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Building Distributed Leadership in the Philadelphia School DistrictModule: Team Building
With the assistance of James P. Spillane, Spencer T. and Ann W. Olin Professor in Learning and Organizational Change, and the Northwestern University School of Education and Social Policy.
Building Distributed Leadership in the Philadelphia School DistrictModule: Team Building
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Module: Team Building
The ideas, graphics and material presented have been prepared with the guidance of Charles Dwyer. Duplication and distribution of this presentation is prohibited without express consent.
Charles Dwyer
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Agenda
Lesson 1What teams are and are not:
• What is a team?• Why use imperatives?• Involuntary Team Membership• What do I want?• Behavior/Performance• Negative Labels
-Break-
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Agenda
Lesson 2Building and using teams:
• Values• The Power of Words• Case Study• A Personal Example of a Team Building Challenge• The Five Step Model
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Session Protocol
In order to make today’s session beneficial to all participants, please:
• Show respect for your colleagues and your team.• Shut down your laptop computers.• Turn off your cell phones, pagers, Blackberries, and
any other means of external communication.• Contribute to your team and the class as a whole by
participating constructively in the exercises/activities.
• Ask questions when you wish to.
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Objectives
By the end of this session, you will be better prepared to:
• Analyze individual perceptions of team building.• Discuss what team building is not.• Define what team building is.• Analyze how our actions can positively or negatively
impact on the building teams within the schools. • Understand human behavior.• Understand human influence.• Develop and use techniques for more effective
influence.
Brainstorming Activity
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Teams and Individuals
Remember: All teams are ultimately made up of individuals.
- Charles Dwyer
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Getting Started
“It’s not what we don’t know that hurts, it’s what we know that ain’t so.”
- Will Rogers (1879 – 1935)
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False Imperatives
McCabe’s Law: Nobody has to do anything.- Charles McCabe
We must… …it’s mandatory
Paired Discussion
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Imperatives
With your team, discuss why we tend to use imperatives.
List the false imperatives others use on you.
List the false imperatives you use on other people.
Why do you think you do that?
Group Discussion
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Must we?
Have you ever been forced to be part of the team?
• Note those times when you have been “forced” to join the team.
• Note whether the experience was a positive one or not.
• If so, what made it positive? • If not, how could the experience
have been changed to be more positive?
Group Discussion
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Shared values?
Team Building is not about:• Shared values, • Common objectives, or • Mutual interests.
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Getting buy-in?
Team Building is not about getting people to buy in to:
• School goals, • Missions, • Visions, • Core values, etc.
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End and Means
We need not agree on ends to cooperate on means.
Written Exercise
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What do you want?
With the group at your table, make a list of:
• At least one thing each person hopes to get out of attending this session.
• At least one thing on each person’s agenda for his or her school.
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Patterns of Behavior
Team Building is about getting people to:
• Engage in patterns of behavior and • Produce performances that result in desired outcomes
Group Discussion
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What, exactly, do you want from team members?Think about a team, give an example of unambiguous behavior, or measurable performance that you want to get from someone on that team.
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Changing Behavior
Team building involves some individual engaged in some behavior designed to influence the behavior of one or more other individuals.
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The Neurological Argument
• Influence ends up in the brain
• Each brain is unique
• Each information process is unique
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Language Used Today
“Teams”
“Organizations”
“Committees”
“Task Forces”
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Language Used Today
“Associates”
“Family”
“Community”
“Partnership”“Citizen”
“Comrade”
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Individual Behavior
Team building involves some individual engaged in some behavior designed to influence the behavior of one or more other individuals.
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How do we frame whatwe want from others?
• Attitudes• Dispositions• Personality
characteristics • Qualities of
relationships
vs.BehaviorPerformance
ObservableMeasurableQuantifiable
The left-hand column The right-hand column
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The Left-hand Column
Framing what you want from others by describing attitudes, dispositions, personality characteristics, qualities of relationships is:
• Vague• Subjective• Ambiguous• Open to widely differing interpretations
Written Exercise
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Labels
Placing a negative label on another person or group puts a huge, perhaps insurmountable, psychological obstacle between them and you in terms of positive human influence.
• Make a list of negative labels you think people use to talk about you and your group.
• Make a list of negative labels you use to talk about individuals, groups, etc.
• At your table compare these labels.
“Difficult”
Brainstorming Activity
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Why do we use negative labels?
It’s easy.It’s fun to play “Junior Freud.”It bonds us with our buddies.It gives us “wiggle room.”It makes us feel superior.
“Difficult”
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But, We Want More …
We want more than behavior.
• We want validation, justification and confirmation of our own beliefs, values and feelings.
• We want them to do it for “our” reasons.
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The Right-hand Column
Frame what you want from others by describing desired behavior and performance.
