Team Building - Required Leadership Behaviour for the different group development phases - A teach yourself Module

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Table of Contents:

1. Introduction
2. Creative groups
3. The dual role of group leadership
4. Group development phases
5. Leadership behaviour required by the phases
6. Gate keeping
7. Description of some behavioural types
8. The systems model of a meeting
9. How to avoid poor decisions
10. The art of facilitation
11. Debriefing and assessment
12. Self-test questions
13. Task assignment
14. Bibliography

1. INTRODUCTION:

1.1 General:

Managers seldom receive specialised training in group leadership. They therefore restrict their ideas to data only and attempt to control the group meeting by position authority. In other words most chairmen stifle creativity and development by their adherence to committee procedures and their domineering attitudes; all resulting from lack of knowledge.

The aim with facilitation is to get a group of people or a work team to be successful.

If the leader or chairman of a group wants the group to be successful, it is vital that he obtains the necessary facilitation skills. It will enable him to run effective meetings and to be more effective with team-building.

1.2 Purpose of this module:

The purpose of this module is to supply you with knowledge so that you can:

- conduct effective meetings; and
- inspire your team to achieve better results.

2. CREATIVE GROUPS:

2.1 The behavioural traits of effective groups as disclosed in the book "The human side of enterprise," by D. McGregor, are as follows:

1. Informal, relaxed atmosphere;

2. open participation in discussions;

3. clear-cut common goals that members are committed to;

4. members are open and sensitive to each other's ideas;

5. disagreements are logically clarified without domination;

6. decisions are reached by consensus and willingness to support them;

7. criticism is comfortably frank and open;

8. free expression of ideas and feelings;

9. clear action assignments;

10. no power struggle for leadership, as leadership shifts from task to task;

11. members are self-drivers;

12. good relations and friendship exist between members

Studies have revealed that group problem-solving is far superior to individual problem-solving. The reasons are obvious, namely multiplication of knowledge, intelligence and ideas.

2.2 To take you a step further, some characteristics of a creative group are listed below:

1. marginal, unusual types of people;

2. open channels of communication;

3. encouragement of contact with outside sources;

4. open to experiment with new ideas;

5. run as a "loose ship";

6. members have fun;

7. members with ideas get the rewards;

8. ideas are evaluated on their merits and not the status of the originator;

9. new ad-hoc approaches are allowed to emerge - everything gets a chance; and

10. risk taking ethos is encouraged - taking chances is not merely tolerated but expected.

The significant part of the above characteristics boils down to having fun. Fun stimulates creativity and successful creativity breeds not only satisfaction but also fun.

It can therefore be said that facilitation attempts to develop a group into an effective and creative group.

3. THE DUAL ROLE OF GROUP LEADERSHIP:

3.1 TASK TO BE PERFORMED:

A group or a team of people normally has a task to perform, a problem to solve or a project to complete. The normal problem-solving sequence is followed:

Acknowledgement of the problem

Definition of the apparent problem

Expectation of the goal to be achieved
 
Constraints to be considered
 
Information gathering
 
Selection of an option out of many alternatives
 
Implementation of selected alternatives
 
Outcome evaluation
 
Next problem to tackle

We can see that a strong task orientation must be present. A framework to enhance this desired task orientation must be developed. Apart from this task oriented framework, a relationship oriented climate must be developed to ensure successful and timely task accomplishment.

The leader thus has two behavioural functions to perform, namely the exercise of task behaviour and also the exercise of relationship behaviour. Relationship behaviour is also termed maintenance behaviour. The table below will clarify this dual role:

Initially, the leader can make use of an outsider as facilitator to control the process functions and maintenance behaviour. He himself can then concentrate on contents and task behaviour. In the end it is best if the leader can also perform the maintenance task himself.

3.2 LEADERSHIP IMAGE:

Research has indicated that good leaders are seen to have 3 characteristics.

1. They are potent. They are seen to be strong, creative, active, ambitious, aggressive, assertive.

2. They are competent. They are seen to be clear thinking, knowledgeable, expert, capable.

3. They are supportive. They are seen to be kind, warm, helpful, trusting, concerned.

How does a leader create these images? Research indicates the following relationships:

4. GROUP DEVELOPMENT PHASES:

When a group of people get together for the first time, they develop through the following phases to a lesser or greater degree:

4.1 FORMING:

This is the first phase where the formation of the group takes place. It is a time of uncertainty and exploration. Individuals are concerned with the purpose of the group formation and whether they will be accepted by the other group members. The team looks to the leader for standards, targets and guidance.

