PRESENTATION OBJECTIVES
At the end of this lesson you will be able to:
• Encourage team members and individuals to participate in
and to take responsibility for team activities, including
communication processes
• Support the team in identifying and resolving work
performance problems
• Ensure own contribution to work team serves as a role
model for others and enhances the organisation’s image for
all stakeholders
3
FACILITATE TEAMWORK
• Without the positive participation of employees, team-building
activities will not give the desired results
• Team building is to develop harmony, better working and problemsolving
skills, ability to work as a team and to develop better
understanding of the nature and personalities of the other team
members
• If an individual is not involved in the team’s activities, they cannot
reach their full potential
4
FACILITATE TEAMWORK
What is the difference between leading and facilitating?
First, a facilitator is a neutral party. They are there to guide a group and help
them to accomplish their tasks. The views of the facilitator are not required
specifically.
However the skills required by the facilitator are problem solving and decision
making, excellence in communication and the ability to engage all the members
of the group to ensure their contributions are considered and included.
At times the facilitator will need to lead and guide the group to a satisfactory
conclusion or to help reach consensus. Understanding when to encourage from a
position of neutrality and when to step in and lead.
Leaders implies someone at the head of the team or organisation. There are
wonderful leaders all through history but did they lead or facilitate to support,
connect and help their teams to achieve great outcomes?
Leaders need to be members of the team who contribute and encourage. Not just
stand at the front and issue instructions.
5
ENCOURAGE RESPONSIBILITY FOR TEAM ACTIVITIES
There is a range of reasons why people might be resistant to
participate in team activities, including, they:
• Feel shy and nervous
• Do not understand why their input is needed / desired
• Do not agree with the activity
• Do not feel confident enough to participate
• Do not understand how to contribute
Each of these barriers has their own solutions to breaking them
down.
6
ENCOURAGE RESPONSIBILITY FOR TEAM ACTIVITIES
People have different levels of desire and willingness to be participative.
To encourage those employees who tend to hold back, you can:
• Deal with participation blocking behaviours independently, discreetly and fairly
• Actively seek participation
• Remove any real or perceived penalties for participating
• Develop a sense of ownership
• Include all team members in the process of problem solving
• Encourage everyone to be leaders – each member takes responsibility for one area
• Avoid dominating and make sure no one else does either
• Involve the team in activities, if team members are not confident encourage communication
in other ways
• Stay positive and ask questions to encourage contribution
• Listen to the answers, there are no wrong ones, everyone must feel their opinion is valued
and welcome
• Reward participation, it may make the person more inclined to participate again
Draw all members into discussions or construct activities requiring interaction to encourage
members to be more comfortable with sharing opinions and thoughts with the group
7
ENCOURAGE PARTICIPATION
Strategies to help the team with communication and taking responsibility for the
process as part of their roles can include:
• Allocate different team members to weekly meeting chairing including gathering
agenda items
• Encourage your team to measure results and share results with the team and
relevant stakeholders
• Ask the team to come up with ideas and share them with the team before
sharing the best and most effective ideas with other stakeholders
• Involve each team members with their individual wins and roadblocks at regular
meetings, each person will need to share and can be supported by the team
• Collaboration with others will support the problem solving and idea generation
needed if one team member is held up on a concept
• See your eBook for more information
8
RESOLVING WORK PERFORMANCE PROBLEMS
• The leader of a team plays a vital role in supporting the team to
resolve issues effectively and efficiently, whilst preserving the
desired culture and the required level of performance output
• Team leaders that communicate well and that are honest,
respectful, and good decision-makers, help team members to feel
supported and valued
• Positive communication, negotiation, and problem-solving
techniques are useful tools for leaders when resolving conflicts
9
RESOLVING WORK PERFORMANCE PROBLEMS
When working on how to maximise the performance of their team, leaders
should consider:
• Appropriate team size – do not make teams too large
• Meaningful selection of workflow
• Degree of autonomy and independence
• Training and some degree of multi-skilling
• Appropriate external relations
• Appropriate group boundaries
• Authority and access to resources to achieve objectives
• Leadership style
• A workplace culture which supports team activity
10
RESOLVING WORK PERFORMANCE PROBLEMS
• Team leaders need to run regular health checks on their team as a
whole and on each individual member
• Is the team performing at its best or can aspects be improved?
