1. Leading and motivating a team
Diploma in Management (Level 5) Module G Day 1
Leading and motivating a team
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2. Introduction to the ILM Unit Effective teams and teamwork
Leadership styles
Effective teams and teamwork
Session A
agenda
The role of the leader
Team communication

3. Characteristics of an effective team
Shared commitment to common goals
High level of satisfaction from being part of a team
Awareness of each others strengths and skills
Capable of solving its own problems
A willingness to act
Produces high quality results

4. Team performance and effectiveness
In a well-run team, the overall performance is superior to that of individual efforts:
“The whole is greater than a sum of its parts”
In a poorly run team, the overall performance is worse than what would be obtained by linearly combining the contributions of many individuals

5. Being an effective HTA team member
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Potential
Team
Team Effectiveness
Performance
Impact
Working
Group
Real
High-Performance
Pseudo-Team
The Team Performance Curve
From: Katzenbach & Smith, The Wisdom of Teams:
Creating the High-Performance Organization
The figure and following quote are from Jon R. Katzenbach & Douglas K. Smith, The Wisdom of Teams: Creating the High Performance Organization. New York: HarperBusiness, 1993 by McKinsey & Company, Inc. Reprinted by permission of Harvard Business School Press.
1. Working group: This is a group for which there is no significant incremental performance need or opportunity that would require it to become a team. The members interact primarily to share information, best practices, or perspectives and to make decisions to help each individual perform within his or her area of responsibility. Beyond that, there is no realistic or truly desired “small group” common purpose, incremental performance goals, or joint work products that call for either a team approach or mutual accountablity.
2. Pseudo-team: This is a group for which there could be a significant, incremental performance need or opportunity, but it has not focused on collective performance and is not really trying to achieve it. It has no interest in shaping a common purpose or set of performance goals, even though it may call itself a team. Pseudo-teams are the weakest of all groups in terms of performance impact. They almost always contribute less to company performance needs than working groups because their interactions detract from each members’ individual performance without delivering any joint benefit. In pseudo-teams, the sum of the whole is less than the potential of the individual parts.
3. Potential team: This is a group for which there is a significant, incremental performance need, and that really is trying to improve its performance impact. Typically, however, it requires more clarity about purpose, goals, or work-products and more discipline in hammering out a common working approach. It has not yet established collective accountability. Potential teams abound in organizations. As our performance curve illustrates, when a team approach makes sense, the performance impact can be high. We believe the steepest performance gain comes between a potential team and a real team; but any movement up the slope is worth pursuing.
4. Real team: This is a small number of people with complementary skills who are equally committed to a common purpose, goals, and working approach for which they hold themselves mutually accountable...
5. High-performance team: This is a group that meets all the conditions of real teams, and has members who are also deeply committed to one another’s personal growth and success. That commitment usually transcends the team. The high-performance team significantly out performs all other like teams, and out performs all reasonable expectations given its membership. It is a powerful possibility and an excellent model for all real and potential teams.

6. Team basics (Katzenbach & Smith, 1999)
Performance results
Personal growth
Collective outputs
Commitment
Skills
Accountability

7. Skills Technical or functional skills
Problem-solving and decision-making skills
Interpersonal and communication skills
Potential for development
Team training
Internal coaching
Sharing
On-job learning

8. Commitment Clear, compelling purpose Specific, outcome-based goals
Common approach
Shared values and norms
Shared systems and processes
Shared time and space

9. Accountability
Size matters – large teams (over 15) dilute accountability and pose practical problems
Most of us need individual accountability, recognition and reward
But there must be collective accountability for team goals – this means collective buy-in

10. Being an effective HTA team member
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Emotional engagement
The highest performing teams have something extra and rare
When talking about it, members of high performing teams use terms like:
Dedication
True commitment
Mutual concern and trust
Love

11. Boeing code of co-operation
Being an effective HTA team member
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Boeing code of co-operation
EVERY member is responsible for the team’s progress and success
Attend all team meetings; be on time
Listen to & show respect for view of members
Criticize ideas, not persons
Use & expect constructive feedback
Resolve conflicts constructively
Always strive for win-win situations
Avoid destructive behaviour
Ask questions when you do not understand
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12. Boeing’s “team empowerment journey”

