SPJ LTO 2021 Handouts 1-4 New

Welcome to
Up
Leading Teams &
Organisations
13-20 In Self Out

Nov
Down
with
Andrew Jones
Developing your own Leadership
takes courage…
Stand on the edge of the unknown and ask
yourself:
Are you ready to learn about yourself?
Are you ready to experiment?
Are you ready to be vulnerable?
Challenge yourself to learn – stand on the

edge of the unknown
Challenge your colleagues to learn
Be present
Keep on task
Have fun!
Leading Teams & Organisations– in class sessions
Session Evaluation
Class Participation
1 Leadership
Class Participation
2 Work Groups, Teams & Organisations
Class Participation, Group

3 Leading Performance
©Accadence Pte. Ltd. UEN: 201202552C Version 9 only for use 2020 Accadence.com
Application Exercise
Class Participation
4 Team behaviour
Class Participation
5 Motivation & Engagement
Simulation
6 Simulation I
Group Application Exercise

7 Simulation II
Class Participation
8 Orientation, communication & information
Decision-making & agreement Class Participation

9
1 Class Participation
Participation, conflict & creativity
0
1 Class Participation, Group
Team assessment exercise
1 Application Exercise
1 Class Participation
Learning, personal development & preparing for the assignment
2
Session 1: I invite you to develop your opinions on…
What is leadership?
What is management?
Who can be a leader?
How are leaders made?
What makes a good leader?
Task 1– Experiences of Followership
Reflect on your experiences of followership.

• Who was the best leader of you?
• What made them good in your eyes?
• What made them bad in your eyes?
What is Leadership?
There are infinite definitions of leadership
Successful leaders appear to have little in common
besides success being the right person for the time
and place
The diversity of successful styles seems to be an

answer to the diversity of contexts and challenges
Does recent research suggest what successful

leaders may have in common?
What makes an effective executive? Peter Drucker 2004
Executives produce Results & Relationships
• They asked, “What needs to be done?”
• They asked, “What is right for the enterprise?”
• They developed action plans.
• They took responsibility for decisions.
• They took responsibility for communicating.
• They were focused on opportunities rather than
problems.
• They ran productive meetings.
• They thought and said “we” rather than “I.”
What is Leadership?
Example of an answer from Linda Hill
Innovation
Creating the Culture
& Capabilities to
sustain it
Becoming the Boss Linda A Hill
MYTH REALITY
Defining Authority Interdependency
characteristic “Now I will have the freedom to “It’s humbling that someone who
of the new implement my ideas.” works for me could get me fired.”
role:
Source of Formal authority “Everything but”
power: “I will finally be on top of the “Folks were wary, and you really
ladder.” had to earn it.”
Desired Control Commitment
outcome: “I must get compliance from my “Compliance does not equal
subordinates.” commitment.”
Managerial Managing one-on-one Leading the team
focus: “My role is to build relationships “I need to create a culture that will
with individual subordinates.” allow the group to fulfill its
potential.”
Key Keeping the operation in working Making changes that will make the
challenge: order team perform better
“My job is to make sure the “I am responsible for initiating
operation runs smoothly.” changes to
enhance the group’s performance.”
What is Leadership?
Example of an answer from Bob Hogan
Successful Leaders have:
• Integrity
• Good Judgement
• Business Competence
• Vision
“Leadership is a “Leadership is the ability to

resource for the group” build & maintain a high
performing team & is evaluated
on the success of the team”
What is Leadership?
Example of an answer from Gianpiero Petriglieri
Staying connected not standing out
Virtue + Skills + Connectedness
Connected to yourself, purpose & others
Representing others not getting your way
What is Leadership?
Example of an answer from Herminia Ibarra
It’s situational:
Experiment outside your ‘content zone’
Set learning goals Experiment!
Steal from role models
Adapting your style. Try…
The roles of Manager & Leader are
different, complementary… and often coinciding
Manager Leader
Distinctions between management & leadership
John Kotter, 1991
Management involves Leadership involves
Focusing on managing complexity by planning Focusing on producing change by developing a
and budgeting with the aim of producing vision for the future along with strategies for
orderly results, not change. bringing about the changes needed to achieve
that vision.
Developing the capacity to achieve plans by Aligning people by communicating the new
creating an organization structure and staffing direction and creating coalitions that
it – developing human systems that can understand the vision and are committed to its
implement plans as precisely and efficiently as achievement.
possible.
Ensuring plan accomplishment by controlling Using motivation to energize people, not by

