Effective Teams

Management Skills for Supervisors SKILLS FOR EFFECTIVE TEAM LEADERSHIP (Summary)

Narelle Marr (Human Resources – Organisational Development) V5.0 – October/November 2003

What Makes Teams Effective? • • • • • • • • • • • • • • • • • • • • •

The team has a clear and unambiguous mission. Team goals and values are clear, understood and accepted by all the team members. The team is oriented to goals and results. There are measurable targets for achieving the goals. The team members have the skills necessary for achieving the mission. The team has an optimum mix of skills and abilities. Individual skills are identified, and roles and responsibilities for each member of the team are clarified. People understand their assignments and how their roles contribute to the work of the whole. The team structure and procedures are consistent with the task, goals and people involved. There is clear, timely and open communication downwards, upwards and sideways within the team, as well as with suppliers and customers. The team has sufficient opportunities to meet and work through problems. Issues, difficulties and blockages to effectiveness are always confronted and dealt with in an open way. Both co-operation and conflict are used to get the best results. There are sound and understood procedures for decision-making that allow the team to tackle issues without getting bogged down in trivia. Team members implement decisions with commitment. The team develops a self-discipline that uses time and resources well. The team regularly reviews the way it operates and sets targets for improvement. Individual and team development needs are regularly reviewed. The team leader is supportive of the other team members and has high personal performance standards. There are formal or informal rewards that value the team members for their contributions as well as the team’s successes. Team members show support for each other and there is a high level of trust between them. Relationships with other groups are sound.

Sources: Team Building: Current Issues and New Alternatives, William G. Dyer, Addison-Wesley, Reading, Massachusetts, 1995, pp. 15-16. Team Development Manual, 2nd edn, Mike Woodcock, Gower, Aldershot, UK, 1989, pp. 13, 33.

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Characteristics of an Effective Team Leader 1. General Attitude and Behaviour • • • • • • • • •

Support a team philosophy Open, honest and fair Act consistently Display tolerance and flexibility Exhibit a willingness to change Treat team members with respect Keep a balance between the needs of the team members and the needs of the task Motivate the team members Show loyalty to the organisation and team members

2. Planning • • • • • • • • • • •

Develop a team vision with the team Set team goals with the team Clearly define team roles and individual roles Give team members the information they need to do their jobs and explain new tasks clearly Allocate tasks equitably and in accordance with team members’ individual roles and responsibilities Allocate resources needed for the tasks Set deadlines for achieving the tasks Help team members to see the importance of their work Establish guidelines or groundrules for the team’s effective operation in conjunction with the team members Establish high standards Use effective work methods

3. Meetings • • • • • • • •

Plan team meetings, including organising the agenda, venue and attendance of members Facilitate meetings and team contributions by drawing out quieter members and quietening those who are louder Ensure that all team members are heard Initiate discussions by directing the team towards its purpose Direct discussions around topic areas, not personalities Keep the team focused on its tasks and goals Summarise and clarify the main points of discussion, enabling the team to move forward Monitor time well for meetings, tasks and project deadlines

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4. Decision Making • • • •

Make decisions with input from the team members Guide decision making to incorporate all the relevant facts Facilitate group consensus Accept ownership for team decisions

5. Communication • • • • • • •

Relate well with all members of the team Demonstrate assertiveness Keep communication open Give praise and recognition when warranted Seek feedback Criticise constructively when appropriate and necessary Confront in a positive way when appropriate and necessary

6. Development • • • • • • • •

Create an atmosphere of growth Encourage individual development Empower team members to take initiative Encourage controlled risk-taking Encourage creative potential Encourage critical analysis Delegate activities that will help develop the team members’ skills and abilities Coach team members when appropriate and necessary

7. Support • • •

Build a supportive, positive climate Make self available and accessible Support team members in difficult situations

8. Problem-Solving • • • •

Help the team and team members address problems Maintain confidentiality Manage conflict Mediate to allow team members to present opposing view points

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9. Evaluation • • • • •

Ensure that the team follows an effective method of working together Assess processes, outcomes and team performance with the team Review performance without resorting to personal criticism Inform the team if the procedures are not working and need changing Evaluate results and maintains follow-up activities

