This is a set of slides for a class on team formation and goal setting

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Week 4
Team Structure Who are we together?
September 27, 2012

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Objectives
 Goal – what are we here to do?
 Structure – how are we going to do it?
 Establishing criteria for success
 Evaluation: How are we doing? Or How Did we do?
 Cooperation
 Commitment

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Team Purpose
Time and effort is spent exploring,
shaping, and agreeing on a purpose that
belongs to the team collectively and
individually.
With time and attention, broad,
meaningful aspirations can arise that
motivate the team and provide a
fundamental reason for extra effort.

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The Team Purpose
1. Is a joint creation that exists only because
of the team’s collaborative effort.
2. Guides what the team needs to do.
3. Mitigates risk.

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The Team Purpose
Gives the team an identity. This team identity
keeps conflict constructive by providing a
standard against which to resolve clashes
between the interests of the individual and the
interests of the team.

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Team Contract Examples
Adapted from BOEING
1. EVERY member is responsible for the team's progress and
success.
2. Attend all team meetings and be on time.
3. Come prepared.
4. Carry out assignments on schedule.
5. Listen to and show respect for the contributions of other
members; be an active listener.
6. CONSTRUCTIVELY criticize ideas, not persons.
7. Resolve conflicts constructively.

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Team Contract Examples
Adapted from BOEING
8. Pay attention, avoid disruptive behavior.
9. Avoid disruptive side conversations.
10. Only one person speaks at a time.
11. Everyone participates, no one dominates.
12. Be succinct, avoid long anecdotes and examples.
13. No rank in the room.
14. Respect those not present.

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Team Contract Examples
Adapted from BOEING
15. Ask questions when you do not understand.
16. Attend to your personal comfort needs at any time but
minimize team disruption.
17. HAVE FUN !!

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How to write effective behavioral
contracts
1. Be specific
2. Keep it short

10. A common meaningful
+
purpose sets the tone and
aspiration.

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Why set goals?
 Team members think critically about the important deliverables and
how to achieve them.
 Once set, goals help to keep the team focused on importance results.
 Goals provide a clear picture of expectations and where to focus time,
attention and resources. Goals give team members something to strive
for which helps to motivate the team.
 Difficult and challenging goals, that the team set, increase their
persistence at achieving them.
 When goals are reached, the team has a sense of accomplishment.

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Why set goals?
COOPERATE: Get everyone pulling together
ORGANIZE: Allow everyone to use their time
more effectively
CLARIFY: Set clear guidelines
COMMUNICATE: Contribute to
communication
EVALUATE: Provide evaluation criteria

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A Goal needs a plan
Each set goal needs a well-defined plan that explains
how the team intends to achieve it.
HOW TO PLAN:
Identify the tasks that must be accomplished
Prioritize and establish the conditions necessary to
carry out each task.
Assign tasks
Establish check-in structures
Decide what “done” looks like.

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A plan needs to be real
The plan is usually written down.
Helps to organize the details of how to reach the goal.
A tangible copy of a main plan helps establish
common understanding.
Checking back with status updates helps the team to
remain focused & see progress.

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SMART Goals

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SMART Goals
Specific
Measureable
Achievable
Relevant
Time-Based

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SMART Goals
Specific
 Describe the goal in specific terms so there is no confusion
about what the team wants to accomplish.

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Smart Goals
Measurable
 When you measure progress, you stay on track, reach target
dates, and achievement spurs you on to continued effort.
Measurement makes a goal more concrete.
 When a goal isn’t measurable, you don’t know if or when or
even how you’re making progress toward its completion. Also,

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Smart Goals
Achievable
 Don't set the team up for failure by setting a goal that is out of
reach.
 Successful teams know to stretch their talents to grow, they
also know to set reasonable goals.

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Smart Goals
Relevant
 Plan goals that will move the over-all project forward.
 Get feedback, ask if people understand the 'why' of their
contribution.

