High Performing Teams

High Performing Teams:  Three Pitfalls to Avoid

Have you ever been on a really great team?  Why was it great?

Great teams that accomplish amazing goals and are enjoyable to be on do not happen by accident.  It takes a savvy team leader and team members who are willing to risk sharing their unique strengths and differences for the good of the team.

How do we build these great teams and what are some of the pitfalls to avoid?

#1 – Negative Thinking

Alone we can do so little. Together we can do so much.  Helen Keller

Building great teams starts with building a strong foundation of respect and trust.  Without these, the team will always struggle with communication, judgmental attitudes, personal agendas, and lack of valuable transparency.  Teams that have a foundation of trust perform better.  According to Paul J. Zak in his Harvard Business Review article, the Neuroscience of Trust, employees of high-trust companies as compared to low-trust companies report: 74% less stress, 106% more energy at work, 50% higher productivity, 76% more engagement, and 29% more satisfaction with their lives.  Wow – who wouldn’t want to be part of this team!

Given the strong importance for trust, why is it team members do not respect and trust one another?  I believe we need to take a good look in the mirror and determine to stop thinking the worst of our teammates.  We need to expect the best and not jump to negative conclusions.  We need to get rid of the stereotypes we think, believe, and act on about one another.

If we want to be part of a great team then it is time to start giving our teammates the benefit of the doubt, to trust them, to forgive them, to put ourselves in their shoes, to encourage them, and to share credit with them.  In fact, when we start thinking positively about one another, amazing things can happen.

#2 – The Meeting-After-the-Meeting

Great things in business are never done by one person.  They are done by a team of people.  Steve Jobs

Admittedly, I have on a few occasions been part of “the meeting-after-the-meeting”.  You probably know this pitfall too.  It goes something like this:  you sit through a meeting where the leader and maybe a couple of teammates do all the talking, enthusiastically make the decisions, and then the meeting ends with you feeling confused, in disagreement, or with a lack of energy.  At this point, the “meeting-after-the-meeting” occurs.  You stick around afterwards commiserating with another teammate about the terrible decision or you huddle somewhere to criticize and complain.

If we want to be part of a great team then we need to risk speaking up during the meeting and sharing our thoughts, ideas, and disagreements.  Obviously, we need to be respectful but if we do not speak up, the team misses out on valuable input and possibly the best idea for great success.  Let’s decide today to stop “meeting-after-the meeting” and make sure each team member is encouraged to respectfully speak up, ask questions, and voice concerns.

#3 – My Idea or The Best Idea

None of us is as smart as all of us.  Ken Blanchard

Which is better, my idea or the best idea for the team?   If you have ever been part of a great team, you probably responded with “the best idea for the team”.  Unfortunately, we often refuse to truly embrace our teammate’s ideas.  We may not outwardly say it but rather our refusal plays out in subtle ways.  We don’t take part in the follow up, we lack energy to stay on task, or we just plain do not do our part.

I may talk a good game about wanting the team to succeed but when their ideas do not benefit me or my personal goals, I may have a tendency to protect my own idea.  If we want to be part of a great team, then what is best for the team is to tap into and embrace ideas from all team members. I need to let go of thinking my idea is the best idea and trust the collective team for the best idea.  After all, “none of us is as smart as all of us.”  What holds you back from embracing change and others’ ideas?  Consider your motives and ways to overcome the fear of the unknown.  Once we accomplish this, then we are well on our way to becoming a great high performing team!

 

Serving Leadership is a Verb!

Serving Leadership is a Verb; Action Is Required!

Much has been written about the concept of servant leadership. It can be a bit confusing due to the term “servant.” For some, it conjures up an image of a person hired to perform personal domestic duties, with little input toward planning and resources. Others tie it to a philosophy of unquestioning submissive service to others.

The real goal is to focus on the idea of leadership as service to others. I like to use the more descriptive term, “serving leadership.”

Noun vs. Verb; Title vs. Action

The use of the word serving changes the meaning from a title or position to a verb; an action. Consider these definitions of serve (serving) from a quick Google search:

  1. To perform duties or services for another person or organization
  2. To be of service to, be of use to, help, assist, aid, make a contribution to, do one’s bit for, do something for, benefit

That sounds like my idea of leadership.

