Leading Teams - vAug 2016 (For Flipbook)

TOWER-BUILDING SIMULATIONObjective:  Maximise performance, in terms of total tower inches, through optimal use of all resources: people, blocks, and time 51

TOWER-BUILDING SIMULATION (CONTINUED)Parameters:  Construction teams with one team leader and builders  Three rounds  Five-minute strategy period  Three-minute planning time  Team leaders state goals for Total Tower Inches (TTI)  Five-minute building time  Quality inspection 52

TOWER-BUILDING SIMULATION (CONTINUED)Regulatory requirements:  Towers must be free-standing, vertical structures – minimum height of 10 inches  Builders are blindfolded; must use their non-dominant hands  Leaders can touch neither the builders nor the blocks during building period  Two violations = lose 10″ off your score. Each subsequent violation = loss of 10″ off your score  Less than 10″ is NOT A TOWER ! 53

TOWER-BUILDING SIMULATION (CONTINUED)Scoring: Team leaders must declare goal at end of each planning period  Goal = Total Tower Inches Receive 100% of height attained if goal is met (1 point per tower inch) Receive 80% of height attained if goal is not met (higher or lower than goal)  Fractions of inches are rounded to nearest inch (unless below 10″) 54

TOWER-BUILDING SIMULATIONObjective: Parameters:  Construction teams with one team leader and  Maximise performance, in terms of total builders tower inches, through optimal use of all  Three rounds resources: people, blocks, and time  Five-minute strategy period  Three-minute planning timeRegulatory requirements:  Coaches state goals for Total Tower Inches (TTI)  Towers must be free-standing, vertical  Five-minute building time structures – minimum height of 10 inches  Quality inspection  Builders are blindfolded; must use their Scoring: non-dominant hands  Team leaders must declare goal at end of each planning period  Team leaders can touch neither the builders  Goal = Total Tower Inches nor the blocks during building period  Receive 100% of height attained if goal is met (1 point per tower inch)  Two violations = lose 10″ off your score.  Receive 80% of height attained if goal is not met Each subsequent violation = loss of 10″ off (higher or lower than goal) your score  Fractions of inches are rounded to nearest inch (unless below 10″)  Less than 10″ is NOT A TOWER ! 55

TOWER-BUILDING: SCORINGTeam and leader Round I Goal Round II Round III Final Goal Actual Score Actual Score score Cumul. Actual Score total Goal 56

Builders: (in your teams) TOWER-BUILDING SIMULATION DEBRIEF  Our team’s strategy was: Managers: (as a group)  What our manager did that helped our  What we did or provided that helped our performance: teams:  What our manager could have done  What we would do differently: differently: Things about the team that were useful: Things about the team that were not useful: 57

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Introduction to Leadership Styles 59

SIX LEADERSHIP STYLESDirective Visionary Affiliative Participative Pacesetting Coaching 60

UNDERLYING RESEARCH• Based on research applying the theory of motivation to behaviour in organisations• Litwin and Stringer (1967, 1969) studied the link between human motivation and organisational climate• Hay Group (then McBer and Company) studied what motivates and de-motivates employees• Hay Group refined these concepts into: • Six dimensions of organisational climate • Six leadership styles• Concepts and supporting instruments have been revised and refined several times 61

LEADERSHIP STYLES• Behaviour = ƒ (person; situation)• Patterns of behaviours used across a wide range of managerial and leadership situations• Leadership styles have the biggest impact on organisational climate• The breadth of a leader’s styles determines his/her effectiveness 62

LEADERSHIP STYLES ARE A FUNCTION OF...• The leader’s personal characteristics• The styles used by others• The organisation’s espoused values• Specific leadership situations and the people involved 63

FACTORS THAT IMPACT THE APPROPRIATE USE OF STYLES• Experience of employees• Employee strengths and weaknesses• Complexity of tasks• Time pressures• Risk associated with deviation from performance• Resources available 64

Primary objective: getting DIRECTIVE STYLEimmediate compliance Questions to ask:• Gives lots of directives• Expects immediate employee • Who controls the work? • What is the nature of compliance• Controls tightly performance feedback?• Relies on negative, corrective • What is the nature of the work of feedback the group?• Motivates by stating the negative 66 consequences of noncompliance

Most effective: DIRECTIVE STYLE (CONTINUED)• When applied to relatively Least effective: straightforward tasks • When applied to tasks that are• In crisis situations more complex than• When deviations from straightforward compliance will result in serious • Over the long-term problems • With self-motivated, capable• With problem employees (when all else has failed) employees 67

