KMT Leadership and Management Development Programme
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KMT Leadership and Management Development Programme
- 1. Module 3: Creating high performing teams “In high performing teams the members are not only committed to the success of the team, they are also committed to each other” Lucy Fernie – Organisation development and human resource consultant 2013
- 2. We looked at: Difference between managing and leading Key leadership behaviours ◦ ◦ ◦ ◦ Intellectual Cognitive Emotional Spiritual Leadership, vision and mission Understanding yourself as a Leader Creating your vision
- 3. Engaging others in your vision People‟s levels of commitment Motivation Engaging rather than transmitting or telling Emotional intelligence: 1. 2. 3. 4. 5. Self-awareness Self-regulation Motivation Empathy Social skill How to get „buy in‟ Giving feedback
- 4. To support managers to lead and manage staff to ensure competent, motivated & high performing teams that consistently deliver above expectations.
- 5. 1. 2. 3. 4. Use evidence-based approach to target effective team development activities Recognise the characteristics of High Performing Teams Define the 4 key areas of activity that team managers can target to develop motivation at work Understand the team leader‟s role in team development, coaching and individual development of team members
- 6. When does a group of people become a ‘team’?
- 7. A group of individuals who come together to work towards a vision. Individual skills Interdependent Responsible Mutual commitment Collective performance Common goal Greater than the sum of its individual parts
- 8. Stages in Team Development Forming Storming Tuckman Performing Norming
- 10. 1970‟s – Dr Meredith Belbin Research found „well balanced‟ teams out perform unbalanced teams. 9 clusters of behaviour people exhibit Now internationally recognised and used by over 40% of The Times top 100 companies
- 12. Who are we What recognition do we get How effective are we Where are we now Linking Skills What support do we need Where are we going How will we get there What is expected of us
- 14. Flip Chart & pens Pencils & paper 1 Egg Straws Sticky tape Scissors Ruler Table to work on Examine what motivates & demotivates Teams Create a free standing structure, 30cm tall that will hold your egg safely 10mins for the task
- 16. Effective Performance Management Ongoing Process Strategic & Integrated Range of Activities Managing Behaviour Facilitates Performance Improvements Developing Capability
- 18. Compare your current performance management activities to the list of tools detailed below. Which activities need enhancing or introducing to ensure you have a comprehensive approach to Performance Management? Performance appraisals Reviewing & Setting Objectives & Performance Measures Learning & Development Activities Regular Team & Individual Meetings Coaching Performance Problem Solving (Performance Improvement Plans)
- 20. Level of Competence Level of Commitment Willing to Perform Manager and Team Support Unwilling to Perform Manager Intervention Employee does not know how to perform effectively Requires basic role performance training & structured development from competent team members Individual not suitable for role and should not pass probationary period. Employee knows how to perform effectively in theory but can’t in practice Low confidence, requires support, encouragement and coaching from manager and high performers Individual in wrong role Employee knows how to perform effectively and can practice Ongoing coaching & development opportunities to maintain high performance. Involve in colleagues development Counselling with Performance Improvement Plan in place. May result in disciplinary action if PIP not delivered.
- 21. Consider the competence and commitment of your current team. Plot them into the matrix you have been given.
- 22. Performance & Development appraisals Essential tool of performance management Dialogue about performance, Free flowing conversation, range of viewpoints Review & Consider: ◦ ◦ ◦ ◦ Objectives Competence & Skills Training & Development Future Performance Objectives Agreed, documented & used
- 27. Activists 'Have an experience "do"' Pragmatists Plan the next steps 'Apply' Reflectors 'Review" the experience' Theorists Draw conclusions from the experience "learn"
- 28. Group Exercise: You will be allocated 1 or more learning styles, in your groups, determine the strengths and weakness of each preferred style and plan what type of development activities you could initiate for the preferred styles and how you would adapt them to suit particular styles. 10 minutes
- 30. • Effective Coaching Improves Drives • Employee Performance • Ability & Motivation • Organisational Performance • Business Results Success
- 33. Individual Exercise: Which employees would benefit from coaching support? Which particular performance areas/subjects would you like them to concentrate on?
