Mod 7 dev others

Developing Others
LFGSM 5120
Session #7

Premise for Developing Others
Leadership from the Inside Out – Kevin Cashman.
First EI Internal Mastery (self awareness and self
management),
Then EI External Mastery (awareness of others’ needs
and relationship management).
Being Mindful, Resonant & Authentic.

Revisiting Mindfulness, as a prerequisite
for developing others
Moment-to-moment awareness
Uses all available clues
̶ Emotions
̶ Thoughts
̶ Physicality
̶ Ethical judgments
Being resilient – learning from failure

How Resonant are you?
Do you speak the language of a Resonant Leader?
̶ Passion, emotionally charged, vulnerability, risk,
personal vision
̶ Authentic relationships, integrity, accountability,
empowerment*
What Primal Leadership skills are you aware of?
̶ EI
̶ Johari Window Exposure vs. Feedback
*Primal Leadership, Ch.
11

How Authentic Are You?
Teleometrics Communications Assessment?
̶ With employees?
̶ With colleagues?
̶ With supervisors?
Johari Window
̶ Arena: Known by self & others
̶ Blindspot: Unknown by/Known by others
̶ Façade: Known by self/Unknown by others
̶ Unknown: Unknown by self & others

Johari Window
OPEN
ARENA
FACADE UNKNOWN
Known by Others
Not known by
Others
Known to Self Not known by self
Exposure
Feedback
BLIND
SPOT

Your Communications Scores
Reflect your conscious and unconscious openness
to others.
Reflect your willingness to solicit and accept
feedback from others.
Ideally should be balanced between “exposure” and
“feedback”.

Johari Type A: Impersonal
OPEN
ARENA
BLIND
SPOT
FACADE
Known by Others
Not known by
Others
Exposure
Feedback
UNKNOWN

Johari Type B: Quasi-Supportive
OPEN
ARENA
BLIND
SPOT
Known by Others
Not known by
Others
Exposure
Feedback
FACADE UNKNOWN

Johari Type C: Ego-Striving
OPEN
ARENA
Known by Others
Not known by
Others
Exposure
Feedback
UNKNOWNFACADE
BLIND
SPOT

Johari Type D: Candid Openness
OPEN
ARENA
Known by Others
Not known by
Others
Exposure
Feedback
UNKNOWNFACADE
BLIND
SPOT

Johari Window Interpretation
Johari Window dynamics are…significantly related to
management style…
…interpersonal competence is directly bound to managerial
achievement.
The larger the Arena, the more effective relationships are
(quantity).
The shape of the Arena suggests the feelings others have in
your relationship (quality).
Women tend to share less with colleagues than men.

What is a Team?
 A team is a small number of people with
complementary skills who are committed to a
common purpose, performance goals, and approach
for which they hold themselves mutually
accountable.
- The Wisdom of Teams, Katzenbach & Smith

Four Team Roles
 SPONSOR
 TEAM COACH
 TEAM LEADER
 TEAM MEMBER
 Gives authority, resources
 Mentors, coaches
 Sets goals, vision, leads
 Fosters trust, cooperation

Team Success Factors
 Clear shared Vision.
 Clearly defined,
measurable goals.
 Clear processes.
 Clear high standards.
 Shared resources.
 Mutual regard & trust.
 Forthrightness.
 Complementary member
skills & fit.
 Creative problem-
solving.
 Disciplined execution.
 Flexibility.
 Recognition.
 Continuous skill
building.

REVISITING SITUATIONAL LEADERSHIP
& TUCKMAN MODEL OF TEAM
PERFORMANCE

Team Stages
1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning (if project)

Remember Situational Leadership?
S1
High Directive
and
High Supportive
Behavior
S2
High Supportive
and
Low Directive
Behavior
S3
S4
High Directive
and
Low Supportive
Behavior
Low Supportive
and
Low Directive
Behavior
D3/2 D2/3
D3 D2
D3/4 D2/1
D4/3 D1/2
D4 D1
SUPPORTIVEBEHAVIOR
DIRECTIVE BEHAVIORlow
high
high
D4 D3 D2 D1
high lowmoderate
DEVELOPED DEVELOPING
Development Level of Individual Source: Situational Leadership, Ken Blanchard

Situational Leadership applies to teams
Team Identity
IndividualismAssertion
Forming
Members start to
show their true
colors.
Team can fall
apart or limp
along.
Storming
Team identity begins
to form.
Members become
comfortable with
each other.
Norming
Performing
Team just formed.
Members don’t
know how to act
around each
other.
The team is all
that matters!
The team is a part
of the member’s
identity.
High Low
High
Low

FORMING : Style 1 – Directing
SUPPORTIVEBEHAVIOR
high
high
High Directive
and
Low Supportive
Behavior
S1
Source: Situational Leadership, Ken Blanchard

Team Coaching Plan:
FORMING - Directing
Establish team purpose & goals, telling & selling
VISION & VALUES.
Establish sponsorship support resources.
Select complementary skill sets.
Get team commitment on purpose, goals.
Plan bonding activities, ideally around work and play.