and problem-solving – formally and informally pushing them in the right direction as control
comparing results to the plan, identifying mechanisms do, but by satisfying basic human
deviations and then planning and organizing to needs for achievement, a sense of belonging,
solve the problems. recognition, self-esteem, a feeling of control
over one’s life and the ability to live up to one’s
ideals.
My direct
Manager
Manager
My direct
Manager
It’s usually easy to identify managers
Google’s Project Oxygen – An Effective Manager is…
2008 & revised in 2018
1. Is a good coach
2. Empowers team and does not micromanage
3. Expresses interest in employee concern for success & well-being
4. Is productive and results-oriented
5. Is a good communicator — listens and shares information
6. Help with career development
7. Has a clear vision/strategy for the team
8. Has key technical skills to help advise the team
9. Collaborates across Google

10. Is a strong decision maker
But leaders can, in theory,
be anywhere in the hierarchy
Leader?
Leader?
Leader? Leader? Leader?
Leader?
Leader?
Leader?
Manager
Leader
Who makes you a Leader ?
Who makes you a Manager?
The Illusion of Control:
Scientific management – FW Taylor
• A clear division of tasks and responsibilities
between management and workers with:
– management studying the work methods for
each job
– establishing the most efficient methods
– dictating these to the workers.
• ‘Scientific’ selection and training of workers:
– matching suitable employees to the
scientifically designed jobs.
• The ‘enthusiastic co-operation’ of management
and workers, secured by the use of economic
incentives.
Trait Theories of Leadership Northouse & Armstrong
Sociability Intelligence
Personality Models Self-Confidence
Emotional Intelligence Determination
Strengths Integrity
Path Goal Theory 1971, Robert House
‘the goal of the

leader is to help
followers identify
their personal goals
as well understand
the organization's
goals and find the
path that will best
help them achieve
both’
21
Simon Western
22
Zenger List
Leadership: A Critical Text
Simon Western
23
Leadership: A Critical Text
Simon Western
24
What Kind of Leader Are You?
Kerrie Fleming
Credibility + Reliability Intimacy

+
Trust =
Self-Orientation
……
The three recurring themes
5 3 8
Motivation
Goal alignment
Concern for People
Ability 12 Concern for results 10 Information distribution 9

What is Leadership?
Example of an answer from Peter Northouse
It’s a process by which a leader influences a group of individuals toward

a common goal
An interactive event between a leader and others
Because it’s toward a common goal it adds a dimension of ethical and
moral quality to leadership
A process model of leadership behavior, follower
perceptions, and follower behavior Seth Spain
Task 2– Leadership Self-Awareness
Reflect on your experience of leading

• Are you a Leader now?
• What kind of Leader are you?
• What kind of Leader do you want to be?
Why work together?

How do we come together to get work
done?
What is a team?
What makes a good team?
How can we build a team?
Task 3 – Experiences of Teamwork
Reflect on your experiences of teamwork.

• What are your best & worst team experiences?
• What made those experiences good in your eyes?
• What made those experiences bad in your eyes?
In Praise of Teamwork Alain de Botton
'We accept that it is, after all, no particular surprise that

we don’t naturally get on with certain types at the office,
yet it is via work that we can get to appreciate their merits
in a way we never would in a purely social setting. Through
teamwork, our egoism is submerged in a bigger loyalty: we
are held together by a shared goal which everyone knows
they could never accomplish in isolation'
Five Key Characteristics of Teams (Alderfer, 1977; Hackman, 1990)
1. Teams exist to achieve a shared goal.

