PM - Team Building and Networking

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LEAD 2006

Teambuilding & Networking

Participants Manual

For UNDP Cap 2015 Asia

Prepared by LEAD InternationalDecember 2006


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Table of Contents

Welcome (to be inserted) Page 5

Schedule Page 7

Session 1: Introduction and Objectives Page 8

Session 2: Working in Teams Page 14

Session 3: Effective Networks Page 25

Session 4: Practicing Team and Network Skills:

Communication Page 31

Session 5: Practicing Team and Network Skills:

Trust and Group Learning Page 41

Session 6: Applying Principles and Closing Page 49

Resources and Handouts

21 Principles of Trust Page 52

Team Leadership Page 55

Features of a Well Functioning Team Page 69


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Welcome

To be inserted


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Teambuilding and Networking1 Day Workshop (Day, Date, Place, Country)

Time Event ContentFacilitator/Chair

08:30 Session 1 Introduction andObjectives

Who has climbed a mountain?

Introduction to the workshop Objectives, schedule and methodology

Participants introductions Pairedinterviews

Learning Styles Questionnaire09:30 Session 2 Working in

Teams Trolley exercise

Groups vs Teams lecture

Discussion Experience sharing

Brainstorming: Characteristics of highly

effective teams

10:30 Coffee Break11:00 Session 3 Effective

Networks Characteristics of Networks

Formal vs Informal Networks

Effective Networks GroupDiscussion

Case study of an effective network12:15 Lunch13:30 Session 4 Practicing

Team andNetworking Skills:

Communication

Paper tear activity

Principles of effective communication

Survival Game

Debrief Survival Game

15:00 Coffee Break15:30 Session 5 Practicing

Team andNetworking Skills: Trust and GroupLearning

Trolley exercise #2

Principles of Trust

Trust activity

Trust activity debrief

Trolley exercise #3

16:45 Session 6 ApplyingPrinciples and Closing

Summary of day

Action planning: Letter to myself

Closing circle

17:30 Close


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Session 1: Introduction andObjectives

Objectives

To introduce the workshop objectives, methodology, schedule and facilitators. To introduce the participants. To explore our individual learning styles and to reflect on its implications for working in

teams.


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Copyright, 2006 -- LEAD International

S E S S I O N 1

Introduction andObjectives

Teambuilding and Networking


Session 1: Introduction


Introduction to the workshop

Participant Introduction

Learning Styles Questionnaire


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Task: to meet as many people in the room aspossible with the aim to find out something newabout them based on what is written on your sheet

Evidence: you need to collect signatures of thepeople you meet who have fulfilled criteria in each ofthe boxes

Time: you have 10 minutes


Objectives of the Workshop

To help learners:

explore the characteristics of highly effective teams and networks

strengthen and practice a set of teambuilding and networking skills

consider next steps in their work to build highly effective teams andnetworks.

The workshop will provide participants with:

Introduction to team skills: communication, trust and group learning.

Examples: several examples of successful teamwork and networks tomeet goals.

Application: an opportunity to apply the concepts learnt during thisworkshop


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Tools for Learning

Initiatives

Games

Individual activities

Questionnaire

Team discussions

Lectures

Reading


Experiential Learning

There is a world of difference between knowing thatsomething is true, because one has been told it by some

authority and knowing that it is true, because one has

experienced it (albeit in a simulated situation) for oneself.(Chris Elgood, 1990)

When I hear, I forget.

When I see, I remember

When I do, I understand

(Confucius)


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Two Paths to Learning

Exploration: participants have little or no advancepreparation; they simply discover the issues andbehaviors that emerge from a specified set of goals,

roles, and rules. Often they fail to achieve the goals.

Confirmation: participants learn first the potentialproblems and the principles for successfuladaptation; they apply their knowledge to the gameand generally succeed.


Paired Interviews

Each person should select someone they do not know as theirinterview partner

You have 10 minutes to interview each other (5 minutes each)on the following: Name, institution and country?

Your expectations for this workshop?

What specific skills and attributes do you bring to a team?

You will introduce your partner to the group


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Learning Styles

You will be given a learning styles questionnaire developed byP. Honey and A. Mumford.

Spend 10 minutes completing the survey and then share yourresults with the group on the flipchart.

Quickly form small groups of 4 6 and have a discussion on thefollowing:

- What is your preferred learning style?

- What would be the implications of the various learning styles ofyour table if you all had to work together?

- If you were leading a team, how could knowledge of your team

members learning styles help you strengthen your team moreeffectively?


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Session 2: Working in Teams

Objectives

To distinguish the difference between a group and a team. To become familiar with the four stage model of team development (Tuckman). To reflect upon stages of team development and leadership styles. To explore the characteristics of highly effective teams.


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S E S S I O N 2

Working in Teams



Session 2: Working in teams

Trolley #1

Trolley Debrief

Groups vs. Teams

Discussion: Experience sharing

Brainstorming: Characteristics of highly effective

teams


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Trolley Introduction

We have six teams with six participants in each team.

Your team has been assigned a trolley, which isconstructed from a pair of boards with ropes to holdonto.

2 meters


Trolley Rules - 1st Try

Your teams goal is to move as far as possible in 3 minutes using onlythe trolley.

You must travel on the trolley with one foot on each board, holding thetwo ropes, one in each hand. After standing on the trolley - NO ONEMAY MAKE ANY SOUNDS!

