Personal and team development models
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A collection of personal and team development models to help you put things into perspective and develop yourself and team.
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Personal and team development models
- 1. Personal and Team Development Models Quentin Christensen
- 2. Impact of Instructional Coaching Coaching: Approaches and Perspectives, Corwin Press 2009 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Workshop Workshop and Modeling Workshop, Modeling, and Practice Workshop, Modeling, Practice, and Feedback Workshop, Modeling, Practice, Feedback, and Coaching Rates of Transfer from Classroom Into Practice
- 3. Existing level of knowledge, skills, and attitudes Potential unlocked by training Unexploited potential which can only be released by coaching
- 4. Success What People Think it Looks Like What it Actually Looks Like
- 5. The Pit of Success Capable Excitement Bored Good learners go into the pit. New and difficult challenges. Confused Stressed Overwhelmed Frustrated New ideas and strategies learned Improving Happy New higher level of ability Going into the pit means you are beyond your experience, maybe performing worse. Confident Comfortable Comfort Zone http://blogs.technet.com/b/quentin/archive/2014/07/10/the-pit-of-success.aspx
- 6. http://www.teamsandleaders.com I attended the 2 day Leading With Emotional Intelligence training and highly recommend it.
- 8. Challenge Ability Too Much Stress Not Growing The Groove of Optimum Performance http://blogs.technet.com/b/quentin/archive/2014/07/17/the-groove-of-optimum-performance.aspx
- 9. Hi Low Low Hi Skill Will The skilled person who is in need of attention. A nervous beginner, or someone who has failed before. The skilled worker who is looking for more opportunities to develop. The enthusiastic beginner. Coaching Skill vs. Will http://rapidbi.com/coaching-model-skill-vs-will-supervise-coach-support-delegate/
- 10. The Five E’s of Coaching Excellence Establish Excite EncourageEnergize Evaluate http://www.excellenceinpeople.co.uk/
- 12. Skill Talent 1-2 3-4 5-6 7-9 Adaptability Adaptability • Actively seeks information and tests assumptions. • Shifts his or her approach in response to the demands of a changing situation. • Demonstrates resilience, and maintains a constructive attitude in times of change. • Actively seeks information and tests assumptions. • Shifts his or her approach in response to the demands of a changing situation. • Demonstrates resilience, and maintains a constructive attitude in times of change. Collaboration Command Inclusiveness Relator Woo • Communicates with individuals from other teams or organizations, and listens carefully to how they perceive mutual issues or opportunities. • Identifies areas to partner on cross-group initiatives to achieve joint or complimentary goals. • Builds trust and respect with people outside of his or her immediate team. • Communicates with individuals from other teams or organizations, and listens carefully to how they perceive mutual issues or opportunities. • Identifies areas to partner on cross-group initiatives to achieve joint or complimentary goals. • Builds trust and respect with people outside of his or her immediate team. Customer Focus Analytical Empathy Woo • Evaluates products, services, and issues from the customer's perspective. • Considers customer needs and reactions when evaluating effort and trade-off decisions. • Focuses on providing a positive experience to customers. • Gathers customer impressions of products and services and integrates this feedback into decision making. • Seeks information about the underlying needs of customers. • Allocates and aligns resources to optimize the customer experience. Drive for Results Achiever Activator • Develops and communicates realistic performance goals and standards. • Builds plans that consider potential obstacles and immediate and long-term consequences. • Solicits and acts on feedback about his or her own performance. • Develops and communicates realistic performance goals and standards. • Builds plans that consider potential obstacles and immediate and long-term consequences. • Solicits and acts on feedback about his or her own performance. Influencing for Impact Command Relator • Listens for the priorities and concerns of others, and acknowledges differing perspectives. Anticipates others’ reactions. • Approaches communications with others in a respectful manner. • Adapts a presentation or discussion to appeal to the interest of others. • Listens for the priorities and concerns of others, and acknowledges differing perspectives. Anticipates others’ reactions. • Approaches communications with others in a respectful manner. • Adapts a presentation or discussion to appeal to the interest of others. Judgment • Scopes problems by identifying key issues, inputs, and outcomes. • Builds a job-relevant base of knowledge to solve problems. • Makes business decisions with support from others. • Scopes problems by identifying key issues, inputs, stakeholders, and outcomes. • Builds a job-relevant base of knowledge to solve problems. • Makes important business decisions with confidence. Innovation Ideation Strategic • Demonstrates how deliverables meet customer needs. Effectively uses research, and seeks opportunities to interact with customers. • Generates new ideas for meeting customer needs. • Articulates how an idea fits into wider scenarios. • Identifies risks within scope. Resolves issues