Member Behaviors
FORMING - Directing
 Member Behaviors
Understanding goals & tasks.
Understanding organization & culture.
Determining acceptable team behavior.
Voice complaints about organization & task barriers.
Possibly fail to listen.
May not be productive.
Feel cautious, fearful, suspicious, anxious, excited,
high expectations.
Wrestling with degree of commitment.
Source: AAUW Educational Foundation, Community Coalitions Manual

Member Concerns
FORMING - Directing
 Member Concerns
Who am I in this group?
Who are my teammates?
Will I be accepted?
What is my role?
What tasks will I have?
Will I be capable?
Do I trust the leader?
Will the leader value me?

Leader Strategies
FORMING - Directing
Provide structure by holding regular meetings &
allowing time for orientation, task, & role clarification.
Encourage participation by all, domination by none.
Facilitate learning about one another’s expertise &
preferred working modes.
Share or build vision together.
Share timely, relevant information, preferably in writing.

Leader Strategies
FORMING - Directing
 Encourage members to ask questions of you & each
other.
 Develop member skills & provide feedback.
 Affirm success goals.
 Develop timelines, plans, policies & procedures.
 Supervise closely. Direct often.

SUPPORTIVEBEHAVIOR
high
high
S2
High Directive
and
Low Supportive
Behavior
S1
High Directive
and
High Supportive
Behavior
STORMING: Style 2 – Coaching

Conflict stage
̶ Members assert with other members, pressing
agendas, expressing concerns.
̶ Members may “let down their guard”, and individual
needs are communicated.
Resistance to group influence; intra-group conflict
̶ May overtly or covertly challenge leader.
Dissonant response to task requirements
̶ Members may push back and react to to-do’s.
Team Stage
STORMING - Coaching

• Resolution of goals & team ROLES, telling, selling,
participating.
• Coaching individuals and team.
• Reinforce complementary interactions.
• Manage confrontations.
• Mentor strengths with weaknesses – matching
pairs.
• Maintain regular bonding activities.
Team Coaching Plan
STORMING - Coaching

 Offer suggestions & proposals in an attempt to gain
influence.
 Test & challenge the leader.
 May avoid tasks, not focus on big picture.
 Form subgroups & coalitions, with possible conflict
among them.
 Judge & evaluate one another and the leader.
 Shoot down ideas.
Member Behaviors
STORMING - Coaching

 Establish pecking order.
 Fail to learn about one another, skills, or resources.
 Establish unrealistic goals.
 Compete & defend.
 Rely solely on their own personal & professional
experience.
Member Behaviors
STORMING - Coaching

 How much autonomy will I have?
 How much influence will I have?
 What is my place in the pecking order?
 Whom do I like? Who likes me? (personal level)
 Do I have support? (Issues level)
 Why is progress so slow?
Member Concerns
STORMING - Coaching

 Establish a supportive climate.
 Engage in joint problem-solving.
 Establish how the team vents frustration & shares
problems.
 Establish norms for expression of different viewpoints.
 Share decision-making responsibility.
 Set tasks & time frames.
 Communicate policies & procedures.
 Provide members with resources needed to do their jobs.
Leader Strategies
STORMING - Coaching

Most difficult time for the leader!
 Help members listen to each other & stop supporting
personal positions.
 Check progress & attitudes.
 Keep vision & goals as the focus.
 Explain your decisions clearly to all team members.
 Foster play time to bond.
 Re-define roles & responsibilities.
 Remove the lightweights & fire the terrorists.
Leader Strategies
STORMING - Coaching

SUPPORTIVEBEHAVIOR
high
high
S2
High Supportive
and
Low Directive
Behavior
S3
High Directive
and
Low Supportive
Behavior
S1
High Directive
and
High Supportive
Behavior
NORMING: Style 3 – Supporting

• Determine team identity consistent with purpose &
goals, participating & delegating.
• Open discussion of what works and what doesn’t within
team dynamics.
• Heal wounds. Set boundaries.
• Institutionalize team RULES & PERFORMANCE
NORMS.
• Open discussion of what needs & skills the team still
lacks to accomplish goals.
• Maintain bonding activities.
Team Coaching Plan
NORMING - Supporting

