creating high performing teams

Creating High performing teams and organisationsIn the first module we looked at leadership and the difference between leading and

managing. We also focused on transformational leadership, where the leader creates a

vision, which they then communicate to others to gain their ‘buy in’. We started to look at

your personal vision, and how this relates to what you care about at work. You were asked

to start to work on your personal plan and SMART goals. You were also asked to meet with

your line manager to discuss changes you would like to make.

In the second module we started to think about how we influence others and get them to

help us to achieve our vision and the vision of the team or organisation. We looked at

theories of motivation and then thought about how you are perceived by others. One key

focus of this is developing your emotional intelligence to build more successful

relationships.

Now we are going to look at how to manage performance to create high performing teams

and organisations. We will focus on performance management, goal setting, team

development, learning styles and coaching.

When does a group of people become a team?

Tuckman's group development model

The performing model of group development was first proposed by Bruce Tuckman in 1965,

who maintained that these phases are all necessary and inevitable in order for the team to

grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to

deliver results. This model has become the basis for a lot of theory around team

development.

Forming

In the first stage of team building, the forming of the team takes place. The individual's

behaviour is driven by a desire to be accepted by the others, and avoid controversy or

conflict. Serious issues and feelings are avoided, and people focus on being busy with

Leadership and management development module 3

routines, such as team organisation, who does what, when to meet, etc. Individuals are also

gathering information and impressions - about each other, and about the scope of the task

and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict

and threat means that not much actually gets done.

The team meets and learns about the opportunities and challenges, and then agrees on

goals and begins to tackle the tasks. Team members tend to behave quite independently.

They may be motivated but are usually relatively uninformed of the issues and objectives of

the team. Team members are usually on their best behaviour but very focused on

themselves. Mature team members begin to model appropriate behaviour even at this early

phase. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming,

Performing" is extremely helpful to the team.

Supervisors of the team tend to need to be directive during this phase.

The forming stage of any team is important because, in this stage, the members of the team

get to know one another, exchange some personal information, and make new friends. This

is also a good opportunity to see how each member of the team works as an individual and

how they respond to pressure.

Storming

Every group will next enter the storming stage in which different ideas compete for

consideration. The team addresses issues such as what problems they are really supposed

to solve, how they will function independently and together and what leadership model

they will accept. Team members open up to each other and confront each other's ideas and

perspectives. In some cases storming can be resolved quickly. In others, the team never

leaves this stage. The maturity of some team members usually determines whether the

team will ever move out of this stage. Some team members will focus on minutiae to evade

real issues.

The storming stage is necessary to the growth of the team. It can be contentious,

unpleasant and even painful to members of the team who are averse to conflict. Tolerance

of each team member and their differences should be emphasized. Without tolerance and


patience the team will fail. This phase can become destructive to the team and will lower

motivation if allowed to get out of control. Some teams will never develop past this stage.

Supervisors of the team during this phase may be more accessible, but tend to remain

directive in their guidance of decision-making and professional behavior. The team

members will therefore resolve their differences and members will be able to participate

with one another more comfortably. The ideal is that they will not feel that they are being

judged, and will therefore share their opinions and views. Normally tension, struggle and

sometimes arguments occur.

Norming

The team manages to have one goal and come to a mutual plan for the team at this stage.

Some may have to give up their own ideas and agree with others in order to make the team

function. In this stage, all team members take the responsibility and have the ambition to

work for the success of the team's goals.

Performing

It is possible for some teams to reach the performing stage. These high-performing teams

are able to function as a unit as they find ways to get the job done smoothly and effectively

without inappropriate conflict or the need for external supervision. By this time, they are

motivated and knowledgeable. The team members are now competent, autonomous and

able to handle the decision-making process without supervision. Dissent is expected and

allowed as long as it is channeled through means acceptable to the team.

Supervisors of the team during this phase are almost always participative. The team will

make most of the necessary decisions. Even the most high-performing teams will revert to

earlier stages in certain circumstances. Many long-standing teams go through these cycles

many times as they react to changing circumstances. For example, a change in leadership

may cause the team to revert to storming as the new people challenge the existing norms

and dynamics of the team.


