Professional Documents
Culture Documents
Dr Ger Craddock
Team
"A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves
mutually accountable.
Katzenbach, J. R., & Smith, D. K. (1993).
New Considerations
Email vs face-to-face or phone communication Teleworking Working remotely; working from home Mobile phones Data sharing Security and privacy Virtual teams Globalisation Video/audio conferencing; Chat; Remote desktop sharing; Security.
Group Dynamics
1. 2. 3. 4. 5. 6.
The group has a trusting, supportive atmosphere All group members are allowed to participate Group goals are understood and accepted Group members listen to each other and share information Conflict is managednot brushed aside or ignored Group members have the opportunity to influence group decisions
Group Dynamics
Group members receive frank, objective feedback on their performance 8. Group members feel free to express their feelings 9. Group members understand their assignments and how their work contributes to the group as a whole 10. Leadership is shared and effective 11. The group is aware of its own processes
7.
Not clear on individual roles The mission is not owned by the group Wondering where we are going No trust yet High learning No group history, unfamiliar with members
Norms of the team are not established People check one another out People are not committed to the team Attendance generally good
Key Solutions
Provide structure to the team by assigning and clarifying task/role Encourage participation Share all relevant information Encourage open, honest communication among team members
Roles and responsibilities are articulated Agendas are displayed Problem solving does not work well People want to modify the teams mission Trying new ideas Splinter groups form
People set boundaries Anxiety abounds People push for position and power Competition is high Cliques drive the team Little team spirit Lots of personal attacks
Key Solutions
Assist the team members to establish methods that support the communication of their different points of view. Determine within the team how the team will make decisions Encourage members to share their ideas about issues Facilitate methods to resolve conflicts
Success occurs Team has all the resources for doing the job Appreciation and trust build Purpose is well defined Feedback is high, well received and objective Leader reinforces team behaviour Members beginning to reinforce team behaviour Conflict resolving effectively through group procedures Attendance and participation high Equal level of influence Okay to risk confrontations
Key Solutions
Talk openly and honestly about team issues and the members concerns Encourage feedback Assign tasks for consensus decision making
Team members feel motivated Individuals defer to team needs Good planning and contingency needs Ability to modify and evolve practices and procedures High pride in the team We versus I orientation
High openness, support, empathy and trust Superior team performance Conflict and confrontation happen but the others point of view considered Roles rotated for leverage and development and there is capacity for flexibility Innovation at its highest
Key Tasks
Jointly set goals that are challenging and accepted to all members Continue to look for ways to promote the teams chances to excel Keep an ongoing assessment of the team Acknowledge each members contribution Develop members to their fullest potential
References
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384-399 Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams: Creating the high performance organization. Boston: Harvard Business School
600 teams and 6000 team members were interviewed. Over 35,000 assessments were completed. Both qualitative and quantitative data was gathered. Types of teams interviewed were very diverse.
Attributes, Behavior, Skill of Team Members. Strengths, Weaknesses and Dynamics of Team Relationships. Strengths, Weaknesses and Effectiveness of Team Decision Making & Problem Solving. Attributes, behaviors and Skills of the Team Leader. Impact and Influence of Organizational Environment on team success.
Team Members
What makes a good Team Member?
1. Core Competency: experience, problemsolving ability, decision-making ability, interpersonal awareness and skill. 2. Personal Attributes: openness, supportiveness, action orientation, positive personal style.
Team Relationships
1.
2.
3.
4.
FOCUS: Effective teams are very clear about what they are doing at each phase of the problem solving and collaborative process.
Team Leader
What makes a good Team Leader? 1. Focus: Focuses on the team purpose and goals. 2. Collaboration: Ensures a collaborative climate.
Organizational Environment
What makes a positive Organisational Environment? 1. Management Practices that: Set direction. Align efforts. Deliver results. 2. Structure & Processes that ensure the best decisions are made, as quickly as possible, by the right people. 3. Systems that provide Useful information. Accurate data for decision making.