• Behavior: Describe clear, concrete, observable unambiguous, specific behaviors (and patterns of behavior)
or
• Performances: Describe measurable, quantifiable performances.
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Team Building
People do what they do in an attempt to take care of what is important to them…
To serve their values
Brainstorming Activity
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Values
• Success/achievement• Respect/status/esteem• Fun/enjoyment/
relaxation• Sharing/bonding• Altruism/giving
• Identity• Security/safety• Acceptance/approval• Recognition/
appreciation• Thanks/gratitude/praise
What values should you appeal to in team building?
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How do you build teams?
Cooperation is Power
Power is Influence
Influence is Perception
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Perceptions are
• Personal• Subjective• Fragile• Idiosyncratic• Arbitrary• Infinitely malleable
states
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What do we use to get whatwe want from others?• Knowledge• Skill• Experience• Authority• Position
No!
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What do we use to get whatwe want from others?• Powerful ideas• Noble intentions• Our trustworthiness No!
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What do we use to get whatwe want from others?• The “Right”• Truth• Logic• Reason • Evidence• Fact • Quality• Substance
No!
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Our Behavior
We use only the fragments of our behavior as interpreted by others.
Our behavior:• Direct and indirect• Words• How, when, where• Gestures, timing, tone• Language and rhythm• Modes of communication
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Fragments and Filters
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Building the Mosaic of Your Behavior
Mosaic: • Picture composed of
individual tiles• We do not often dig into
the barrel• We skim across the top
Barrels of tiles: • Packaging of behavior• Need to dig deeper into
the barrels of tiles
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Our Behavior: Direct and Indirect
Direct Indirect
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Our Behavior: Modes of Communication
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Our Behavior: Timing
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Our Behavior: Words
In-service training Boring
Brainstorming Activity
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The Power of Words
List 5 powerful words to influence others.
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Words and Meanings
Words, the fragile vessels of our meanings, easily lose their way in the channels of others’ minds.
- Charles Dwyer
Satisfactory
Not good enough
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Words to Use
Their Words
“ … ”
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Words to Use
• Synonyms• Paraphrases
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Words to Use
Imagine …
Because …
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Words to Use
Stories
Group Discussion
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Stories Exercise
What are some examples of good and bad storytelling?
Case Study
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Words Exercise
Turn to page 48 of your Participant Guide and review the case study.
What type of words should Kristin use to convince Paul that he should use a new textbook?
• What are Paul’s values?• What values is Kristin trying to serve?• How can Kristin appeal to Paul’s values?
Paired Discussion
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Reflection
Reflect on an experience in which a team building effort was particularly challenging. Briefly summarize the experience and share this with your partner. How did you meet the challenge? What suggestions does your partner have for meeting such a challenge?
• Words• How, when, where• Gestures, timing, tone• Language and rhythm• Modes of communication• Direct and indirect approaches
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Team Building Is…
• Incrementalism• Social Proof• Scarcity• Commitment• Consistency• Liking
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Team Building Is…
• Reciprocity• Leveraging coincidence• Actualizing altruism• Long-term investments• Using negative consequences
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Cautions in Using a Negative Approach
• Attempts to escape influence
• Minimum behavior/performance
• Revenge/salvaging self-esteem
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Power and Influence
Power/Influence is the ability to get people to perceive that a given behavior (or performance) is the best action they can take in the service of their values.
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Relationships
Perception
Behavior
R
Values
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Conscious and Subconscious Behavior
Knowledge
Knowledge Attitudes Behaviors
Subconsciousness
Consciousness
Beliefs Memories
Skills
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An Alternative Program
Never expect anyone to engage in a behavior that serves your values unless you give that person adequate reason to do so.
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Types of Behavior
Feel Good Behaviors
Effective with Team Behaviors
BA
XXXX
XXX
X
XXX X
X XXXX
XXX
X
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The Model
1. Capability• Knowledge of the behavior• Competence (knowledge and skill)• Self-confidence
2. Perception of potential value satisfaction
3. Perception of the probability of value satisfaction
4. Perception of cost
5. Perception of risk
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The Continuum of Influence
0- +
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Team Building
Team building is:
• Focusing on those closest to the threshold of the behaviors you want.
• Focusing on the informal leaders in the group.
• Offering multiple value satisfactions in exchange for the desired behaviors and performances.
• Offering multiple protections from perceived costs and risks.
Paired Discussion
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Five Steps
What is the specific, concrete, unambiguous behavior/ performance sought?
Where is this person relevant to the behavior?
Take a team member and walk through the 5 steps.
What techniques/mosaics can be used to move them closer to the desired behavior?
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Invisible Leadership
He/she leads best who leads invisibly.-The Tao
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Bibliography
Several resources have been considered in the development of this module.
To view the bibliography, see page 9 of your Participant’s Guide.
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Evaluation
Your feedback is important.
Please fill out the evaluation form in order to help us improve the program.