via an established process or with coaching. • Advocates for product integrity, and suggests improvements to quality control methods linked to his or her own project or feature. • Consistently uses a system or tool to generate a pipeline of viable ideas. • Develops multiple options for fulfilling customer needs. Views features as part of an integrated customer experience. • Proactively manages risk and suggests improvements to existing risk-management processes Planning and Organizing • Demonstrates time-management and organizes resources to complete projects on time, to specification, and at expected quality. • Demonstrates preparedness, institutes measurement strategies, and responds to project-related problems. • Communicates regularly with project stakeholders to gain alignment and present business value. • Manages available resources to complete projects efficiently and on time. • Develops and communicates sound plans by determining the time, complexity and processes required to successfully achieve the final outcome. • Develops methods to track and report metrics. Gains agreement on quality and relates it to business value. Shifts priorities as required, mitigates risks, and takes corrective action to prevent undesirable outcomes. Technical Excellence • Applies engineering principles to solve complex problems through sound and creative engineering. • Quickly learns new engineering methods and incorporates them into his or her work processes. • Seeks feedback and applies internal or industry best practices to improve his or her technical solutions. • Proactively seeks new, difficult challenges to test and apply technical acumen and results. • Applies new engineering methods and incorporates them into his or her work processes in innovative and creative ways. • Proactively explores opportunities amid ambiguity. Skill Level Model
- 13. Skill Level Model9 8 7 6 5 4 3 2 1 Adaptability Collaboration CustomerFocus DriveforResults Influencing Judgment Innovation Planning& Organizing Execution Technical Excellence Domain Knowledge UXDesign Analytical Responsibility Relator Achiever Significance Talents: vary per personSkills: Required by the position
- 14. What got you here? Drive Success Scalability 1 2 3 4 Technical Expertise Learn New Skills Faster Greater Responsibility Intelligence Gets You In The Game Will what got you here get you there? Now you must be intentional about your development.
- 16. Bridge to New Skills Old Skills New Skills Deliberate Development Practice New Challenges No Arrogance Take On Ambiguity FeedbackGreater Improvement Development Achieve Goals Don’t Rely On the Past
- 17. Inattention to Results Avoidance of Accountability Lack of Commitment Fear of Conflict Absence of Trust Five Dysfunctions of a Team The Five Dysfunctions of a Team
- 18. Self Awareness • Emotional self-awareness • Accurate self-assessment Social Awareness • Empathy • Organizational awareness • Service orientation Self Management • Emotional self control • Transparency • Adaptability • Achievement orientation • Initiative • Optimism Relationship Management • Developing others • Inspirational leadership • Change catalyst • Influence • Conflict management • Teamwork & collaboration Emotional Intelligence
- 19. Relationships: Building Trust Goals What do you need to achieve? Reality What is happening now? Options What could you do? Will What will you do? Tactics How and when will you do it? Habits How will you sustain success? Results: Celebrating the results
- 20. http://insights.com/ • Sunshine Yellow • Earth Green • Fiery Red• Cool Blue Cautious Precise Deliberate Questioning Formal Competitive Demanding Determined Strong-willed Purposeful Sociable Dynamic Demonstrative Enthusiastic Persuasive Caring Encouraging Sharing Patient Relaxed Discovery Insights Personality Types
- 21. Supporting • Praise, listen, facilitate • For people who have high competence and variable commitment Coaching • Direct and support • For people who have some competence and some commitment Empowering • Turn over responsibility for day-to- day decision making • For people who have high competence and high commitment Directing • Structure, control, and supervise • For people who have low competence and high commitment Situational Leadership Style Hi Low Low Hi Directive Supportive Situational Leadership Styles
- 22. Hersey and Blanchard's Situational Leadership® model Telling Selling Participating Delegating
- 23. Tannenbaum and Schmidt Continuum Use of Authority By the Manager Area of Freedom for Subordinates
- 24. Directing vs. Empowering 1 Make decision and announce it 2 “Sell” decision 3 Present ideas and invite questions 4 Present tentative decision subject to change 5 Presents problem, gets suggestions, makes decision 6 Defines limits; asks group to make decision 7 Permits others to function within defined limits The Tannenbum and Schmidt Leadership Continuum Directing Empowering M a t u r i t y
- 25. http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm Partnerships Performing Procedures & Methods Norming Roles & Responsibilities Storming Purpose & Goals Forming Climate Setting Resolving Conflict Valuing Difference & Bonding Reaching Out & Connecting
- 26. Design & Iteration Funnel Sketch Wireframe Mockup Spec Prototype Low Fidelity High Fidelity Idea Generation Concept Selection
- 27. Bucket Model When your bucket is empty you are at rock bottom. When your bucket is full you are motivated and feel great. What level is your bucket at? What fills your bucket? What empties your bucket?
