How to Strategica l ly Reduce Dependency

J immy Howard, NRHH Advisor

CA ACURH No -Fr i l l s 2012

PLANNED PARTNERSHIP

Assumptions for this session: You value your organizations independence You want to create a high functioning team You are a skilled adviser You have a passion for student leadership & an

understanding of student development You have a model that you use to aid in the development of

student leaders

ASSUMPTIONS

What are you, as an adviser responsible for The Success of the Group? The Quality of Work? The Development of Leaders?

I believe: You have to have clear expectations before you

begin/continue working with your organizations: Your Supervisors Your Colleagues

The Core Expectation: Separate your success as an advisor from the success of

the group….

IT STARTS BEFORE YOU WORK WITH THE ORGANIZATION

WHAT DOES A SUCCESSFUL ADVISOR LOOK LIKE?

STRUCTURED & INTENTIONAL

The Race Course Methodical Planned Strategic Defined Goal

LEARNING RECONSIDERED 2

Holistic“…intellectual understanding and making intellectual

and practical sense of experience…” Caine, Caine, McClintic & Klimek, 2005

“…they [students] need to practice learning and be able to demonstrate their mastery of goals in a variety of environments.” Jernstadt, 2004

A THOUGHT…

“…successful learning happens in relationship—relationships with new ideas, new people, and new ways of achieving.”

“Student aff airs professionals are positioned to host the relationships that maximize student learning.”

Learning Reconsidered 2, page 14

INTENTIONAL ADVISERS ARE:

IntentionalLearning focusedGoal orientedBuild on Cumulative Experiences

SIMILARITIES AND DIFFERENCES

Structured & Intentional model

Well-defined goalsDevelops steps in

order to achieve goalsProactive strategies

to prevent issuesFocus on developing

tangible/transferrable skills

The learning should transcend the organization

Reaction Based / Non Structured model

Lacks a long-term goal

Focuses on short-term goals

Only practices Reactive strategies in response to issues that arise

Task orientated

Low Functioning Group (2007) Leadership existed Few Excited Students with no roles No Bigger Purpose/ Understanding of their role at the

University Strong Dependency on Advisor Low Ability to problem solve

NRHH CASE STUDY

Tuckman’s Stages of Group Development Forming Storming Norming Preforming Adjourning

Timothy Biggs added stages Forming Norming Storming Re-Norming Preforming Adjourning

GROUP DYNAMIC THEORIES

ROLES OF AN ADVISOR

Stages of Team Development

 

Description 

Leadership Role (Transactional and Transformational)

 

Forming Group members are “polite”, testing boundaries,

attempting to define their roles Orientation, getting to know one another, and why

they are on this team

Director/Facilitator(Works with team members to establish clear roles and expectations, encourages full participation, provides process and addresses immediate needs of the team) 

Storming As team orients itself, differences arise around

roles, task, personality styles, and other related issues

Conflict arises and they learn to deal with conflict, as a group

Ground rules and a code of conduct is established and roles are more clearly defined

Coordinator/Mediator(Anticipates and addresses problems and conflicts, helps the team learn how to deal with conflict, surfaces key issues and helps the team work collaboratively to address them, keeps team focused on the task) 

Norming Roles are clear and task and expectations and goals

are clarified More cohesion among group members as a result,

and they are learning how to work together and be productive

 

Coach/Advocate(Exerts influence in and outside the team to acquire necessary resources, treats each member with empathy and respect, creates an arena to explore and reframe challenges and problems, models and encourages self-leadership and learning)

Performing The group is interdependent and feedback systems

are in place to improve the group’s performance The goal is visible and the group adopts a “can do”

attitude 

Mentor/Advisor(Acts as a resource and advisor to the team, shares observations and insights, recognizes each team member for their unique talent and abilities) 

High-performance teams have ten characteristics that are recognized to lead to success Participative leadership – using a democratic leadership

style that involves and engages team members Eff ective decision-making – using a blend of rational and

intuitive decision making methods, depending on that nature of the decision task

HIGH PREFORMING TEAMS

High-performance teams have ten characteristics that are recognized to lead to success Open and clear communication – ensuring that the team

mutually constructs shared meaning, using effective communication methods and channels

Valued diversity – valuing a diversity of experience and background in team, contributing to a diversity of viewpoints, leading to better decision making and solutions

Mutual trust – trusting in other team members and trusting in the team as an entity