Each time someone on your trolley touches the ground, a distancepenalty of 1 meter is assigned

You have 10 minutes to pick a name for your team and plan yourstrategy, then 3 minutes to move as far as possible.

Observe how the various members of your team participate in theprocess of developing a plan.


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Trolley #1: Debrief

Plot your distance on the graph.

How satisfied are you with your performancepersonally?

How do you think your team did?

What was the major obstacle to moving a greatdistance?

What will you do better next time?


Definition of a Team

share a commitment to achieving some important goal.

understand that no one person can reach the goal unlessthe team works together.

A team is a group of people who:


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Group versus Team

In acting togetherpeople can accomplish things

that no individual acting alone could ever hope to

accomplish.

Franklin Delano Roosevelt (1822-1945)

Never doubt that a small group of thoughtful,

committed citizens can change the world: indeed, its

the only thing that ever does.

Margaret Mead


A Group

When its members do not have a common goal, agroup has very little power.


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A Team

When its members do have a common goal, a teamhas enormous power.


Stages of Team Development

Norming

Storming

Forming

Performing


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Forming

cautious

more formal interpersonal relationships

reserved

high expectations


Storming

more comfortable

disagreements among members

expectations differ

resistance to team leader


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Norming

Making commitment to work out differences

more expression of feelings

apply rules of giving and receiving feedback

agree to common goal


Performing

Team works efficiently and effectively

collaborative relationship

members trust each other

committed to process and goals


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Four Styles of Leadership

Stage of Group DevelopmentStage of Group Development

Forming Storming Norming Performing

Directing Coaching Supporting Delegating


Characteristics of a Highly EffectiveTeam

Brainstorming: Leading question

Think back on your most important team experience:What were some of the most necessary conditionsfor success and effective teamwork?


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Successful Teams Have:

A shared goal that everyone knows and agrees on and is committed toaccomplishing

A climate of trust, openness and honest communication

A sense of belonging

Diversity valued as an asset

Creativity and encouraged risk-taking


Successful Teams Have:

Ability to reach consensus and resolve conflicts

Members who are interdependent

Consensus decision-making

Problem-solving for continuous improvement

Participative leadership


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Session 3: Effective Networks

Objectives

To introduce participants to different types of networks (formal vs. informal, open vs.closed).

To develop principles of building effective networks.


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S E S S I O N 3

Effective Networks



Networks vs. Teams

Effective communication is critical as it is often at a distance, withinfrequent face-to-face discussions. Having a shared goal may besmall part of each members objectives.

Characteristics of Networks


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Formal vs Informal Networks

Formal networks often have set membership criteria, goals,

decision-making mechanisms and often have a longer timehorizon.

Informal networks can be constituted based on a timely need or

goal, can be dissolved as easily, are more flexible in terms of rules.

Both need clear and effective communication and decision-making,

and a clear goal to work.


Open vs Closed Networks

Open networks

takes on any qualified members

majority of members are

receivers

number of active members can be

changing (can cause problems of

continuity and overall

effectiveness)

often spawns sub-committees

which are closed and more

effective

Closed networks

number of members is restricted

majority of members are givers

members are consistent and must

take on responsibility or be

marginalised

can be very powerful


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Effective Networks - Group Discussion

Leading questionWhat are some of the key

characteristics of successful networks in which youhave been a member?

Consider: Leadership, communication, decision-making, access to information, other


Brainstorm and discussion

What are the key characteristics of effective

networks?


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Session 4: Practicing Team andNetworking Skills:

Communication

Objectives

To demonstrate through a practical exercise some challenges to communication. To identify the principles of effective communication. To apply the principles of effective communication to a team activity.


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S E S S I O N 4

Practicing Team andNetworking Skills:Communication



Session 4: Practicing Team andNetworking Skills: Communication

Paper Tear

Principles of Effective Communication

Survival Game

Debrief Survival Game


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Paper Tear

I am your leader, and I have a policy I want you tofollow.

Take a piece of paper, and follow my instructions.

I want everyone to do exactly as I say, do not ask

questions.


Following Directions

Fold your piece of paper in half and tear off the lower righthand corner.

Fold it in half again and tear off the upper left hand corner.

Fold it in half again and tear off the upper right handcorner.

You have all done what I asked, so you should have a

piece of paper shaped like mine.

Open your paper and hold it up, so everyone can see.


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Paper Tear Debrief

I asked you to do exactly what I said, whathappened?

What features of this process produced this result?

Where have you seen this kind of communicationproblem in your real life?

How could I have created a more effectivecommunication process?


Decision-making

Directive- One person with authority makes the decision foreveryone

Consultative- One person with authority makes the decisionfor everyone but only after consulting with everyone

Participative- The whole team decides together how to

solve a problem, schedule work, plan and prioritize, setgoals and objectives etc.


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Raw Debate

Polite Discussion

Skillful Discussion

Dialogue

Discussion Styles

Presenting viewpoints

with the objective of

changing minds

Discussion for

exploration,

discovery, insight

Sharing for infor-

mation purposes

Discussion with the

objective of closure


Skillful Discussion

Once many ideas are generated and the group isactively considering a problem, then skillful

discussion can help guide the decision-makingprocess.

Skillful discussion has a goal - either to make adecision, reach agreement or identify priorities.