Action steps: “forming” to

“Storming”

Action steps: “Storming” to

“Norming”

Action steps: “Norming” to

“Performing”

Set a mission

Set goals

Establish roles

Recognise need to move

out of forming role

Leader is directive

Build trust

Define reward structure

Take risks

Bring group together

regularly to work

towards shared goals

Assert power

Decide to be on the team

Team leader should

actively support and

reinforce team

behaviour, facilitate

group wins, create

positive environment

Leader must ask for an

expect results

Recognise and publicise

team wins

Agree on individual roles

and responsibilities

Listen to each other

Set and teak team time

together

Everyone works actively

to set a supportive

environment

Have the vision: “we can

succeed”

Request and accept

feedback

Build trust by honouring

commitments

Maintain traditions

Praise and appreciate

each other

Self-evaluate without a

fuss

Share leadership role in

team based on who does

what the best

Share rewards and

success

Communicate all the

time

Share responsibility

Delegate freely within

the team

Commit time to the team

Keep raising the bar –

new higher goals

Be selective of new team

members, train to

maintain the team spirit

Belbin’s team roles


When a team is performing at its best, you'll usually find that each team member has clear

responsibilities. You'll also see that every role needed to achieve the team's goal is being

performed fully and well.

But often, despite clear roles and responsibilities, a team will fall short of its full potential.

Dr Meredith Belbin studied team-work for many years, and he famously observed that

people in teams tend to assume different "team roles." He defined a team role as "a

tendency to behave, contribute and interrelate with others in a particular way" and named

nine such team roles that he argued underlie team success. (see your hand-out

questionnaire for team roles)

Performance management

Effective Performance Management is a holistic, on-going process that brings together many

aspects of best practice people management, but in essence focuses on development, both

of individuals and teams.

Research on what transforms an organisation into a high-performing organisation clearly

shows that five factors determine whether an organisation can successfully become and

remain a high performing organisation (HPO). These are:

• Management quality

• Openness and action orientation

• Long-term orientation

• Continuous improvement and renewal

• Employee quality


The quality of its management, i.e. the attitudes and behaviours of its managers, is the most

important of all of these. Excellent managers are the very foundation of a true HPO, and

effective performance management is a key component to producing high performing

individuals and teams.

What Is Performance Management?

Performance Management can be defined as:

'A process which contributes to the effective management of individuals and teams in

order to achieve high levels of organisational performance’

Effective performance management establishes shared understanding about what is to be

achieved and facilitates an approach to leading and developing people which will ensure

that it is achieved.

Performance management should be:

Strategic - it is about a shared organisational vision and longer-term goals

Integrated - it should link various aspects of the organisation, people management,

and individuals and teams.

On-going - a combination of managerial activity that runs throughout the year as an

on-going cycle of planned and ad-hoc interactions between managers, teams and

individuals.

It should incorporate:

Performance Improvement - throughout the organisation, for individual, team and

organisational effectiveness

Development - unless there is continuous development of individuals and teams,

performance will not improve

Managing Behaviour - ensuring that individuals are encouraged to behave in a way

that allows and fosters better working relationships, both internal and external, and

encompassing all stakeholders.


At its most effective, performance management is a tool to ensure that managers

manage effectively; that they ensure the people or teams they manage:

know and understand what is expected of them

have the skills and ability to deliver on these expectations

are supported by the organisation to develop their capacity to meet these

expectations and are given regular feedback on their performance

have the opportunity to discuss and contribute to individual and team aims and

objectives.

It is also about ensuring that managers themselves are aware of the impact of their own

behaviour on the people they manage and are encouraged to identify and exhibit positive

behaviours.

So performance management is about:

Establishing a culture

It is about sharing expectations.

Performance management is about interrelationships

It is also about planning

It should apply to all employees

It is a continuous process

It is holistic


How Does Performance Management Work?

