1 Denver Refinery High-Performance Team Training.

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Denver Refinery

High-Performance Team

Training

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Teams and Team DevelopmentPutting the Pieces Together ...

TEAMS

CommunicationConflict

ResolutionDiversity

CoachingMeeting

EffectivenessTeam

Charter

ProblemSolving

DecisionMaking

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Team Charter

TeamCharter

TEAMS


ResolutionDiversity

Introductionto Teams

MeetingEffectiveness

ProblemSolving

DecisionMaking

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Objective & Expected Results

Objective: To introduce the concept of a team, what teams need, how teams evolve as individuals working together, and finally, the importance of a team charter, and its various components

Expected Results: The group will understand: why teams are used to tackle problems, what teams should do in the earliest stage of their formation, how teams will evolve over time, and what the key ingredients are for a successful team. The team will also develop a Charter using the information presented along with inputs from their leader.

TeamCharter

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Definition of Teams

• Teams - Groups of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. Examples of teams at the refinery include the Refinery Leadership Team.

• Teams can often tackle complex and chronic problems and come up with effective, permanent solutions.

TeamCharter

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Initial Team Goals

• Get to know each other preferably on a personal level - (i.e.., Who are you?, What other jobs have you had? Family?, etc.)

• Build trust (i.e.., “team build”)• Learn to work as a team - (i.e.., How can we take our collective experience and leverage it

to accomplish the goals of our team?)• Get oriented to roles, scope, etc.• Agree on decision-making processes - (i.e.., How will we make decisions: by consensus,

majority vote, etc..?)• Determine support services - (i.e.., What resources do we have available to us to clear

barrier, meet our administrative needs, etc..?)• Set meeting ground rules - (i.e.., What rules can we develop for ourselves to govern our

meetings and ensure progress?)

TeamCharter

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Team Member Requirements

How are these requirements met?

1. Well developed team charter and workplan.

2. Assistance from subject matter experts internally (i.e.., resources from various areas) and externally (i.e.., consultants, etc..)

3. Dedicated meeting rooms, team handbooks, computers, etc..

4. Commitment from senior management and team sponsor.

Teams need:

1. Direction (key outcomes, measurements, goals)

2. Knowledge (skills, training, information)

3. Resources (tools, materials, facilities)

4. Support (approval, assistance, coaching, feedback, encouragement)

TeamCharter

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Evolution of Teams

• “Forming”

– Excitement, anticipation, and optimism

– Defining tasks, determining acceptable group behavior

• “Storming”

– Resistance, change in attitude

– Arguing between members, establishing unrealistic goals, disunity

• “Norming”

– Ability to criticize constructively, acceptance of members

– More friendliness, team cohesion, establishing & maintaining team goals

• “Performing”

– Satisfaction with team progress

– Close attachment to the team

Source: Jonier & Associates, The Team Handbook, 1988.

TeamCharter

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What are some of the characteristics of an effective team?

TeamCharter

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What are characteristics of individuals with whom you like to work on a team?

TeamCharter

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Ingredients For a Successful Team

Ingredient Module

Clearly Defined Team Objectives, Scope, Team Charter

Roles & Responsibilities, Key Activities

Key Deliverables, Critical Success

Factors, Metrics, Risks, and

Boundaries

Clearly Defined Meeting Guidelines Meeting Effectiveness

Cooperative, Committed, and Trusted Climate Team Effectiveness

Clear, Effective, Constructive Communication Plan

Communication

Understanding of Problem Solving Techniques Problem Solving

Well-defined Decision-making Processes Meeting Effectiveness & Decision Making

Understanding of Conflict Resolution Conflict Resolution

Techniques

Awareness of Diversity Issues Diversity

Understanding of Proper Coaching Techniques Coaching

TeamCharter

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TeamCharter

What is a Team Charter?

• An agreement between the team and its sponsor

• A communication tool between the project and the organization

• A high-level guide for the project

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Purpose of a CharterTeam

Charter

• Defines scope of the work - (i.e.., What will the team do, and how long will it take?)

• Defines key milestones and deliverables - (i.e.., What important events will be accomplished, and by when? What tangible outputs (usually documents) will be produced by the team?)

• Identifies major activities - (i.e., What will the team do to accomplish its goals?)

• Defines roles and responsibilities for each team member - (i.e., Who will do what work, etc?)

• Defines critical success factors - (i.e., What events must occur to ensure success?)

• Defines project risks - (i.e., What risks are we aware of that could impact the team’s ability to meet its objectives?)

• Reduces unwanted variation from the original intent - (i.e., Sets boundaries for what the team will and will not do.)

• Helps the team choose a framework to perform work - (i.e. Duration of work.)

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Components of a Team Charter

Objectives: Goals of the team.Scope: Fundamental aspects of the project that will not change:

objectives, limits, initial assumptions, timeframes.Roles/Responsibilities: Duties & assignments for each member of the team.Key Activities: Defined by the workplan to foster accomplishment of the

project.Key Deliverables: Tangible outcomes of the project, usually in the form of documents. These should be tied directly to Key Activities.Timeline/Schedule: Target dates for completion of the project and its various phase,

activities, etc.Milestones: Dates of key accomplishments of the teamCritical SuccessFactors: Any factors that must occur to ensure success of the project.Metrics: Information looked at regularly and systematically to monitor,

control, and improve our work.Risks: Anything that prevents the team from completing the key activities.Boundaries: Factors that limit the scope of work (e.g., timeframes)

TeamCharter

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Example Team Charter

~WRO0002.doc 1 9/11/95

Denver Broncos Football Team

Objective: To win the Super BowlScope: Play a sixteen game regular season schedule, two playoff games, and the SuperBowlRoles & Responsibilities: Quarterback - Team Leader, calls offensive plays Defensive Back: Defensive leader, calls defensive plays Punter: Kicks punts in fourth down situationsKey Activities: Practices four times a week, Games every Sunday (two on Monday)Key Deliverables: Offensive playbook, Defensive playbookCritical Success Factors: Best record in AFC West , to make playoffs. Few turnovers,Minimal penaltiesMetrics: Points scored, Yards allowed, Win/ Loss recordRisks: Injurys to players, weather conditions during seasonBoundaries: Game scheduled, roster after final cuts

TeamCharter

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Team Charter Activity

Instructions: Develop a charter for a new team utilizing the following objective and scope.

Objective: To improve Process & Mechanical relations at Denver Refinery.

Scope: Plan an event, to be held at the Refinery by the end of the year, for all Process & Mechanical employees.

TeamCharter

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Team Charter Validation

Objective - Does it accurately described the project?

Scope - Is the project well defined?

Roles & Responsibilities - Have they been determined for all team members?

Key Activities - Will they allow team to meet its objectives?

Key Deliverables - Are they tangible, and do they demonstrate results?

Timeline/Schedule- Is the schedule sufficient to finish the project on a timely basis?

Milestones- Do they support accomplishment of the project?

Critical Success Factors - Do they ensure team’s success?

Metrics - Do they accurately measure results, and support critical success factors?

Risks - Are they full documented, and do they significantly impede success?

Boundaries - What elements are in, and out, of the project?

Sponsor - Is the sponsor at a high enough level in the organization to clear barriers, provide

resources, etc?

TeamCharter

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Team Charter Validation ...

Who validates the Charter? The team sponsor, and other key stakeholders of the project.

What does the validation process A series of meetings with the sponsor and other consist of? stakeholders where representatives of the team talk through the various components of the

Charter getting feedback and sign off on each part from the stakeholders.

How does validation usually go? Each iteration usually brings fine-tuning to the respective components. Once all parties are in agreement, and support the team moving ahead with its efforts.

