Denver Refinery High-Performance Team Training 1 Teams and Team Development Putting the Pieces Together ... Coaching Decision Making Communication Team Charter TEAMS Diversity 2 Meeting Effectiveness Problem Solving Conflict Resolution Team Charter Team Charter Introduction to Teams Decision Making Communication Meeting Effectiveness TEAMS Diversity 3 Problem Solving Conflict Resolution Team Charter Objective & Expected Results Objective: To introduce the concept of a team, what teams need, how teams evolve as individuals working together, and finally, the importance of a team charter, and its various components Expected Results: The group will understand: why teams are used to tackle problems, what teams should do in the earliest stage of their formation, how teams will evolve over time, and what the key ingredients are for a successful team. The team will also develop a Charter using the information presented along with inputs from their leader. 4 Team Charter Definition of Teams • Teams - Groups of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. Examples of teams at the refinery include the Refinery Leadership Team. • Teams can often tackle complex and chronic problems and come up with effective, permanent solutions. 5 Team Charter Initial Team Goals • Get to know each other preferably on a personal level - (i.e.., Who are you?, What other jobs have you had? Family?, etc.) • Build trust (i.e.., “team build”) • Learn to work as a team - (i.e.., How can we take our collective experience and leverage it to accomplish the goals of our team?) • Get oriented to roles, scope, etc. • Agree on decision-making processes - (i.e.., How will we make decisions: by consensus, majority vote, etc..?) • Determine support services - (i.e.., What resources do we have available to us to clear barrier, meet our administrative needs, etc..?) • Set meeting ground rules - (i.e.., What rules can we develop for ourselves to govern our meetings and ensure progress?) 6 Team Charter Team Member Requirements Teams need: 1. Direction (key outcomes, measurements, goals) 2. Knowledge (skills, training, information) 3. Resources (tools, materials, facilities) 4. Support (approval, assistance, coaching, feedback, encouragement) How are these requirements met? 1. Well developed team charter and workplan. 2. Assistance from subject matter experts internally (i.e.., resources from various areas) and externally (i.e.., consultants, etc..) 3. Dedicated meeting rooms, team handbooks, computers, etc.. 4. Commitment from senior management and team sponsor. 7 Team Charter Evolution of Teams • • • • “Forming” – Excitement, anticipation, and optimism – Defining tasks, determining acceptable group behavior “Storming” – Resistance, change in attitude – Arguing between members, establishing unrealistic goals, disunity “Norming” – Ability to criticize constructively, acceptance of members – More friendliness, team cohesion, establishing & maintaining team goals “Performing” – Satisfaction with team progress – Close attachment to the team Source: Jonier & Associates, The Team Handbook, 1988. 8 Team Charter What are some of the characteristics of an effective team? 9 Team Charter What are characteristics of individuals with whom you like to work on a team? 10 Team Charter Ingredients For a Successful Team Ingredient Clearly Defined Team Objectives, Scope, Roles & Responsibilities, Key Activities Key Deliverables, Critical Success Factors, Metrics, Risks, and Boundaries Clearly Defined Meeting Guidelines Cooperative, Committed, and Trusted Climate Clear, Effective, Constructive Communication Understanding of Problem Solving Techniques Well-defined Decision-making Processes Understanding of Conflict Resolution Techniques Awareness of Diversity Issues Understanding of Proper Coaching Techniques 11 Module Team Charter Meeting Effectiveness Team Effectiveness Communication Plan Problem Solving Meeting Effectiveness & Decision Making Conflict Resolution Diversity Coaching Team Charter What is a Team Charter? • • • An agreement between the team and its sponsor A communication tool between the project and the organization A high-level guide for the project 12 Team Charter Purpose of a Charter • • • • • • • • Defines scope of the work - (i.e.., What will the team do, and how long will it take?) Defines key milestones and deliverables - (i.e.., What important events will be accomplished, and by when? What tangible outputs (usually documents) will be produced by the team?) Identifies major activities - (i.e., What will the team do to accomplish its goals?) Defines roles and responsibilities for each team member - (i.e., Who will do what work, etc?) Defines critical success factors - (i.e., What events must occur to ensure success?) Defines project risks - (i.e., What risks are we aware of that could impact the team’s ability to meet its objectives?) Reduces unwanted variation from the original intent - (i.e., Sets boundaries for what the team will and will not do.) Helps the team choose a framework to perform work - (i.e. Duration of work.) 13 Team Charter Components of a Team Charter Objectives: Scope: Roles/Responsibilities: Key Activities: Key Deliverables: Timeline/Schedule: Milestones: Critical Success Factors: Metrics: Risks: Boundaries: Goals of the team. Fundamental aspects of the project that will not change: objectives, limits, initial assumptions, timeframes. Duties & assignments for each member of the team. Defined by the workplan to foster accomplishment of the project. Tangible outcomes of the project, usually in the form of documents. These should be tied directly to Key Activities. Target dates for completion of the project and its various phase, activities, etc. Dates of key accomplishments of the team Any factors that must occur to ensure success of the project. Information looked at regularly and systematically to monitor, control, and improve our work. Anything that prevents the team from completing the key activities. Factors that limit the scope of work (e.g., timeframes) 14 Team Charter Example Team Charter Denver Broncos Football Team Objective: To win the Super Bowl Scope: Play a sixteen game regular season schedule, two playoff games, and the Super Bowl Roles & Responsibilities: Quarterback - Team Leader, calls offensive plays Defensive Back: Defensive leader, calls defensive plays Punter: Kicks punts in fourth down situations Key Activities: Practices four times a week, Games every Sunday (two on Monday) Key Deliverables: Offensive playbook, Defensive playbook Critical Success Factors: Best record in AFC West , to make playoffs. Few turnovers, Minimal penalties Metrics: Points scored, Yards allowed, Win/Loss record Risks: Injurys to players, weather conditions during season Boundaries: Game scheduled, roster after final cuts 15 Team Charter Team Charter Activity Instructions: Develop a charter for a new team utilizing the following objective and scope. Objective: To improve Process & Mechanical relations at Denver Refinery. Scope: Plan an event, to be held at the Refinery by the end of the year, for all Process & Mechanical employees. 16 Team Charter Team Charter Validation Objective Scope Roles & Responsibilities Key Activities Key Deliverables Timeline/ScheduleMilestonesCritical Success Factors Metrics Risks Boundaries Sponsor - Does it accurately described the project? Is the project well defined? Have they been determined for all team members? Will they allow team to meet its objectives? Are they tangible, and do they demonstrate results? Is the schedule sufficient to finish the project on a timely basis? Do they support accomplishment of the project? Do they ensure team’s success? Do they accurately measure results, and support critical success factors? Are they full documented, and do they significantly impede success? What elements are in, and out, of the project? Is the sponsor at a high enough level in the organization to clear barriers, provide resources, etc? 17 Team Charter Team Charter Validation ... Who validates the Charter? The team sponsor, and other key stakeholders of the project. What does the validation process consist of? A series of meetings with the sponsor and other stakeholders where representatives of the team talk through the various components of the Charter getting feedback and sign off on each part from the stakeholders. How does validation usually go? Each iteration usually brings fine-tuning to the respective components. Once all parties are in agreement, and support the team moving ahead with its efforts. 18 Meeting Effectiveness Meeting Effectiveness Coaching Decision Making Communication Team Charter TEAMS Diversity 19 Problem Solving Conflict Resolution Objective & Expected Results Meeting Effectiveness Objective: To introduce a team to effective meeting practices, including; ground rules, guiding principles, agendas, documentation, and evaluations. Expected Results: The team will develop and incorporate practices in its meetings to ensure success. 