4.2 STORMING:

Individuals are concerned with establishing a place for themselves in the group status hierarchy. Role clarification becomes important. It is a period of discovery. Individuals are trying to discover, among other things: their place in the team, their relationship with other members, the ways in which they will be expected to behave, the scale and complexity of the task, the information and resources they will need to cope, the best approach to the task. their relationship with the leader.

4.3 NORMING:

This is the stage where group identity is formed by the way in which the group achieves its purpose. Individuals want to know the rules. Rules of conduct and procedures are developed as explicit norms (written) and implicit norms (habit development). Standards of behaviour are derived from what the members perceive as being appropriate and acceptable. Standards are being set in terms of: the methods of approach to a task, social behaviour, the roles to be played by 0individual members. The members begin to have confidence in the team and their contributions.

4.4 PERFORMING:

This is the stage where group security has been established and procedures have been developed. With proper guidance the group is ready to accommodate its differences, handle its conflicts with mutual trust and openness and achieve its objectives.

5. LEADERSHIP BEHAVIOUR REQUIRED BY THE PHASES:

For clarity the required leadership behaviour for the group development stages, can also be illustrated as follows:

In other words the four phases and related leadership behaviour can be summarised as follows:

Forming - Directing - with potent image in mind
Storming - Coaching - with competent image in mind
Norming - Supporting - with potent and supportive image in mind
Performing - Delegating - with supportive image in mind

6. GATE KEEPING:

Negative individual behaviour of a member can disrupt or weaken relationships and group harmony. It is therefore vital as facilitator to gate keep against such behaviour and maintain healthy relationships among the members of a group. Some of the important negative behavioural patterns that can be encountered, are listed in paragraph 7.3.

7. DESCRIPTION OF some BEHAVIOUR TYPES:

7.1 TASK BEHAVIOUR:

1. Initiating: Proposing tasks, goals, procedures, ideas for solving a problem. Defining the problem. All aimed at getting action or forward momentum.

2. Building: Taking up an earlier idea from someone else. Endorsing it or adding something to improve it. Offering new facts or other relevant information. Stating a belief.

3. Clarifying: Interpreting ideas or suggestions. Clearing up confusion. Defining terms. Indicating alternatives. Amplifying something already said.

4. Summarising: Pulling together related ideas. Recapping or relating suggestions after group discussions. Offering a decision or conclusion for the group to accept or reject.

5. Testing: Asking to see if the group is nearing a decision. Visualising likely outcome of a possible conclusion.

7.2 MAINTENANCE BEHAVIOUR:

1. Harmonising: Trying to reconcile disagreements. Reducing tension. Getting people to explore their differences. Helping to keep communication channels open. Making participation easier for others.

2. Encouraging: Being friendly, warm and responsive to others. Indicating acceptance of others' contributions by facial expression or remarks.

3. Asking: Requesting facts or other relevant information from others. Asking for expressions of feeling or value. Seeking suggestions. ideas or proposals.

4. Confirming: Repeating back someone else's statement in your own words to ensure you have understood.

5. Compromising: Admitting error. Modifying own ideas in interests of group. Offering a compromise which yields some status on both sides but resolves a conflict.

6. Reviewing: Examining group's satisfaction with its procedures and performance. Suggesting improvements. Pointing out implied or explicit standards against which conclusion can be tested.

7.3 GATE KEEPING AGAINST NEGATIVE INDIVIDUAL BEHAVIOUR:

1. Knocking: Saying 'No' or 'Ah, but ......(without suggesting an alternative). Finding reasons why an idea won't work because it goes against one's own prejudices or preconceived ideas. Or it requires change in your own or your section's activities.
2. Cutting In: Deliberately or thoughtlessly interrupting another's line of thought or development of ideas.

3. Pairing Up: Talking to an individual or sub-group you want to impress, or whose support you can depend on. Avoiding talking to those you think may criticise you.