Because performance management is (or should be) so all-pervasive, it needs structures to

support it. These should provide a framework to help people operate, and to help them to

help others to operate. But it should not be a rigid system; there needs to be a reasonable

degree of flexibility to allow people freedom to operate.

Performance management is a process, not an event. It operates as a continuous cycle of

development.

Organisational strategic goals provide the starting point for business and team goals,

followed by agreement on performance and development, leading to the drawing up of

plans between individuals and managers, with continuous monitoring and feedback

supported by formal reviews.

Tools of Performance Management:

Performance appraisals

Reviewing & Setting Objectives & Performance Measures (KPI’s)

Learning & Development Activities

Regular Team & Individual Meetings

Coaching

Performance Problem Solving (Performance Improvement Plans)

Understanding Current Performance

There will be varying degrees of performance/capability within a typical team:

Under performers

Competent (Good performers – how do we make them Great)

High Potentials

Identifying which group individuals currently sit in requires us to consider the performance

of each individual from two perspectives:


What is the person’s level of Competence?

- Has the person got the relevant skills, knowledge and capability for the job?

What is the person’s level of Commitment?

- Is the person willing or unwilling to perform their job?

Once we have identified where people sit in terms of competence and commitment, we can

start to plan & prepare performance development activities.

Level of Competence Level of Commitment

Willing to Perform

Manager and Team Support

Unwilling to Perform

Manager Intervention

1. Employee does not

know how to perform

effectively

Requires basic role

performance training &

structured development

from competent team

members

Individual not suitable for

role and should not pass

probationary period.

2. Employee knows how

to perform effectively

in theory but can’t in

practice

Low confidence, requires

support, encouragement and

coaching from manager and

high performers

Individual in wrong role

3. Employee knows how

to perform effectively

and can practice

On-going coaching &

development opportunities

to maintain high

performance. Involve in

Counselling with

Performance Improvement

Plan in place. May result in

disciplinary action if PIP not


colleagues development delivered.

By focussing on the needs of each of these groups, we start to realise how, by developing

others to build their capability, we can free up some of our own time providing us with an

opportunity to build our own capability, therefore raising the performance standards for all.

Performance appraisal

The performance appraisal is an essential part of performance management. In itself it is

not performance management, but a core part of the process; one of the range of tools that

can be used to manage performance.

The performance appraisal or review is essentially an opportunity for the individual and

those concerned with their performance – most usually their line manager - to get together

to engage in a dialogue about the individual’s performance, development and the support

required from the manager. It should not be a top down process or an opportunity for one

person to ask questions and the other to reply. It should be a free flowing conversation in

which a range of views are exchanged.

Performance appraisals usually review past behaviour and so provide an opportunity to

reflect on past performance. But to be successful they should also be used as a basis for

making development and improvement plans and reaching agreement about what should

be done in the future.



Performance Management

What's expected of me?

Why is my contribution important?

How am I doing?

What have I done well?

How can I improve

and develop?

What's next?

How will I get there?

What support is

available to me?

Evaluating Progress & Success

Vision, Strategy and Values

Development & Growth

Performance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance ManagementPerformance Management

There are 3 key skills managers need to be able to deliver effective reviews:

Asking the right questions

The two main issues are to ensure that appraisers ask open and probing questions.

Open questions are general rather than specific; they enable people to decide how they

should be answered and encourage them to talk freely. Examples include:

How do you feel things have been going?

How do you see the job developing?

How do you feel about that?

Tell me, why do you think that happened?

Probing questions dig deeper for more specific information on what happened or how

people feel. They demonstrate support for the individual’s answer and encourage them to

provide more information about their feelings and attitudes. Probing questions can also be

used to reflect back to the individual and check information. Examples would be:

That’s very interesting. Tell me more about ….?

To what extent do you think that …?

Have I got the right impression? Do you mean that ….?


Questioning Listening Delivering Feedback

Listening

Good listeners:

Concentrate on the speaker and are aware of behaviour, body language and nuances

that supplement

Respond what is being said when necessary but don’t interrupt.

Ask relevant questions to clarify meaning.

