Assignment 3

Setting Goals and Providing Feedback

Instilling Accountability

Choosing Size and Team Members

Establishing Processes

Stages of Team Development

Section 3

Building Successful Teams

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Setting Goals and Providing Feedback Performance management programs are set up to provide feedback to employees on how effectively they are performing in their jobs.

KEY POINTS

• In the organizational development context, a team may embark on a process of self-assessment to gauge its effectiveness and improve its performance.

• Competencies can be integrated into the regular Performance Management (PM) process in one of two ways: multisource and upward feedback.

• Effective performance management includes linking individual goals to the corporate and work unit business plans and goals.

Setting Goals and Providing Feedback

In the organizational development context, a team may embark on a process of self-assessment to gauge its effectiveness and improve its performance. To assess itself, a team seeks feedback from group members to find out its current strengths and its weaknesses.

To improve a team's current performance, feedback from the team assessment can be used to identify gaps between the desired state and the current state, and to design a gap-closure strategy. Team development can be the focus of the assessment and improvement actions, or treated as a component of organizational development.

Another way is to allow for personality assessments among the team members. This will give them a better understanding of their working style and the style of their fellow team mates.

A structured team building plan is a good tool to implement team bonding and thus, team awareness. These may be introduced by companies that specialize in executing team building sessions or performed internally by the Human Resources department.

Performance management programs are set up to provide feedback to employees on how effectively they are performing in their jobs. Such programs normally include a set of goals or objectives the employee must accomplish within the review period as well as the standards or criteria for determining whether the defined goals have been accomplished (Figure 6.13).

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Management feedback is key to setting goals and providing feedback.

Figure 6.13 Change Management and Communication

Effective performance management includes the following features:

• Linking individual goals to corporate, work unit business plans, and goals;

• Focusing on results, behaviors (competencies) as well as process improvement;

• Regular reviews and updates of performance plans to address changing demands;

• Training for both managers and employees on how to effectively give and receive feedback, including providing feedback to employees who experience challenges in performing to the standards required in their jobs/roles;

• Training for managers on how to provide performance evaluations that are valid, fair, and unbiased.

Competencies can be integrated into the regular Performance Management (PM) process in one of two ways: by defining the competencies needed to perform each performance goal or objective and by integrating the competencies for the employee’s job into the PM process.

Defining Competencies for Each Goal or Objective

The manager and employee identify the key competencies required to achieve each performance goal or objective, which is typically

between 1 and 3 competencies per goal or objective. At the end of the performance cycle, the employee’s performance is evaluated in relation to the performance goals or objectives and the key competencies associated with each goal. Using this approach, the competencies included in the employee’s performance plan may or may not completely coincide with the standard competency profile for the employee’s role or job.

The advantage of using this method is that the competencies being assessed are entirely consistent with the employee’s performance goals for the performance review cycle. The disadvantage is that not all competencies within the competency profile for the employee’s role or job will necessarily be assessed within the cycle.

Integrating Competencies into the PM Process

The performance plan can include the performance goals or objectives for the review period and the complete set of competencies from the competency profile for the employee’s role or job. The performance goals or objectives address what must be accomplished during the review period, and the competencies measure how the employee conducted him/herself to accomplish the work.

The advantage of this method is that all competencies defined in the competency profile for the employee’s role or job is evaluated. The

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disadvantage is that due the specific nature of the performance goals or objectives, key competencies for the effective performance during the review cycle will not be assessed or included in the competency profile.

Multisource/360 Degree Feedback and Upward Feedback

Multisource feedback, also known as 360 Degree feedback, and Upward feedback are the behavioral indicators for the competencies needed within the target role or job. They are used as the standard for assessing the performance of the employee.

Multisource Feedback

In multisource feedback, different stakeholder groups provide ratings that include the employee, the employee’s supervisor, and others with whom the employee interacts (including peers, team members, and clients), both within and outside the organization.

Upward Feedback

Upward feedback depends on the employees’ assessments and perceptions of their supervisors as an important part of evaluating a manager’s effectiveness.

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Instilling Accountability Accountability is the acknowledgment and assumption of responsibility for actions, products, decisions, and policies.

KEY POINTS

• Internal rules and norms as well as some independent commission are mechanisms to hold civil servants accountable within the administration of government.

• Instilling accountability is a critical element of management when assigning tasks to either teams or individuals, and is best accomplished through trusting employees to be solely responsible for the project they have been tasked.

• Furthermore, instilling accountability can be complemented through rewards systems, which serve to not only share the responsibility and accountability with employees but also the benefits of success.

• Because many different individuals in large organizations contribute in many ways to the decisions and policies, it is difficult—even in principle—to identify who should be accountable for the results.

• Accountability is a concept in ethics and governance with several meanings that include answerability, blameworthiness, liability, and other terms associated with the expectation of account-giving.

Accountability

Accountability is a concept in ethics and governance with several meanings including answerability, blameworthiness, liability, and other terms associated with the expectation of account-giving. As an aspect of governance, it has been central to discussions related to problems in the public sector, and in nonprofit and private (corporate) worlds. In leadership roles, accountability is the acknowledgment and assumption of responsibility for actions, products, decisions, and policies. These include the administration, governance, and implementation within the scope of the role or employment position and encompassing the obligation to report, explain, and be answerable for resulting consequences (Figure 6.14).