10. External Role • •

Develop sound relationships with other teams Represent the team with other groups or teams

Sources: How to Lead and Motivate Others: Key Skills for Effective Leadership, Iris Barrow, Reed, Auckland, NZ, 1995, p. 121. 360 Degree Feedback: Strategies, Tactics and Techniques for Developing Leaders, John L. Jones & William Bearley, Lakewood Publications, Minneapolis, Minnesota & HRD Press, Amherst, Massachusetts, 1996, pp. 171-175. Communicating in Groups and Teams: Sharing Leadership, 2nd edn, Gay Lumsden & Donald Lumsden, Wadsworth, California, 1997, p. 315. Team Development Manual, Mike Woodcock, Gower, Aldershot, UK, 1989, pp. 36-37.

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Characteristics of Effective Team Members Each team member should play an effective role in a team. This means that everyone is equally responsible for ensuring that the team works well together.

1. General Attitude and Behaviour • • • • • • • • • • •

Act in a positive and constructive manner Be committed Be flexible Work well with others Co-operate Try to keep the peace Operate within the parameters of team rules Take an active role in working towards common goals Help the team stay on target Complete tasks within specified deadlines Show loyalty to the team leader and team

2. Planning • • •

Take an active role in team planning Suggest a timeline for carrying out plans Have a contingency plan in case something goes wrong

3. Meetings • • • • • • • •

Attend meetings regularly and promptly Avoid disruptive behaviour such as side conversations and inside jokes Contribute ideas Avoid defensiveness when fellow team members disagree with their ideas Ask one another for ideas and suggestions and listen to them Encourage others to express their ideas fully Help the team make decisions Accept ownership for team decisions

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4. Communication • • • • • • •

Be a good listener Give feedback Acknowledge feedback from others Give praise and recognition when warranted Criticise ideas, not people View criticism as an opportunity to learn Confront in a positive way when appropriate and necessary

5. Support • • •

Support the other team members Encourage the team members Seek assistance, if required, in achieving allocated tasks

6. Problem Solving • • •

Help create an atmosphere in which people feel free to reveal problems Maintain confidentiality Bring problems to the team for solving together

7. Monitoring • •

Monitor their own performance and progress Constantly seek ways to improve their own performance and the team’s performance

Sources: The Leader’s Window: Mastering the Four Styles of Leadership to Build High-Performing Teams, John Beck & Neil Yeager, Wiley, New York, 1994, pp. 16-17. The Encyclopedia of Team Development Activities, ed. J. William Pfeiffer, Pfeiffer, San Diego, California, 1991, pp. 285-286. Working in a Team, TAFE NSW, Sydney, n.d., pp. 27-28.

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Team Planning and Review To gain acceptance of and commitment to team goals and strategies, the team leader should involve the whole team in the planning session.

SWOT Analysis It is important that a team identify any internal strengths and weaknesses and external opportunities and threats before developing a team plan. This is called a SWOT analysis: • • • •

What does our team do well? In what areas does our team need to improve? What opportunities can we take advantage of? What threats will we need to avoid or overcome?

Vision The team can then form a shared vision of some future state that it would like to achieve. A vision answers the following questions: • • •

What is our long-term goal or aspiration? What is the picture of our ideal future state? How do we see our organisation, department or team in 3, 5 or 10 years’ time?

Action Plan The next step is to formulate an action plan to achieve its vision by: • • • •

Building on strengths Eliminating or reducing weaknesses Taking advantage of opportunities Avoiding or overcoming threats.

This action plan should consist of: • • • • •

Objectives - What do you intend to achieve in the next year? Strategies - How do you intend to achieve the objectives? Time frames - When should the strategies be completed? People - Who is responsible for implementing each strategy? Resources – What resources (e.g. staff, budget, materials) are required?

NOTE: It is important that the team plan is consistent with and supports the Division’s or Faculty’s plan. It should also include ways in which the team can benefit from the diversity of its membership.