Comment on points to demonstrate understanding but keep them short and do not

inhibit the flow of the speaker.

Giving Feedback

Feedback should be based on facts not subjective opinion and should always be backed up

with evidence and examples. The aim of feedback should be to promote the understanding

of the individual so that they are aware of the impact of their actions and behaviour. It may

require corrective action where the feedback indicates that something has gone wrong.

However, wherever possible feedback should be used positively to reinforce the good and

identify opportunities for further positive action. Giving feedback is a skill and requires

planning to be effective whilst you are inexperienced.

Feedback will work best when the following conditions are met:

Feedback is built in with individuals being given access to readily available

information on their performance and progress.

Feedback is related to actual events, observed behaviours or actions.

Feedback describes events without judging them.

Feedback is accompanied by questions soliciting the individual’s opinion why certain

things happened.

People are encouraged to come to their own conclusions about what happened and

why.

There is understanding about what things went wrong and an emphasis on putting

them right rather than censuring past behaviour.

Praise & criticism is constructive and are delivered as two separate aspects.


Goal Setting

Five Principles of Goal Setting

One of the most influential and evidence-based theories of motivation is goal-setting theory.

Research has shown that goal setting can considerably improve performance and output.

However, to motivate, goals must have:

1. Clarity

2. Challenge

3. Commitment

4. Feedback

5. Task complexity

Let's look at each of these in detail:

1. Clarity

Clear goals are measurable and unambiguous. When a goal is clear and specific, with a

definite time set for completion, there is less misunderstanding about what behaviours will

be rewarded. You know what's expected, and you can use the specific result as a source of

motivation. When a goal is vague – or when it's expressed as a general instruction, like

"Take initiative" – it has limited motivational value. To improve your or your team's

performance, agree clear goals that use specific and measurable standards. When you use

the SMART acronym to help you set goals, you ensure the clarity of the goal by making it

Specific, Measurable and Time-bound.

2. Challenge

One of the most important characteristics of goals is the level of challenge. People are often

motivated by achievement, and they'll judge a goal based on the significance of the

anticipated accomplishment. Setting SMART goals that are Relevant links them closely to the

rewards given for achieving challenging goals. Relevant goals will further the aims of your

organisation, and these are the kinds of goals that most employers will be happy to reward.


Note:

It's important to strike an appropriate balance between a challenging goal and a realistic

goal. Setting a goal that you'll fail to achieve is possibly more de-motivating than setting a

goal that's too easy.

3. Commitment

Goals must be understood and agreed upon if they are to be effective. Employees are more

likely to "buy into" a goal if they feel they were part of creating that goal. The notion of

participative management rests on this idea of involving employees in setting goals and

making decisions.

This doesn't mean that every goal has to be negotiated with and approved by employees. It

does mean that goals should be consistent and in line with previous expectations and

organisational concerns. Interestingly, goal commitment and difficulty often work together.

The harder the goal, the more commitment is required.

As you use goal setting in your workplace, make an appropriate effort to include people in

their own goal setting. Encourage employees to develop their own goals, and keep them

informed about what's happening elsewhere in the organisation. This way, they can be sure

that their goals are consistent with the overall vision and purpose that the company seeks.

4. Feedback

In addition to selecting the right type of goal, an effective goal programme must also include

feedback. Feedback provides opportunities to clarify expectations, adjust goal difficulty, and

gain recognition. It's important to provide benchmark opportunities or targets, so

individuals can determine for themselves how they're doing. SMART goals are Measurable,

and this ensures that clear feedback can be provided.


5. Task Complexity

The last factor in goal setting theory introduces two more requirements for success. For

goals or assignments that are highly complex, take special care to ensure that the work

doesn't become too overwhelming.

People who work in complicated and demanding roles probably have a high level of

motivation already. However, they can often push themselves too hard if measures aren't

built into the goal expectations to account for the complexity of the task. It's therefore

important to do the following:

Give the person sufficient time to meet the goal or improve performance.

Provide enough time for the person to practice or learn what is expected and

required for success.