Primary objective: providing long- VISIONARY STYLEterm direction and vision foremployees Questions to ask: • Is there a vision for the group or• Develops and articulates a clear vision organisation? • Are employees committed to the• Solicits employee perspective on the vision vision? • How is the leader perceived by• Sees selling the vision as key his/her direct reports?• Persuades employees by explaining the “whys” in terms of 67 employees’ or the organisation’s long-term interest• Sets standards and monitors performance in relation to the larger vision• Uses a balance of positive and negative feedback to motivate

VISIONARY STYLE (CONTINUED)Most effective: Least effective:• When a new vision or clear • When the leader does not direction and standards are develop employees needed • When the leader is not• When the leader is perceived as perceived as credible the “expert” or the “authority” • When trying to promote self-• With new employees who managed teams and depend on the leader for participatory decision-making guidance 69

AFFILIATIVE STYLEPrimary objective: creating harmony Questions to ask:• Is most concerned with promoting • What are the predominant friendly interactions employee/employee and• Places more emphasis on employee/leader interactions? • What is the nature of addressing employees’ personal performance feedback? needs than on goals and standards • How are goals and standards represented in this organisation?• Pays attention to and cares for “the whole person”; stresses 70 things that keep people “happy”• Avoids performance-related confrontations• Rewards personal characteristics more than job performance

AFFILIATIVE STYLE (CONTINUED)Most effective: Least effective:• When used as part of a • When employees’ performance repertoire is inadequate• When giving personal help • In crises or complex situations needing clear direction and• In getting diverse, conflicting control groups to work together harmoniously • With employees who are task- oriented or uninterested in friendship with their leader 71

AFFILIATIVE STYLE (CONTINUED)Most effective: Least effective:• When used as part of a • When employees’ performance repertoire is inadequate• When giving personal help • In crises or complex situations needing clear direction and• In getting diverse, conflicting control groups to work together harmoniously • With employees who are task- oriented or uninterested in friendship with their leader 72

PARTICIPATIVE STYLEPrimary objective: building Questions to ask:commitment and generating new ideas • How are decisions made in this• Trusts that employees can develop organisation? the appropriate direction for themselves and the organisation • How is poor or less-than- satisfactory performance dealt• Invites employees to participate in with? the development of decisions • Who provides the direction in• Holds many meetings and listens to this organisation? employees’ concerns • What is the level of competence• Rewards adequate performance; of the employees in this rarely gives negative feedback organisation? 73

PARTICIPATIVE STYLE (CONTINUED)Most effective: Least effective:• When employees are competent • In crises• When employees must be • When employees are not coordinated vs. managed competent, lack crucial information, need close• When a leader is unclear about supervision the best approach 74

PACESETTING STYLEPrimary objective: accomplishing Questions to ask:tasks to high standards of • What happens when work is notexcellence performed to expectations in• Leads by example this organisation?• Has high standards • Does the leader feel comfortable delegating his work to others?• Is apprehensive about delegating • What is the pace of work in this• Takes responsibility away if high organisation? performance is not forthcoming • What is the level of competence• Has little sympathy for poor of the employees in this performance organisation?• Rescues the situation• Sees collaboration with others only as it impacts the task 75

PACESETTING STYLE (CONTINUED)Most effective: Least effective:• When employees are highly • When the leader cannot do all motivated, competent, know his/her work personally their jobs • When employees need• When managing individual direction, development, and contributors coordination• In making the organisation move fast• For developing employees who are similar to the leader 75

COACHING STYLEPrimary objective: supporting the Questions to ask:long-term professional development • Do employees have developmentof others and/or career plans?• Helps employees identify their • Are employees supported in strengths/weaknesses achieving their professional• Encourages employees to development goals? establish long-range development • Are employees interested in their goals own personal development?• Reaches agreement with 77 employees on mutual roles in development process• Provides ongoing instruction as well as feedback• May trade off immediate standards of performance for long-term development

COACHING STYLE (CONTINUED)Most effective: Least effective:• When employees • When the leader lacks expertise acknowledge a discrepancy in • When employees require performance considerable direction and feedback• With employees who are motivated to seek professional • In crises development 77