Then, there is the second word, leadership. What do we really mean by that? My favorite definition of leadership comes from Michael McKinney: “Leadership is intentional influence.

The use of the word “intentional” is the key. There is serious thought in leadership; it is not random. There is foresight and planning; it is not accidental. We are deliberate and purposeful in our actions; not haphazard.

Add to that the idea of leadership as serving others – to help, assist, aid, and make a contribution to – and we have a powerful declaration of our role as leaders.

Serving leadership is intentional influence to actively support the people and goals of the team or organization.

How To Practice Serving Leadership

How can we be this type of leader? Here are some intentional actions to consider:

  • Be authentic, be real, be human; relate to your team members from a place of caring about them as people, first
  • Understand the mission and goals of the organization and enlist others in it through your clarity and passion
  • Provide the resources your team needs and clear any obstacles in their path
  • Encourage and reward achievement; coach and counsel accountability
  • Listen to the ideas of others, even when – especially when – they differ from your own
  • Walk the talk; be an example of the type of behavior you expect from others
  • Put people to work in their strengths zone whenever possible to maximize their performance opportunity and contributions to the team’s success

To Learn More, Contact Us.

Let  Alber Enterprise Center help your front line and mid-level leaders develop the practice of serving leadership. Our workshop “Leading the Challenge and Finding your Strengths” is the first step toward reducing turnover rates, increasing revenues, and improving quality.

Eleanor E. Biddulph is an operations effectiveness consultant and emerging leader coach. As a Leadership Studies graduate from Otterbein University, she has honed the skills necessary to lead a dynamic, complex and rapidly growing organization. Eleanor has been trained as an enhanced level Narrative Coach through WBECS (World Business & Executive Coach Summit) and recently joined Alber’s roster of expert solution providers. 

Embracing Strengths

Dr. Donald Clifton, the founder of CliftonStrengths®, asked the question, “What would happen if we studied what is right with people versus what is wrong with people? The CliftonStrengths movement is all about focusing on what we do well, while minimizing our weaknesses.”

CliftonStrengths is an assessment that can be taken (over 19 million people have) to identify your Top 5 Strengths (you can also unlock all 34 of your strength themes). You can then take a deeper dive into your strengths, see where they play out in your life, both professionally and personally. What you will most likely find is that areas where you excel can in some way be tied back to one of your Top 5 strengths.

For example, Relator is my #1 strength. The definition of Relator is, “People who are especially talented in the Relator theme enjoy close relationships with others. They find deep satisfaction in working hard with friends to achieve a goal.” Relationships, deep and meaningful, have always been an important part of my life, in general. In my work as an Organization Development Consultant, it is all about developing relationships. This is one of the most rewarding aspects of my work and it is something I enjoy very much.

Another strength, called Woo (winning others over), is defined as, “People who are especially talented in the Woo theme love the challenge of meeting new people and winning them over. They derive satisfaction from breaking the ice and making a connection with another person.” This is not a strength of mine. Walking into a room of people I do not know is very difficult for me. WOO is #30 out of #34 for me. In those situations, I leverage my Relator and try and meet 1 or 2 people, rather than “work the room” and talk with everyone.

A group of leaders in Hardin County are currently going through an eight-session community leadership development program. This is for adults who aspire to or find themselves in elected, appointed or volunteer leadership roles in their communities. One of the key objectives is to offer educational experiences which will allow participants to explore who they are and how they are uniquely gifted for the work of leading.

For the last two years, Hardin Leadership has included a CliftonStrengths session from the Alber Enterprise Center. According to Kathy Oliver, Chairperson for Hardin Leadership, “Strengths is a perfect fit in the Hardin Leadership curriculum. We offer this session as the third one, just as the participants have become comfortable with the others in the program. They are ready to explore openly. I think these selected comments reveal the value the participants received from the session:

**I found the different strengths very interesting. This helps understand the different thought processes that people have.