The whole point of goal setting is to facilitate success. Therefore, you want to make sure

that the conditions surrounding the goals don't frustrate or inhibit people from

accomplishing their objectives. This reinforces the "Attainable" part of SMART.

Developing People

In order to develop performance it is important to understand how people learn. Two key

pieces of theory help us to achieve this.

Kolb’s experiential learning theory (KELT) 1984

It’s most powerful impact has been the idea of a learning cycle. It shows what should be

happening within any learning experience. He also highlighted that some people prefer to

learn in one way and not another, and that these can be identified through a learning


styles inventory.

Four-Stage Cycle of Learning

Concrete experience –this can be planned or accidental, something is ‘done’.

Reflective Observation- this involves actively thinking about the experience and its

significance, ‘reviewing what has been done’.

Abstract Conceptualising – involves generalising from experience in order to develop

various concepts and ideas that can be applied when similar situations are encountered,

what has been ‘learnt’ from the experience.

Active Experimentation –testing the concept or ideas in new situations. ‘Applying’ what has

been learnt. This gives rise to a new concrete experience and the cycle begins again.

Kolb demonstrated this process as a cycle where the learner 'touches all the bases', i.e., a

cycle of experiencing, reflecting, thinking, and acting. In order to develop people fully, all

stages of the learning cycle should be completed. This is the source of truly effective


Concrete Experience

'Doing'

Reflective Observation

'Review'

Abstract Concepts 'Learning'

Active Experimentation

'Apply'

development where people change their behaviour based on what has been learnt. Kolb

also identified four preferred learning styles that explain how people prefer to learn and

where they are most comfortable starting their learning cycle. This complex work was

simplified and developed further by Honey & Mumford.

Honey & Mumford Learning cycle and learning styles, 2006

By understanding which preferred learning style is dominant, development activity can be

planned to be most meaningful and effective for the individual.


Activists'Have an

experience "do"'

Reflectors 'Review" the experience'

TheoristsDraw

conclusions from the experience

"learn"

Pragmatists Plan the next steps

'Apply'

Coaching

Coaching is an important tool in the development of teams and individuals. Coaching is

developing a person's skills and knowledge so that their job performance improves, leading

to the achievement of organisational objectives. Coaching is increasingly recognised as a

significant responsibility of line managers, and plays an important part in performance

management.

Coaching has a long history going right back to Socrates, who believed that individuals learn

best when they have ownership of a situation and take some form of personal responsibility

for the outcome that is produced.

Definitions of Coaching

"Unlocking a person's potential to maximise their own performance. It is helping

them to learn rather than teaching them"

Gallwey, 1986

“…a process that enables learning and development to occur and thus performance

“to improve.”

Parsloe, 1999

Coaching is developing a person’s skills and knowledge so that their job performance

improves, which leads to the achievement of organisational objectives. It targets high

performance and improvement at work, although it may also have an impact on an

individual’s private life. It usually lasts for a short period and focuses on specific skills and

goals.

Characteristics of coaching in organisations:

It is essentially a non-directive form of development.

It focuses on improving performance and developing individuals’ skills.

Personal issues may be discussed but the emphasis is on performance at work.


Coaching activities have both organisational and individual goals.

It provides people with feedback on both their strengths and their weaknesses.

Benefits of Coaching

When is Coaching the Best Development Intervention?

The first step will be the identification of some kind of learning or development need, either

by the individual themselves or their line manager. Once this has been identified, the next

step is for the manager and the individual to decide how best the need can be met.

Coaching is just one of a range of training and development interventions that organisations

can use to meet identified learning and development needs. Its merits should be considered


Effective Coaching

Improves

Employee PerformanceAbility & Motivation

DrivesOrganisational PerformanceBusiness Results

Success

alongside other types of development interventions, such as training courses, mentoring or

on-the-job training.

Some examples of situations where coaching is a suitable development tool include:

helping competent technical experts develop better interpersonal or managerial skills

developing an individual’s potential and providing career support

supporting high performers to maintain motivation and continually strive for

improvements/new approaches

increase their decision making and problem solving skills

developing a more strategic perspective after a promotion to a more senior role

handling conflict situations so that they are resolved effectively.

