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29/04/2020

Leadership Practice and Skills Week 7

Topic: Leading Teams Prepared & Delivered by: Dr. Diana Rajendran

Teams and Teamwork

 Team

 Work group that must rely on collaboration of each member to experience optimum success and achievement.

 Teamwork

 Work down with an understanding and commitment to group goals on the part of all team members.

 Developing teamwork is such an important leadership role that team building is said to differentiate successful from unsuccessful leaders.

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Types of Teams

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Virtual TeamVirtual Team

Self-Managed TeamSelf-Managed Team

Functional TeamFunctional Team

Cross-Functional TeamCross-Functional Team

Types of Teams

Self-Managed Team (SMT)

 Self-Managed Teams (SMTs)

 Are relatively autonomous and are usually cross-

functional in membership makeup

 Share or rotate leadership responsibilities

 Hold themselves mutually responsible for a set of

performance goals assigned by higher management

 Have wide latitude in decision making in managing

themselves, planning and scheduling work, and taking

action on problems

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How Are SMTs Different from Conventional Teams?

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Characteristics Self-Managed

Teams Conventional

Teams

Leadership Within the team Outside the team

Team member role Interchangeable Fixed

Accountability Team Individual

Work effort Cohesive Divided

Task design Flexible Fixed

Skills Multi-skilled Specialized

SMTs: Team-Building Activities

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Leading Virtual Teams

 Virtual teams are (sometimes)global teams in most of the

organizations

 Challenges include:

 Select the right team member

 Start off right

 Use technology to build relationships

 Agree on Ground rules

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7 Evolution of Teams and Team Leadership

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Fostering Teamwork  Task oriented Vs Relationship Oriented

 Task Specialists: Initiating ideas, giv ing opinions, Seeking information summarizing and energizing

 Socioemotional/Relationship Oriented: Encourage, Harmonize, Reduce Tension, Follow and Compromise

 Leader’s Personality

 Inspiring, Charm, Charisma, Personal Magnetism

 Informal Techniques

 Using the Leader’s Resources

 Formal Techniques

 Requires Organizational Structures and Policies

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9 Teamwork Actions Leaders Can Take Using Their Own Resources

 Defining team mission

 Establishing a climate of trust

 Develop a norm of teamwork, including emotional intelligence

 Emphasize pride in being outstanding

 Serve as a model of teamwork, including power sharing

 Use a consensus leadership style

 Establish urgency, demand performance standards, and prov ide direction

 Encourage cooperation with another group

 Encourage use of jargon

 Minimize micro managing

 Practice e-leadership for v irtual teams

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Teamwork Actions Generally Requiring Organization Structure or Policy  Designing physical structures that facilitate

communication

 Emphasizing group recognition and rewards

 Initiating ritual and ceremony

 Practicing open-book management

 Selecting team-oriented members

 Using technology that facilitates teamwork including

social media

 Blending representatives from the domestic company

and foreign nationals on the team

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11 Hill's Team Leadership Model

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Team leadership

 The Hill Model is “to simplify and clarify the complex nature

of team leadership and to aid leadership decision making

for team leaders and members” (Northouse, 2016:366).

 Whether traditional leadership of teams or groups with a

formal leader or a self-directed group with no specific leader all benefit from an shared leadership with the

attention and focus of all members on the groups process dynamics.

 Team-based structures in organizations have several positive characteristics and are capable of increasing

production, allocation and use of resources, effective on

making decisions and problem solving, increased quality and services as well as, fluent innovation and creativity, as

listed by Parker (as cited in Northhouse, 2016:364).

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13 Five Common Dysfunctions of Teams

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Managing Dysfunctional Teams

 Groupthink

 Free riders

 Negativity and Bad Apples

 Lack of cooperation and Trust

Building Trust

 Open Communication

 Integrity

 Competence and hard work

 Mutual respect and support

 Fairness and equity

 Reward cooperation

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15 Handling Problem Members

Silent

• Encourage participation

Silent

• Encourage participation

Talker

• Slow them down, don’t stop them

Talker

• Slow them down, don’t stop them

Wanderer

• Keep the group on track

Wanderer

• Keep the group on track

Bored

• Assign them a task

Bored

• Assign them a task

Arguer

• Do not argue

Arguer

• Do not argue

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A Model of Styles to Handle Conflict

Negotiation

 Integrative negotiation – Win- Win

 Distributive negotiation – Sharing the losses proportionately

 Rules for Reaching a win-win

 Separate people from the problem

 Focus on Underlying Interests, not current Demands

 Listen and ask questions

 Insist that results be based on Objective Standards

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What Is an Effective Team?

 Team effectiveness is a construct consisting of three components:

1. Task performance – the degree to which the team’s output (product or

service) meets the needs and expectations of those who use it;

2. Group process – the degree to which members interact or relate in ways

that allow the team to work increasingly well together over time; and

3. Individual levels of satisfaction – the degree to which the group

experience, on balance, is more satisfying than frustrating to team

members

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19 Expectancy Theory & Motivational Skills

Basic Premise: The amount of effort individuals expend depends on how much reward they expect to get in return

 Individuals want to maximize gain and minimize loss.