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Skillful Discussion - Steps

Select a facilitator or leader to guide the group.

Set the goal and agree upon it.(e.g. now that we

have all these ideas, we need to select from amongstthem)

Set a time limit and plan the agenda (will there be

time to comment on ideas, build on them, prioritizethem and try a few or practice?)


Skillful Discussion (continued)

Prioritization and/or final decisions can be taken on thebasis of:

- general agreement

- allocation of points or rating of ideas (raised hands, anonymousnumbers, dots on a matrix - then quantified for a list in order ofimportance)

- trial of top rated ideas

- appointment of executive committee to agree on decision (if time isshort or group is large)


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Communication Guidelines

Define the roles

Set the ground rules

Take responsibility fortime

Clarify individual goals

Identify indicators ofsuccess

Be aware of the maincause-effect links

Seek additionalinformation

Others?


Decision-making Exercise: The SurvivalGame - Scenario

Your team was on a boat in the middle of the Pacific Ocean;it caught fire and sank.

Now you are all sitting in a raft, at least 1000 miles from landwith no motor, only oars. You have some matches.

You dont know your exact position.

It is cloudy, you cant see the sun, and you dont know whattime it is; you lost all your watches.


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The Survival Game - Problem

You have saved 15 items from the boat, but some will haveto be thrown away

Divide the 15 items into 5 categories, each with 3 items.Give each item a score: 1=essential 5=almost useless. So3 items are scored 1, 3 items are scored 2, etc.

First do this individually without any discussion among yourgroup except to explain the names of the articles.

Once you have completed the ranking as individuals, then

repeat the exercise as a group. Prioritise and rank the itemson a separate answer sheet.


Answer Sheet for Survival

Item Importance Item Importance

5 meters feet of nylon rope_____ Compass _____

Fishing kit _____ Shark repellent _____

20 liter can full of water _____ Little mirror _____

Maps of the Pacific Ocean _____ 8 liter can of oil-gas mix _____

Mosquito netting _____ 3 sq. meters of plastic ____

20 meals of food in cans _____ Two boxes of chocolate _____

One liter of 80% alcohol rum_____ Floating seat cushion ____

FM radio receiver _____

Importance: 1=Essential, 5=Almost useless, throw away


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Who survived?

Item Importance Item Importance

5 meters feet of nylon rope____ 3 Compass _____5

Fishing kit _____ 3 Shark repellent _____ 4

20 liter can full of water _____ 1 Little mirror _____ 1

Maps of the Pacific Ocean _____ 5 8 liter can of oil-gas mix ____ 1

Mosquito netting _____ 5 3 sq. meters of plastic ____ 2

20 meals of food in cans _____ 2 Two boxes of chocolate ____ 2

One liter of 80% alcohol rum_____ 4 Floating seat cushion ____ 3

FM radio receiver _____ 4

Importance: 1=Essential, 5=Almost useless, throw away


Survival Game - Scoring

Calculate your score individually. From the Correct Answer Sheet forSurvival find the correct number for each item and write this on yoursheet to the left of each item.

Then on your individual answer sheet find for each item the absolutedifference between the number you gave it and the correct number.

Find the sum of all 15 absolute differences. This should be a numberbetween 5 and 30.

Now calculate the same number for your groups answer sheet.

Note individual and group scores on the Survival Game Accuracysheet.


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Survival Game Accuracy

Error

0 2 4 6 8 10 12 14 16 18 20

Participant

1

2

3

4

5

6

7

8

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10

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Survival Game Debrief

How did team members communicate? Was iteffective, why or why not?

How did your team decide what items to bring? Whatstyle of decision-making was used? Did it work?

How did the individual scores differ from the groupscores? Did the group process produce a betterresult?

What would you do differently next time?


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S E S S I O N 5

Practicing Team andNetworking Skills:Trust and GroupLearning



Session 5: Practicing Team and Networking

Skills: Trust and Group Learning

Trolley Exercise Trial #2

Principles of Trust

Trust Activity

Trolley Exercise Trial #3


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Trolley Rules - 2nd Try

Your teams goal is to move the trolley as far as possible in the timeallowed using only the materials provided.

You must travel on the trolley with one foot on each board, holding thetwo ropes, one in each hand. You can make noises, but nounderstandable words.

After the team is on the trolley, each time someone on your trolleytouches the ground, a distance penalty of 1 meter is assigned

You have five minutes to plan your strategy, then three minutes tomove as far as possible.


Trolley #2 Debrief

Plot your distance on the graph.

What did you do today that made you a moreeffective team member than this morning?

How can your team coordinate itself better next time- think up some really new ideas.


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Strategies for Group Learning

Trolley Team discussion: how has your group beenable to learn together to perform this task better?

How does your team at home learn to be moreeffective? Can those strategies apply here?


Trust

Trust is a part of a highly effective team

What is trust?


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Trust

Visualization: You receive a telephone call in themiddle of the night asking you to do something risky.You believe the person and do it

Who is that person who called?

What are some of the characteristics of thisrelationship that causes you to have this trustingresponse?


Trust Brainstorm

Characteristics of trusting relationships:


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Trust

Trust is required of highly productive teams without trust,energy dissipates and is wasted on other issues related to lackof trust.

However, trust = risk

A trust activity will give Participants the opportunity to try onetechnology for trust building and allow teams to practicesituational trust.