TeamCharter

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Meeting Effectiveness

TEAMS


ResolutionDiversity

Coaching


TeamCharter

ProblemSolving

DecisionMaking

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Objective: To introduce a team to effective meeting practices, including; ground rules, guiding principles, agendas, documentation, and evaluations.

Expected Results: The team will develop and incorporate practices in its meetings to ensure success.


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Why Have Meetings?

Meetings should provide a:

• Simple method for effective, direct, communication of information perceptions, concerns, etc.

• Structured forum for reaching decisions and resolving conflicts.

• Dedicated time to work on goals and objectives.

• Gathering for face to face interactions and opportunities to develop familiarity, and trust as a team.

• Place where outsiders can interface with all team members at the same time to communicate important information.

• Facilitates involvement, input, and ownership in results.

• Enables/supports easy clarification & elaboration of information and intent.



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General Meeting Guidelines

Create meeting ground rules

Create guiding principles

Use agendas with clear definition of expected outcomes & processes

Apply effective facilitation methods

Manage meeting processes to achieve desired outcomes

Document meetings

Evaluate meetings (to identify & address problems early & to enable continual improvement in team effectiveness)


Teams should commit to the following guidelines:

Source: Jonier & Associates, The Team Handbook, 1988

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Create Meeting Ground Rules

Ground rules should be specific enough to enable easy compliance & enforcement.

Examples of meeting ground rules:• Start all meetings on time• Establish an agenda and stick to it• Use a flip chart to record ideas• Everyone should participation• No side discussions• Test ideas for agreement• Document & distribute all meeting minutes and group decisions• Clarify follow-up responsibilities• Agenda will be developed for the next meeting

Activity: Create meeting ground rules


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Create Guiding Principles

• We will plan and organize all activities to be successful

• We will strive for minimal redundancy in our efforts

• We will be proactive and not reactive in making decisions

• Technology should be leveraged to provide operating efficiency whenever possible

Activity: Create Guiding Principles

Guiding Principles are the key statements of belief as agreed upon by the team used to govern them in their activities. They should be regularly used by the team to test their activities, approaches, behaviors, etc., for appropriateness. Examples of Guiding Principles are:


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Use Agendas

• Each meeting must have an agenda

• It should be drafted prior to the actual meeting

• It should be sent to participants in advance, if possible

• If an agenda has not been developed before a meeting, spend the first five or ten minutes writing one on a flipchart

• It should state the expected outcome of each topic

• It should describe the basic process for the meeting, (i.e., presentation, discussion, activity, etc.)


AGENDA

Topic Presenter Time

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Meeting Agenda

• The meeting agenda is the most critical component of any meeting. The agenda defines the purpose, time contract, participants, and materials that will be required during a meeting. Because of this wealth of information, the agenda is a very useful tool planning a meeting.


AGENDA

Topic Presenter Time

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Agendas should include the following information:

• Agenda topics (e.g., a sentence or two that defines each item and why it is being discussed.)

• Topic leaders/facilitators (e.g., usually the persons who originated the item or the persons most responsible or knowledgeable about it.)

• Time guideline (e.g., the estimated time needed to discuss each item.)

• Basic type of process to be used to achieve each outcome.

• Clearly defined outcomes (e.g., discussion only, decision required, assignments of responsibility, etc.)

• Critical attendees.

Activity: Create a Sample Agenda



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General Guidelines for Managing Meetings

Meeting participants should:

• Listen actively to all information and discussions

– Ask questions

– Check for understanding

– Paraphrase

• Ask yourself: ‘How will I use information to drive for continuous improvement?”

• Avoid personal attacks on others in the meeting

• Be positive and keep discussions constructive

• Participate and help drive the group toward accomplishment of its goals


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Meeting Roles

• Leader

• Facilitator

• Scribe

• Participant

• Timekeeper

• Process Observer

As part of the meeting plan, and agenda, each of the following roles should be clearly understood for each topic.



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Leader Role

• Explains the purpose of the meeting and expected outcomes

• Introduces key speakers and visitors

• Ensures the meeting plans, and agenda are prepared

• Validated the meeting agenda

• Assists facilitator with decision making process on critical decisions (e.g., leads team to decisions, makes decisions when appropriate, etc.)


Source: Conoco, Teamwork - A Team Development Workshop, 1993.

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Facilitator Role

• Ensures the process is well-defined, understood, and appropriate

• Manages the meeting process to deliver objective outcomes

• Enforces time contracts

• Focuses meeting discussion to current topic

• Focuses on the “process” more than “content”

• Ensures balance, equal opportunity for participation and input

• Enforces ground rules



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Scribe Role

• Records key meeting discussion points (i.e., minutes) and decisions

• Verbally validates and summarizes decisions before documenting them

• Produces a written summary of the meeting for project records and communications

• Sometimes this role is filled by the Facilitator or Leader


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Participant Role

• Comes prepared to meetings having completed any requested pre-work

• Participates actively in meetings

• Does not attack other team member opinions

• Provides constructive feedback & input

• Follows up on assigned items or tasks

• Assists & supports as a “process observer”



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Timekeeper Role

• Keeps time for the overall meeting and all agenda items

• Advises the facilitator and group on progress versus time limits for each topic


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Process Observer Role

• Observes the group during discussion and activities watching for:

– Adherence to ground rules and guiding principles

– Adherence to agreed processes.

• Timely, constructive intervention when agreed processes are not being followed or are clearly not effective.

• Reports to the group at the end of the meeting on what they saw, and provides feedback on ways to improve the next meeting.


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Typical Meeting Structure

A meeting will typically have the following format:

• Review of Agenda and Time Contract

• Assignment of Meeting Roles

• Review of Meeting Purpose

• Brainstorming/Discussion

• Consensus Development

• Development of Path Forward Plans

• Meeting feedback - e.g., “Likes”, “Changes”, and “Overall Rating”



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Documenting Meetings

• Documentation serves the following purposes:– Keeping members informed of key points– Documenting key decisions– Recording assignments and commitments– Inventorying team activities– Listing the backlog of things to be done– Messages for inclusion in external communications

• Key elements of meeting documentation are:– Date and time of meeting– Names of attendees– Topics covered with main points– Agreements/decisions reached– Next steps



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Evaluate the meeting

• An example is to ask the group to list the “Likes”, “Changes” and “Overall rating” for the meeting

• Review and clarify suggested “changes” within the team for future applicability

• Resolve or create plans to address “changes”

as appropriate

Other approaches

• Use an evaluation checklist or form


Likes Changes

Overall Rating

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Decision Making

TEAMS


ResolutionDiversity

CoachingMeeting

EffectivenessTeam

Charter

ProblemSolving

DecisionMaking

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Objective: To discuss several common decision making techniques, including “Divergent” and “Convergent” processes, and how they are used.

Expected Results: The team will be able to use the techniques discussed, fostering full participation in making decision, and reducing the overall time required to make decisions.

DecisionMaking

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Identifying & Developing Alternatives(Techniques/Methods)

Common ways to identify and develop alternatives include the use of “divergent processes” (i.e., those which generate a multitude of alternatives from different sources.)

• Brainstorming

• Research

• Surveys

DecisionMaking

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Brainstorming

• Encourage everyone to offer their ideas, in turn (i.e., Don’t hold back on any ideas even if they seem silly at the time, the more ideas the better.)

• Maintain a fast pace. (To discourage “analysis”, “critiquing”, or “judgment”.)