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Continuous Improvement The action plan should be monitored on an ongoing basis, with adjustments made to ensure the success of the plan. The plan should then be reviewed after 12 months to determine: • • •

Which objectives were achieved? What contributed to their achievement? Which objectives were not achieved? What hindered or prevented their achievement? What areas can be improved for the future? How can they be improved?

The continuous improvement cycle of planning, implementation, review and improvement is used to effectively manage the performance of teams and individuals. Planning

Improvement

Implementation

Review

Team planning therefore supplements performance management of individual team members: • • • • • •

What does a team member do well? In what areas does the team member need to improve? What learning opportunities will help develop the skills and knowledge needed for the team member’s current or future position? What resources and support will the team member need in order to implement the professional development plan? What outcomes were achieved as a result of implementing the plan? In what areas has the team member made progress?

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Source: Leadership and the One Minute Manager: Study Guide/Action Planner, Kenneth Blanchard, Patricia Zigarmi, & Drea Zigarmi, Blanchard Management Corporation & Zigarmi Associates Inc., Escondido, California, 1985, p. 62. Summary - Skills for Effective Team Leadership

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Directive Behaviour … Supportive Behaviour Directive Behaviour Anytime a leader: • • • • • • • • •

Sets goals or objectives Makes clear the role each person will play in the accomplishment of the task Plans work in advance to be accomplished by the follower Organises resources Communicates job priorities Sets timelines for future work Determines methods of evaluation for follower performance Shows or tells a follower how to do a specific task Checks to see if work is done properly and on time

Supportive Behaviour Anytime a leader: • • • • • • •

Asks for suggestions or input on task accomplishment Facilitates follower problem-solving in task accomplishment Listens to the problems of the follower (job-related or non-job related) Encourages or reassures a follower that he/she can do the task Communicates information about the total organisation’s operation Discloses information about self (job-related or non-job-related) Praises the follower for task accomplishment

Source: Leadership and the One Minute Manager: Study Guide/Action Planner, Kenneth Blanchard, Patricia Zigarmi and Drea Zigarmi, Blanchard Management Corporation & Zigarmi Associates Inc., Escondido, California, 1985, p. 12.

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Situational Leadership Situational leadership theory is based on the premise that you will be a stronger and more effective leader if you choose your leadership style to suit the needs of individual employees at a given time. There is no “best” leadership style – what is appropriate will vary, depending on the situation. Effective leaders use a variety of styles, matching their style to the needs of the individual, the situation and associated variables. To become an effective leader, supervisors need to learn to use a variety of leadership styles flexibly. To do this, they need to know how to diagnose the needs of the people they supervise and come to some agreement with them about the type of leadership style they need.

Leadership consists of 2 main behaviours: • •

Directive behaviour - clearly telling people what to do, how to do it, where to do it, when to do it, and then closely supervising their performance. Structure – Control – Supervise Supportive behaviour – listening to people, providing support and encouragement for their efforts, and then facilitating their involvement in problem-solving and decisionmaking. Praise – Listen – Facilitate

There are four basic leadership styles: •

•

•

•

Style 1: Directing (High direction, low support, leader in charge of decision making.) The supervisor provides specific instructions and closely supervises task accomplishment. Style 2: Coaching (High direction, high support, leader and follower are involved in decision making but the leader has the final say.) The supervisor continues to direct and closely supervise task accomplishment, but also explains decisions, solicits suggestions and supports progress. The supervisor schedules regular meetings to provide direction and support. Style 3: Supporting (Low direction, high support, follower plays a major role in decision-making with the support and encouragement of the leader.) The supervisor facilitates and supports the employee’s efforts towards task accomplishment and shares responsibility for decision-making with them. The supervisor occasionally checks performance. Style 4: Delegating (Low direction, low support, follower in charge of decision-making.) The supervisor turns over responsibility for decision-making and problem-solving to the employee. The employee asks the supervisor for help when needed.

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When deciding which leadership style to use, it is necessary to consider the employee’s development level. The development level is task-specific and depends on 2 factors: • •

Competence: knowledge and skills gained from education, training and/or experience; and Commitment: a combination of confidence (self-assuredness of being able to do a task) and motivation (enthusiasm and interest in doing a task).

