Leading Teams 2009

Leading Teams People Acting Authentically and Adaptively

Leading Teams Agenda Is about applying immunity to change Is about leveraging your leadership map using the seven zones for leadership Is about being in the fundamental state of leadership Is about creating emotional intelligent teams Is about enabling your personal assessment data and previous learning from workout sessions Is about developing an “Adhocracy” Mindset Is about applying Applied Behavioral Analysis

Leading Teams Is about Overcoming Immunity to change * Developed by Dr. Robert Kegan and Lisa Laskow Lahey

Continuation on Background ITC

Overcoming Immunity: Three Premises Overcoming immunity does not require the elimination of all anxiety-management systems Ingredient #1: the Gut – a vital source of motivation for change It is not change that causes anxiety; it is the feeling that we are without defenses in the presence of what we see as danger that causes anxiety Ingredient # 2: Head and Heart – the work must simultaneously engage thinking and feeling Our immune systems can be overcome Ingredient # 3: Hand – the work is simultaneously about mindset and behavior

Adaptive Formulation Thinking Level (change prevention system) How you systematically generate the very behaviors that prevent progress towards goal Feeling Level (anxiety-management system) How generating these behaviors helps to ward off some of your worst fears, which are associated with your actually making progress you hope for

Adaptive Solution Knowing Level - The Heart of the ITC process Designing running and interpreting tests of the big assumptions

3 Dimensions of Immunity First Dimension ( Thinking System ) - ITC map gives us a picture of how we are actively preventing the very change we wish to make But it also shows us how a given place in the continuum of mental development is at once a way of knowing the world and of managing a fundamental anxiety Second Dimension ( Feeling System ) – Reveals in the way persistent anxiety is managed Third Dimension ( Knowing System ) – the epistemological balance that must be preserved if we are to maintain our way of knowing the world and ourselves

Using ITC Requires Taking a Developmental Stance We can all keep growing We will need to, in order to accomplish our goals (as an organization, department, or team) We will want to, in order to experience the greatest vitality and satisfaction in our work Features of a Genuinely Developmental Stance It recognizes that there is life after adolescence; that adulthood, too must be a time for ongoing growth and development It honors the distinction between technical and adaptive learning agendas It recognizes and cultivates the individual's intrinsic motivation to grow It assumes that a change in mindset takes time and is not evenly paced It recognizes that mindsets shape thinking and feeling, so changing mindsets needs to involve the head and the heart. It recognizes that neither change in mindset nor change in behavior alone leads to transformation, but that each must be employed to bring about the other. It provides safety for people to take the kinds of risks inherent in changing their minds.

Types of Learning Challenges Technical Challenge (TC) Technical challenges are not necessarily easy, nor are their results necessarily unimportant or insignificant. Is where the skill set necessary to perform complicated behaviors is well known Is when the routines and processes by which help make a novice and accomplished practitioner are well practiced and proven Adaptive Challenge (AC) Complexity is really a story about the relationship between the complex demands and arrangements of the world and our own complexity of mind When we look at this relationship we discover a gap: our own mental complexity lags behind the complexity of the world demands Can only be met by: Transforming one’s mindset Advancing to a more sophisticated stage of mental development Biggest error is when one applies technical means to solve adaptive challenges

Is about applying Immunity to Change The X-ray The Solution If I don’t find a way to get things done, I’ll stop being valuable. Our individual judgments are superior to any collective judgment. To have things done my way We are committed to preserving the pleasure of harshly criticizing and judging each other Giving curt responses to new ideas, “closing off”, cutting off” or overruling tone We are judgmental and critical of each other Be receptive to more new ideas Create a culture of mutual trust and unwavering support Decide and test the validity of what constitutes our “big assumptions”, the tenets in our mental models, that sustain our immune system First, list these big assumptions that are uncritically taken as being true Second, experiment in a safe environment to test their validity – modify assumptions accordingly which should have impact on Step 2 behaviors Determine Hidden Competing Commitments List those commitments that reinforce you doing Step 2 behaviors Reflect on what insights are revealed between reviewing disconnects and conflicts of Steps 3 and Step 1 Uncover what one is doing/not doing instead of improvement goals in Step 1 List behaviors that work against these goals Define “One Big Thing” from list of goals to be attained Gain visible commitment through behavioral improvement goals Step 4 Step 3 Step 2 Step 1

