Coaching High-Performance Work Teams

Which Supervisor Do You Prefer? Sue and Jeff have just been promoted to their first supervisory position. Both have had considerable experience as Senior Micro-Technicians prior to the promotion. Sue and Jeff shared plans for making the transition from technician to supervisor one day during lunch. Jeff volunteered that he plans to concentrate on designing the work that needs to be done and then provide his employees with precise goals and standards. Because of this experience and knowledge, he will also prepare a detailed performance plan for each employee. He feels this approach will ensure the goals are met while giving him the control he needs to get the job done. Sue responded by saying she had already secured her manager’s agreement to take a supervisory skills course to insure she understood the management process. In the meantime, however, Sue indicated she plans to involve her group in day-to-day planning, organizing, and problem solving. She is confident of her ability but feels every member of the staff is competent and can make important contributions to the group’s effectiveness. She also feels that individuals need the satisfaction that comes from being involved with a project.

New Team Versus Old Team Environment New Team Person comes up with initiatives. Team has considerable authority to chart its own steps. Members form a team because people learn to collaborate and think for themselves. People both rock the boat and work together. People cooperate by using their thoughts and feelings. They link up through direct talk. Old Team Person follows orders. Team depends on the manager to chart its course. Members were a team because people conformed to direction by manager. No one rocked the boat. People cooperated by suppressing their thoughts and feelings. They wanted to get along.

PERFORM Purpose Empowerment Relationship and Communication Flexibility Optimal Performance Recognition and Appreciation Morale

What to Observe in Groups Communication and Participation – who talks to whom? Who is left out? Who talks most? Decision Making – selecting course of action—majority rule, consensus, lack of response. Conflict – how is it handled, avoidance, compromise, competition, collaboration, etc. Leadership – who is influencing whom?

What to Observe in Groups Goals and Roles – who does what? What are they trying to accomplish? Group Norms – assumptions or expectations that govern kinds of behaviors appropriate or inappropriate in the group. Problem Solving – identifying and formulating the problem, generating alternative solutions, analyzing consequences, action planning and evaluation. Climate/Tone – feeling or tone of the group—how pleasant it seems.

Group Roles - Task Initiator-contributor Information seeker Opinion seeker Information giver Opinion giver Elaborator Coordinator Orienter Evaluator-critic Energizer Procedural technician Recorder

Group Roles - Maintenance Encourager Harmonizer Compromiser Gatekeeper and expediter Standard setter Group observer Follower

Group Roles - Individual Aggressor Blocker Recognition-seeker Self-confessor Playboy/playgirl Dominator Help-seeker Special interest pleader

Individual Roles RoleDescriptionTactics Filibuster Talks continuously, giving far more information or opinion than is useful to the group. Takes forever to get to the point. Interrupt. Ask, “What’s your point?” Or say, “I think your point is ___. Is that right?” Get a “Yes” or “No,” thank the speaker, and direct the discussion to someone else. Drop-Out Doesn’t talk often and may appear not to be paying attention. Make sustained eye contact and look like you expect participation. Ask, “What do you think, (Name)?” Or, ask the drop-out to record the group’s work. Distractor Talks off the subject, bringing up things for the group to talk about or do that are not in line with its purpose. Refocus. Say, “I’d like to return to the task at hand,” and bring the group’s attention back to the appropriate topic. Say, “I think we’re off track,” and restate topic the group should be discussing.

Individual Roles RoleDescriptionTactics Reactive Thinker Only reacts to other people’s ideas (usually critically). Never offers original ideas or constructive comments. After the critical comment, ask “What alternative do you suggest?” Gently confront, saying “You seem to have a strong suit in critical thinking. Do you have any ideas that can stand up to your own examination?” Heckler Makes remarks or engages in nonverbal behavior that detracts from the speaker’s ideas and encourages disrespect for the speaker. Say, “(Name), you don’t seem to respect what has just been said; what’s your opinion?” When the heckling is of a nonverbal nature, respond to it as though it were a remark and ask for verbal elaboration: “I see you think the last idea was crazy. What do you think is wrong with it?”

Team Effectiveness and the Stages of Group Development

Summary of Four Stages Forming – productivity is low— members not clear on goals and tasks, minimal skills and knowledge—morale is high, everyone is excited, high expectations Storming – honeymoon is over and the initial high expectations are seen as being more difficult to achieve

Summary of Four Stages Norming – group is learning to work together resolving differences and developing confidence and cohesion Performing – team is humming, productivity is high, group members have knowledge, skills and morale to be a high-performing team

Helpful Steps Toward Team Building Become an effective planner Strengthen your organizational skills Build a motivating climate Establish a control system to assure goal achievement Make training useful – develop plans Employee involvement and commitment Involve the team in setting goals and standards

Helpful Steps Toward Team Building (cont.) Facilitate open communication – trust Review your communication skills Understand conflict Build trust Accentuate the positive Enjoy the rewards of being part of a successful team

Mistakes to Avoid 1. Failure to develop and maintain basic management and leadership skills 2. Failure to discuss expectations or establish goals which have been mutually set. 3. Inattention to the training and development needs of team members. 4. Failure to advocate, support, and nurture team building activities.

Mistakes to Avoid (cont.) 5. Preventing the involvement of team members in any activity where they could make a contribution. 6. Failure to provide and receive feedback from the team. 7. Allowing conflict and competition to get out of control or trying to eliminate it altogether. 8. Depending on someone else to recognize and reward the team and its members.