WBA Executive Development Program · 2019-05-08 · of organizational effectiveness to our real...

WBA – Executive Development Program

LEARNING OBJECTIVES

• Learn and begin to apply some fundamental principles

of organizational effectiveness to our real world teams

• Gain awareness of our own Social Styles and improve

the ability to work and communicate effectively with

other styles

• Learn how to give and receive effective, developmental

performance feedback

• Understand how to ensure clear, consistent

communication for action

• Have Fun!

A

B

C D E

“The only measure of a great team is whether it

accomplishes what it sets out to accomplish.”

- Patrick Lencioni

Author, The Advantage

BUILDING A COHESIVE TEAM

• Team vs. Working Group

• It’s a choice!

• Definition: A small group of people who

are collectively responsible for achieving a

common objective for their organization

Principles of Organizational Effectiveness Putting human nature to work…

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

TUCKMAN’S STAGES OF GROUP DEVELOPMENT

THE WATERLINE MODEL

The tendency is to try to fix the problem at the intra-

and interpersonal levels (starting too deep in the

water).

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

THE FIVE DYSFUNCTIONS OF A TEAM

Alignment

vs.

Agreement

“It’s more important to know who you are than

where you are going for where you are going

will change as the world around you changes.”

Jim Collins

Author, Built to Last

Who are you and why does your team exist?

What is your next “mountain to climb” as you pursue your “guiding star”?

DETERMINING TEAM PURPOSE

CORE PURPOSE EXAMPLES

• Bad example: To make cartoons for children

• Good example: To make people happy (Disney)

• Bad example: To sell hair and make-up products

• Good example: To give unlimited opportunities to women

(Mary Kay Cosmetics)

• Bad example: To sell quality clothes at low prices

• Good example: To help people build independence

(Goodwill)

Creating Culture Change

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE ART OF TRANSFORMING

THE RESULTS PYRAMID

RESULTS

ACTIONS

BELIEFS

EXPERIENCES

© 2010, PARTNERS IN LEADERSHIP

Social Styles

LEARNING OBJECTIVES

• Understand how others view your behavior

• Understand why you find some relationships more

productive than others

• Develop insight about your behavioral strengths and

weaknesses

• Make reliable assessments about others’ behavior

• Learn to communicate with others considering their

behavioral needs and preferences

• Maximize the productivity of your relationships

REFERENCE

COLLABORATIVE TEAM MODEL

CONCEPTS THAT HELP MAINTAIN BALANCE:

Shared Purpose

High Level of Trust

Effective Communication Skills

Motivating Environment

INTENT VS. IMPACT

Perceived intentions strongly influence

our judgments of others

INTENT VS. IMPACT

Aware of

My intentions

Other person’s impact

on me

Unaware of

Other person’s intentions

My impact on other

person

Give Ask

We tend to judge ourselves

by our intentions and others

by their impact on us.

PERSONALITY PIE

STYLE:

The crust of the personality pie is

the part that can be seen.

Observable behavior (say/do)

PERSONALITY:

Inner qualities – attitudes,

aptitudes, dreams, values,

abilities

“SAY AND DO” OBSERVABLE BEHAVIORS

Quieter

Slower-paced

More facially controlled

Less inflected voice

Less direct eye contact

More casual posture

Leans back

Louder

Faster-paced

More facially animated

More inflected voice

More direct eye contact

More rigid posture

Leans forward

DEVELOPMENT OF BEHAVIOR PATTERNS

Tension

A

Behavioral Response

B

Tension Reduction

C

Behavioral Response Reinforcement

D

TENSION PRODUCTIVITY MODEL

Tension –

A force which

stimulates

activity

Low Level

Of Tension

=

Low

Productivity

High Level

Of Tension

=

Low

Productivity

Appropriate

Level of Tension

=

High

Productivity

High

Low High

PR

OD

UC

TIV

ITY

TENSION

Three Dimensions of Human Behavior Assertiveness, Responsiveness, and Versatility

