READING 5 What Leaders Can Learn About Teamwork And Developing High Performance Teams From Organization Development Practitioners"The liony is that wie virtually everyoe be Jeves I team leaders passionately preach the ‘importance of eammerk, wn buncance of research suppers ie value of eaminork, and terrwcek Isalmostalwaysa central thome oftext hocks end practioner books one hip and how 0 butd succesful onpprizations, most organizations do ite Warything te bulls teamwork” By D.D. Warrick What Leaders Can Learn About Teamwork and Developing High Performance Teams From Organization Development Practitioners {troduction “The ability of organizations tobe skilled at teamwork and building high perfor mance teams is a major key to competitive advantage and may very well determine the future successor failure of many organiza- tions. The payoffs of teamwork are well documented (see for eample, Katzenback & Smith, 993; LaFasto & Larson, 2001; McShane & Von Glinow, 2010; Hellriegel & Slocum, 201; Lv, 2011), Teamaoriecan significantly improve performance, effec. tiveness, efficiency, moral, job satisfaction, unity of purpose, communications, inno- vative thinking, quality, speed in geting ‘things done, and loyalty to an organization. By contrast, organizations that are not stalled at teamwork are sure to underutilize their potential and are just as sure to suffer ‘he many internal and extemal conse- ‘quences that a lack of teamwork brings. ft sakes sense tha organizations ofall types sand sizes from the private, public, non- profit, athletic, lta, and other sectors ‘Should make fearnwork a high priority and that leaders should be trained to e sled ‘in developing high performance teams, ‘The irony is that while visually everyone believes in teamwork, lead ‘xs possionately preach the importance of teamwork, an abundance of research supports the value of texmmmork, and ‘teamwork is almost aways 3 central theme of ext books and practitioner books on leadership and how to build euccessful cotganizations, most organizations do litle if anything to Dud learmwork In fac, leaders are rarely wained how to buld teamwork and high performance teams, and exganization cultures, designs, prior. ties, pressures, and rewards often diteour- age teamwork Yes, there ae excellent ‘amples of teamwork in some organisa: tious, athletic teams, the miliary, and afew other organizations. However excelling at teamwork isnot the norm. 1 you want a reality check on how effective organiza tions are at teamwork, gather 3 sampling ‘of people from your own organization oF different organizations together and zsk the following questions: Do you believe that teamwork is important to the success of an organization? Does your organization excel a team work at the op, within teams, and between teams? Do you believe tht your organtzstion values and rewards tenrwork and, Deing a team player? ‘What does your organization do to taain leaders how ta build high perf mance tears? 68 OD PRACTIRONER Vola6'8a.3. 2014‘The Valuable Contribution Organtzation Development Practitioners Can Make in ‘raining Leaders How to Bulld Teamwork and High Performance Teams Organtation development practitioners are uniquely qualified to address the teamwork dilemma by championing the importance of teamwork and by multiplying thelr effects by taining leaders inthe fundamentals of what OD practitioners do to build teamwork and high performance teams. For purposes ofthis article, ! am defining OD pract- loners as thore who are trained in OD and practice OD asa professioa, or use ‘OD in how they approach their jobs, Por readers who may not be familiar with OD, there are many-definiions of OD (Cue mings & Worley, 2001; Warrick, 2005; Rothwell, Stavros, Sullivan, & Sullivan, 2016). The definition that Iara using for this article i that OD ig a planned and collaborative process for understanding, developing, and changing organizations ‘to improve their health, effectiveness, and selfrenening capabilities ‘One of the early distinctives of OD ‘yas Its emphaeis on teamwork, collabora- ‘ion, and team building, and on the core value of transference, meaning that OD practitioners are committed to transfering, ‘what they know, Thus, OD practioners ‘should be well tained in how to foster teamwork and high performance tears and should be willing to share what they Ihave leamed. "The purpose ofthis article isto potnt foatthe need for organizations to