BUSN 80611 LEADING HIGH-PERFORMANCE TEAMS

Course Outline and Schedule

SYNOPSIS This is an intensive, interactive, and experiential course focusing on teams and teamwork. It is a theory-based, but highly practical approach to the subject, designed to provide students with essential skills to become effective and productive team members and leaders of teams. Proven teamwork tools, roles, and processes are introduced and used as a part of the course so that students are familiar with those they will use at work. Leading High-Performance Teams utilises a systems perspective for achieving and sustaining organisational high-performance through teams. Factors contributing to or inhibiting team performance are explored, and systemic solutions analysed. Course topics include the context for teams, team dynamics and evolution, team assessment and diagnosis, team structures and work designs, building high-performance teams, leadership in teams with a focus on coaching, the meaning of membership, and teamwork and collaboration. New for 2007 is a focus on community, and Communities of Practice are introduced, compared and contrasted to teams, and experienced first-hand. DESIGN / APPROACH The course is run much like a seminar or workshop. Lecture periods consist of theory and concept introduction / discussion, and experiential exercises and activities. Sessions are intended to be learning laboratories, and mimic the real world as closely as possible. For our intents and purposes, the classroom is the real world. While prior or current professional work experience in teams is not essential for students ability to contribute to and benefit from the course, much of the material with which we will be working comes from participants day to day interaction with the real world and honest confrontation with self and others through classroom activities. PREREQUISITES: None. RATIONALE There has been a proliferation in the use of teams and restructuring / redesigning work process around teams in the public and private sectors. While this trend is expected to continue and the belief that teams increase productivity, improve morale, and deliver empowerment and employee ownership of the work persists, research and experience show that the team experience is fraught with risk and complication. Individuals are not prepared to thrive in team work structures, especially in self-managing teams with less direct and strong leadership; organisations neglect the support requirements One government department the instructor and mechanisms on which sustained team perhas worked with invested hundreds of formance rely; and team leaders are uncertain thousands of dollars to restructure work and about and often ineffectual in their role. establish teams meant to improve Teamwork and collaboration are increasingly needed in the complex, rapidly-changing business world. While these needs and trends are recognised, few organisations have suc-ceeded in finding and employing ways to get employees and managers to work together effectively.
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productivity and quality, and provide a rich environment for professional development. Teams and Team Leaders who adopted proven teamwork tools, roles, and processes continue to reap the rewards of the training, coaching, and other organisational support they received. Teams that resisted or chose

NOTE: This is now MGMT 7061.

Preparing the professional workforce for tomorrow to more easily operate in or to lead teams is desperately needed. Two new programs sponsored by government departments show that organisations are trying to address the problem on their own: the DEST (Department of Some years ago, and with much fanfare, a Education, Science, and Training) Highsecond agency reorganised the entire organisation into teams. The idea was that Performance Team Program for intact teams and no one would be employed there without The Calvary Hospital Leaders of Change being in a team. There, teams offered the Program for cross-functional teams. Carefully promise of improved morale, retention, designed, implemented, and sustained by conprofessional development, and innovation tinuing organisation focus and support, these and creativity. initiatives may succeed far better than the two Coming on the scene after five years the examples introduced in the box inserts.

For all the strengths and potential organisational team initiatives offer, they fall substantially short in theory, foundations, breadth of exposure, proven instructional techniques, and the opportunity to explore deeply the whats, whys, and hows of teams, teamwork and collaboration, or team leadership. This course intends to do just that. The course does not attempt to provide the one best way to organise and manage teams. Instead, participants will work together to discover what will work best for them in their unique circumstances. A major outcome of this course and part of the instructors vision for accomplishment is that participants will complete the course with the commitment, confidence, knowledge, and skills to:

instructor found teams existing in name only for the most part. Teamwork is no better within or across teams in this agency than it is in more-traditionally structured organisations. It is not for lack of good

Champion teamwork and collaboration, and accept nothing less than the best from the teams they are in or lead in the way they are set up and run. To be the role model for teamwork and collaboration in their units / organisations. Recognise a solid and worthwhile team package when they see it (training, approach, reorganisation; team-building initiative). Well have one of those, thank you, or Dont bother! Assess strengths and weaknesses of various team offerings, and recommend ways to improve upon them. Design and implement effective team initiatives or interventions. For example, charter a project team or develop a team-based professional development program. Collaboratively influence the way team initiatives are developed, purchased, and revised.