Instilling Accountability

Accountability is derived through empowering employees and teams to take full responsibility for the projects in which they have

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Governing authorities have the obligation to report, explain, and be answerable for resulting consequences of their actions.

Figure 6.14 Government Accountability

been assigned. This empowerment instills accountability through providing the employee/team with autonomy and independent control of processes and outcomes. This is critical to providing the necessary motivation and incentives, as well as highly relevant to ensuring that quality is achieved. Instilling accountability through trusting employees to lead projects will ultimately result in higher productivity and job satisfaction through employees taking pride and responsibility for their contributions to the team or company.

Steps to take in instilling this level of accountability primarily revolve around strategically designing team roles to ensure each individual has control of a particular element of the project. This ensures the team is collaborate through interdependent processes, sharing the accountability to motivate each individual to provide their best work to keep the project efficient. Instilling accountability also pertains to rewards systems, where those accountable for the success or failure of the project also reap the a portion of the benefits.

Administrative Accountability

Internal rules and norms, as well as some independent commissions are mechanisms to hold civil servants within the administration of government accountability. Within a department or ministry, behavior is bound by rules and regulations; secondly, civil servants are subordinates in a hierarchy and accountable to

superiors. Nonetheless, there are independent watchdog units to scrutinize and hold departments accountable. Legitimacy of these commissions is built on their independence, as it avoids any conflicts of interest.

Individual Accountability in Organizations

Many different individuals in large organizations contribute in many ways to the decisions and policies, so it is difficult—even in principle—to identify who should be accountable for the results. Dennis Thompson called this the problem of many hands in his book, Restoring Responsibility: Ethics in Government, Business and Healthcare. It creates a dilemma for accountability. If individuals are held accountable or responsible, then those who could not have prevented the results are either unfairly punished or they take responsibility in a symbolic ritual without suffering any consequences.

Various solutions have been proposed. One is to broaden the criteria for individual responsibility so that individuals are held accountable for failing to anticipate failures in the organization. Thompson proposed holding individuals accountable for the design of the organization, both retrospectively and prospectively.

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Choosing Size and Team Members Team size and composition affect the team processes and outcomes.

KEY POINTS

• The optimal size and composition of teams will vary depending on the task at hand.

• Regarding composition, all teams will have an element of homogeneity and heterogeneity.

• Team members normally have different roles, like team leader and agents.

Team size and composition affect team processes and outcomes. The optimal size and composition of teams will vary depending on the task at hand. At least one study of problem-solving in groups showed an optimal size of four members. Other works estimate the optimal size between five and twelve members. Belbin did extensive

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According to Belbin, a cohesive team should ideally be under twelve people, as is the case with this show team.

Figure 6.15 A Cohesive Team

research on teams prior to 1990 in the UK that suggested that the optimum team size is eight roles plus a specialist as needed. Fewer than five members resulted in decreased perspectives and diminished creativity. Membership in excess of twelve resulted in increased conflict and greater potential of sub-groups forming (Figure 6.15).

David Cooperrider suggests that the larger the group, the better. This is because a larger group is able to address concerns of the whole system. So while a large team may be ineffective at performing a given task, Cooperider says that the relevance of that task should be considered, because determining whether the team is effective first requires identifying what needs to be accomplished.

Regarding composition, all teams will have an element of homogeneity and heterogeneity. The more homogeneous the group, the more cohesive it will be. The more heterogeneous the group, the greater the differences in perspective and increased potential for creativity. But heterogeneity may also increase the potential for conflict.

Team members normally have different roles, like team leader and agents. Large teams can divide into sub-teams according to need.

Many teams go through a life-cycle of stages, identified by Bruce Tuckman as forming, storming, norming, performing, and adjourning.

Theorists in business in the late 20th century popularized the concept of constructing teams. Different opinions exist on the efficacy of this new management fad. Some see "team" as a four- letter word: overused and under-useful. Others see it as a panacea that finally realizes the human relations movement's desire to integrate what it perceives as best for workers and as best for managers. Still others believe in the effectiveness of teams, but also see them as dangerous because of the potential for exploiting workers — in that team effectiveness can rely on peer pressure and peer surveillance.

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Establishing Processes Team building includes any activity designed to improve team performance.

KEY POINTS

• Team building is an important factor in any environment; its focus is to specialize in bringing out the best in a team to ensure self development, positive communication, leadership skills and the ability to work closely together as a team to problem solve.

• When assembling a team it is very important to consider the overall dynamic of the team.

• The overall goals of team building are to increase the teams understanding of team dynamics and improve how the team works together.

