discovering the “me” in teams!

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Discovering the “ME” in TEAMS!

D. Junell Scheeres, MA, BS, CSSBBVHA’s Consulting Services

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The Team Journey

• The Traditional View of Teams

• When Teams Work

• When Teams Don’t Work

• Models of Team Development

• Ways to Enhance Team Performance

• Discover the “ME” in TEAMS

• Leading the Team to Success: Coaches & Facilitators

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Traditional View of Teams

• There are no “I’s” in TEAM

• Consensus = Success

• Two or More People = Team

• A Team is a Team

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Challenging the Traditional View of Teams

• There are no “I’s” in TEAM…• In fact, there are MANY I’s bringing value to the TEAM

Individual perspectiveIntellectual capitalInvestment in time, talent and resourceInspirational thoughts

•Intentional effort is needed to capitalize on these contributions

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Consensus = Success

Team performance is the key

Set up teams to achieve

Decide on how to decide

Not all decisions need a team perspective- don’t hide behind a team to make tough decisions

(Katzenbach & Smith, 1993)

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• Consensus vs. Collaboration• Depends on trust and interdependence • Tough to achieve

Moves the team from individual accountability to mutual effectivenessMust be earned and demonstrated repeatedlyHave to adjust attitudes and change actionsReal teams learn to use frank and open communication to deal with concerns


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• Groups vs. Teams

• All teams are created equal

• Essential characteristics distinguish groups from teams

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Types of Teams

Working GroupNo collective work product requiring joint effort

Rely on sum of ‘individual bests’

Delineates individual roles and responsibilities

Doesn’t need to become a team

Pseudo-TeamCould be a need or opportunity

Is not really trying to achieve collective performance..has no interest in a common purpose


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Types of Teams cont’d

Potential Team

Lacks discipline and direction

Trying to improve its performance impact

Needs clarity

Real Team

Has complementary skills

Equally committed to purpose, goals & approach

High-Performance Team/Learning Team

Meets all conditions of Real Teams

Deeply committed to one another’s growth and success(Katzenbach & Smith, 1993)

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What Is a “Learning” Team?

• Dedicated group

• Self-directed

• Shared challenging goals

• Task-focused

(D’Andrea-O’Brien & Buono, 1984)

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Discovering the ‘ME’ in TEAMS

Meaningful

Measured

Multiply

Magnify

Masterfully

Effectiveness

Excellence

Excitement

Easefulness

Educates

(Scheeres, 2003)

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When Teams Work: Team Basics

Small Number of People…..12-ish or less

Complementary Skills..or at least the potential

Technical and Functional

Problem solving and decision making

Interpersonal

Committed to common purpose and goals


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When Teams Work

• Teams outperform individuals

• Teams are challenged• Real teams are deeply committed to their purpose,

goals & approach.• High-performance teams are also very committed

to one another• Teams focus on performance and basics rather

than on “becoming a team”

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When Teams Work

Committed to a common approach

How will they work together?

Unique processes for energizing & supporting

Hold themselves mutually accountable

Comes from commitment and trust within the group


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When Teams Work: Team Basics

PerformanceResults

Collective Work

Products

PersonalGrowth

ProblemSolving

Small # of People

Specific goalsInterpersonal

Technical/function

Individual

Mutual

Meaningful purpose

Common approach

ACCOUNTABILITYSK

ILLS

COMMITMENT


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The Team Performance Curve

Pseudo-team

Workinggroup

Potentialteam

Real team

High-performanceteam

TEAM EFFECTIVENESS

PER

FOR

MA

NC

E IM

PAC

T


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When Teams Work

Understand group dynamics

Forming

Storming

Norming

Performing

Adjourning

(Pande, 2002; Swenson, 2000)

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When Teams Work

Common behaviors demonstrated by learning teams: Theme- oriented: Rally around a theme that conveys meaning, purpose & identity

Enthusiasm & energy level: Work hard, play hard

Event-driven histories: Use stories to propel performance

Personal commitment: Grow each other

Performance results: The cause and effect of this kind of team


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When Teams Don’t Work

The Five Dysfunctions of a Team:

Absence of trust

Fear of conflict

Lack of commitment

Avoidance of accountability

Inattention to results

(Lencioni, 2002)

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When Teams Don’t Work

Why Teams Fail:

Wrong type of team

Leaders don’t relinquish control to the team

Lack of clarity of what constitutes a team

Goals are handed to the team members

Lack of respect for cultural differences

(Warner, 2002)

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Ways to Enhance Team Performance

