BA510 | SLT Relevant Notes


Overview * Six Conditions for Senior Leadership Team Effectiveness * Essentials * Right People * Real Team * Compelling Direction * Enablers * The Enables * Solid Structure * Team Coaching * Supportive Context * To Contrast here are "some disablers" * Existing norms encourage senior leaders to make the real decisions "offline" * The reward system puts the team members directly into competition with each other for individual bonuses * executives are encouraged to focus exclusively on their functional responsibilities * Real Teams (essential) * Overview * A team that is interdependent, bounded, and stable is a real team. Real Teams have clear boundaries. Everyone knows who is a member and who is not. You cannot create a real teams by convening a set a of people and calling them a team. Instead, it takes careful thought and planning about the work the team will do, its composition, and the way it will be launched and developed. * Writing focus: Is the team a real team. i.e. what makes a real team * What defines a real team? * Interdependent * Members share responsibility for achieving a collective purpose. Members also leverage each others, energy, experience, and expertise to accomplish goals which have a company wide effect. * Teams will make decisions which are best for the entire organization not just the individual * Members will coach each other to become more successful * * Bounded * Real senior leadership teams have clear

and most importantly crystal clear. * Stable * It takes time for members to learn each other's strengths and abilities. relative to other accountabilities they have? * What gives a team a compelling direction? * The purpose of a team will be challenging only when the members are asked to entrusted with culminating their knowledge and resources to make decisions which impact the entire company. It also takes time to build trust. consequential. * Clarity (how to make it) * Identify the interdependencies among your team members that move the strategy forward. Team members as well as outside observers know who is on the team and who is not on the team. * Because these teams are not able to form an identity and work through common challenges to achieve joint rewards as a unit. the shifting member-set starts to view the meetings as extraneous work--boring. * Compelling Direction (essential) * Overview 3 things are required to have a compelling direction: 1) consequence. Clarity of purpose makes the extraordinarily challenging and consequential work of senior leadership teams fell possible. It orients the team in a way that allows it to pull together toward the same end. What leadership . 3) challenge (clarity is the greatest of these) * The team's purpose must be challenging. burdensome sessions that should be avoided by sending a substitute or skipping. 2) clarity. In real teams maintain membership overtime to allow for these strong working relationships. * A team can only be effective when it has a compelling direction. * This allows the team to have a finite and reasonable number of decision makers so that the team can quickly make focussed decisions. clear and consequential? How do team members asses the relative value of spending time and energy on the team. Challenge without direction can be harmful.boundaries. * Team must have clear boundaries to develop the collective identity that it needs to interact as a unit without external consequences. * The team's purpose must highlight the interdependence between members * Writing Focus: Is the team purpose challenging.

* The tasks must be raised to a thematic and compelling level so that they guide team decisions and actions. Chapter 4 * Diversity * Too much diversity can cause problems unless the leader creates a structure where the team can interdependently leverage the strengths of each member. IT IS IMPORTANT THAT MEMBERS NOT BE TOO PASSIVE TO WORK THROUGH THE ALTERNATIVES OR TOO ARGUMENTATIVE TO COME TO CONSENSUS. * Empathy * Empathetic members will acknowledge each others frustrations and work through problems on a human level. This enables the team members to rely on each other as they work through tasks. * The leader must clearly define the purpose for the team. * EVALUATING THE TEAM * The first question to ask is: do the members bring the correct expertise to the table? Each team member must have the correct expertise to fulfill his role.functions require that all the leaders be at the table? * Teams must have a short list of decisions and actions that they need to realize. . So. Open reflection on a colleague's feelings about a concern is especially valuable. * Members should be selected by the team leader based on the value that the members bring to the team. * Correct expertise is defined by the following: * Knowledge * Experience * Skills * Representation of key perspectives * Do members must have EMPATHY and INTEGRITY Are members able to engage in robust discussion and explore alternate ways of addressing a problem or opportunity. Out of these the missions critical tasks must be emphasized. * The Right People (essential) * Overview * Membership is not a right or a privilege but depends on what the team needs to be successful. * Writing Focus: Are the right people on the team? In your answer consider also the team skills described in SLT. while diversity is good. it must be useful to the overall purpose and the composition must be such that the team is able depend on each others strengths. Others can assist in defining the purpose but ultimately it belongs to the leader.

* Do not revert to acting independently under stress when asked to act as a team. * The ability to reflect back the feelings the speaker has attached to the content. * Actually implementing decisions that have been agreed to by the team.* page 91 for more) Empathy is defined by the following: (see * The ability to understand the content of what a person has just said. * * frequently complains about and criticizes others in public * Bring out the worst in other members * Attacks people instead of criticizing the issues * talks in the hall but not in the room . * To Identify Empathy * Look for members who not only actively listen to their peers but also speak directly to the concerns they raise. not share with others who should not be aware of the details outside of the team. * Listen for signs that they reflect what they have heard when others speak. * * Integrity * Members who have integrity do the following * Put enterprise affecting issues on the table for discussion by the group even when resolution of the issues could have negative implications for one's own area * Keeping discussions among members confidential. * The ability to understand the meaning it holds for the speaker. * contribute to * * Does each member know whey he is expected to the team? Does everyone understand the norms for the team? Does the team have any de-railers? * A dangerous type of de-railer is someone who publicly agrees to buy in to the program but who actually is quietly * Traits of the de-railer These people are usually technically very strong--otherwise they would have been eliminated long ago.

