others believe this is illegal, and a poor business practice, and should not be condoned regardless of how it makes them look against competition.
150
Coaching
What conflicts have you experienced here at Conoco?
151
What If . . . Response Techniques
Coaching
What if . . . you are asked an antagonistic question? try the boomerang technique of throwing it back to the group members. Ask one specific person or the group in general to respond before you express your ideas. What if . . . a discussion is growing heated? suggest a modified Nominal Group technique by telling the group Now we will each simply state our view- no reactions for the time being. Then allow each member to speak in turn, without interruption. What if . . . you are challenged with this is impossible? use a reply that will minimize defensiveness, yet move the group forward in the process. An appropriate response might be It may be difficult, but I think we can do it.
152
Source: Andersen Consulting, Facilitation Skills, FSU 722.
What If . . . Response Techniques
Coaching
What if . . . you are challenged with You dont know what youre talking about? suggest sincerely that Perhaps you can provide me with some additional information Do not allow them to make you feel defensive. What if . . . a conflict arises and everyone is talking? use nonverbals i.e.. physical skills, to gain everyones attention. So if everyone is seated, stand-up, move around, and suggest moving forward in a more constructive manner. Use physical skills coupled with words to manage a conflict.
153
Role Play
Coaching
Background An Operator has been with the refinery for almost twenty years with a deep knowledge of what it takes to run the units. Regardless of who makes suggestions on new ways to increase operations (i.e., throughput), the Operator resists. Other Operators see this resistance and adopt a similar attitude.
Role Play One person plays the part of the Coach and another the part of Player. The Coach will work with the Player on his continual resistance to ideas and innovations suggested for running the unit. The third person is the observer, taking notes of what they hear, and see.
154
Common Mistakes in Coaching
Coaching
Rating a person against others instead of against the requirements of their job. Forming an early positive or negative judgment and ignoring and/or distorting additional information; or rating performance based only on latest behaviors. Generalizing one aspect of performance to other aspects of performance (e.g., tardiness does not necessarily equate to poor job performance.) More favorably judging players similar to the coach. Blindly rating as average rather than making the effort to make valid ratings. Rating too high or too low without being able to substantiate ratings. Allowing past appraisals, good or bad, to unjustly influence the current assessment process.
155
Tips for Providing Constructive Coaching
Coaching
Respect the players need for privacy. Your reactions should be between you and the player. Focus on the future, and identify behavioral changes that are required. Offer useful suggestions for preventing similar circumstances in the future. Allow the player to present their side of the problem; engage in a dialogue and avoid the tendency to lecture. Give feedback that is specific & behavioral. Express your observations calmly. Make sure that you are emotionally in control before coaching a player. Promote open two-way communication with your player.
156
Teams
Decision Making
Problem Solving
Communication
Diversity
Conflict Resolution
TEAMS
157
Objective and Expected Results
TEAMS
Objective: This module will discuss the consequences of a breakdown in the team. This module will also summarize the 8 components discussed in the Team Effectiveness Training and answer any lingering questions concerning team effectiveness.
Expected Results: The team will understand the importance of acquiring the necessary skills to work as a team.
158
Consequences of an Ineffective Team

Example: Potential Consequences of a Breakdown in a Team
Levels Individual Team Member Team Potential Consequences
Members who feel lost and uninformed, may lose motivation.
TEAMS
Progress is stifled.
Business
Ineffective teamwork leads to missed milestones and late deliverables which are essential for the business to reach its overall objectives.
159
Lessons from the Geese