YOUR INSTRUCTOR Dr Hays has worked in and with teams for many years. He has been a member of several SelfDirecting Teams, and developed tools, processes, and training for supporting such teams. He has worked on many project teams, including international and virtual teams. Dr Hays has trained and coached dozens of teams in disciplines ranging from engineering to customer service, and has worked with teams in both the public and private sectors. He has also consulted to and advised executive and senior management teams. Much of what he has done is explored in his book Building High-Performance Teams: A Practitioners Guide. Add to this a recent, intensive twoyear project working in and with Communities of Practice intended to develop leadership skills and where the nature of collegial, collaborative work was explored. OBJECTIVES

Explore and critique a range of theories and perspectives on teams and teamwork. 2

Provide a framework for High-Performance Teams and a strategy for achieving and sustaining high levels of performance. Provide a common vernacular for teams and teamwork. Build practical and sustainable teamwork and collaboration skills, including problem-solving, decision-making, and Action Planning. Foster an understanding of the team as a complex system within a larger, complex system (the organisation and broader environment) and implications of this for working in, with, and leading teams. Develop analytical skills to assist in assessing how well (and why) teams are performing and what corresponding appropriate courses of action might be. Help students grasp the fact that there is the work of the team and there is teamwork, what the distinctions are, how both are essential, and how they relate. Introduce methods and build skills in team-building. Create models of team leadership and understand the practical implications of various models and approaches.

EXPECTATIONS
Do Expect

Dont Expect

To be actively involved in each session. This means ex-changing views, participating in much group work, and learning from one another. Planned activities and topics to change on short notice. Additional readings and small assignments to pop up as we go along. New and unplanned challenges. To be a member of at least one team for a majority of the course. You will have at least one major team project with this team. Assignments that may be new to you, such as writing a reflective learning journal; joint reflection, critique, and lessons learnt; giving and receiving honest feedback. Some will put you on the spot such as fishbowl exercises and dialogue. To think of this class as a super-team a team of teams and to operate as such. To have a high degree of responsibility for making the course work for you and others. To learn new and different things in this course.

The lecturer to lecture much. Formal presentations, PowerPoint slides and so on will be kept to an absolute minimum. A traditional course. It will be unconventional, surprising, and perhaps difficult to grasp. A firm and predictable structure. Things will change (as in real life), but with as much consultation, group problem-solving, and shared decision-making as possible. To get too comfortable with one or two mates or a small group, as we will be mixing it up continually. To stay in your comfort zone. There will be activities and exercises that challenge you to be honest and open with yourself, your classmates, and your facilitator.

Your facilitator to be the team leader, always in charge and in control. Each of you will be leading at various times and in different circumstances. To always know where we are or where we are going. You will feel lost. Your facilitator to solve this problem or make things easier. A major part of team effectiveness is learning to deal with

problems and ambiguity as a team.

Your views on teams, teamwork, and leading teams to change dramatically.

Your facilitator to tell you the one right way or to provide you the correct answer. We will debate, discuss, come to shared understandings, and accept different opinions and conclusions. It to be easy. The more you think you know, the more difficult it might be. Your instructor to be perfect. He will, however, try to take on board feedback and recommendations.

To become more effective in working with and leading teams. Your instructor to model effective teamwork, collaboration, and shared leadership behaviours.

ASSESSMENT 1. First Group Project / Assignment Team / Teamwork Initiative 20%. Due 25 September. See Appendix A. Part I - 15%; Part II - 5%. 2. Book Review 20%. Due 2 / 9 October. A critical and comprehensive review of one book (or substantial journal article) dealing with the subject of teams, teamwork, collaboration, or team leadership. Prior approval by lecturer recommended. See detailed guidance and standards included at Appendix B. Part I - 15%; Part II - 5%. 3. Team Analysis 15%. Due 16 October. Description and analysis of one team, team implementation, team-building initiative, or team project, with reference to prescribed text, additional readings, lectures, and tutorial activities. See detailed guidance and standards included at Appendix C. 4. Team Project 45%. Due 30 October. Discover / explore and report on the state of the art of teams, employment of teams, and / or teamwork in an organisation, industry, or region of choice. See detailed guidance and standards included at Appendix D. Part I - 35%; Part II 10%. REQUIRED TEXT: Hays, J. (2004). Building High-Performance Teams: A Practitioners Guide. Canberra: Argos Press.