Trust Activity Trust Walk

In groups, each group will appoint a leader who will lead thewalk.

Group members will decide in advance on the route and thelevel of risk they would like to take on the walk.

The leader will see, and the team members will be blindfoldedor keep their eyes closed.

Safety of the team members will be the responsibility of theleader and a facilitator will be present at all times to help.


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Trust Walk Debrief

How did it feel being led on a walk blindfolded? Was it easy giving your trust to the leader?

What did the leader do to maintain your trust?

How did the leader feel leading their group?

How can you build trust in your team?


Trolley Rules - 3rd Try

Your teams goal is to move the trolley as far as possible inthe time allowed.

After the team is on the trolley, each time someone on yourtrolley touches the ground, a distance penalty of 1 meter isassigned

You have three minutes to experiment with different stylesof movement on the trolley. Then you have five minutes toplan your strategy.

Finally you have three minutes to move as far as possible.You canspeak to each other while you are on the trolley.


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Debrief Trolley #3

Plot the distance your group traveled.What changed over the three efforts to raise the

effectiveness of your team?

What did you do that was most helpful? What couldyou do better next time?

How do you feel generally about the performance ofyour team; how has that changed since the first trial?


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Session 6: Applying Principlesand Closing

Objectives

To provide a review of the days activities and learning. To give people an opportunity to reflect individually about how they will apply their

learning for the day through an action planning exercise. To take some plenary reflections and formally close the workshop.


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S E S S I O N 6

Applying Principlesand Closing



Session 6 Applying Principles andClosing

Summary of the day

Action planning: Letter to myself

Closing circle


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Letter to Myself-1

Address an envelope to yourself, where it will reachyou one month from now.

Write a letter to yourself. List three of the importantinsights you have gained from this workshop that

could help you become more effective in attainingyour own and your organisations goals.


Letter to Myself-2

Under each insight, write what you intend to do back at work

to strengthen or change the behavior addressed by this

insight.

Seal the envelope, since you are the only one who is going to

read this letter.

The facilitator will mail this letter back to you in one month.


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21 Basic Principles of Trust

Written by Dennis Meadows, Director of the Institute for Policy and Social Science Research,

University of New Hampshire

Principle 1: Trust is important, because it reduces the costs of control, monitoring, andnegotiation. As a result, more resources (mainly time and energy of people) are investedin getting the job done.

Principle 2: Trust engenders trust. If two people trust each other, they will act withintegrity. The fact that over time each has acted with integrity builds their trust in eachother in the future.

Principle 3: Face to face dealings make it easier to create and build trust, because

people like to be known as trustworthy among people with whom they have relations.Being together in a community, association, club, or in some other way increases theimportance of being trusted, hence it increases the degree that people will act in atrustworthy way. Conversely, there is little incentive to act in a trustworthy way over theweb, because it is more likely that bad acts perpetrated on the internet will not generallybecome known to people that are important to you.

Principle 4: You can trust an individual because he or she is recommended bysomeone you trust, because they work for a respected organisation, because they are ina profession that is inherently trustworthy, because you have worked with them and theyhave behaved with integrity, or because they have engendered quick trust, behavingon first sight in ways that engender trust (this involves many intuitive issues, includingtheir dress and mode of behaviour).

Principle 5: Trust takes a long time to build, but it can be destroyed quickly, especiallyby lies. Lies will always be discovered sooner or later.

Principle 6: If you treat someone with trust, they are more likely to behave in atrustworthy fashion. The opposite is also true.

Principle 7: The image projected by an organisations leaders is very important. If theyvoice principles and goals of integrity and behave in a way that is consistent with them,you will trust them and the organisation more. And the opposite is also true.

Principle 8: Trust engenders loyalty. Trust lets the organisation create more wealth. Ifthat wealth is distributed in part to the people, they will trust the organisation more andbe more loyal.

Principle 9: Political actions are motivated and judged by short-term results. Therefore,a political organisation is the opposite of an organisation that operates with high levels oftrust. If people get promoted because of their political skills, the organisation ends upwith a senior management group in which trust is not very important. They will create aclimate that engenders low trust among people in lower levels of the organisation.


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Principle 10: Trust is a direct source of self esteem and satisfaction, since people likebeing trusted and like working in an environment that is generally positive andsupportive. If they are given a chance, people will even accept lower levels ofcompensation and other goals in order to work in an environment characterized bysustained high levels of trust.

Principle 11: Trust interacts with your time horizon. If you trust someone, you can relyon a deal you make with her in which she benefits over the short term, and you benefit inthe long term. If you dont trust her, you wont abide by the deal, because youll beworried that shell get hers now, and then she will break the bargain, denying you of yourbenefits later. Since many agreements that are important to the organisation imposeworse before better outcomes on one or more of the participants, it is important to havetrust, so that those agreements can be made and implemented fully. Conversely, if youintend to work within an organisation for only a short period of time, trust is much lessimportant as a basis of your actions. Economic gain will become much more important.

Principle 12: You cant manufacture trust or wish it into existence. It must come from

trustworthy behaviour over time, either directly or indirectly through reputation andrecommendations. Simply declaring that someone should Trust me accomplishes little,if your past or present actions do not engender trust.