 Individuals choose among alternatives by selecting one they think

they have the best chance of attaining

 Individuals choose the alternative that appears to have the biggest

personal payoff

 Given a choice, individuals will select the assignment they think they

can handle the best and will benefit them the most

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The Expectancy Theory of Motivation

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21 Expectancy Theory - Leadership Considerations

 Determine what levels and kinds of performance are needed to achieve organizational goals

 Make the performance level attainable by the individuals being motivated, trained and are encouraged

 Make explicit the link between rewards and performance and that the rewards are large enough

 Analyze what factors work in opposition to the effectiveness of the reward

 Explain the meaning and implications of second-level outcomes by understanding individual differences

 Recognize that when workers are in a positive mood, high valences, instrumentalities, and expectancies are more likely to lead towards good performance

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Goal Theory

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23 Goal Theory - Leadership Considerations

 Specific goals lead to higher performance than do generalized goals

 Performance generally improves in direct proportion to goal difficulty

 For goals to improve performance, the group member must accept them

 Goals are more effective when they are used to evaluate performance

 Goals should be linked to feedback and rewards

 Group goal setting is as important as individual goal setting

 Learning goal orientation improves performance more than a performance goal orientation does

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Equity Theory & Social Comparison

Basic Premise: Employee satisfaction and motivation depend on how fairly employees believe they are treated in comparison to peers

 Employees hold certain beliefs about the outcomes they receive from their jobs, as well as the inputs they invest to obtain these outcomes

 Employees compare their inputs and outputs with others in the workplace – these are social comparisons

 When employees believe they are being treated equitably, they are more willing to work hard

 When employees believe they give too much as compared to what they receive from the organization, demotivation occurs

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25 Equity Theory & Social Comparison Leadership Considerations  Indiv iduals consider their own inputs in relation to outcomes

received – and they also evaluate what others receive for the same inputs

 Equity exists when an indiv idual concludes his/her own outcome/input ratio is equal to that of other people

 Inequity exists when an indiv idual’s ratio is not the same as that of other people

 The highest level of performance occurs when a person has ratios equal to those of their chosen comparison person

 When an indiv idual perceives inequity, they are likely to engage in an action leading to a negative outcome for their employer

 It is important for leaders to recognize the consequences of inequity and take steps towards an equitable workplace

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Using Recognition & Pride to Motivate Others

Recognition:

 It is a strong motivator because it is a normal human need

 Recognition can be oral, written, or material

 Recognition, including praise, is low cost and often motivates employees to elevate their performance

Appealing to Pride:

 Pride in a job well done is an intrinsic motivator that contributes to job performance

 Receiv ing a gift or bonus is an extrinsic motivator

 Managers may find their focus should be on pride, not money, as their primary motivating tactic

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27 Why Diverse Teams Are Smarter (Rock & Grant 2016)

 Working with people who are different from you may challenge your brain to overcome its stale ways of thinking and sharpen its performance

 Diverse Teams Focus More on Facts - Encourage greater scrutiny of each member’s actions, keeping their joint cognitive resources sharp and v igilant. By breaking up workplace homogeneity by allowing employees to become more aware of their own potential biases — entrenching in ways of thinking that can otherwise blind them to key information and even lead them to make errors in decision-making processes.

 Diverse Teams Process Those Facts More Carefully - diverse teams may outperform homogenous ones in decision making because they process information more carefully. Remember: Considering the perspective of an outsider may seem counterintuitive, but the payoff can be huge – Role of Dev ils’ advocate

 Diverse Teams are Also More Innovative - may feel more at ease working with people who share your background, don’t be fooled by your comfort. Hiring indiv iduals who do not look, talk, or think like you can allow you to dodge the costly pitfalls of conformity, which discourages innovative thinking

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Shared leadership(SL)

 SL is defined as a modern leadership approach internalized through

voluntary cooperation and interaction based on the competencies of

all stakeholders and a sense of responsibility.

 This approach to team leadership has been demonstrated to be

positively associated with team and organizational outcomes in a range of different organizational settings and for a variety of types of

teams (Ensley et al., 2006).

 SL has been shown to be positively associate with higher levels of

performance in production and manufacturing settings (Ford and Seers, 2006), team performance in unionized work settings (Seers et al.,

1995), sales teams (Mehra et al., 2006), CEO’s, anesthesia teams

(Ku¨nzle et al., 2010), consulting teams (Hoch et al., 2010), and among management students (Carson et al., 2007; Solansky, 2008).

 SL was also shown to relate to higher levels of innovation (Hoch, 2012

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29 Distributed Leadership(DL)

 DL is a group activity that works through and within relationships, rather than individual action (Bennett et al. 2003, p. 3).

 It is about distributing leadership practices (Malloy, 2012)

 DL can be considered to incorporate shared, democratic, dispersed and other related forms of leadership, as a means for enhancing the effectiveness of, and engagement with, leadership processes(Leithwood et al. 2009, p.1)

 The key question is ‘how leadership should be distributed’ in order ‘to have the most beneficial effect’… which could be challenging… for eg.  Power and influence

 Organisational Boundaries and context

 Ethics and Diversity

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Executive Coaching & Leadership Effectiveness

 Executive coaching is a form of coaching where managers consult with professional coaches to work towards becoming an effective leader.

 Executive coaches are hired to:

 Develop high potentials as leaders or facilitate a leadership transition

 Act as a sounding board to leaders

 Address derailing, or failing, leadership behav ior

 Executive coaching does have downfalls:

 Coach doesn’t thoroughly understand a situation and offers bad/poor/incorrect adv ice

 Coach isn’t truly qualified though indicates they are

 Leader becoming dependent on the coach

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31 Coaching as an Approach to Motivation

 Effective leaders are good coaches – and good coaches are effective motivators

 Coaching is a way of enabling others to act and build on their strengths. To coach is to care enough about people to invest time in building personal relationships with them

 The purpose of coaching is to help the employee learn from the job and develop as an employee

 Coaching is giving employees the resources they need to make their own decisions

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