• Leaders should continually reassess performance but always in
relation to what has been communicated to the team
• If a performance issue is detected determine if it is a whole team
issue or only affects particular members of the team
• Any effort to address this issue must be tailored to suit
• Substandard performance in a team situation should be managed
in the same way that performance is managed for individuals
11
RESOLVING WORK PERFORMANCE PROBLEMS
When conducting performance evaluations managers and team
members must have a clear agreement and understanding of the
performance expectations, evaluation processes and implications.
Poor performance generally falls into the following categories:
• Unsatisfactory work performance
• Breach of workplace rules or procedures
• Unacceptable behaviour
• Employees’ personal issues that impact on their performance
and that of others at work
12
RESOLVING WORK PERFORMANCE PROBLEMS
Common causes of poor performance might include:
• The team does not know what is expected because goals and/or
standards or workplace policies and consequences are not clear or have
not been set
• A mismatch between the member’s capabilities and the job they are
required to do
• The team member does not know if they are doing a good job or not, as
there is no feedback
• Lack of personal motivation, low morale in the workplace and/or poor
work environment
• Personal issues including family stress, health, financial problems, drug
and alcohol issues
It costs far less to improve a current employee’s performance than to recruit
and train a new one
13
ISSUE RESOLUTION PROCEDURE
This is the
process
discussed
earlier in the
unit:
Identify problems or
issues – Ask questions
and listen. What is the
risk of not acting on
the issue?
Define the problem
and determine the
root cause of the
problem
How do we address
issues? Consult team
and others. Generate
ideas and possible
solutions.
Select the most
effective solution
Implement the
solution
Communicate with
all stakeholders
Evaluate the
outcome
14
RESOLVING WORK PERFORMANCE PROBLEMS
Organisations need staff who make a contribution and or can be
trained to make a difference to the business and the teams it
employs. Effective leaders:
• Facilitate the successful operation of their teams to create a
positive impression of the organisation
• Create workplaces that maximise the potential of their staff
• Inspire and motivate their teams to achieve
• Make provision to support their teams ethically, morally,
consistently, reliably and with clarity
• Own up to mistakes and support team members who make
mistakes and are prepared to learn from them
15
ACTING AS A ROLE MODEL
Effective teams require strong, supportive leadership. This can come from the team
leader or shared amongst team members according to circumstance and need. Excellent
leaders:
• Believe in themselves and in the team
• Delegate so tasks are achieved and team development continuously improves
• Set clear and consistent performance standards
• Establish and maintain sound working procedures
• Are willing and able to give and receive trust and loyalty
• Have the personal strength to maintain the integrity and position of the team
• Are receptive to staff hopes, needs and dignity
• Encourage personal and team development
• Try to make work a happy and rewarding place
• Recognise and acknowledge the contribution of individual team members
• Provide mentoring and/or coaching for team members where necessary
• Are role models for others
16
ACTING AS A ROLE MODEL
Effective leaders all display a high degree of personal integrity this results in them:
• Behaving consistently with stated values and beliefs
• Delivering on what they have promised
• Being open about their own shortcomings
• Modelling and promoting the organisational values
• Creating an environment of openness, cutting through ambiguity to provide clarity
in communication
• Requiring and expecting others to be equally open in their communication
• Standing up for what is right, even when it is difficult to do so and they might be a
personal cost in doing so
• Acting as a role model and involve other team members, even when this results in
challenges
• Supporting others who act consistently with core values
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ACTING AS A
ROLE MODEL
• Team leaders
as facilitators
undertake
many
functions:
Provide resources and support for
the team to form and develop.
Clarify team goals, help them plan and organise logistics and remain
on track Help people to know the roles and jobs of team mates too.