Immunity to Change Template Worry Box: If you/team imagine yourself trying to do the opposite of step 2 behaviors, what is the most uncomfortable or worrisome or outright scary feeling that comes up for you. Do as many drafts as necessary based on meeting 4 criteria before moving on the next step…. Usually are out of sight – typically we are blinded to them Used Individually – start here first First, complete worry box. Second, based on this raw material from the fear box, generate your hidden competing commitments. These commitments are intended to minimize at all costs these fears from happening. Step 3 – Hidden Competing Commitment Take fearless inventory of all the things you are doing (or not doing) that work against your 1 st column goal. The more concrete behaviors you can list the better. Indicate what you actually do or fail to do – don’t be general in your description like stating being impatient or feeling discomfort or have unpleasant feelings The more items you enter, and the more honest you are, the greater the eventual diagnostic power of your map will be Make sure everything you enter provides a picture of you working against your goal in step 1 We are not interested in why you are doing these things, or for ideas or plans about how you can stop doing these things and get better Step 2 – Doing/not doing Adaptation will involve some recognition of and correction of, our blindness (our assumptions) We begin with designing running and interpreting tests of the big assumptions. First pick one big assumption you want to test based on: It is a powerful assumption It is testable Use associated questionnaire to help make decision on picking big assumption. Use Guide Sheet for designing a good test of the big assumption. Use Guide Sheet for running tests of the big assumption. Use Guide Sheet for interpreting tests of big assumption. Consolidate your/team learning by identifying hooks and releases Use Guide Sheet for Identifying hooks and releases Once unconsciously released from big assumption, reengage ITC process for future success Brainstorm all the possible assumptions that Step 3 commitments might hold. Write a testable version of the your BA Use the language tool of: I assume if I make a Step 3 commitment, I will not be able to …. Evaluate big assumptions against following criteria: Some of the big assumptions you may regard as true It is clear how each of the big assumptions, if taken as true, makes one or more of Step 3 commitments inevitable You see how your big assumptions constitute a “Danger” Decide “Big Goal” based on iterating through following thought process: It is really important to you it is a big deal if you could get dramatically better at it; there is sense of urgency about getting better at it; there is not just a feel good perspective but a need to attitude It is important to others; others would value it highly if you/team got better at it. Accomplishing goal directly implicates you focus of improvement is on yourself, not others State your goal in the affirmative, not the negative Use 360 degree input to get perspectives on one big thing that would clearly make you add more value to the organization Use SMART Safe, Modest (S/M) Actionable (A) Research stance, Test (R/T) Step 4 – Big Assumption (BA) Step 1- Commitment Improvement goals Generating Ideas Pre-work

Immunity to Change Template Worry Box: If team imagines team trying to do the opposite of step 2 behaviors, what is the most uncomfortable or worrisome or outright scary feeling that comes up for team. Do as many drafts as necessary based on meeting 4 criteria before moving on the next step…. Usually are out of sight – typically we are blinded to them Can be used collectively – once people experience individually First, complete worry box. Second, based on this raw material from the fear box, generate team hidden competing commitments. These commitments are intended to minimize at all costs these fears from happening. Step 3 – Hidden Competing Commitment Take fearless inventory of all the things team are doing (or not doing) that work against team 1 st column goal. The more concrete behaviors team can list the better. Indicate what team actually do or fail to do – don’t be general in your description like stating being impatient or feeling discomfort or have unpleasant feelings The more items team enter, and the more honest team is, the greater the eventual diagnostic power of team map will be Make sure everything team enter provides a picture of team working against team goal in step 1 We are not interested in why team are doing these things, or for ideas or plans about how team can stop doing these things and get better Step 2 – Doing/not doing Adaptation will involve some recognition of and correction of, our blindness (our assumptions) We begin with designing running and interpreting tests of the big assumptions. First pick one big assumption team wants to test based on: It is a powerful assumption It is testable Use associated questionnaire to help make decision on picking big assumption. Use Guide Sheet for designing a good test of the big assumption. Use Guide Sheet for running tests of the big assumption. Use Guide Sheet for interpreting tests of big assumption. Consolidate your/team learning by identifying hooks and releases Use Guide Sheet for Identifying hooks and releases Once unconsciously released from big assumption, reengage ITC process for future success Brainstorm all the possible assumptions that Step 3 commitments might hold. Write a testable version of the Team’s r BA Use the language tool of: Team assumes if team makes a Step 3 commitment, team will not be able to …. Evaluate big assumptions against following criteria: Some of the big assumptions team may regard as true It is clear how each of the big assumptions, if taken as true, makes one or more of Step 3 commitments inevitable Team sees how team big assumptions constitute a “Danger” Decide “Big Goal” based on iterating through following thought process: It is really important to team; it is a big deal if team could get dramatically better at it; there is sense of urgency about getting better at it; there is not just a feel good perspective but a need to attitude It is important to others; others would value it highly if you/team got better at it. Accomplishing goal directly implicates team; focus of improvement is on team, not others State team goal in the affirmative, not the negative Use 360 degree input to get perspectives on one big thing that would clearly make the team add more value to the organization Use SMART Safe, Modest (S/M) Actionable (A) Research stance, Test (R/T) Step 4 – Big Assumption (BA) Step 1- Commitment Improvement goals Generating Ideas Pre-work