**I can’t think of other people’s strengths as weakness just because they don’t align with my strengths.

**How to use my strengths to my advantage and to the team I’m building.

**Knowing others’ strengths can help you work together in a work environment.

**Thank you for the validation!”

There are so many ways to embrace your strengths. According to Gallup, “The highest level of performance comes from those who focus on strengths while managing weakness.” What you will find by taking this assessment is insight and understanding in a way that you most likely have not experienced before. Or, another way to put, you might have a light bulb moment!

 Take the opportunity to get to know yourself in a whole new way. You won’t regret it.

by Anne Johnson, Certified Gallup Strengths Coach

Anne’s Top 5 strengths are: Relator | Responsibility | Arranger | Learner| Belief

To take the assessment, go to: https://www.gallupstrengthscenter.com

How to Understand and Deal with Different Generations

To effectively deal with the four generations of employees and customers, we first need to get to know them.

Matures – born before 1946

These people could be your parents, grandparents or even your great-grandparents. They tend to be task oriented. Matures believe in rules of conduct and respect for authority. When they were young, they did not question; they simply did as they were told. Society was characterized by a militaristic, top-down structure. After all, many matures grew up during World War II or the Korean War. Members of this generation, for the most part, want conformity and rules.

There has always been inter-generational conflict. Members of the next generation (Baby Boomers) probably approached Matures with “You know, maybe there is a better way to do things.” Matures likely responded with, “No! This is the way has always been done. And it always will be done this way!”

Baby Boomers – born between 1946 and 1964

Most members of the next generation of employees desire meaningful work, and to have a bottom-line impact on the success of the organization. But they also want praise, recognition and appreciation for their extra hours and hard work, as well as the resulting financial rewards that accompany them. Boomers live to work.

In general, this generation is probably the most materialistic of the four. The attendees of my workshops theorize as to why the generations act the way that they do. One attendee speculated that Baby Boomers are so materialistic because many of their parents, who were Matures, struggled financially while they were growing up. Therefore, Matures instructed their Baby Boomer sons and daughters, “We don’t want you to deal with the hard times that we had to endure. Go make something of yourselves!” So Boomers did.

Generation Y – born between 1965 and 1980

Many of my attendees who are Gen Y feel like they are the forgotten generation. “Everybody seems to talk about Baby Boomers and Millennials,” they say. “Nobody seems to ever mention us.”

Like the Baby Boomers, most of Generation Y wants meaningful work. But with that desire comes an important caveat: they also desire a healthy work-life balance. They want relaxed dress codes, flexible leave policies and a freedom to do their job. Finally, they want a boss who is sensitive to their need for work flexibility and family values.

Millennials – born between 1981 and 1995

The next group is currently the largest generation in the workforce. Millennials (or Generation Y), for the most part, want to participate on a variety of substantial, important projects, which will allow them to learn and use new skills, especially their technical skills.

Millennials desire work that is personally rewarding. Because, unlike Baby Boomers who live to work, Millennials only work to live. They believe in Y.O.L.O. – you only live once – so you need to experience all that life has to offer, especially outside the job.

This generation likely wants a boss who is more like a coach or mentor; they dislike bosses who are formal or hierarchical.

Some interesting facts about Millennials …

What percent of today’s adults are currently married with children compared to Baby Boomers of the same age?

  • Baby Boomers – 50%
  • Millennials – 12%

What percent of Millennials expect to stay on the job for less than three years?

  • 91% – which will translate into 15 to 20 jobs over their working lives

Where do Millennials want to live?

  • 41% say in or near the cities

The key to success in dealing with each of these four different generations is the platinum rule – do onto others the way that they would like to be done unto.

 

Full Plate Time Management

When you finished work yesterday, did you accomplish all you wished?  Or, like many, was it a day filled with busyness, but little progress on your priorities? Our professional lives are complex due to a combination of lean workforce, demands on our time, and way too much to do for less. How can you get control of your time and your life when your plate is so full?  Here’s an overview and detailed suggestions in one area:

Full Plate Time (and Life) Management requires:

  1. Task Management – choosing the tasks you should do and in what order.
  2. Energy Management – having an abundance of energy to give each day your best.
  3. Attention Management – hold focus on what matters most.
  4. Workflow Management – having systems in place to serve my specific needs.

