GROUP EMOTIONAL GROUP EMOTIONAL INTELLIGENCE/MEETINGSINTELLIGENCE/MEETINGS

OBJECTIVESOBJECTIVES

• Understand how to start an effective Understand how to start an effective teamteam

• Build team meeting skillsBuild team meeting skills

• Get you started on your group Get you started on your group projectproject

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PERSPECTIVE

Group Group Emotional Emotional

IntelligenceIntelligence

The Biggest ChallengesThe Biggest Challenges

– Most people think they already have Most people think they already have excellent teamwork skills. excellent teamwork skills.

– Teamwork does not equal common Teamwork does not equal common sense.sense.

– Most people blame team problems on Most people blame team problems on (other) members(other) members

– One can’t learn team skills by reading One can’t learn team skills by reading books.books.

– Experience does not equal learning.Experience does not equal learning.

Team Basic NeedsTeam Basic Needs

• GoalsGoals

• RolesRoles

• Procedures (Norms) – how are Procedures (Norms) – how are we going to go about meeting we going to go about meeting our goals?our goals?

Group Emotional Intelligence Group Emotional Intelligence DefinitionDefinition

• The ability of a group to generate The ability of a group to generate norms that manage the emotional norms that manage the emotional process (awareness of emotion and process (awareness of emotion and management of behavior) in ways that management of behavior) in ways that have positive emotional consequences.have positive emotional consequences.

• GEI norms build emotional capability GEI norms build emotional capability and develop productive relationships. and develop productive relationships.

The Socio- Emotional Model of The Socio- Emotional Model of Group Effectiveness Group Effectiveness (Druskat & Wolff 2001)(Druskat & Wolff 2001)

Group Emotional Intelligence

Trust, Group Identity, Group Efficacy, Networks

Participation, Cooperation, Collaboration

Better Decisions, More Creative Solutions, Higher Productivity

Emotionally Competent Emotionally Competent NormsNorms

Awareness ofEmotion

Managementof Emotion

IndividualLevel

InterpersonalUnderstanding

ConfrontingMembers

Caring Behavior

Group Level Team Self-

Evaluation

CreatingResources

Creating anAffirmative Env.

Proactive Problem-Solving

Cross-Boundary Level

OrganizationalAwareness

Building ExternalRelationships

Study 1: MethodStudy 1: Method

• SampleSample– 382 Full-Time MBA Students (48 382 Full-Time MBA Students (48

teams)teams)• Norms measured via scales we Norms measured via scales we

developeddeveloped

• Group EffectivenessGroup Effectiveness– Faculty rated Likert scale (5 items): Faculty rated Likert scale (5 items):

•End of first semester (1 month after End of first semester (1 month after norm survey)norm survey)

•End of second semester (6 months after)End of second semester (6 months after)

Study 1: ResultsStudy 1: Results(n = 48)(n = 48)

InterpersonalUnderstanding

ConfrontingMembers

Team Self-Evaluation

Proactive ProblemSolving

OrganizationalUnderstanding

Building ExternalRelations

GroupEffectiveness

(1 month/6 mo.)

.45**/.32*

.16/-.12

.30*/.11

.49**/.40**

.56**/.34*

.30*/.32*

Study 2: MethodStudy 2: Method

• SampleSample– 109 Teams109 Teams– 6 Companies 6 Companies (4 Fortune 500)(4 Fortune 500)

•Financial services, transportation, product Financial services, transportation, product design & development, industrial & consumer design & development, industrial & consumer goods manufacturinggoods manufacturing

•Mean teams per company = 20.7 (Range =8-Mean teams per company = 20.7 (Range =8-40)40)

Study 2: Method, cont.Study 2: Method, cont.