20 Why Have Meetings? Meeting Effectiveness Meetings should provide a: • Simple method for effective, direct, communication of information perceptions, concerns, etc. • Structured forum for reaching decisions and resolving conflicts. • Dedicated time to work on goals and objectives. • Gathering for face to face interactions and opportunities to develop familiarity, and trust as a team. • Place where outsiders can interface with all team members at the same time to communicate important information. • Facilitates involvement, input, and ownership in results. • Enables/supports easy clarification & elaboration of information and intent. Source: Jonier & Associates, The Team Handbook, 1988. 21 General Meeting Guidelines Teams should commit to the following guidelines: Create meeting ground rules Create guiding principles Use agendas with clear definition of expected outcomes & processes Apply effective facilitation methods Manage meeting processes to achieve desired outcomes Document meetings Evaluate meetings (to identify & address problems early & to enable continual improvement in team effectiveness) Source: Jonier & Associates, The Team Handbook, 1988 22 Meeting Effectiveness Create Meeting Ground Rules Ground rules should be specific enough to enable easy compliance & enforcement. Examples of meeting ground rules: • Start all meetings on time • Establish an agenda and stick to it • Use a flip chart to record ideas • Everyone should participation • No side discussions • Test ideas for agreement • Document & distribute all meeting minutes and group decisions • Clarify follow-up responsibilities • Agenda will be developed for the next meeting Activity: Create meeting ground rules 23 Meeting Effectiveness Create Guiding Principles Meeting Effectiveness Guiding Principles are the key statements of belief as agreed upon by the team used to govern them in their activities. They should be regularly used by the team to test their activities, approaches, behaviors, etc., for appropriateness. Examples of Guiding Principles are: • • • • We will plan and organize all activities to be successful We will strive for minimal redundancy in our efforts We will be proactive and not reactive in making decisions Technology should be leveraged to provide operating efficiency whenever possible Activity: Create Guiding Principles 24 Meeting Effectiveness Use Agendas • • • • • • Each meeting must have an agenda It should be drafted prior to the actual meeting It should be sent to participants in advance, if possible If an agenda has not been developed before a meeting, spend the first five or ten minutes writing one on a flipchart It should state the expected outcome of each topic It should describe the basic process for the meeting, (i.e., presentation, discussion, activity, etc.) AGENDA Topic 25 Presenter Time Meeting Effectiveness Meeting Agenda • The meeting agenda is the most critical component of any meeting. The agenda defines the purpose, time contract, participants, and materials that will be required during a meeting. Because of this wealth of information, the agenda is a very useful tool planning a meeting. 26 AGENDA Topic Presenter Time Meeting Effectiveness Agendas should include the following information: • Agenda topics (e.g., a sentence or two that defines each item and why it is being discussed.) • Topic leaders/facilitators (e.g., usually the persons who originated the item or the persons most responsible or knowledgeable about it.) • Time guideline (e.g., the estimated time needed to discuss each item.) • Basic type of process to be used to achieve each outcome. • Clearly defined outcomes (e.g., discussion only, decision required, assignments of responsibility, etc.) • Critical attendees. Activity: Create a Sample Agenda Source: Jonier & Associates, The Team Handbook, 1988. 27 Meeting Effectiveness General Guidelines for Managing Meetings Meeting participants should: • Listen actively to all information and discussions – Ask questions – Check for understanding – Paraphrase • Ask yourself: ‘How will I use information to drive for continuous improvement?” • Avoid personal attacks on others in the meeting • Be positive and keep discussions constructive • Participate and help drive the group toward accomplishment of its goals 28 Meeting Roles As part of the meeting plan, and agenda, each of the following roles should be clearly understood for each topic. • • • • • • Leader Facilitator Scribe Participant Timekeeper Process Observer Source: Jonier & Associates, The Team Handbook, 1988. 29 Meeting Effectiveness Leader Role • Explains the purpose of the meeting and expected outcomes • Introduces key speakers and visitors • Ensures the meeting plans, and agenda are prepared • Validated the meeting agenda • Assists facilitator with decision making process on critical decisions (e.g., leads team to decisions, makes decisions when appropriate, etc.) Source: Conoco, Teamwork - A Team Development Workshop, 1993. 30 Meeting Effectiveness Facilitator Role • • • • • • • Ensures the process is well-defined, understood, and appropriate Manages the meeting process to deliver objective outcomes Enforces time contracts Focuses meeting discussion to current topic Focuses on the “process” more than “content” Ensures balance, equal opportunity for participation and input Enforces ground rules Source: Conoco, Teamwork - A Team Development Workshop, 1993. 31 Meeting Effectiveness Scribe Role Meeting Effectiveness • Records key meeting discussion points (i.e., minutes) and decisions • Verbally validates and summarizes decisions before documenting them • Produces a written summary of the meeting for project records and communications • Sometimes this role is filled by the Facilitator or Leader 32 Participant Role • • • • • • Meeting Effectiveness Comes prepared to meetings having completed any requested pre-work Participates actively in meetings Does not attack other team member opinions Provides constructive feedback & input Follows up on assigned items or tasks Assists & supports as a “process observer” Source: Conoco, Teamwork - A Team Development Workshop, 1993. 33 Timekeeper Role • Keeps time for the overall meeting and all agenda items • Advises the facilitator and group on progress versus time limits for each topic 34 Meeting Effectiveness Process Observer Role Meeting Effectiveness • Observes the group during discussion and activities watching for: – Adherence to ground rules and guiding principles – Adherence to agreed processes. • Timely, constructive intervention when agreed processes are not being followed or are clearly not effective. • Reports to the group at the end of the meeting on what they saw, and provides feedback on ways to improve the next meeting. 35 Typical Meeting Structure Meeting Effectiveness A meeting will typically have the following format: • Review of Agenda and Time Contract • Assignment of Meeting Roles • Review of Meeting Purpose • Brainstorming/Discussion • Consensus Development • Development of Path Forward Plans • Meeting feedback - e.g., “Likes”, “Changes”, and “Overall Rating” Source: Jonier & Associates, The Team Handbook, 1988. 36 Documenting Meetings • • Documentation serves the following purposes: – Keeping members informed of key points – Documenting key decisions – Recording assignments and commitments – Inventorying team activities – Listing the backlog of things to be done – Messages for inclusion in external communications Key elements of meeting documentation are: – Date and time of meeting – Names of attendees – Topics covered with main points – Agreements/decisions reached – Next steps Source: Jonier & Associates, The Team Handbook, 1988. 37 Meeting Effectiveness Evaluate the meeting • An example is to ask the group to list the “Likes”, “Changes” and “Overall rating” for the meeting • Review and clarify suggested “changes” within the team for future applicability • Resolve or create plans to address “changes” as appropriate Likes Changes Other approaches • Use an evaluation checklist or form Overall Rating 38 Meeting Effectiveness Decision Making Coaching Decision Making Team Charter TEAMS Communication 39 Diversity Meeting Effectiveness Problem Solving Conflict Resolution Objective & Expected Results Decision Making Objective: To discuss several common decision making techniques, including “Divergent” and “Convergent” processes, and how they are used. Expected Results: The team will be able to use the techniques discussed, fostering full participation in making decision, and reducing the overall time required to make decisions. 40 Decision Making Identifying & Developing Alternatives (Techniques/Methods) Common ways to identify and develop alternatives include the use of “divergent processes” (i.e., those which generate a multitude of alternatives from different sources.) • Brainstorming • Research • Surveys 41 Brainstorming Decision Making • Encourage everyone to offer their ideas, in turn (i.e., Don’t hold back on any ideas even if they seem silly at the time, the more ideas the better.) • Maintain a fast pace. (To discourage “analysis”, “critiquing”, or “judgment”.) • No open discussion of ideas is allowed. • Encourage “hitchhiking”, “building”, or “triggering” of new ideas based on ideas generated by others in the group. • Write ALL ideas on a flipchart or post-its so the whole group can easily scan them. • See reference material from The Team Handbook Activity: Practice Brainstorming technique Source: Jonier & Associates, The Team Handbook, 1988. 