People who are at different levels of development need to be treated differently. The four development levels are: • • • •

D1 – the employee has low competence and high commitment (the “enthusiastic beginner”), therefore the supervisor needs to provide direction (S1 - directing). D2 – the employee has some competence and low commitment (the “disillusioned learner”), therefore the supervisor needs to provide both direction and support (S2 coaching). D3 – the employee has high competence and variable commitment, therefore the supervisor needs to provide support (S3 - supporting). D4 – the employee has high competence and high commitment, therefore the supervisor does not need to provide direction or support (S4 - delegating).

It is important that an employee’s development level for a task is accurately diagnosed. When the leadership style doesn’t match the development level, the supervisor may be: • Over-supervising by providing more direction and/or support than needed. This leads to frustration for the employee as they are not allowed to use their full range of skills and knowledge. • Under-supervising by not providing enough direction and/or support, e.g. turning over responsibility to an employee before they are ready or delegating inappropriately. This leads to frustration for the supervisor because the employee will not be able to perform to the appropriate standard.

To determine the right amount of direction and support: • •

The supervisor could observe the employee’s performance and attitude, analyse their level of competence and commitment, and then select the appropriate leadership style OR The supervisor and employee could contract for the appropriate leadership style. This process involves: - Agreeing on goals. Goals start performance in the right direction and permit a supervisor to analyse an employee’s competence and commitment to perform well. The supervisor should make sure that performance standards are clear and understood by the employee – if the supervisor can’t measure it, they can’t manage it! - Agreeing on the employee’s development level for the task. - Matching the leadership style to the employee’s development level. - Planning for how you are going to work together. - Following through – i.e. delivering the appropriate leadership style and adjusting it as progress is made or difficulties are encountered.

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As progress is made, the employee moves to the next development level. The supervisor’s leadership style should likewise move: • • •

From S1 (directing) to S2 (coaching) by increasing support; or From S2 (coaching) to S3 (supporting) by decreasing direction; or From S3 (supporting) to S4 (delegating) by decreasing support.

Remember that each employee will have different needs and move through the development levels at different speeds. If a temporary setback is experienced, the supervisor should move backwards through the steps: • • •

From S4 to S3 by increasing support, or From S3 to S2 by increasing direction, or If necessary, from S2 to S1 by decreasing support. Review, clarify and agree on the goals.

There are five steps to follow to develop an employee’s competence and commitment: 1. 2. 3. 4.

Tell them what to do. Show them what to do. People then know what good performance looks like. Let them try. Observe performance. This step is critical. Catch people doing something right! A supervisor who tells people what to do and then leaves them alone to get on with it, assuming good performance, is abdicating responsibility. 5. Praise progress and re-direct if necessary. This is the key to helping employees move from one development level to the next. Eventually little external support is needed.

There are three secrets of one minute management: 1. Goals start performance in the right direction and permit a manager to analyse a person’s competence and commitment (development level) to perform well. Agree on three to five goals and use different leadership styles to supervise performance in relation to those goals. 2. Praisings foster improvements in the development level of individuals and permit a manager to change his/her leadership style gradually from more direction (directing) to less direction and more support (coaching and supporting) to less direction and less support (delegating). 3. Reprimands stop poor performance and may mean that a manager has to move back gradually from less direction and less support (delegating) to more support (supporting) or more direction (coaching and directing). NOTE: Reprimands are not a training tool but a way to deal with competent people whose performance has dropped because of motivation or attitude problems. “The true test of an effective leader is not what happens when you’re there, but what happens when you’re not!” (Kenneth Blanchard) Source: Leadership and the One Minute Manager: Increasing Effectiveness through Situational Leadership, Kenneth Blanchard, Patricia Zigarmi, & Drea Zigarmi, 1985, Collins, London, 1985.

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Team Roles For effective team operation, the team should have a balance of task and maintenance behaviours, and self-oriented behaviours should be eliminated.