Team Building

Team building refers to a wide range of activities, presented to businesses, schools, sports teams, religious or nonprofit organizations designed for improving team performance. Team building is pursued via a variety of practices, and can range from simple bonding exercises to complex simulations and multi-day team building retreats designed to develop a team (including group assessment and group-dynamic games), usually falling somewhere

in between. It generally sits within the theory and practice of organizational development, but can also be applied to sports teams, school groups, and other contexts. Team building is not to be confused with "team recreation" that consists of activities for teams that are strictly recreational. Team building can also be seen in day- to-day operations of an organization and team dynamic can be improved through successful leadership. Team building is an important factor in any environment, its focus is to specialize in bringing out the best in a team to ensure self development, positive communication, leadership skills and the ability to work closely together as a team to problem solve (Figure 6.16).

Work environments tend to focus on individuals and personal goals, with reward & recognition singling out the achievements of individual employees. Team building can also refer to the process of selecting or creating a team from scratch.

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Team building is pursued via a variety of practices, and can range from simple bonding exercises to complex simulations and multi-day team building retreats designed to develop a team (including group assessment and group-dynamic games), usually falling somewhere in between.

Figure 6.16 Boston Chapter Knights of Columbus Baseball Team

Team Dynamics

When assembling a team it is very important to consider the overall dynamic of the team. According to Frank LaFasto, when building a team, five dynamics are fundamental to team success:

• The team member: Successful teams are made up of a collection of effective individuals. These are people who are experienced, have problem solving ability, are open to addressing problems, and are action oriented.

• Team relationships: For a team to be successful the members of the team must be able to give and receive feedback.

• Team problem solving: An effective team depends on how focused and clear the goal of the team is. A relaxed, comfortable and accepting environment and finally, open and honest communication.

• Team leadership: Effective team leadership depends on leadership competencies. A competent leader is focused on the goal, ensures a collaborative climate, builds confidence of team members, sets priorities, demonstrates sufficient “know- how,” and manages performance through feedback.

• Organizational environment: The climate and culture of the organization must be conductive to team behavior.

Goals

The overall goals of team building are to increase the team's understanding of team dynamics and improve how the team works together. Unlike working as a group, working as a team incorporates group accountability rather than individual accountability and results in a collective work product. Team building encourages the team approach to working on a project. There are many advantages to this approach.

Leadership roles

Successful team leaders frequently contain six of the same leadership abilities:

• A team leader is usually goal-oriented to keep the team on track.

• A leader must promote a safe environment where members can openly discuss issues.

• A leader must build confidence among members by building and maintaining trust and offering the members responsibilities.

• A leader should be technically competent in matters relating to team tasks and goals.

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Stages of Team Development The Forming – Storming – Norming – Performing model of group development was first proposed by Bruce Tuckman in 1965.

KEY POINTS

• In the first stages of team building, the forming of the team takes place. The forming stage of any team is important because, in this stage, the members of the team get to know one another, exchange some personal information, and make new friends.

• In the storming stage the team addresses issues such as what problems they are really supposed to solve, how they will function independently and together, and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives.

• In the norming stage goals are set and plans are made. All team members take the responsibility and have the ambition to work for the success of the team's goals.

• High-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision.

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Stages of Team Development

Many teams go through a life-cycle of stages, identified by Bruce Tuckman as follows:

• Forming

• Storming

• Norming

• Performing

• Adjourning

The Forming – Storming – Norming – Performing model of group development was first proposed by Bruce Tuckman in 1965, who maintained that these phases are all necessary and inevitable and allow team growth:

• face up to challenges,

• tackle problems,

• find solutions,

• plan work,

• deliver results.

This model has become the basis for subsequent models.

Forming Stage

In the first stages of team building, forming the team takes place. The individual's behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who performs what duty, when to meet, etc. Individuals are also gathering information and impressions—about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done (Figure 6.17).

The team meets and learns about the opportunities and challenges and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best

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Many teams go through a life-cycle of stages, identified by Bruce Tuckman as: forming, storming, norming, performing and adjourning.

Figure 6.17 A Cohesive Team

behavior but very focused on themselves. Mature team members begin to model appropriate behavior even at this early phase, sharing their knowledge on the concept of teams. Forming, Storming, Norming, and Performing is extremely helpful to the team.

Supervisors of the team tend to need to be directive during this phase.

The forming stage of any team is important because it is where the members of the team get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the team works as an individual and how they respond to pressure.

Storming Stage

Every group will next enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together, and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the

team will ever move out of this stage. Some team members will focus on minutiae to evade real issues.

The storming stage is necessary to the growth of the team. It can be contentious, unpleasant, and even painful to members of the team who are averse to conflict. Tolerance of each team member and their differences should be emphasized. Without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control. Some teams will never develop past this stage.

Norming Stage

The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have to give up their own ideas and agree with others in order to make the team function. In this stage, all team members take the responsibility and have the ambition to work for the success of the team's goals. This is called norming.

Performing Stage

It is possible for some teams to reach the performing stage. These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The team members

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are now competent, autonomous and able to handle the decision- making process without supervision. Dissent is expected and allowed as long as it is channeled through means acceptable to the team.

Supervisors of the team during this phase are almost always participative. The team will make most of the necessary decisions. Even the most high-performing teams will revert to earlier stages in certain circumstances. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to storming as the new people challenge the existing norms and dynamics of the team.

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