2. Team members are interdependent
regarding some common goal.
3. Teams are bounded and stable over time.
4. Team members have the authority to
manage their own work and internal
processes.
5. Teams operate in a social system context.
Not All Groups Are Teams: How to Tell the Difference
Katzenbach & Smith
Working Group Team
Strong, clearly focused leader Shared leadership roles
Individual accountability Individual and mutual

accountability
The group’s purpose is the same as the Specific team purpose that the team
broader organizational mission itself delivers
Individual work products Collective work products
Runs efficient meetings Encourages open-ended discussion

and active problem-solving meetings
Measures its effectiveness indirectly by Measures performance directly by

its influence on others such as financial assessing collective work products
performance of the business
Discusses, decides, and delegates Discusses, decides, and does real work
together
Levels of Interdependence Parnell, 1998
TEAM Tasks How much TEAM Tasks

team is
needed?
Individual Tasks Individual Tasks
At the same time, individual team members have tasks they need to
accomplish without the need for the team.
Consider your team:

› Which tasks does the team need to accomplish together?
› Which tasks could be accomplished by individuals?
Integrated Model of Teamwork
Hackman, 1987, 1990; Hill, 1995
Essential Conditions for Successful Team Performance
Hackman, 1987; Steiner, 1972
Goal
+
Tasks succeed
here
Ac
Motivation
h iev
em
en
tB
ou
nd
ar y
Tasks fail here
-
- Ability +
What indicates Team Effectiveness?
Wageman & Lowe based on Hackman
1. The team’s output meets or exceeds the needs of those who use it. In
other words, all teams have some client or constituency that they
serve, whether internal or external to the organization, and it is the
client’s standards that matter in assessing team performance.
2. The team increases in capability as a consequence of its work. While

many teams are able to accomplish a short-term task, they can burn
out their energy, their relationships, and their ability to work together
as they do so. We consider a team to be effective to the extent that it
builds rather than undermines its collective capability.
3. The team contributes positively to the learning

and personal well-being of its members.
Conditions for team effectiveness
1 Real team. Real teams (a) have clear boundaries; (b) are interdependent
for some common purpose; and (c) have at least some stability of
membership, which gives members time and opportunity to learn how to
work together well.
2 Compelling purpose. The specification of the team’s overall purposes is
(a) challenging (which energizes members); (b) clear (which orients them to
their main purposes); and (c) consequential (which engages the full range of
their talents).
3 Right people. A well-composed team is one in which members have the
knowledge and skills needed to accomplish the team’s purpose, including
basic teamwork skills. They also are adequately diverse—neither so alike
that they cannot bring a range of perspectives to bear on the work, nor so
different they cannot understand each other.
4 Enabling structure.
Three structural features are key in fostering competent teamwork:
(a) Task design. The team task is a whole and meaningful piece of work for
which members have autonomy to exercise judgment about work
procedures, and that provides members with regular and trustworthy
data about how well the team is doing.
(b) Core norms of conduct. The team clearly and explicitly specifies both
those member behaviours that are especially valued and those that are
unacceptable.
(c) Team size. The team consists of a small but significant number of
individuals (i.e., 6–8) who each bring unique value to realizing the
team’s purpose.
5 Supportive organizational context.

In addition to the material resources needed for the work, three features of
the organizational context are especially consequential: (a) the reward
system provides positive consequences for excellent team performance; (b)
the educational system makes available technical assistance or training for
any aspects of the work for which members are not already knowledgeable,
skilled, or experienced; and (c) the information system provides the team
with whatever data and projections members need to select or invent
strategies for carrying out the work, that are fully appropriate for the team’s
task and situation.
6 Available, expert coaching. The team has available to it someone expert

in helping members make good use of their collective resources as they
work together.
Conditions and team coaching
1 Real team: Does this work need a team? Can there be a reasonably stable
group of members? How can they be kept together long enough for people
to learn to work with each other effectively?
2 Compelling purpose: What is the importance of this team to its clients
and to the organizational mission? What picture can be painted to allow the
members to see what success will look like?
3 Right people: Which team members with both the task skills and the
teamwork skills will be convened to accomplish those purposes?
4 Solid structure: Which norms and work practices will help them succeed?
5 Supportive organizational context: Which resources will they need? How
can team excellence be rewarded?
6 Team coaching: How will the team increase process gains and reduce
process losses on an ongoing basis? Who will coach the team?
“Although there is no guaranteed how-to recipe for building team
performance, we observed a number of approaches shared by
many successful teams.”
Katzenbach & Smith
1. Establish urgency, demanding performance standards, and direction.