excel at teamwork ifthey are going to succeed ‘in these timer of dynamic change and unrelenting competition, and to encourage OD practitioners to champion the need {for teamwork, to help organizations build teamwork, and to multiply thelr efforts by ‘waning lesdets In the fandamentals of what they know and do to develop team ‘work and high performance teams. The potential payels ofthese efforts to organi- ‘ations could be substantial and could even determine thet future successor failure. In this article a prototype of how this can bbe done Is provided to encourage OD prac- titoners to create their owm approaches. ‘Comenunicating the Important Difference Between Experientia and Action Team Building ‘To gin the interest of leaders in lear ing how to bulé high performance tears, itis important oc he di ference besween experiential and ection team bull: Ifyou ask leaders what comes to mind when they hear the tem team building, they wil typically sy that itmeans ding a series of experiential cvereiss such 2s trust val and trust fills {hat some would just as soon avid. The feld of organization development bears some ofthe responsibilty for msconcep- tons about what team building as exiy team bulding efforts tended to be hesly caperentalyorented witch sometimes ste OD the reputation of being “touchy feel” fd. ‘Experiential teem building typically oosindsed consist of numberof exper- ‘enti exercises. Ishasa valuable purpose dn dat itcan be used to buld camaraderie and help people understand important concepts. However st world be a mistake to concde tat by doing experiential exer cise team will suddenly become ahigh performance tam, Doing a ust walk may ‘lustre the importance of rut, but bul ‘ng trust ake tae and real fe actions that eam trast. uikling high pecformance team is hard work does not happen overnight nd comes primary fom actin team build ‘ng, Acion-riented tram balding involves partelgont in the specifications nesded to build a hgh performance team. For ‘rample a tem may ned to agre onthe ‘purpose ofthe eam, on what it wil ake for ‘he team tobe sczessfil, on the vision and mission of the team, on the responsbil- tes ofthe team and each eam member ‘on the standards the teaa wll operate by. and onthe psi ofthe team. Ovce these fandazsentals are established ittakes time, practic, and continuous inprovement 19 bull high performance team. Tr preparing leaders to understand team building. it also importantto point coutthatteams have different situations and purposes, and that what wil take fora partcalar tar tobe a high performance team, and ifa team even needs to bea high performance team, will differ with each team, Tae point is that there are many valuable lessons leaders can leem about ‘earnwork and building high perfosmance teams from OD practitioners, and that OD practitioners can do a better job of transfer. ring what they know to leaders, [APrototype for Transferring What OD Practitioners Know to Developing Leaders ‘Skilled in Building Teams and Teamwork ‘There ae a number of resources available ‘02 how to bulld high performance teams {for example, see Larson & LaFasto, 1989 Wheelan, 2005; Leading Teams published by the Harvard Business School Pres, ‘2006; Anderton, 2012). The most popular ‘model was developed by Tacianan and Jen- sen (1977) that includes five cages of earn development 1. Forming: getting to know the team xmembert and the tem; 2, ‘Storming: team members struggle to establish roles, norms, and goals; 3, Nomming: roles, norms, and goals are established; ‘4. Performing: team members have feared t efficiently coordinate activi. ties, resolve conflicts, and work together swith a high level of trust; 5. Adjooming, the team is about to disband and team members shift thelr focus fiom a task toa relationship focus, While this isan excellent model, the focus 43 primary on forming new txms and sowing the life de of tans. Based ona review of various models for developing high performance tears and my oan experience In working wit Iundreds of team {have Sentfied five fundamentals for championing efforts to {prove teamwork and to rai leaders how bigh premanc tems thatthe gal snot o present te eproch but rerio ncounge OD pracitiones to develop their own approach ‘based on whet they know and have seen ‘work, Alco, ep in tind that hs proto- ‘ype addresses basi, fundamental eon eps, and hat once the faxdamertals ‘Wot teers Can Ler About Teva and Doe pig High