Principle 13: Your trust in another person or organisation is not absolute; it depends onthe circumstances. As the cost of making a mistake in judgement goes up, you tend torely less on trust and more on legal or other formal means of commitment.

Principle 14: It is easier to trust someone who is like you than someone who differs inculture, race, or in other ways. This results in part because when people are similar toyou it is easier to perceive and understand a variety of non-verbal cues about theirattitudes and intentions.

Principle 15: At the society level indicators of trust and civic engagement are highly andpositively correlated.

Principle 16: There is thin trust and thick trust, thin is what you have generally for all themembers of your organisation. Thick trust is what you have for the people nearby withwhom you have worked. The first is from association and the second by experience.Intermediate to these two is trust from reputation. Trust from reputation is especiallyimportant in close knit networks.

Principle 17: Perception that all members of the organisation share a commitment to ahigher goal or purpose can engender trust. People tend to like organisations that are

motivated by goals other than profit.

Principle 18: Trust is enhanced by organisational transparency - by a shared culturewhere everyone knows and has free access to information on the goals, what others aredoing, and what has happened.

Principle 19: An organisations or individuals reputation for trustworthiness, or theopposite, is hard to change, once it is established - even if they really do change their


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behaviour. However, a reputation for trustworthiness can be destroyed very muchquicker than it can be restored.

Principle 20: If two people are interacting with one being trustworthy and the other not,the quick result will be that the trusting party: 1) breaks off the relation, 2) tries to shift itto a basis in legal contracts, or 3) starts acting in an untrustworthy way.

Principle 21: Leaders can do the following to build trust in their organisation: 1) behavein a trustworthy way; 2) be open and encourage openness; 3) trust others; and 4) createfinancial incentives tied to group performance rather than individual success.


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Team Leadership

This document is reproduced with permission from The Professional Development Program of HurricaneIsland Outward Bound School, PO Box 429, Rockland ME 04841. Tel: (1.800) 341.1744.

1. Team Leadership

Overview

Leadership is an interaction among all who comprise the team; it is not just direction by theleader and reaction by the team members. The model used in Team Leadership is holistic; itencompasses achieving the task, building the team, and developing the individual.Surrounding these three elements oftask, team and individual are the forces ofdirection,motivation, and aim.

Leadership Forces

Direction means setting the aim, organising and briefing the team, and controlling the day-to-day affairs of the team.Motivation means giving life, soul, and image--all that we mean by team spirit--to a task.This is only gained when the leader is a team member. The force of direction and motivationare not separate entities; they overlap and are interdependent.Aim is a common purpose which is so important or desirable that all are willing to worktogether. To gain this level of cooperation, the leader must create the belief that the goal ispossible only through joint effort. All must agree that their individual roles and responsibili-ties must be joined in a team effort, which is more than a combination of individual efforts.

Elements of Leadership

The elements of leadership are actually areas of responsibility:

Achieving the task

Building and maintaining the team

Developing and satisfying the individual

Each area interacts with the other two and may be given more or less attention dependingupon the situation. The team, for example, can influence the individual and vice versa. Theleader alternately influences and is influenced by the situation.


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To maintain perspective and to balance the task, team, and individual, the leader mustmaintain an overview of the situation and avoid over-involvement in the details of taskachievement. We call this process the heli-view.

During all phases of team event, continuous attention must be given to each of the threeareas of responsibility. The following leader's checklist notes some of the necessary actions.

KEY FUNCTIONS TASK TEAM INDIVIDUAL

Define objectives Identify task Involve team Gain acceptance

Plan Establish priorities

Decide

Consult

Structure

Set targets

Brief BriefCheck under-standing

Answer questions ListenEnthuse

SupportMonitor

Rectify problemsReport progress

Coordinate AdviseAssist

COMMUNICATION

Evaluate ReviewRe-plan

Recognise success /Learn from failure

Coach / TrainPraise

Mission ArticulationA leader must have a clear sense of mission and articulate that mission to the group. Manyorganisations are unclear about their purpose or do not take the time to articulate it. Thearticulation of mission--the unique purpose that guides an organisation--is of fundamentalimportance especially when the organisation meets a major challenge.

Achieving the

task

Building the

teamDeveloping

Individuals

Task

Team Individual


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Empowerment

The effectiveness of a leader is reflected in the attitude of those who are led. We refer to thisattitude as empowerment. In organisational leadership, the leader's style must pull ratherthan push people on. Pulling attracts and energizes people to an exciting vision of thefuture. It motivates by identification rather than rewards and punishments. A leader

embodies the ideals towards which the organisation is striving. A leader enrolls all the teammembers in a vision that is attainable and worthy.

Vision

Before choosing a direction, a leader must have a mental image of a future state of theorganisation. This image, which we call avision, may be as vague as a dream or as precise asa mission statement. The vision must articulate a realistic, attractive future for theorganisation; a condition better than what now exists.

A vision is a target that beckons. A vision is a condition that does not presently exist andnever existed before. Through a vision, the leader provides the all-important bridge betweenthe present and the future of the organisation.

A shared vision of the future helps individuals distinguish between what is good or bad forthe organisation and what is worthwhile to achieve. Most important, it makes it possible todelegate decision-making. People can make difficult decisions without appealing to higherlevels in the organisation when they know the desired results. Thus, individual behaviour canbe shaped, directed, and coordinated by a shared and empowering vision of the future.