Principles of Coaching

Coaching is a form of instruction the purpose of which is to modify performance and

encourage more successful and productive behaviour.

Coaching is purely concerned with behaviour: what people do that worked and what they

do that does not work.

The objective of coaching is to transform good performance into winning achievements.

Coaching is all about setting goals, focusing on priorities and actions, and being challenged

to accomplish more. Here are some things to bear in mind when you are acting in a coaching

role:

People learn most when you give them respect and when you value their self-worth.

People's coaching needs will vary depending on their confidence, capability, environment

and the complexity of the task involved.

The responsibility of the coach is to facilitate the individual's learning.

The objective of the coach is to transform good performance into winning achievements.

Key Points to note:


Not everyone can or wants to be developed into a superstar, but everyone can push the

limits of what they can accomplish when given a real challenge, a dose of encouragement

and support to succeed.

Coaching It’s not just about high potentials – it is about you leading your entire team to

strive for continuous performance improvements.

Development primarily means challenging experiences, coaching, feedback and mentoring.

Not feeding back to people denies them the opportunity to take charge of their

development and their careers, this often plays a role in derailment of highly talented

people as self-awareness is critical in continual growth.

Tailoring your coaching sessions to your employees preferred learning style will deliver

immediate benefits by helping the individual to learn effectively. For example, Introduce

theories and text books for Theorists. Avoid using jargon or lengthy explanations for

Pragmatists.


The Structure of a Coaching Session

Using the GROW Model

The GROW Model is one of the best-known and widely used coaching models. It provides a

simple yet powerful framework for navigating a route through a coaching session, as well as

providing a means of finding your way when lost.

GROW is an acronym:

Goal

Reality

Options

Way Forward

This acronym summarises the four key elements of a coaching session and helps the helps

the coach to determine the most effective questions to ask.


Goal

Reality

Options

Way Forward

G for Goal Setting

Set goals for the session as well as for the long term. A long-term goal could be described as

the end goal and shorter-term goals could be described as performance goals, the level of

performance, which will help to achieve the end goal. This is where we agree what we are

aiming for, what we are trying to achieve and determine what success looks like and how it

will be measured.

List useful ‘Goal Setting’ Questions here:

R for Reality

This is concerned with exploring the current situation and is concerned with objective

description and factual answers rather than opinions, judgemental evaluations, prejudices,

hopes and fears. The coach needs to encourage the coachee to use descriptive language to

reduce the counter-productive effects of self-criticism. The more specific and descriptive

language the coachee uses the more productive the session is likely to be. Help the coachee

to avoid vague generalisations and judgemental language like good/bad; success/failure;

right/wrong.

List useful ‘Reality’ Questions here:

O for Options

At this stage of the coaching we are looking to create and list as many options or alternative

courses of action as possible. The quantity is more important at this stage than quality and

feasibility. It is a creative and stimulating process which is often more valuable than the

options themselves. Options need to be identified initially without any expression of

preference, assumptions, ridicule, censorship, obstacles or completeness. Once the list is

produced, specific action steps can be developed and consequences discussed.

List useful ‘Option’ Questions here:


W is for Way Forward

At this final coaching phase we are looking to convert the discussion into decisions as what

is to be put into action, i.e. what is to be done to achieve the goal. It is about building an

action plan to take the coachee towards the goal. The coachee needs to retain choice and

ownership even to the extent of deciding to do nothing.

List useful ‘Way Forward’ questions here:

References

1. www.businessballs.com

2. www.cipd.co.uk

3. 'Experiential Learning: Experience As The Source of Learning and Development'

David A Kolb, 1984

4. ‘Coaching for performance: Growing People, Performance and Purpose’ John

Whitmore, 2002

5. ‘The Inner Game of Work’ Tim Gallwey, 2001

6. ‘Using your Learning Styles’ Peter Honey & Alan Mumford, 1986

7. ‘Managing & Leading People’ Charlotte Rayner & Derek Adam-Smith, 2005