Immunity to Change Worksheet Worry Box: Used Individually or Collectively Step 3 – Hidden Competing Commitment Step 2 – Doing/not doing Use SMART Safe, Modest (S/M) Actionable (A) Research stance, Test (R/T) Step 4 – Big Assumption (BA) Step 1- Commitment Improvement goals Generating Ideas Pre-work

Associated BA Questionnaire Which BA jumps out at you/team as the one that most gets in your/team way? If you/team could change any single BA, which one would make the biggest, most positive difference for you/team? Is the BA so catastrophic that you/team could never test it? Can you/team imagine some kind of information or data that would cast doubt on the big assumption? Is your/team assumption falsifiable?

Guide Sheet for Designing Test Write below what you/team are doing to do (Make sure you/team are doing something different from what your/team BA would normally have you/team do.) Jot down how you/team think your/team test will get you/team information about your/team big assumption. Next, what data do you/team want to collect? In addition to how people react to you/team, your/team feelings can be a very rich data source. How will that data help you/team to confirm or disconfirm your/team BA? (What results would lead you/team to believe your/team BA is correct? What results would lead you/team to question the validity of your/team BA? Is there anyone you’d like to give a “heads-up” to ask to serve as an observer who can give you/team feedback after the fact? Review your/team test on these criteria: Is it safe? (If the worst case were to happen, you/team could live with the results) Is the data relevant to your/team BA? Is it valid? (The test actually tests your/team BA.) Are the data sources valid? (Choose sources who are neither out to get you/team nor trying to protect or save you/team.) Might it actually reinforce your/team BA? (Is it designed so that it surely will lead to bad consequences, just as your/team BA tells you? Are you setting yourself/team up to fail? Is there any data you/team could colloct that would disconfirm your/team BA?) Can it be done soon? (The person or situation you/team need in order to enact the test is available, you/team are reasonably certain you/team know how to do what you/team plan, and you/team can run the test within the next week or so.)

Guide Sheet for Running Test What did you/team actually do? What happened? What did people actually say or do when you/team ran your/team test? If you/team asked someone for feedback, what did she or he say? What were your/team thoughts and feelings at the time? (These are your/team data points) Check the quality of your/team data to make sure it is valid. Is the data about other people’s responses to you/team directly observable, or have you/team snuck in an interpretation? Would someone else in the room agree with your/team description? Were there any unusual circumstances in your/team test

Guide Sheet for Interpreting Test Take a look at the data you/team collected. What is your/team interpretation of what happened? What alternate interpretation can you/team think of for that same data? When our BAs have a powerful hold on us to predictable interpretations – ones that keep the BA alive and well. An antidote to this tendency is to push yourself/team to generate at least one additional interpretation of the data What does your/team interpretation tell you/team about the BA you/team tested? What aspects of the BA do you/team believe the data confirm? Which do the data disconfirm? Did any new assumptions emerge? What are your/team thoughts about a next test of your/team BA? Pick up on what you've learned about your/team BA. What next test could you/team design to learn more? If you/team have additional Bas, you/team might want to test those too.

