How can independent schools move from siloed leadership to an effective model of shared leadership driven by a shared purpose shared knowledge and shared accountability What Is a Team A powerful unit of collective performance ID: 724488
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Slide1
Building Effective Leadership TeamsSlide2
How can independent schools move from siloed leadership to an effective model of shared leadership driven by a shared purpose, shared knowledge, and shared accountability?Slide3
What Is a Team?
A powerful unit of collective performance
“The essence of a team is
shared commitment. Without it, groups perform as individuals; with it, they become a powerful unit of collective performance. The best teams invest a tremendous amount of time shaping a purpose that they can own. The best teams also translate their purpose into specific performance goals. And members of successful teams pitch in and become accountable with and to their teammates.” Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” Harvard Business Review (July-August 2005)
“Considering the extra level that teams can achieve
,
… teams will become the primary work unit in high-performance organizations.”Slide4
The Challenge of Teamwork
A deficit in teams’ collective capability
In a recent survey of senior executives, 65% said that their
executive teams were experiencing a “
clash between functional and enterprise accountabilities…. Even though individual members are well-prepared and capable in their individual roles, there is often a sizable deficit when it comes to the team’s collective capability.”
Alice Cahill, Laura Quinn, and Lawrence McEvoy II, Center for Creative Leadership, “Are You Getting the
Best
Out of Your Executive Team?” (2017)Slide5
Expanding the Notion of Leadership
Leadership that is
distributed and dynamic
In a distributed leadership model, or a flat organization, “Leadership no longer involves only a few people who hold formal positions steering the company. Rather, leadership is a social process occurring within a team, department, or organization that results in those collectives creating direction, alignment, and commitment for a shared goal.” Kristin Cullen-Lester, Center for Creative Leadership “What Is the Nature of Leadership in Flat Organizations?” (November 3, 2016)
Recognition of leadership and influence irrespective of one’s role or position
Distributed leadership is “‘leadership by expertise’ rather than leadership by role or years of experience. Genuine distributed leadership requires high levels of trust, transparency and mutual respect.”
Alma Harris, Australian Council for Education
al
Research, “Distributed Leadership” (Sept
ember
29, 2014)Slide6
Shared/Distributed Leadership
in Public Schools
Takeaways from public school research Schools should design/deploy a “management structure” that distributes leadership responsibilities across teams of educators (Bain & Co., 2016).
The complexity of educational leadership requires its distribution among stakeholders (National Policy Board for Educational Administration, 2015).
Schools develop a
greater sense of purpose
if there is a stronger focus on distributed leadership (OECD
,
2016).
Changes in leadership
and
school’s academic capacity become reciprocal and affect each other (Hallinger & Heck, 2010). Leadership distribution needs to take place deliberately and in a coordinated way (Louis et al., 2010).
Ingrida Ba
r
ker, Marshall University,
Doctoral dissertation,
“Implementation and Perceived Effectiveness of Distributed Leadership in RESA 1 Schools in Southern West Virginia” (2016)
Marshall Slide7
Shared/Distributed Leadership
in Higher Education
Takeaways from higher ed research “Shared leadership is especially beneficial in complex environments that require frequent adaptations (Feyerherm, 1994; Pearce
& Sims, 2002; Pearce, 2004).”
Shared approaches to leadership
“
capitalize on the broader knowledge of the institution.
”
By capitalizing on the
historical commitment of shared governance and collegial decision making, “shared leadership can be a more natural fit in higher education than in businesses and corporations that have long been characterized by top-down structures.
”
Adrianna J
.
Kezar and Elizabeth M. Holcombe,
Shared Leadership in Higher Education: Important Lessons
F
rom Research and Practic
e (American Council on Education
,
2017)Slide8
Shared/Distributed Leadership
in Higher Education
Outcomes shown in higher ed researc
hAttitudes and cognition: Increased satisfaction, stronger group cohesion, increased confidence for individuals and groups, increased trustBehavior:
Increased social integration, problem-solving quality, organizational citizenship behavior, a more constructive interaction style (Khourey-Bowers et al., 2005).
Positive team performance:
Improved p
erformance on specific tasks
; improved
financial performance.
C
hanges in organizational processes and structures led to improvements in student learning (Heck & Hallinger, 2010).Adrianna J. Kezar and Elizabeth M. Holcombe, Shared Leadership in Higher Education: Important Lessons F
rom Research and Practice
(American Council on Education
,
2017)
Slide9
Shared/Distributed Leadership
in Higher Education
Models of shared leadership in higher education
Adrianna J
.