13. Attention to detail!

14. Being an effective HTA team member
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Values and norms
Result: team meetings are a waste of time
Norms: non-attendance; frequent disruptions
Value: team meetings are a waste of time
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15. Being an effective HTA team member
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Values and norms (2)
Norms are implicit and explicit rules of behaviour
Inevitable elements of group interaction, but they can be directed toward positive ends
The practice of discussing norms can be initiated
The issue of norming can be brought to conscious deliberation e.g. how will decisions be made? Majority? Consensus?
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16. Being an effective HTA team member
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How teams develop
Forming
Adjourning
Results
Norming
Performing
Storming
Time
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17. Role relationships & conflicts
Being an effective HTA team member
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Role relationships & conflicts
Source: Adapted from Miner, J.B., Management Theory, Macmillan (1971) p.47.
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18. Team maintenance
At various points in a team's history, there may be a need for team maintenance requiring various levels of intervention.
There are three levels of intervention.
Prevention (Zero level intervention) Set the teams up for success
Mild Intervention (Level one intervention)
Impersonal, done during formal team meeting
Private, non-meeting time conversation with the team
Strong Intervention (Level two intervention)
Private, non-meeting time confrontation with the team or with the individual(s)
Personal, on team time

19. When teams get stuck- the signs
Loss of energy or enthusiasm – “What a waste of time”
Sense of helplessness – “There’s nothing anyone can do”
Lack of purpose or identity – “We have no clue what this is all about”
Listless, unconstructive, and one-sided discussions without candour – “Nobody wants to talk about what’s really going on”
Meetings at which the agenda is more important than the outcome – “It’s all show and tell for the boss”
Cynicism, mistrust – “I knew this teamwork stuff was a load of crap”
Interpersonal attacks made behind people’s backs and to outsiders – “Dave has never pulled his own weight and never will”
Finger pointing at top management and the rest of the organisation – “If this is so important, why don’t they give us more resources”

20. Helping the team get unstuck
Revisit the basics
Go for small wins
Inject new information and approaches
Take advantage of facilitators and training
Change the team’s membership, including the leader

21. Belbin’s team roles
“What is needed is not well balanced individuals, but individuals who balance well with each other.”
Dr Meredith Belbin (2003), Team Roles at Work, Henley Management College

22. Team roles
“A tendency to behave, contribute and interrelate with others in a particular way.”
Action-oriented roles
Shaper, Implementer, and Completer-Finisher
People-oriented roles
Co-ordinator, Team-worker and Resource Investigator
Cerebral roles
Plant, Monitor-Evaluator and Specialist

23. Belbin’s ideal team One Co-ordinator or one Shaper One Plant
One Monitor-Evaluator
One or more
Implementer
Team worker
Resource Investigator
One Completer- Finisher

24. Action-centered leadership
John Adair’s model looks at what an effective leader needs to do
rather than the characteristics they need to display.
An effective leader addresses the needs of the
TASK
TEAM
INDIVIDUAL
TASK
TEAM
INDIVIDUAL

25. Action-centered leadership
An effective leader needs to allocate time to
meet the individual needs of each team member
keep the group working together
ensure the task is completed

26. Task completion Specify and agree objectives Allocate resources
Review progress
Evaluate performance
TASK
TEAM
INDIVIDUAL

27. Team maintenance Ensure key roles are filled by appropriate people
Build trust and inspire teamwork
Deal with conflict
Expand team capabilities
Facilitate and support
team decisions
TASK
TEAM
INDIVIDUAL

28. Individual needs Treat each member as an individual
Acknowledge different opinions,
work-styles and motivation
Encourage each
individual to contribute fully
Keep individuals informed
Provide development opportunities according to individual needs
TASK
TEAM
INDIVIDUAL

29. Individual motivation
Team analysis
Session B
Agenda
Annette Stephens
Review
Discretionary effort
What leaders can do
Individual motivation

30. Skill/will team assessment

31. Which of these are your top three motivators?
Being in control
Getting the
job done
Recognition
Social interaction
Making
money
Being part of something
Achievement
Helping others
Enjoyment
Security

32. Motivation – what the experts say (1)
People will regulate their effort based on how difficult they believe it will to be achieve what is being asked of them – Locke’s goal theory
Behaviour is driven by punishment and reward – Skinner’s behaviourism
People are driven by universal and instinctive needs, ranging from basic needs (food, water, safety) up to higher level requirements (belonging, self-esteem and self-actualisation) – Maslow’s hierarchy

33. Maslow’s hierarchy

34. Motivation – what the experts say (2)
Hygiene factors (pay, job security, working conditions) don’t motivate, but their absence can de-motivate – Herzberg
People’s performance at work is determined by how they are perceived and treated by managers – McGregor’s Theory X and Theory Y
A person’s choice of behaviour (the effort they exert) is based on their expectancy of consequences and they will more highly motivated if they believe there is a good chance of success and reward – Vroom’s expectancy theory