• Group Effectiveness Group Effectiveness – Objective performanceObjective performance

•Collected at a mean of 4.14 months after Collected at a mean of 4.14 months after survey admin. (Range = 3-7 months)survey admin. (Range = 3-7 months)

– Manager assessment – Manager assessment – •Same survey as in study 1Same survey as in study 1

•Collected at a mean of 2.25 months after Collected at a mean of 2.25 months after survey admin. (Range = 1-4 months)survey admin. (Range = 1-4 months)

Study 2: Full modelStudy 2: Full model

InterpersonalUnderstanding

ConfrontingMembers WhoBreak Norms

Networks (.71)

Team Self-Evaluation

ProactiveProblemSolving

OrganizationalUnderstanding

GroupEfficacy

(.69)

Safety(.82)

.44***

-.16*

.17*

.38***.50*

.25*

.90***

Performance(.25)

Social Capital

Chi-squared = 947df=508 p=.000NFI=.94 RFI=.93 RMSEA=.089

.83*** .84***

J&J STUDYJ&J STUDY

• SurveySurvey– 33 teams with both survey data and 33 teams with both survey data and

performance dataperformance data•19 Average performing teams19 Average performing teams•14 High performing teams14 High performing teams

• Qualitative DataQualitative Data– 55 Coded documents55 Coded documents

•12 Average performing interviews12 Average performing interviews•43 High performing interviews43 High performing interviews

MAJOR CATEGORIESMAJOR CATEGORIES

• Group Emotional Intelligence (.403 p<.006)Group Emotional Intelligence (.403 p<.006)• GEI Outcomes (.329 p=.025)GEI Outcomes (.329 p=.025)

• Team members have pride and confidence in the teamTeam members have pride and confidence in the team• Team members communicate openly and honestlyTeam members communicate openly and honestly• There is a high level of trust and it is safe to take a riskThere is a high level of trust and it is safe to take a risk• Team members cooperate with each otherTeam members cooperate with each other

• External Support (.374 p<.011)External Support (.374 p<.011)• Proactive Task Focus (.369 p<.012)Proactive Task Focus (.369 p<.012)

• Team members understand and support team goalsTeam members understand and support team goals• Balance strategy with operational tasksBalance strategy with operational tasks• Make timely decisionsMake timely decisions• Clearly define content and scope of tasks and timelinesClearly define content and scope of tasks and timelines• Find ways to do things better and/or fasterFind ways to do things better and/or faster• Remain productive when faced with ambiguityRemain productive when faced with ambiguity

Note: Numbers in parentheses represent significant correlations to performance.

What behaviors or practices have you seen used in What behaviors or practices have you seen used in groups that either build or undermine the development groups that either build or undermine the development of of specificspecific Emotionally Competent Norms? Emotionally Competent Norms?

Running Running MeetingsMeetings

EFFECTIVE MEETINGSEFFECTIVE MEETINGS

• Pre-meeting WorkPre-meeting Work• Roadmap Agenda (handout)Roadmap Agenda (handout)• Formal Meeting RolesFormal Meeting Roles

– Team Facilitator (Leader?)Team Facilitator (Leader?)– Note TakerNote Taker– TimekeeperTimekeeper

• Informal RolesInformal Roles– e.g., devil’s advocate, initiator, e.g., devil’s advocate, initiator,

collaborator, communicator, information collaborator, communicator, information seeker, etc.seeker, etc.

• Action Items/Decisions DocumentedAction Items/Decisions Documented• Follow-UpFollow-Up

ROADMAP AGENDAROADMAP AGENDA

Meeting Agenda ItemMeeting Agenda Item OutcomeOutcome ProcessProcess TimeTime Who Who DeliversDelivers

ACTION ITEMSACTION ITEMS

Action ItemAction ItemWho is Who is

ResponsibleResponsibleDue DateDue Date

HPCT MeetingKey Actions and Decisions

August 17 – 18, 2004

Agenda Item

Action/Decision Responsible Date

Last Meeting Actions

Oncology therapeutic area in Centocor – Angela has talked with the TL, but he has other priorities at the moment. She should also have a few more teams by mid-September

Angela Mid- Sept

Scios should also be involved at this point. We have been given a signal to back-off. The Integration has been rocky. There are probably teams who we want to include. However, we will probably see that many of the problems are external to the team. We won’t do anything now, but will plant the seed for future survey participation.