* define the measures that will tell you and the members . nature of tasks. Possible causes: wrong size. The members should share expectations about appropriate behavior. or develop team unfriendly norms of conduct. * Creating an agenda * Make sure every item is meaningful * keep the agenda short * define the outcomes you want from the team for each item. and then put those tasks-and only them on the agenda. * The leader must make sure that members see the enterprise not through the lens of their line or functional role but rather as an executive responsible for the overall success of the company. A team might agree that members will express disagreements openly in team meetings. have poorly designed tasks. * Team size. the members often have trouble figuring out what to do together and how. * Members adhere to an established set of norms. smaller teams work better * Team meetings should be well planned because they can easily slip onto a spectrum of inappropriate tasks. This would include things like members actively collaborating on key initiatives or sharing all relevant informations with one another. * Writing Focus: Is the team structured appropriately? Consider: size.* everything constantly disagrees with everyone and * displays chronic discrepancies between public words and private actions * claims to understand her behavior but seems unable to change * Solid Team Structure (enabler) * Overview (Considered Most Important of the 6 conditions) * Even when a team has clear purposed and well established boundaries. This is because the team lacks the structure that it needs to ensure success. norms of conduct. * Good leaders design specific tasks that are whole and strategically important pieces of work. * The elements of structure * Clearly defined and meaningful tasks * The presence of clear norms of conduct.

each member may have his own idea of acceptable norms.whether the team was successful. once the meeting begins the team has almost already come to consensus * Assessing Norms * how many of your teams norms match the norms on page 133? * It is important that team members hold each other accountable when one deviates from norms. and are established and refined through conscious decisions and hard collaborative work. * Does the team have the 4 types of resources (described in chapter 6) Writing Focus * Does the team have access to the four kinds of support described in Chapter 6? Be sure to examine the reward structure and whether it facilitates behavior that is oriented to team performance. It is important to request these resources. (Only if members are called out on offending norms will the norms be seen as real by other team members) * Essential points to asses teams structure * Is the team too large * does the team have meaningful tasks on the agenda? * Have healthy norms been established? * Supportive Organizational Context (enabled) * Overview * Teams must ensure that they have all needed resources. * Good norms always are the result of careful assessments of what is getting in the way and what helps the team. * Do team leaders ever break norms? When leaders break norms it can be very damaging to the team. * Running the agenda * start with the most important issues * team members should be prepared for the meetings * much discussion about critical issues happens among team members prior to the meeting. * It is important that the team clearly establish norms. If a team does not clearly establish norms. as opposed to * . * The leader is key to establishing norms. * Are team members called out when they offend norms. * an example of a norm would be that team members consult with one another on shared accountabilities during their normal daily work.

* The four types of support which are most critical. staff support and mundane material resources? * Coaching The Team * Overview * The best teams are continually being coached * Leaders and team members should focus on continually and possibly even subtly coaching each-other to encourage continued growth. in order to improve team effectiveness. * Writing Focus: Have there been specific instances of leader and peer coaching? Who was involved and how was it initiated? * What team coaching is: * Team coaching is not JUST individual member coaching * Team coaching is directly intervening in the process that the team members use to interact . * Keys to coaching * Does the leader identify the core capabilities of each member * articulate the team purpose * establish team boundaries by creating a sense of shared identity emphasizing "we" and "our accountabilities" * putting the norms on the table for the team to revise and ratify. * A good team coach holds up a mirror to reflect back to team members the collective behavior that hinder and advance teamwork. Does your team have them? * Rewards: Does the reward structure recognize and reinforce team members for delivering? * are members financially compensated for the overall success of the team on some level? * Information: Does the team take action to acquire the data they need. * Does the team rely on a combination of leader coaching and peer coaching as it should? . * Resources: Is the team provided with ample time.creative ideas are most vital to inform the work that the team is doing? * Education: Does the leader take time to educate the members about the work they are doing? Is out-side expertise brought in to teach when the leader is not an expert on a given area.individual goals. space. including taking measures to asses performance? * Does the team leader work with the team to figure out what intelligence. analysis.

members express a desire to get out of the team" to best case "Members are delighted to be part of this team and describe significant personal learning and growth from its collaborations" * . and NOT mutual antagonisms and trials of failure from which little is learned. collective skills.Does the leader do the following * Does the leader follow through and continue to coach even after the team has started to provide self-correcting capabilities. (The expectations of the team itself or teams leader are not the best measure. and periodically review how they have been operating. They become adept at detecting and correcting errors before serious damage is done. (Skilled authoritative coaching is always important. Do members experience the team as worst case "Frustration dominates.) * Does the leader know how to coach? * When a team member shows coaching talent does the leader reward that behavior? * * How is the team doing on the 3 measures of effectiveness discussed in SLT on pp. 8-12? (measuring the the effectiveness of senior leadership teams) * Is the team meeting or exceeding the expectation of the clients and other stakeholders. and smart work strategies.) * How well do the members work together? Effective teams operate in ways that build shared commitment. milking their experience for whatever learning can be had. * Does the experience of being a member of the team assist each member in learning and personal development? A team is only effective when the members receive an overall positive impact in their own growth.

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