HSE LCIBA 8 June 2019 Chapter 11 Adaptive

Overview ÷ Adaptive Leadership Description ÷ A Model of Adaptive Leadership ÷ How Does Adaptive Leadership Work? ÷ Strengths, Criticisms, Application 2

Description ÷ Adaptive Leadership: ®Focuses on the adaptations required of people in response to changing environments ®Stresses the activities of the leader in relation to the work of followers in the contexts in which they find themselves ®Encourages effective change across multiple levels: self, organizational, community, and societal ®Framework developed largely by Heifetz and associates 3

Definition ÷ “The practice of mobilizing people to tackle tough challenges and thrive. ” ÷ Adaptive leaders: ® Mobilize-to organize or prepare something, such as a group of people for a purpose. ® Motivate ® Organize ® Orient ® Focus the attention of others 4

Incorporates Four Different Viewpoints ÷ Systems Perspective – Problems are complex with interconnected parts ÷ Biological Perspective – People develop and evolve by having to adapt to internal cues and the external environment ÷ Service Orientation – Leadership serves people by diagnosing their problems and prescribing possible solutions ÷ Psychotherapy Perspective – People adapt successfully when they face problems directly, distinguish between fantasy and reality, resolve internal conflicts, and learn new attitudes and behaviors 5

Subset of Complexity Leadership Theory ÷ 21 st century organizations have knowledge and information as core commodities rather than production of goods ÷ Theory includes administrative, adaptive, and enabling leadership ÷ Focuses on strategies that encourage learning, creativity, and adaptation in complex organizations 6

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Model of Adaptive Leadership ÷Situational Challenges 1. Technical : Problems that are clearly defined with known solutions that can be implemented through existing organizational procedures Example: Issues with newly adopted software at accounting firm. Manager has authority to address the problem, contact the software company, and have program modified to meet accountants’ needs. 8

Model of Adaptive Leadership ÷Situational Challenges 2. Technical and Adaptive: Challenges are clearly defined but do not have straightforward solutions. Leader and followers both tackle problem. Example: Hospital wants to change from traditional approach to care to a patient-centered culture. Administration can offer training on how to involve patients in their own care. Medical staff , patients, and families need to accept the change and learn how to implement it. 9

Model of Adaptive Leadership ÷Situational Challenges 3. Adaptive: Problems that are not clear- cut or easy to identify. Example: Hospice care and uncertainty for patients and families about how and when the patient will die. Many questions about the dying process, what the loss means, how to prepare for it and cope with it. 10

Model of Adaptive Leadership ÷Leader Behaviors 1. Get on the Balcony Stepping out of the fray and finding perspective in the midst of a challenging situation, while still staying connected. Moving back and forth as participant and observer. 2. Identify Adaptive Challenges Analyzing and diagnosing challenges. Distinguishing between technical and adaptive challenges. 11

Model of Adaptive Leadership ÷Adaptive Challenges ®Use adaptive leadership behaviors for adaptive challenges and technical leadership for technical challenges Technical: Can be fixed with leader’s own expertise and authority Adaptive: Value laden and stirs up people’s emotions 12

Model of Adaptive Leadership ÷Four Archetypes of Adaptive Change 1. Gap between espoused values and behavior When an organization espouses values that it doesn’t in reality support by its actions. Ex. Claiming to be familyfriendly but not providing flextime. 2. Competing commitments When an organization has numerous commitments and some conflict with each other. Ex. Wanting to expand services but cutting staff positions at the same time. 13

Model of Adaptive Leadership 3. Speaking the unspeakable When there are ideas or unpopular ideas or conflicting perspectives that people don’t dare to address. Example: People afraid to discuss the failing skills of an aged, but likable company owner. 4. Work avoidance Where people avoid addressing difficult issues by staying in their comfort zones or by using diversion. Example: Refusing to confront a skilled employee whose performance is slacking because he feels the company suffers from institutional racism. 14

Model of Adaptive Leadership ÷Leader Behaviors 3. Regulate Distress Helping others recognize the need for change but not become overwhelmed. Monitoring stress and keeping it within a productive range. a. Create a holding environment b. Provide direction, protection, orientation, conflict management, productive norms c. Regulate personal distress 15