Ruth, Eileen Mid - Sept

HPTC Update A lot of projects in the pipeline…. What are our priorities, and what can we support? We also looked at the scope and mission of HPTC… who’s in, who’s out? What’s our shared purpose? What did we decide…? We narrowed our efforts this year to the following areas:1.The Research Study

a.Strategy and Implementation and Communication Plan, and ongoing processes to support it. The Portal is part of this, but work on this will be postponed. We need to think about the appropriate timing, but not right now…b.Phase two activities

2.The New Survey System 3.The External Stakeholder Survey

AngelaMatt ??NualaRuth

Nominations of Top/Avg. performing teams

Get nominations from additional members of Management. It’s a concern for all teams who have been nominated….For PRD CDT’s we are going to ask Clare Kendall for nominations At Centocor we may speak to the Team Leaders (or choose ourselves) who are the Outstanding and Average teams… so we have more than just Bill Matthews’ opinionEveryone will go to the extra nomination people themselves, gather the data and return it to Sue to compile and give to Steve. Give them a list of the teams to rate, select any that are outstanding and any that you see as average, if anyAny extra nominations for Outstanding/Average need to come to Sue who will put it into a separate Excel database and send to Steve

Ruth, Angela, Nuala, Eileen, Sue

ASAP

TEAM FACILITATOR ROLETEAM FACILITATOR ROLE(adapted from MOR Associates, 1994)(adapted from MOR Associates, 1994)

• The facilitator helps the group answer The facilitator helps the group answer the following questions:the following questions:– What roles do we need?What roles do we need?– What groundrules do we want?What groundrules do we want?– What are people’s perceptions of the task?What are people’s perceptions of the task?– What are the most effect process tools to What are the most effect process tools to

use?use?– How much time should be allocated to How much time should be allocated to

each agenda item?each agenda item?– How will we make decisions?How will we make decisions?

RECORDER & TIMEKEEPERRECORDER & TIMEKEEPER(adapted from MOR Associates, 1994)(adapted from MOR Associates, 1994)

• RecorderRecorder– Write down basic ideas in front of group Write down basic ideas in front of group

membersmembers– Use speakers wordsUse speakers words– Capture enough so ideas, actions, and Capture enough so ideas, actions, and

decisions are preserveddecisions are preserved

• TimekeeperTimekeeper– Be aware of time allocation for agenda itemsBe aware of time allocation for agenda items– Calls out periodic time checksCalls out periodic time checks– Is not responsible for decisions regarding Is not responsible for decisions regarding

staying on an issue or moving onstaying on an issue or moving on

PROCESSESPROCESSES

• I-Time (Individual time)I-Time (Individual time)– Give individuals time to think aloneGive individuals time to think alone

• Go-AroundGo-Around– Ask team members one by oneAsk team members one by one

• BrainstormingBrainstorming• DiscussionDiscussion• Sub Groups Sub Groups

– Does the whole group need to participate in Does the whole group need to participate in this task/decision? If not, divide up the this task/decision? If not, divide up the work.work.

• PresentationPresentation• There are many others (e.g., see team There are many others (e.g., see team

memory jogger)memory jogger)

TEAM MEETINGTEAM MEETING

• Your task:Your task:– Run a meeting to begin your work on your team contractRun a meeting to begin your work on your team contract– Set your team up for success (What do you need to do?)Set your team up for success (What do you need to do?)

• Step 1: Assign formal (and informal) roles that you Step 1: Assign formal (and informal) roles that you think your team needs to have an effective meetingthink your team needs to have an effective meeting

• Step 2: Develop an agenda for today’s meetingStep 2: Develop an agenda for today’s meeting

• Step 3: Assign “keepers” of the GEI norms Step 3: Assign “keepers” of the GEI norms

• Step 4: Run the meeting according to your agendaStep 4: Run the meeting according to your agenda

• Step 5: Meeting assessment when completedStep 5: Meeting assessment when completed

Write in Your Insight Write in Your Insight Journal:Journal:

• Use your insight journal to reflect Use your insight journal to reflect on your team meeting.on your team meeting.

– How did your meeting go? Why?How did your meeting go? Why?– Were you as an effective team Were you as an effective team

member as you would like to be?member as you would like to be?– What could you do to be a more What could you do to be a more

effective team member?effective team member?– What could you do to help your team What could you do to help your team

be more effective?be more effective?– Etc.Etc.