Today we’ll focus on Attention Management.

The Problem.  Many things vie for our attention and unless we take responsibility for where our mind wanders, we’ll be pulled in a zillion different ways and never get to what matters most. For many this includes crises, texts, emails, chatty Cathy, boss demands, customer needs, etc.  After setting your priorities well (task management), here are four ways to keep your attention on what you need to do.

1) Trust others.  We allow ourselves to be derailed from our priority tasks because we believe that we must be the one to address the various issues that arise.  Learn to deputize and delegate others with guidelines to handle issues for you.  This is one possible draw on your attention, but one you can solve by letting go and trusting others.  They can do it.  Let them.

2) Utilize Q2 to prevent crises (from the 4 quadrants of productivity, as referenced in Franklin Covey’s “The 7 Habits of Highly Effective People”®. Q2 is the quadrant for less urgent but important items requiring focus).  For every crisis, discuss what can be done to prevent it from happening again.  Operating in Q2 will reduce the number and severity of the crises you face and save valuable time.

3) Eliminate distractions.  Studies have shown that checking for new emails and looking at your phone again and again are addictive behaviors that take an enormous toll on your ability to focus and attend to what is most important.  A momentary look at our phone to check an alert will take, on average, 90 seconds to get your focus back on task.  Add up each alert and it means hours of time each day distracted by your phone.   Put that thing in airplane mode when you need to write that report or during a meeting.  Ban phones from meetings to encourage full participation and interaction.  It also fosters better participation and interaction with others.

Politely tell chatty Cathy (or Charles) that you can’t talk right now, and schedule a time later if it is important.  If you are chatty Charles, stop assuming their time is yours. This is different than building relationships by genuinely being interested in others, giving feedback, and following up.  Know the difference and choose wisely.

There are many other distractions not mentioned here.  What is drawing your attention?  What will you do about it?

4) Schedule time for Q2 and Priority tasks.  Look at your calendar.  Is it filled only with meetings set by you and others?  Who is in control of your attention?  When you schedule time for your focused attention, you carve out the time you need to get priorities done.  Schedule the Q2 time for planning, task prioritization, and relationship building to make everything else work better.

So what will you do to maintain your attention to focus on what matters most?  Gaining this control gives you the focus that will make all the difference.

 

Marion Student Leaves Center, Makes Impact

(Above) Sabrina Mazyck, right, gathers field data with fellow student intern with National Park Service.

Outstanding students at Ohio State Marion have unique stories. Sabrina Mazyck, born and raised in Ohio, already had a Bachelor of Arts degree in Political Science when she came to Ohio State Marion Campus. Now, she is pursuing a degree in Environmental Engineering and has completed as much of her coursework at the Marion campus before she transitions to the Columbus campus this summer.  We were fortunate to benefit from her skills as a dedicated student employee in the Alber Enterprise Center this past year, and pleased that Sabrina will remain a Buckeye.

“I was fortunate to be able to take courses at Ohio State Marion since the tuition is so affordable. Financial aid is not available to students working on a second bachelor’s degree – only student loans,” Sabrina said. Cost of higher education has been a challenge, but Sabrina is hard-working, creative and persistent.

This student is a real go-getter, with past experience working as an Intern for Senator Mazie K. Hirono, D-Hawaii, on issues related to environmental policy.  She wrote about environmental impacts, attended briefings and visited government agencies, and became enamored with everything related to studying and improving the environment. “I feel that I had a tiny hand in the decision-making process around environmental policies (with the Senator’s office),” she said, adding, “But environmental engineers are involved in both policy work and the science behind it all, which means I could make a bigger impact.”

