Leading Teams Leading Teams When the Time is Right:When the Time is Right:

Finding the Best Moments to ActFinding the Best Moments to Act

Leading Teams Leading Teams When the Time is Right:When the Time is Right:

Finding the Best Moments to ActFinding the Best Moments to Act

Management 6600, Fall 2011Management 6600, Fall 2011Presented by Anelisa MartinPresented by Anelisa MartinManagement 6600, Fall 2011Management 6600, Fall 2011Presented by Anelisa MartinPresented by Anelisa Martin

Ruth Wageman, Ph.D.Ruth Wageman, Ph.D.Ruth Wageman, Ph.D.Ruth Wageman, Ph.D.

Harvard University: Doctoral Program in Harvard University: Doctoral Program in Organizational Behavior - 1994Organizational Behavior - 1994

Columbia University: Bachelor’s degree in Columbia University: Bachelor’s degree in Psychology - 1987Psychology - 1987

Research: designing and leading effective task-Research: designing and leading effective task-performing teams, reward system design for performing teams, reward system design for cooperation, coaching teams, uses and misuses of cooperation, coaching teams, uses and misuses of power in groups, individual conditions that influence power in groups, individual conditions that influence effectiveness of task-performing teams, and the effectiveness of task-performing teams, and the theory and practice of leadership development theory and practice of leadership development

Honors: Danforth Center Distinguished Teaching Honors: Danforth Center Distinguished Teaching Award (1991) and the Best Publication of 1995, Award (1991) and the Best Publication of 1995, Academy of Management, Organizational Behavior Academy of Management, Organizational Behavior Division Division

Colin M. Fisher, Ph.D.Colin M. Fisher, Ph.D.Colin M. Fisher, Ph.D.Colin M. Fisher, Ph.D.

Harvard University: Doctoral Program in Organizational Harvard University: Doctoral Program in Organizational Behavior - 2010Behavior - 2010

Studied jazz and improvisation in the arts at New York Studied jazz and improvisation in the arts at New York University and New England Conservatory of MusicUniversity and New England Conservatory of Music

Research: group dynamics and outcomes in team Research: group dynamics and outcomes in team leadership and coaching, creativity and improvisation, leadership and coaching, creativity and improvisation, negotiationnegotiation

Honors: State Farm Foundation Doctoral Dissertation Honors: State Farm Foundation Doctoral Dissertation Award (“The Timing and Type of Team Coaching Award (“The Timing and Type of Team Coaching Interventions” ) and the Academy of Management’s Interventions” ) and the Academy of Management’s 2010 Newman Award for Best Paper Based on 2010 Newman Award for Best Paper Based on Dissertation (Better Lagged than Never: The Lagged Dissertation (Better Lagged than Never: The Lagged Effects of Process Interventions on Group Decisions”)Effects of Process Interventions on Group Decisions”)

J. Richard HackmanJ. Richard HackmanJ. Richard HackmanJ. Richard Hackman

University of Illinois: Doctoral Program in University of Illinois: Doctoral Program in Social Psychology (1966)Social Psychology (1966)

MacMurray College: Bachelor’s Degree in MacMurray College: Bachelor’s Degree in Mathematics (1962)Mathematics (1962)

Research: team dynamics and performance, Research: team dynamics and performance, social influences on individual behavior, and social influences on individual behavior, and the design and leadership of self-managing the design and leadership of self-managing groups and organizationsgroups and organizations

Honors: Sixth Annual AIR Creative Talent Honors: Sixth Annual AIR Creative Talent Award, the Distinguished Scientific Award, the Distinguished Scientific Contribution Award of the American Contribution Award of the American Psychological Association’s division on I/O Psychological Association’s division on I/O psychology, the Distinguished Educator psychology, the Distinguished Educator Award, the Distinguished Scholar Award, Award, the Distinguished Scholar Award, Academy of Management’s Terry Award, Academy of Management’s Terry Award, Fellow of the American Psychology Fellow of the American Psychology Association and of the American Association and of the American Psychological Society, Fellow at the Center Psychological Society, Fellow at the Center for Advanced Study in Behavioral Sciences, for Advanced Study in Behavioral Sciences, member of the editorial board for seven member of the editorial board for seven professional journalsprofessional journals

Class Project:Class Project:Class Project:Class Project:Strawberry Cheesecake from Scratch!Strawberry Cheesecake from Scratch!Strawberry Cheesecake from Scratch!Strawberry Cheesecake from Scratch!

Questions You May Ask:Questions You May Ask:Questions You May Ask:Questions You May Ask:

What ingredients will I need?What ingredients will I need?