Since the achievement of a vision is unpredictable and visions may require boundary testing,risk is an integral part of the vision-making process. Furthermore, taking more risks may bepart of the vision. It is no easy undertaking to change an organisation from a low-riskenvironment where outcomes are fairly predictable to one in which risk taking is acceptable

and outcomes are less predictable. A clear understanding of what constitutes risk, thedifference between personal risk, career risk, and business risk, and the kinds of risksrequired to achieve the vision is essential.

Leadership Perspectives

A leader:

Listens;

Carefully thinks through where the organisation should be going and how it might getthere;

Does not assume that the organisation's direction is obvious;

Explains logically why the goals are correct, important, and achievable;

Defines broad strategies that support the goals;

Assesses the organisation's strengths and weaknesses relative to the long-term goals andits potential for change;

Is a consistent and visible missionary who is intellectually and emotionally committed tothe cause;


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Empowers the work force and provides an environment in which individuals both thriveand produce at a high level.

Many segments of management responsibility can be delegated; by definition, leadershipresponsibility cannot.

FollowershipAn important aspect of teamwork that is often overlooked is what we call followership. Byfollowership, we mean the role of team player. The team player's ability to support,encourage, follow directions, question, coach, and let go of personal prominence leads to thesuccess and efficiency of the whole.Leadership and followership may shift within teams as the situation demands. For example,leadership may be relinquished to a technical expert for certain tasks. Through followership,the leader empowers the team players and encourages a collective approach toaccomplishing the mission of the team.

2. Communication

Effective communication is the essence of productive teamwork. It encompasses more thanthe exchange of information; it embraces thoughts and feelings and a genuine interest in thethoughts and feelings of others.

People seldom communicate clearly while in the grip of strong emotion; instead, their anger,hurt, or frustration is transmitted. Skills can be learned to allow effective communicationdespite the emotions of the moment, but first there must be a genuine desire to be aneffective communicator.

Communication Skills

Non-Verbal The influence of tone of voice, facial expressions, and body languageshould not be underestimated.

Assertion Sincerely expressing understanding and respect for the position ofothers before stating your feelings and viewpoints is often helpful.

I/You Language Letting others know the effect their behaviour is having on you andyour professional responsibilities is often important.

There are four parts to the I/You language. Practicing them deliberately helps us to remainobjective while delivering our message:

1. When you A non-judgmental description of the other person'sbehaviour.

2. The effects are A description of how the other person's behaviour affects thesituation or you

3. I feel A description of what you are feeling


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4. I prefer A description of what you prefer

Listening Skills

Listening is a vital part of the communication process, but humans often don't listen. Oureducation and training teach us to speak and write, yet research has shown that 40 percent of

the average white-collar worker's time is spent listening and the average efficiency of thelistening is only 25 percent. The following observations are useful for developing effectivelistening skills:

Everyone likes to be listened to because it makes them feel important.

Attention to small complaints will often prevent major conflicts.

Listening requires the full attention of the listener.

Listening habits are related to other personality traits such as stubbornness andempathy.

Good listening encourages the speaker to continue. The responses of a disinterested

listener tend to appear artificial or manipulative. Listen patiently to what the other person has to say.

Do not react too quickly and do not evaluate the speaker's statements prematurely.

Pay attention to the speaker's feelings as well as the content of the message.

Listen for ideas rather than isolated facts.

Resist distractions.

Behaviour Skills

Your behaviour can greatly influence the outcome of one-on-one or group communication.Attention to the following behaviour patterns can assist in the quality of the process:

Listen to everyone's input.

Avoid withdrawing from the process.

Keep conversation to the critical issues.

Avoid dominating the conversation.

Express feelings openly and honestly.

Do not push your own ideas to the exclusion of others.

Feedback

Good communication is not just presenting information well; it is a dialogue. At some point,the roles of speaker and listener must be reversed such that the listener sends a message backto the speaker that has been filtered through his or her attitudes and emotions. This returnedmessage is called feedback. Some points to consider when giving or receiving feedback are:

It must be intended to be helpful.


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It must be considered relevant.

It should be given in a manner that will not elicit a defensive reaction.

Is should be presented as a perception, not as fact.

When receiving feedback, seek to understand, not defend.

When receiving feedback, search for potential value.

When receiving feedback, do not overreact.

3. Trust

Trust is hard to describe, let alone define. We know when it is present, and we know when itis not. We know that it is essential and that it is based on predictability. We trust people whoare predictable, whose positions are known, and who are consistent. Leaders who are trustedmake their positions clear.

Trust is the condition--and resulting obligation--of having placed confidence in an individualor a group. It is a condition of responsibility that relies on integrity. Individual integrity is well understood. A good definition of organisation integrity is harmony between theperceived and official view of the organisation. The lower the degree of discrepancy, thehigher the level of integrity.

Before effective teams can be created, barriers between and among team members andleaders must be replaced with trust. Leaders and members must be prepared to communicatehonestly even when the stakes are high. If mistrust exists, leaders must take responsibility forevaluating where and why it exists, recognise their own trust failures, and sensitivelyconfront the trust failures of others.

The accumulation of trust is a measure of the legitimacy of the leadership. It cannot bemandate or purchased; it must be earned. Trust is as mysterious and elusive as leadership,and as important.