2. Select members for skill and skill potential, not personality.
3. Pay particular attention to first meetings and actions.
4. Initial impressions always mean a great deal.
5. Set some clear rules of behaviour.
6. Set and seize upon a few immediate performance-oriented tasks and goals.
7. Challenge the group regularly with fresh facts and information.
8. Spend lots of time together.
9. Exploit the power of positive feedback, recognition, and reward.
The Tuckman Model of Team Development
Results 4 Performing
3 Norming
1 Forming
Performance
2 Storming
Time
Transition Path
Bruce Tuckman
Forming Storming
Norming Performing
Common team formation behaviors … Your responsibilities

… on a content level as a leader
• Definition of tasks and roles
• Collection of questions and information Bring the team together
• Understanding, clarification, and definition Define common goals, tasks,
of goals and responsibilities
• Development of approaches to reach given Set up team fundamentals
goals defining how to work
… on a personal level together as a team
• Search for acceptance and define Be prepared to answer many
own role questions regarding roles and
• Dependence on leader / one’s own norms processes
and standards
• Cautious, over-polite and sometimes still
impersonal orientation within team
Bruce Tuckman
Leaders must recognize and manage the ever-present
tension when working with others
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Getting Along Getting Ahead
©Accadence Pte. Ltd. UEN: 201202552C

Survival Anxiety
The Trust Formula Maister et al.
Credibility + Reliability + Intimacy

Trust =
Self-Orientation
Credibility relates to our words and is revealed in our credentials and honesty
Reliability relates to our actions and is revealed by keeping our promises
Intimacy relates to our emotions; people feel safe talking about difficult agendas
Self-orientation relates to our caring and is revealed in our focus (us or them?)
© The Trusted Advisor (Maister, Green and Galford, Free Press, 2000)
Forming Storming
Norming Performing

as a leader
… on a content level
• Development of “either-or-patterns” Focus team on common goals
• Resistance to assigned tasks and selected to avoid interpersonal
methods distraction
… on a personal level Encourage team to
• Subliminal conflicts hindering the team experiment & address
progress conflicts to decrease the time
spent storming
• Lack of boundary clarity
Give and receive feedback
• Boundary conflict
If team members get stuck,
• Cliques forming - beware in group/out support them structurally or
group inter-personally
• Fight for territory and status! Strong command might be
• Discovering what is sayable and how to necessary!
have a ‘good fight’
Bruce Tuckman
Forming Storming
Norming Performing

as a leader
• Implicit “Rules of the game” for getting Facilitate open discussion
along
Facilitate and enable teams
• Open clarification to take ownership of the
• Cooperative search for alternatives goals
• Slow process at times Play “devil’s advocate” to
ensure teams create
sufficient flexibility around
… on a personal level processes, tasks, and roles
• Relaxation and feeling of wellness Encourage self-awareness of
• Tendency toward harmony and avoidance the team culture
of conflicts Facilitate recognition &
• Idealization and positive representation honoring of unwritten rules
toward outside e.g., Team Charter
Bruce Tuckman
Edgar Schein’s Model of Culture
A pattern of shared ARTIFACTS

basic assumptions Level 1
Buildings
learned by a group as it Furniture

Personal Possessions
solved its problems of Stationery
external adaptation NORMS AND VALUES

and internal Level 2
Un/Written laws
Shared ideals
integration … A Rituals
Guidelines
product of joint Language
learning.
BASIC ASSUMPTIONS
Human beings
Level 3
Time, nature
Relationships
Edgar Schein
Forming Storming Norming
Performing

as a leader
• Flexible working habits / self-organization Provide a high degree of
• Richness of ideas and efficiency autonomy
• Established work culture Take advantage of individual
strengths and promote
• Comprehensive planning
strengths
… on a personal level
Promote critical reflection by
• Assumption of responsibility for one regular review of team
another “we” feeling processes and team
• Natural reflection on cooperation and interaction to further improve
feedback strength and reduce
weaknesses
• Clarified behavior standards
• High degree of commitment and comfort
between team members
Bruce Tuckman
Results 4 Performing
3 Norming
1 Forming
Performance
2 Storming
Time
Transition Path
Bruce Tuckman
Internal Dynamics: Key Questions to Ask When Building the Team
Leigh Thompson
Task 4 - Assessing my Current Team
Reflect on your experiences of your current team of