NOTE: There will be additional, but minimal readings required. These will be provided in class or as pdf versions of the course web site. Supplementary readings will also be provided at no cost for participants current or later reference. Students are encouraged to supply team and teamwork references and resources they have found useful and interesting. TIMETABLE
Week
WK 1 18th September WK 2 25 September
th

Tuesdays / Time
9:30 5:30 pm (1 hour lunch & 2 x 15 minute breaks) 9:00am 1:00 pm (with 30 minute break) 9:00am 1:00 pm (with 30 minute break) 9:00am 1:00 pm (with 30 minute break) 9:00am 1:00 pm (with 30 minute break) 9:00 5:30 (1 hour lunch & 2 x 15 minute breaks) 9:00am 1:00 pm (with 30 minute break)

WK 3 2

nd th

October

WK 4 9 October WK 5 16 October
th

WK 6 23rd October WK 7 - 30 October

th

LOCATION Classes are held at the National Graduate School of Management (NGSM), the Sir Roland Wilson Building (Bldg. 120), Lecture Theatre, Level 1. A list of session topics follows. Note that these topics, order, and placement within the sevenweek model are under revision.

SCHEDULE
Week 1 18 September. Long Session. Introduction to Teams and Teamwork
Hand-out and review of the syllabus, course requirements, and assessment. An overview of course concept and approach, illustration of typical course activities. Why this course? Group activities, especially expectations. Introduction to reflective and systems thinking. Using cards and right column-left column notation. A bit of history and context for teams. Examples and types of teams. Essential theory. Assumptions and myths about teams. Typical team-building and team improvement projects and activities. Problems with approaches to teams and team-building. Set up first teams with assignment for the 25th. Critique and Reflection. Readings: Preface and Chapter 1 Introduction. Assessment Due: None.

Week 2 25 July. Short Session. The Individual in the Team

Individuals and individual differences. Typical and necessary roles on the team. Individual behaviours and orientations and their effects on the team. Activities: The Team Collaboration Inventory. See Appendices 1 and 2.

Teams as Systems within Systems

Systems thinking and teams as systems. The organisation as system and implications for teamwork and team performance. What makes teams work? Readings: Chapter 2 Initiating Team Training. Activities: Set up semester project teams. Assessment Due: First team projects (team initiatives). One-page individual analysis due.

Week 3 2 October. Short Session. High-Performance Team Wheel

Introduction to the high-performance team wheel and its nine dimensions. We look at both positive attributes and drifts. Readings: Chapters 3 The High-Performance Team Wheel and 4 Drifts: Warning Signals for HighPerformance Teams; plus reference at Appendix 3. Activities: Diagnosing Teams. See, for example, the TEI on page 127.

Using the High-Performance Team Wheel

The high-performance team wheel as a frame for team performance and team-building. Activities: Straight Talk???? Assessment Due: None.

Week 4 9 October. Short Session. Team WorkTeam Problem-Solving, Decision-Making, and Action Planning

What is team work, and how teams organise their work. Tools and techniques of team Problem-Solving, Decision-Making, and Action Planning. Relationship to the High-Performance Team Wheel, particularly Resourcefulness and Possibility, Decisive, Coordinated Action, and Effectiveness in Breakdowns. Readings: Chapter 5 Team Problem-Solving, Decision-Making, and Action Planning Activities: Problem-Solving Application. Charter check-in. Synectics CPS Method and / or Excursions. Assessment Due: Individual Book Reviews. Book Review 5-Minute Presentations.

Developing the Team Charter

Essentials of team charters and chartering. The components of a charter, including vision, mission, values, and team norms (working together). The importance of participative process: developing a team charter, and using the charter to build teams and sustain high-performance. Relationship of Team Charter to the High-Performance Team Wheel. Readings: Chapter 6 Developing the Team Charter; plus reference at Appendix 5. Activities: Charter Development.

Team Skills and Knowledge Matrix and Learning Plans

Developing and using the Team Skills and Knowledge Matrix. Developing and using individual and team learning plans. Relationship of team learning to performance. Relationship of the Team Skills and Knowledge Matrix and individual and team learning plans to the High-Performance Team Wheel (especially Mutual Support and Coaching) and to the Team Charter. Readings: Chapter 7 Developing and Using the Team Skills and Knowledge Matrix and Learning Plans, plus reference at Appendix 6. Activities: Applying the Skills and Knowledge Matrix. Developing Individual and Team Plans.