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Smart Goals
Time-based
 People are better able to focus their efforts on goal attainment
when they are committed to deadlines.
 Without an end date there is no sense of urgency.
 An effective goal has a start point, end point, and fixed
duration.

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Smart Goal Example 1
Example of SMART goal – saving money
 Specific: My specific goal is to save $1000 in 2 months.
 Measurable: I’ll measure my progress by saving $125 each week.
 Attainable: I’ll set-up automatic transfers of $125 each week from my checking
to my savings account. I make enough each week to save 125 dollars.
 Realistic: Realistically, I tend to spend money if it’s in my checking account.
Setting up the auto-transfer will keep more from touching my money.
 Timely: If I haven't saved my goal in 2 months I will review the budget. See how
much remains to be saved.

23. +
Smart Goals Example 2
Example of SMART goal – writing a book
 Specific: I want to write a book on my life story.
 Measurable: The book will be 150 pages of content so and I will
measure my progress monthly.
 Attainable: If I finish 12 and a half pages a month, I will have 150
pages by my deadline.
Realistic: At times it can be difficult for me to get my thoughts on
paper, so I’m giving myself a lot of time to finish.
 Timely: I’m allowing 12 months to finish this book. 12.5 pages a
month is 150 pages in one year.

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Team Formation
http://www.funnyordie.com/videos/234d4018be/frenemies-round-2-new-guy

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Tuckman's Model
 Forming
 Storming
 Norming
 Performing

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Forming
 In the Forming stage, team members are introduced. They
state why they were chosen or volunteered for the team and
what they hope to accomplish within the team.
 This is a stage of transition from individual to member status,
and a test of the leader's status.

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FORMING
Forming can include these feelings and behaviors:
 Excitement, anticipation, and optimism.
 Pride in being chosen for the project
 Tentative attachment to the team
 Suspicion and anxiety about the job.
 Uncertainty regarding roles & purpose.
 Team member introductions.

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FORMING
 Abstract discussions of the concepts and issues, and for some
members, impatience with these discussions. There will be
difficulty in identifying some of the relevant problems.
 Because there is so much going on to distract members'
attention in the beginning, the team accomplishes little, if
anything, that concerns its project goals. This is perfectly
normal.

29. +
FORMING
Challenges
 Team members going in different directions
 Team members not recognizing the resources in the team
What to do
 Understand purpose of team
 Create the Team Contract
 Assess resources, skills, knowledge & styles of individual members
 Answer: Why are we here? Who are these people?

30. Phases 1 2 3 4
Tuckman FORMING STORMING NORMING PERFORMING
Emotional Fear Frustration Hopeful Respect
Tone of the Confusion Fear Confident Proactive
Team Unknowing Defensive Risk Taking Openness
Unfocused energy Low Trust Purposeful Smooth flow
Individual Can I / we do it? We can’t do it We can do it if… We are doing it!
Unspoken because…..
Question
[Internal]
Leadershi • Structured • Supportive • Shared Success • Informal
p Style • Informational • Facilitative • Sharing style
• Invitation to all • Focus on responsibility • Connecting
to participate clarity and • Build • Maintain
• Inclusion honesty confidence momentum

31. +
STORMING
During the team's transition from the "As-Is" to
the "To-Be," is called the Storming phase.
All members have their own ideas as to how
the process should look, and personal
agendas can take over.

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STORMING
 Storming is probably the most difficult stage for the team.
 Team members begin to realize the tasks that are ahead
are different and more difficult than they imagined.
 Impatient about the lack of progress, members argue
about what actions the team should take.
 They try to rely solely on their personal and professional
experience, and resist collaborating with most of the other
team members.

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STORMING
Storming includes these feelings and behaviors:
 Conflict.
 Resisting the tasks.
 Resisting quality improvement approaches suggested by
other members.
 Sharp fluctuations in attitude about the team and the
project's chance of success.
 Arguing among members even when they agree on the
real issues.