Leadership styles feedback 78

Styles reports 79

Styles you intend STYLES – COMPARISON Styles your raters experience 80

STYLES REPORT – INDIVIDUAL RATINGS 81

STYLES “SMART” TEXTStyles smart text is found in three places in the Leadership StylesFeedback Report: • “Self-report” – a description of the styles you believe you use most frequently • “Styles experienced by your raters” – a discussion of what it means to have one or more dominant and backup styles (e.g., visionary/directive, affiliative/pacesetting, participative/pacesetting, affiliative/directive) • “Styles comparison” – a discussion of what it means if leader’s self- reported dominant style is different from the style experienced by raters (e.g., visionary versus directive, coaching versus pacesetting, directive versus affiliative) 82

EVALUATING MY LEADERSHIP STYLES RESULTS• What do I see as the positives in the leadership styles feedback I received?• What do I see as less positive in those results?• Does what I say about my use of styles match with what my direct reports say? 83

Co-coaching groups 85

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PERSONAL JOURNAL & CRITICAL INCIDENTSReflect on what you’ve learned today and be prepared to ask any questions,and/or voice any concerns or difficulties you need to deal with. We’ll begintomorrow by spending a few minutes reflecting on what happened todayPrepare two critical incidents Choose two situations in which you were the leader:  One positive, and  One negative Answer the questions in your workbook to describe your critical incidents Be as detailed and specific as possible 87

REFLECTIONS ON THE DAYWe will provide an opportunity to bring all the pieces together on the last day of theprogram. In the meantime, take this opportunity to capture some of the observationsyou made that will make that planning time more useful to you What did I learn? So what: What does it mean to me? Now what: What are the implications and what might I begin to think about doing as a result of these new insights? What might help me, and what might get in the way; either in myself, or in my environment? 88

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REVIEW DAY TWO Did any new questions occur to you since yesterday? How about observations, insights, or concerns? Did you talk about the program with anyone who knows you, and did they offer any additional perspectives? Have your expectations or needs for the program changed? 90

CONCEPTUAL MODEL Individual Jobmotives, values requirements andcompetenciesLeadership Organisational Business styles climate results 90

Organisational climate 91

ORGANISATIONAL CLIMATE• People’s perception of “what it’s like to work here”• Aspects of the environment that directly impact employees’ ability to do their jobs well• Determines how well leaders optimise their human resources and tap their “discretionary effort” 92

SIX DIMENSIONS OF ORGANISATIONAL CLIMATEFlexibility Responsibility Standards Rewards Clarity Team commitment 93

FLEXIBILITYDefinition: Questions to ask:• Lack of constraints in the • Do employees have to fight workplace against unreasonable constraints?• No unnecessary rules, policies, procedures, or practices • Is it easy to innovate/get new ideas accepted?• New ideas are accepted freely • Are there many cumbersome rules and procedures? 94

RESPONSIBILITYDefinition: Questions to ask:• Employees have a lot of • Are important tasks delegated authority delegated to them to employees?• Employees have freedom to • Are employees encouraged to make decisions about doing take initiative? their own job • Are individuals encouraged to• Employees are held fully take risks based on their own accountable for the outcome of judgment? their work • Are employees allowed the opportunity to experience the success or failure of their own efforts? 95

STANDARDSDefinition: Questions to ask:• The emphasis employees feel • Does the performance bar rise management puts on improving every year? performance and doing one’s • Can employees get away with best• The degree to which people feel doing less than their best? that challenging but attainable • Is mediocrity tolerated? goals are set for individuals and the organisation• The extent to which mediocrity is not tolerated 96

REWARDSDefinition: Questions to ask:• Rewards and recognition linked • Do rewards outweigh directly to performance punishment?• Rewards and recognition • Are rewards tied directly to the differentiate levels of quality of performance? performance • Is there a broad reward• People know where they stand portfolio? in terms of their performance • Does good performance lead to increased opportunities for personal growth? 97

CLARITYDefinition: Questions to ask:• Employees know what is • Do employees have a clear idea expected of them of what is expected of them?• Employees know how those • Do employees know how they expectations relate to the larger personally contribute to the goals and objectives of the mission? organisation • Are goals, policies, procedures and lines of authority clearly articulated and understood? 98

TEAM COMMITMENTDefinition: Questions to ask:• People are proud to belong to • Do individuals and teams the organisation cooperate effectively to get the job done?• Everyone provides extra effort when needed • Do conflicts get resolved effectively?• There is trust that others in the organisation are working toward • Do feelings of trust, pride, and a common objective organisational loyalty exist in the workplace? 99

Styles and Climate Case Study 100