Week 5 16 October. Short Session. PerformanceParticipative Goal-Setting and Team Self-Management

Gap analysis. Goals and goal-setting. Developing relevant and useful measures of performance. Relationship of team goals to Team Charter and relevant dimensions of the High-Performance Team Wheel, especially Alignment and Accountability and Responsibility. Readings: Chapter 8 Participative Goal-Setting. Activities: Goal-Setting and Planning Exercise.

Leading High-Performance Teams

Leadership in teams, including traditional models of team leadership and more progressive types, including self-management and distributed leadership. Team leadership tasks. Individual orientations to leading and leadership styles, plus implications for teams. Developing leadership skills relevant to teamwork and collaboration. Readings: Chapter 9 Leading High-Performance Teams Activities: Team Leadership Assessment. Assessment Due: Leadership Critique?

Week 6 23 October. Long Session. Making Teams WorkFeedback and Coaching in High-Performance Teams
The Guide for Coaches of High-Performance Teams and the Team High-Performance Behavioural Inventory. Feedback fundamentals. Giving and receiving feedback. Coaches and coaching. Coaching for highperformance.

Readings: Appendix 7 Guide for Coaches of High-Performance Teams. See also Appendices 8 and 9 on Straight Talk. Activities: Behavioural Assessment, Feedback, and Coaching. Assessment Due: Team Analyses.

Week 7 30 October. Short Session. Tying it all TogetherThe Team as System and the Future of Teams
The larger team environment. Teams for change. Readings: Chapter 10 Conclusion Activities: Project presentation evaluation and feedback. Course critique and evaluations. Closing ceremonies. Assessment Due: Team Project Presentations. Assessment Due (Post Course Requirement): Individual Reflective Paper due 16 November.

APPENDIX A
First Group Assignment / Project: Team / Teamwork Initiative 20%
Part I 15%. In groups of four or five, research, select, and present / lead one team-building activity. It might be an assessment / diagnostic, a game or other exercise, or a training event or program. The range of initiatives is potentially large. Restrictions are really only to their demonstrated relevance to teamwork and collaboration and to time limitations. Groups will have up to 45 minutes each, which includes time to debrief the initiative. Presentation must include discussion of why the initiative was chosen, a balanced critique (plusses and minuses), objectives, and guidance on use. If at all possible, the initiative should be conducted, at least in part, so that participants get a thorough understanding of how, why, and when it works. Some activities while worth discussion and presentation cannot be actually conducted due to time. Such initiatives may be acceptable for this project. They probably would be less fun and memorable for other classmates, but might be just as important to know, if not more so. If groups elect to talk about instead of conduct an initiative, they must take extra care to explain how the initiative would work (what has to be done; what resources and equipment are needed; what might happen; etc.) Participants should be provided copies of materials and notes, and other resources as needed, so that they could give / use the same initiative. Presentations will be given on Tuesday the 25th of July (depending on class size, one or more presentations might be given on 2 October). All presenters within each team will be given the same mark. Criteria for presentation / conduct of this initiative include:

Relevance to course (20%) Creativity and novelty of subject / activity (20%) Effectiveness in presenting material / facilitating activity (30%) Effectiveness of debrief / lessons learnt at conclusion (30%)

Part II 5%. In addition to the group project presentation, all students are required to submit a [minimum] onepage discussion / reflection on the process undertaken with the group. This must include observations on the effectiveness of the collaborative effort, reflections on your own behaviour and contributions to effective teamwork and collaboration, what you personally learnt from the exercise, and what you would do differently if they had a second chance. This is due the following Friday permitting inclusion of the presentation, itself.

APPENDIX B
Book Review 20%.
Part I 15%. A critical and comprehensive review of one book (or substantial journal article) dealing with the subject of teams, teamwork, collaboration, or team leadership. Prior approval by lecturer recommended. This is a formal review. Care should be taken to write as clearly, concisely, and objectively as possible, defending all statements / evaluations with evidence from the text and, where possible, in relation to and with reference to other sources. How does this work stand up against theory? Where does it depart? What are its relative strengths and weaknesses? What does it really have to offer the reader / practitioner? Is it believable and credible? Is it practical? If theoretical, what would be needed to translate it into something useful? Reviewers should look for and be able to extract / highlight principles in the piece, and cut through any fluff to the real substance. Reviewers are also encouraged to compare and contrast the points made to their own experience: how does it track with reality? There is no firm page number or word count limit, but reviewers might aim for about 2000 words. The review is due on 9 October. Part II 5%. All reviewers will develop and, on 9 October, present a five-minute discussion of the book or journal article reviewed. This should probably be PowerPoint-based, but other media are allowed and, even, encouraged. The presentation is intended to summarise the review, with a focus on main points. The bottom-line is important: Should people read the book or article or not, and why? Each participant should be provided a one-page summary.