Speaker

Attitudes

Emotions

Role

Listener

Attitudes

Emotions

Role

Messa e

Feedback

Message

Feedback


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individual and those of the group.

COMMUNICATION is two-way, and theopen expression of ideas and feelings isencouraged.

COMMUNICATION is one way. Onlyideas are expressed; feelings are suppressedor ignored.

INFLUENCE and POWER are determinedby ability and information; power isequalized and shared.

INFLUENCE and POWER areconcentrated in the positions of authority.

DECISION-MAKING procedures vary with the situation; involvement and groupdiscussions are encouraged.

DECISIONS are always made by the highestauthority with little group discussion orinvolvement.

CONTROVERSY and CONFLICT are seenas positive aspects of members' involvement.

CONTROVERSY and CONFLICT areignored, avoided, or suppressed.

COHESION is developed through highlevels of inclusion, affection, support, andtrust. Individuality and inter-personalbehaviour are emphasized.

COHESION is ignored, and members arecontrolled by force. Conformity is promoted.

PARTICIPATION and LEADERSHIP aredistributed among all group members.

LEADERSHIP is delegated and based uponauthority; only goal accomplishment isemphasized.

6. Stages of Group Development

Groups typically go through four stages. While the stages do not follow a predictablesequence, all groups must grapple with these issues either explicitly through discussion orimplicitly through their actions.Forming Joining a group or soliciting group members based on criteria such as:

Background

Competency

Work style

Common goal

Storming Sorting out personal relationships of power and influence: Who is in control?

How is control exercised?

How much influence do I have?

What role do I play?

Norming Getting organised:


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What will be the prevailing attitude towards the work? (e.g. time devotedto the task, meeting deadline, listening, and differing)

How will the work be divided?

Performing Doing the work and achieving rapport and closeness:

Positive regard for other members Clear roles for all individuals

Feedback from within and outside the group to ensure that the group'sperformance is on track

7. Personal Growth

A leader motivates a dedicated, spirited, close-knit organisation to pursue a common visionand produce effective results in the real world. People in such an organisation have deeprespect for themselves and for each other; they feel they are bringing something ofthemselves to their work; it is an outlet for their energy and dedication.

In these organisations, work is more than what you do to earn a paycheck; it involvespersonal commitment, personal satisfaction, and personal growth. Work is a naturaloutgrowth of a desire for challenge, stimulation, feedback, success, and association withothers in meaningful activity.

Work as Personal FulfilmentOur personal needs and the organisation's needs are surprisingly similar:

PERSONAL NEEDS ORGANISATION NEEDS

A source of livelihood Financial success

A sense of personal effectiveness Organisational effectiveness

Personal direction Effective leadership

Happiness and 'aliveness' Spirit

Emotional support Employee dedication and commitment

Personal growth Organisational development and growth

Personal success Organisational success

A leader knows that personal fulfilment and organisational goals are strongly connected. Thetrick is to ensure that each supports the other. To ignore the personal is to ignore a major


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source of energy that can be used towards organisational objectives. A leader treats people asindividuals who are seeking to improve themselves. A leader engages people on a personaland a task-oriented level. A leader helps people link their personal desires with the needs ofthe organisation.

Work as Personal GrowthOrganisations can actively encourage individuals to treat the organisation as a place in whichto develop. When an organisation creates a context for personal growth, a subtle butprofound improvement occurs in the atmosphere of the organisation for two reasons.

First, such a context creates a mechanism for resolving personal and emotional problems.When an individual has a problem with a co-worker, the norms of the organisation make itsafe to go to the co-worker and talk it out. This can relieve an enormous amount oforganisational tension and stress.

Second, emphasis on personal growth helps individuals take responsibility for their lives andfocus on personal and organisational goals. When the individuals take this approach, theorganisation has a sense of vibrancy, action, and buoyancy. People feel 'up' and ready toaccept challenges and devote their energy to the vision.

Creating this kind of organisation requires a new form of leadership. It is obviously nothierarchical, top-down leadership that says, "From here on, everyone will be emotionallyopen in meetings." Rather, the leadership creates safety and support for people, leading byexample. As a leader, the best way to create a context of personal growth is to engage in ityourself.

When a leader emphasizes personal growth, several messages are transmitted:

We care about you as a person.

You can bring all of yourself, not just selected portions, to this organisation.

You are responsible for your own life, and we support you in handling thatresponsibility.

We care about our final product or service but also about the process by which wecreate and deliver it.

We want communication, negotiation, and cooperation rather that politics, back-stabbing, and other forms of denial and manipulation that sap the organisationsenergy.

We are committed to having this organisation work both personally andprofessionally.

We expect from you an active approach to solving problems and cooperating withothers.

8. Stress


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Pressure is created by the demands made on you by your job, the people around you, andyourself. These demands, or stresses, activate your sensory system to meet that pressure. Itcould be said that stress is necessary: it forces you to function every day.

However, stress is double-edged sword. You can either harness it or let it become

destructive. The magnitude of stress and how you handle it will have either a positive ornegative impact on your ability to function.

Some individuals survive and grow in adverse circumstances while others succumb to thecumulative effects of stress. This difference is due to the adequacy and development of theircoping skills.

At optimal levels, stress energizes you to get things done and to feel good about what youhave accomplished. It generates not only energy but also enthusiasm. Perceived in this way,stress can be a valuable career asset, but it must be managed. If you are using your stress

positively: Your career is an exciting and developing part of you that you cherish.

