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LDR 4303, Team Building and Leadership 1

Course Learning Outcomes for Unit IV

Upon completion of this unit, students should be able to:

5. Describe team-building activities leaders can incorporate for better managing internal teams and interorganizational alliances.

7. Identify problem-solving approaches to resolving conflict between and within teams.

Reading Assignment Chapter 6: Bringing the Four Cs Together: Designing a Team-Building Program Chapter 7: Managing Conflict in the Team Please use the Business Source Ultimate database in the CSU Online Library to read the following article: Chekwa, C., & Thomas, E. (2013). Is interpersonal conflict a death sentence to team building? International

Journal of Business and Public Administration, 10(2), 30-44. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bsu&AN=91955987&site=ehost-live&scope=site

Somech, A., Desivilya, H. S., & Lidogoster, H. (2009). Team conflict management and team effectiveness:

The effects of task interdependence and team identification. Journal of Organizational Behavior, 30(3), 359-378. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bsu&AN=36868134&site=ehost-live&scope=site

Unit Lesson In this unit, we will discuss how to effectively design a team program while minimizing conflicts that inevitably occur on a continual basis. Members of a team must regularly engage in a self-examination process to gain

UNIT IV STUDY GUIDE

Managing Conflict While Enhancing Team Development

(Dyer, et al., 2013, p.63)

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awareness of their own deficiencies as well as to identify other symptoms or conditions that could hinder the team from being its best. Healthy teams understand that conflict will arise, yet actions must be taken to correct matters that will result in low morale of members or low performances. A team-building program is based on the dynamics of the members of the team, including their experiences, skills, and interests. The first phase entails defining the purpose of the program and introducing each member to the process. If the team leader chooses, he or she can begin the process by:

• having an outside person interview each team member,

• inviting an outside speaker to visit and talk about the significant role of teams within the organization,

• gathering data on the level of team effectiveness,

• discussing team competency in a meeting, or

• allowing a manager from a different department to come in and discuss previous success stories (Dyer, Dyer, & Dyer, 2013).

The second phase of the team-building program is to create a climate for gathering and sharing data. It is hoped that members will become relaxed and feel comfortable sharing concerns openly. The next phase entails analyzing the data and developing a plan of action in order to solve the team’s identified concerns (Dyer et al., 2013). Too often, ineffective teams are characterized by the following:

• domination by the leader,

• warring cliques,

• unequal use of resources,

• dysfunctional group procedures,

• a climate of fear,

• lack of alternatives to problems,

• restricted communications, or

• avoidance of differences. These factors tend to prevent teams from working together to solve problems efficiently as a group. However, once problems are identified, information must be shared with each individual or group. Then, action plans must be established. Afterward, follow up is critical, including one-on-one interviews and/or follow-up team meetings (Dyer et al., 2013). One of the most common problems found in teams is the presence of disruptive conflict and hostility. Personality clashes, a violation of expectations, and complex attitudes generally create conflict in teams. At times, the manager can be the problem. It is difficult for most team members to address this type of issue. The team leader must be willing to step aside and question whether or not he or she is the problem (Dyer et al., 2013). Diversity is also a common source of conflict. When diversity is not managed effectively, differences can split people apart, cause endless arguments and bickering, and result in bitter feelings, resentment, or unproductive work performances. “In corporate America and higher education, diversity training has become a multibillion-dollar industry, with a wide variety of diversity summits, workshops, toolkits, books, training videos, e-learning programs, executive coaching sessions, and leadership academies” (Canas & Sondak, 2014, p. 3). Often, we are swept away with the depth of our diversity conversations regarding race, religion and even sexual orientation. The Americans with Disabilities Act of 1990 is often simply referred to as ADA. The act provides some protection from discrimination based on a physical or mental impairment. In 2008, ADA Amendments Act (ADAAA) broadened our view of disabilities. The new legislation incorporated less severe impairments and added a completely new category referred to as “major bodily functions, which included (but not limited to) functions of the immune system and cell growth” (Canas & Sondak, 2014, p. 249). Sometimes, it is actually a problem team member that stirs the pot. Most leaders will find a way to transfer, reassign, or even fire this type of member. Consequently, in some cases, the following actions have proven successful:

• direct confrontation between the leader and the problem person,

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• confrontation by the group,

• special responsibility granted,

• limited participation given, or

• an external assignment requested. All team leaders must become cognizant of effective ways to overcome unhealthy conflict. Teams can reduce confusion and conflict by opting to engage in role clarification or the start-stop-continue exercise. By implementing team-building strategies, team leaders will witness improved team performances and more satisfied members. Ignoring, smoothing, or forcing behaviors are not suggested for quality team-building efforts. Recognizing the value of each member as a key piece of the puzzle creates a more unified approach to remaining cohesive in completing milestones and accomplishing predetermined tasks and deadlines with relief and gratification (Dyer et al., 2013).