42 Research & Surveys Decision Making Research is done by collecting and analyzing a given set of data from various sources (e.g., Reference manuals on a subject, procedures, regulations.) Analysis of the data should be done to determine whether information supports a “best practice” to be used in the decision making process. Surveys are done by posing a given set of questions or choices to various individuals, or groups, asking them to provide responses. Survey results can then be factored into the decision making process based on opinions and preferences revealed by the survey. 43 Decision Making Divergent Processes Brainstorming All ideas are accepted without question Entire group participates Dominate/overbearing members can control discussion Research Increases probability of decisions based on facts. Takes more time, and effort on part of team members. When to use? To stimulate “out of the box thinking” To engage everyone in the meeting When not to use? Decisions that have to be made quickly To base decisons on imperical evidence, and not on opinions. Decisions on which no previous information is available. Pros Cons 44 Surveys Provides input from sources outside of team. Takes more time, and can skew results based on questions asked in survey. To get input from outside the team, and as a communications tool. Decisions in which opinions may alter desired outcomes. Ways to Elicit Participation • Open the discussion with a brainstorm • If the facilitator or observer(s) notices that someone is not participating, then: – Ask people to write their ideas down on post-its – Go around the room asking each person to give their idea – Ask people to share their ideas with a partner and present the information collectively • Before concluding the session: – Go around the table again, and ask people one at a time if they support decisions made by the group • If there is disagreement, then ask them “What they would suggest for changes/improvements?” 45 Decision Making Selecting Alternatives (Techniques/Methods) Decision Making “Convergent” Processes (i.e., moving toward one point) are used to select alternatives in the decision making process. Examples of “Convergent” processes include: • Multivoting • Nominal Group Technique • Majority Vote • Consensus • Team Leader 46 Multivoting Decision Making • Conducting one or more “polls” or “votes” to select the most important or preferred items from a list. • Limited discussion, and difficulty, as voting decides outcomes for group. • A repetitive process to systematically converge on the group’s best selection (e.g., with discussions between votes.) • See reference material from The Team Handbook Activity: Practice Multivoting technique Source: Jonier & Associates, The Team Handbook, 1988. 47 Nominal Group Technique Decision Making • More structured approach than either brainstorming or multivoting. • Group generates a list of alternatives in writing, and discusses each (e.g., clarifications, elaboration's, pros & cons, etc.) • The systematic identification of either the “most” or “least preferable alternatives. • Effective tool when all or some group members are new to each other. • Good for highly controversial issues, with dominating or overbearing members, or when a team is stuck in disagreement. • See reference material from The Team Handbook Activity: Practice Nominal Group technique Source: Jonier & Associates, The Team Handbook, 1988. 48 Majority Vote • • • • Decisions are made by the largest number in the group. “Democratic” way of deciding on issues. Vote (outcome) is used to set direction for group. Is typically easy, fast, consistent way to make group decisions. • Inherently leads to “winners” and “losers” • Has potential to leave significant issues, problems, and needs unaddressed - leading to problems later. Source: Jonier & Associates, The Team Handbook, 1988. 49 Decision Making Consensus Decision Making • Is an agreement by each individual on the team to support (or not object to) decisions, recommendations, or positions taken by the team. • Is not...a unanimous vote -- Consensus may not reflect everyone’s first preference or priority. • Requires; time, active participation of all team members, skills in communication, and conflict resolution, a facilitated process, creative thinking and open-mindedness. • Each member must participate fully in the decision. • Group should decide ahead of time when it will seek for consensus vs. majority vote or another form of decision. • See reference material from The Team Handbook Activity: Practice Consensus technique Source: Jonier & Associates, The Team Handbook, 1988. 50 Another way to look at consensus ... Decision Making • Consensus means that all team members have shared their views, explored options, found a resolution that each is willing to accept and support with others outside the team. Note: • Team members may differ or even disagree with the resolution ... but, each team member must be willing to support the decision and complete their responsibilities once they have reached consensus. 51 Testing for Consensus Decision Making Before consensus is assumed, the facilitator or leader should “test” for consensus. The process used to test for consensus is done by going around the room to each person, asking: 1. 2. 3. Do you agree with the decision? Can you support the decision? If you do not support the decision, How could it be changed so that you could support it? 52 Team Leader Decision Making • Used when decisions must be made quickly. • If consensus is not possible. • Leader should have both support and agreement of the group to make decisions in its absence. 53 Decision Making Convergent Processes Multivoting Nominal Group Technique Majority Vote Consensus Team Leader Pros Decisions are made through vote Focuses group’s attention on particular issue Members who do not vote for top idea may “checkout” When to use? Large number of ideas need to be reduced Group supports leader Time is critical Group members are missing and don’t have opportunity to vote Issue is not very important No extreme positions Win/lose situations are to be avoided Commitment by group is necessary When not to use? Stifles some creativity by collecting thoughts in writing instead of through speaking Groups with dominating members who control discussions To solicit ideas that could be “piggy backed” on by others Decisions are made with all members agreeing to support Decision may not be a member(s) first choice Decision can be made quickly Cons Democratic Ensures more agree than do not Can create “win/lose” situation Disagreement within group could cause some team member(s) to check out Group buy-in is necessary Source: Jonier & Associates, The Team Handbook, 1988. 54 Group doesn’t take part in decision Decision-Making Process Divergent Processes Convergent Processes Gather Information • • • Brainstorming Research Survey Decision Making Focus Ideas • Reach Consensus Majority Vote Done Team Leader Decision Done No Yes Multi-voting Done 55 Nominal Group Technique Planning Team Decisions Questions a team should ask about any decision: • What decision needs to be made? • Are all the reasonable alternatives known? • Who should be involved? (Who are the stakeholders?) • What will the process be for making the decision? • How should they be made? – individual or consensus? • What information is needed? • What actions are required? 56 Decision Making Overcoming Ineffective Decision Making Decision Making • Develop special roles for members, such as devil’s advocate, if it appears that team thinking may make the group inefficient. • Use brainstorming to help members feel willing to participate, not only to improve the quantity and quality of ideas offered during a discussion. • Protect the rights of a disagreeing minority among members so that their views will be heard. • Plan ahead for procedures to use when a decision must be made urgently or when a crises arises. • Encourage members to evaluate the group’s skill in decision making and learn ways of improving it. • Get help from outsiders if members can’t deal with an issue by themselves. Source: Zander, Alvin, Making Groups Effective, 1994. 57 Problem Solving Coaching Decision Making Communication Team Charter Meeting Effectiveness Problem Solving TEAMS Diversity Conflict Resolution 58 Objective & Expected Results Problem Solving Objective: To present a process for team problem solving, and practice solving problems as a group. Expected Results: The group will understand the importance of solving problems together, and solving the problem itself and not just the symptoms of a problem. 