• No open discussion of ideas is allowed.• Encourage “hitchhiking”, “building”, or “triggering” of new ideas based

on ideas generated by others in the group.• Write ALL ideas on a flipchart or post-its so the whole group can easily

scan them.

• See reference material from The Team Handbook

Activity: Practice Brainstorming technique

DecisionMaking


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Research & Surveys

Research is done by collecting and analyzing a given set of data from various sources (e.g., Reference manuals on a subject, procedures, regulations.) Analysis of the data should be done to determine whether information supports a “best practice” to be used in the decision making process.

Surveys are done by posing a given set of questions or choices to various individuals, or groups, asking them to provide responses. Survey results can then be factored into the decision making process based on opinions and preferences revealed by the survey.

DecisionMaking

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Divergent ProcessesDecisionMaking

Brainstorming Research SurveysPros All ideas are accepted

without questionEntire groupparticipates

Increasesprobability ofdecisions basedon facts.

Provides inputfrom sourcesoutside of team.

Cons Dominate/ overbearingmembers can controldiscussion

Takes moretime, and efforton part of teammembers.

Takes moretime, and canskew resultsbased onquestions askedin survey.

When to use? To stimulate “out of thebox thinking”To engage everyone inthe meeting

To basedecisons onimpericalevidence, andnot on opinions.

To get inputfrom outside theteam, and as acommunicationstool.

When not to use? Decisions that have tobe made quickly

Decisions onwhich nopreviousinformation isavailable.

Decisions inwhich opinionsmay alterdesiredoutcomes.

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Ways to Elicit Participation

• Open the discussion with a brainstorm

• If the facilitator or observer(s) notices that someone is not participating, then:

– Ask people to write their ideas down on post-its

– Go around the room asking each person to give their idea

– Ask people to share their ideas with a partner and present the information collectively

• Before concluding the session:

– Go around the table again, and ask people one at a time if they support decisions made by the group

• If there is disagreement, then ask them “What they would suggest for changes/improvements?”

DecisionMaking

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Selecting Alternatives(Techniques/Methods)

“Convergent” Processes (i.e., moving toward one point) are used to select alternatives in the decision making process. Examples of “Convergent” processes include:

• Multivoting

• Nominal Group Technique

• Majority Vote

• Consensus

• Team Leader

DecisionMaking

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Multivoting

• Conducting one or more “polls” or “votes” to select the most important or preferred items from a list.

• Limited discussion, and difficulty, as voting decides outcomes for group.

• A repetitive process to systematically converge on the group’s best selection (e.g., with discussions between votes.)


Activity: Practice Multivoting technique

DecisionMaking


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Nominal Group Technique

• More structured approach than either brainstorming or multivoting.

• Group generates a list of alternatives in writing, and discusses each (e.g., clarifications, elaboration's, pros & cons, etc.)

• The systematic identification of either the “most” or “least preferable alternatives.

• Effective tool when all or some group members are new to each other.

• Good for highly controversial issues, with dominating or overbearing members, or when a team is stuck in disagreement.


Activity: Practice Nominal Group technique

DecisionMaking


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Majority Vote

• Decisions are made by the largest number in the group.

• “Democratic” way of deciding on issues.

• Vote (outcome) is used to set direction for group.

• Is typically easy, fast, consistent way to make group decisions.

• Inherently leads to “winners” and “losers”

• Has potential to leave significant issues, problems, and needs unaddressed - leading to problems later.

DecisionMaking


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Consensus• Is an agreement by each individual on the team to support (or not object to)

decisions, recommendations, or positions taken by the team.• Is not...a unanimous vote -- Consensus may not reflect everyone’s first

preference or priority.• Requires; time, active participation of all team members, skills in

communication, and conflict resolution, a facilitated process, creative thinking and open-mindedness.

• Each member must participate fully in the decision.• Group should decide ahead of time when it will seek for consensus vs.

majority vote or another form of decision.


Activity: Practice Consensus technique

DecisionMaking


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Another way to look at consensus ...

• Consensus means that all team members have shared their views, explored options, found a resolution that each is willing to accept and support with others outside the team.

Note:

• Team members may differ or even disagree with the resolution ... but, each team member must be willing to support the decision and complete their responsibilities once they have reached consensus.

DecisionMaking

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Testing for Consensus

Before consensus is assumed, the facilitator or leader should “test” for consensus. The process used to test for consensus is done by going around the room to each person, asking:

1. Do you agree with the decision?

2. Can you support the decision?

3. If you do not support the decision, How could it be changed so that you could support it?

DecisionMaking

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Team Leader

• Used when decisions must be made quickly.

• If consensus is not possible.

• Leader should have both support and agreement of the group to make decisions in its absence.

DecisionMaking

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Convergent ProcessesDecisionMaking

Multivoting NominalGroupTechnique

MajorityVote

Consensus Team Leader

Pros Decisions are madethrough vote

Focuses group’sattention onparticular issue

Democratic -Ensuresmore agree than donot

Decisions are madewith all membersagreeing tosupport

Decision can bemade quickly

Cons Members who donot vote for topidea may “check-out”

Stifles somecreativity bycollecting thoughtsin writing insteadof throughspeaking

Can create“win/ lose”situation

Decision may notbe a member(s)first choice

Group doesn’t takepart in decision

When to use? Large number ofideas need to bereduced

Groups withdominatingmembers whocontrol discussions

Issue is not veryimportantNo extremepositions

Commitment bygroup is necessary

Group supportsleaderTime is critical

When not touse?

Group membersare missing anddon’t haveopportunity to vote

To solicit ideas thatcould be “piggybacked” on byothers

Win/ losesituations are to beavoided

Disagreementwithin group couldcause some teammember(s) to checkout

Group buy-in isnecessary


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Decision-Making ProcessDivergentProcesses

ConvergentProcesses

MajorityVote

Done

Team LeaderDecision

Nominal Group Technique

Yes

No

Done

Done

GatherInformation

FocusIdeas

• Brainstorming• Research• Survey

• Multi-voting

ReachConsensus

DecisionMaking

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Planning Team Decisions

Questions a team should ask about any decision:

• What decision needs to be made?

• Are all the reasonable alternatives known?

• Who should be involved? (Who are the stakeholders?)

• What will the process be for making the decision?

• How should they be made?

– individual or consensus?

• What information is needed?

• What actions are required?

DecisionMaking

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Overcoming IneffectiveDecision Making

• Develop special roles for members, such as devil’s advocate, if it appears that team thinking may make the group inefficient.

• Use brainstorming to help members feel willing to participate, not only to improve the quantity and quality of ideas offered during a discussion.

• Protect the rights of a disagreeing minority among members so that their views will be heard.

• Plan ahead for procedures to use when a decision must be made urgently or when a crises arises.

• Encourage members to evaluate the group’s skill in decision making and learn ways of improving it.

• Get help from outsiders if members can’t deal with an issue by themselves.

DecisionMaking

Source: Zander, Alvin, Making Groups Effective, 1994.

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Problem Solving

ProblemSolving

TEAMS


ResolutionDiversity

Coaching MeetingEffectiveness

TeamCharter

DecisionMaking

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Objective: To present a process for team problem solving, and practice solving problems as a group.

Expected Results: The group will understand the importance of solving problems together, and solving the problem itself and not just the symptoms of a problem.

ProblemSolving

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Problem Solving Exercise

Objective: To develop creative solutions to a problem.

Instructions: Listen to the following problem, and as a group develop a proposed solution.

It was the 16th hole of the Bob Hope Desert Classic, and the newcomer had an excellent chance of winning. His iron shot fell just short of the green, giving him a

good chance for a birdie. Smiling broadly, he strode down the fairway only to stop in dismay. His ball had rolled into a small paper bag carelessly tossed on the ground by someone in the gallery.