34. +
STORMING
Storming includes these feelings and
behaviors:
 Defensiveness, competition, and choosing sides.
 Questioning the wisdom of those who selected this project
and appointed the other members of the team.
 Establishing unrealistic goals.
 Disunity, increased tension, and jealousy.

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STORMING
These pressures mean that team members have little energy to
spend on progressing towards the team's goal.
But they are beginning to understand one another.

36. +
STORMING
Challenges
 Members not agreeing on how to work together
 Members working at cross-purposes
What to do
 Resolve differences in what members expect of
each other and how they will work together.
 Review ground rules & game plan
 Answer: How are we going to work together?

37. Phases 1 2 3 4
Tuckman FORMING STORMING NORMING PERFORMING
Emotional Fear Frustration Hopeful Respect
Tone of the Confusion Fear Confident Proactive
Team Unknowing Defensive Risk Taking Openness
Unfocused energy Low Trust Purposeful Smooth flow
Individual Can I / we do it? We can’t do it We can do it if… We are doing it!
Unspoken because…..
Question
[Internal]
Leadershi • Structured • Supportive • Shared Success • Informal
p Style • Informational • Facilitative • Sharing style
• Invitation to all • Focus on responsibility • Connecting
to participate clarity and • Build • Maintain
• Inclusion honesty confidence momentum

38. +
NORMING
The Norming phase is when the team reaches a
consensus on the "To-Be" process. Everyone wants to
share the newly found focus.
Enthusiasm is high, and the team is tempted to go
beyond the original scope of the process.

39. +
NORMING
 During this stage, members reconcile
competing loyalties and responsibilities.
 They accept the team, team ground rules,
their roles in the team, and the individuality of
fellow members.
 Emotional conflict is reduced as previously
competitive relationships become more
cooperative.

40. +
NORMING
Norming includes these feelings and behaviors:
 An ability to express criticism constructively.
 Acceptance of membership in the team.
 An attempt to achieve harmony by avoiding conflict.
 More friendliness, confiding in each other, and sharing of personal
problems.
 A sense of team cohesion, spirit, and goals.
 Establishing and maintaining team ground rules and boundaries.
 Orientation to mutual goals

41. +
NORMING
As team members begin to work out their
differences, they now have more time and
energy to spend on the project.

42. +
NORMING
Challenges
 Group-think
 Exclusionary behaviour or bullying
What to do
 Remind group of need for respect
 Reward unconventional thinking
 Do creativity exercises

43. Phases 1 2 3 4
Tuckman FORMING STORMING NORMING PERFORMING
Emotional Fear Frustration Hopeful Respect
Tone of the Confusion Fear Confident Proactive
Team Unknowing Defensive Risk Taking Openness
Unfocused energy Low Trust Purposeful Smooth flow
Individual Can I / we do it? We can’t do it We can do it if… We are doing it!
Unspoken because…..
Question
[Internal]
Leadershi • Structured • Supportive • Shared Success • Informal
p Style • Informational • Facilitative • Sharing style
• Invitation to all • Focus on responsibility • Connecting
to participate clarity and • Build • Maintain
• Inclusion honesty confidence momentum

44. +
PERFORMING
The team has now settled its relationships and
expectations.
They can begin performing by diagnosing,
solving problems, and choosing and
implementing changes.
At last team members have discovered and
accepted each other's strengths and
weakness, and learned what their roles are.

45. +
PERFORMING
Performing includes these feelings and behaviors:
 Members have insights into personal and group
processes, and better understanding of each other's
strengths and weakness.
 Constructive self-change.
 Ability to prevent or work through group problems
 Close attachment to the team.
 Clear role definition with flexibility.
 Collaboration; interdependence.
 Consistent excellent performance; high group satisfaction.

46. +
PERFORMING
The team is now an effective, cohesive unit.
You can tell when your team has reached this
stage because you start getting a lot of work
done.

47. +
Exercises
Modeling Tuckman's model
Ameoba Race
A little more GANGNAM STYLE