peers. For each set, pick one statement that best fits
to the state of your team 1,2,3 or 4
Dimension
Cohesion
Commitment
Communication
Confidence
Conflict
Decision-making
Dependency
Direction/Purpose
Leadership
Motivation
Roles/Responsibilities
Trust
Bruce Tuckman
1
2
3
4
How do leaders lead teams?

How do leaders generate followership?
How do leaders lead team-members?
How do leaders deliver results?
What is leadership style?
At its broadest, leadership is a set of behaviors
that generates Followership

“Good leaders don’t ask
more than their h ip
s
constituents can give,
d er
but they often ask—
e a
and get—more than L
their constituents
intended to give or
thought it was possible

to give.”
John W. Gardner,
i p
Excellence, 1984 h
e rs
w
ll o
Fo
How does the Leader behave?
How does the Leader behave?
Identity Reputation
AKA Behavior or Communication

Not everyone will interpret your behavior in
the same way
Outliers Majority Outliers

Essential Conditions for Successful Team Performance
Hackman, 1987; Steiner, 1972
Goal
+
Tasks succeed
here
Ac
Motivation
h iev
em
en
tB
ou
nd
ar y
Tasks fail here
-
- Ability +
So to get work done, your team needs at least…

h ip
s
d er
e a
L
The goal
The capability

The motivation
i p
h …from your behaviour
e rs
w
ll o
Fo
How leaders manage performance
Many of the performance management
models of the last fifty years share the
foundation of two forces:
Theory X & theory Y

Concern for People
The Managerial Grid

The 5 Dysfunctions of Team
High Performance Management
Concern for results Radical Candor
Psychological safety
and many more
Examples: How leaders manage performance
Concern for results Concern for People
Objective setting Development

Task assignment Training
Delegation Coaching
Feedback Mentoring
Evaluation Networking
Assessment Reflection
Empowerment Engagement
Holding accountable Experiential learning
Challenging Supporting
Performance Personal development
management review planning
Leaders drive Performance & Sustainability
Concern for People

Investment
Concern for results
Accountability
Concern for People
Concern for results
Feedback
Accountability is the foundation
Feedback is the data source for managing our people
Accountability Investment
Gives the employee

and their manager
the business case
for spending time
on managing
performance The tools managers
can use to develop
their staff to high
performance
Expectation first, then coaching for achievement
Accountability Investment
1 Feedback, Task
Assignment or Reflection
2 Coaching
Emotional Intelligence: One answer to what
successful leaders have in common
Goleman – Leadership That Gets Results
Self- Social
Awareness Awareness
EI
Self-
Social Skill
Management
Impact of Leadership Style
Organizational
Performance
Leadership Organizational
Components Climate
• Leadership styles Flexibility
• Emotional intelligence Sense of responsibility
(EQ)
Level of standards
• Business acumen/ 1/3
Technical expertise Performance feedback
and rewards
• Rational intelligence
(IQ) Clarity of mission and
values
Commitment to a
common purpose
Six Leadership Styles
Patterns from Hay-McBer research
Coercive Authoritative Affiliative

The leader’s modus operandi Demands immediate Mobilizes people Creates harmony and
compliance toward a vision builds emotional
bonds
The style in a phrase “Do what I tell you.” “Come with me.” “People come first.”
Underlying emotional Drive to achieve, Self-confidence, Empathy, building
intelligence competencies initiative, self-control empathy, change relationships,
catalyst communication
When the style works best In a crisis, to kick start When changes To heal rifts in a team
a turnaround, or with require a new vision, or to motivate people
problem employees or when a clear during stressful
direction is needed circumstances
Overall impact on climate Negative Most strongly positive Positive

Six Leadership Styles
Patterns from Hay-McBer research
Democratic Pacesetting Coaching