What is the amount of each ingredient I will need?What is the amount of each ingredient I will need?

What special baking tools are required?What special baking tools are required?

How long and at what temperature do I bake it?How long and at what temperature do I bake it?

How many people do I need to feed?How many people do I need to feed?

The RecipeThe RecipeThe RecipeThe Recipe

Ingredients:Ingredients:1 cup graham cracker crumbs2 1/2 tbsp unsalted butter1 1/2 tbsp sugar, plus 1 1/2 cups2 1/2 lbs cream cheese1 lemon zest1 orange zest1/2 tsp vanilla extract 3 tbsp flour5 egg yolks1/2 cup sour cream1 vanilla bean1 tsp bourbonStrawberry Sauce

Directions:Directions:1. Preheat oven to 375 degrees F.2. Butter bottom of 9” spring foam pan.3. Combine graham cracker crumbs, butter, and 1 1/2 tbsp sugar. Mix and press onto bottom of pan. Bake until golden.4. Lower temperature to 350 degrees F.5. Combine cream cheese, 1 1/2 cups sugar, zests, and vanilla. Mix until light and creamy.6. Add flour, then eggs and yolks, mixing well.7. Add sour cream, vanilla bean seeds, and bourbon. Mix.8. Pour mixture into prepared pan. Wrap the pan in foil and place in roasting pan Fill the roasting pan with enough hot water to come halfway up the sides of the pan9. Bake for 1 1/2 hours.10. Transfer to cooling rack and cool completely.11. Refrigerate overnight before serving. Serve with strawberry sauce.

Timing is Everything!Timing is Everything!Timing is Everything!Timing is Everything!

Bake a cake too short, the ingredients may not set.Bake a cake too short, the ingredients may not set.

Bake a cake too long, it may be too hard to enjoy.Bake a cake too long, it may be too hard to enjoy.

For the perfect cake, bake according to the For the perfect cake, bake according to the temperature and timing allotted in the recipe.temperature and timing allotted in the recipe.

Like baking, good timing is a crucial fundamental of Like baking, good timing is a crucial fundamental of team leadership.team leadership.

Timing in Team Timing in Team LeadershipLeadership

Timing in Team Timing in Team LeadershipLeadership

Good versus Bad:Good versus Bad:

Good Timing: Team is prepared to receive and utilize the information Good Timing: Team is prepared to receive and utilize the information and assistance providedand assistance provided

Bad Timing: Team is either unreceptive or finds the information useless Bad Timing: Team is either unreceptive or finds the information useless to their taskto their task

Predictable Moments versus Unpredictable MomentsPredictable Moments versus Unpredictable Moments

Predictable: Foreseeable moments in the typical workflowPredictable: Foreseeable moments in the typical workflow

Unpredictable: Variable moments unusual to the typical workflowUnpredictable: Variable moments unusual to the typical workflow

Type I TimingType I TimingType I TimingType I Timing

Predictable Moments: beginning, midpoint, and end point of a Predictable Moments: beginning, midpoint, and end point of a projectproject

Focus: planning ahead and being prepared!Focus: planning ahead and being prepared!

Research by Connie Gersick:Research by Connie Gersick:

Following intervention, teams disregarding old patterns of Following intervention, teams disregarding old patterns of behavior, reengaged with supervisors, and explored new behavior, reengaged with supervisors, and explored new perspectives on their work. They also became more focused to perspectives on their work. They also became more focused to execute and meet the project deadline.execute and meet the project deadline.

Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)

Four Predictable Moments at which Leaders are Four Predictable Moments at which Leaders are Most Effective:Most Effective:

Before group formationBefore group formation

Initial group encounterInitial group encounter

Project midpointProject midpoint

Project endpointProject endpoint

Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)

Planning Prior to Group Formation is KeyPlanning Prior to Group Formation is Key

Conditions for Team Effectiveness:Conditions for Team Effectiveness:1. Defined boundaries and stable membership1. Defined boundaries and stable membership2. Common purpose that is challenging, clear, and consequential2. Common purpose that is challenging, clear, and consequential3. Team members are set-up for success3. Team members are set-up for success4. Provide the encouragement, training, and information needed 4. Provide the encouragement, training, and information needed for each member’s job functionfor each member’s job function5. Available expert coaching5. Available expert coaching

Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)

Initial Group EncounterInitial Group Encounter

““Key leadership functions are fulfilled by the time a team is only a few Key leadership functions are fulfilled by the time a team is only a few minutesminutes old (Osland, 313).” old (Osland, 313).”