Guide Sheet for Hooks and Releases Comment on where you/team see yourself/team on the developmental sequence . Have you/team reached any conclusions or developed any hunches about conditions under which your/team BA is valid? Think about particular situations – who, what, where, and when. Have you/team reached any conclusions or developed any hunches about conditions under which your/team BA is invalid? Think about particular situations – who, what, where, and when. Do you find your/team BA asserting itself in situations you/team know it shouldn’t? If so, can you/team generalize about the conditions under which you/team are likely (more or less) to find yourself/team being sucked into the old patterns associated with the BA? What still sometimes hooks you/team? Have you/team developed key releases (e.g., self-talk that unhooks you/team) that you/team can readily use to help yourself/team when recaptured by your/team BA in real time? Have you/team developed new behaviors or ways of talking to yourself/team in situations that used to activate your/team BA? To what extent/how often can you/team use these “releases” to help you/team from being pulled into old patterns? Consider situations in which you/team think your/team BA is no longer accurate. What new beliefs or understandings do you/team hold about “how things work” or what will happen in these situations? Any thoughts about what has enabled you/team to make the changes you/team have? Unconsciously Immune Consciously Immune Consciously Released Unconsciously Released

Developmental Sequence Socialized Mind We are shaped by the definitions and expectations of our personal environment Our self coheres by its alignment with, and loyalty to, that with which it identifies This can express itself primarily in our relationships with people, with “schools of thought” (our ideas and beliefs) or both Self-Authoring Mind We are able to step back enough from the social environment to generate an internal “seat of judgment” or personal authority that evaluates and makes choices about external expectations. Our self coheres by its alignment with its own belief system/ideology/personal code; by its ability to self-direct, take stands, set limits, and create and regulate its boundaries on behalf of its own voice Self-Transformational Mind We can step back from and reflect on the limits of our own ideology or personal authority; see that any one system or self-organization is in some way partial or incomplete; be friendlier toward contradiction and opposites; seek to hold on to multiple systems rather than projecting all but one onto the other. Our self coheres through its ability not to confuse internal consistency with wholeness or completeness, and through its alignment with the dialectic rather than either pole.

Leading Teams Is about leveraging your leadership map using the seven zones for leadership * Developed by Dr. Robert Terry

Leadership Action Wheel Existence -- the history that limits and launches what we do (What is the history of this event or situation?) Resources -- the things that we use in what we do (What are the resources?) Structure -- the form and processes that support and sustain what we do (What are the plans and processes?) Power -- the commitment and passion that energize what we do (What is the stakeholders’ level of commitment?) Mission -- the aim and priority that give direction to what we do (What is the direction?) Meaning -- the justification and significance that tell us why or for what we do what we do (What is at stake?) Fulfillment -- the completed action that embraces existence, resources, structure, power, mission, and meaning (What is the event in its completed state?) Answers Question: What is going on?

Fixable and Knowable I call them as they are Understandable I call them as I see them Unfixable and Unknowable There is not anything till I call them Three Worlds of Reality Certainty of Outcomes Agreement on Direction Stability Change High Low Tight Loose Zone 1 Serving the Past Zone 2 Building Core Competencies Zone 3 Systems Thinking Zone 4 Creating Ownership Zone 5 Focusing on the Future Zone 6 Creating Meaning in Chaos Zone 7 Serving the Promise of Authenticity Evolving Existence Evolving Resources Evolving Structure Evolving Power Evolving Mission Leadership Map Zone 7a Making Wise Choices Zone 7b Probing Deeper Zone 7c Living the Promise Chaos = Evolving Meaning Fulfillment Zone 3a Designing Sustainable Systems Zone 3b Affirming Shared Identity Zone 5a Setting the Direction Zone 5b Anticipating Change I serve balls and strikes as I serve the promise of baseball

Leadership Zones and Action Wheel Zone 1 Existence -- the from of action: our history, past, and memories in which the action is rooted or from which it arises Zone 2 Resources -- the with which of action; valued items, both tangible and intangible, that we use in the action Zone 3 Structure -- the through which of action: how processes and procedures are designed and implemented to get the action accomplished Zone 4 Power -- the by which of action: the energy or spirit that infuses the action Zone 5 Mission -- the toward which action: the direction of the action Zone 6 Meaning -- the for which of action: the significance and rationale of the action Zone 7 Fulfillment -- the into which of action: the completed action

