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Coaching Your Team to Success
Ted Middelberg, Ed.D., MBA
President, Systemic Leadership LLC
Outcomes for our conversation
• Why coach team leaders• Following a coaching process• Two diagnostic frameworks• Four team tools• Six usable templates• Practical application discussions
Are you in the right conference session?
GOAL: Increase in both your ability and motivation to use a coaching stance to build high performing teams.
ObstaclesRemoved
GoodThings
JobSatisfaction
CollectiveEfficacy
FeedbackEnvironment
LeaderBehaviors
Why coach team leaders? What the data showed
Are you creating a team culture loaded for success?
Ted Middelberg Dissertation
Why coach team leaders?Results are not generated equally
What is your coaching ROI potential?
Fortune 100 Company 2009 Research
Bottom 30% Top 10%
Turnover 19% <10%
Thinking about quitting 45% <15%
Customer satisfaction 39% >70%
Bottom-line results Negative 5X better
Commitment 30% >85%
Goes the extra mile 15% >60%
Why coach team leaders? Benefits of a neutral, outside perspective
Manager• Holds a boss’s view
of leadership
• Has deep insider knowledge
• Often has decision preferences or ideas
• Is embedded in the system
Coach• Is service-oriented
• Does not presume to know the real issues
• Does not know the answers; enter with curiosity
• Sees the system from “above”
How will you enter the system?
Why coach team leaders? Outcomes defined using three criteria
1. Deliverable acceptable to client
2. Growth in team capability
3. Individual member learning
What are your short-term and long-term criteria?
J. Richard Hackman
Why coach team leaders? Because team leaders really matter!
• Leaders create the environment• Business impact and ROI potential • Coaches enter with unique advantages• Coaches bring a long-term perspective
Following a coaching process:A classic coaching model
OUTCOMES Agree on the
results you want to achieve
1
INFORMATION Collect and
analyze information
2
ACTIONS Create and implement
an action plan
3
RESULTSMeasure progress and
clarify next steps
4
Lee Hecht Harrison
Leadership is always about change!Moving to a team-owned goal
Staking a goalTaking stock Pathways to success
Is the goal theirs or yours?
OUTCOMES
2. Create a guiding coalition
8. Institutionalize the new approach
7. Consolidate gains/produce more change
6. Generate short-term wins
5. Empower broad-based action
4. Communicate the change vision
3. Develop a vision and strategy
1. Establish a sense of urgency
John Kotter
What is your team’s business case for change?
Leadership is always about change!From agreement to engagement
OUTCOMES
Leadership coaching: Scope of work
Team Name: Organization: Assignment Length: Contact Info:
Start Date: Anticipated End Date: Manager / Sponsor / Title: Contact Info:
Team’s Most Pressing Work Challenges:
Overarching Coaching Focus:
Key Team Performance Strengths/Behaviors(Leverage these as explore Action Steps)
Key Team Areas / Behaviors for Development(Each of these becomes a goal on the following pages)
Goal 1:
Goal 2:
Goal 3:
How do you keep your team focused on outcomes?
OUTCOMES
Following a coaching process:A classic coaching model
OUTCOMES Agree on the
results you want to achieve
1
INFORMATION Collect and
analyze information
2
ACTIONS Create and implement
an action plan
3
RESULTSMeasure progress and
clarify next steps
4
Lee Hecht Harrison
Gathering information:Predictable and systematic
Per
son
al R
elat
ion
ship
sTask Functions
Storming
Norming
Performing
Forming
Bruce TuckmanPatrick Lencioni
INFO
Predictable team challenges:Trust – Lencioni’s foundation
Results: An unrelenting focus on specific objectives and clearly defined outcomes
Accountability: The willingness of team members to call their peers on performance or behaviors that might hurt the team
Commitment: Make clear and timely decisions and move forward with complete buy-in from every member of the team, even those who voted against the decision
Conflict: Teams discuss and resolve issues more quickly and completely than others and emerge from heated debates with no residual feelings or collateral damage
Trust: Confidence among teammates that their peers’ intentions are good, and that there is no reason to be protective or careful around the group
INFO
How to build or rebuild trust: Know what its absence looks like
• Conceal their weaknesses and mistakes from one another• Hesitate to ask for help or provide constructive criticism• Hesitate to offer help outside their own areas of responsibilities• Jump to conclusions about the intentions and aptitudes of others
without attempting to clarify them• Fail to recognize and tap into one anothers’ skills and experiences• Waste time and energy managing their behaviors for effect• Hold grudges• Dread meetings and find reasons to avoid spending time together
Does this create urgency for change in your team?