- 35. 1. 2. 3. 4. Use theoretical knowledge to target effective team development activities Recognise the characteristics of High Performing Teams Define the 4 key areas of activity that team managers can target to develop motivation at work Understand the team leader‟s role in team development, coaching and individual development of team members
Notas do Editor
- This Module is aimed at developing understanding of the role of the manager in managing & motivating teams. Design to give you insight into the importance of understanding team working and the contribution individual make to a team. This, combined with an appreciation of motivation theories will support you to manage, develop & motivate your teams, driving their performance.Homework:Belbin’s team roles inventoryTuckman’s stages in team developmentPersonal plan with SMART objectivesApplication – what do you want to do differently – Flip Personal Objectives for the day
- Tuckman questionnaire – compare results to above. This model has become the basis for a lot of theory around team development.phases are all necessary and inevitable in order for the team to growface up to challengestackle problemsfind solutions, to plan workdeliver results. Forming:get to know one anotherexchange some personal informationmake new friendssee how each member of the team works as an individual and how they respond to pressuremeets and learns about the opportunities and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independentlyusually relatively uninformed of the issues and objectives of the teambest behaviour but very focused on themselvesMature team members begin to model appropriate behaviourSharing the knowledge of the concept of "Teams - Forming, Storming, Norming, Performing" is extremely helpful to the teamStorming:necessary to the growth of the team. Normally tension, struggle and sometimes arguments occur. Tolerance of each team member and their differences should be emphasizedcan become destructive to the team and will lower motivation if allowed to get out of control. Some teams will never develop past this stage.Supervisors more accessible, remain directive in their guidance of decision-making and professional behaviourteam members will therefore resolve their differences,not feel judged, and will therefore share their opinions and views. different ideas compete for considerationaddresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Some team members will focus on minutiae to evade real issues.Norming: Team has one goal and planTeam has resourcesTrust and appreciation buildPurpose well definedFeedback is high, well received and objectiveTeam confidence is highLeader reinforces team behaviourMembers reinforce team normsTeam is creativeTeam members are committedPerforming (High performing team): Supervisors of the team during this phase are participative. able to function as a unit,smoothly and effectively without inappropriate conflict or the need for external supervisionmotivated and knowledgeablecompetent, autonomous and able to handle the decision-making process without supervision. Dissent is expected and allowed as long as it is channelled through means acceptable to the team.Team makes most decisions. Even the most high-performing teams will revert to earlier stages in certain circumstancesgo through these cycles many times as they react to changing circumstanceschange in leadership may cause the team to revert to storming as the new people challenge the existing norms and dynamics of the teamteam members feel very motivated
- Each step builds on the previous one. Each step prepares for the performing stage. Skipping a step effects performing negatively. With every new challenge the process repeats.Action steps: “forming” to “Storming”Set a missionSet goalsEstablish rolesRecognise need to move out of forming roleLeader is directiveBuild trustDefine reward structureTake risksBring group together regularly to work towards shared goalsAssert powerDecide to be on the teamAction steps: “Storming” to “Norming”Team leader should actively support and reinforce team behaviour, facilitate group wins, create positive environmentLeader must ask for an expect resultsRecognise and publicise team winsAgree on individual roles and responsibilitiesListen to each otherSet and teak team time togetherEveryone works actively to set a supportive environmentHave the vision: “we can succeed”Request and accept feedbackBuild trust by honouring commitmentsAction steps: “Norming” to “Performing”Maintain traditionsPraise and appreciate each otherSelf-evaluate without a fussShare leadership role in team based on who does what the bestShare rewards and successCommunicate all the timeShare responsibilityDelegate freely within the teamCommit time to the teamKeep raising the bar – new higher goalsBe selective of new team members, train to maintain the team spirit
- High Performing teams have the following characteristics: a common sense of purpose a clear understanding of the team’s objectives resources to achieve those objectives mutual respect among team members, both as individuals and for the contribution each makes to the team’s performance valuing members’ strengths and respecting their weaknesses mutual trust willingness to share knowledge and expertise willingness to speak openly a range of skills among team members to deal effectively with all its tasks a range of personal styles for the various roles needed to carry out the team’s tasks.
- Who are we?Each person brings different strengths to a team Managers need to know 'what makes each person tick‘ Where are we now?A SWOT analysis will allow you to look at the teams' key Strengths, Weaknesses, Opportunities and Threats and to determine whether the necessary resources are available to achieve the team's vision. Where are we goingIt has to have a vision that is aligned with the organisation's mission and goals. How will we get there?To turn a vision into reality, it is necessary to systematically set objectives, action -plans and measures of performance. What is expected of us?People find it difficult to perform if they don't know what they are meant to be doing. In a High-Energy Team, all team members will fully understand their job description, their role in the team, what they are responsible for and, most importantly, what they are accountable for.What support do we need?How effective are we?A high performing team is one that regularly reviews its effectiveness and continually improves its performance. What recognition do we get?In general, most teams will not attain high-energy levels unless there is adequate recognition for the accomplishments of all team members. Linking SkillsThe processes and systems that ensure all eight questions are addressed, understood and coordinated are known as 'linking'
- Team exercise to identify possible barriers to team performance – split into 3 teams and discuss. Present findings at the end - flipchart
- Group discussion after exercise:Bearing in mind the things you considered as motivating & demotivating, did you change your behaviour in anyway during the team task?How quickly did a leader emerge?Did whole team contribute equally?What have you learnt form this activity?