59 Problem Solving Exercise Objective: To develop creative solutions to a problem. Instructions: Listen to the following problem, and as a group develop a proposed solution. Problem Solving It was the 16th hole of the Bob Hope Desert Classic, and the newcomer had an excellent chance of winning. His iron shot fell just short of the green, giving him a good chance for a birdie. Smiling broadly, he strode down the fairway only to stop in dismay. His ball had rolled into a small paper bag carelessly tossed on the ground by someone in the gallery. If he removed the ball from the bag, it would cost him a penalty stroke. If he tried to hit the ball and the bag, he would lose control over the shot. What should he do? Reference page 251 in the book, Games Trainers Play 60 Common Team Problems • • • • • • • Problem Solving Lack of focus/ wandering Floundering Overbearing / dominating members / inequitable participation Unquestioned acceptance of opinions as facts Rush to “solutions” Lack of understanding or consideration of other view points (without consideration of alternatives.) Disruptive behavior Source: Conoco, Teamwork - A Team Development Workshop, 1993. 61 Solutions to Common Team Problems Problems • Lack of Focus • Floundering • Overbearing members • Dominating members • Reluctant members • Unquestioned acceptance of opinions as facts • • • Rush to accomplishment Inability to understand another’s point of view Discounting someone else's point of view ignoring their contribution Disruptive behavior • Problem Solving Possible Solutions • Enforcing agendas • Facilitating group sessions • Facilitate using more equitable techniques for managing “airtime” (e.g., post-its, polling, etc.) • Techniques which elicit and/or make input “safe” (e.g., polling, post-its, etc.) • Testing opinions with others outside the group • Force the group to go back and look at the issue again • Asking people to put themselves in the other persons shoes, articulating the other person’s perspective, etc. • 62 Enforcing ground rules, and utilizing effective intervention techniques Guidelines for Effectively Managing Team Problems • Anticipate and prevent team problems whenever possible. • Address each problem as a team problem. 63 Problem Solving Problem Solving Process A high level view: Language Definition Problem Identification Data/Information Identify & Develop Alternative Solutions (i.e., Diverge) Select Alternative (i.e., Converge) Follow-Up Source: Conoco, Teamwork - A Team Development Workshop, 1993. 64 Problem Solving Problem Solving Process Language Definition Problem Identification Data / Information Alternative Solutions • Clarification of the subjects being discussed and the meaning of words to develop a common understanding • Stating problems and identifying the root cause, not the symptom • Collection of information to clarify or further refine group’s interest of the problem • Generate a number of solutions • Develop criteria by which potential solutions can be evaluated, time, money, speed • Planning how the decision will be implemented • Assigning follow-up responsibilities to ensure that decisions or identified actions are carried out • Ensuring solution works Common mistake: • Using same terminology with different meanings Common mistake: • Focus on symptoms rather than on problems • Permanently identifying the problem without exploring all available data Common mistake: • Not making critical facts known to all • Not distinguishing between facts, opinions, and feelings Common mistake: • Generating & evaluating ideas are not kept separate • Premature closure before all alternatives are identified • Dominance by high status or aggressive members Common mistake: • Unproductive competition & conflict resolution • Undue weight given to secondary decision criteria • Poor understanding of some alternatives • Premature accommodation & compromise • Dominance by high status or aggressive members Common mistake: • Failure to assign specific responsibilities • No review or due dates assigned 65 Select Alternatives Problem Solving Follow-up Problem Solving Exercise Objective: Instructions: Problem Solving To analyze some aspects of cooperation in solving a group problem. Each person has an envelope containing pieces of paper for forming a square. Your group is to form squares of equal size. No member may speak. No member may ask another member for a piece or in any way signal that another person is to give them a piece. (Members may voluntarily give pieces to other members.) At the end of the exercise group members will be asked to share their experiences and discuss any observations. Reference Vol. 1, page 25 in the book, Structured Experiences 66 Communication Coaching Team Charter TEAMS Decision Making Diversity Communication 67 Meeting Effectiveness Problem Solving Conflict Resolution Communication Objective & Expected Results Objective: This module will discuss the importance of team and individual communications. Expected Result: The team will recognize the importance of communications, distinctions in giving and receiving constructive feedback, and in active listening skills. 68 Communication Team Communications 69 Team communications are a critical part of every initiative ... Communication “At the Denver Refinery, we believe that communication efforts can and must be improved if we are to succeed in the goals we have set.” Conoco, Denver Refinery Communication Plan, 1994. 70 Communication Considerations for Team Communications • • • • • • Why do I need to communicate? What do I need to communicate? Who do I need to communicate to? How should I communicate? When should I communicate? What feedback should I expect? 71 Purpose Message Audience Channel Frequency Response Example of Team Communication - Status Report • • • • • • Purpose: Message: Audience: Channel: Frequency: Response: Communication Update team accomplishments. “Completed 50 operating procedures this week.” Team Sponsor Face-to-face Weekly Recognition for achievement. • See reference material in the Conoco Denver Refinery Communication Plan 72 Example of a Communications Matrix X-Ref Audience Message Sender Channel Everyone at Refinery, including: Leadership, Engineers, Supervisors, Planner/Schedulers, Environmental, M&S, REO, Lab, S/PS's, Admin., B&PA, Operations, Mechanical, Mechanical Intergrity Start-up - Q&A and Contractors type Team E-Mail, Hard Copies, (Face to face) Everyone - see above MI Update Team Everyone - See above Open House Q & A Union Committee MI Core Team Communication Frequency Feedback E-Mail box Team Once 2 w eeks (as E-Mail needed) Monthly, Inform E-Mail, & Tuesday face to face morning MI Status KGB Face to face Monthly Face to face Denver MI Status & Update DNL Face to face Monthly Face to face PSM Team Leads MI status & barriers DNL Face to face Weekly Face to face MI Team PSM Coordination Review WDMB Face to face Weekly Direct 73 E-mail box Direct & captured Example of Feedback Mechanisms Communication Feedback Mechanisms Initiative All initiatives All initiatives All initiatives All initiatives YTD Results, PSM Metrics Approach Audience Channel Frequency EMAD, LT member, 9 participants monthly All Communication assistant retrieves feedback, assigns responsibility, and follows up to ensure feedback is given weekly All Communication assistant retrieves feedback, assigns responsibility, and follows up to ensure feedback is given weekly Lottery of participants to solicit and report feedback from the Selected refinery - EMAD group leads participantsdiscussion rotated Rumor Mill (feedback box) Communication Voice-Mail Communication - E-Mail Post metrics on a Dashboard placed in the lobby or in Control rooms All All 74 Communication assistant retrieves feedback, assigns responsibility, and follows up to ensure feedback is given Communication assistant updates dashboard weekly weekly Communication Communication Between Individuals 75 Examples of Individual Communications Communication • One Way Communication - Sending or receiving messages • Two Way Communication - Sending and receiving messages & feedback • • Two way communication can be “true” or “apparent” “True” two way communication exists when the sender and receiver understand and acknowledge the message being communicated. “Apparent” communication exists when both sender and receiver assume they understand and acknowledge the message being communicated. • 76 Two Basic Feedback Models • • • • Positive Feedback Identify the behavior (what the person says or does) State the value, impact, significance Check understanding Express appreciation • • • • • • • • • 77 Communication Constructive Feedback Set the climate. Set expectations. Identify the behavior (what the person says or does.) State the value, impact, significance. Balance the “content” and “approach.” Check understanding - deal with resistance. Mutually develop an action plan for change. Check for agreement and understanding. Express appreciation. Giving Constructive Feedback Feedback: • Should be given in ways which recognize and reinforce positive individual and team behaviors. • Should be “balanced” & “fair” (e.g., positive vs. negative, “strengths” vs. “opportunities for improvements”) • Must be directed toward behaviors vs. the individual’s dignity • Should preserve and reinforce value for the individual • Should reflect balance between directness/clarity and consideration of the impact on the relationship (i.e., reflect “maturity - the balance between courage and consideration”) • Should be descriptive, not evaluative or judgmental. • Should be specific, not general. • Should be timely. • Should include checks to ensure clarity and understanding. 