Pevfemance Teams For Ortanzaton DexeizpmantPraciioners 6; we TEAMioRICAND TEAM BUSING QUESTIONNAIRE hractors: ais your onan opany, ies dl et) on eh i ars learned, more advanceé concept can Becton hie ten pont cal considering 10 the highest rating and 1 the be presented Jowast Total you plats te datefine th. overall tng of your organization ot how. effetti a tesmpor ad ean ullding. Then istthe Major Strengths ax@ = 1. Provide comping earns fous on ppt fr improve youre eng teamed ta ‘eanawork and bullding high peefor. "billing Pease thee seein selene yeur nts mance teams, For OD protidones, : fn Canight add leaders who are willing Po /-{0tomifating 91°92 $857 6. 7-8 9: 30. MighReting to champion efforts to fsprove tan. Hl 4. my otganizaton hes song connie to developing teamwork: work, it is important to know reality omodnencan before treating realty, and to make the incentive for change greater than the "= 2|.My oxganizatlontdoes a good job of training leaders on the Importance of incentive o say the same, In other “Teamwork anion tw 10 bull igh performance ears. Denes icra 3. My organization excols at teamwork throughout the organization. © is working snd not working regard 7 f ing teamwork and where neve, to "4 The fos eve tedders tutte an effective high performance iar. build case fra greterempoasison 5. jumworoithin grains houghou the ooarzton at aighievl fearswerk and deeoping dec into AP" rx won sous nat pact one athe throughout ie: shld team builders. Depending on orgartation sat ahh evel, the situation and the need, this could fs etetiungrgcesme [7 mama armies te ctomen ion de, Dest ele aga ten ” aNnegealamentamce rein evaluating how well an organt- f°’ 2-6! Belgg ateam playarin my organlzstion i recognized and vewarded: Zumendtwmnerctulteg 7 5, penmamtnt oped eigenen REECE Galnest | | rename axon eveyone lade besides besa ft hans a ‘payolls of teamwork and costs of a lack i a Fresnel ainda _ Tas ons i * mecmipiecsetwoaners fic ec eee eE dialogs, interviews, questionnaires, 1 “TEAMWORK ANDTEAM BUILDING EFFECTIVENESS SCALE." Siuowaeeresn poe eee 7 compchagiatrmotin omgomes fEbavi.ass ™-asigegie Conic |, Boanee” Seebbiom (Greater eaaphesis on tenmmork, major sirenéris 0 WMOR OPPORTUNITES FOR IMPROVEMENTS. 2. Develop a systems view of teamwork. Lieisdrnelan aetna Figure 2, Yeam Building Questionnaire o not automatically become team players just beczuse they are people, throughout the organization whether _the references in this paper and in and teams, which bave a tendency 10 itis unity anda common focus, or particular Katzenbach & Smith, 1993; focus on theirown needs and perspec disunity and confusion. Robbins & Finley, 2000; Hellregel & tives, do nat automatically cooperate Slocura, 201 Levi, 2013, However, to ‘with other tearas just because they are 3, Developa model of the characteristics promote a commen understanding of teams, Leaders need to develop a big of high performance teams. Itisimpor- the characteristics of high performance pictore, systems view oftearwork and tantto havea dear conceptofthe char. teams, itis important to ether adopt to purposely develop teamwork atthe acteristics of high performance ams an esting model for use by lesders top, within teams, Detween trams, and before encouraging leaders to work ‘such as the one shown in Taber outside the organization with key stake- towards building something they do toheip the leaders create their own Inolders that can influence the success not understand. How can leaders build model which ean bea valuable learning ofthe organization. One of the keys to ahlgh performance tearm if'they do not experience promoting asysiems view of teamwork ow what one looks lke? it may be Istosee the top evel ieadersbecomea_aelpfultohaveleaders study avalable 4, Create a model describing he essen. rodelforeffeive teamwork, What- literature on the characterstis of high tl for developing high performance ever happens atthe tp gets multiplied performance teams (se, for example teams, Whather leaders ae forming 70 ODPRACTITIONER VoLasN0.3. 