There is an interdependence in the way geese function. Teams, like flocks of geese, learn from their experiences.
FACT: LESSON: As each bird flaps it wings, it creates an uplift for the bird following. By flying in a V formation, the whole flock adds 71% greater flying range than if each bird flew alone. People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust of one another. Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone. It quickly gets back into formation to take advantage of the lifting power of the bird immediately in front. If we have as much sense as a goose, we will stay in formation with those who are headed where we want to go. When the lead goose gets tired, it rotates back into the formation, and another goose flies at the point position. It pays to take turns doing the hard tasks and sharing leadership; people, as with geese, are interdependent with each other. The geese in formation honk from behind to encourage those up front to keep up their speed. We need to make sure our honking from behind is encouraging. When a goose gets sick or wounded or shot down, two geese drop out of formation to follow him down to help and protect him. They stay with him until he is either able to fly again or dies. Then they launch out on their own with another formation or catch up with their flock. If we have as much sense as the geese, we will stand by each other; DONT SHOOT THE SICK OR WOUNDED.
TEAMS
FACT: LESSON: FACT: LESSON: FACT: LESSON: FACT:
LESSON:
160
Teams and Team Development Summary
TEAMS
Coaching
Team Charter
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
161
Additional Exercises for Team Effectiveness

Team Building Exercises #8-10, in The Team Handbook Module #2-3 in the Andersen Consulting Team Development Workshop Binder
Team Charter Meeting Effectiveness
Coaching
Decision Making
TEAMS
Problem Solving
Communication
Diversity
Conflict Resolution
162
Bibliography
Conoco, Teamwork - A Team Development Workshop, 1993
Conoco, Denver Refinery Communications Plan, 1994
Joiner & Associates, Inc., The Team Handbook - How to Use Teams to Improve Quality, 1998
Shonk, James H., Working in Teams - A Practical Manual for Improving Work Groups, 1982 Zander, Alvin, Making Groups Effective, 1994
163
Materials Needed for Training:

Flipchart VCR - for videos Markers and pencils Post-it notes Overhead projector Tape Handouts of scenarios for Coaching module Handouts of coaching inventory situations in coaching module
164

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Denver Refinery

High-Performance Team Training

Teams and Team Development

Objective & Expected Results

Initial Team Goals

Team Member Requirements

Source: Jonier & Associates, The Team Handbook, 1988.

What are some of the characteristics of an effective team?

Ingredients For a Successful Team

Module Team Charter

What is a Team Charter?

Components of a Team Charter

Example Team Charter

Team Charter Activity

To improve Process & Mechanical relations at Denver Refinery.

Team Charter Validation

Team Charter Validation ...

What does the validation process consist of?

How does validation usually go?

Objective & Expected Results

Why Have Meetings?

General Meeting Guidelines

Create Meeting Ground Rules

Create Guiding Principles

Activity: Create Guiding Principles

AGENDA Topic Presenter Time

AGENDA Topic Presenter Time

Agendas should include the following information:

Activity: Create a Sample Agenda

General Guidelines for Managing Meetings

Leader Facilitator Scribe Participant Timekeeper Process Observer

Source: Jonier & Associates, The Team Handbook, 1988.

Source: Conoco, Teamwork - A Team Development Workshop, 1993.

Source: Conoco, Teamwork - A Team Development Workshop, 1993.

Source: Conoco, Teamwork - A Team Development Workshop, 1993.

Process Observer Role

Typical Meeting Structure

Source: Jonier & Associates, The Team Handbook, 1988.

Source: Jonier & Associates, The Team Handbook, 1988.

Evaluate the meeting

Objective & Expected Results

Identifying & Developing Alternatives (Techniques/Methods)

Research & Surveys

When not to use?

Ways to Elicit Participation

Selecting Alternatives (Techniques/Methods)

Source: Jonier & Associates, The Team Handbook, 1988.

Nominal Group Technique

Activity: Practice Nominal Group technique

Source: Jonier & Associates, The Team Handbook, 1988.

Another way to look at consensus ...

Testing for Consensus

Nominal Group Technique

Decisions are made through vote

Members who do not vote for top idea may checkout

Decision can be made quickly

Group doesnt take part in decision

When not to use?

Commitment by group is necessary

Group supports leader Time is critical Group buy-in is necessary

Source: Jonier & Associates, The Team Handbook, 1988.

No Team Leader Decision Done

Brainstorming Research Survey