4. Ducking Out: Not contributing. Thinking about something else. Being afraid you'll make a fool of yourself.

5. Multi-Speaking: Talking when another member is also talking.

6. Not Listening: Failing to hear and understand the words and meaning of someone else's statement.

7. Hogging: Dominating the talking. Being verbose. Showing off superior knowledge. Seeking to impress.

8. Pulling Rank: Using the status/power of your post/section to browbeat others into accepting.

9. Ridiculing: Trying to remove the sources of uncomfortable feeling by laughing at, making jokes about or otherwise ridiculing the meeting's purpose, member's ideas or proposals.

10. Special interest pleading: Speaking for the interest of others as a cover for prejudice to suit personal needs.

11. Blocking: Attacking members' group ideas and suggestions; being stubbornly resistant and opposing beyond reason; continually bringing back ideas or suggestions previously rejected by the meeting.

8. THE SYSTEMS MODEL OF A MEETING:

With this approach the dual roles are unified into one role:

9. HOW TO AVOID POOR DECISIONS:

9.1 Understand all the details of the situation;

9.2 question others;

9.3 play devil's advocate; and

9.4 check assumptions.

10. THE ART OF FACILITATION:

The most important guidelines for successful facilitation are listed below:

10.1 Ensure goal clarity, clear definition of objectives and prioritizing of these;

10.2 ask questions rather than make statements;

10.3 assess maturity of group and adapt leadership style accordingly;

10.4 develop the group leader - give training - instruct prior to each meeting - mentor by debriefing;

10.5 ensure that ground rules are established to make gate keeping easier - interaction - facilitator's role of controlling the process; they contribute experience and knowledge - decision-making process (consensus);

10.6 ensure that the process is controlled with regard to: interaction, direction, reasoning, pace, participation, conflict (is it productive or are emotions clouding judgement?), decision making and inputs;

10.7 keep the meeting focussed and on track.

11. DEBRIEFING AND ASSESSMENT:

A working team must make time to assess themselves for continuous improvement. Aspects to be assessed are as follows:

11.1 Use of time;

11.2 progress;

11.3 contributions by members;

11.4 sensitivity with regard to listening to each other;

11.5 recognition among members;

11.6 the task itself with regard to direction, clarification and summarising.

12. SELF-TEST QUESTIONS:

1. What is the aim with facilitation? [2]

2. In what two ways will facilitation skills help a leader to be more effective? [2]

3. There are ten characteristics of a creative group. Describe eight. [16]

4. The normal problem-solving sequence has nine steps. Describe them. [18]

5. Name the two types of behavioural functions that a leader must perform to lead a group successfully. [2]

6. There are thirteen relationship-oriented functions. Name ten. [10]

7. There are twelve task-oriented functions. Name ten. [10]

8. Good leaders are seen to have three characteristics that build their images. List them. [3]

9. Name the four leadership image groupings and for each describe a behaviour that a leader reveals to build that image. [8]

10. Name the four leadership image groupings and for each describe a group trait or characteristic that makes the group effective. [8]

11. Name the four group development phases. [4]

12. Name the four group development phases and for each write down a task-oriented individual need. [8]

13. Name the four group development phases and for each write down a relationship or maintenance-oriented individual need. [8]

14. Name the four group development phases and for each write down a task behaviour that is required from the leader. [8]

15. Name the four group development phases and for each write down a relationship behaviour that is required from the leader. [8]

16. There are eleven negative individual behaviour types that can disrupt or be harmful to a meeting. Name eight types. [8]

17. There are eleven negative individual behaviour types that can disrupt or be harmful to a meeting. Name eight types and give a short description of your understanding of each. [16]

18. In the systems model of a meeting, the dual leadership roles are unified into one role. List the eight "inputs" under this model. [8]

19. In the systems model of a meeting, the dual leadership roles are unified into one role. List ten of the twelve functions to be performed under "process." [10]

20. In the systems model of a meeting, the dual leadership roles are unified into one role. List the six "outputs". [6]

21. List the four guide-lines to avoid poor decisions during meetings. [8]

22. List five of the seven guide-lines for successful facilitation. [10]

23. A working team must make time to assess themselves for continuous improvement. Describe six of the aspects to be assessed. [6]

Total [187]

13. TASK ASSIGNMENT:

13.1 Make use of the information contained in this module and write out a behavioural improvement plan, either for yourself as chairman or for the chairman of your group. If you do not belong to any work team, do it for a chairman of another group by sitting in, observing and evaluating. In other words, plan improved facilitation skills either for yourself or someone else.