2004‘new teams of working with existing, teams, orare working with on-going or 4 : temporary projec team, of tying eciedenh : tcc or ital wn bere + “Tearmembeisthat are ete empl, and rdf the sucess axe atleaet sit esventas to buldiog obthetEa bE na Tigh perforesance teens (ne Figie 2 + Strong conimitnant by theieader and ihe lam mambers to excelie, and for ideas onthe event see, +, Clty sindetstood mtsion anit pasha team embers ae commited to ‘Tuckman & Jensen, 1977; LaFasto & seblohe. : 4g Larson, 200%; Schermethorn, Hunt, + cleat undistood mémba tes and responses 7, & Osborn, 2005: Dyer, Dyer fe, & festive planning provedures. % 5 Dyer, 2007): sissies 1 fective flan up procedures ad contals : “| fle tam Ledebp No 4 fasbliveremmaadvinrdehies 0 damming Se ll einbasnic pic | Tite eon! Cag aM ‘nga high pecformance am that “ay andesood mmo at eerie ane ES) lem chow the cre aa es * petformance : | theknowiedge and skills to sucess. 3 nlteam marbee afta ond enteéwiinspc 3S fally ead a team. + operand candidiomeusieatons >: : b, Capable and Committed Team ‘Encourage Sralehtorward, wanspatent and support Sehavios | Members. ts important to have or -y Sieavete nel nasilatonardbeindtesceresmaieueing | ‘Obedewoplng eight aes | i, “effective decison taklbg aie problem sting processes: re performance eam. You canaot he £4) ces ae peitydcuszedwisrerehedesnmacvely <7 aes 4) Tenn and dul tam member strengths fly atleed player” isa team member who hes + te tana embers ror a a unite fam tots encourage independent ‘valuable skills that contibate tothe Shing success ofthe teara and who isa " ‘commited team player. "B players” “5 DEVELOP A MIGH PERFORMANCE TEAM CULTURE, can alto be valuable toa test, They “Ee spo cansdo atta tik nsies excelece ae developing sills needed by the og Pi its and action oriented but aiso has funy “ * ‘team and are committed team play- os - {er A*Cplaer isa team member ‘eho either doesnot have the rght skills needed by the team, appears ‘nan edly supportive, and ping working elation ets aon Aan try spr, ed pie won tht eda ong fentiec oleae oeaee ak stalls, and/or is nota committed 2 aavenesursomeD MEETINGS © > ie es otter + Mantgstves dei purosetnancsandapicecieanreute’ |) eure mmeberconhancep eee “|e Team Norms That Create a High ens bicatoy teh anaes ay Seema neues frescoes sandords of behavior hat begin. Aken ootyex of sting tre hl ome sates) pation {> chape tua can adie shag ecbin aie pobenseMeg hea npovet snd csiet and behavior ofan @sedaldevelopmetal. : Imembers They canbe psive or + Flin anmens s ear and epee be soci ip negative, heipfal ar harmful sd rove naeh be orrmaeauie [ gibegaimenninnemeace 1S The fea fe highly productive and makes high qual decistors ‘ seama, Norms can appen by design ‘Member moral ad satisfaction with the'team iit, °°: or default, so ti mnportant to vt Thetfam's sues at actompisting real cesablich norms by design by agree {gon the norms snd what takes to reste them. tis also important d { ‘Wat Leaders Ce Lesin About Teamwork and Developing High Perfsmance Teams from Organization Developme Patianers 7£ for the team to agree on what to doif eam members consistently ‘operate outside the norms so that there isan understood process for addressing issues Structuring the Team for Results. ‘Another essential fandamental to building a higa performance team into structure the team for results. Some ofthe important steuctural lesues that should be clear and designed to make the team suceess- Fal are: () having the right people ‘on the team; (2) clarifying the mission ofthe team: (i) larifjing the responsibilities ofthe team, the team leades and the team men bers (a) agreeing on a few bigh .fempic, deat and motivating goals; and (5) determining how and when the team will meet and for what Way To Iraprove ‘Team Processes, While itis eustom- ay and essential for teams, such au athletic teams, fo continuously wworkat geting beter at what they do thisis seldom the ase fr teams ‘norgenizations. Cuiousy its nat somusual for teams to never spend tie foesing on how to iraprove the team and how it funtion Itis imporant to establish an appropiate number of times each year for the purpose of evaluating ‘whatis working and what could be improved to increase the effective: ness ofthe team, and to involve the team in making improvements. Ia efforts ta invelve tern members in improving the efeciveness ofthe teaan leaders need to be discer- Ing about when they shoud use an internal or eterna profesional to facia these meetings, ‘An Organized Way to Manage and Improve Team Results, In adition to evaluating and considering ways to improve team processes, teams should alo periodically evaluate and scek way to iuprove turn results, This can be accomplisied by tracking and periodically lsat ing performance measures and POOF