If he removed the ball from the bag, it would cost him a penalty stroke. If he tried to hit the ball and the bag, he would lose control over the shot. What

should he do?

Reference page 251 in the book, Games Trainers Play

ProblemSolving

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Common Team Problems

• Lack of focus/ wandering

• Floundering

• Overbearing / dominating members / inequitable participation

• Unquestioned acceptance of opinions as facts

• Rush to “solutions”

• Lack of understanding or consideration of other view points (without consideration of alternatives.)

• Disruptive behavior

ProblemSolving


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Solutions to Common Team Problems ProblemSolving

Problems• Lack of Focus• Floundering• Overbearing members• Dominating members• Reluctant members

• Unquestioned acceptance of opinions as facts

• Rush to accomplishment• Inability to understand another’s point of view• Discounting someone else's point of view -

ignoring their contribution• Disruptive behavior

Possible Solutions• Enforcing agendas• Facilitating group sessions • Facilitate using more equitable techniques for

managing “airtime” (e.g., post-its, polling, etc.)• Techniques which elicit and/or make input

“safe” (e.g., polling, post-its, etc.)• Testing opinions with others outside the group• Force the group to go back and look at the

issue again• Asking people to put themselves in the other

persons shoes, articulating the other person’s perspective, etc.

• Enforcing ground rules, and utilizing effective intervention techniques

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Guidelines for Effectively Managing Team Problems

• Anticipate and prevent team problems whenever possible.

• Address each problem as a team problem.

ProblemSolving

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Problem Solving Process

Language DefinitionLanguage Definition

Problem IdentificationProblem Identification

Data/InformationData/Information

Identify & Develop Alternative Solutions(i.e., Diverge)Identify & Develop Alternative Solutions

(i.e., Diverge)

Select Alternative(i.e., Converge)Select Alternative

(i.e., Converge)

Follow-UpFollow-Up

ProblemSolving

A high level view:


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Problem Solving Process

Language DefinitionLanguage

Definition

• Clarification of the subjects being discussed and the meaning of words to develop a common understanding

ProblemIdentificationProblem

Identification

• Stating problems and identifying the root cause, not the symptom

Data /InformationData /

Information

• Collection of information to clarify or further refine group’s interest of the problem

SelectAlternativesSelect

Alternatives

• Develop criteria by which potential solutions can be evaluated, time, money, speed

AlternativeSolutionsAlternative

Solutions

• Generate a number of solutions

Follow-upFollow-up

• Planning how the decision will be implemented

• Assigning follow-up responsibilities to ensure that decisions or identified actions are carried out

• Ensuring solution works

Common mistake:• Using same terminology

with different meanings

Common mistake:• Focus on symptoms

rather than on problems• Permanently identifying

the problem without exploring all available data

Common mistake:• Not making critical

facts known to all• Not distinguishing

between facts, opinions, and feelings

Common mistake:• Generating &

evaluating ideas are not kept separate

• Premature closure before all alternatives are identified

• Dominance by high status or aggressive members

Common mistake:• Unproductive

competition & conflict resolution

• Undue weight given to secondary decision criteria

• Poor understanding of some alternatives

• Premature accommodation & compromise

• Dominance by high status or aggressive members

Common mistake:• Failure to assign

specific responsibilities• No review or due dates

assigned

ProblemSolving

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Problem Solving Exercise

Objective: To analyze some aspects of cooperation in solving a group problem.

Instructions: Each person has an envelope containing pieces of paper for forming a square. Your group is to form squares of

equal size. No member may speak. No member may ask another member for a piece or in any way signal that another person is to give them a piece. (Members may voluntarily give pieces to other members.)

At the end of the exercise group members will be asked to share their experiences and discuss any observations.

Reference Vol. 1, page 25 in the book, Structured Experiences

ProblemSolving

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Communication

TEAMS

Communication

ConflictResolution

Diversity


TeamCharter

ProblemSolving

DecisionMaking

68


Objective: This module will discuss the importance of team and individual communications.

Expected Result: The team will recognize the importance of communications, distinctions in giving and receiving constructive feedback, and in active listening skills.

Communication

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Team Communications

Communication

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Team communications are a critical partof every initiative ...

“At the Denver Refinery, we believe that communication efforts can and must be improved if we are to succeed in the goals we have set.”

Communication

Conoco, Denver Refinery Communication Plan, 1994.

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Considerations for Team Communications

• Why do I need to communicate? Purpose

• What do I need to communicate? Message

• Who do I need to communicate to? Audience

• How should I communicate? Channel

• When should I communicate? Frequency

• What feedback should I expect? Response

Communication

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Example ofTeam Communication - Status Report

• Purpose:Update team accomplishments.

• Message: “Completed 50 operating procedures this week.”

• Audience: Team Sponsor

• Channel: Face-to-face

• Frequency: Weekly

• Response: Recognition for achievement.

• See reference material in the Conoco Denver Refinery Communication Plan

Communication

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Communication

Example of aCommunications Matrix

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Example ofFeedback Mechanisms

Feedback Mechanisms

Initiative Approach Audience Channel Frequency

All initiatives

Lottery of participants to solicit and report feedback from the refinery - EMAD group leads

discussion

Selected participants-

rotatedEMAD, LT member, 9

participants monthly

All initiatives Rumor Mill (feedback box) All

Communication assistant retrieves feedback, assigns responsibility, and

follows up to ensure feedback is given weekly

All initiatives Communication Voice-Mail All



All initiatives Communication - E-Mail All



YTD Results, PSM Metrics

Post metrics on a Dashboard - placed in the lobby or in Control rooms All

Communication assistant updates

dashboard weekly

Communication

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Communication Between Individuals

Communication

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Examples of IndividualCommunications

• One Way Communication - Sending or receiving messages

• Two Way Communication - Sending and receiving messages & feedback

• Two way communication can be “true” or “apparent”

• “True” two way communication exists when the sender and receiver understand and acknowledge the message being communicated.

• “Apparent” communication exists when both sender and receiver assume they understand and acknowledge the message being communicated.

Communication

77

Two Basic Feedback Models

Positive Feedback

• Identify the behavior (what the person says or does)

• State the value, impact, significance

• Check understanding

• Express appreciation

Constructive Feedback

• Set the climate.

• Set expectations.

• Identify the behavior (what the person says or does.)

• State the value, impact, significance.

• Balance the “content” and “approach.”

• Check understanding - deal with resistance.

• Mutually develop an action plan for change.

• Check for agreement and understanding.

• Express appreciation.

Communication

78

Giving Constructive Feedback

Feedback:• Should be given in ways which recognize and reinforce positive

individual and team behaviors.• Should be “balanced” & “fair” (e.g., positive vs. negative, “strengths”

vs. “opportunities for improvements”)• Must be directed toward behaviors vs. the individual’s dignity• Should preserve and reinforce value for the individual• Should reflect balance between directness/clarity and consideration of

the impact on the relationship (i.e., reflect “maturity - the balance between courage and consideration”)

• Should be descriptive, not evaluative or judgmental.• Should be specific, not general.• Should be timely.• Should include checks to ensure clarity and understanding.

Communication

79

Constructively Receiving Feedback

• Prepare yourself to “listen” and choose your response, not react “defensively” - (i.e., Steven Covey, PCL)

• “Listen” rather than trying to “defend” your actions or point of view.

• Ask questions for clarification and understanding.

• Rephrase what came through to ensure clarity.

• Express appreciation / show value for the feedback.