Task Behaviours / Roles Task behaviours are conducive to accomplishing a task and achieving a goal or objective. The types of behaviour that are helpful in achieving the team’s tasks are: 1. Initiator Initiates or proposes tasks or goals; offers new ideas; new definitions of a team problem; new attack on a problem; suggests solutions to problems. 2. Information Seeker Seeks information or opinions; requests facts or an estimate; seeks relevant information about a team concern; seeks suggestions or ideas; asks for clarification of information, values, suggestions or ideas. 3. Information Giver Gives information or opinions; offers facts or generalisations; provides relevant information about a team concern; states a belief about a matter before the team; gives suggestions or ideas; relates own experience to the team problem to illustrate points. 4. Expert Has and provides specialist advice. 5. Clarifier Clarifies and elaborates or interprets ideas or suggestions; clears up confusions; defines terms; gives examples; indicates alternatives and issues before the team; tries to envision how a proposal might work if adopted. 6. Coordinator Combines ideas or suggestions; shows relationships among various ideas or suggestions; offers a decision or conclusion for the team to accept or reject; coordinates activities; tries to draw together activities of various subgroups or members. 7. Ideas Summariser Summarises ideas; restates suggestions after the team has discussed them. 8. Consensus Tester Tests for consensus; asks to see whether the team is nearing a decision; sends up a “trial balloon” to test a possible conclusion. 9. Evaluator Assesses the quality of suggestions, solutions or norms; assesses progress; analyses problems.

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10. Implementer Focuses on implementation details, timing and methods. 11. Procedural Technician Emphasises the importance of rules, procedures and precedent. 12. Representative Speaks, liaises or negotiates on behalf of the team.

Maintenance Behaviours / Roles Maintenance behaviours are aimed at fostering good relationships and team cohesion. They relate to social and emotional needs. The behaviours are described as: 1. Exemplar Exemplifies the team’s ideals in personality, attitudes and behaviour. 2. Harmoniser Attempts to reconcile disagreements; reduces tensions; mediates; conciliates differences in points of view; proposes compromise solutions. 3. Gate Keeper Helps keep communication channels open; encourages participation by others and sharing of ideas; suggests procedures that permit sharing remarks; suggests time limits so that everyone will have a chance to be heard. 4. Feelings Summariser Summarises what the team feeling is sensed to be; describes reactions of the team to ideas or solutions. 5. Encourager Is friendly, warm and responsive to others; indicates by facial expression or remarks the acceptance of others’ contributions; encourages cohesiveness and warmth; praises and accepts others’ ideas; supports; empathises. 6. Compromiser When one’s idea or status is involved in a conflict, offers a compromise that yields status; admits error; modifies in the interests of team cohesion or growth. 7. Standard Setter Helps set goals and standards; expresses standards for the team to use in choosing its content or procedures or in evaluating its decisions; tests the team’s effectiveness by offering observations on team process, and pointing out examples of constructive behaviours and effective procedures; reminds the team to avoid decisions that conflict with team standards. 8. Confronter Brings conflicts out into the open.

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9. Tension reliever Reduces formality; drains off negative feeling by jesting or pouring oil on troubled waters; putting a tense situation in context. 10. Follower Agrees with decisions of the team; thoughtfully accepts others’ ideas; serves as an audience during team discussion. 11. Group Observer Monitors group operations, provides feedback to the group.

Self-Oriented Behaviours / Roles Self-oriented behaviours aim to meet some personal need or goal without regard to the team’s problems or goals. When this occurs, the team’s functioning may be hindered as the individual becomes self-absorbed at the expense of team development. 1. Blocker Resists stubbornly; negative; returns to rejected issues. 2. Recognition-seeker Calls attention to self by boasting, bragging or acting superior; highlights own achievements. 3. Dominator Manipulates the team; interrupts others; gains attention; seeks to dominate discussion and to impose own views/objectives. 4. Aggressor Attacks others; ridicules; hostile; sarcastic. 5. Avoider Remains apart from others; resists passively. 6. Absentee Withdrawn; uninvolved. 7. Smotherer Compulsively nice; stifles attention to conflict. 8. Confessor Reveals personal fears and failings; uses team as therapy session. Sources: “Team Dynamics”, Ian Brooks, New Zealand Universities Administration Course, 1-6 Sep. 2002, pp. 6-7. Dunphy 1981 quoted in Organisational Behaviour: An Organisational Analysis Perspective, Richard Dunford, Addison-Wesley, Sydney, 1992, p. 110. Benne & Sheats 1948 quoted in A Diagnostic Approach to Organizational Behavior, 2nd edn, Judith Gordon, Allyn & Bacon, Boston, 1987, p. 282. Communication in the Workplace, Leah Shmerling, Macmillan, South Melbourne, 1996, pp. 251-252.