HErORExe ACER BeAMRec OLS Figuce 2, Essentials of Building High Performance Teams goals the tam commited to achiev. ing, and to making needed improve. ‘ments and changes 5. Provide tots for buding high per formance teams. Once leaders have the right perspective abou ezmwork and understand the characteristics ‘ofa high performance team and the ssentasfor building «high perfor. ance team, they need a fee team bflding tocsto help therm fo the team buiding process Tor example, itis Inelpil to provide leaders wih: (a team building questionnaire to evalu ate the effectiveness and reais of the team (se Figure 3 for an example ofa Team Building Questionnaire based onthe Characerstis OF A High Performance Tear shown in Figure a}: (2) sample team norms they ean use to develop norms with their tam; 3) 2 siople form to guide them in structure ing their team for results with a lear ‘mission, clear responsibilities and expectations of eam members, norms that guide the way the team functions, a few goals the tear needs to accom. plish tobe successful, and formal and informal meeting plans (see Figure ¢ for an example); and (4) for to help cari tearm meraber roles that could include, for example, a ranking of _majorresponsbiles, ist of top theee to five priorities, changes thot would more fully wilize te potential ofthe ‘individual, what others could do to hep each person succeed, and what exch n ODPRACTINONER WOL46NO.g 2034oF TEAM BUILDING QUESTIONNAIRE. insur eacherbl: Ree Timed Tat ST AnesEis How Yu ioUiD MATE YOUR TEAM. - Conslger 4:3 ALOW RATING, 4 AN AVERAGE RATING, AND 5-7 AWIGH RATING. Gree only one numberforeachstiterent. == | iptv ty ees your obgitons evs ard oe 6a sitar cen be dvped : 1 Teal your plats dicoe the yp often thay Pave. a te staueruRe” tn a " 42) The Team fader provision, Dre, andlnspltoy, 2. The Team has a clear ission, x _De aos oth txn andor amber cin . A" TheTTeam has clear Goals, 5 The Team i fective organizes achieve the best possible ests 1, The Team does the necessary planning to Be effective. 7: The Team i ffectveat following trough om goal; projects, and commitments, i 1. The Team has the necessary resources, support, and Gotralto succeed. 5.5 9 ‘The Team operates with minimal ed tape and bureaucracy, "0. The potenta of tho Team and éack Tear metibess fy utiized.” °°. | ‘ny The Tea ele'and respons qlelyto needed changes. pen PROCESSES: “Ex) Te Teamleader rdhuragesparcpation and Wistert 18, Team mebershave a song commitment oe success ofthe Team, es ‘UB ‘Team members are commited Team Players, -. . 15: -Teamimembers fel fetotbecandié and communicate open. 2 eet 4 16, eas retin in postive way By attacking problemsand not people: ‘car! team members use a sje that encourages effective problem sling. : 18, Poblems piconets as open clicussed ad eseye : {P19 Tepmimembers may csagree but are uted once decatns are made, £20, Team members ara valued and retarded forties," : "The feats on exeletelatonship with other eb inthe oraiaton 128, Tinets taken predally to evluate and improve the Team, : ay CULTURE’ 7 i >, Bae TheTeamhis’asense ofvtalty enthusiast and team spi. | 2A Tearmorabers work wal together ahd support and encolrage each ther. 25," Anatmosphere of trust ests anong the Tear members 26, ‘The Team has an endronsient thet encourages Innovtive ideas and constant improverient, 27. TheTeam has aherylronent thats warm, fendlypand fur. 28.. The Team oncourageé nc supports state-of-the-art traning and persoval development. 429. TheTeamtuly thes thetiaienty ofeach team member." ie Pay: : TPE yin” 4 aa MEETINGS < aR 1s § 88) 7L' 30: The Teammectings are wvellsdasigned to be useful and'productive. PO 3 2 Soil 2. Se Atttertmeats bette obo ember a sag : ela fo eat etna : 2 ’ i PU ged ae meray cating edt po 3 a's V6 7° 33. Teammioraets bight BE 3 AL 2. Rk Thetammectngitgar ttn iene 1 OE E'R. Ag epee BsocTneteam produs igh qollywae att igh Pevoraoce = 198-224. Gd sb0—192 ° pwnign 829 199 Bow hveiey = 96-427 Figure 3. Team Building Questionnaire ‘What tnders Can Lear about Teammorsand DewopingMgh Peformance Tens For Omanaaion Development Pracitoners 73person could do to bea moreeffective apply whatis being leaned and to ideally Conclusion team player orhelp others succeed. Improve teamwork a the op, within teams, ‘Team questionnaires are available on between teams, and with Key stakebold- tn todays highly competitive and rapidly Survey Monkey, Qualtech, and a