Another interesting internship Sabrina completed was with the National Park Service, where she worked on the Cuyahoga River as a Bioscience Tech Intern. “The Cuyahoga River has caught fire a total of 13 times, dating back to the 1800’s,” she said. Sabrina was part of team who waded in the water looking for zebra mussels and other invasive species, along with conducting organism surveys and recording the data. The group removed invasive species and propagated native plants near the river. “I carried a 50-pound backpack of herbicide and sprayed certain kinds of plants (identified as invasive), adding: “People in environmental work are some of the most kind-hearted I’ve ever met.”

After graduation from Ohio State, Sabrina is considering a Master’s in Ecology or Environmental Engineering. While her diverse experiences and initiative could take her anywhere, she would like to return to Hawaii after graduation from Ohio State in May, 2019.  With a cousin there, Sabrina was able to visit each of the Hawaiian Islands while interning for the senator. She said that the natives’ love of the land (meaning of Hawaii) is real…they are very environmentally-conscious. “The sea turtles are sacred – it is illegal to touch them. The people are so welcoming…I just loved it there!” said Sabrina.

Suffice it to say, Sabrina Mazyck is one student whom we would love to follow along to see where life takes her next. The sky really is the limit.

FRANK DISCUSSION #1

“As a learning leader in your organization, which program outcome is more important to you: The learners remembering what they learned OR the learners applying what they learned?”

Gibson, Frank 2013 Staff page

Frank Gibson, AEC Program Manager

As you think about the question, take a few minutes to reflect on your career and the learning events you have led. What were your expectations of the learner and how did you assist them in applying what they learned? What kind of structure needed to be in place? What resources were needed (time, tools, etc.)? What worked? What didn’t work? What barriers interfered with the follow-up?

Reflecting on my career, I see my approach to learning has changed over time.  Early on, my approach was more informal, less-structured, and guided by very little in the way of lesson plans. It was a more intuitive and “Just-In-Time” approach to instruction. As I moved up the ladder, my approach evolved to that of a coach. I’d share a few of my experiences, question them, and then call them to action at the end….not telling them what to do per se, but rather aiming to trigger their thoughts about how they might do things differently. Now that I am in the business of education/training, everything about my approach is more formal, structured, planned, written and timed out, with reinforcement and coaching throughout and after the event.

When it comes to training others, first and foremost I focus on enabling the learner to apply what they learned as quickly as possible. With interpersonal skills, for example, I remember acting as a “champion” for 14 managers/ supervisors after the learning event to coach them on using the tools presented in the class to successfully apply what they learned.

In summary, both remembering and applying are important:  remembering the material is required to repeatedly apply what has been learned, and this enables mastery of the new skill or knowledge on the job.

You may want to do a self-assessment as a learning leader. In thinking about your most recent programming efforts, to what degree have you engaged participants in a timely follow-up/support/evaluation? Do you follow a Standard Operating Procedure to assess the degree to which your learners are remembering… and applying?

What are your thoughts?

Frank Gibson is a Program Manager with OSU’s Alber Enterprise Center.

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15 minutes could save your … strategic plan

W.I.G.We’ve all experienced it, or heard about it.  A team spends weeks or months developing a strategic plan, and nothing happens with it after the glossy document gets printed.  Why does this great new plan just sit on the shelf gathering dust?  Business scholars over the past two decades have been researching why plans fail to be implemented  1. The overarching theme of their conclusions: people resist change.  How do we address this challenge? Through a structured plan for execution.  Your team needs to commit to the plan, yet they are busy with their daily duties (the “whirlwind”) and they don’t take time to focus on the strategic plan.  An effective execution plan starts with committing to a series of 15-minute segments on planning and implementing the strategic plan.

Franklin Covey’s 4 Disciplines of Execution (4DX)2 is one formula to follow. The four disciplines are:

Program Manager of The Ohio State University's Alber Enterprise Center

Program Director of The Ohio State University’s Alber Enterprise Center

1.   Select one or two “wildly important goals” (WIG) that drive your strategic plan and can be measured and tracked.
2.  Identify the activities that lead to achieving the WIG(s), ones that your team can influence.
3.  Create a compelling scoreboard: simple, visible to the team, shows the lead and lag measures, and tells immediately if you are winning.
4.  Establish a weekly cadence of accountability in which each team member commits to working on one or two of the lead activities as well as reports on the efforts toward the WIG.