- Motivation is essential. All it means is that if people are going to do a job willingly and do it well they need to have been given certain types of confidence. They will need to know:That what they are doing is worthwhile, which means having confidence in the valueof their job.That they are making a worthwhile contribution to the work, in other words confidence in their values as individuals.That they are not working in isolation - confidence in their value as a team. By instilling staff with these confidences, which is as easy as following a few straightforward techniques, a team manager will have laid the groundwork for motivated staff that operates willingly and efficiently. There are four key areas where a Team Manager can achieve this:Making Team Members feel valuedProviding opportunities for developmentRecognising achievementsProviding a challenge Group Exercise: In your groups, list what you currently do in each of these categories to maximise the motivation within your teams.
- Group Question: What is Performance Management?Performance Management can be defined as:'A process which contributes to the effective management of individuals and teams in order to achieve high levels of organisational performance’Effective performance management establishes shared understanding about what is to be achieved and facilitates an approach to leading and developing people which will ensure that it is achieved. Performance management should be:Strategic & Integrated - it is about broad organisational issues and longer-term goals and should link various aspects of the business, people management, and individuals and teams.On-going - a combination of managerial activity that runs throughout the trading year as an on-going cycle of planned and ad-hoc interactions between managers, teams and individuals. It should incorporate:Performance Improvement - throughout the organisation, for individual, team and organisational effectiveness Development - unless there is continuous development of individuals and teams, performance will not improve Managing Behaviour - ensuring that individuals are encouraged to behave in a way that allows and fosters better working relationships, both internal and external, and encompassing all stakeholders
- Flipchart current performance tools used in KMTTools of Performance Management: Performance & Development Reviews (appraisals)Reviewing & Setting Objectives & Performance Measures (KPI’s)Learning & Development ActivitiesRegular Team & Individual MeetingsCoachingPerformance Problem Solving (Performance Improvement Plans)
- Which category would you put your line reports – Why? What basis have you considered their performance?
- There will be varying degrees of performance/capability within a typical team:Under performers Competent (Good performers – how do we make them Great)High PotentialsIdentifying which group individuals currently sit in requires us to consider the performance of each individual from two perspectives:What is the person’s level of Competence?- Has the person got the relevant skills, knowledge and capability for the job? What is the person’s level of Commitment?- Is the person willing or unwilling to perform their job? Once we have identified where people sit in terms of competence and commitment, we can start to plan & prepare performance development activities.
- The five key elements of the performance appraisal are: Measurement – assessing performance against agreed targets and objectives. Feedback – providing information to the individual on their performance and progress. Positive reinforcement – emphasising what has been done well and making only constructive criticism about what might be improved. Exchange of views – a frank exchange of views about what has happened, how appraisees can improve their performance, the support they need from their managers to achieve this and their aspirations for their future career. Agreement – jointly coming to an understanding by all parties about what needs to be done to improve performance generally and overcome any issues raised in the course of the discussion. Objectives - whether they were achieved and if not the reasons why. Competence – whether individuals’ performance is below, within or above the requirements of the role. Training – what training the individual has received in the review period and what training or development they require in the futureFuture Performance Objectives – an agreement of the performance objectives that have been set for the coming period along with agreed measures for these objectives so everyone is clear on what is expected and how it will be reviewed/assessed at next PDR.
- The two main issues are to ensure that appraisers ask open and probing questions. Open questions are general rather than specific; they enable people to decide how they should be answered and encourage them to talk freely. Examples include: How do you feel things have been going? How do you see the job developing? How do you feel about that? Tell me, why do you think that happened? Probing questions dig deeper for more specific information on what happened or how people feel. They demonstrate support for the individual’s answer and encourage them to provide more information about their feelings and attitudes. Probing questions can also be used to reflect back to the individual and check information. Examples would be:That’s very interesting. Tell me more about ….? To what extent do you think that …? Have I got the right impression? Do you mean that ….? Listening skills? Group Question how do we demonstrate we are actively listening?Delivering feedback Individual exercise page 15 of work book
- B -BALANCEDWhen giving feedback you should try to include a balance of both praise/criticism.O -OBSERVEDThe feedback should be factual about what you have observed about the person’s performance. Not based on hearsay. We also need to ‘own’ the feedback we give by using ‘I’ statements. Support your feedback with specific examples and evidence.O –OBJECTIVEThe feedback should focus purely on the aspects of the person’s performance, and not a personal attack on their character or personality.S – SPECIFICAvoid generalisations and keep to one aspect of performance at a time. Do not allow yourself to be side tracked and be direct when giving criticism.T –TIMELYGive the feedback as soon after the event as possible. This means we should not wait until the appraisal interview to give feedback, it should be ongoing and re-enforced during the appraisal.In pairs – 5 minutes to prepare to deliver BOOST feedback on today's performance.Page 17 & 18 – Structure for constructive praise & constructive critisicismPage 19 – Group exercise.