Model of Adaptive Leadership 4. Maintain Disciplined Attention Encouraging people to focus on the tough work they need to do. Helping people address change and not avoid it. Avoidance = ignoring the problem, blaming the problem on authority or co-workers, attacking those who want to address the problem, pretending the problem doesn’t exist, working hard in areas unrelated to the problem 16

Model of Adaptive Leadership 5. Give the Work Back to the People Too much leadership and authority can be debilitating, decrease people’s confidence to solve problems on their own, and suppress their creative capacities. Leaders need to be attentive to when they should drop back and let the people do the work that they need to do. 6. Protect Leadership Voices from Below Being open to the ideas of people who may be at the fringe, marginalized, or even deviant in the group or organization. 17

Adaptive Work ÷ The process toward which adaptive leaders direct their work. ÷ Grows out of the communication between leaders and followers but is primarily the work of followers. ÷ Adaptive work is conducted in the holding environment. ÷ Followers are not submissive to leaders; they are the ones doing adaptive work 18

How Does Adaptive Leadership Work? ÷ Focus is on engaging individuals to do adaptive work ÷ Leaders support followers during changes in the environment ÷ Leader steps back from situation to gain fresh perspective. ÷ Leader decides whether challenges are technical or adaptive. ÷ If technical, leader uses authority and expertise to solve. ÷ If adaptive, leader uses several prescribed behaviors to move the adaptive process forward. 19

Strengths ÷ In contrast to other leadership theories, AL takes a process approach; leadership is a complex transaction between leaders and followers. ÷ AL is follower centered. Adaptive leaders mobilize people to engage in adaptive work. ÷ Helps followers deal with conflicting values that emerge in changing work environments. ÷ Prescribes useful leadership behaviors. ÷ Contributes concept of a “holding environment” as an integral part of the leadership process. 20

Criticisms ÷ Very little empirical research has been conducted to test the claims of theory. ÷ Model needs to be refined; relationships between factors need to be clarified. ÷ AL is too wide ranging and abstract. ÷ Doesn’t directly explain how AL incorporates a moral dimension. Unclear how doing adaptive work leads to socially useful outcomes. 21

Application ÷ On individual level, the model provides a conceptual framework to help us determine types of challenges and strategies for managing them. ÷ On organizational level, explains a variety of challenges. Widely used in nonprofits, faithbased organizations, and health care. 22

HSE LCIBA – 8 June 2018 Chapter 14: Team Leadership Peter G. Northouse, Leadership:

Overview ÷ Team Leadership Perspective ÷ Team Leadership Model ÷ Team Effectiveness ÷ Leadership Decisions ÷ Leadership Actions ÷ How Does the Team Leadership Model Work? 24

Descriptions and Perspectives ÷ Team ® Group of organizational members who are interdependent, share common goals, and coordinate activities to accomplish those goals ® Can meet face-to-face or be virtual ® “Team-based and technology enabled” = newer organizational structures ÷ Outcomes of Effective Teams ® Greater productivity ® More effective use of resources ® Better decisions and problem solving ® Better-quality products and services ® Greater innovation and creativity (Parker, 1990) 25

Descriptions and Perspectives ÷ Organizational culture needs to support employee involvement ® Heterarchy: fluid power shifting in teams ÷ Team leadership is process oriented ® How do teams develop critical capabilities? ® How do team leaders adjust to contingencies as they arise? ® How do leader actions promote task and interpersonal development? ÷ Shared or Distributed Leadership ® When members of the team take on leadership behaviors to influence the team and maximize team effectiveness 26

Team Leadership Model ÷ Model provides leader or designated team member with a mental model to help ®Diagnose team problems, and ®Take appropriate action to correct team problems ÷ Effective team performance begins with leader’s mental model of the situation ÷ Mental model reflects ®Components of the problem ®Environmental & organizational contingencies 27

Team Effectiveness 29

Team Effectiveness ÷ Clear, Elevating Goal ® Clear so that one can tell whether performance objective has been met ® Motivating or involving so that members believe it is worthwhile and important ÷ Results-Driven Structure ® Need to find the best structure to achieve goals • • Clear team member roles Good communication system Methods to assess individual performance An emphasis on fact-based judgments 30