The leader’s modus operandi Forges consensus Sets high standards Develops people for
through participation for performance the future
The style in a phrase “What do you think?” “Do as I do, now.” “What options do you
have?”
Underlying emotional Collaboration, team Conscientiousness, Developing others,
intelligence competencies leadership, drive to achieve, empathy, self-
communication initiative awareness
When the style works best To built buy-in or To get quick results To help an employee
consensus, or to get from a highly improve performance
input from valuable motivated and or develop long-term
employees competent team strengths
Overall impact on climate Positive Negative Positive

Research conducted by the consulting firm
Hay-McBer identified six recurring leadership
styles
as reported by Goleman, in Leadership That Gets Results
Authoritative
Pacesetting
(Visionary)
Coercive Democratic
(Directive) (Participatory)
Affiliative Coaching
Sustained use impacts climate
Authoritative
Pacesetting
(Visionary)
Coercive Democratic
(Directive) (Participatory)
Affiliative Coaching
Adapting your Behavior e.g., (Leadership Style)
based on Experience
based on Goleman, Boyatzis, McKee

Action
Impact
Experiment Reflect

Adjust
Passive/People Focus
Sounds like Strengths Risk

Affiliative “People come first” … empathy, reassures Harmony
and builds team,
but can lack focus
Avoidant “Not my problem” Self-orientation, Absence

withdrawal
Coaching “Try this” … empathy, supports Learning

individual needs,
but less directive

Servant “Here for you” … secures resources Empowerment
and support, so
people can act as
see fit
Active/People Focus

Charismatic “Come with me” value-based, self- Magnetism
… sacrificing, captivating,
story-teller
Energising “We can do this” driven to achieve, is Enthusiasm

… energising and
inspiring
Transformational “Imagine if “… opportunity to grow, Co-creation

inclusive change, self

and organisation
Visionary “I have a a new direction, Big Picture

dream”… empathetic, builds
confidence
Passive/Task Focus

Bureaucratic “Follow the clearly defined steps, Compliance
process” … good when technical
or legal
Deferential “Boss, this needs Delegating up, Escalating
your attention” … neutral, indecisive
Democratic “What do you Inclusive, Egalitarian

think? What do participatory, shared
you think?” ” … buy-in

Laissez-faire “Do what you entrusting people to Trust
think” … deliver, giving them
space
Transactional “You know what clear tasks, and Delegating
to do”… intervene if not
delivered
Active/Task Focus

Autocratic “Do what I tell you” you are Disengagement
… commanding,
demotivating but
can work in crisis
Consultative “Tell me what you you listen to people Decision

think” … and then decide
yourself
Pacesetting “Do as I do“… you expect others Burnout

to meet your high

standards
Persuasive “This is what, and you decide then Purpose

why” … seek to persuade
them it is correct
Amy Edmondson
Teamwork on the Fly
Task 6- Group Application Exercise - Leadership Styles
From the ESMT Case Study Leadership styles Konstantin Korotov

Report your group’s Blue Person #1
opinion on your assigned Green Person #2
case study. Based on what Yellow Person #3
you have learnt so far: Orange Person #4
Red Person #5
• What leadership Purple Person #6
styles do you notice in
the case?
• What do you

recommend the leader
start, stop or keeping
doing to achieve better
team performance in
terms of the
Managerial Grid?
You will have 2 minutes to present your findings after the break
Task 6 - Case Analysis by Managerial Grid &
Leadership Style - Example
Concern for People
hy
- W
a le To Be
n
atio
R
Strengths & Weaknesses
… …
Today
Strengths & Weaknesses