Communication

80

Feedback Exercise

Objective: To encourage people to give feedback.

Instructions: Split up into pairs.

Each person should write 4-5 things they’ve noticed about their partner.

Discussion should follow with each person constructively presenting feedback to their partner.

After everyone has finished, discuss as a group learnings from this exercise.

Communication

81

Listening Exercise #1

Objective: For participants to practice effective listening skills.

Instructions: Take out a piece of paper, and number it from one to ten. Answer each of the following questions.

Discuss how well everyone did in answering the questions.

Reference page 221 in the book, Games Trainers Play

Communication

82

Active Listening Guidelines

• Look at the person and show interest.

• Take short notes if the message is long. Do not lose eye contact for more than a few seconds.

• Acknowledge understanding through supporting verbal comments or non-verbal signs, like head nods.

• Ask for elaboration or clarification, if appropriate.

• Confirm understanding by summarizing or paraphrasing the speaker’s main points.

Communication

83

Listening Exercise #2

Objective: To practice active listening skills.

Instructions: Split into pairs. The first person should state a sentence, then the next person should follow it with a sentence using the last letter of the last word in the sentence of the first person. Take turns going back and forth, three times.

Discuss as a group what you learned from this exercise.

Communication

84

Conflict Resolution

TEAMS

Communication

ConflictResolution

Diversity


TeamCharter

ProblemSolving

DecisionMaking

85


Objective: This module will address some of the sources of conflict and suggest various processes and techniques for conflict resolution.

Expected Result: The team will be able to analyze conflict and identify process techniques for resolving conflict effectively.

ConflictResolution

86

The Sources of Conflict

• The reasons for conflict can be that people have different:

– Facts (information)

– Goals (roles)

– Methods (needs)

– Values (beliefs)

• Additional causes of conflict include:

– Competition

– Boundaries

– Hidden agendas

ConflictResolution

87

Conflict Resolution Process

OpenDiscussionof Problems

OpenDiscussionof Problems

IdentifyDifferences

IdentifyDifferences

BuildUnderstanding

forPoints of View

BuildUnderstanding

forPoints of View

ReduceDefensiveness

ReduceDefensiveness

BeginMutual

ProblemSolving

BeginMutual

ProblemSolving

ConflictResolution

88

Processes and Techniquesfor Conflict Resolution

• Encourage open discussion of problems at the time they surface (e.g., Make the conflict the teams problem. Focus on resolving the conflict before the group goes forward.)

• Identify differences (e.g., Ask members to write pros and cons of a problem and display them on a flipchart.)

• Build understanding of each point of view (e.g., Call on a member to clarify any questions and summarize the point being made.)

• Reduce defensiveness (e.g., Follow ground rules and remember to give positive, constructive feedback.)

• Begin a mutual problem solving process (e.g., Use the problem solving process: language definition, problem identification, data/information, alternative solutions, choice of alternative, and follow-up.)

• Reflect on Guiding Principles established by the team.

ConflictResolution


89

Specific Conditions forProductive Conflict Resolution

• A conflict AND shared interest in resolving it.

• Mutual definition and understanding of the problem.

• A continual focus on the problem or the issue, vs. personalities or individuals.

• Constructive ventilation to get hostility out of the system.

• Introspection

– recognition by each member that he/she is a part of the problem and must be part of the resolution.

• Openness and willingness to pursue win-win solutions.

• Some binding quality to the agreements.

ConflictResolution

90

Qualities of a Useful Conflict

Conflict can actually help in building team effectiveness. Useful qualities of conflict include:

• Members evaluate one another’s ideas.

• Members generate more ideas.

• Participation among members is widely shared.

• Members are flexible in their ideas and actions; they do not insist on one view or behavior.

• Members try to summarize where discussions are headed and strive for successful outcomes.

• Members deliberately work to find conclusions others can accept.

• Members successfully influence others and are influenced by them in turn.

ConflictResolution


91

Conflict Resolution Approaches

• Listen for understanding to the other person’s position (or perspective, etc.)

• Describe the other person’s position (or perspective, etc..) as best you can see it?

• Describe the problem as you see it.

• Describe what others do that you believe contributes to the problem.

• Describe what you do that could contribute to the problem.

• State what you want or need from others to resolve the problem.

• What first steps can you take to resolve the conflict?

ConflictResolution

92

Conflict Resolution Exercise

Objective: To identify the dimensions along which people conflict.

Instructions: The group will identify conflicting points of view and practice resolving conflict as a team.

Reference Vol. VI, page 114 in the book, Structured Experiences

ConflictResolution

93

Diversity

TEAMS


Resolution

Diversity


TeamCharter

ProblemSolving

DecisionMaking

94

Coaching

ConflictResolution

ProblemSolving

TEAMS

Communication Diversity

Coaching


TeamCharter

DecisionMaking

ProblemSolving

ConflictResolution

95

Objective and Expected Results

Objective: This module will outline the necessary components of

effective coaching.

Expected Results: The team will be able to identify and utilize the

techniques involved in coaching players.

Coaching

96

“What does coaching mean to you?”

Coaching

97

Definition of Coaching

...Intentionally helping another person to improve his or her competence by utilizing opportunities for development on the job ...

Coaching

Source: Francis, David & Young, Don, Improving Work Groups - A Practical Manual for Team Building, 1992.

98

The W’s of Coaching Coaching

Where

Reinforcing Positive

Short-term Coaching

Discouraging Negative

Long-term Coaching

Why

When

Informal Formal

99

“Scale Analogy” Coaching

Coaching

Before After

negative positive negative positive

100

Key Points

... Many of us play both roles simultaneously, we must constantly be willing to give and receive coaching, to help others learn, and to learn ourselves ...

... Coaching should always be consistent with the core values of the organization, stressing superior individual performance, which in turn enhances superior organizational performance ...

Coaching

Source: Andersen Consulting, Performance Coaching Guide, 1995.

101

“What do you think are qualities that a good coach should exhibit?”

Coaching

102

A Good Coach is:

• Listener

• Different perspective

• Reality check

• Confidant

• Supporter and advocate

• Promoter of superior individual performance

• Patient and confident person

• Communicator

Coaching

Source: Byham, William C., Zapp! The Lightening of Empowerment, 1988 and Andersen Consulting, Performance Coaching Guide, 1995.

103

“What are some of the roles of a coach?”

Coaching

104

Roles of Coaches

• Ensures the players know how to carry out tasks

• Gives players confidence

• Builds trust

• Recognizes needs of players

• Commits to development of a learning relationship

• Takes appropriate action to do the right things at the right time

Coaching

105

“Believe in Yourself”Combining qualities and roles of coaches:

Attitudes of a good coach include:

• Believe in yourself and what you’re doing:

– Display general self-confidence

– Show enthusiasm for organization, production goals, etc.

• Believe in your ability to train and motivate:

– Effectively teach skills

– Work with different kinds of people

– Exercise authority

– Provide leadership to your people

• Believe in your ability to communicate realistic goals/expectations:

– Set appropriate production targets

– Clearly give instructions about initiatives, strategies, etc.

Coaching

Source: Conoco Partnerships for Excellence, Leadership Development, Ponca City Refinery, 1995.

106

“Believe in Yourself . . .”

• Believe that your players can learn to make decisions, and take initiative:

– Trust others to want to improve their skills

– Allow “controlled errors” of learning

– Let go of “need to be needed” as “the expert”

• Believe that your success is measured by the success of your people:

– Promote team success

– Let go of the “Lone Ranger” syndrome

– Focus on “fire prevention vs. fire fighting”

Coaching

Source: Conoco Partnerships for Excellence, Leadership Development, Ponca City Refinery, 1995.