Leadership Zone Matrix Zones Polarity Criteria Metaphor “ Life is a .. Core Ethical Principle Derailment 1. Serving the Past Stability/change Correspondence gift Sacred History Elimination 2. Building Core Competencies Potential/actual Consistency machine Freedom Exclusion (Discrimination) 3a. Designing Sustainable Systems Form /Dynamic Connectedness body Justice as fair inclusion Double Standards 3b. Affirming Shared Identity Form/ Dynamic Coherence body/living system Justice as constructive inclusion Rigidity 4. Creating Ownership Conceal/reveal Codetermination conflict between ups and downs Participation Oppression and abuse 5a. Setting Direction Ends /Means Convergence journey with focus on destination Caring as Sharing Discounting 5b. Anticipating Change Ends/ Means Conveyance journey with focus on trip Caring as listening Ignoring 6. Creating Meaning in Chaos Seriousness/playfulness Co-creation & connectedness art Responsibility Abdication 7a. Making Wise Choices One/many Congruence & Comprehensiveness polarity Authenticity Inauthenticity and evil 7b. Probing Deeper Part/whole Configuration paradoxical puzzle Authenticity Inauthenticity and evil 7c. Living the Promise Inside/outside and on to paradox Configuration welcoming promise Authenticity Inauthenticity and evil

Deep self-awareness; Faith in the promise of hope; Wisdom; Adeptness; Learning agility and inquiry; Listening to the stirrings; Mapping complex issues; Polarity and paradoxical thinking and living; A commitment to face spirituality, even theology, without getting trapped by exclusionary religious boundaries Leadership Zone Competencies Zones Commitments and Abilities that Require Development Stirrings 1. Serving the Past Historical sensibility and knowledge; core value identification; willingness to face hard truths from the past; commitment to preserve the best by means of celebration, orientation, seminars, speeches, and other Past share events Negative: stuck in the past, denial; Positive: Desire to do something 2. Building Core Competencies Mastering of technical skills of the discipline or subject matter needed: Finance and accounting knowledge and skills; Assessment of consistency of service or product quality; Project management; Supervisory excellence Negative: arrogance, narrow focus Positive: Get in touch with more people 3a. Designing Sustainable Systems Systems thinking: System design; Team participation; Awareness and need for needs-assessment surveys; Willingness to break out of silos and share wisdom across boundaries Negative: rigid, inflexible; Positive: Desire to know where system is going 3b. Affirming Shared Identity Commitment to develop the full array of emotional intelligence competencies; Team building and group participation; Ethical awareness and sense of core and shared values; executive strategic thinking and planning; Knowledge of the critical importance of identity affirmations Negative: workers left out; Positive: workers seeking voice 4. Creating Ownership Conflict negotiation skills; Personal empowerment with exit card; Buffalo self assessment -- know what decisions to keep, what to share, and what to release; Commitment to participatory actions and events Negative: fear of being surprised by something; Positive: curious about future 5a. Setting Direction Commitment to participatory visioning processes with appropriate foundations and planning skills; Awareness of the necessity of clarifying the destination; Confidence to move forward; Collective strategic planning process skills Negative: anxiety because too far out there; Positive: awareness that unknowable can happen 5b. Anticipating Change Pattern recognition; Scenario writing; Scanning; Framing; Metaphorical thinking; New insight generation; Commitment to authenticity thinking 6. Creating Meaning in Chaos Process wisdom; Courage that moves beyond risk-taking; Framing; Pattern recognition and serious writing; A profound understanding of serious play Negative: angst, what is meaning; Positive:deep quest for meaning 7a. Making Wise Choices Negative: self righteousness; Positive: desire for committed service 7b. Probing Deeper 7c. Living the Promise

Seven Zones of Leadership Summary

Leading Teams Is about being in the fundamental state of leadership * Developed by Dr. Robert Quinn

What is the Normal State? Self-Focused Internally Closed Externally Directed Comfort-Centered I tend to be ego driven, putting my interests ahead of the collective interests in a given relationship or set of relationships. I tend to stay in my comfort zone, denying external signals for change. I tend to define myself by how I think (perceive) I am seen and how well I am able to obtain external resources. I tend to engage in problem-solving activities, thus living in a reactive state.

What is the Fundamental State? Other-Focused Externally Open Internally-Directed Purpose-Centered I am transcending my ego, putting the common good and welfare of others first, increasing in authenticity and transparency, nurturing trust, and enriching the levels of connectivity in my networks. I am moving outside my comfort zone, experimenting, seeking real feedback, adapting, and reaching exponentially higher levels of discovery, awareness, competency, and vision. I am continually examining my hypocrisy and closing the gaps between my values and behavior. I am reaching higher levels of personal security and confidence. I am clarifying what result I want to create. I am committed and engaged, full of energy and holding an unwavering standard as I pursue a meaningful task.