• Understand the function of a team

• Create an environment for team success

• Foster a learning-oriented culture

• Provide a roadmap for success

• Bring out the best in a team

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Create a Successful Team Environment

• Create a learning-oriented culture

• Build teams that require innovation or paradigm shift

• Value individual & collective strengths

• Enhance self-knowledge & self-mastery

• Organizational leadership responsibility to set the tone


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Foster a Learning-Oriented Culture

Key attributes:

System supports learning

Encourages risk taking

Reduces fear of criticism

Reinforces learning through use of ground rules


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Provide a Roadmap for Success

Establish a team charter

Everyone on same page

Articulate catalyst for change

Set parameters

Identify potential risks and barriers

Identify milestones

(Pande et al, 2002; Swenson, 2001)

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Elements of an effective charter

Purpose

Scope

Team members

Goal measurements

Stakeholders

Project timeline

(Pande et al, 2002; Drach-Zhavy, 2001)

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Phase 1: June 1 – June 15, 2003Phase 2: June 16 – July 31, 2003Phase 3: August 1 – August 25, 2003Final Report: August 31, 2003

Purpose: Improve turnaround time Scope: Outpatient MRI Diagnostic Reports

Measurable Outcomes:

Participating Team Members:

Team Charter for Improving Report Turnaround Time

Susie Queue - Work center AFred Smith - Work center BGeorge Allen – Work center B

Ground Rules:• Participate in team activities• Be a good listener• Keep an open mind• Offer constructive suggestions• Complete assignments on time• Encourage each other

Begin: June 1, 2003 End: August 31, 2003

• Time from diagnostic test to dictation• Time from dictation to transcription• Time from transcription to distribution• Time from distribution to receipt• MD satisfaction with service

Physician satisfaction has declined 15% between 2002 and 2003. One of the primary reasons cited includes excessive delays in receiving timely diagnostic reports. Physician referral rates have also declined during this same time period. Improved physician satisfaction will result in higher likelihood of being used as a referral diagnostic site. Improving physician relationships is a key strategic goal.

Referring PhysiciansMedical CenterPatients

Stakeholders:

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Teams Need Structure

Phase I – Assess/Recommend

Phase II – Design/Build/Plan

Phase III - Implement

Phase IV - Evaluate

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

WeeksProject Phase

Example: Project Timeline

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Select team members purposefully

Motivated to meet team objectives

Equipped with complementary skills and expertise

Bring diversity of backgrounds

Accept membership role

(Pande et al, 2002; Magney, 1996)

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Bring Out the Best in a Team

Foster cooperative learning

Structured interdependence yields:

Better interpersonal relationships

Better mental attitudes

Increased productivity

Increased achievement

(Magney, 1996)

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Build on strengths

Individual and group strengths

Know yourself

Have a vision

Have a passion

Take risks

Share with others

(Bender, 1999; Brodt, 2001)

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Manage stress

Anticipate potential

Direct positive stress

Manage time

Reach maximum physical & mental potential

(Pihulyk, 2001; Strickland & Galimba,2001)

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Summary of success strategies:

Teams need structure

Teams benefit from the free exchange of ideas

Learning teams operate best where trust is fostered and diversity is valued

SUCCESS is contagious!

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Coaching Your Team to Success!Coaching Your Team to Success!

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Qualities of a Team Leader

Knows the goal is team performance resultsActs to clarify purpose & goalsBuilds commitmentStrengthens skillsRemoves obstaclesCreates opportunities for othersBelieves they cannot succeed without the combined contributions of all members


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Activities of a Team Leader

Believes in their purpose and their peopleWorks to build commitment and confidenceEncourages people to take risksChallenges team members by shifting rolesManages outside relationshipsProvides learning opportunitiesDoes real workNever blames and never allows individuals to fail


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Requirements of a Leader

Working knowledge of technical issues

Skilled in group process

Willingness to ‘manage the outside’

Knows how to help establish a mission

Assertiveness to obtain resources

Ability to protect the team

Willingness to change and adapt

Has a sense of humor

(Warner, 2002)

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What Does A Facilitator Have to Do to Increase the Odds of Success

of the Team?

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PARTNER WITH AND COACH THE

TEAM LEADER!!!

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Partnering with the Team Leader

• Plan and Assess Team Needs

Meet and determine the ‘correctness’ of the team

• Project Management - Supply the Tools

Project plan, Gantt chart, measurements

• Coach for Competencies

Honest assessment

Open discussion

Provide training materials…articles, books, videos

Debrief meetings and provide feedback (Katzenbach & Smith, 1993)

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Plan and Assess with Your Team Leader

• Small in Number

Can the team be convened easily & quickly?