This 4DX plan is easy to implement by committing to 15-minute segments for each discipline:

  1. 15 minutes to identify and establish your WIG from your strategic plan. If you need two WIGs, spend another 15 minutes on the second one.
  2. 15 minutes per WIG to list all of the leading activities required to meet your WIG.
  3. 15 minutes to determine how you will show (scoreboard) the team’s progress toward leading activities and WIG and where it will be displayed.
  4. 15 minutes per week – the same day/time each week – for the accountability meeting.

We facilitated a strategic plan for one of our clients a year ago. After following up with them to see their progress, they reported that the leadership team implemented a few goals but felt they needed our help to really drive the plan throughout their organization with all employees. They embraced 4DX and are starting to see results.

This works! Try it, and let me know how it works for you.

If you need help in setting up your 4DX plan, the Alber Enterprise Center can show you how. Call 740-725-6325.

Citations:

1:  Govindarajan, V., & Trimble, C. (2010). The other side of innovation: solving the execution challenge. Boston: Harvard Business School Publishing.
Gudmundsson, H., Ericsson, E., Tight, M., Lawler, M., Envall, P., Figueroa, M., et al. (2012). The role of decision support in the implementation of “sustainable transport” plans. European Planning Studies, 20(2), 171-191.
Hahn, W., & Powers, T. (2010). Strategic plan quality, implementation capability, and firm performance. Academy of Strategic Management Journal, 9(1), 63-81.
Kotter, J. (1996). Leading change. Boston: Harvard Business School Press.
Larian, L., Day, M., Backhurst, M., Berke, P., Ericksen, N., Crawford, J., et al. (2004). What drives plan implementation? Plans, planning agencies and developers. Journal of Environmental Planning and Management, 47(4), 555-577.
2:  McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: achieving your wildly important goals. New York: Free Press.

Coaching made me a better boss

consulting-board roomWhen I was hired as program director for Alber Enterprise Center in December 2011, I thought I knew how to be a manager and leader.  After all, for two decades I studied the best authors – Drucker, Collins, Covey, Buckingham, Friedman, and dozens more.  I witnessed a myriad of management styles in private business and public education, and listened to their employees’ reactions, praise and complaints, then eventually began teaching leadership development courses.  I knew the importance of listening, giving feedback, team building, problem solving, performance management, and conflict resolution skills; especially their role in engaging employees and moving the organization forward.  Yes, I felt confident in my abilities to lead my own team.

Myra Wilson, MS, SPHR, Program Director, Alber Enterprise Center

Well, I learned there is a difference between knowing and doing!  My personal style of working entails rolling up my sleeves and digging in, taking full ownership of all the details while visioning the future.  My new team was great, helping me understand our center’s history with clients and excited about the opportunities to develop updated programs.  After three years, we were holding our own but I knew we had so much more potential to make an impact.  Sensing we had stalled, I found myself wondering about my abilities as a leader.  Then a phone call from a certified coach transformed our team into a high speed powerhouse that doubled the number of delivered programs in six short months.

He called me in hopes of becoming one of our center’s educational partners; a partner in delivery of leadership training and coaching.  I decided that the best way to assess his qualifications was to try him out on our team.  He facilitated our strategic plan and provided follow-up coaching to help us implement our goals.

What did the coach do for each of us? 

  • Confidentially identified behaviors each team member wished to strengthen
  • Assessed our current level of skill in each of those behavioral areas
  • Assembled a plan of action for improvement
  • Monitored our progress through feedback and other objective means

I learned two key lessons during my coaching sessions that have helped take our center to a new level of performance:

  • Let go of the details and delegate them to others – stay focused on the big picture instead of getting “tangled in the weeds”
  • Empower others to take ownership of their jobs by using the coaching techniques I learned – listening more and speaking less, asking questions rather than directing, rewarding positive behavior, and sharing successes as a team

This external (and objective) assessment not only made me a better leader and manager but has also elevated the performance of our organization and its members in the process.

To fulfill your coaching needs, contact us for more information.