Develop systems enabling teams to follow agreed processes. Keep
the team informed on where it is, and on progress being made.
Help everyone stay in a functional role and work
toward full, balanced participation. Manage conflict.
Optimise objectivity and
effectiveness via hard data.
Model participative management.
Teach winning strategies and tactics.
Build organisational support for
teams and continuous improvement.
Make sure work team and personal success goes
together. Allow coordination and foster respect.
Remove barriers to help employees do their jobs. Share
information at every possible occasion – to build trust.
Encourage people by respecting
their positive abilities.
Develop the team by building it up.
Encourage questions, provide challenges.
Develop skills, self-motivation and
competence of self and others.
Articulate company plans and objectives,
relate these to department and individual.
Encourage people to identify significant activities, linked to their purpose.
Allow people to feel safe when they stop doing what does not matter.
Measure what matters to create a culture of responsibility for end
results (not activities). Emphasise customer focus for every process.
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ACTING AS A ROLE MODEL
• In high performance teams leadership does not necessarily come
from one person, the person most suited to the position, in that
particular circumstance, will take on leadership activities
• This could be anyone from the team and is dependent on the team
needs at the time
• Leadership style will also be dependent on circumstance –
situational – and must change and adapt to meet different needs
19
ACTING AS A ROLE MODEL
Good team leadership relies on:
• Responsibility, knowledge, understanding and expertise – not on
position, power and authority
• High levels of autonomy and power sharing for team members
• Equitable reward systems that acknowledge achievement
• Encouragement of risk taking without recrimination or punishment
for failure
• Support from organisational managers/leaders – including support
and acknowledgement to outside parties
• Reward for both individual and team performance
20
ACTING AS A ROLE MODEL
Decision Making
•A key role of the team leader
is to help the team make solid
and effective decisions
•Decision making in a team can
be, if not handled carefully, a
protracted, frustrating and
ineffective process, as
discussions go around in
circles and members lose sight
of the goal
•A good leader is able to keep
the team on track by focusing
on identifying and reducing
the unknown factor in a
decision
•They ask questions that are
designed to elicit facts, data
and any other solid
information on which the
decision can be based and
then help members uncover
the issues and risks associated
with each options
Delegation of Tasks
•A most important tool a
leader/facilitator can use to develop
individual members skills is
delegation. When delegating tasks the
leader asks team members to accept
responsibility and acknowledges that
the team member is reliable and
trusted.
•Delegation is successful when the
delegated tasks are appropriate to
skills, capabilities and knowledge of
the team member
•Effective delegation is based on:
•Accurate analysis of areas of
accountability
•Proper identification of tasks to be
delegated
•Consideration of maturity and skill
level of each team member, to
determine their capacity to accept a
delegated task
•Progressive assignment of tasks to
build a staff member’s competence
and confidence
•Clarification of objectives and
established performance criteria, so
staff know what is expects of them
•Knowledge of when and how
coaching or mentoring activities will
be of benefit to team members
•In delegating roles it is important to
clarify the role and the expectations
attached to it
Lead without Dominating
•Team leaders are accountable
for final results of their team.
•This can, result in a leader
who controls every aspect of
the team’s operation.
•High performing teams have
leaders who influence and lead
not direct and dominate.
•They are committed to
ensuring that personal actions
are in the best interests of the
group and bring out the best
in all members while still
achieving the goals.
21
ACTING AS A ROLE MODEL
Lead without dominating
Team ‘leading’ behaviours Team ‘dominating’ behaviours
Suggesting Demanding
Steering Directing
Asking probing questions Asking rhetorical and/or closed
questions
Summarising points of view Giving your own point of view
Pointing out consequences Telling
Asking for ideas Controlling
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PRESENTATION SUMMARY
Now that you have completed this presentation you should be able
to:
• Encourage team members and individuals to participate in and to
take responsibility for team activities, including communication
processes
• Support the team in identifying and resolving work performance
problems
• Ensure own contribution to work team serves as a role model for
others and enhances the organisation’s image for all stakeholders
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