• Adequate Levels of Complementary Skills

Are all 3 categories of skills represented?

• Truly Meaningful Purpose

Do members feel it is important, if not exciting?


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Plan and Assess with Your Team Leader

• Specific Goals

Are they clear, simple and measurable?

• Clear Working Approach

Open interaction, fact-based, & results-oriented?

• Sense of Mutual Accountability

Do all members feel responsible for all goals?


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Project Management and Tools

• Assign team roles

• Use well planned agendas

• Develop team ground rules/norms

• Use facilitation skills

Parking lot lists

Continuous revisiting of goals and measurements

Round robins for input

Gate keeping for equal voices

Regrouping to stay focused

Individual feedback

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Use Facilitation Skills- Thinking Hats Exercise

Green Hat - group can only discuss new possibilities and potentials with a new idea

Yellow HatYellow Hat - group can only discuss advantages and benefits of the idea

Purple Hat - group can only discuss negatives of the idea

White HatWhite Hat - group can only consider information needed before decisions can be made

Red Hat - group can only explore feelings and reactions to the new data

Blue Hat – Controls other hats- facilitates discussion(DeBono,1985)

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Coach Your Leader for Competencies

• Have a standing meeting set with team leader

• Follow two-part agenda

Project management details

Work on a specific competency

Align the competency to the team’s progress

Beginning = clarifying goals, assessing skills

Established = enabling people to take risks

Obstacles = problem solving to break through

Throughout = teach how not to blame and judge

Push for constant communication

Internal to the group, External up and down

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Colin Powell on Leadership

"Being responsible sometimes means pi__ing people off. It’s inevitable if you’re honorable. ”

“Don't be buffaloed by experts and elites.”

"Don't be afraid to challenge the pros, even in their own backyard.“

"Never neglect details. When everyone's mind is dulled or distracted the leader must be doubly vigilant.“

“Perpetual optimism is a force multiplier.”

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"Organization doesn't really accomplish anything. Plans don't accomplish anything, either. Theories of management don't much matter. Endeavors succeed or fail because of the people involved.”

"Organization charts and fancy titles count for next to nothing.“

"The commander in the field is always right and the rear echelon is wrong, unless proved otherwise.“

“Don’t take counsel of your fears or nay-sayers.”

Colin Powell on Leadership

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Bender, P., U. (1999). Lead from within. Canadian Manager. 26(1), 14, 2p. Retrieved

July 18, 2003, from EBSCO host database.

Brodt, S. & Thompson, L. (2001). Negotiating Team: A Level of Analysis Approach. Group

Dynamics, p.208-219. Retrieved July 18, 2003, from EBSCO host database.

D’Andrea-O’Brien, C., & Buono, A.F. (1984). Building effective learning teams: Lessons from

the field. S.A.M. Advanced Management Journal. 61(3), ISSN: 0749-7075. Retrieved

July 18, 2003, from EBSCO host database.

DeBono, E. (1985). Six Thinking Hats. New York: Little Brown & Company.

Drach-Zahavy, A., (2001). Understanding team innovation: The role of team processes and

structures. Group Dynamics, 5 (2), 111-123. Retrieved July 18, 2003, from EBSCO

host database.

Katzenbach, J.R. & Smith, D.K. (1993). The wisdom of teams: Creating the high-

performance organization. Boston: Harvard Business School Press

Lencioni, P. (2002). The five dysfunctions of a team: a leadership fable. San Francisco:

Jossey-Bass

References

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References

Magney, J. (1996). Teamwork and the need for cooperative learning. Labour Law Journal. p.564-570. Retrieved July 17, 2003 from EBSCO host database.

Pande, P.S. Neuman, R.P., & Cavanagh, R.R. (2002). The Six Sigma Way Team Fieldbook. New York: McGraw-Hill.

Parker, Glenn, M.(2002). Cross Functional Teams. San Francisco: Jossey-Bass.

Pihulyk, A. (2001). Stress - obstacle or opportunity? Canadian Manager. 26(2), 24. Retrieved July 18, 2003, from ProQuest database.

Powell, C. & Persico, J.E. (1995). My American Journey. New York: Ballantine Books.

Strickland, O.J. & Galimba, M. (2001). The Journal of Psychology. 135. 357-367. Retrieved July 18, 2003, from ProQuest database.

Swenson, C. (Ed.).(2001). Tools for Teams. Boston: Pearson Custom Publishing.

Warner, M. (2002). Associate Professor, James Madison University. Team Dynamics.

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