Team Effectiveness ÷ Core Competencies ® Ability to do the job well ® Problem-solving ability ÷ Competent Team Members ®Components • Right number and mix of members • Members must be provided § Sufficient information § Education and training • Requisite technical skills • Interpersonal & teamwork skills ®Team Factors • Openness • Supportiveness • Action orientation • Positive personal style

Team Effectiveness ÷ Unified Commitment ÷ Teams need a carefully designed and developed sense ÷ ÷ of unity or identification (team spirit) Collaborative Climate Trust based on openness, honesty, consistency, and respect Integration of individual actions Teams contribute to collective success by ®Coordinating individual contributions ®Team leaders making communication safe ®Team leaders demanding and rewarding collaborative behavior ®Team leaders guiding the team’s problem-solving efforts ®Team leaders managing their own control needs 32

Team Effectiveness ÷ Standards of Excellence ® Regulated Performance § Facilitates task completion and coordinated action § Stimulates a positive pressure for members to perform at highest levels ® How Accomplished § Requiring results (clear expectations) § Reviewing results (feedback/resolve issues) § Rewarding results (acknowledge superior performance) 33

Team Effectiveness ÷ External Support and Recognition ® Regulated Performance ® Teams supported by external resources are § Given the material resources needed to do their jobs § Recognized for team accomplishments § Rewarded by tying those rewards to team members’ performance, not individual achievement 34

Team Effectiveness ÷ Principled Leadership influences team effectiveness through four sets of processes (Zaccaro et al. , 2001) § Cognitive - Facilitates team’s understanding of problems confronting them § Motivational - Helps team become cohesive & capable by setting high performance standards & helping team to achieve them § Affective - Assists team in handling stressful circumstances by providing clear goals, assignments, & strategies § Integrative - Helps coordinate team’s activities through matching member roles, clear performance strategies, feedback, & adapting to environmental changes 35

Leadership Decision 1 Should I Monitor the Team or Take Action? ÷ Leaders can ® Diagnose, analyze, or forecast problems (monitoring) or take immediate action to solve a problem ® Focus on problems within the group (internal) or which problems need intervention ® Make choices about which solutions are the most appropriate ÷ Effective leaders have the ability to determine what interventions are needed, if any, to solve team problems ÷ All members of the team can engage in monitoring ÷ Leaders differ in timing of taking action 36

37 SOURCE: Mc. Grath’s critical leadership functions as cited in “Leading Groups in Organizations, ” by J. R. Hackman and R. E. Walton, 1986, in P. S. Goodman & Associates (Eds. ), Designing Effective Work Groups (p. 76). San Francisco: Jossey-Bass.

Leadership Decision 2 Should I Intervene to Meet Task or Relational Needs? Task Maintenance Functions ÷ Getting job done ÷ Developing positive climate ÷ Making decisions ÷ Solving interpersonal problems ÷ Solving problems ÷ Satisfying members’ needs ÷ Adapting to change ÷ Developing cohesion ÷ Making plans ÷ Achieving goals Even more challenging in virtual teams 38

Leadership Decision 3 Should I Intervene Internally or Externally? ÷Leader must ®Determine what level of team process needs leadership attention: ®Use internal task or relational team dynamics, if • Conflict between group members • Team goals unclear ® Use external environmental dynamics, if • Organization not providing proper support to team 39

Leadership Actions ÷ Leadership Functions – performed internally or externally Internal Leadership Actions Task ®Goal focusing ®Structuring for results ®Facilitating decision making ®Training ®Maintaining standards External Leadership Actions Relational Environmental ®Coaching ®Collaborating ®Managing conflict ®Building commitment ®Satisfying needs ®Modeling principles ®Networking ®Advocating ®Negotiating support ®Buffering ®Assessing ®Sharing information 40

Internal Task Leadership Actions ÷ Set of skills or actions leader might perform to improve task performance: ® Goal focusing (clarifying, gaining agreement) ® Structuring for results (planning, visioning, organizing, clarifying roles, delegating) ® Facilitating decision making (informing, controlling, coordinating, mediating, synthesizing, issue focusing) ® Training team members in task skills (educating, developing) ® Maintaining standards of excellence (assessing team and individual performance, confronting inadequate performance) 41