References Canas, K. A. & Sondak, H. (2014). Opportunities and challenges of workplace diversity: Theory, cases, and

exercises. Pearson Education. Dyer, W. G. Jr., Dyer, J. H. & Dyer, W. G. (2013). Team building: Proven strategies for improving team

performance (5th ed.). Jossey-Bass. Startup [Photograph]. (2014). https://pixabay.com/en/startup-start-up-people-593341/

LDR 4303, Team Building and Leadership 1

Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to:

2. Construct a team member skills–motivation matrix.

3. Examine the impact of shared leadership on team competencies.

6. Distinguish between the coaching and facilitating roles of a team leader.

Reading Assignment Chapter 3: Composition: Getting the Right People on the Bus Chapter 4: Competencies: Developing Team Skills for High Performance Please use the Business Source Ultimate database in the CSU Online Library to read the following article: Cheng, C. Y, Chua, R. Y., Morris, M. W., & Lee, L. (2012). Finding the right mix: How the composition of self-

managing multicultural teams' cultural value orientation influences performance over time. Journal of Organizational Behavior, 33(3). 389-411. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bsu&AN=71865916&site=ehost-live&scope=site

Unit Lesson In this unit, we will discuss the concept of finding the right people with the right competencies to make team building a success. As organizations mature, they look for teams to lead initiatives and they realize the importance of determining the right size and dynamics for each team. This is crucial for individual and group development. Research implies that the best size for a team consists of four to ten members. Each member must come equipped with skills and experience. He or she must also follow the organization’s predetermined vision for team goals (Dyer, Dyer, & Dyer, 2013). Effective leaders of high-performing teams are expected to realize that members must be motivated, inspired, valued, coached, supported, held accountable, and praised on a regular basis. It is important that leaders find people who are passionate about their work and internally committed to the organization’s goals. Typically, when leaders are selecting members for a team, they consider each individual’s professional development plans, his or her personality and ability to work well with other members, and his or her skills and competencies. Planning team development in the beginning stages can alleviate many unwarranted headaches down the road. Being wise in the selection process can often lessen the length and duration of time spent in training and professional development. Training is also necessary for individual and team growth. Members must appreciate the opportunity to learn and apply concepts, new techniques, and ideas for the benefit of the team and future initiatives. New members are often paired with a colleague to ensure adequate guidance with personal/professional comprehension of regulations and organizational standards. This enhances proper integration into the team’s culture.

UNIT III STUDY GUIDE

Developing the Right People for High Performance Teams

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In any organization, leaders know it is vital to communicate clear expectations and enlighten each member regarding his or her significance in assisting management to meet organizational goals while working as a well-developed team. No employee enjoys the agony of working blindly and wasting time, wondering if he or she is on the right path and/or following the right guidelines. Consequently, leaders must view their workers as members of a team rather than members of their staff. This will foster a better working relationship that enables workers to feel as though they are a significant piece of the puzzle, and not just workers serving time to receive a paycheck. Therefore, support, guidance, respect, and rewards are paramount to the boosting of employee morale (Dyer et al., 2013). Good leaders understand that sharing power with team members entails the following:

One way to begin to get team members to focus on the intent of the team is to rotate the responsibility of having different team members prepare the agenda. The leader can work one-on-one with the team member to structure the meeting. It is important to establish early in the process a somewhat stable and consistent agenda format. From that framework, the working agenda is built. Together with the team member the agenda is developed. It is the leader’s role to help the team member stay true to the overall purpose of the group and the mission of the organization. This builds capacity and understanding one member at a time. A powerful technique to build team support is to rotate the co-chair position with various team members. The key to making this work is to teach members of the team facilitation skills. Multiple authors discuss facilitation. “The facilitator is responsible for managing meetings, keeping conversations on track, and ensuring each member’s voice is heard” (Centers for Disease Control and Prevention, 2014). With that in mind, it is a powerful teaching tool to have various members of the team share in those duties and rotating that honor. It is important for all members of the team to feel that their voice has been heard. “Although differing viewpoints among a team are important, they can make it difficult for … leaders to foster collaboration and inspire groups to move smoothly from conflicting ideas to actionable results” (U.S. Office of Personnel Management). One way to make that happen is to record input from the team on newsprint and post it in the room. There is power to see your words recorded and posted for all to see. By delegating significant work through trust, you as the leader and role model, are helping team members to see that they are making a meaningful contribution to the overall structure and the current debate/conversation. If the team views their input as being “significant” you have reached a major milestone in team building. High-performing teams are comfortable following clear and measurable goals. They take pride in making major decisions that affect the company and appreciate the necessity of attending purposeful meetings. We have heard the saying “knowledge is power.” Many people like to attend meetings in hopes of gaining insight as to what is transpiring within the company and how it will directly affect them personally and in their jobs. Through open communication and respect, leaders should believe that providing important information to employees would benefit future endeavors. Communication and feedback should be given and received in a manner that decreases the opportunity for conflict. Frequently, constructive feedback is welcomed as a measure of evaluation that tends to promote more productive results from each member of the team, whereas

(Dyer, et al., 2013, p.63)

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critical feedback generally results in members feeling defensive and combative. When members feel this way, it is difficult for them to work cohesively, and occasionally performance levels decrease. Therefore, it is imperative that teams are adept at managing team relationships through high trust, clear communications and feedback, effective conflict management, mutual respect, and collaboration. They must also possess a willingness to take risks and attempt to innovate as a means to improve the team as a whole. Team competency scales can be utilized as an assessment tool that leaders can use to help their teams understand where they are and what they need to do to improve their overall performances (Dyer et al., 2013).

References Centers for Disease Control and Prevention (2014). Facilitation tip sheet. Communities for Public Health.

Retrieved from http://www.cdc.gov/phcommunities/docs/plan_facilitation_tip_sheet.doc Dyer, W. G. Jr., Dyer, J. H. & Dyer, W. G. (2013). Team building: Proven strategies for improving team

performance (5th ed.). Jossey-Bass. U.S. Office of Personnel Management (2015). Facilitation skills for leaders: Inspire your team to work together

more productively for your organization. https://leadership.opm.gov/programs.aspx?c=129