78 Communication Constructively Receiving Feedback Communication • Prepare yourself to “listen” and choose your response, not react “defensively” - (i.e., Steven Covey, PCL) • “Listen” rather than trying to “defend” your actions or point of view. • Ask questions for clarification and understanding. • Rephrase what came through to ensure clarity. • Express appreciation / show value for the feedback. 79 Communication Feedback Exercise Objective: To encourage people to give feedback. Instructions: Split up into pairs. Each person should write 4-5 things they’ve noticed about their partner. Discussion should follow with each person constructively presenting feedback to their partner. After everyone has finished, discuss as a group learnings from this exercise. 80 Communication Listening Exercise #1 Objective: For participants to practice effective listening skills. Instructions: Take out a piece of paper, and number it from one to ten. Answer each of the following questions. Discuss how well everyone did in answering the questions. Reference page 221 in the book, Games Trainers Play 81 Active Listening Guidelines Communication • Look at the person and show interest. • Take short notes if the message is long. Do not lose eye contact for more than a few seconds. • Acknowledge understanding through supporting verbal comments or non-verbal signs, like head nods. • Ask for elaboration or clarification, if appropriate. • Confirm understanding by summarizing or paraphrasing the speaker’s main points. 82 Communication Listening Exercise #2 Objective: To practice active listening skills. Instructions: Split into pairs. The first person should state a sentence, then the next person should follow it with a sentence using the last letter of the last word in the sentence of the first person. Take turns going back and forth, three times. Discuss as a group what you learned from this exercise. 83 Conflict Resolution Coaching Decision Making Communication Team Charter TEAMS Meeting Effectiveness Problem Solving Diversity Conflict Resolution 84 Objective & Expected Results Conflict Resolution Objective: This module will address some of the sources of conflict and suggest various processes and techniques for conflict resolution. Expected Result: The team will be able to analyze conflict and identify process techniques for resolving conflict effectively. 85 The Sources of Conflict • The reasons for conflict can be that people have different: – Facts (information) – Goals (roles) – Methods (needs) – Values (beliefs) • Additional causes of conflict include: – Competition – Boundaries – Hidden agendas 86 Conflict Resolution Conflict Resolution Process Open Discussion of Problems Identify Differences Build Understanding for Points of View 87 Reduce Defensiveness Conflict Resolution Begin Mutual Problem Solving Processes and Techniques for Conflict Resolution • • • • • • Conflict Resolution Encourage open discussion of problems at the time they surface (e.g., Make the conflict the teams problem. Focus on resolving the conflict before the group goes forward.) Identify differences (e.g., Ask members to write pros and cons of a problem and display them on a flipchart.) Build understanding of each point of view (e.g., Call on a member to clarify any questions and summarize the point being made.) Reduce defensiveness (e.g., Follow ground rules and remember to give positive, constructive feedback.) Begin a mutual problem solving process (e.g., Use the problem solving process: language definition, problem identification, data/information, alternative solutions, choice of alternative, and follow-up.) Reflect on Guiding Principles established by the team. Source: Zander, Alvin, Making Groups Effective, 1994. 88 Conflict Resolution Specific Conditions for Productive Conflict Resolution • A conflict AND shared interest in resolving it. • Mutual definition and understanding of the problem. • A continual focus on the problem or the issue, vs. personalities or individuals. • Constructive ventilation to get hostility out of the system. • Introspection – recognition by each member that he/she is a part of the problem and must be part of the resolution. • Openness and willingness to pursue win-win solutions. • Some binding quality to the agreements. 89 Qualities of a Useful Conflict Conflict Resolution Conflict can actually help in building team effectiveness. Useful qualities of conflict include: • Members evaluate one another’s ideas. • Members generate more ideas. • Participation among members is widely shared. • Members are flexible in their ideas and actions; they do not insist on one view or behavior. • Members try to summarize where discussions are headed and strive for successful outcomes. • Members deliberately work to find conclusions others can accept. • Members successfully influence others and are influenced by them in turn. Source: Zander, Alvin, Making Groups Effective, 1994. 90 Conflict Resolution Conflict Resolution Approaches • Listen for understanding to the other person’s position (or perspective, etc.) • Describe the other person’s position (or perspective, etc..) as best you can see it? • Describe the problem as you see it. • Describe what others do that you believe contributes to the problem. • Describe what you do that could contribute to the problem. • State what you want or need from others to resolve the problem. • What first steps can you take to resolve the conflict? 91 Conflict Resolution Exercise Conflict Resolution Objective: To identify the dimensions along which people conflict. Instructions: The group will identify conflicting points of view and practice resolving conflict as a team. Reference Vol. VI, page 114 in the book, Structured Experiences 92 Diversity Coaching Decision Making Team Charter TEAMS Meeting Effectiveness Problem Solving Conflict Resolution Communication Diversity 93 Coaching Coaching Team Charter Decision Making Communication TEAMS Diversity 94 Meeting Effectiveness Problem Problem Solving Solving Conflict Resolution Objective and Expected Results Coaching Objective: This module will outline the necessary components of effective coaching. Expected Results: The team will be able to identify and utilize the techniques involved in coaching players. 95 Coaching “What does coaching mean to you?” 96 Definition of Coaching ...Intentionally helping another person to improve his or her competence by utilizing opportunities for development on the job ... Source: Francis, David & Young, Don, Improving Work Groups - A Practical Manual for Team Building, 1992. 97 Coaching The W’s of Coaching Coaching Discouraging Negative Reinforcing Positive Why Informal Where Formal When Long-term Coaching Short-term Coaching 98 “Scale Analogy” Coaching Before After Coaching negative positive negative 99 positive Key Points Coaching ... Many of us play both roles simultaneously, we must constantly be willing to give and receive coaching, to help others learn, and to learn ourselves ... ... Coaching should always be consistent with the core values of the organization, stressing superior individual performance, which in turn enhances superior organizational performance ... Source: Andersen Consulting, Performance Coaching Guide, 1995. 100 Coaching “What do you think are qualities that a good coach should exhibit?” 101 A Good Coach is: • • • • • • Listener Different perspective Reality check Confidant Supporter and advocate Promoter of superior individual performance • Patient and confident person • Communicator Source: Byham, William C., Zapp! The Lightening of Empowerment, 1988 and Andersen Consulting, Performance Coaching Guide, 1995. 102 Coaching Coaching “What are some of the roles of a coach?” 103 Roles of Coaches • Ensures the players know how to carry out tasks • Gives players confidence • Builds trust • Recognizes needs of players • Commits to development of a learning relationship • Takes appropriate action to do the right things at the right time 104 Coaching “Believe in Yourself” Coaching Combining qualities and roles of coaches: Attitudes of a good coach include: • Believe in yourself and what you’re doing: – Display general self-confidence – Show enthusiasm for organization, production goals, etc. • Believe in your ability to train and motivate: – Effectively teach skills – Work with different kinds of people – Exercise authority – Provide leadership to your people • Believe in your ability to communicate realistic goals/expectations: – Set appropriate production targets – Clearly give instructions about initiatives, strategies, etc. Source: Conoco Partnerships for Excellence, Leadership Development, Ponca City Refinery, 1995. 