107

Communication and Coaching

• Open two-way communication is critical to effective coaching.

• “True” two way communication exists when the sender (coach) and receiver (player) understand and acknowledge the messages being communicated.

Coaching

108

Enablers for Successful Communication

• Proper Verbal and Nonverbal Communication

• Constructive and Timely Feedback

• Effective Listening Skills

• Sincerity

• Empathy

Coaching

109

“Food for Thought” Coaching

“The receiver of a message drives as much as 90% of the meaning of a message from the sender’s nonverbal communication.”

110

Key Communication Elements

• Nonverbal Communication

– Appearance

– Facial Expressions

– Eye Contact

– Body Contact

• Tone of Voice

– Projection

– Intonation

• Verbal Communication

– Word choice

Coaching

Appearance

Facial Expressions

Eye Contact

Body Contact

Tone of Voice

Retention Rates by Receivers of Communications

55%

35%

10%

111

Verbal CommunicationWhen words do count . . .

• Descriptive not evaluative

• Specific rather than general

• Directed at behaviors that can be changed

• Timely

• Checked to ensure understanding

Coaching

112

Tips for Effective Listening

• Prepare yourself to “listen” and choose your response, not react “defensively”

• “Listen” rather than trying to “defend” your actions or point of view.

• Ask questions for clarification and understanding.

• Rephrase what came through to ensure clarity.

• Express appreciation / show value for the feedback.

Coaching

113

CoachingWhy we Coach ?

ReinforcingPositive

orDiscouraging

Negative

Short-termCoaching

Long-termCoaching

Informal Formal

114

Coaching Positive Qualities

• Catch people winning ( a good coach praises positive qualities)

• Encourage positive qualities

• Provide positive feedback

• Reinforce organizational values

Coaching

115

Vision and Values of Denver Refinery Coaching

Vision Organizational Value Denver Refinery Attributes

Competitive Performance Innovation Sets high standards

Uses creative problem-solving techniques

Finds new and better ways of performing job

Mutual Commitment Integrity Voice your opinion, even if it may not be popular

Operates by principles

Take responsibility for actions & words

Honor you commitments, however small

Admit your mistakes

Give credit to those who deserve it

Safety & Environmental Performance Continuous Learning Receptive

Open to others ideas

Encourage input from others

Community Relationship Contribution Supportive

Proactive with community

Improvement initiatives

Provides positive role model to community

Customer Satisfaction Challenge Tests conventions

Tests limits

116

Taking it a Step FurthurQuality to Coach: Innovation

Attributes of “innovation” are:

• innovates and creates new and unique methods and procedures

• sets high standards

• uses creative problem-solving techniques

• is alert to new opportunities, techniques and approaches

• effectively applies new concepts and techniques

• finds new and better ways of performing job

• displayes ingenuity in anticipating and meeting unexpected situations

• active and eager to try new approaches

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUE

117

Discouraging Negative Qualities

• Determine what qualities are being exhibited that need to be changed

• Provide immediate and ongoing feedback until issue is resolved

• Reinforce how these actions do not coincide with the organizational values

• Express confidence that the issue can be solved

Coaching

118

Addressing Negatives

• Immediate/short-term situations

• Persitant/long-term issues

• Resistance

• Conflicts

Coaching

119

“From the Hip”What do you do when you observe a situation that

requires immediate coaching

• Assess situation and determine whether action should be immediate or whether a formal meeting should be set-up

• If immediate, approach person once issue is observed

• Ask person if you can move to a more private location to discuss issue

• Coach player on how to better deliver their message - more constructively along lines of organizational values

• Consider setting up a follow-up meeting to assess progress

Coaching

120

“The 6-Step Coaching Approach” Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6

ISSUE OUTCOME

COACHING

121

“What do you think needs to be prepared before you meet with a player?”

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUEOUTCOME

122

Prepare

A good coach thinks about the following aspects, before they meet with the player:

What are the qualities you think need changing or strengthening?

What are the qualities or goals you want? Good vs. bad qualities.

Is the problem one of knowledge or willingness - or both?

What resistance is likely?

What is your action plan - how will you make it theirs?

What is the right climate for coaching?

Understand the concepts outlined on the coaching continuum slide.

Summarize the qualities and their attributes you will address with the player

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUEOUTCOME

123

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUEOUTCOME

What qualities at Conoco do you define asbeneficial; what qualities are considered

detrimental to success at the Denver Refinery?

I.E. How do you want to be treated by your co-workers?

124

The Coaching Continuum Coaching

Player QualitiesPlayer Qualities

Coach QualitiesCoach Qualities

No AccountabilityNo Input/Suggestion/Idea

GenerationNarrow ViewNo FeedbackWait for instructionsLittle Opportunity for

Development

Accept ResponsibilityAsk Questions for

meaningUnderstand one’s role in

big pictureAccept feedbackReactive to situation

Accept some accountability

Ask for developmentReach-out past the

obviousProvide feedbackTake some risksIndividual development

plans in place

Accept AccountabilityProvide InputUnderstand VisionSolicit FeedbackDemonstrate InitiativeProactively manage

Individual development

TellingEvaluative/No trustKnowledge is PowerLittle FeedbackNo Goal setting/No

expectationsTraining not according to

needs

Delegate responsibilitySolicit InvolvementProvide FeedbackMake decisions with limited

inputSet Expectations/GoalsUnderstand Training Needs

Delegate limited accountabilityAccept some risk takingProvide/Accept feedbackInvolve player in decisionsMonitor goal achievementDevelop/deliver focused

training

Delegate AuthorityCoach/Lead/TrustAct on ideasSolicit Feedback/360Decision making at the right

levelCoach for performance & goal

achievementFacilitate Individual

development plan

Source: Conoco, Leadership Development, 1995. Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6

OUTCOMEISSUE

Coaching follows a pathyielding various outcomes.It is important to rememberthat the coaching process takes time.

Expected Outcomes of Coaching

125

Practice

A good coach always practices a role play before meeting with a player.

Role Play

– Practice coaching on someone not involved in the situation first, testing for the best approach to use.

Coaching

OUTCOME

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUE

126

ExplainA good coach addresses these aspects of a coaching session

to a player:

Agree on the topic to be discussed during coaching

Identify the goals of the coaching session

Promote discovery of solutions for the qualities to be coached

Set the parameters, i.e. the rewards for improvement and consequences for resistance

Authorize and empower the player to go out and improve

Recap what action steps will occur by the player and the coach

Coaching

OUTCOME

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUE

127

Feedback

A good coach realizes it is imperative that they provide the following guidance and feedback:

Provide immediate and specific feedback (i.e.. feedback should be both positive and constructive, refer to the communication module for more information)

When problem persists, use the checklist to reinforce qualities that are being coached

Monitor player performance and coach them by giving ongoing feedback

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6OUTCOME

ISSUE

128

Example: Criteria ChecklistAn Operator expresses resistance to innovation

Att ributes:

1. Innovates and creates new and unique methods and procedures

2. Uses creative problem-solving techniques

3. Is alert to new opportunities, techniques and approaches

How often does player exhibit these attributes:

Constantly: Occasionally: Seldom

_________ _________ ______

_________ __________ ______

_________ __________ ______

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6ISSUE

129

Reinforce

A good coach reinforces the following concepts:

Express confidence in the person’s ability to be successful at end of session and on a continual basis

Summarize the action plan (e.g. You’re going to speak to the Operators about coordinating work with the Pump Mechanics, and then report back to me on your plans for improved coordination.)