13.2 Put the plan into practice by either following your own plan or mentoring someone else.

13.3 Observe and take note of improved outcomes.

13.4 Write up a report covering the following: improvement plan, difficulties experienced in carrying out the plan and improved outcomes. (+- 3 pages)

14. BIBLIOGRAPHY:

14.1 Article on: "A working group must be a problem-solving unit", by James Laubscher, 1986, published in Communication.
14.2 Team Building: Issues and Alternatives, W.G.Dyer, 1977, Addisan-Wesley Publishing Company.

About the Author:
Pierre du Plessis (MBL, 1982, UNISA) is a business consultant, co-owner of Leaders Circle, author of several e-books and training manuals, previous Corporate Logistics and Procurement Manager, ex-army infantry soldier as Officer in Charge of Battalion Operations and nowadays business owner of several successful offline business operations. He is also co-founder of  Career Builders Club.

If you are interested in the essentials for perpetual job promotion, in a blueprint for all career paths, then click the banner below and join as a Pro Member:

Team Building Videos:

Summary of snippets and resources about Team Building from all over the web:

Interest in team-building has grown from being looked upon as a nice-to-have quality of a work group where employees get along with their co-workers, to an essential ingredient of highly productive organizations. Yet saying team building is important does not guarantee a positive outcome. One of the hardest skills for a manager to learn is how to build a team. Team building does not naturally happen; leaders must be aware of how their efforts can actively support an environment where team building is seen as a priority. ¹

In an office environment, teams have to work together effectively to get the job done and achieve assigned objectives. Mutual respect and shared motivation are also important. Team building activities are helpful because they're designed to nurture positive teamwork and help each member of the team use their strengths to achieve the set objectives. ²

"Team building" means a host of different things depending upon who you ask. Some feel that it's getting better acquainted, others think it should build trust, still others say it must improve communication, "bonding," or learning how to solve problems as a group. And everyone agrees that there is an element of fun, because team building uses interactive game-sand adventures. In reality, team building is all of the above and more. A good team building exercise creates positive interaction among a group of people, and in doing so enhances their ability to work effectively as a team when they return to the workplace. ³

Team building events therefore should go beyond the idea of a "trip to the park". They have to allow for learning about how each member of the team thinks and works in relation to the workplace. On the contrary however, most team building practitioners today are commonly using so-called team-building events to simply encourage people to work together, not learn about how each team member actually thinks and behaves. The common message carried behind the way most team-building games is "you all must learn to work as a team". The facilitator needs to do more - they need to provide structured opportunity for helping team members learn more deeply about how each person operates in the workplace. ⁴

The best form of team building is where the individuals engage with the activities. Where those activities require team work to succeed, because the individuals are engaged, the teams motivate themselves and develop the skills internally - the best way of learning. In the corporate environment, competition is everything - so make sure that your team building provider introduces a strong competitive element to drive the teams to a goal. Your staff will also want to enjoy themselves, so make sure that your provider also ensures that the events will be fun. Spy Games ltd succeed on both counts, treasure hunts, like those offered by Hunt For Treasure, are also extremely motivating too, as they include both fun and competition elements. ⁵

You are made to work as a team. If you do not, the whole team suffers. Take a point in case - everyone has to fall- in sharp at 6.30am for physical training everyday. If one person is late, the rest of the platoon members will have to endure physical punishment together with him. You see, in the army, you are made to work as a team. It is a necessity to survive, it is not a choice. However, this is not true in the corporate world. Not all organisations are made in such a way that if they don't work as a team, the organisation will not survive. In fact, some organisations promote individualism. AT&T, Ford, Motorola, Google and other large U.S.-based companies are examples of companies that encourage individual achievement and recognition (Robbins, 2001). ⁶

Adults do not just learn to work as a team from a one or two day event. So, why don't people just learn to work as a team by just attending a few games and activities as part a team building event? ⁷

Stratford University has developed an effective team building exercise that involves team preparation of a four-course meal. During the preparation process, each team must meet the assigned objectives within the specified time frame even when confronted with a set on unfamiliar tasks that must be performed using limited resources. Individual teams must coordinate to share sparse kitchen resources. Participants work in teams of three or four to create the meal from the recipes supplied by Stratford University. ⁸