- 28. Feedback Loop Receive Feedback Implement Feedback Tell Feedback Giver About Results Seek out solicited and unsolicited feedback. Take action by incorporating the feedback into your work. Ensure the person that gave you the feedback knows how you acted on their ideas.
- 29. You know you know You know you don’t know You don’t know you know You don’t know you don’t know Knowledge
- 30. Impact Model IncreasingImpact Increasing Impact Individual Work Maximum Impact Least Impact Contributing to Others Leveraging Others Work
- 31. 1. Define the issues & identify the parties 2. Set the stage for win-win outcomes 3. Understand your interests 3. Understand their interests 4. Brainstorm creative options Simplified Conflict Resolution Model 5. Turn options into win-win solutions 6. Formalize the agreement Encourage positive relations & handle negative emotions http://www.creducation.org/catalog/index.php?P=FullRecord&ID=495
Editor's Notes
- 1. Don’t be afraid to go into the pit. To move up, you must first move down. Just do it. 2. Your career success depends on going into the pit. That is where your greatest growth will occur. 3. Avoidance of new skills will prevent your acceleration out of the pit to a higher level of ability. Learn more: http://blogs.technet.com/b/quentin/archive/2014/07/10/the-pit-of-success.aspx
- Possible skills: Research Domain knowledge Confidence Inspiration Coaching Listening Communication People management Emotional intelligence Empowerment Time management Organization Attention to detail Self motivation Problem solving Delegation Giving/receiving feedback Negotiation Strategic thinking Motivating others Responsibility Integrity
- Excessive task orientation – not focusing on the bigger picture because you are so busy with day to day tasks Won’t listen to input – not receptive to feedback, which would help you grow and work better with others Working in isolation – not working as a team, soliciting feedback from others Ignoring people problems – letting issues fester, not being aware of your relationships with others and whether you make the environment positive or negative Competency – continuing to only do what you are good at, which keeps you from growing and expanding to greater things Arrogance – believing you are better than others because of your past experience or some perceived superior knowledge Overfunction – taking on more work without including others
- Situational Leadership® is a trademark of the Center for Leadership Studies, which represents the interests and products of Dr Paul Hersey. Ken Blanchard (who incidentally wrote 'The One Minute Manager') went on to develop the Situational Leadership® system into what he called Situational Leadership II®, and which now covers a range of products marketed by his organization, The Ken Blanchard Companies. Use of material relating to Situational Leadership® and/or Situational Leadership II® requires licence and agreement from the respective companies. See more detail in leadership theories.
- The classic Situational Leadership® model of management and leadership style also illustrates the ideal development of a team from immaturity (stage 1) through to maturity (stage 4) during which management and leadership style progressively develops from relatively detached task-directing (1), through the more managerially-involved stages of explanation (2) and participation (3), to the final stage of relatively detached delegation (4), at which time ideally the team is largely self-managing, and hopefully contains at least one potential management/leadership successor. The aim of the leader or manager is therefore to develop the team through the four stages, and then to move on to another role. Ironically this outcome is feared by many managers. However, good organizations place an extremely high value on leaders and managers who can achieve this. The model also illustrates four main leadership and management styles, which a good leader is able to switch between, depending on the situation (i.e., the team's maturity relating to a particular task, project or challenge.)
- As the team matures and becomes more self-sufficient and self-directing, so the manager's style should react accordingly, ideally becoming more detached, more delegating, encouraging and enabling the group to run itself, and for a successor (or if you are a good manager or a lucky one, for more than one successor) to emerge. The Tannenbaum and Schmidt Continuum is a simple model of leadership theory which shows the relationship between the level of freedom that a manager chooses to give to a team, and the level of authority used by the manager. As the team's freedom is increased, so the manager's authority decreases. This is a positive way for both teams and managers to develop. While the Tannenbaum and Schmidt model concerns delegated freedom to a group, the principle of being able to apply different levels of delegated freedom closely relates to the 'levels of delegation' on the delegation page. As a manager, one of your responsibilities is to develop your team. You should delegate and ask a team to make its own decisions to varying degrees according to their abilities. There is a rising scale of levels of delegated freedom that you can use when working with your team. The Tannenbaum and Schmidt Continuum is often shown as a simple graph: Over time, a manager should aim to take the team from one end to the other, up the scale, at which point you should also aim to have developed one or a number of potential successors from within your team to take over from you. This process can take a year or two, or even longer, so be patient, explain what you're doing, and be aware constantly of how your team is responding and developing. When examining and applying the Tannenbaum and Schmidt principles, it's extremely important to remember: irrespective of the amount of responsibility and freedom delegated by a manager to a team, the manager retains accountability for any catastrophic problems that result. Delegating freedom and decision-making responsibility to a team absolutely does not absolve the manager of accountability. That's why delegating, whether to teams or individuals, requires a very grown-up manager. If everything goes well, the team must get the credit; if it all goes horribly wrong, the manager must take the blame. This is entirely fair, because the manager is ultimately responsible for judging the seriousness of any given situation - including the risks entailed - and the level of freedom that can safely be granted to the team to deal with it. This is not actually part of the Tannebaum and Schmidt Continuum, but it's vital to apply this philosophy or the model will definitely be weakened, or at worse completely back-fire. Here are the Tannenbaum and Schmidt Continuum levels of delegated freedom, with some added explanation that should make it easier to understand and apply. 