105 “Believe in Yourself . . .” Coaching • Believe that your players can learn to make decisions, and take initiative: – Trust others to want to improve their skills – Allow “controlled errors” of learning – Let go of “need to be needed” as “the expert” • Believe that your success is measured by the success of your people: – Promote team success – Let go of the “Lone Ranger” syndrome – Focus on “fire prevention vs. fire fighting” Source: Conoco Partnerships for Excellence, Leadership Development, Ponca City Refinery, 1995. 106 Communication and Coaching Coaching • Open two-way communication is critical to effective coaching. • “True” two way communication exists when the sender (coach) and receiver (player) understand and acknowledge the messages being communicated. 107 Enablers for Successful Communication • • • • • Proper Verbal and Nonverbal Communication Constructive and Timely Feedback Effective Listening Skills Sincerity Empathy 108 Coaching “Food for Thought” Coaching “The receiver of a message drives as much as 90% of the meaning of a message from the sender’s nonverbal communication.” 109 Key Communication Elements • Nonverbal Communication – Appearance – Facial Expressions – Eye Contact – Body Contact • Tone of Voice – Projection – Intonation • Verbal Communication – Word choice Coaching Retention Rates by Receivers of Communications Appearance Eye Contact 55% Body Contact 35% Facial Expressions 10% 110 Tone of Voice Verbal Communication When words do count . . . • Descriptive not evaluative • Specific rather than general • Directed at behaviors that can be changed • Timely • Checked to ensure understanding 111 Coaching Tips for Effective Listening Coaching • Prepare yourself to “listen” and choose your response, not react “defensively” • “Listen” rather than trying to “defend” your actions or point of view. • Ask questions for clarification and understanding. • Rephrase what came through to ensure clarity. • Express appreciation / show value for the feedback. 112 Why we Coach ? Short-term Coaching Coaching Long-term Coaching Reinforcing Positive or Discouraging Negative Informal Formal 113 Coaching Positive Qualities • Catch people winning ( a good coach praises positive qualities) • Encourage positive qualities • Provide positive feedback • Reinforce organizational values 114 Coaching Vision and Values of Denver Refinery Vision Competitive Performance Organizational Value Denver Refinery Attributes Innovation Sets high standards Uses creative problem-solving techniques Finds new and better ways of performing job Mutual Commitment Integrity Coaching Voice your opinion, even if it may not be popular Operates by principles Take responsibility for actions & words Honor you commitments, however small Admit your mistakes Give credit to those who deserve it Safety & Environmental Performance Continuous Learning Receptive Open to others ideas Encourage input from others Community Relationship Contribution Supportive Proactive with community Improvement initiatives Provides positive role model to community Customer Satisfaction Challenge Tests conventions Tests limits 115 Taking it a Step Furthur Quality to Coach: Innovation Coaching Attributes of “innovation” are: • • • • • • • • innovates and creates new and unique methods and procedures sets high standards uses creative problem-solving techniques is alert to new opportunities, techniques and approaches effectively applies new concepts and techniques finds new and better ways of performing job displayes ingenuity in anticipating and meeting unexpected situations active and eager to try new approaches ISSUE STEP 1 Prepare 116 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Discouraging Negative Qualities • Determine what qualities are being exhibited that need to be changed • Provide immediate and ongoing feedback until issue is resolved • Reinforce how these actions do not coincide with the organizational values • Express confidence that the issue can be solved 117 Coaching Addressing Negatives • Immediate/short-term situations • Persitant/long-term issues • Resistance • Conflicts 118 Coaching “From the Hip” What do you do when you observe a situation that requires immediate coaching • • • • • Assess situation and determine whether action should be immediate or whether a formal meeting should be set-up If immediate, approach person once issue is observed Ask person if you can move to a more private location to discuss issue Coach player on how to better deliver their message - more constructively along lines of organizational values Consider setting up a follow-up meeting to assess progress 119 Coaching “The 6-Step Coaching Approach” Coaching COACHING STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 STEP 6 OUTCOME ISSUE Prepare Practice Explain Feedback 120 Reinforce Execute Coaching “What do you think needs to be prepared before you meet with a player?” OUTCOME ISSUE STEP 1 Prepare 121 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Prepare Coaching A good coach thinks about the following aspects, before they meet with the player: What are the qualities you think need changing or strengthening? What are the qualities or goals you want? Good vs. bad qualities. Is the problem one of knowledge or willingness - or both? What resistance is likely? What is your action plan - how will you make it theirs? What is the right climate for coaching? Understand the concepts outlined on the coaching continuum slide. Summarize the qualities and their attributes you will address with OUTCOME the player ISSUE STEP 1 Prepare 122 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Coaching What qualities at Conoco do you define as beneficial; what qualities are considered detrimental to success at the Denver Refinery? I.E. How do you want to be treated by your co-workers? OUTCOME ISSUE STEP 1 Prepare 123 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute The Coaching Continuum Coaching Expected Outcomes of Coaching Player Qualities Accept Responsibility Ask Questions for meaning Understand one’s role in big picture Accept feedback Reactive to situation No Accountability No Input/Suggestion/Idea Generation Narrow View No Feedback Wait for instructions Little Opportunity for Development Coaching follows a path yielding various outcomes. It is important to remember that the coaching process takes time. Telling Evaluative/No trust Knowledge is Power Little Feedback No Goal setting/No expectations Training not according to needs Accept some accountability Ask for development Reach-out past the obvious Provide feedback Take some risks Individual development plans in place Accept Accountability Provide Input Understand Vision Solicit Feedback Demonstrate Initiative Proactively manage Individual development Delegate Authority Coach/Lead/Trust Act on ideas Solicit Feedback/360 Decision making at the right level Coach for performance & goal achievement Facilitate Individual development plan Delegate limited accountability Accept some risk taking Provide/Accept feedback Involve player in decisions Monitor goal achievement Develop/deliver focused training Delegate responsibility Solicit Involvement Provide Feedback Make decisions with limited input Set Expectations/Goals Understand Training Needs Coach Qualities OUTCOME ISSUE STEP 1 Prepare Source: Conoco, Leadership Development, 1995. 124 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Practice Coaching A good coach always practices a role play before meeting with a player. Role Play – Practice coaching on someone not involved in the situation first, testing for the best approach to use. OUTCOME ISSUE STEP 1 Prepare 125 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Explain Coaching A good coach addresses these aspects of a coaching session to a player: Agree on the topic to be discussed during coaching Identify the goals of the coaching session Promote discovery of solutions for the qualities to be coached Set the parameters, i.e. the rewards for improvement and consequences for resistance Authorize and empower the player to go out and improve Recap what action steps will occur by the player and the coach ISSUE STEP 1 Prepare 126 STEP 2 Practice STEP 3 Explain STEP 4 Feedback OUTCOME STEP 5 Reinforce STEP 6 Execute Feedback Coaching A good coach realizes it is imperative that they provide the following guidance and feedback: Provide immediate and specific feedback (i.e.. feedback should be both positive and constructive, refer to the communication module for more information) When problem persists, use the checklist to reinforce qualities that are being coached Monitor player performance and coach them by giving ongoing ISSUE feedback STEP 1 Prepare 127 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute OUTCOME Example: Criteria Checklist Coaching An Operator expresses resistance to innovation How often does player exhibit these attributes: Constantly: Occasionally: Seldom Att ributes: 1. Innovates and creates new and unique methods and procedures _________ _________ ______ 2. Uses