variety ers. When OD practioners are involved changing envizonment, texmworkciz not of other servers. fn trlning, they should have the expertise the only key to an organization's succes, ‘to design training as an action learning but itis major key ae organizations that Designing the Present and Futere Training intervention rather than an event,and excel a earnwork wil typically out-per- Process to be an Intervention Rather Than to provide coaching and facilitation help form and do everything faster, bette, and. an Event asleaders learn to apply what they bave smarter than their competitors. The irony learned. They should also have the exper. a that while vizwally everyone believes in ‘Typlal taining isan event where people tse to design fiture traning supported by _ the value of teamwork and itis well docu- attend sessions, leave, and It is astumed, coaching and facilitation help so that chey mented that teamwork plays a significant well apply something that they earned. "can continue to share thelr nowledge and role in the successor failure of en oxgani- Property designed, training in bull capabilites in helping develop wamwork zation, itis a rare organization that does ing teamwork and teams can include and leaders who are skilled at building high much more than talk about teamwork, assignments that enable participants % _peeformance teams. This presents a unique opportunity for + TEAM MISSION (PURPOSE) = wes «_ ATEAMLEADER ROLE (RESPONSIBILITIES) Be ie TEAM MEMBER ROLE (RESPONSiaILITIES) .- |° : 0 TEAM RESPONSIBILITIES oe ‘ ‘ 1 CTEANENORMS! : pide ‘TEAMTAEETINGS AND WAYS OF COMMUNICATING Figure 4. Structuring the Tear for Results 7h ODPRACTITIONER VoL4éHo.3. 2014OD precttioners to become champions of tearework and to multiply their efforts by training leaders in the Fundamentals of ‘what they know 2s OD practitioners about teamwork znd building high performance teams. The efforts of OD pracitioners ‘could have « considerable impacton the performance and success of an organiza tion, how the organization gets things done, the culture of the organization, and ‘the quality of services the orgenization provides Reference Anderson, D. 0%}. Organization develops ‘ment; The process of leading organiza- tinal change Lae Angeles, CA: Sage. Curamings, 7G. & Weoley, CG. (2095). Orgonization devapment and change. Cincinnati OF: South. Westem College | Publicking ae Dyer prs WG Dyer, Jo. & Dyer, Wo, (2013). Team building: Proven strategies for improvng tan paformance (Sth ed) ‘Sen Francisco, CA: John Wikey and Sons. Helliege,D. & Slacum, JW. (207). Organizational ehavoe Mazon, OF South-Western _ Ksszenbuch,J-B., Smith DLR. (1993) | Thewisdom ofteams, Boston, MA: Hat} vard Business Schoo! Press, | tars CE Laas, F.(0989). Team) ek Thousand Ook, CA: Seg | | Babentions. === Lafite,F, & Lion, C.B.(2001) Who?) teams work bus, Tousen Ouks, CAt ~_Sape Publications. aading teas 2008) Bowen, MA: Hat Group dane or ves (ord ed, Los Angeles. Ca: Sage MeShane,S.L, Van Glinow, M.A {2 be best to fimit your initia plan to 1-2 Personal Life Changes and 1-2 Work Life Changes, accomplish and sustain the changes, and then add additional changes. i Action ‘Action Plan ‘Action Time Frame de Fee Personal Life Oye ps; ‘Work Life =20-Figure 4.9 Ten Advantages Of Life Management ‘Makes it possible to live with a sense of purpose and directi Provides perspective on what is important in life ‘+ Provides a framework for managing your time and all aspects of your life » Minimizes the potential for bad choices and costly derailments + Increases the potential for better worldlife balance + Creates the opportunity to make your life count in a meaningful way + Givessa greater sense of balance, stability, and the strength to manage challenges + Creates a greater sense of control over your life and what it stands for ‘+ Increases the probability of suecess, health, and happiness © Provides more time for renewal, spontaneity, fun, and meaningful activities Keep in mind in managing your life that there are things that you can control and do something about and ‘others that you cannot, but that even in those cases, you do have choices about how you respond. Also keep in mind that life management isn’t just about being productive, It is also about having time for relationships, service, fun, relaxation, and renewal, and learning how to deal effectively with the events and circumstances that life presents to you, It