HIGH PREFORMING TEAMS

High-performance teams have ten characteristics that are recognized to lead to success Managing confl ict – dealing with conflict openly and

transparently and not allowing grudges to build up and destroy team morale

Clear goals – goals that are developed using SMART criteria; also each goal must have personal meaning and resonance for each team member, building commitment and engagement

HIGH PREFORMING TEAMS

High-performance teams have ten characteristics that are recognized to lead to success Defined roles and responsibilities – each team member

understands what they must do (and what they must not do) to demonstrate their commitment to the team and to support team success

Coordinative relationship – the bonds between the team members allow them to seamlessly coordinate their work to achieve both effi ciency and effectiveness

Positive atmosphere – an overall team culture that is open, transparent, positive, future-focused and able to deliver success

HIGH PREFORMING TEAMS

Absence of trust Unwilling to be vulnerable within the group

Fear of confl ict Seeking artificial harmony over constructive passionate

debateLack of commitment

Feigning buy-in for group decisions creates ambiguity throughout the organization

Avoidance of accountability Ducking the responsibility to call peers on

counterproductive behavior sets  low standards Inattention to results

Focusing on personal success, status and ego before team success

THE FIVE DYSFUNCTIONS OF A TEAM

Overarching Goal To create an environment where the group can practice all of

the high preforming team characteristics with minimal influence from the advisor.

Goals Reduce the current dysfunctions, through group

developments and individual meetings. To have the group define their purpose on-campus, and

within the region, and nationally. To have the group determine their goals for the future, and

create a two-year strategic plan to achieve them. To shift accountability from the advisors to the group. Allow the group to struggle, to allow leadership and civil

discourse. Get out of their way, and allow them the space to be great.

PLANNED OBSOLESCENCE

http://youtu.be/u6XAPnuFjJc

DAN PINK

VISION STATEMENT As a group what do you value?

List all of the roles that organization plays for this community?

Identify the three most important roles.

What is your unique contribution to the communtiy?

What do you want students to say about your organization?

If there were no restrictions of time, money, space, or staffing, what would you as an organization accomplish?

What difference or change do you want to make happen in the community?

What do you want your legacy to be?

What do you realistically want to accomplish this year?

How does this support the residents of your community?

VISION: The end result of what you want to have done. It’s a future oriented, detailed description of outcomes you want to accomplish. Ideally what you want to exist, or have happen as a result of your efforts.

Executive Board Vision Statement

MISSION STATEMENT: This should be a statement of why you exist or what you want to be. This is your purpose. Ideally it should be one sentence, easily repeatable, and inspiring.

Executive Board Mission Statement

How will you hold each other accountable?

GOALS: Big steps towards accomplishing your mission/vision. They should constitute a stretch (not something you know you can easily reach). They should be aligned withprinciples and values. Goals, when accomplished, should bring you closer to your vision..

Executive Board Goals

1)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Spend Some Time Tonight and Tomorrow Thinking about your ACTION PLAN! Remember that these are those smaller steps you need to take in order to accomplish your goals. They should be: SMART! Action plans should answer the questions: What needs to be done? How should it be done? Who will do it? By when? What are the desired results? How will you know when you’ve succeeded?

PERSONAL VISION AND GOAL SETTING What do you value? What guides your life?

What characteristics do you admire in a leader?

How will you demonstrate these qualities in your current position?

What strengths do you bring to this position?

What challenges will you face this year?

Personal Vision Statement

What changes do you want to see happen this year?

Personal Mission Statement

Personal Goals

1)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Spend Some Time Tonight and Tomorrow Thinking about your ACTION PLAN! Remember that these are those smaller steps you need to take in order to accomplish your goals. They should be: SMART! Action plans should answer the questions: What needs to be done? How should it be done? Who will do it? By when? What are the desired results? How will you know when you’ve succeeded?

To be A High Functioning Team Through: Purpose Mastery Autonomy

Advisers help by creating structured strategies to: Reducing Dysfunctions through partnerships with students Helping the group define their purpose (As a Group &

Individually) Encourage the HPT characteristics Allow the group to be independent Re-defining your success as an adviser Encourage strengths-based delegation & skill development

WHAT DO OUR STUDENTS WANT?

How do you work with your groups to create a sense of purpose?

How do you encourage mastery of skills and strengths-based delegation?

What strategies do you employ to increase the group’s independence?

ROUNDTABLE - BRAINSTORM

THANK YOU FOR PARTICIPATING

REFERENCES ARE AVAILABLE UPON REQUEST