Leading and Developing High Performing Teams: Larry D. Coble

Leading and Developing
High Performing Teams
Larry D. Coble
School Leadership Services
Tree
Shoe
Car
Rock
Glass
Fish
Sky
Hen
Ball
Jump
Larry D. Coble, School Leadership Services
Tree
Shoe
Car
Rock
Glass
Fish
Sky
Hen
Ball
Jump
List three characteristics of a person you trust.
Develop a definition of team trust.
Work
Group
Independent
Team
High
Performing
Team
Interdependent
Shared Goals
Shared
Accountability
Teams vs. Traditional Organization
Organizational structure is flat rather than

layered.
Team is responsible for whole
processes/multiple tasks.
Administrators coach, advise, facilitate.
Teams are accountable for planning, controlling,
improving their work.
Leadership is shared.
Information is shared.
Rewards become team based.
Training Content for Teams
Understanding group dynamics (selfunderstanding)

Listening
Giving/receiving feedback
Reacting constructively to others ideas
Valuing individual differences
Conflict management
Problem-solving
Decision-making
Perceptions
Good
Ne w s
Abou
t Tea
ms!
76% - Teams improved employee morale.

62% - Teams improved management morale.
80% - Teams contributed to increased
profits.
90% - Teams have improved the quality of
products and service.
85% - Teams have improved level of
customer service.
81% - Teams have improved productivity.
A Team Is
What images come to mind when you

hear the word Team?
10
A Team Is
a group of individuals who work together to produce

products or deliver services for which they are mutually
accountable.
-- Mohrman et al.
a small number of people with complementary skills

who are committed to a common purpose, performance
goals, and approach for which they hold themselves
mutually accountable.
-- Katzenbach and Smith
two or more people who must coordinate their

activities to accomplish a common goal.
-- Shonk
11
Identify the kinds of teams that exist in

your school/district or organization.
12
Teams vs. Groups
Teams generally have a stronger sense of

identification among their members than do
groups.
Teams have common goals or tasks, which may
range from the development of a new product to
an athletic league championship.
Task interdependence typically is greater with
teams than with groups.
Team members often have more differentiated
and specialized roles than group members.
13
Group Norms
are the informal rules groups adopt to regulate
and regularize group members behaviors.
Although norms are only infrequently written down
or openly discussed, they nonetheless often have
a powerful and consistent influence on behavior
(Hackman, 1976).
14
Group Norms
do not govern all behaviors, just those a group
feels are important. Norms are more likely to be
seen as important and apt to be enforced if they
facilitate group survival;

simplify or make more predictable what behavior is
expected of group members;
help the group avoid embarrassing interpersonal
problems; or
express the central values of the group and clarify what
is distinctive about the groups identity
(Feldman, 1984)
15
8 Key Characteristics
Clear vision
Ac
Tas
c
High performance standards om
k
plis
Leaders take stock
hm
en
t
Leaders assess the technical skills
Leaders secure resources and equipment
Planning and organizing
High levels of communication Inter
pe r
s on
Minimized interpersonal conflict
a
16
Team Development
Wheel
0
11
Stage Four
10
Performing
Mature Closeness
Resourceful
Flexible
Open
Effective
Close and Supportive
Forming
Testing
Polite
Impersonal
Watchful
Guarded
Stage One
8
Stage Three
Norming
Getting Organized
Storming
Infighting
Developing Skills
Establishing
Procedures
Giving Feedback
Confronting Issues
Controlling Conflicts
Confronting People
Opting Out
Difficulties
Feeling Stuck
Stage Two
(Tuckman, 1965)
17
Adapted from: SERVE,
Leadership for Collaboration, 1994.
Stages of Team Development
Forming
Storming
Conflict with members, leader, and task
Norming
Dependent on leader
Concern about clarity of task
Cohesiveness
Shifting leadership
Performing
Interdependency
Creativity
High Productivity
18
Principles for
Effective Teamwork
All team members share responsibility for the team.

The entire team should support team decisions.
Use methods that allow as many of the team members
to participate as possible.
Be flexible in rules, agenda, and in all procedures.
Cut down the threat to individual members.
Evaluate team progress continually.
Be conscious of the importance of the roles you and
each team member play.
Let the team be active.
19
Get Off to a Good Start

Authority
Norms
Task
Structure
Group
Boundaries
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R.

Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996. P. 349.
20
Exercise:
Parker Team Player
Style Inventory
21
Team Player Styles
Contributor
Collaborator
Communicator
Challenger
22
Team Building Video
23
Exercise:
Assessing Organizational
Readiness for Teams
24
Exercise:
Employee Involvement:
Where Does the School System
Stand Now?
25
Team Effectiveness
Leadership Model
A mechanism to first identify what makes

a team effective and then point the leader
either toward the roadblocks that are
hindering the team or toward ways to
make the team even more effective than it
already is.
26
A Sample of Teams Observed
Surgical teams
Space Shuttle processing
teams
Top management teams
Product development
teams
Covert intelligence teams
Dental teams
Satellite launch teams

Athletic teams
Ad hoc teams
B-1 and B-52 bomber
crews
Military transport teams
Hyperbolic engine
maintenance teams
27
You Need a Team When

You have an ambiguous, complex task
with a common goal [not for a routine
task].
It is a situation where differentiated roles
are required [different people needed to
do different things].
You need input from multiple perspectives
[interdependence is required for success].
28
Environment
Environment
Industry
TA
SK
Organization
Group Formation
S
M
R
O
N
TEAM
at work
BO
AU
TH
OR
ITY
Y
R
A
D
UN
ORGANIZATIONAL SHELLS
29
What Distinguishes a High-Performing

Team from a Regular Team?
Significant task
Good leadership
Commitment
Clear mission
Think/Act creatively
Relationships
Recognize each
others expertise
Sense of individual
satisfaction
Synergy
Adapted from Leadership Enhancing the Lessons of Experience.

R. Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd
ed. 1996.
30
Work
Group
Independent
Team
Interdependent
Shared goals
Shared
accountability
High
Performing
Team
Significant task
Good leadership
Commitment
Clear mission
Think/Act
creatively
Relationships
Recognize each
others expertise
Sense of
individual
satisfaction
Synergy
31
Systems Theory
INPUT
PROCESS
OUTPUT
Adapted from Leadership Enhancing the Lessons of Experience. R.

Hughes, R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed.
1996.
32
Systems Theory for Teams

INPUT
PROCESS
OUTPUT
Team
Resources
and
Context
Team
Process
Team
Effectiveness

1996.
33
Traditional Focus for Intervention

INPUT
PROCESS
OUTPUT
Team
Resources
and
Context
Team
Process
Team
Effectiveness

1996.
34
Exercise:
At your table groups, tell one another, in

round robin fashion, a story about the
BEST team of which you have ever been
a part.
35
Exercise:
The listeners are to search for the
characteristics that made these teams
successful.
Jot these characteristics down
individually.
Compare notes and develop a consensus
listing of characteristics of successful
teams.
36
Leaders Impact on Teams

Research on effective and ineffective teams shows some
teams work remarkably well and some dont work at all.
Why?
The leader is a powerful factor.
Some are great.
Some you cant stand to be around.
You can tell the difference between good
ones and bad ones, and its mostly by gut
feel.
It takes 8 seconds to 5 minutes to size
em up.

1996.
37
Exercise:
Go back to the Best Team of which
youve ever been a part.
Describe the BEHAVIOR of the leader(s).
38
Team Leadership
The Team Leaders job is to create

conditions for the team to function
effectivelymust give enough information
about the task(s)not too little or too
much.
39
Team Leadership
Team Leadership is a front-loading

opportunity: taking the time to clarify
tasks, goals, and roles UP FRONT
creates an environment for effective
teamwork.
40
Effective Leaders of High Performing Teams

Do These 4 Behaviors All the Time:
1. Spend time up front
creating the team.
2. Learn from mistakes.
3. Stay calm when the going
gets rough.
4. Develop team members
through effective coaching.
41
Norms
Norms: Unwritten, but very powerful,
rules of behavior
Team Leader should get two or three very
important and powerful norms in place at
the beginning.
42
Authority Continuum
LaissezFaire
Democratic
Autocratic
Empowerment
Totalitarian
Anarchy
Democratic to Autocratic is where effective

leadership occurs.

1996.
43
Team Leadership is Situational

Autocratic
Autocratic team leadership is the best style in

a CRISIS.
A crisis is the only time autocratic team
leadership is more effective than democratic.

1996.
44
Democratic
Autocratic
During the first meeting, the Team Leader

should demonstrate the whole range of
styles -- from Democratic to Autocratic.

1996.
45
Design
n
Direct
io
ment
INPUT
Team
Resources
and
Context
p
Develo
Team Leadership
am
e
t
ng
i
r
o
is
t
i
s
n
s
o
e
n
M
e
t
v
o
i
t
n
c
effe ement
.
ag
p
i
n
h
a
s
m
er
d
a
e
l
PROCESS
OUTPUT
Team
Process
Team
Effectiveness

1996.
46
VISION
TEAM LEADERSHIP
Direction
Development
Design
Environment
Industry
Organizational Inputs
Feedback on team effectiveness
Feedback
O-1 Reward Systems

O-2 Education Systems
O-3 Information Systems
O-4 Control Systems
Team Design
Process Criteria
T-1 Task
T-2 Composition
T-3 Norms
P-1 Effort
P-2 Knowledge & Skills
P-3 Strategy
T-4 Authority
P-4 Group Dynamics
I-1 Interests / Motivation

I-2 Skills / Ability
I-3 Values / Attitudes
Pot
e
nc y
Self-efficacy
Outcome acceptable to client