Group cohesion starts, norms develop
̶ Group begins to feel “like an old shoe”
̶ Group habits form: coffee breaks, lunch
Members start to like the group & have positive feelings;
assumption of team roles
̶ Team starts to develop its own identity
̶ Team members able to resolve conflicts on their own
Open exchanges of relevant interpretations; personal opinions
are expressed openly
̶ Feelings of openness & commitment to each other
̶ Information sharing is prevalent
Team Behaviors

 May disagree with the leader, with broad support.
 May not challenge one another as much as the leader would
like.
 Pay attention to group norms & team boundaries.
 Express emotions constructively.
 Attempt to achieve harmony and avoid conflict.
 Accept others.
 Find their niche.
 Model moderate progress toward goals.
 Know each other on a personal level.
 Laugh together, have fun.
Member Behaviors

 How close should I be to other team members?
 Can we accomplish our tasks successfully?
 How do we compare to other teams?
 What is my relationship to the leader?
 Am I being accepted as a member of the group?
Member Concerns

 Talk openly about your own issues & concerns.
 Build supportive relationships.
 Give & request constructive positive & negative feedback
in the group.
 Involve all members in decision-making & problem-
solving & share responsibility.
 Encourage differences of opinion.
 Share leadership.
Leader Strategies

 Delegate as much as the members can handle.
 Help members.
 Recognize personal & group accomplishments.
 Practice active listening.
 Model confronting, challenging & dealing with conflict.
 Facilitate & support task accomplishment.
Leader Strategies

S1
SUPPORTIVEBEHAVIOR
high
high
High Directive
and
High Supportive
Behavior
S2
High Supportive
and
Low Directive
Behavior
S3
S4
High Directive
and
Low Supportive
Behavior
Low Supportive
and
Low Directive
Behavior
PERFORMING: Style 4 – Delegating

• Acknowledge accomplishments with team
LEARNINGS.
• Reward, promote, publicize.
• Add stretch goals consistent with purpose.
• MANAGE BOUNDARIES.
• Delegate, trust, provide feedback.
• Ensure bonding activities are 100% inclusive.
Team Coaching Plan:
PERFORMING - Delegating

 The team is paramount with synergy!
Members love being on the team & sacrifice personal
needs to make team successful.
 Member roles become flexible & fully functional
Members fulfill other roles as required.
Members pull their weight and hold themselves
accountable.
 Group energy channeled into tasks; problems are
overcome by all
Highly constructive & productive.
Team Behaviors:

Have clear roles & make distinctive contributions.
Take the initiative & accept one another’s initiative.
Hold open discussions & accept differences among
members & modes of operation.
Challenge one another, leading to creative problem-
solving.
Seek feedback from others & from the leader to improve
performance.
Trust self & each other.
Produce at a high level.
Help each other achieve. Source: AAUW Educational Foundation, Community Coalitions Manual
Member Behaviors:

Concerns of earlier stages have been resolved.
Members are not pushing individual concerns.
Members focused on the team & the team’s success.
Member Concerns:

Leader Strategies
Set goals that are challenging.
Foster open, honest communication.
Look for new team opportunities.
Foster active listening, group problem-solving, & shared
leadership.
Foster productive dialogue & diverse viewpoints.
Develop team self-assessments.
Acknowledge member’s contributions.
Develop members to through new assignments & feedback.
Celebrate success & express gratitude.
Provide opportunities for fun & socializing.

ADJOURNING
 Sad about disbanding a performing team - preserve
feelings of being a part of something special.
 Self-reflection & good memories.
 Relationships established in norming and/or performing
stage will remain intact after team disbands.

Exercise: Reading Your Team or
Organization
Recall…
̶ When significant change happened.
̶ When people and tasks clashed.
̶ How people responded and acted.
Answer:
̶ What leader behaviors are modeled?
̶ What behaviors are rewarded?
̶ What behaviors are criticized?
Source: The 4-Dimensional Manager, Julie Straw

Signs of a D Organization
Models
̶ Competitive “Warriors”,
inside & outside
̶ Quick decisions
̶ Love of challenges
̶ Directness
̶ Forcefulness
Rewards
̶ Independence
̶ Winning
̶ Decisiveness
̶ Speed
̶ Results
̶ Status
Criticizes
̶ Softness, weakness
̶ Nitpicking
̶ Foot-dragging

Signs of a i Organization
Models
̶ “Conciliators,
Collaborators”
̶ Relationships important
̶ Lots of interaction and
meetings
̶ Expression of thoughts &
feelings
̶ Optimism
̶ Belief that work can be fun
̶ Constant change
Rewards
̶ Creativity
̶ Enthusiasm
̶ Passion
Criticizes
̶ Too much emphasis on
research, rules, or
regulation
̶ Dullness
̶ Group being ignored,
excluded, marginalized
̶ Insensitivity