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APPENDIX C
Team Analysis 15%
Written description and analysis of one team, team implementation, team-building initiative, or team project, with reference to prescribed text, additional readings, and lectures. This is most like a case study, but the case is of your choosing. The idea is to describe what happened and why, with as much detail and rationale as possible: What was done, how it was done, why was it undertaken as it was, what outcomes were achieved, what unanticipated effects or problems occurred, what are the lessons learnt from the exercise, what would you do differently next time? These questions pertain mostly to team interventions. You may also analyse / diagnose a given team, using your best systemic approach, and make appropriate recommendations for improving team functioning and effectiveness. This analysis is intended to be as real and relevant as possible. Do not waste effort on formality. That said, any critique and recommendations should be based on proven theory and principles, and the best practices you have considered and / or adopted from the course. This analysis is due on 23 October. Writers should aim for 4 5 pages, or between 2000 and 2,500 words.
Marking Criteria Clarity, organisation, and professional appearance Incorporation of course content (principles, tools, concepts, etc.) Defensibility, supporting evidence, behavioural examples and illustrations Depth and breadth of analysis and critique; succinctness of findings Strength and relevance of recommendations Weigh t 10 15 30 25 20

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APPENDIX D
Team Project 45%. Part I 35%. In teams of five, discover / explore and report on the state of the art of teams, employment of teams, and / or teamwork in an organisation, industry, or region of choice. Almost anything goes, as long as it provides lessons on:

How teams are used, built, evaluated, etc. Team functioning and performance. Leadership in teams. Team learning and development. Explanations on success or failure (cases). What is working? What not? Most importantly, why? Where are teams useful and where less so? Why?

Teams will be established the second session, Tuesday 25 July. Time will be allotted to begin thinking about a topic / focus. Time will also be provided to begin the team establishment / chartering process. Teams will present their findings on the last day of class, 30 October. In the event that there are too many teams to present that evening, one or more teams may be asked to present one week early; that is, on 23 October. Teams must include an overview of team reflection and learning. This will be evaluated on depth and breadth of genuine and honest critique and lessons learnt. Evidence showing all team member involvement in the critique and the process undertaken must be described, at least briefly. This is about team learning. Team learning is the combination of all individual learnings relative to the team, and the aggregated and synthesised learnings with respect to all team members collectively. Illustrative questions that might get you thinking and organised include:

Identify and discuss team actions that were really productive and progressing of the team? Contrast with actions that inhibited team effective and progress. Detail how your team met or exceeded indicators of success and effectiveness in teams.

This implies the individual reflective piece (Part II; below) should be partially completed as an input to the team learning reflective component. Part II 10%. A detailed reflective and introspective consideration of self in the team. Questions to consider (though you are not limited to these) include:

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What did you contribute to the effectiveness of the team? What evidence do you have on which to base this assessment? This must include both positive and negative contributions and influences. What would you (personally) do differently if you had the chance to do things over? Why, and what different results might you expect? What steps, actions, or stances do you believe you personally should have taken in working with this team, but did not? What should you have said (or not)? What held you back? What did you learn about yourself with respect to teams and teamwork? Ensure you adequately substantiate the learning through examples and other evidence. How will you incorporate what you have learnt about yourself into your life / teamwork experiences out of class? Detailed Action Plans of Performance Plans would be highly regarded. What were your reactions to leadership in the team, and / or what leadership did you demonstrate or attempt?

The reflective paper is due on: 16 November. This gives you time to reflect on (a) your teams final presentation (and, perhaps, others), (b) the process, dynamics, and outcomes of your team reflection (How honest, open, and real was it?), and (c) learning post-activity / post-course: How is my thinking and behaviour changing (if at all) now that the pressure and immediacy of teamwork and the team project are past? It also gives you more chance to think about (and, perhaps, try) how you might effectively use the tools, techniques, processes, roles, principles, etc. covered in the course.

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