THREE DIMENSIONS OF HUMAN BEHAVIOR

1. Assertiveness

► A measure of how we like to influence others by either asking or telling

► “Ask Assertive” vs. “Tell Assertive”

2. Responsiveness

► Extent to which one is perceived as displaying feelings or emotions and how they react to emotional displays or appeals

► “Emote Responsive” vs. “Control Responsive”

3. Versatility

► Extent to which one is perceived as adaptable

► Ability to accommodate others’ preferences

ASSERTIVE BEHAVIORS

Verbal Behaviors

Ask Assertive Tell Assertive

Ask Assertive Tell Assertive

Non-Verbal Behaviors

Slower Pace of Speech Faster

Less Quantity of Speech More

Quieter Volume of Speech Louder

Relaxed Use of Hands Directive

Lean Back Body Posture Lean Forward

Indirect Eye Contact Direct

Tells Asks

RESPONSIVENESS BEHAVIORS

Controls

Emotes

Verbal Behaviors

Non-Verbal Behaviors

More Controlling

More Emoting

More Controlling

More Emoting

Less Rigid Controlled

Use of

Hands

Body

Posture

Facial

Expression

More Casual Animated

Monotone Task Facts/Data

Emotion

in

Voice

Subjects

of

Speech

Form

of

Descriptives

Inflection People Opinions/

Stories

ASSERTIVENESS + RESPONSIVENESS =

SOCIAL STYLE

Emo

tes

C

on

tro

ls

Tells Asks

DRIVING STYLE ANALYTICAL STYLE

AMIABLE STYLE EXPRESSIVE STYLE

More Controlling

+

More Telling

More Emoting

+

More Telling

More Emoting

+

More Asking

More Controlling

+

More Asking

ASSUMPTIONS ABOUT PERSONAL STYLES

• No best or worst style

• No pure styles

• Does not explain the whole person

• Much of the population is different than we

are

• We all have goals to attain and results to

achieve

The Four Social Styles Driver, Expressive, Amiable, Analytic

THE DRIVER STYLE – “TASK SPECIALIST”

Intent: Get Job Done

Need: Control

Orientation: Action

Focus: Task

Pace: Faster

Relate to Others: To get things done

Use of Time: Focus on present

Decision Making: Facts and data;

rational Action oriented

THE EXPRESSIVE STYLE – “SOCIAL RECOGNITION SPECIALIST”

Intent: To be heard

Need: Attention

Orientation: Intuition or Spontaneity

Focus: Relationships

Pace: Faster

Relate to Others: Want people to

support their ideas

Use of Time: Focus on future

Decision Making: Opinions, hunches,

intuitions Intuition oriented

THE AMIABLE STYLE – “RELATIONSHIP SPECIALIST”

Intent: Get along

Need: Harmony

Orientation: Relationships

Focus: Relationships

Pace: Slower

Relate to Others: Understanding

and mutual respect

Use of Time: Focus on present

Decision Making: Impact on people

Relationship oriented

THE ANALYTIC STYLE – “TECHNICAL SPECIALIST”

Intent: Get job done right

Need: Accuracy

Orientation: Thinking

Focus: Task

Pace: Slower

Relate to Others: Cautiously

Use of Time: Structured,

predictable schedule

Decision Making: Facts; avoids

risks

Thinking oriented

Our Social Styles

ACTIVITY: Make a Flyer

MAKE A FLYER

Step 1: Create your flyer

• Get in groups of like style

• Create a flyer to advertise a Social Styles Workshop

Step 2: Be ready to answer these questions

• What are the strengths of your style?

• What are the challenges of your style?

• What do you need from other styles?