INFO
How to build or rebuild trust:Invite leaders to change their behaviors
• Acting with integrity: Behaving in a consistent manner• Demonstrating concern: Respecting the well-being
of others• Achieving results: Following through on
business commitmentsRobert Bruce Shaw
What new behaviors would help your leaders build trust?
INFO
How to build or rebuild trust:Subordinate individual interests
Francis Fukuyama
“The ability of people to work together for common purposes … depends on the degree to which communities share norms and values and are able to subordinate individual interests to those of the large group.”
“The group, moreover, has to adopt common norms as a whole before trust can become generalized among its members.”
How does you team reinforce subordinating individual efforts?
INFO
How to build or rebuild trust:Create and reinforce team norms
How teams create norms:• Imported by members• Evolve gradually• Created from group structure
Reinforcing norms:• Regular interactions• Focus on member behavior• Define group limits
J. Richard Hackman
What are the norms that your team has co-created?
INFO
How to build or rebuild trust:Use facilitation to jump start change
• Build the business case for trust• Clarify what behaviors are desired• Establish team meeting ground rules supporting trust• Identify the restraining forces or barriers to trust• Make those barriers discussable• Hold members accountable for their behaviors
What did your mother teach you about rebuilding trust?
Facilitation Literature, e.g., Roger Schwarz
INFO
A diagnostic framework summary: Predictable team dysfunctions – Trust example
1. Know what the absence of trust looks like
2. Invite leaders to change their behaviors
3. Subordinate individual interests
4. Create and reinforce team norms
5. Use facilitation to jump-start change
INFO
Two diagnostic frameworks:Predictable and systematic
21
Per
son
al R
elat
ion
ship
sTask Functions
Storming
Norming
Performing
Forming
TuckmanLencioni
INFO
Stages of team development: Normalizing expectations and identifying barriers
Personal relationships
Task functions
Storming
Norming
Performing
Forming
Interdependence
Cohesion
Conflict
Dependent
DataOrienting Organizing Problem Solving
INFO
Personal relationships
Task functions
FormingDependent
Orienting
Stages of team development: Forming
What gets accomplished:•Establish rapport•Develop basis for trust•Learn expectations
What we see:•Superficial conversations•Polite•Little or no conflict
INFO
Stages of team development: Storming
What we see:•Confrontations•Frustration•Confusion
What gets accomplished:•Resolutions of vying for position/influence•Focus out of multiplicity of priorities•Foundation for safety•Clarifying culture
Personal relationships
Task functions
StormingConflict
Organizing
INFO
Stages of team development: Norming
What we see:•Goal-oriented behaviors•Lots of ideas•Active feedback
What gets accomplished:•Healthy conflict•Goal/priority alignment•Building momentum•Effective communication
Personal relationships
Task functions
NormingCohesion
Data
INFO
Stages of team development:A fresh way of conceptualizing
What we see:•Task-oriented behaviors•Free exchange of ideas•Not taking it just personally•Supportive
What gets accomplished:•The goal/task•Developing as a group•Individuals learning
Personal relationships
Task functions
Performing
Interdependence
Problem solving
INFO
A diagnostic framework:Predictable stages of team development
1. What we can expect to see
2. What gets accomplished
3. Where to look when something goes amiss
4. Normalizing the conversationsP
erso
nal
rel
atio
nsh
ips
Task functions
Storming
Norming
Performing
Forming
INFO
Following a coaching process:A classic coaching model
OUTCOMES Agree on the
results you want to achieve
1
INFORMATION Collect and
analyze information
2
ACTIONS Create and implement
an action plan
3
RESULTSMeasure progress and
clarify next steps
4
Lee Hecht Harrison
Four team tools for taking action
At the heart of many team challenges is the need to resolve priority differences among scarce resources.
Tools for mastery include:1. Functional sub-grouping2. Decision fallback matrix3. Strategic planning hybrid model4. Force field analysis
ACTIONS
Team tools: Functional sub-grouping
• The concept of joining on similarities• Build cohesive positions• Suspend judgment while listening to both sides• Explore the similarities within the differences
Yvonne Agazarian
ACTIONS
Team tools: Functional sub-grouping application
Take a topic with known differences of opinion. Describe the concept of exploring fully one side and then the other side. Invite someone to start and then to continue by asking, “Anyone else?”