What are Four Change Strategies? The Participating Strategy The Transcending Strategy The Forcing Strategy The Telling Strategy Emphasis : Relationship and open dialogue Are all included in open dialogue? Do I model supportive communication? Is everyone’s position being clarified? Am I surfacing the conflicts? Are decisions made participatively? Are the people cohesive? Emphasis : Potential and transcending self Am I internally directed? Is my purpose clear? Am I externally open, moving forward into uncertainty? Are people walking with me into uncertainty? Emphasis : Authority and Leveraging Is my authority firmly established? Is the legitimacy of my directive clear? Am I capable of imposing sanctions? Is there a clear performance-reward linkage? Am I using maximum leverage? Are the people complying? Emphasis : Facts and rational persuasion Am I within my expertise? Have I gathered all the facts? Have I done a good analysis? Will my conclusions withstand criticism? Are my arguments clear? Are the people listening? Interpersonal Perspective Political Perspective Transformational Perspective Technical Perspective Logic Compliance Trust Vision Structure and Control Preservation of the System External Alignment of the System Possibility and Emergence

Fundamental State Leadership Competencies Being able to deal with Polarities Compassionate vs . concerned/assertive vs. bold Spontaneous vs. expressive/self disciplined vs. freedom Mindful vs. reflective/active vs. energetic Principled vs. integrated/engaged vs. involved Realistic vs. questioning/optimistic vs. constructive Grounded vs. factual/visionary vs. hopeful Confident vs. secure/humble vs. flexible Independent vs. strong/humble vs. open Creative States Responsible Freedom Detached Inter- dependence Appreciative Inquiry Authentic Engagement Adaptive Confidence Tough Love Reflective Action Grounded Vision Ever-Increasing Integrity

Negative Positive Integrative Positive Negative Negative Positive Integrative Positive Negative Negative Positive Integrative Positive Negative Negative Positive Integrative Positive Negative Stagnate;Inactive Mindful/Reflective Reflective & Active Active/Energetic Mindless/unreflective Self-righteous;withdrawn Principled;integrated Principled & Engaged Engaged;involved Compromised;unprincipled Unrealistic;unquestioning Optimistic;constructive Constructive & Analytic Realistic;questioning Pessimistic;destructive Ungrounded;deluded Visionary;hopeful Grounded & visionary Grounded;factual Visionless;hopeless Reflective Action Authentic Engagement Appreciative Inquiry Grounded Vision Fundamental State Leadership Competencies’ Assessment -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3 -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3 -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3 -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3

Negative Positive Integrative Positive Negative Negative Positive Integrative Positive Negative Negative Positive Integrative Positive Negative Negative Positive Integrative Positive Negative Uncertain;insecure Adaptive;flexible Adaptive & Confident Confident;secure Rigid;inflexible Dependent;weak Humble;open Humble & strong Independent;strong Arrogant;closed Undisciplined; Spontaneous; Self-disciplined & Self-disciplined & Unexpressive; spontaneous irresponsible expressive responsible guarded Indulgent; Compassionate; Compassionate Assertive; Oppressive; permissive concerned and assertive bold overbearing Adaptive Confidence Detached Interdependence Responsible Freedom Tough Love Fundamental State Leadership Competencies’ Assessment -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3 -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3 -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3 -3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3

Leading Teams Is about using effectively previous learning on: overcoming the five dysfunctions of teams applying leadership and self deception principles enabling your personal assessment data dealing with thinking preferences, work preferences and information processing styles

Eight Characteristics of Effective Working Groups Enthusiastically focus on results rather than on doing particular duties or following certain processes. Enthusiastically help others get results. Actively learn and teach. Focus on solutions to problems, not on the problem itself or who is to blame. Comes from sessions on Leadership and Self Deception

Eight Characteristics of Effective Working Groups (continued) Take correction easily. Hold themselves accountable. Take responsibility and acknowledge mistakes. Inspire trust. Comes from sessions on Leadership and Self Deception

Overcoming the Five Dysfunctions of Teams Gaining Trust Mastering Conflict Achieving Commitment Embracing Accountability Focusing on Results Comes from sessions on Leadership and Self Deception

Working on Trust Profiling Tools Are Useful in Building Trust -- Having refreshing conversations and sensitivities around MBTI, TMP, IOPT and EQ-I helps

Working on Conflict Resolution

Working on Results Distractions include ego, career advancement, money, priority on leading team versus being member

Team Analysis and the IOPT * Developed by Dr. Gary Salton

Input-Output Strategies Graph REACTIVE STIMULATOR LOGICAL PROCESSOR RELATIONAL INNOVATOR HYPOTHETICAL ANALYZER Unpatterned Input Action Output Structured Input Thought Output Unpatterned Input Thought Output Structured Input Action Output

The Strategic Styles Dynamic Styles Combination Reactive Stimulator Relational Innovator Logical Processor Hypothetical Analyzer Team Work Changer Performer Conservator Perfector

The Team Dynamic Effective teaming requires an understanding of our different interaction styles and an ability to utilize the appropriate style necessary to produce the results needed by the team or organization at any given time.