• Song/slogan that describes your style

BACKUP BEHAVIOR

Emo

tes

C

on

tro

ls

Tells

DRIVING STYLE ANALYTICAL STYLE

AMIABLE STYLE EXPRESSIVE STYLE

AUTOCRATIC

ATTACKS ACQUIESCES

AVOIDS

Asks

VERSATILITY

Behaviors Seen

As Focusing on

MY Tension

Behaviors Seen

As Focusing on

OTHERS’ Tension

VERSATILITY

Low Medium High

Versatility – a measure of the level of support and respect given

to an individual by others

GAINING SUPPORT AND EARNING RESPECT – ONE STEP AT A TIME

Know Yourself: Know the impression you make on others; how your behavioral

preferences can cause tension for others

Control Yourself: Learn to be tolerant of other’s behavior without

becoming tense.

Know Others: Observe other’s behavior to learn

about their tension, how they respond to you, and

how you can to make your interactions more

comfortable and effective for them

Do Something for Others:

Once you know what makes

another comfortable,

accommodate his/her

preferences

ENHANCING VERSATILITY

Style Intent Need Pace Focus

Driver Get Job

Done Control Fast Task

Amiable Get Along Harmony Slow People

Analytic Get Job

Done Right Accuracy Slow Task

Expressive Be Heard Attention Fast People

Versatile Management Techniques Page ???

INTERACTIVE EFFECTIVELY WITH OTHERS

• Judgments

• Evaluations

• Analyzing

• Observe behavior

patterns

• Look for underlying

intentions

• Flex your style to

maximize the relationship

Practice Avoid

Giving and Receiving Feedback

COMMITMENT BASED MANAGEMENT

HUMAN POTENTIAL PROJECT

HP2

“Communication in the workplace has as its sole purpose the effective

coordination of action”

Basic Linguistic Moves

ASSERTIONS (FACTS)

• Are true or false

• Imply a commitment to provide

evidence

• Are oriented toward the past or

the present

ASSESSMENTS (OPINIONS)

• Are never true or false

• Are grounded or ungrounded

• Can be oriented toward the future

• Are only useful for designing action

• Open and close possibilities for

action

COMPETENCE

•Does not equal character

•Limited to a specific subject or

area

GROUNDED ASSESSMENTS

• Are made for the sake of coordinating action

• Are restricted to a specific subject or area

• Are stated using shared standards

• Are supported by assertions about the past

• Are validated by the knowledge, experience,

or expertise of the speaker

• Are restricted to a specific time frame

BENEFITS OF GROUNDED ASSESSMENTS

• Create more trust and certainty

between people

• Open the possibility for shared

understanding

• Establish a foundation of

collaboration for mutually beneficial

solutions

Formulating Grounded Assessments

FORMULATING A GROUNDED ASSESSMENT

1. What is the assessment?

2. For what purpose are you making this assessment?

3. What is the specific subject or area of competence you

are assessing?

4. Against what standard(s) are you making this

assessment?

5. Will you be seen as a credible “authority” on this subject

or area of competence?

6. What possibilities does this assessment open and close?

7. Provide 3 assertions to support your assessment.

8. What new action can you design?

YOUR TURN

Common Errors Page 11

COMMON ERRORS

• “So…how’s it going?”

• Sandwich method

• Too many pillows

• Dump truck

• Writing the script

Delivering Assessments Page 11

60 SECOND INTRODUCTION

1. Ask permission

2. Private setting

60 Second Introduction:

3. State purpose

4. Share assessment

5. Ground assessment (provide

assertions to support)

INTERACTION

6. Invite your partner to respond

COMMON REACTIONS

DENY

DEFEND

DEFLECT

INTERACTION

6. Invite your partner to respond

7. Design action conversation together

8. Form a mutually-held commitment

and follow-up

DELIVERING ASSESSMENTS

1. Ask permission

2. Private setting

60 Second Introduction:

3. State purpose

4. Share assessment

5. Ground assessment (provide assertion-based

evidence to support)

Interaction:

6. Invite your partner to respond

7. Design action conversation together

8. Form a mutually held commitment and follow-up

YOUR TURN

CLOSING

1.What are you taking away?

2. What will you do differently?

Assignment Review Page 12

www.symbioleadership.com

509.953.8425

Jason@symbioleadership.com

Thank You!