1. The Manager decides and announces the decision. The manager reviews options in light of aims, issues, priorities, timescale, etc., then decides the action and informs the team of the decision. The manager will probably have considered how the team will react, but the team plays no active part in making the decision. The team may well perceive that the manager has not considered the team's welfare at all. This is seen by the team as a purely task-based decision, which is generally a characteristic of X-Theory management style. 2. The manager decides and then 'sells' the decision to the group. The manager makes the decision as in 1 above, and then explains reasons for the decision to the team, particularly the positive benefits that the team will enjoy from the decision. In so doing the manager is seen by the team to recognise the team's importance, and to have some concern for the team. 3. The manager presents the decision with background ideas and invites questions. The manager presents the decision along with some of the background which led to the decision. The team is invited to ask questions and discuss with the manager the rationale behind the decision, which enables the team to understand and accept or agree with the decision more easily than in 1 and 2 above. This more participative and involving approach enables the team to appreciate the issues and reasons for the decision, and the implications of all the options. This will have a more motivational approach than 1 or 2 because of the higher level of team involvement and discussion. 4. The manager suggests a provisional decision and invites discussion about it. The manager discusses and reviews the provisional decision with the team on the basis that the manager will take on board the views and then finally decide. This enables the team to have some real influence over the shape of the manager's final decision. This also acknowledges that the team has something to contribute to the decision-making process, which is more involving and therefore motivating than the previous level. 5. The manager presents the situation or problem, gets suggestions, then decides. The manager presents the situation, and maybe some options, to the team. The team is encouraged and expected to offer ideas and additional options, and discuss implications of each possible course of action. The manager then decides which option to take. This level is one of high and specific involvement for the team, and is appropriate particularly when the team has more detailed knowledge or experience of the issues than the manager. Being high-involvement and high-influence for the team this level provides more motivation and freedom than any previous level. 6. The manager explains the situation, defines the parameters and asks the team to decide. At this level the manager has effectively delegated responsibility for the decision to the team, albeit within the manager's stated limits. The manager may or may not choose to be a part of the team which decides. While this level appears to gives a huge responsibility to the team, the manager can control the risk and outcomes to an extent, according to the constraints that he stipulates. This level is more motivational than any previous, and requires a mature team for any serious situation or problem. (Remember that the team must get the credit for all the positive outcomes from the decision, while the manager remains accountable for any resulting problems or disasters. This isn't strictly included in the original Tannenbaum and Schmidt definitions, so it needs pointing out because it's such an important aspect of delegating and motivating, and leadership.) 7. The manager allows the team to identify the problem, develop the options, and decide on the action, within the manager's received limits. This is obviously an extreme level of freedom, whereby the team is effectively doing what the manager did in level 1. The team is given responsibility for identifying and analysing the situation or problem; the process for resolving it; developing and assessing options; evaluating implications, and then deciding on and implementing a course of action. The manager also states in advance that he/she will support the decision and help the team implement it. The manager may or may not be part of the team, and if so then he/she has no more authority than anyone else in the team. The only constraints and parameters for the team are the ones that the manager had imposed on him from above. (Again, the manager retains accountability for any resulting disasters, while the team must get the credit for all successes.) This level is potentially the most motivational of all, but also potentially the most disastrous. Not surprisingly the team must be mature and competent, and capable of acting at what is a genuinely strategic decision-making level.
- forming - stage 1 High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® 'Telling' mode). storming - stage 2 Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® 'Selling' mode). norming - stage 3 Agreement and consensus largely forms among the team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® 'Participating' mode). performing - stage 4 The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively, and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. Team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees (similar to the Situational Leadership® 'Delegating' mode). adjourning - stage 5 Tuckman's fifth stage, Adjourning, is the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled; everyone can move on to new things, feeling good about what's been achieved. From an organizational perspective, recognition of and sensitivity to people's vulnerabilities in Tuckman's fifth stage is helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from this change. Feelings of insecurity would be natural for people with high 'steadiness' attributes (as regards the 'four temperaments' or DISC model) and with strong routine and empathy style (as regards the Benziger thinking styles model, right and left basal brain dominance).
- By leveraging and contributing to the work of other people you can greatly increase the impact you can have, creating greater value.