The IOPT and Team Dynamics As part of a system, Teams are like the RNA that help deliver the Organization’s focused vision (Individual’s are like the DNA) Closing the performance gaps of teams are challenges that require a highly effective leadership. Being effective as a team means to maximize our combined strengths and minimize our combined vulnerabilities. There is a cost attached to a lack of team effectiveness, e.g.: quality and speed of actions, decisions, strategies transaction cost of relationship

Strategic Styles & Teams Core orientation: 100% overlap in same basic orientation. Consensus decisions likely to reflect orientation of this area. Decisions made wouldn’t compromise preferences Secondary orientation: 50% or more overlap in same basic orientation. Majority decisions likely to reflect orientation of this area Tertiary orientation: Reflects minority of team’s orientation. Area of council/recommendation

Developed by: Team Analysis and the STDP

THE HIGH ENERGY TEAMS MODEL All processes need to be implemented with a strong emphasis on Linking What Should happen compared with What Does happen What Should happen indicates Importance or Priority The difference between what Should and Does occur indicates Satisfaction of Performance

Developed by: Team Analysis - TOW and TMP

TYPES OF WORK MODEL What Should happen compared with What Does happen What Should happen indicates Importance or Priority The difference between what Should and Does occur indicates Satisfaction of Performance Every project contains these 8 activities

The Types of Work Model Key Research Finding To sustain high performance, teams and individuals need to find balance in the performance of the various work functions

ADVISING Gathering and Reporting Information

INNOVATING Creating and experimenting with ideas

PROMOTING Exploring and Presenting Opportunities

DEVELOPING Assessing and Testing the Applicability of New Approaches

ORGANIZING Establishing and Implementing Ways of Making Things Work

PRODUCING Concluding and Delivering Outputs

INSPECTING Controlling and Auditing the Working of Systems Inspecting

MAINTAINING Upholding and Safeguarding Standards and Processes

L I N K I N G Integrating and Coordinating the Work of Others THE “KEY” TO SUCCESS ! Linking

Types of Work Summary ADVISING – Gathering & reporting information. INNOVATING – Creating & experimenting with ideas. PROMOTING – Exploring & presenting opportunities. DEVELOPING – Assessing & testing the applicability of new ideas. ORGANIZING – Establishing & implementing ways of making things work. PRODUCING – Concluding & delivering outputs. INSPECTING – Controlling & auditing the working of systems. MAINTANING – Upholding & safeguarding standards & procedures. L I N K I N G – Coordinating & integrating the work of others.

MEASURES OF WORK PREFERENCE RELATIONSHIPS INFORMATION DECISION MAKING ORGANIZATION Extroversion (E) Introversion (I) Practical (S) Creative (N) Analytical (T) Beliefs (F) Structured (J) Flexible (P) Where do we go to trust the source of our information? How do I like to look at my Information? How do I like to make judgments about my information? How do I prefer to plan concerning my information?

MEASURES OF WORK PREFERENCE RELATIONSHIPS Extroversion (E) Introversion (I) Extroversion Will often think things out by talking them through. Enjoy meeting other people in the work environment and will often seek out these opportunities. Enjoy a variety of tasks and activities. Are often stimulated by unanticipated interruptions. When speaking publicly will often talk impromptu. Likely to contribute readily at meetings. Can be impulsive. Introversion Prefer to think things out before speaking. Do not have a high need to meet regularly with others. Like to concentrate in depth at a few tasks at a time. Tend to dislike unanticipated interruptions. When speaking publicly will prepare in depth and speak to a plan. May be more quiet at meetings or take more time to contribute. Likely to consider things before acting.