35. Expectancy theory

36. Motivation – what the experts say (3)
Most people are motivated either by their desire for achievement, power or belonging – McClelland’s 3 needs
Commitment to work (and an employer) is influenced by people’s feelings of how fairly they have been treated in comparison with others – Adams equity theory

37. Top 5 drivers of sustainable engagement
Source: Towers Watson 2012 Global Workforce Study
Leadership 1
Stress, Balance and Workload 2
Effective
Interested in employee well-being
Shows integrity
Manageable stress levels
Work and personal life balance
Adequate staffing
Goals and Objectives 3
Supervision 4
Treats me with respect
Encourages new ideas
Fairness and consistency
Supports career development
Understanding of key business goals and steps needed to reach them
Understanding of role contribution
Sustainable Engagement is…The intensity of employees’ connection to their organization, marked by committed effort to achieve work goals (being engaged) in environments that support productivity (being enabled) and maintain personal well-being (feeling energized)
The outcomes (employee productivity & retention) will suffer if any of the three components of sustainable engagement are lacking. So, if two employees have the same score on engagement but one has high energy & enablement, then the committed effort they give (as a result of engagement) will lead to greater productivity than the person with the same engagement score, giving the same level of committed effort but with low energy and enablement. This may cause their score on the engagement items to drop over time, but we would refer to that as them being less sustainably engaged (or becoming disengaged if they continue to score low on enablement & energy).
This is critical for two reasons:
Energy & enablement are each just as important as engagement in their own right regardless of whether they ever have any impact on engagement. if poor performance management leads to lower enablement we have a problem to deal with whether people have a high score on engagement or not. Orgs that only measure engagement miss that and will lose out to those with this superior view because they won’t address these performance sapping issues in a timely way.
Low scores in any of the sustainable engagement scores are effecting performance today, not in some distant future when someone finally becomes disengaged and quits trying or leaves the firm. So, I need to act now, not leave it and hope I get promoted to a different spot before the troubles appear or wait until I have more time and resources in a few years when the economy improves
Image 5
Organisation highly regarded
Ethical organisation

38. The Keep / Stop / Start Tool
“What do I or we need to KEEP doing, because it’s working?”
“What do I or we need to STOP doing, because it’s not working?”
“What do I or we need to START doing, because it will work better?”

39. What is feedback?
Stimulus
Response

40. What else gets in the way of feedback?
What else gets in the way of feedback?

41. Unease Avoid confrontation They won’t want to hear this
Avoid confrontation
They won’t want to hear this
No one ever gave me feedback
Not quite sure how to do it
I hate getting feedback myself
It won’t make any difference
Let’s first define them.
I’ll address some now and some in a little more detail later.
Not gigng feedback at the time you see it is compliit agreement with it. I.
Maybe this medical student doesn’t really need to know how to do a good abdominal exam yet.
And the number one survey say, rreason for not giging feedback is that there is not enough time.
would argue that it is a time save in the long run and in the short run it donesn’t take that much time

42. It’s not a part of our culture…
Although feedback is a part of many other professional cultures - including sports, dance, theatre - in which a certain performance is required, excellence is rewarded and teachers (caoshes or directors) help you attain that performance. It is not really a part of our culture
We certainly have the reinforcement and the evaluation but what of feedback?
The literature shows that our learners want it but feel that they generally do not get it.

43. The good old feedback sandwich
Praise
Criticism
Is it more palatable?
The problem here is that it really become s junk food.
The probme is that our learners are not involved in this sanwich delivery , we’re treatign them like a non thinking, rocket.

44. An alternative Ask Tell
Ask
Tell
An alternative is a different sandwich the orgins of which lie in the communication skills literature - ask-tell-ask is a model for givng patient information.
This feedback sandwich is easier to swallow because it involves a dialogue between patient—as well as between teacher and learner.

45. Ask Ask staff member to assess own performance first
Ask staff member to assess own performance first
What went well and what could have gone better?
Begins a conversation
Establishes level of insight/self-awareness

46. Tell Tell them what you observed: diagnosis and explanation
Tell them what you observed: diagnosis and explanation
React to the staff member’s own observation
Feedback on self-assessment
Include both positive and corrective elements
“I observed….”
Give reasons in the context of well-defined shared goals

47. Ask (again)
Ask about staff member’s understanding and strategies for improvement
What could you do differently?
Give own suggestions
Perhaps get them to demonstrate
Commit to monitoring improvement together