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