… …
Concern for results

How do followers behave and how could a

leader respond?
How consistent should a leader be?
How adaptable should a leader be?
How can leaders develop their teams?
The Four Team Player Styles
Glenn M Parker
The Four Team Player Styles
Glenn M Parker
Contributor Task Collaborator Goal
The Contributor is a task-oriented team member who enjoys The Collaborator is a goal-directed member who sees the
providing the team with good technical information and data, vision, mission, or goal of the team as paramount but is flexible
does his or her homework, and pushes the team to set high and open to new ideas, willing to pitch in and work outside his
performance standards and to use their resources wisely. Most or her defined role, and able to share the limelight with other
people see you as dependable, although they believe that at team members. Most people see you as a big-picture person,
times you may become too bogged down in the details and but they believe that at times you may fail to revisit the
data or you fail to see the big picture or the need for a positive mission periodically, give enough attention to the basic team
team climate. tasks, or consider the individual needs of other team members.
People describe you as responsible, authoritative, reliable, People describe you as forward looking, goal directed,
proficient, and organized. accommodating, flexible, and imaginative.
Communicator Process Challenger Question
The Communicator is a process-oriented member who is an The Challenger is a member who questions the goals, methods,
effective listener and facilitator of involvement, conflict and even the ethics of the team; is willing to disagree with the
resolution, consensus building, feedback, and the building of leader or higher authority; and encourages the team to take
an informal, relaxed climate. Most people see you as a positive well-conceived risks. Most people appreciate the value of your
"people person," but they find that at times you may see candor and openness, but they think that at times you may not
process as an end in itself and that you may not confront other know when to back off an issue or you may become self-
team members or give enough emphasis to completing task righteous and try to push the team too far.
assignments and making progress toward team goals.
People describe you as supportive, considerate, relaxed, People describe you as honest, outspoken, principled, ethical,
enthusiastic, and tactful. and adventurous.
Task 7 - Reflect on your team Dynamic
Reflect on your experiences of the group work in the

Leadership Styles exercise
• How did Contributor, Collaborator, Communicator, &
Challenger behaviors appear?
• Which combinations of behavior helped your group
progress, and which hindered you?
• How did leadership emerge in your group?
Yellow
Orange Verbal report back from each group
Red
Purple
Blue
Green
Preparing for the Everest Simulation
Please sign up for the

simulation using your SPJ
email address through
the link on blackboard.
After this session ends

you will be able to see
the general briefings and
your role-specific briefing
documents and videos.
You must be familiar with them before we start the

simulation in session 6 tomorrow.
Team objectives 10% of your course mark

Individual objectives 10% of your course mark

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Welcome to

13-20 In Self Out

Are you ready to learn about yourself?

Are you ready to experiment?

Are you ready to be vulnerable?

Challenge yourself to learn – stand on the

Challenge your colleagues to learn

Class Participation, Group

Group Application Exercise

Decision-making & agreement Class Participation

Reflect on your experiences of followership.

The diversity of successful styles seems to be an

Does recent research suggest what successful

Executives produce Results & Relationships

• They asked, “What needs to be done?”

Successful Leaders have:

“Leadership is a “Leadership is the ability to

Management involves Leadership involves

Ensuring plan accomplishment by controlling Using motivation to energize people, not by

9. Collaborates across Google

Leader? Leader? Leader?

‘the goal of the

Credibility + Reliability Intimacy

Ability 12 Concern for results 10 Information distribution 9

It’s a process by which a leader influences a group of individuals toward

Reflect on your experience of leading

Why work together?

Reflect on your experiences of teamwork.

'We accept that it is, after all, no particular surprise that

1. Teams exist to achieve a shared goal.

Working Group Team

Strong, clearly focused leader Shared leadership roles

Individual accountability Individual and mutual

Individual work products Collective work products

Runs efﬁcient meetings Encourages open-ended discussion

Measures its effectiveness indirectly by Measures performance directly by

TEAM Tasks How much TEAM Tasks

Individual Tasks Individual Tasks

Consider your team:

2. The team increases in capability as a consequence of its work. While

3. The team contributes positively to the learning

Three structural features are key in fostering competent teamwork:

5 Supportive organizational context.

6 Available, expert coaching. The team has available to it someone expert

1. Establish urgency, demanding performance standards, and direction.

Common team formation behaviors … Your responsibilities

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Credibility + Reliability + Intimacy

Common team formation behaviors … Your responsibilities

Common team formation behaviors … Your responsibilities

A pattern of shared ARTIFACTS

learned by a group as it Furniture

external adaptation NORMS AND VALUES

Common team formation behaviors … Your responsibilities

Reflect on your experiences of your current team of

How do leaders lead teams?

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AKA Behavior or Communication

Outliers Majority Outliers

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