- Recall this slide from Module 2 – providing challenge & development opportunities key in developing performance and provides motivation as well..... Understanding how people develop and learn is crucial in maintaining motivation & commitment....
- It’s most powerful impact has been the idea of a learning cycle. It shows what should be happening within any learning experience. He also highlighted that some people prefer to learn in one way and not another, and that these can be identified through a learning styles inventory.Four-Stage Cycle of Learning Concrete experience –this can be planned or accidental, something is ‘done’.Reflective Observation- this involves actively thinking about the experience and its significance, ‘reviewing what has been done’.Abstract Conceptualising – involves generalising from experience in order to develop various concepts and ideas that can be applied when similar situations are encountered, what has been ‘learnt’ from the experience.Active Experimentation –testing the concept or ideas in new situations. ‘Applying’ what has been learnt. This gives rise to a new concrete experience and the cycle begins again. Kolb demonstrated this process as a cycle where the learner 'touches all the bases', i.e., a cycle of experiencing, reflecting, thinking, and acting. In order to develop people fully, all stages of the learning cycle should be completed. This is the source of truly effective development where people change their behaviour based on what has been learnt. Kolb also identified four preferred learning styles that explain how people prefer to learn and where they are most comfortable starting their learning cycle. This complex work was simplified and developed further by Honey & Mumford.
- By understanding which preferred learning style is dominant, development activity can be planned to be most meaningful and effective for the individual.Activists involve themselves fully,dominated by immediate experiences,open-minded, enthusiastic about anything new. Their philosophy is: ‘I’ll try anything once’. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. Reflectors like to stand back to think about experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion. postpone reaching definite conclusions for as long as possible. Their philosophy is to be cautious. Reflectors like to think about things before having a go, and learn by watching other people try something. They like to analyse, observe, think it through and sleep on it.Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step by step logical way. They tend to be perfectionists who won’t rest easy until things are tidy and fit into rational schemes. They like to analyse and synthesise. They are keen on basic assumptions, principles, theories, models and systems thinking. Their philosophy prizes rationale and logic. ‘If it’s logical, it’s good’. Questions they frequently ask are: ‘Does it make sense?’, ‘How does this fit with that?’, ‘What are the basic assumptions?’. They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from management courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities ‘as a challenge’. Their philosophy is: ‘there is always a better way’ and ‘If it works it’s good’.
- What do we understand by Coaching?What experience of coaching have we got? Delivering or receiving?Who currently has structured coaching approach and programme?
- Coaching is developing a person’s skills and knowledge so that their job performance improves, which leads to the achievement of organisational objectives. It targets high performance and improvement at work, although it may also have an impact on an individual’s private life. It usually lasts for a short period and focuses on specific skills and goals. Characteristics of coaching in organisations: It is essentially a non-directive form of development. It focuses on improving performance and developing individuals’ skills. Personal issues may be discussed but the emphasis is on performance at work. Coaching activities have both organisational and individual goals. It provides people with feedback on both their strengths and their weaknesses.
- The GROW Model is one of the best-known and widely used coaching models. It provides a simple yet powerful framework for navigating a route through a coaching session, as well as providing a means of finding your way when lost.GROW is an acronym:GoalRealityOptionsWay ForwardThis acronym summarises the four key elements of a coaching session and helps the helps the coach to determine the most effective questions to ask. what questions should we use at each stage of Grow?Coaching scenarios – Work in pairs with your particular scenario
- Can group see how effective performance management can deliver motivation simultaneously?
- Flipchart or group exercise to identify possible barriers
- This Module is aimed at developing understanding of the role of the manager in managing & motivating teams. Design to give you insight into the importance of understanding team working and the contribution individual make to a team. This, combined with an appreciation of motivation theories will support you to manage, develop & motivate your teams, driving their performance.Process including HousekeepingPersonal Review/Assessment of Knowledge & Performance with evidenceApplication – what do you want to do differently – Flip Personal Objectives for the day