Future capability of team
Individual satisfaction
Material Resources
Feedback
Feedback
Individual Inputs
Team Effectiveness
I-4 Interpersonal Behavior
Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes,

R. Ginnett, G. Curphy. Irwon Book Team, Chicago. 2nd ed. 1996.
47
Outputs
A team is effective if:
its productive output (goods, services, decisions)
meets the standards of quantity, quality, and
timeliness of the people who use it;
the group process that occurs while the team is
performing its task enhances the ability of the
members to work together as a team in the future;
and
The team experience enhances the growth and
personal well-being of the individuals who comprise
the team.
Adapted from: Groups that Work

(and Those that Dont).
Hackman, 1990.
48
One Application of the Model:

The model can help if you want to assist teams in
organizations that are already underway and
are having some difficulty.
Diagnosis
Leverage Points
49
Is Effort a Problem?
O-1 Reward Systems

O-4 Control Systems
Team Design
T-1 Task
T-2 Composition
T-3 Norms
T-4 Authority
Process Criteria
P-1 Effort
P-3 Strategy
P-4 Group Dynamics
Individual Inputs
I-1 Interests/Motivation

50
Is There a Lack of Knowledge

and Skills?
O-1 Reward Systems

O-4 Control Systems
Team Design
Process Criteria
T-1 Task
P-1 Effort
T-2 Composition
T-3 Norms
T-4 Authority
P-3 Strategy
P-4 Group Dynamics
Individual Inputs


51
Is There a Problem with the

Teams Strategies?
O-1 Reward Systems


O-4 Control Systems
Team Design
Process Criteria
T-1 Task
T-2 Composition
P-1 Effort
T-3 Norms
P-3 Strategy
T-4 Authority
P-4 Group Dynamics
Individual Inputs


52
Team Leader Responsibilities
Monitors organizational inputs and creates additional

control systems, if necessary;
Designs the team and gives direction regarding their
task and how they will work together;
Develops the teams process of working together;
Uses feedback from the customer to improve team
effectiveness and gives feedback to individuals on their
performance as team members;
Diagnoses problems by watching the team work and
then looking at inputs for causal factors.
53
Effective Leaders of High Performing

Teams Develop Team Members By:
Empowering the team through the sharing of

both responsibility and accountability and
through the evaluation of individual members of
the team as well as the whole team.
Ensuring that a teams tasks are consistent with
the vision, mission, and goals of the
school/district or organization.
Providing professional growth opportunities that
are aligned with the overall school plan and with
the tasks the team is being asked to undertake.
54
Exercise:
Describe your vision for your work
team.
55
Exercise:
Team Performance
56
Back Home Applications
How will I foster and encourage

TEAM DEVELOPMENT for continuous
improvement in my school/district or
organization?
57
Exercise:
Wilderness Survival
58

Leading and Developing High Performing Teams: Larry D. Coble

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Leading and Developing High Performing Teams: Larry D. Coble

Загружено:

Авторское право:

Доступные форматы

Leading and Developing

High Performing Teams

Larry D. Coble, School Leadership Services

List three characteristics of a person you trust.

Develop a definition of team trust.

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

Teams vs. Traditional Organization

Organizational structure is flat rather than

Larry D. Coble, School Leadership Services

Training Content for Teams

Understanding group dynamics (selfunderstanding)

Larry D. Coble, School Leadership Services

76% - Teams improved employee morale.

Larry D. Coble, School Leadership Services

What images come to mind when you

Larry D. Coble, School Leadership Services

a group of individuals who work together to produce

a small number of people with complementary skills

two or more people who must coordinate their

Larry D. Coble, School Leadership Services

Identify the kinds of teams that exist in

Larry D. Coble, School Leadership Services

Teams vs. Groups

Teams generally have a stronger sense of

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

facilitate group survival;

help the group avoid embarrassing interpersonal

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

Stages of Team Development

Conflict with members, leader, and task

Larry D. Coble, School Leadership Services

All team members share responsibility for the team.

Larry D. Coble, School Leadership Services

Get Off to a Good Start

Adapted from Leadership Enhancing the Lessons of Experience. R. Hughes, R.

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

Team Player Styles

Larry D. Coble, School Leadership Services

Team Building Video

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

A mechanism to first identify what makes

Larry D. Coble, School Leadership Services

A Sample of Teams Observed

Larry D. Coble, School Leadership Services

Satellite launch teams

You Need a Team When

Larry D. Coble, School Leadership Services

What Distinguishes a High-Performing

Larry D. Coble, School Leadership Services

Adapted from Leadership Enhancing the Lessons of Experience.

Larry D. Coble, School Leadership Services

Larry D. Coble, School Leadership Services

Adapted from Leadership Enhancing the Lessons of Experience. R.

Systems Theory for Teams

Larry D. Coble, School Leadership Services