Check for mutual understanding on key elements (e.g. If the Mechanics need more time to repair the pump, make sure someone tells the Chief to document it in the 24 hour plan.)

Build mutual confidence that we can make it happen (e.g. I know that you’ll do a good job and that the Mechanics will be eager to work with you on coordinating efforts in the future.)

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6OUTCOME

ISSUE

130

Execute

A good coach monitors the player’s progress after they have met:

What is my role in the action plan?

When do I need to follow-up?

What follow-up coaching is required?

What is the follow-up feedback mechanism?

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6

OUTCOMEISSUE

131

Follow-up Mechanism Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6

OUTCOMEISSUE

Complete Criteria Checklist1

Set up Follow-up Meeting2

Observe Behavior3Re-complete Criteria

Checklist

4

132

Questions to be Answered in Follow-up

A good coach insures that these questions are answered during the follow-up meeting:

• Has the problem been solved or has the performance improved?

• What still needs to be done to solve the problem or improve performance?

• What do I need to do to help solve the problem?

• What other people do I need to meet with to solve the problem?

• What other issues have arisen that need to be

Coaching

Prepare

STEP 1

Practice

STEP 2

Explain

STEP 3

Feedback

STEP 4

Reinforce

STEP 5

Execute

STEP 6

OUTCOMEISSUE

133

Coaching Style Inventory

Directions: A number of coaching situations are given below. After each situation is outlined, a choice

of three alternative reactions is suggested. You must rank the alternatives in order, where ‘1’ is you first

choice, ‘2’ is your second choice, and ‘3’ is your third choice.

Situation 1

You have asked one of your team members to meet with you. The purpose for you is to arrange a coaching session with them. Their performance has not been good in the near past.

Item Alternatives Ranking

1.1 ‘I want you to arrange to show me how you do your job so

that I can help you improve you performance. When would

be the best time?’

1.2 My intention is to accompany you on the job regularly so that

we can improve you overall performance. I’d like to come out

with you tomorrow.’

1.3 ‘So, why do you think I’ve asked to see you?’

Coaching

Source: Salisbury, Frank S., Developing Managers as Coaches: A Trainer’s Gudie, 1994.

134

Coaching Style InventorySituation 2

You have identified a situation in which a member of your team is performing badly. The individual concerned comes up with an idea to improve performance.


2.1 ‘That’s a good idea. Do you think there is any downside to it?’

2.2 ‘Well it looks all right on the surface, but I think you may

have a problem implementing it.’

2.3 ‘That’s good. Is there anything else you could do?’

Situation 3

During the initial coaching discussion you know that the individual is looking at the wrong problem.


3.1 ‘It seems to me that you are looking at the wrong area.’

3.2 ‘Do you want my opinion as to what the real problem

might-be?’

3.3 ‘On a scale of 1-10, what is the likelihood of that course

of action working?’

Coaching

135


Situation 4

The member of staff has steadfastly been unable to identify any personal improvement plan. According to them,they are trying as hard as they can.


4.1 ‘What exactly is it that you want to do?’

4.2 ‘What have you done so far, and what effect has that had?’

4.3 ‘It looks as though you might not be suitable for this job.’

Situation 5

When you asked the individual to say what they wanted to do, they said ‘Anything you want - you’re the boss.’


5.1 ‘I want you to start doing your job, that’s what I want.’

5.2 ‘What do you want.’

5.3 ‘What do you think I want.’

Coaching

136


Situation 6

When you ask the individual what the goal is, they said ‘I have to reach target don’t I?’


6.1 ‘That’s up to you isn’t it?’

6.2 ‘Not really. It’s what you have to do, but sometimes it

might not be your personal goal.’

6.3 ‘Is reaching the target your goal?’

Situation 7

The individual says all the right things, but you still feel uneasy, and their performance never improves.


7.1 ‘I have to say that I feel uncomfortable with your behavior.

You say the right things, however, you don’t appear to

implement any plans we agree.’

7.2 ‘I don’t believe you.’

7.3 ‘If you are doing all the right things, why is it that your

performance never improves?’

Coaching

137


Situation 8

Following a coaching session, you have agreed a course of action with the individual member of your team. You now want to implement it.


8.1 ‘When do you propose to put this plan into action?’

8.2 ‘What I suggest is that you try this out and come back

to me within 7 days and tell me how you got on.’

8.3 ‘I now need to watch you implement this plan, when are

you going to do it?’

Situation 9

The individual has tried to implement the agreed plan, but there has been no improvement in performance.


9.1 ‘What exactly did we agree, what did you do, and

what happended?’

9.2 ‘OK, so that didn’t work, what else could we do?’

9.3 ‘Perhaps you didn’t try hard enough.’

Coaching

138

Coaching Style InventorySituation 10

The individual is having difficulty implementing any performance improvement. They say

‘Look, every time I have a problem you ask me a question. You’re the manager, just tell me what to do.’


10.1 ‘What do you prefer, me always telling you what to

do, or you finding out for yourself.’

10.2 ‘If I keep coming up with the answer, and it keeps not

working, where do you think that leaves me?’

10.3 ‘All right, I want you to get moving and do what you’re

paid to do.’

Situation 11

This is now the sixth time you have met and on each occasion the individual has failed to implement agreed action plans.


11.1 ‘For this relationship to work, you have to keep your

part of the bargain.’

11.2 ‘Why haven’t you done what you siad you would.’

11.3 ‘I’ve tried my best to help, but it is a hopeless case.’

Coaching

139

Score SheetCoaching

Item Rank Item Rank Item Rank

1.1 1.2 1.3

2.3 2.1 2.2

3.1 3.2 3.3

4.1 4.2 4.3

5.2 5.3 5.1

6.3 6.1 6.2

7.1 7.3 7.2

8.3 8.1 8.2

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

Total 'A' Total 'B' Total 'C'

Put your ranking against the item number.

140

Coaching ProfilesCoaching

0

5

10

15

20

25

30

35

A B C

Norm

DevelopmentNeeded

Excellence

Norm 19 21 27Development Needed 20 29 17Excellence 11 22 33

141

Definition of Resistance

• Resistance is a natural reaction to change because it causes people to feel a loss of control; change invariably brings resistance.

• What people resist is their perceived loss and the uncertainty of the experience, not necessarily the change, but its implications.

Coaching

142

What resistance have you encountered at Conoco?

Coaching

143

Conflict as a Result of Resistance

• Avoidance of Accountability

• Flooding with Detail

• One-word Answers

• Impracticality

• Attacking

• Grudging Compliance

• Confusion

• Changing the Subject

• I’m not Surprised

• Silence

• Time

• Nit-Picking

• Pressing for Solutions

Coaching

Source: Conoco, High Performance Team Training, 1995.

144

Sources of Conflict

• Roles

• Environment

• Disagreement

• Personal Styles or Values

• Hidden Agendas

• Competition

Coaching

Source: Andersen Consulting, Facilitation Skills, FSU 722.

145

Unclear Roles

• Scenario:– That’s not my job.” A job was started by the Operators on a daylight

shift, but was not finished by the shift change. The night shift Operators did not finish the job started by the daylight Operators.

– As a result, the daylight Operators came back the next morning to find that the job was not finished.

– The perception was that the night shift Operators believe “It wasn’t their job to begin with, and therefore, wasn’t their job to finish.”

• Resulting Conflict:– Unclear role definition regarding whether or not night shift should

finish jobs started by day shift?

Coaching

146

Environment

• Scenario:– “Days at the Refinery seem to be filled with meetings. I recognize

these meetings serve an important role in improving communication, but sometimes they get in the way of doing my job.”