No role models Poor examples of teams Managers or leaders will talk about teams, without understanding what is involved Managers unable to promote the conditions for team working within the organisation
Poor or no communication Lack of problem solving skills or getting to root cause Lack of clarity in purpose, goals, objectives, team and individual roles Uncertainty about or lack of resources and sources for help and support Poor time management Lack of leadership and management
Team members bored, not challenged, not really interested Lack of skills and abilities in team members Personality conflicts Personal problems Turnover
Define the problem Gather data Analyse the data Choose the best solution Implement the solution and continue to refine it
Gather/Analyze Data
Poor or no communications: Lack of problem-solving skills, or getting to the root cause: Lack of clarity in purpose, goals, objectives, team and individual roles: Uncertainty about or lack of resources and sources for help and support: Poor time management: Lack of leadership and management: Team members bored, not challenged, not really interested: Lack of skills and abilities of team members to meet goals: Personality conflicts: Personal problems: Turnover:
Clearly articulate thoughts and ideas Active listening Paraphrasing Clarify and question effectively Give effective feedback Think and analyze in a methodical and systematic way Set clear, reasonable, achievable objectives Identify risks and assumptions Time management
Build contingencies to counter risks and assumptions Stick to facts and issues, not personalities or personal issues Take turns Develop the ability to work effectively as a team member Cross training Use of rules of engagement where helpful or necessary Delegating and mentoring for senior employees Conflict resolution
Tools To Help the Team Deal with Conflict Quickly and Effectively
Attack the problem, not the person Focus on what can be done, not on what can't be done Encourage different points of view and honest dialogue Express feelings in a way that does not blame Accept ownership appropriately for all or part of the problem Listen to understand the other person's point of view before giving your own Show respect for the other person's point of view Solve the problem while building the relationship
http://www.leadership-andmotivation-training.com/how-tohandle-difficult-people.html
Exercise
The Moon landing
Peoples interactions are made up of transactions These involve a stimulus and response
Earliest transactions include Stimulus: I cry Response: I get fed Stimulus: I wet my nappy Response: My nappy is changed
3 Ego States:
Transactional Analysis
Three Basic Concepts: Parent, Adult and Child Transactions: Among P, A and C P < -- > P A < -- > A C < -- > C There are 9 possible transactions
Transactional Basis
Id
We Can be:
Child Adult Parent in our Transactions. We shift from one ego state to another in transactions.
THE MIND
first division of the mind to develop contains two biological drives: sex and aggression ids goal is to pursue pleasure and satisfy the biological drives
Pleasure principle
id operates according to the pleasure principle satisfy drives and avoid pain, without concern for moral restrictions or societys regulations
Ego: executive negotiator between id and superego second division of the mind, develops from the id during infancy egos goal is to find safe and socially acceptable ways of satisfying the ids desires and to negotiate between the ids wants and the superegos prohibitions large part of ego is conscious smaller part is unconscious Reality principle satisfying a wish or desire only if there is a socially acceptable outlet available
Superego: regulator
third division of the mind develops from the ego during early childhood superegos goal is to apply the moral values and standards of ones parents or caregivers and society in satisfying ones wishes moral standards of which we are conscious or aware and moral standards that are unconscious or outside our awareness
Parent-
Anxiety
uncomfortable feeling that results from inner conflicts between the primitive desires of the id and the moral goals of the superego id, superego conflict ego caught in the middle egos continuous negotiations to resolve conflict causes anxious feelings ego uses defense mechanisms to reduce the anxious feelings
Defense mechanisms
Processes that operate at unconscious levels and that use self-deception or untrue explanations to protect the ego from being overwhelmed by anxiety Two ways to reduce anxiety: can take realistic steps for reducing anxiety use defense mechanisms to reduce anxiety
Defense mechanisms
Rationalization involves covering up the true reasons for actions, thoughts, or feelings by making up excuses and incorrect explanations Denial refusing to recognize some anxiety-provoking event or piece of information that is clear to others Repression involves blocking and pushing unacceptable or threatening feelings, wishes, or experiences into the unconscious
Defense mechanisms
Projection falsely and unconsciously attributes your own unacceptable feelings, traits, or thoughts to individuals or objects Reaction formation involves substituting behaviors, thoughts, or feelings that are the direct opposite of unacceptable ones Displacement involves transferring feelings about, or response to, an object that causes anxiety to another person or object that is less threatening
Type of displacement, involves redirecting a threatening or forbidden desire, usually sexual, into a socially acceptable one
Think of a time when you were very unhappy with a service you were receiving e.g. retail, hospitality, medical, etc. How did you respond to this? How were you treated? How was the situation resolved?
non-stop talker do-nothing client self-sabotaging client victim angry client boundary pusher chaos merchant aggressive client
When your needs and the clients do not coincide When the client is unclear about expectations When client has problems with managing socially acceptable behaviour When client is stressed When client is unwell
1. 2. 3.