MEASURES OF WORK PREFERENCE INFORMATION Practical (Structured) Creative (iNtuition) Practical Prefer defined problems. Oriented towards the present. Likes to work with tested ideas. Down to earth and like to work with real things. Patient with routine work. Prefers schedules, standard systems and procedures. Pays attention to facts and details. Usually sound on details but may struggle to see the big picture. Creative Enjoys ambiguous problems. Oriented towards the future. Regularly generate new ideas. Like to work with possibilities, theories and implications. Tend to get bored with routine work. Always looking for a new way to do things. May lose sight of details and jump beyond the facts. Will often see the big picture first but struggle with the details of that picture.

MEASURES OF WORK PREFERENCE DECISION MAKING Analytical (Thinking) Beliefs (Feeling) Analytical Tries to establish objective decision making criteria. Measures decisions against payoffs. Sometimes seen as detached. Will emphasize deciding based on the logic of the given situation. Will negotiate on evidence. Concerned for fairness based on the rules. Likes analysis and clarity. Task oriented and will set objectives based on the needs of those tasks. Beliefs Prefer personal, subjective decision making criteria. Measures decisions against personal beliefs. Sometimes seen as over committed to a point of view. Often decide on personal considerations. Will negotiate on rights and wrongs of the issues. Concern for fairness based on beliefs. Likes harmony based on common values. Tasks and objectives will emerge from beliefs.

MEASURES OF WORK PREFERENCE ORGANIZATION Structured (Judgment) Flexible (Perception) Structured Likes clarity and order. Concerned with bringing issues to closure. Will develop and stick to a plan. May rush decisions in the drive for closure. Tends to keep to deadlines. Reluctant to change once decisions and plans are made. Tends to dislike ambiguity. Enjoys decision making over diagnosing. Flexible May appear disorganized compared to typical work standards. Concerned with gathering information about issues. Plans may be altered regularly. May delay decisions for more information. May see deadlines as irrelevant. Open and comfortable with change. Tends to tolerate ambiguity well.. Enjoys diagnosing over decision making.

TYPES OF WORK MODEL E I C P F S B A

RELATIONSHIPS INFORMATION DECISION MAKING ORGANIZATION + = The Types of Work Model The Measures of Work Preference The Team Management Wheel + =

Team Analysis and Comparing MBTI with TMP Work Preferences

MBTI/TMP Sixteen Fold Model Comparison ISTJ ESFJ ESTJ INTJ ENTJ ESTP ENTP ENFJ INTP INFP ESFP INFJ ISFP N ISFJ ISTP ENFP S P J T F

Leading Teams Is connecting people and task skills with leadership

LINKING INTEGRATING AND COORDINATING THE WORK OF OTHERS

Six People Linking Skills People Linking Skills create the atmosphere in which the team works They foster harmony and trust

Listening to others and showing them you are interested by: *Asking questions *Building on what they say *Summarizing what has been said.

Vary your communication style by ‘pacing’ Use the ‘Platinum rule’ rather than the ‘Golden rule’ " The Golden Rule implies the basic assumption that other people would like to be treated the way that you would like to be treated. The Platinum Rule implies "Treat others the way they want to be treated." Use the Power of Future Conversations

Be Available Be Responsive Help them look for both the opportunities and the obstacles

Involve all in key decisions Ownership increases commitment Balance effectiveness between telling people what to do and wasting time in endless meetings to achieve consensus

Internal Linking External Linking Informal Linking

Five Task Linking Skills Task Linking Skills create a solid core or foundation for teamwork They promote harmony and stability

Assign tasks to match competence AND preference

Balance your team Stretch people’s skills Use their strengths but improve their weaknesses

Outputs Outcomes Clear Accountability Stretch goals

Selection Training Competence Confidence Trust

Agreed standards Monitored procedures Deliver the ‘right’ quality but always continuously improving

Articulates a compelling vision of the team’s future Inspires team members to perform Is someone team members want to follow Can make others feel optimistic about the future Focuses unwaveringly on clear goals Takes a stand on controversial issues affecting the team.

Is an effective strategic thinker Analyzes situations clearly and logically Critically examines assumptions to discover potential weaknesses Keeps in focus all elements of a complex issue Is able to think ahead and see problems before they arise Knows ‘where we are going’ and ‘how to get there’

Pacing Appreciating that different people prefer different ways of communicating. Altering your style to match the person you are communicating with.

PACING THE REPORTER-ADVISER Be flexible Develop personal relationships Be cooperative Give personal thanks Establish harmony Allow them to express their concerns Don’t put the facts before feelings Don’t move too fast Don’t be insincere

Leading Teams 2009