Kezar and Elizabeth M. Holcombe,
Shared Leadership in Higher Education: Important Lessons
F
rom Research and Practice
(American Council on Education
,
2017)
Co-leaders
Teams
Distributed
Description
Pairs or small groups of people share leadership
Leadership functions shared among team members
Leadership dispersed across multiple organizational
levels or even organizational boundaries
Structure
Often built into formal structure of top executive
role
Flexible configurations that change based
on the problem
Flexible
configurations that arise during particular projects or times of change
Roles
Roles of co-leaders
are specialized, differentiated, and complementary
Leadership shared vertically
and horizontally across teams based on relevant expertise
People
across different organizational levels or boundaries assume leadership as problems arise
Settings
Found in organizations with multiple
complex purposes such as healthcare, the arts, and K-12 education
Studied
in business, organizational, or social psychology settings and linked with positive organizational outcomes
Studied
in public administration, K-12 education, or through a sociological lensSlide10
Elements and Practical Implementation Strategies Slide11
Conditions to Enable Shared Leadership
“
Leadership is a process—not an individual—and can be supported by professional development, access to information, team-based work, and incentives.
”
Adrianna J
.
Kezar an
d
Elizabeth M. Holcombe,
Shared Leadership in Higher Education: Important Lessons
F
rom Research and Practice
(American Council on Education, 2017).
External Coaching
Fairness of Rewards
Hierarchical
Leaders
Accountability Structures
Team Characteristics
Shared Purpose, Interdependence, Autonomy,
Shared Cognition
INCENTIVES & INDUCEMENTS
SUPPORTSlide12
Shared Purpose
Effective t
eams develop direction
, momentum, and commitment by shaping the team purpose. “Management clarifies the charter, rationale and performance challenge for the team
. Management must also be flexible enough for the team to develop its own interpretation of the purpose, set specific goals, timing and approach.”
Jon R. Katzenbach and Douglas K. Smith,
“The Discipline of Teams,”
summary on the United Nations Public Administration Network websiteSlide13
Shared Accountability
No group ever becomes a team unless it hold
s
itself accountable as a team.
Shared accountability means “moving from ‘the boss holds me accountable
’
to
‘
we hold ourselves accountable
.’”
Shared accountability “under
pins two critical aspects of effective teams—commitment and trust.” Shared accountability “arises from and is reinforced by the time, energy and action invested in determining what the team is trying to accomplish and how
best to get it done.”
Shared accountability “p
roduces the rich rewards of mutual achievement
…
[and] e
nergizes and motivates members
.”
Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” summary on the United Nations Public Administration Network websiteSlide14
Performance Goals
Effective teams t
ranslate common purpose into
specific performance goals.Without specific performance goals, “teams get confused, pull apart and revert to mediocre performance
. … The specificity facilitates clear communication and constructive criticism.”
Performance goals
“
define a set of work products that are different both from an organization-wide mission and from individual job objectives
.”
Performance goals
maintain
teams’ “focus on getting results … and allow achievement of small wins.”
Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” summary on the United Nations Public Administration Network websiteSlide15
Team Performance
Seven ways to build team performance
1.
Establish urgency, demanding performance standards, and direction. 2. Select members for skill and skill potential, not personality. Most teams identify the skills needed only after they are formed.3. Pay particular attention to first meetings and actions. Team leaders/managers
set the tone, even more in what they do than in what they say.
4. Set and seize upon a few immediate performance-oriented tasks and goals.
A team cannot be a real team without performance results
.
Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” summary on the United Nations Public Administration Network websiteSlide16
Team Performance
Seven ways to build team performance
(cont.)
5. Challenge the group regularly with fresh facts and information.New information helps the team shape a common purpose, set clear goals, and improve its common approach.
6. Spend a lot of time together to learn to be a team. Spend time, in person or otherwise, especially in the beginning.
7. Exploit the power of positive feedback, recognition, and reward.
Satisfaction by a team in its own performance is the most cherished reward
.
Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” summary on the United Nations Public Administration Network website
Slide17
Not All Groups Are Teams
Working Group
Team
Strong, clearly focused leader
Shared leadership roles
Individual accountability
Individual and mutual accountability
Purpose is the same as the broader organizational mission
Purpose that the team itself delivers
Individual work products
Collective work products
Runs efficient meetings
Encourage
s
open-ended discussion and active problem-solving meetings
Measures performance indirectly by its influence on others (such as financial performance)
Measure
s
performance directly by assessing collective work products
Discusses, decides
,
and delegates
Discuss
es
, decide
s,
and do
es
real work together
Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” summary on the United Nations Public Administration Network website
Managers must be clear on what is a team and what isn’t and know whether/when/how to encourage & use teams.Slide18
Elements of Dysfunctional Teams
Five elements of a dysfunctional team
1. Absence of
trust: Members are unable to show vulnerability or weakness. Teams overcome this dysfunction by sharing experiences, developing insight into the unique characteristics of other team members.2. Fear of conflict: Teams that lack trust are incapable of having unfiltered, passionate debate about things that matter
; team members avoid conflict, replacing it with an artificial harmony.3. Lack of
c
ommitment
:
People buy into something when their opinions are included in the decision-making process
.