Do not allow differences to enter until the first group is well developed.
Yvonne Agazarian
ACTIONS
Team tools: Decision fallback matrix
Co
mm
itm
ent
Time
Advising
Voting
Consensus
Telling
• Honor the time and priority challenges facing the team. • Make trade-offs discussable up front.
Developed at IBM
ACTIONS
Team tools: Decision fallback matrix application
Acknowledge your time realities and be prepared to “fall back” to the faster option.
“We have until noon to reach a decision on this. While a consensus would be preferred, I may have to make this decision without that.”
Developed at IBM
Co
mm
itm
ent
Time
Advising
Voting
Consensus
Telling
ACTIONS
Team tools: Strategic DDP hybrid
• The challenge facing the strategy executives at IBM: Introduce a wider range of alternatives, suspend judgment on any one answer, seek the hybrid or best of all world solution
• Build on potency of functional sub-grouping; drop being married to one solution idea.
• Clarify your perspectives (short-term and long-term)
or
either
“my” silo … “my” plan
Decision Dialogue Process
ACTIONS
Team tools: Strategic DDP hybrid application
Find the best elements within each viable alternative. Seek to meld these and thus create an outcome better than any of the original alternatives.
Create multiple viable alternatives, resisting the pull to stop after the first one is on the table.
The best elements of viable options
Decision Dialogue Process
ACTIONS
Team tools: Force field analysis
• There are plenty of forces that push us towards our goals, including our own drive and influence.
• The challenge is that in a system there are an equal and offsetting number of forces that restrain us from our goals.
• The efficient, long term path is to remove the restraining forces.
GOAL:
RESTRAINING FORCESDRIVING FORCES
Kurt Lewin
ACTIONS
Team tools: Force field analysis application
Ask for the behaviors that help move the group towards the goal. Restate until these are behavioral.
Ask for the behaviors that deter or retard the group from achieving the goal.
Test: Are the driving forces sufficiently motivating? If not, seek additional driving forces.
Test: What will this team do to eradicate these restraining forces?
GOAL:
RESTRAINING FORCESDRIVING FORCES
ACTIONS
Summary: Four team tools for taking action
Commitment
Time
GOAL:
Which of these tools will you introduce to your leaders?
Functional sub-grouping
Strategic DDP hybrid
Decision fallback matrix
Force field analysis
ACTIONS
Following a coaching process:A classic coaching model
OUTCOMES Agree on the
results you want to achieve
1
INFORMATION Collect and
analyze information
2
ACTIONS Create and implement
an action plan
3
RESULTSMeasure progress and
clarify next steps
4
Lee Hecht Harrison
Leadership coaching: Scope of work
Team Name: Organization: Assignment Length: Contact Info:
Start Date: Anticipated End Date: Manager / Sponsor / Title: Contact Info:
Team’s Most Pressing Work Challenges:
Overarching Coaching Focus:
Key Team Performance Strengths/Behaviors(Leverage these as explore Action Steps)
Key Team Areas / Behaviors for Development(Each of these becomes a goal on the
following pages)
Goal 1:
Goal 2:
Goal 3:
How do you keep your team focused on outcomes?
OUTCOMES
Leadership coaching: Motivation and desired differences
GOAL #1 (From the key areas / Behaviors for development):
Value of achieving this goal What would be different in six months
Are these sufficiently motivating? Would others be able to see these?
INFO
Leadership coaching: Driving and restraining forces
GOAL #1 (From the key areas / Behaviors for development):
Driving forces Restraining forces
Are these sufficient? What actions to overcome?
INFO
Coaching skills that enable success:Have you achieved your goals?
GOAL #1 (From the key areas / Behaviors for development):
Action steps Progress report
What are behaviors are you changing? Where are you applying these changes?
ACTIONS
Coaching skills that enable successMeasurement by asking!
1. … provide relevant inputs and connect to your issues?2. … follow a clear methodology or model?3. … enable you to discuss important issues?4. … hold you accountable for your commitments?5. … stretch your comfort zone by asking challenging questions?6. … establish an environment marked by trust and
open communication?
