Developing & Leading High Performance Teams

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Created and presented to Simon Graduate School of Business Executive MBA students, University of Rochester, NY.
Increasing retention of talent, completion time of projects and tasks, satisfaction with work and life; Making your organization, team, and you better and greater profit.

In our time together you will learn how to; hone, utilize, and develop interpersonal and political skills that are needed for more than successful completion of Projects and Goals; Leading to an increase in your value to the team and organization.

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Developing & Leading High Performance Teams

  1. 1. Draw one. www.create‐learning.com
  2. 2. If the pig is drawn . . . •Toward the top of the paper, you are a positive, optimistic person. •Toward the middle of the paper, you are a realist. •Toward the bottom of the paper, you are a pessimist and have a tendency to be negative. •Facing left, you are traditional, friendly, and good at remembering dates, including birthdays. •Facing forward (or angled forward), you are direct, enjoy playing "the devil‘s advocate,“ and neither fear nor avoid discussions. •Facing right, you are innovative and active but do not have a strong sense of family, and you are not good at remembering dates. •With many details, you are analytical, cautious, and distrustful. •With few details, you are emotional and naive, care little for details, and are a risk-taker. •With four legs showing, you are secure and stubborn, and you stick to your ideals. •With less than four legs, you are insecure or are going through a period of major change. •With large ears, you are a good listener. The larger the ears, the better listener you are. •With a long tail, you have a good sex life. The longer the tail, the better it is. www.create‐learning.com
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  4. 4. Detailed Data Discovery Within the next 15 minutes your objective is to; o Introduce self to team o Accumulate team data you may choose any area or multiple areas to tabulate and illustrate team data o Compile and translate data into information your team will present to others o Develop a consensus of 1 team goal for our time together o Add 1 more ground rule, if necessary www.create‐learning.com
  5. 5. Listen Instill, Internalize, Experience Institutionalize Analyze Reflect the Action www.create‐learning.com
  6. 6. When the going gets tough. The tough get going! Default to their highest level of training. www.create‐learning.com
  7. 7. Hard Skill Soft Skill Write down 5 soft skills you possess, and 5 hard skills you possess, do it fast and don’t let anyone else see what you are writing. www.create‐learning.com
  8. 8. ? www.create‐learning.com
  9. 9. List 5 soft skills that are most beneficial. www.create‐learning.com
  10. 10. List 5 hard skills  that are most  List5 hard skills beneficial.   that are most beneficial. www.create‐learning.com
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  13. 13. Groups and Teams How are the knives (hard skills) & marshmallows (soft skills) before construction like a group, and the same knives (hard skills) & marshmallows (soft skills) after construction like a team? www.create‐learning.com
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  16. 16. Individually and Cooperatively What were the differences between working alone on the first round and working together on this second round? www.create‐learning.com
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  19. 19. Small team and Large team In what ways does team size affect performance and interactions? www.create‐learning.com
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  22. 22. Static team and Dynamic team What were some of the key factors that allowed you to complete each task? How did your role(s) change as more people were added to the task? Which proved to be the most challenging – Hard Skills (building and technical knowledge, etc…) or Soft Skills (inter and intra personal communications, etc…)? What from this can be applied to your team & you? How? When? www.create‐learning.com
  23. 23. Listen Instill, Internalize, Experience Institutionalize Analyze Reflect the Action www.create‐learning.com
  24. 24. Great team dynamics include ? www.create‐learning.com
  25. 25. Great team dynamics include – which if any apply to your team effort; oIdentify a leader oEstablish roles & responsibilities + discuss what each person ‘brings to the table’ oEstablish a set of goals & objectives oEstablish an agenda for managing time to complete the task/meeting oEstablish a method to determine how they will reach agreement oEstablish ground rules for their meetings oProper & timely use of quality tools oMaladaptive behaviors are properly dealt with immediately and have consequences oAbility to get started on task/project quickly www.create‐learning.com
  26. 26. Commitment Goal Clarification High Performance www.create‐learning.com
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  31. 31. Team Development & Leadership www.create‐learning.com
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  33. 33. Action Centered Leadership achieving the task building & maintaining the team developing the individual www.create‐learning.com TM John Adair
  34. 34. How does the Adair Action Centered Leadership model apply to the Team Performance Model? Examples. Stories. www.create‐learning.com
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  36. 36. Conversations & Team Norms www.create‐learning.com
  37. 37. Strength Envelopes Purpose: To create a verbal self-portrait that incorporates your strengths (as perceived by your colleagues). www.create‐learning.com
  38. 38. morale Shows itself As a state of mind Radiating confidence In people where each member Feels sure of his own niche, Stands on his own abilities And works out his own solutions - Knowing he is Part of a team where there exists A sharing of ideas A freedom to plan A sureness of worth, And a knowledge That help is available For the asking to the end that People grow and mature Warmed by a friendly climate -anon michael cardus is create-learning www.create‐learning.com
  39. 39. Credits: Pig personality ‐ http://www.davidnewsum.co.uk/Newsletters/Pig_personality.pdf Photo slide 5 ‐ ansik Photo slide 6‐ i dont make art anymore Photo slide 7‐ jronaldlee Photo slide 24 – CarbonNYC Photo slide 25 ‐ Bascom Hogue Photos slide 26 ‐ Pink Sherbet Photography Photo slide 29 – Clark Dever Photo slide 34 ‐ takomabibelot Photo slide 35 – normanack Photo slide 37 ‐ Lee Nachtigal www.create‐learning.com

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