After trust in the team has been established, other levels of team building can follow. One important element that needs to be addressed at this point is conflict. Many individuals come to view conflict as always being negative. However, quite to the contrary, conflict can be positive. Conflict is often feared and avoided within teams (Lencioni, 2002).However, rather than fearing conflict, it should be embraced by the group. ⁹

If your people are reluctant to go to a team building program it is probably because they have been subjected to these fun n' games activities with little or no business applications. The MOST important transaction that can happen during a team building event is for your people to solve real world business problems. That is ultimately what your company is paying for and that is what your company should get. ¹⁰

Adventureworks offers executive leadership development, team development, effective communication skills workshops, diversity training, strategic planning, vision building, and conflict resolution facilitation. Workshops provide essential training and development that is firmly rooted in experiential, interactive methodologies. ¹¹

Team Building Challenges are designed to allow participants to engage in some friendly competition while learning how to best use the skills, abilities and talents of the members on their team. The bottom line is these are motivating, challenging and fun events that will give your staff something to talk about for many years to come. ¹²

A problem is given to a team to solve. Each of the team members may have different ways of solving the puzzle. By allowing team members to understand why Mr. A or Mr. B and Mr. C makes certain decision will enable the team mates to understand better why Mr. A makes such decisions in the workplace. The process is crucial, not the ends, it is the means. During one raft building activity, one facilitator shouted to the team. If your raft sinks will just show that you are unable to work as a team. ¹³

Adventureworks facilitates vision-building and strategic planning sessions using interactive tools and activities that draw out the energy and creativity of your entire team. Optimize performance and productivity by generating enthusiasm and commitment from the whole team through active participation in setting and achieving group goals. ¹⁴

Synergizer and energizer sessions infuse energy and excitement into group or team meetings or events. Event kick-offs bring people together, strengthen relationships and break down barriers. Adventureworks offers synergizers and energizers for large groups and small groups. ¹⁵

Team building will occur more easily when all team members work jointly on a task of mutual importance. This allows each member to provide their technical knowledge and skills in helping to solve the problem, complete the project, and develop new programs. During this process, team building can be facilitated as members evaluate their working relationship as a team and then develop and articulate guidelines that will lead to increased productivity and team member cooperation. ¹⁶

Team building is a logical stage in the coaching process. Originally athletic teams were run by the players with the dominant one's taking the initiative. Games were played and run by and for the participants. The original "street ball." Then came the coach. Someone that stood outside of the field team structure to bring order and a plan. But today it takes a greater coordinated effort to get the best results as more people are involved and have a voice in decisions. This has changed the challenges faced by the modern coach and players. While some coach's have been using team building many more can benefit from a better understanding of the process. ¹⁷

Team building generally will not succeed unless conflicts and problems can be brought into the open and dealt with properly. The problem is that poorly functioning teams are characterized by a climate of blame, defensiveness, and a lack of ability to deal with conflict. Poor teams lack the ability to improve themselves. ¹⁸

Many exercises look good on paper but the process may require someone with considerable experience or high-level facilitation skill. In addition, many team building activities produce responses or data that cannot be predicted. The message here is (a) always play “what-if” before using an exercise and (b) choose an exercise that is well within your skill and comfort level. ¹⁹

Set ground rules for the team. These are the norms that you and the team establish to ensure efficiency and success. They can be simple directives (Team members are to be punctual for meetings) or general guidelines (Every team member has the right to offer ideas and suggestions), but you should make sure that the team creates these ground rules by consensus and commits to them, both as a group and as individuals. ²⁰

References

1. research.uiowa.edu

2. www.isnare.com

3. www.corporategames.com

4. wilderdom.com

5. www.motivationspeaker.org

6. wilderdom.com

7. wilderdom.com

8. www.stratford.edu

9. community.advanceweb.com

10. www.teambuildingusa.com

11. www.adventureworks.com

12. www.rockygapresort.com

13. wilderdom.com

14. www.adventureworks.com

15. www.adventureworks.com

16. ianrpubs.unl.edu

17. www.bettersoccermorefun.com

18. www.work911.com

19. www.glennparker.com

20. ucsfhr.ucsf.edu

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