How to Motivate and Align Team Members:How to Motivate and Align Team Members:1. Identify and highlight each members’ competencies and proficiencies1. Identify and highlight each members’ competencies and proficiencies2. Communicate the team purpose2. Communicate the team purpose3. Emphasize a shared identity by using words such we, us, and our3. Emphasize a shared identity by using words such we, us, and our4. Verify resources and instruction materials4. Verify resources and instruction materials5. Allow open communication regarding the team purpose, norms, and 5. Allow open communication regarding the team purpose, norms, and expectationsexpectations

Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)

Project MidpointProject Midpoint

Reflect on the Following Questions:Reflect on the Following Questions:What behaviors/actions have been effective thus far?What behaviors/actions have been effective thus far?What behaviors/actions have been unsuccessful?What behaviors/actions have been unsuccessful?What behaviors/actions do you wish we had done?What behaviors/actions do you wish we had done?What should we do differently in the second half?What should we do differently in the second half?

At this point, leaders should encourage team progress, analyze and At this point, leaders should encourage team progress, analyze and address individual efforts, and examine task performance strategies.address individual efforts, and examine task performance strategies.

Leaders should Leaders should notnot teach new skills at this point in the project cycle. teach new skills at this point in the project cycle.

Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)Type I Timing (cont.)

Project EndpointProject Endpoint

Leaders should encourage team members to Leaders should encourage team members to internalize the lessons learned from the project to internalize the lessons learned from the project to strengthen the team and individual members’ skill strengthen the team and individual members’ skill set.set.

Time for learning-focused coaching.Time for learning-focused coaching.

Type II TimingType II TimingType II TimingType II Timing

Unpredictable Moments: unanticipated events that Unpredictable Moments: unanticipated events that break from the normal workflow cyclebreak from the normal workflow cycle

The Nature of Type II Timing Moments:The Nature of Type II Timing Moments:1. Diagnosis on the Fly1. Diagnosis on the Fly2. Crafting Real-Time Interventions2. Crafting Real-Time Interventions3. Institutional Rhythms3. Institutional Rhythms4. Catastrophic Events4. Catastrophic Events5. Ability to Sense Social Systems5. Ability to Sense Social Systems

Type II Timing (cont.)Type II Timing (cont.)Type II Timing (cont.)Type II Timing (cont.)

Diagnosis on the FlyDiagnosis on the Fly

““Diagnosing a teams’ problems and opportunities Diagnosing a teams’ problems and opportunities requires that one actually requires that one actually observeobserve the team doing the team doing its work (Osland, 317).”its work (Osland, 317).”

Leaders must survey the progress of their team Leaders must survey the progress of their team evenly throughout the workflow cycle.evenly throughout the workflow cycle.

Type II Timing (cont.)Type II Timing (cont.)Type II Timing (cont.)Type II Timing (cont.)

Crafting Real-Time InterventionsCrafting Real-Time Interventions

Early Interventions: avert problem quickly but runs Early Interventions: avert problem quickly but runs the risk of leader dependency the risk of leader dependency

Delayed Interventions: allows for self-correction Delayed Interventions: allows for self-correction but runs the risk of problem escalationbut runs the risk of problem escalation

Reflection of the original team design and initial Reflection of the original team design and initial group encounter.group encounter.

When Timing is When Timing is UncontrolledUncontrolled

When Timing is When Timing is UncontrolledUncontrolled

Institutional RhythmsInstitutional Rhythms

Mergers, new productsMergers, new products

Catastrophic EventsCatastrophic Events

Tsunami, hurricane, and other natural disasters Tsunami, hurricane, and other natural disasters

To Have Great Timing...To Have Great Timing...To Have Great Timing...To Have Great Timing...

• Ability to Sense Social SystemsAbility to Sense Social Systems

• Impulse to Act versus AnalyzeImpulse to Act versus Analyze

ConclusionConclusionConclusionConclusion

Prepare to avoid looking foolish.Prepare to avoid looking foolish.

Engage your team early on.Engage your team early on.

Observe and understand the group dynamics by Observe and understand the group dynamics by honing in on your social intelligence.honing in on your social intelligence.

ResourcesResourcesResourcesResources

• Bradt, G. (2007). Don’t manage time, invest it in people. Supervision, 68(8), 8-9.

• Brenner, M. (2010). Group dynamics can enhance leadership development. HR Magazine, 54(12), D.

• Clemons, J. (2006). Mastering time: the new leadership imperative. Associations Now, 2(5), 30-4, 36.

• O’Neil, M. (2011). Leading the team. Supervision, 72(4), 8-10.

• Wageman, R. (2009). Leading teams when the time is right: finding the best moments to act. Organizational Dynamics, 38(3), 192-203.