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The Four Stages of Team Development What a Team is Doing in This Stage

Stage 1: Forming • Getting to know the task and one another • Learning each other’s skills and expectations • Testing each other’s commitment and attitude • Beginning to define tasks and roles • Focusing on symptoms and problems not related to the task

If a Team in This Stage, It Might Feel:

• • • •

Excited about being part of something new Anxious about the goals and what it takes to achieve them Suspicious about what’s expected of them Unsure about how their contribution will fit in with the team’s mission and goals

Stage 2: Storming After a new team is formed, its members typically go through some rough times. • Set unrealistic goals • Frustrated that progress isn’t being made as fast as expected • Rely on only one person’s experience and ideas • Angry that ideas are criticised or ignored • Resist working together • Impatient with members who are slow • Make little progress or who don’t pull their weight • Compete for control • Focus on the task or goal, not on how to • Jealous of others who might have more rewarding or easier responsibilities get it done Stage 3: Norming The team gets on course and identifies how its members can work together effectively. • The team is having some difficulty, but • Respect for other members’ needs and is making progress toward reaching the capabilities goal • Relief that the team is making progress • Use each other’s ideas • A growing sense of trust because everyone is committed • Give and receive constructive feedback • Set, and usually follow, team ground • Increasingly comfortable working rules and norms together • Value individual differences Stage 4: Performing The team is now fully functioning. • Make progress toward the goal with speed and efficiency • Work together to diagnose and overcome obstacles • Use feedback to make changes • Find ways to continuously improve how they work together

• • • • •

Pride in their work Excited about being part of the team Enjoyment in working together and meeting goals Fully committed to the team Secure in relying on other members

Source: Working in Teams, Development Dimensions International, n.d., Pittsburgh, pp.11-14. Summary - Skills for Effective Team Leadership

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Helping Teams through the Stages of Team Development Team leaders and trainers need to help their teams move through the various stages of team development and, while the path may not be entirely predictable, there are actions which can be taken to enhance progress at each stage. Stage 1: The Undeveloped Team (Forming) • Facilitate “getting to know you” exercises, stimulating greater personal knowledge. • Demonstrate openness by example. • Invite members to share their concerns and problems. • Encourage consideration of individual strengths and weaknesses. • Make team activities enjoyable. • Give maximum support. Stage 2: The Experimenting Team (Storming) • Encourage greater openness. • Begin to involve team members in review of team performance. • Build bridges between individuals. • Allow conflicts to surface. • Question decision-making and problem-solving methods. • Find opportunities to experiment. • Give high level of support. • Encourage individual team members to “air their grievances”. • Seek common ground. Stage 3: The Consolidating Team (Norming) • Develop problem-solving skills. • Develop decision-making strategies. • Develop individual skills. • Develop a capacity for the team to compensate for individual weaknesses. • Encourage people to share strengths. • Celebrate successes. • Clarify objectives. • Regularly review performance and plan improvements in team functioning. • Give moderate support. Stage 4: The Mature Team (Performing) • Build bridges with other teams. • Experiment with different forms of leadership. • Allow leadership to change with the needs of the task. • Clarify values. • Consider the possibilities of enhanced inputs into the organisation. • Encourage informal communications. • Fight insularity. • Expose team functioning to external scrutiny. • Give minimal support. Source: Team Development Manual, 2nd edn, Mike Woodcock, Gower, Aldershot, UK, 1989, pp. 19-20.

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