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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