Internal Relational Leadership Actions ÷ Set of actions leader needs to implement to improve team relationships: ® Coaching team members in interpersonal skills ® Collaborating (including, involving) ® Managing conflict and power issues (avoiding confrontation, questioning ideas) ® Building commitment and esprit de corps (being optimistic, innovating, envisioning, socializing, rewarding, recognizing) ® Satisfying individual member needs (trusting, supporting, advocating) ® Modeling ethical and principled practices (fair, consistent, normative) 42

External Environmental Leadership Actions ÷ Set of skills or behaviors leader needs to implement to improve environmental interface with team: ® Networking and forming alliances in environment (gather information, increase influence) ® Advocating and representing team to environment ® Negotiating upward to secure necessary resources, support, and recognition for team ® Buffering team members from environmental distractions ® Assessing environmental indicators of team’s effectiveness (surveys, evaluations, performance indicators) ® Sharing relevant environmental information with team 43

How Does the Team Leadership Approach Work? ÷ Focus of Team Leadership ÷ Strengths ÷ Criticisms ÷ Application 44

Team Leadership ÷ Model provides a cognitive map to identify group needs and offers suggestions on appropriate corrective actions ÷ Model assists leader in making sense of the complexity of groups and provides suggested actions to improve group effectiveness 45

Strengths ÷ Focus on real-life organizational group work; model is useful for teaching ÷ Provides a cognitive guide that assists leaders in designing and maintaining effective teams ÷ Recognizes the changing role of leaders and followers in organizations ÷ Can be used as a tool in group leader selection 46

Criticisms ÷ Model is incomplete. Additional skills might be needed ÷ May not be practical as the model is complex and doesn’t provide easy answers for difficult leader decisions ÷ Fails to consider teams that have distributed leadership, where team members have a range of skills, and where roles may change ÷ More focus required on how to teach and provide skill development in areas of diagnosis and action taking 47

Application ÷ Useful in leader decision making ÷ Can be used as a team diagnostic tool ÷ Video, a few simple guidelines: https: //www. youtube. com/watch? v=UQ JVx. Tk 4 fz. I 48

National/Societal Cultural Diversity and Team Performance: Defining Diversity ÷ Bailey and Cohen (1997) defined the team as a collection of individuals who are interdependent in their tasks, who share responsibility for outcomes, who see themselves and are seen by others as an intact social entity, embedded in one or more larger social systems and who manage their relationships across organizational boundaries (p. 241). 49

National/Societal Cultural Diversity and Team Performance: Defining Diversity ÷ Culture can be defined as the assumptions, values, and artefacts that are shared by the members of a group (society) (Schein, 1985). ÷ Multinational or multicultural teams can be defined as “a collection of individuals with different cultural backgrounds, who are interdependent in their tasks, who share responsibility for outcomes, who see themselves and are seen by others as an intact social entity embedded in one or more larger social systems, and who manage their relationships across organizational boundaries and beyond” (Halverson and Tirmizi, 2008). 50

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National/Societal Cultural Diversity and Team Performance ÷ Procedia - Social and Behavioral Sciences 235 ( 2016 ) 60 – 69 Available online at www. sciencedirect. com 1877 -0428 © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NCND license ÷ 12 th International Strategic Management Conference, ISMC 2016, 28 -30 October 2016, Antalya, Turkey Factors Affecting Multinational Team Performance Serhat Sağa *, Ramazan Kaynaka , Bülent Sezena a Gebze Technical University, Kocaeli, 41400, Turkey 52

÷ Matveev, A. V. , & Nelson, P. E. (2004). Cross cultural communication competence and multicultural team performance: Perceptions of American and Russian managers. International Journal of Cross Cultural Management, 4(2), 253 -270. 53

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Journal of Comparative International Management 2009, Vol. 12, no. 2, 73 -89 Cross-cultural Communication and Multicultural Team Performance: A German and American Comparison ÷ Steven W. Congden, University of Hartford, U. S. A. ÷ Alexei V. Matveev, College of Staten Island – CUNY, U. S. A ÷ David E. Desplaces, College of Charleston, U. S. A. 56

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