• Resulting Conflict:– “How can I continue to get my job done effectively, when I am

asked to be in attendance at so many meetings?”

Coaching

147

Disagreement

• Scenario:– The FLLG has been meeting off and on for about a year. Initially

the group was called to help support each other in our jobs as supervisors. The group had meetings every other week, and got off to a good start. Then people from the outside started coming into our meetings, asking for agenda time, to talk about their programs.

• Resulting Conflict:– Some think the FLLG has been derailed from their original intent,

while others have value for the communications and sharing of information from “outsiders.”

Coaching

148

Personal Style

• Scenario:– One person likes to work a job until it’s finished, without

interruption, while another person will take scheduled breaks, no matter at what point they are in a task.

• Resulting Conflict:– Disagreement surfaces between all people working on the job,

about when to take breaks.

Coaching

149

Hidden Agenda

• Scenario:– A leader approaches a group and says (s)he wants the team to

determine what each member is supposed to do. In reality the leader actually has a plan in mind for what each member should be doing.

• Resulting Conflict:– Some team members are resistant to take part in developing roles

as a team. Especially when the perception is that the leader will do what they want regardless of what the team decides.

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Competition• Scenario:

– One refinery has an excellent track record of safety performance, while another refinery has a poor record based on reports filed with regulators.

– In reality, the refinery with the excellent record is not documenting and reporting all of their safety incidences, while the refinery with the poor record has a culture that reflects the attitude that all incidences should be recorded, regardless of severity.

• Resulting Conflict:– Some of the employees at the refinery with the poor safety record believe

it is O.K. to let some incidences go unrecorded, thus giving them a better safety record. Others believe this is illegal, and a poor business practice, and should not be condoned regardless of how it makes them look against competition.

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What conflicts have you experienced here at Conoco?

Coaching

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What If . . . Response Techniques Coaching

• What if . . . you are asked an antagonistic question?– try the “boomerang” technique of throwing it back to the group members.

Ask one specific person or the group in general to respond before you express your ideas.

• What if . . . a discussion is growing heated?– suggest a modified Nominal Group technique by telling the group “Now we

will each simply state our viewno reactions for the time being.” Then allow each member to speak in turn, without interruption.

• What if . . . you are challenged with “this is impossible”?– use a reply that will minimize defensiveness, yet move the group forward in

the process. An appropriate response might be “It may be difficult, but I think we can do it.”

Source: Andersen Consulting, Facilitation Skills, FSU 722.

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What If . . . Response Techniques

• What if . . . you are challenged with “You don’t know what you’re talking about”?

– suggest sincerely that “Perhaps you can provide me with some additional information” Do not allow them to make you feel defensive.

• What if . . . a conflict arises and everyone is talking?

– use nonverbals i.e.. physical skills, to gain everyone’s attention. So if everyone is seated, stand-up, move around, and suggest moving forward in a more constructive manner. Use physical skills coupled with words to manage a conflict.

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Role Play

• Background

– An Operator has been with the refinery for almost twenty years with a deep knowledge of “what it takes to run the units.” Regardless of who makes suggestions on new ways to increase operations (i.e., throughput), the Operator resists. Other Operators see this resistance and adopt a similar attitude.

• Role Play

– One person plays the part of the Coach and another the part of Player. The Coach will work with the Player on his continual resistance to ideas and innovations suggested for running the unit.

– The third person is the observer, taking notes of what they hear, and see.

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Common Mistakes in Coaching

• Rating a person against others instead of against the requirements of their job.

• Forming an early positive or negative judgment and ignoring and/or distorting additional information; or rating performance based only on latest behaviors.

• Generalizing one aspect of performance to other aspects of performance (e.g., tardiness does not necessarily equate to poor job performance.)

• More favorably judging players similar to the coach.• Blindly rating as average rather than making the effort to make valid

ratings.• Rating too high or too low without being able to substantiate ratings.• Allowing past appraisals, good or bad, to unjustly influence the current

assessment process.

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Tips for Providing Constructive Coaching

• Respect the players’ need for privacy. Your reactions should be between you and the player.

• Focus on the future, and identify behavioral changes that are required. Offer useful suggestions for preventing similar circumstances in the future.

• Allow the player to present their side of the problem; engage in a dialogue and avoid the tendency to lecture.

• Give feedback that is specific & behavioral.

• Express your observations calmly. Make sure that you are emotionally in control before coaching a player.

• Promote “open two-way” communication with your player.

Coaching

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Teams

TEAMS


ResolutionDiversity


TeamCharter

ProblemSolving

DecisionMaking

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Objective and Expected Results

Objective: This module will discuss the consequences of a breakdown in the team. This module will also summarize the 8 components discussed in the Team Effectiveness Training and answer any lingering questions concerning team effectiveness.

Expected Results: The team will understand the importance of acquiring the necessary skills to work as a team.

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Consequences of an Ineffective Team TEAMS

Example: Potential Consequences of a Breakdown in a Team

Levels Potential Consequences

Individual Team

MemberMembers who feel lost and uninformed, may lose motivation.

Team Progress is stifled.

BusinessIneffective teamwork leads to missed milestones and late deliverables which are essential for the business to reach its overall objectives.

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“Lessons from the Geese”There is an interdependence in the way geese function. Teams, like flocks of geese, learn from their experiences.

FACT: As each bird flaps it wings, it creates an “uplift” for the bird following. By flying in a “V” formation, the whole flock adds 71% greater flying range than if each bird flew alone.

LESSON: People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust of one another.

FACT: Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone. It quickly gets back into formation to take advantage of the “lifting power” of the bird immediately in front.

LESSON: If we have as much sense as a goose, we will stay in formation with those who are headed where we want to go.

FACT: When the lead goose gets tired, it rotates back into the formation, and another goose flies at the point position.

LESSON: It pays to take turns doing the hard tasks and sharing leadership; people, as with geese, are interdependent with each other.

FACT: The geese in formation honk from behind to encourage those up front to keep up their speed.

LESSON: We need to make sure our “honking” from behind is encouraging.

FACT: When a goose gets sick or wounded or shot down, two geese drop out of formation to follow him down to help and protect him. They stay with him until he is either able to fly again or dies. Then they launch out on their own with another formation or catch up with their flock.

LESSON: If we have as much sense as the geese, we will stand by each other; DON’T SHOOT THE SICK OR WOUNDED.

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Teams and Team Development Summary

TEAMS

TEAMS


ResolutionDiversity

CoachingMeeting

EffectivenessTeam

Charter

ProblemSolving

DecisionMaking

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Additional Exercises for Team Effectiveness

• Team Building Exercises #8-10, in The Team Handbook

• Module #2-3 in the Andersen Consulting Team Development Workshop Binder

TEAMS

Communication ConflictResolution

Diversity

CoachingMeeting

EffectivenessTeam

Charter

ProblemSolving

DecisionMaking

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Bibliography

Conoco, Teamwork - A Team Development Workshop, 1993

Conoco, Denver Refinery Communications Plan, 1994

Joiner & Associates, Inc., The Team Handbook - How to Use Teams to Improve Quality, 1998

Shonk, James H., Working in Teams - A Practical Manual for Improving Work Groups, 1982

Zander, Alvin, Making Groups Effective, 1994

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Materials Needed for Training:

• Flipchart

• VCR - for videos

• Markers and pencils

• Post-it notes

• Overhead projector

• Tape

• Handouts of scenarios for Coaching module

• Handouts of coaching inventory situations in coaching module

1 Denver Refinery High-Performance Team Training.

Documents

Transcript of 1 Denver Refinery High-Performance Team Training.