1. LEADERSHIP AND TEAM BUILDING Walter H. Gmelch Dean and Professor University of San Francisco School of Education whgmelch@usfca.edu

2. Leadership & Team Building The seminar on Leadership and Team Building will assist you to develop strong teams though seven key skills. Specifically, you will: 1. Experience the skills of effective teamwork though simulation; and 2. Develop strategies for effectively working together through: a. Shared leadership b. Open participation c. Department goals d. Constructive conflict e. Consensual decision making f. Supportive climate g. Faculty/staff development

3. United Farmers Imagine your team to be a real estate firm commissioned to purchase lands appropriate for grape culture for United Farmers, Inc. Ideally, such land should have adequate rainfall, fertile soil, gentle slope, and adequate subsoil drainage. Inadequate rainfall can be compensated for by irrigation wells. Infertile soil can be corrected by fertilizers and soil- building practices. Hilly land can be terraced. Inadequate drainage can be corrected by laying drainage pipes. However, such corrections are expensive, and United Wineries has told your firm that they will not purchase land which requires more than one such corrective program. They will be willing to stand the expense for correcting one deficiency but not two or more. For each section of land you find that meets United Wineries’ standards, you will receive $2,000 in commissions. (Such land will be represented on the Board by a green dot beneath the covering tab.) It will cost your firm $1,000 to investigate a section; i.e., to remove a tab in order to determine whether the land actually does not meet the standards of United Wineries. Teams of soil analysts and agricultural experts from Washington State University have been gathering information about the large geographical area represented by the game board. Their findings are not complete, but the maps they have prepared give your real estate firm some information about the area. Each of your members will be allowed to study and memorize one of eight maps which gives information about rainfall, soil fertility, subsoil drainage, or slope for some of the sections on the board. You must decide as a team which sections you wish to investigate. Remember, each investigation costs you $1,000. Each suitable section of land you find will pay you $2,000 in commissions from United Farmers. Questions? You now have several minutes to study and memorize your maps; then you must turn them in and work from your memory. Please do not use paper or pens.

4. United Farmers TEAM ASSIGNMENT: PURCHASE LANDS FOR GRAPE CULTURE LAND SHOULD HAVE:  Adequate rainfall  Fertile soil  Gentle slope  Adequate sub-soil drainage IF DEFICIENT, COMPENSATE BY:  Irrigation  Fertilizers  Terracing  Draining (These are expensive, so you can only correct one deficient condition) Findings of agriculture experts are not complete so there will be some information missing on some of the available plots. YOUR TASK: To discover and purchase as many suitable plots of land as possible without purchasing those that are not suitable.

5. Effective Teams Leadership Participation Decision Conflict Goals Climate Individual Development

6. Keys to a Productive Department  Walter H. Gmelch, Center for the Study of Academic Leadership, University of San Francisco\Keys to a Productive.doc Constructive Conflict Decision Making Professional Development LeadershipGoals

7. TUCKMAN MODEL Manager Influence RELATIONSHIPRELATIONSHIP FORM STORM NORM PERFORM Role Clarification Agreed Upon Procedures Peer Recognition Group/Team Influence TASKS Goals Mission Statement o o x x x o x Form Manager Directive Director Storm Manager Participation Referee Norm Manager Supportive Coach Perform Manager Consultative Mentor x – Team member o = Manager  W.H. Gmelch, CSAC, University of San Francisco/Tuckman model.doc xxx x x x xxxx xxxx xxxx x o xx x x

8. GROUP DYNAMICS TUCKMAN MODEL FORM STAGE Each individual reacts differently to meeting new people. This is the foundation where the team begins to form. People are seeking to find their place/role in this group. You will see some people sit back as casual observers while others dash in, taking charge. At this stage people are testing the water to share a little of themselves and find out about others. Observing a team at this stage, it will appear to be an effective operating unit, but it is only a fragile surface structure. Teams will revert back to this stage as new members are added to a team. STORM STAGE This is where alliances are formed and certain informal leaders emerge. As members begin to trust one another and are able to share their opinions and inner feelings, building takes place. This is the stage where the team decides how it’s going to operate. Conflicts will begin to occur at this stage. NORM STAGE Following successful growth from stage 2, at this stage the team has decided to work together. Interactive skills begin to be used effectively, respect for the individual contributions are growing. This is the stage where the team begins to tackle problems they see and plan ways to implement actions. The use of problem solving and the quality process are essential here. They begin to establish their own measure of success of each task. PERFORM STAGE At this stage, the team members develop rapport and closeness. You will see strong ties for each other. Informality is often observed of a team at this stage. There is a strong feeling that everyone is willing to accomplish whatever is in front of them. This is where the team has developed an assertive method of presenting their ideas and recognizing its success and members.

9. Effective Team Characteristics Collective Team Attitude Long term, future-oriented goals Established & Modified to give the best possible match between individual goals & department goals Commitment sought from all members of the department Short-term, changing, operational goals Little consideration given to individual or personal Imposed upon the group by the chair Traditional Department Climate A shared responsibility All faculty members feel responsible for contributing to the department goals Different members, because of their knowledge or abilities, act as “resource expert” at different times, thus the management roles change as the tasks of the department change Delegated by position Position determines influence Obedience to authority the accepted norm Power concentrated in authority positions Information openly shared with all staff and faculty Decisions reached by consensus All members usually in agreement with final results or outcomes, after all interested parties have been heard and understood Disagreements usually constructive to each common understanding and improve conceptual acceptance Information restricted or unavailable Decisions made by authority Those in opposition expected to “go along” even though in actual practice they often remain resentful Conflict and controversy viewed as positive and essential to the problem-solving process Disagreements may be frequent and candid but relatively comfortable Little evidence of personal attack; criticism is constructive and even supportive in nature Interests of all parties explored with collaborative search for common solution Conflict viewed as a destructive barrier to problem solving and is consciously ignored or suppressed Disagreements may be suppressed by the chair or “resolved” by a majority vote, which leaves a still unconvinced minority Criticism embarrassing and tension producing often leading to accommodation or compromise Emphasis on department position with little attention to the interests of conflicting parties Time and effort directed toward developing strong interpersonal relationships and building individual problem-solving skills Self-actualization encouraged for each individual team member through achievement of department performance goals Recognition based on individual contribution to department successes through informal feedback Emphasis on conformance to “organizational standards” and on group productivity Rewards and discipline tied to department productivity goals, with little attention to interpersonal relationships to individual skill development Walter H. Gmelch, Center for Academic Leadership/University of San Francisco.doc Goals Management Decision Making Conflict Professional Development

10. WHAT MAKES A TEAM WORK? 1. Common agreement on high team expectations 2. Commitment to common goals 3. Honest and open communication 4. Common access to information 5. Climate of trust 6. Feeling of being influential 7. Support for decisions 8. Win-win conflict management 9. Focus on process and results  Adapted from W.D. Hitt, The Leader-Manager.

11. Portrait of an Effective Department A supportive climate Frequent Interaction Toleration of differences Generational equity Workload equity Evaluation of teaching Balanced incentives Effective leaders Stanford Institute for Higher Education Research

12. THE SEVEN S’s 1. Strategy (mission statement) 2. Structure (organizational structure) 3. Systems (control systems) 4. Staff (personnel support) 5. Style (leadership quality) 6. Skills (training and development) 7. Superordinate Goals (unity of purpose)