creative problem-solving techniques _________ __________ ______ 3. Is alert to new opportunities, techniques and approaches _________ __________ ______ ISSUE STEP 1 Prepare 128 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Reinforce Coaching A good coach reinforces the following concepts: Express confidence in the person’s ability to be successful at end of session and on a continual basis Summarize the action plan (e.g. You’re going to speak to the Operators about coordinating work with the Pump Mechanics, and then report back to me on your plans for improved coordination.) Check for mutual understanding on key elements (e.g. If the Mechanics need more time to repair the pump, make sure someone tells the Chief to document it in the 24 hour plan.) Build mutual confidence that we can make it happen (e.g. I know that you’ll do a good job and that the Mechanics will be eager to work with you on coordinating efforts in the future.) OUTCOME ISSUE STEP 1 Prepare 129 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Execute Coaching A good coach monitors the player’s progress after they have met: What is my role in the action plan? When do I need to follow-up? What follow-up coaching is required? What is the follow-up feedback mechanism? OUTCOME ISSUE STEP 1 Prepare 130 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Follow-up Mechanism 1 Complete Criteria Checklist Coaching 2 Set up Follow-up Meeting 4 Re-complete Criteria Checklist 3 Observe Behavior OUTCOME ISSUE STEP 1 Prepare 131 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Coaching Questions to be Answered in Follow-up A good coach insures that these questions are answered during the followup meeting: • Has the problem been solved or has the performance improved? • What still needs to be done to solve the problem or improve performance? • What do I need to do to help solve the problem? • What other people do I need to meet with to solve the problem? • What other issues have arisen that need to be OUTCOME ISSUE STEP 1 Prepare 132 STEP 2 Practice STEP 3 Explain STEP 4 Feedback STEP 5 Reinforce STEP 6 Execute Coaching Style Inventory Coaching Directions: A number of coaching situations are given below. After each situation is outlined, a choice of three alternative reactions is suggested. You must rank the alternatives in order, where ‘1’ is you first choice, ‘2’ is your second choice, and ‘3’ is your third choice. Situation 1 You have asked one of your team members to meet with you. The purpose for you is to arrange a coaching session with them. Their performance has not been good in the near past. Item 1.1 1.2 1.3 Alternatives Ranking ‘I want you to arrange to show me how you do your job so that I can help you improve you performance. When would be the best time?’ My intention is to accompany you on the job regularly so that we can improve you overall performance. I’d like to come out with you tomorrow.’ ‘So, why do you think I’ve asked to see you?’ Source: Salisbury, Frank S., Developing Managers as Coaches: A Trainer’s Gudie, 1994. 133 Coaching Style Inventory Coaching Situation 2 You have identified a situation in which a member of your team is performing badly. The individual concerned comes up with an idea to improve performance. Item 2.1 2.2 2.3 Alternatives Ranking ‘That’s a good idea. Do you think there is any downside to it?’ ‘Well it looks all right on the surface, but I think you may have a problem implementing it.’ ‘That’s good. Is there anything else you could do?’ Situation 3 During the initial coaching discussion you know that the individual is looking at the wrong problem. Item 3.1 3.2 3.3 Alternatives ‘It seems to me that you are looking at the wrong area.’ ‘Do you want my opinion as to what the real problem might-be?’ ‘On a scale of 1-10, what is the likelihood of that course of action working?’ 134 Ranking Coaching Style Inventory Coaching Situation 4 The member of staff has steadfastly been unable to identify any personal improvement plan. According to them,they are trying as hard as they can. Item 4.1 4.2 4.3 Alternatives ‘What exactly is it that you want to do?’ ‘What have you done so far, and what effect has that had?’ ‘It looks as though you might not be suitable for this job.’ Ranking Situation 5 When you asked the individual to say what they wanted to do, they said ‘Anything you want - you’re the boss.’ Item 5.1 5.2 5.3 Alternatives ‘I want you to start doing your job, that’s what I want.’ ‘What do you want.’ ‘What do you think I want.’ 135 Ranking Coaching Style Inventory Coaching Situation 6 When you ask the individual what the goal is, they said ‘I have to reach target don’t I?’ Item 6.1 6.2 6.3 Alternatives ‘That’s up to you isn’t it?’ ‘Not really. It’s what you have to do, but sometimes it might not be your personal goal.’ ‘Is reaching the target your goal?’ Ranking Situation 7 The individual says all the right things, but you still feel uneasy, and their performance never improves. Item 7.1 7.2 7.3 Alternatives ‘I have to say that I feel uncomfortable with your behavior. You say the right things, however, you don’t appear to implement any plans we agree.’ ‘I don’t believe you.’ ‘If you are doing all the right things, why is it that your performance never improves?’ 136 Ranking Coaching Style Inventory Coaching Situation 8 Following a coaching session, you have agreed a course of action with the individual member of your team. You now want to implement it. Item 8.1 8.2 8.3 Alternatives ‘When do you propose to put this plan into action?’ ‘What I suggest is that you try this out and come back to me within 7 days and tell me how you got on.’ ‘I now need to watch you implement this plan, when are you going to do it?’ Ranking Situation 9 The individual has tried to implement the agreed plan, but there has been no improvement in performance. Item 9.1 9.2 9.3 Alternatives ‘What exactly did we agree, what did you do, and what happended?’ ‘OK, so that didn’t work, what else could we do?’ ‘Perhaps you didn’t try hard enough.’ 137 Ranking Coaching Style Inventory Coaching Situation 10 The individual is having difficulty implementing any performance improvement. They say ‘Look, every time I have a problem you ask me a question. You’re the manager, just tell me what to do.’ Item 10.1 10.2 10.3 Alternatives ‘What do you prefer, me always telling you what to do, or you finding out for yourself.’ ‘If I keep coming up with the answer, and it keeps not working, where do you think that leaves me?’ ‘All right, I want you to get moving and do what you’re paid to do.’ Ranking Situation 11 This is now the sixth time you have met and on each occasion the individual has failed to implement agreed action plans. Item 11.1 11.2 11.3 Alternatives ‘For this relationship to work, you have to keep your part of the bargain.’ ‘Why haven’t you done what you siad you would.’ ‘I’ve tried my best to help, but it is a hopeless case.’ 138 Ranking Coaching Score Sheet Item Rank Item Rank Item 1.1 1.2 1.3 2.3 2.1 2.2 3.1 3.2 3.3 4.1 4.2 4.3 5.2 5.3 5.1 6.3 6.1 6.2 7.1 7.3 7.2 8.3 8.1 8.2 9.1 9.2 9.3 10.1 10.2 10.3 11.1 11.2 11.3 Total 'A' Total 'B' Total 'C' Put your ranking against the item number. 139 Rank Coaching Coaching Profiles 35 30 Norm 25 20 Development Needed Excellence 15 10 5 0 A Norm Development Needed Excellence 19 20 11 B C 21 29 22 27 17 33 140 Definition of Resistance Coaching • Resistance is a natural reaction to change because it causes people to feel a loss of control; change invariably brings resistance. • What people resist is their perceived loss and the uncertainty of the experience, not necessarily the change, but its implications. 141 Coaching What resistance have you encountered at Conoco? 142 Conflict as a Result of Resistance • • • • • • • • • • • • • Avoidance of Accountability Flooding with Detail One-word Answers Impracticality Attacking Grudging Compliance Confusion Source: Conoco, High Performance Team Training, 1995. 143 Changing the Subject I’m not Surprised Silence Time Nit-Picking Pressing for Solutions Coaching Sources of Conflict • • • • • • Roles Environment Disagreement Personal Styles or Values Hidden Agendas Competition Source: Andersen Consulting, Facilitation Skills, FSU 722. 144 Coaching Unclear Roles Coaching • Scenario: – That’s not my job.” A job was started by the Operators on a daylight shift, but was not finished by the shift change. The night shift Operators did not finish the job started by the daylight Operators. – As a result, the daylight Operators came back the next morning to find that the job was not finished. – The perception was that the night shift Operators believe “It wasn’t their job to begin with, and therefore, wasn’t their job to finish.” • Resulting Conflict: – Unclear role definition regarding whether or not night shift should finish jobs started by day shift? 145 Environment Coaching • Scenario: – “Days at the Refinery seem to be filled with meetings. I recognize these meetings serve an important role in improving communication, but sometimes they get in the way of doing my job.” • Resulting Conflict: – “How can I continue to get my job done effectively, when I am asked to be in attendance at so many meetings?” 