Survey question template using a five-point Likert scale plus space for comments. Did your coach:
RESULTS
Coaching evidence-based outcomes:Survey question template
1. Coaching is intended to provide objective, third-party input to frame/reframe issues. What new ways of seeing the issues would you point to as evidence of this?
2. Coaching is intended to help the coachee change behaviors. What behavioral changes would others (boss, peers or direct reports) point to as evidence of this?
3. Coaching is intended to foster improved performance. What data would you point to that demonstrates improved performance?
4. Coaching is intended to help the executive articulate and then achieve specific goals. What evidence would you provide that demonstrates achievement of key coaching goals?
5. Coaching is intended to provide value to the organization. What is the “return” portion of ROI that you would attribute to this coaching?
6. Coaching is intended to embed support for on-going change. What steps have been taken to ensure your ongoing success?
RESULTS
Outcomes for our conversation
• Why coach team leaders
• Following a coaching process
• Two diagnostic frameworks
• Four team tools
• Six usable templates
• Practical application discussions
GOAL: Increase in both your ability and motivation to use a coaching stance to build high performing teams.
Plus- Delta on this session
RESTRAINING FORCESDRIVING FORCES
GOAL: Increase in both your ability and motivation to use a coaching stance to build high performing teams.
RESULTS
Ted Middelberg, Ed.D., MBAPresident, Systemic Leadership LLCIn 1992, Ted followed his passion for developing leaders and moved from a career as a financial executive to being a doctorate student in leadership at UT. Ted is the founder of Systemic Leadership LLC, a consulting firm specializing in helping executives and teams to increase their leadership effectiveness, guiding organizations to implement and run mentoring programs, and coaching leaders to enhance their executive presence. He also serves as an executive coach and consultant for Lee Hecht Harrison, addressing leadership development needs within large, multi-national corporations. Prior to starting his own business, Ted was an organizational development consultant at IBM and coordinated leadership development for AMD.
Middelberg earned his undergraduate degree from Brown University, his MBA at The Ohio State University, and his Ed.D. at The University of Texas - Austin. His dissertation explored the behaviors leaders use to maximize team performance. He teaches leadership topics as an adjunct faculty member for the Masters of Science in Organizational Leadership and Ethics program at St. Edward’s University. Ted is currently serving as the VP of Career Development for the Austin Human Resource Management Association (AHRMA). Earlier, he served on the board of the Council on At-Risk Youth, of Austin’s ASTD chapter and as President of the Austin Chapter of the Financial Executive Institute. Ted is a member of many professional organizations.
Appendix A: 15 +1 Conflict management skills
• Traditional leadership tools (5)• Group-dynamics-based techniques (5)• Attitude-based commitments (5)• Leader as fallback resource (1)
Appendix A on conflict management skills: Five traditional leadership tools
1. Conflict management style– Withdraw, artificial harmony, aggressively disagree, collaborate
2. Active listening– Open-ended questions, paraphrase, demonstrate full presence
3. Goal alignment– Rich overlap of WIIFM, team and organizational objectives
4. Collaborative problem solving– Neutral setting, purpose clarification, active listening, respectful
exchanges, join alternative exploration, seek best solution for both
5. Root cause or underlying issue analysis– Explore more than the presenting or surface-level issue, use
quality literature techniques.
Appendix A on conflict management skills: Five group-dynamics-based techniques
1. NTIJP: Not taking it just personally
2. Use sub-groups to explore similarities and differences
3. Keep an observer-self present and active
4. Converse to minimize defensiveness
5. Participate at multiple levels in the system
Appendix A on conflict management skills: Five attitude-based commitments
1. Demonstrate the courage to be authentic and vulnerable
2. Sit with your discomfort
3. Take the risk of making your thinking transparent
4. Establish and live shared values and norms
5. Hold each other accountable
Appendix A on conflict management skills: Leader as the fallback resource
• Context: the conflict becomes too personal and so the parties involved are brought together by the leader.
• Questions:– What is the problem as you perceive it?
– What does the other person do that contributes the problem?
– What do you want or need from the other person?
– What do you do that contributes to the problem?
– What first step can you take to resolve the problem?
• Process– Diagnosis – clarify differences and recognize areas of common understanding
– Initiation – bring the disagreement to the surface
– Listening – hear both the factual and the emotional aspects of what is being said
– Problem solving – traditional approaches work.
Questions?
This presentation is available for download at
www.tgslc.org/tgconference.