Your accomplishments are a form of personal expression.

You are in control from within; you have a comfortable sense of direction; you are ontop of your work without feeling overwhelmed.

You seek personal challenge and growth.

You see the bright side of things.

You keep problems in perspective and maintain objectivity.

You know how to get away from it all; you enjoy outside interests.

However, it is all too easy to react to pressure negatively or unproductively. It is also easy toblame your stress on external factors -- the organisation, a manager, your work load.However, the key to successful coping is changing yourself because usually you cannotchange external factors.

Productivity Zone

LevelofPerformance

Too Low Optimal Too High

Level of Stress


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If you examine your stress responses clearly, you will find that at least some stress stemsfrom your strong need to achieve, to advance in your career, and to 'make it'. Part of yourdrive to do well is created by a fear of failing. In other words, your motivation to succeed isactually a defense against failures you dont know how to handle. As a result, you pushyourself long and hard to do well.

Following are a few of the ways that individuals create failures for themselves. Each is apsychological set up that feeds the personal insecurity and professional doubt that generatesstress:

You habitually accept more work than you can possibly get done.

You create and then don't meet unrealistic deadlines.

You must be the number one in everything you do.

You acknowledge what you do wrong and ignore what you do right.

You assume that you have disappointed someone important to you with no evidence to

that effect. You set, but do not meet, perfectionist standards.

You procrastinate.

Striving to succeed interacts with the pressure-packed environment in which mostprofessionals work each day. Because of the incessant pressures, it is difficult to maintain thenecessary skills to prevent stress overload. The result is the spread of work-related stress intonon-work areas of life. This further erodes your ability to rejuvenate emotionally. The spreadof stress manifests itself in three ways:

Residual stress: Tension that remains with you after you leave work.

Anticipatory stress: Anxiety that occurs before you get to work.

Sleep disturbance: Progressive interference with sleep caused by inability to relax beforeand after work.

The destructive effect of stress overload creep up in almost imperceptible increments. Oneday you wake up to find yourself quite successful by most social standards but, at the sametime, you are unhappy and not sure why. This is the day you must examine your response topressure. Until this day, you can always find an excuse to do the same things in the sameways and deny the growing problems within you at work and at home.


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9. Problem Solving

Below is a useful problem-solving guide:

A poorly defined problem is often a problem that does not get solved. A problem must bedifferentiated from its symptoms (the behaviours and feelings that arise in response to aproblem). To help define problem, ask questions such as "What is happening that shouldnot?" and "What is not happening that should?" The importance of the problem and itsrelevance to broader purposes must be clearly understood by all concerned.

Blocks to effective problem definition include using abstract words, over-generalizing,splitting hairs, not having clear goals, giving destructive rather than constructive feedback,and getting sidetracked on other problems.

A brainstorming session can be used to gather as much information on the problem aspossible. The task is to ask for and obtain any missing data that might bear on the problemand solution.

Blocks include unsupported feelings or opinions, lethargy, bulldozing by one or twomembers cutting off the discussion, dwelling on past events, jumping to conclusions, andpremature decision making.

Given a good problem statement and enough facts, certain solutions will readily presentthemselves. The trick is to invite as many ideas and suggestions, including 'ideal' and 'far out'ones, rather than to settle for just one or two. Then summarize, consider, and amend eachworkable alternative.

Blocks include attaching ideas to individuals, getting sidetracked by arguments and debates,and over-analyzing ('analysis paralysis').

Evaluate the workability of each alternative by considering what it entails, how it relates toother tasks, and what its effects will most likely be. For each alternative, restate data that isbelieved to be significant and reject insignificant data by consensus. As a result of suchquestioning, one alternative generally emerges as the best. Then a solid commitment issought from the individual or the group to try this alternative.

Define the problem

Gather facts

Identify possible alternatives

Select the best alternative


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Blocks include lack of practical experience in predicting outcomes, straw voting rather thatconsensus based on exploring the advantages and disadvantages of each alternative,confusing the idea with the individual, polarizing, bulldozing to cut off discussion, andlethargy.

When the best alternative has been selected and backed by a firm commitment by theindividual or group involved, develop a plan of action, pinning down specific responsibilitiesand follow-up procedures. Excuses for lack of performance are not accepted. If need be, theplan may be revised but not the commitment.

Blocks include failure to pin down responsibility, lack of involvement and follow-up, andacceptance of excuses for lack of performance.

Take action


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Features of a well-functioning team

1. The tasks and goals are clearly understood by all

2. A lot of discussion in which everyone participates

3. There are a number of formal and informal communication systems andpeople know how and when to use them

4. Most decisions are reached by consensus it is important that everyone buysin to planned action

5. Disagreement and conflict are not suppressed. Rather, they are allowed to

surface and are used to enhance learning, creativity, and mutualunderstanding

6. Feelings as well as rational thought are given place in team communications

7. An atmosphere of trust so that people contribute all their ideas without fear ofsanction of ridicule

8. Constructive feedback is part of the team culture, and learning from activitiesis shared

9. Action is clearly defined, responsibilities assigned and deadlines agreed. Allteam members do something to contribute to team success and allcontributions are acknowledged.

10. There are no power struggles the issue is not WHO controls but HOW toget the job done best

Documents

PM - Team Building and Networking