isn't about doing everything right, as no one does, or about never being down, discouraged, or unhappy. It is about leading a purposefu! life, minimizing foolish choices that can derail you, learning from your mistekes, and step by step working through the challenges of lite. COMMITTING TO BEING A HIGH IMPACT LEADER AND MAKING A DIFFERENCE Developing skitls in stress, time, and life management are critical to your success as a person and leader and will definitely be helpful in your efforts throughout your life to achieve some semblance of work/life balance. They are an important part of the skills that you have been learning in this book that will help you be a skilled, high impact leader committed to making a difference. As you consider what you have learned in your journey through this book, keep in mind the definition of leadership used in the book. Leadership is the process of providing vision, direction, and inspiration, and bringing ow the best in people, teams, and organizations. Leaders make a difference in the lives of others and the orgenizations ‘hat they serve. It is the great desire of the author that this book will motivate you to lead and prepare you to be an excellent leader. aeure 4.10 Developing A Life Management Plan Life Vision Statement (One or two sentences that capture what you want (9 be kaowa for) Life Mission Statement ‘(Your purpose in life) Core Values (he values you are committed to tving by) Ideal Priorities In Life (Rank order your ides! priorities in Hife) Long Term And Short Term Goals (List any long term and short term gonls you hope to accomplish) Long Tero Goats Short Term Goals System For Evaluating And Managing Your Life (Example ofa practical way tobe aware of what you aed to koxp ti balance to effectively manage your lie) Internal Batance (Choose What You Would Include) Mental Out OfBalance 1234567 In Batence Emationsl Out OfBalance «123.4567 — TaBalance Physieal Out OF Bal 1234567 InBalence Spiritual Ou ofmatance 1234567 — InBalance External Balance (Choose What You Would Include) Family OutOrBalance $234.86 7 — InBalaoce Work’ Out OFBaiance 1234567 — InBalance Play OutOfBalsnce 1234567 — InBalence Activities OwOrBalnnce —«:1:23:4567 — InBialance Relationships Qu OFBalance «123.4567 — tn Balance Social Life Out OfBalance = «1.234567 — InBalance Financiat Oot OfBalance = 1:23:4567 — IaBalanceReferences 10. ue 12. 13, 14, 15, 16. 7. 18. 19. 20. au. 22. 23. ‘Schulte, Brigid (2015). Millennials want a work-life balance. Their bosses just don’t get ‘why. The Washington Post, May 5. Groysberg, Boris, & Abrahams, Robin (2014). Manage your work, manage your life. Harvard Business Review, March. Alterman, T., Luckhaupt, $.E,, & Dehlhamer, J.M. (2013). Job insecurity, work-family imbalance, and hostile work environment: Prevalence data from the 2010 National Health Interview Survey. American Journal of Individual Medicine, 56, 6, 660-669. Matteson, Michael T,, & Ivancevich, John M, (1987). Controlling work stress. San Francisco: Jossey-Bass Kurtz, David L., Boone, Lovis E., & Fleenor, Patrick C, (1989). CEO: Who gets 10 the top in America. East Lansing, Michigan: Michigan State University Press, Marksberry, Kellie (2013). Stress is America’s number one health problem. Government Product News, May 29. Stress: It is deadly. Holistic Online, www holistic-online.com/stress/stressintroduction.him, accessed May 14, 2006. Chida, Y., & Hamer, M. (2008). 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"What Leaders Can Lear About Teamwork and Developing High Performance Teams From Organization Deve lopment Practitioners." Warrick, D.D. In OD Practitioner, Vol. 46, Iss. 3. pp. 68-75, 2014. Organization Development Network, (8 pages).pISCOUNTED USED TEXTBOOK Outre geo RETAL PRICE Bonne DAMAGE “Wor RETURNABLE ROT RENTARLE NOTEUGLE FORaVYDISCOUNTED UsgO TEXT! OF URE teak OUR Bua was sana neueXanEdu Change the course. These course materials were produced by XanEdu and are intended for your individual use. If you have any questions regarding these materials, please contact: Customer Service custservexanedu.com 800-218-5971 XanEdu is changing the course of how knowledge is shared and how students engage with content. Learn more about our award-winning digital solutions for web, iPad, and Android tablets at: www.xanedu.com XanEdu 4750 Venture Drive, Suite 400 Ann Arbor, MI 48108 LEADING AND MANAGING IN by WARRICK UCCS Bookstore $19.95 MM)