Signs of a S Organization
Models
̶ “Administrators”
̶ Stability
̶ Security
̶ Harmony
̶ Teamwork and joint
projects
̶ Pleasant, relaxed
atmosphere
Rewards
̶ Conformity
̶ Cooperation
̶ Helpfulness
̶ Loyalty
Criticizes
̶ Disruptiveness
̶ Pushiness
̶ “Going for the jugular”
̶ Strong individualism

Signs of a C Organization
Models
̶ “Watchmakers”
̶ High standards
̶ Careful analysis
̶ Weighing of pros & cons
̶ Tact
̶ Diplomacy
 Rewards
Accuracy
Completeness
Attention to detail
On-time performance
Dependability
 Criticizes
Mistakes
Sloppiness
Lateness
Spotty research
Too much enthusiasm

Meeting the Organization’s Needs
A D organization needs to achieve results
An i organization needs variety and recognition
An S organization needs stability and close relationships
A C organization needs accuracy and consistency
What is your highest DiSC dimension? How does it
compare to your organization’s style?
̶ If you match styles, how do you perceive the team?
̶ If you don’t have the same style, is this why you may
feel frustrated at times? Don’t feel like you fit in?

In a D Organization
If you are a D
̶ Be yourself. Give it all you’ve got. Expect conflict.
If you are an i
̶ Co. values your energy & enthusiasm. Your ideas are
implemented fast. Expect to not be recognized for your great
work, as the Co. expects it.
If you are an S
̶ Co. values your consistency. Co. may feel cold, unstable, and
harsh. Others may come to you for a sympathetic ear.
If you are a C
̶ Co. values your precision. Co. may “push on” without looking
deeper into things. You drive others crazy when you stop
forward motion.

In an i Organization
If you are a D
̶ Coworkers may share in your credit of your work. You may
feel a lack of power, prestige, and authority. You become
impatient in long meetings.
If you are an i
̶ You might not want to go home because you love being
here.
If you are an S
̶ The org will embrace change faster than you. You’ll be
appreciated for your work. Teamwork is highly valued.
If you are a C
̶ You’ll be bothered by the lack of rules & guidelines. You
are on your own with planning. Be brief but polite in
meetings.

In an S Organization
 If you are a D
The predictable, stable, orderly Co. is dull and
unchallenging. People think you are pushy and impatient.
Relax or move on to another group.
 If you are an i
High trust in Co. No excitement. You could try to make the
team fun to be in.
 If you are an S
You enjoy the teamwork and predictability. Opportunities
for growth may be slow.
 If you are a C
You are troubled by the relaxed standards, lack of analysis,
and loosely defined performance expectations, but you
enjoy the consistent and predictable environment, and the
patient helpfulness of others. Source: The 4-Dimensional Manager, Julie Straw

In a C Organization
If you are a D
̶ The double-checking and deep analysis frustrates you.
You want faster decisions and progress. You know
where you stand.
If you are an i
̶ Bored by repetitious assignments and continuous
attention to details. Work on a systemic process to get
your ideas into action.
If you are an S
̶ Feel at ease, but will be lonely. Co. expects you to
work alone, and will be critical of you if you are not
rigorous in your thinking.
If you are a C
̶ Businesslike Co. values quality and dependability.
Conflict is rare. You feel “at home”. Source: The 4-Dimensional Manager, Julie Straw

Dynamics of Team Development
 Adding & losing just 1 new member can bring existing
team back to forming stage.
 Can fluctuate back & forth between stages at any time.
 The more face time, the quicker the stage transition
occurs.
 No set or average time for transitions.
 No clear demarcation; must rely on your own judgment of
where you are.

Team Development & Work Output
FORMING teams can produce good work & may think
that they are “performing”.
STORMING teams can still produce good work BUT
some members have issues with some members of the
team.
̶ Best & hardest thing to do is to resolve those issues.
NORMING teams produce good work & feel good about
all team members.
PERFORMING teams produce great work & everyone
feels great about all team members.

Summary
 Stages of team development are predictable and
sequential.
 Do not avoid or circumvent each stage.
A team must work through each stage to grow & build
trust in each other & to bond the team members
together.
 As the leader, you must help the team get to the
performing stage quickly.

Exercise: Identify Team Dynamics:
Remember the Titans
 Call out team stage!
 Stop for questions.
 Identify regression to earlier or
unresolved stage.
 Identify unresolved relationship
issues or conflicts between
members.

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