4.
The phase "I'm OK, You're OK" is one of four life positions that each of us may take. The four positions are: I'm Not OK, You're OK I'm Not OK, You're Not OK I'm OK, You're Not OK I'm OK, You're OK
TA Life Positions
Im
TA Life Positions
Im
TA Life Positions
Im
TA Life Positions
Im
OK, youre OK
Parent- Why dont you prepare a time-table? Child- What is the point when one cannot follow it? Becomes an Adult.
(T.A.) Transactions
3 Kinds of Transaction:
(T.A.) Transactions
Types of Transactions
Complementary Transactions: Appropriate and Expected Transactions indicating healthy human relationships. Communication takes place when transactions are complementary. A stimulus invites a response; this response becomes a stimulus inviting further response and so on.
(T.A.) Transactions
Crossed: What time is it? Forget about what time it is, get that report finished.
Crossed Transaction: This causes most difficulties in social situations. May be, you should improve your teaching. You always find fault with me whatever I do Parent-Child interaction.
(T.A.) Transactions
Ulterior What time is it? What time do you think it is? Beer oclock? Exactly!
(T.A.) Strokes
Strokes are the recognition one person gives another
(T.A.) Games
Crooked or covert exchanges of strokes Regularly repeated interactions with ulterior motives Often the players of these games are not conscious they are doing this But sometimes they are!
(T.A.) Games
An example of games some Employment Consultants play:
(T.A.) Games
A good example of a game that we are all familiar with is:
Be aware of your own ego state as well as the clients Try and stay in the Adult state Be aware of any Games being played If a Game is being played, find a fresh approach that seeks to engage the Adult in the client
Be aware of your own language/posture Keep discussions result focussed Beware going into Parent mode Some attempts at rapport building may become parent-child interactions if you are being unconsciously patronising Stick to the agreed Plan as much as you can
Typical Games
Between A shop keeper and a house wife: This one is better, but you cannot afford it Between A Teacher and a Student: This is a good topic, but you cannot handle it. Between an Expert and a Candidate: What you just said is totally wrong
Drama triangle
The drama triangle is a psychological . and social model of human interaction in transactional analysis (TA) first described by Stephen Karpman,
The person who is treated as, or accepts the role of, a victim The person who pressures, coerces or persecutes the victim, and The rescuer, who intervenes out of an ostensible wish to help the situation of the underdog
Drama triangle
An example would be a welfare caseworker whose official function is to get clients off welfare and to support themselves with jobs. If the caseworker does anything to prolong the dependency relationship, she is not really helping but "Rescuing." There may be subtle or overt pressure from her agency not to have too many successful clients. For the drama triangle to come into full flower, one of the players must shift positions. For example, a Victim may become a Persecutor complaining of getting too much help, not enough help, or the wrong kind of help. A Rescuer may become a Persecutor, complaining that the clients don't appreciate her enough. Officials at the welfare agency may take a role in the game, Rescuing staff and clients as long as they play along quietly but Persecuting any staff who start showing good results.
Transactional Analyst
Moving beyond the Dreaded Drama Triangle (DDT) and the roles of Victim, Persecutor and Rescuer and to cultivating the skills and abilities associated with the roles of Creator, Challenger and Coach that make up The Empowerment Dynamic.
David Emerald The Empowerment Dynamic
TED framework
Victim = Creator. Persecutor = Challenger, Rescuer = Coach. A Creator thinks what is long-term goal or vision is. Creators are outcome-oriented as opposed to problem-oriented. Persecutor = Challenger is a person or situation that forces you to clarify your goal. Challengers encourage us to get clearer about what it is we do want, then focus our efforts towards moving closer to that goal.
Instead of Rescuing someone, a Coach asks questions that are intended to help the individual to make informed choices. A Rescuer, by definition solves a Victim's problems, which keeps the Victim powerless and dependent upon the aid of others. A Coach asks questions that enable the individual to see the possibilities for positive action, to focus on what they do want instead of what they don't want. A Coach uses compassion and questions to help a Creator develop a vision and action plan. A Coach provides encouragement and support, in place of rescuing actions.
Coaches see victims as Creators in their own right and meet them as equals. This process interrupts the drama cycle and puts the former victim in the powerful position of Creator where they make informed choices and focus on outcomes instead of problems.