Leading and motivating a team Introduction to the

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Leading and motivating a team

Leading and motivating a team

Introduction to the ILM Unit Leadership styles Session A agenda The role of the

Introduction to the ILM Unit Leadership styles Session A agenda The role of the leader Team communication Effective teams and teamwork

Characteristics of an effective team l Shared commitment to common goals l High level

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

Team performance and effectiveness l In a well-run team, the overall performance is superior

Team performance and effectiveness l 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” l In a poorly run team, the overall performance is worse than what would be obtained by linearly combining the contributions of many individuals

Team basics (Katzenbach & Smith, 1999) Performance results s ill Sk bi ta un

Team basics (Katzenbach & Smith, 1999) Performance results s ill Sk bi ta un co Ac lit y Collective outputs Commitment Personal growth

Skills l Technical or functional skills l Problem-solving and decision-making skills l Interpersonal and

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

Commitment l Clear, compelling purpose l Specific, outcome-based goals l Common approach – Shared

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

Accountability l Size matters – large teams (over 15) dilute accountability and pose practical

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

Emotional engagement l The highest performing teams have something extra and rare l When

Emotional engagement l The highest performing teams have something extra and rare l When talking about it, members of high performing teams use terms like: – – Dedication True commitment Mutual concern and trust Love

Boeing code of co-operation – EVERY member is responsible for the team’s progress and

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

Boeing’s “team empowerment journey”

Boeing’s “team empowerment journey”

Attention to detail!

Attention to detail!

Values and norms Result: team meetings are a waste of time Norms: nonattendance; frequent

Values and norms Result: team meetings are a waste of time Norms: nonattendance; frequent disruptions Value: team meetings are a waste of time

Values and norms (2) l Norms are implicit and explicit rules of behaviour l

Values and norms (2) l Norms are implicit and explicit rules of behaviour l Inevitable elements of group interaction, but they can be directed toward positive ends l The practice of discussing norms can be initiated l The issue of norming can be brought to conscious deliberation e. g. how will decisions be made? Majority? Consensus?

How teams develop Forming Adjourning Results Norming Performing Storming Time

How teams develop Forming Adjourning Results Norming Performing Storming Time

Role relationships & conflicts Source: Adapted from Miner, J. B. , Management Theory, Macmillan

Role relationships & conflicts Source: Adapted from Miner, J. B. , Management Theory, Macmillan (1971) p. 47.

Team maintenance At various points in a team's history, there may be a need

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

When teams get stuck- the signs l Loss of energy or enthusiasm – “What

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

Helping the team get unstuck l Revisit the basics l Go for small wins

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

Belbin’s team roles “What is needed is not well balanced individuals, but individuals who

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

Team roles “A tendency to behave, contribute and interrelate with others in a particular

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

Belbin’s ideal team l l One Co-ordinator or one Shaper One Plant One Monitor-Evaluator

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

Action-centered leadership John Adair’s model looks at what an effective leader needs to do

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

Action-centered leadership An effective leader needs to allocate time to • meet the individual

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

Task completion l Specify and agree objectives TASK l Allocate resources l Review progress

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

Team maintenance l Ensure key roles are filled by appropriate people l Build trust

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

Individual needs l Treat each member as an individual l Acknowledge different opinions, TASK

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

Team analysis Review Session B Agenda Annette Stephens What leaders can do Individual motivation

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

Skill/will team assessment

Skill/will team assessment

Which of these are your top three motivators? Being in control Getting the job

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

Motivation – what the experts say (1) l People will regulate their effort based

Motivation – what the experts say (1) l 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 l Behaviour is driven by punishment and reward – Skinner’s behaviourism l 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

Maslow’s hierarchy

Maslow’s hierarchy

Motivation – what the experts say (2) l Hygiene factors (pay, job security, working

Motivation – what the experts say (2) l Hygiene factors (pay, job security, working conditions) don’t motivate, but their absence can demotivate – Herzberg l People’s performance at work is determined by how they are perceived and treated by managers – Mc. Gregor’s Theory X and Theory Y l 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

Expectancy theory

Expectancy theory

Motivation – what the experts say (3) l Most people are motivated either by

Motivation – what the experts say (3) l Most people are motivated either by their desire for achievement, power or belonging – Mc. Clelland’s 3 needs l 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

Top 5 drivers of sustainable engagement Source: Towers Watson 2012 Global Workforce Study 1

Top 5 drivers of sustainable engagement Source: Towers Watson 2012 Global Workforce Study 1 l l l 3 l l Leadership Effective Interested in employee well-being Shows integrity Goals and Objectives Understanding of key business goals and steps needed to reach them Understanding of role contribution 2 l l l 4 l l 5 l l Image Organisation highly regarded Ethical organisation Stress, Balance and Workload Manageable stress levels Work and personal life balance Adequate staffing Supervision Treats me with respect Encourages new ideas Fairness and consistency Supports career development

The Keep / Stop / Start Tool l “What do I or we need

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

What is feedback? Stimulus Response

What is feedback? Stimulus Response

What else gets in the way of feedback?

What else gets in the way of feedback?

Unease l l l Avoid confrontation They won’t want to hear this No one

Unease l l l 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

It’s not a part of our culture…

It’s not a part of our culture…

The good old feedback sandwich Praise Criticism Praise Is it more palatable?

The good old feedback sandwich Praise Criticism Praise Is it more palatable?

An alternative Ask Tell Ask

An alternative Ask Tell Ask

Ask l Ask staff member to assess own performance first – What went well

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

Tell l Tell them what you observed: diagnosis and explanation – React to the

Tell l 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

Ask (again) l Ask about staff member’s understanding and strategies for improvement – –

Ask (again) l 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