146 Disagreement Coaching • Scenario: – The FLLG has been meeting off and on for about a year. Initially the group was called to help support each other in our jobs as supervisors. The group had meetings every other week, and got off to a good start. Then people from the outside started coming into our meetings, asking for agenda time, to talk about their programs. • Resulting Conflict: – Some think the FLLG has been derailed from their original intent, while others have value for the communications and sharing of information from “outsiders.” 147 Personal Style Coaching • Scenario: – One person likes to work a job until it’s finished, without interruption, while another person will take scheduled breaks, no matter at what point they are in a task. • Resulting Conflict: – Disagreement surfaces between all people working on the job, about when to take breaks. 148 Hidden Agenda Coaching • Scenario: – A leader approaches a group and says (s)he wants the team to determine what each member is supposed to do. In reality the leader actually has a plan in mind for what each member should be doing. • Resulting Conflict: – Some team members are resistant to take part in developing roles as a team. Especially when the perception is that the leader will do what they want regardless of what the team decides. 149 Competition Coaching • Scenario: – One refinery has an excellent track record of safety performance, while another refinery has a poor record based on reports filed with regulators. – In reality, the refinery with the excellent record is not documenting and reporting all of their safety incidences, while the refinery with the poor record has a culture that reflects the attitude that all incidences should be recorded, regardless of severity. • Resulting Conflict: – Some of the employees at the refinery with the poor safety record believe it is O.K. to let some incidences go unrecorded, thus giving them a better safety record. Others believe this is illegal, and a poor business practice, and should not be condoned regardless of how it makes them look against competition. 150 Coaching What conflicts have you experienced here at Conoco? 151 What If . . . Response Techniques Coaching • What if . . . you are asked an antagonistic question? – try the “boomerang” technique of throwing it back to the group members. Ask one specific person or the group in general to respond before you express your ideas. • What if . . . a discussion is growing heated? – suggest a modified Nominal Group technique by telling the group “Now we will each simply state our view- no reactions for the time being.” Then allow each member to speak in turn, without interruption. • What if . . . you are challenged with “this is impossible”? – use a reply that will minimize defensiveness, yet move the group forward in the process. An appropriate response might be “It may be difficult, but I think we can do it.” Source: Andersen Consulting, Facilitation Skills, FSU 722. 152 What If . . . Response Techniques Coaching • What if . . . you are challenged with “You don’t know what you’re talking about”? – suggest sincerely that “Perhaps you can provide me with some additional information” Do not allow them to make you feel defensive. • What if . . . a conflict arises and everyone is talking? – use nonverbals i.e.. physical skills, to gain everyone’s attention. So if everyone is seated, stand-up, move around, and suggest moving forward in a more constructive manner. Use physical skills coupled with words to manage a conflict. 153 Role Play Coaching • Background – An Operator has been with the refinery for almost twenty years with a deep knowledge of “what it takes to run the units.” Regardless of who makes suggestions on new ways to increase operations (i.e., throughput), the Operator resists. Other Operators see this resistance and adopt a similar attitude. • Role Play – One person plays the part of the Coach and another the part of Player. The Coach will work with the Player on his continual resistance to ideas and innovations suggested for running the unit. – The third person is the observer, taking notes of what they hear, and see. 154 Common Mistakes in Coaching Coaching • Rating a person against others instead of against the requirements of their job. • Forming an early positive or negative judgment and ignoring and/or distorting additional information; or rating performance based only on latest behaviors. • Generalizing one aspect of performance to other aspects of performance (e.g., tardiness does not necessarily equate to poor job performance.) • More favorably judging players similar to the coach. • Blindly rating as average rather than making the effort to make valid ratings. • Rating too high or too low without being able to substantiate ratings. • Allowing past appraisals, good or bad, to unjustly influence the current assessment process. 155 Tips for Providing Constructive Coaching Coaching • Respect the players’ need for privacy. Your reactions should be between you and the player. • Focus on the future, and identify behavioral changes that are required. Offer useful suggestions for preventing similar circumstances in the future. • Allow the player to present their side of the problem; engage in a dialogue and avoid the tendency to lecture. • Give feedback that is specific & behavioral. • Express your observations calmly. Make sure that you are emotionally in control before coaching a player. • Promote “open two-way” communication with your player. 156 Teams Coaching Team Charter Problem Solving Decision Making Communication Meeting Effectiveness Diversity TEAMS 157 Conflict Resolution Objective and Expected Results TEAMS Objective: This module will discuss the consequences of a breakdown in the team. This module will also summarize the 8 components discussed in the Team Effectiveness Training and answer any lingering questions concerning team effectiveness. Expected Results: The team will understand the importance of acquiring the necessary skills to work as a team. 158 Consequences of an Ineffective Team Example: Potential Consequences of a Breakdown in a Team Levels Individual Team Member Team Business Potential Consequences Members who feel lost and uninformed, may lose motivation. Progress is stifled. Ineffective teamwork leads to missed milestones and late deliverables which are essential for the business to reach its overall objectives. 159 TEAMS “Lessons from the Geese” There is an interdependence in the way geese function. Teams, like flocks of geese, learn from their experiences. FACT: As each bird flaps it wings, it creates an “uplift” for the bird following. By flying in a “V” formation, the whole flock adds 71% greater flying range than if each bird flew alone. LESSON: People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust of one another. FACT: Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone. It quickly gets back into formation to take advantage of the “lifting power” of the bird immediately in front. LESSON: If we have as much sense as a goose, we will stay in formation with those who are headed where we want to go. FACT: When the lead goose gets tired, it rotates back into the formation, and another goose flies at the point position. LESSON: It pays to take turns doing the hard tasks and sharing leadership; people, as with geese, are interdependent with each other. FACT: The geese in formation honk from behind to encourage those up front to keep up their speed. LESSON: We need to make sure our “honking” from behind is encouraging. FACT: When a goose gets sick or wounded or shot down, two geese drop out of formation to follow him down to help and protect him. They stay with him until he is either able to fly again or dies. Then they launch out on their own with another formation or catch up with their flock. LESSON: If we have as much sense as the geese, we will stand by each other; DON’T SHOOT THE SICK OR WOUNDED. 160 TEAMS Teams and Team Development Summary Coaching Decision Making Communication Team Charter TEAMS Diversity 161 Meeting Effectiveness Problem Solving Conflict Resolution TEAMS Additional Exercises for Team Effectiveness • Team Building Exercises #8-10, in The Team Handbook • Module #2-3 in the Andersen Consulting Team Development Workshop Binder Coaching Decision Making Communication Team Charter Meeting Effectiveness TEAMS Problem Solving Diversity 162 Conflict Resolution Bibliography Conoco, Teamwork - A Team Development Workshop, 1993 Conoco, Denver Refinery Communications Plan, 1994 Joiner & Associates, Inc., The Team Handbook - How to Use Teams to Improve Quality, 1998 Shonk, James H., Working in Teams - A Practical Manual for Improving Work Groups, 1982 Zander, Alvin, Making Groups Effective, 1994 163 Materials Needed for Training: • • • • • • • • Flipchart VCR - for videos Markers and pencils Post-it notes Overhead projector Tape Handouts of scenarios for Coaching module Handouts of coaching inventory situations in coaching module 164