This is not about seeking consensus but
about
making sure that everyone is heard.Patrick Lencioni,
The Five Dysfunctions of a Team: A Leadership Fable
(2002), summarized by talentsquare.comSlide19
Elements of Dysfunctional Teams
Five elements of
a
dysfunctional team 4. Avoidance of accountability: In a well-functioning team, each team member is responsible for holding the other members accountable. Often, the key to success is the measurement of progress: making clear what the team’s standards are, what needs to be done, when, and by whom.5. Inattention to results:
Teams can overcome this dysfunction by making the team results clear and by rewarding behaviors that contribute to the team’s results.The primary role of the leader is to lead by example and set the tone, to make responsibilities and deadlines clear, to set the team’s standards, and
to be
clear on the team’s results.
Patrick Lencioni,
The Five Dysfunctions of a Team
: A Leadership Fable
(2002)
, summarized by talentsquare.comSlide20
Role of Inclusion in Team Performance
“Covering”
—an altering of a person’s self-presentation in order to blend in—
diminishes that person’s sense of self and commitment to an organization. In a survey of employees across 10 industries, 61% reported covering their identities in some fashion (including 45% of white male respondents); 60% to 73% said that this was “somewhat” to “extremely” detrimental to their sense of self.
To “uncover”: (
1
)
Diagnose the incidence, nature, impact, and drivers of covering across an organization
. (2) Analyze covering pressures (in the context of the organization’s values). (3) Initiate leadership and cultural solutions.
Kenji Yoshino and Christie Smith,
Uncovering Talent: A New Model of Inclusion
(Deloitte University, 2013)Slide21
Role of Identification
W
ith an Organization in Team Performance
“Individuals who identify more with the organization engage in leadership processes, as both leader and follower.”“Our research suggests that leadership development efforts that focus on helping individuals identify more with their organization are likely to spur people to engage in leadership processes as both a leader and a follower. Individuals who identify with the organization engage in behaviors that demonstrate a focus on the collective and are seen as embodying the values, goals, and priorities of the collective, thus making them a source of leadership for others.”
Kristin Cullen-Lester, Center for Creative Leadership, “What Is the Nature of Leadership in Flat Organizations?” (November 3, 2016) Slide22
Looking Ahead to Develop the
Leadership Pipeline
Steps for developing the next generation of your leadership team Engage senior leaders:
No CEO can do leadership development alone. He or she needs to influence the work and perspective of everyone else involved in the effort, most importantly senior leaders and the board
.
Understand future needs
:
At some point, every nonprofit must reexamine
its
goals and assess whether
it has
the people in place who can lead in the future.Develop future leaders: Leadership is learned by doing. That’s why a growing number of nonprofits use the 70/20/10 model—70% on-the-job training, 20%
coaching
/
mentoring, and 10
%
formal training
.
The Bridgespan Group,
Nonprofit Leadership Development Toolkit Slide23
Looking Ahead to Develop the
Leadership Pipeline
Steps for developing the next generation of your leadership team Hire external leaders as needed: If, after careful study,
no one in your development pipeline has the potential to develop the skills and competencies needed in a key role, your organization will have to hire the right person and help him or her make the transition into the new job.
Monitor and
i
mprove
p
ractices
:
Keep
the momentum going by continuously monitoring your leadership development processes, just as you would any of your organization’s other critical functions, to learn which processes work and which could be improved.
The
Bridgespan
Group
,
Nonprofit Leadership Development Toolkit Slide24
Resources
Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,”
Harvard Business Review
; summary on United Nations Public Administration Network website
Alice Cahill, Laura Quinn, and Lawrence McEvoy II, Center for Creative Leadership, “Are You Getting the Best Out of Your Executive Team?”Kristin Cullen-Lester, Center for Creative Leadership, “What Is the Nature of Leadership in Flat Organizations?”
Alma Harris, Australian Council for Education
al
Research, “Distributed Leadership”
Ingrida Ba
r
ker, Marshall University,
Doctoral dissertation, “Implementation and Perceived Effectiveness of Distributed Leadership in RESA 1 Schools in Southern West Virginia”Adrianna J. Kezar and Elizabeth M. Holcombe, Shared Leadership in Higher Education: Important Lessons From Research and Practice (American Council on Education)
Patrick Lencioni,
The Five Dysfunctions of a Team
: A Leadership Fable
, summarized by talentsquare.com
Kenji Yoshino and Christie Smith,
Uncovering Talent: A New Model of Inclusion
(Deloitte University)
The
Bridgespan
Group
,
Nonprofit Leadership Development Toolkit