or challenge • This is your presenta7on – if you’re not ge;ng what you want, ask • You have the right to laugh unabashedly • You have the expecta7on to interrupt and add more to this 1
– star7ng with the 3rd leEer of their last name Person in charge has to arrange the people in order. Cannot tell the room the goal. Can only tell people ‘come here’, ‘stand here’, or physically move them. And of course ask their last name. May not draw on the board. 2
Star exercise for each of these categories. Put the papers on the floor for each type work group, team, Self organized, self directed And ask people to stand by the type that the following represent: -‐Fire fighter team -‐Passengers at an airport -‐Group of friends going out for a Friday night -‐PHP User Group -‐Kid’s Basketball team -‐Professional basketball team -‐Stadium of fans -‐Burning man -‐Army squad -‐Special forces squad -‐Club -‐Homeowners associa7on members 5
of this leadership style is that the leader can demotivate and annoy people. Not optimal decisions. COACH: The coach is needed when team lacks focus, expertise and understanding what should be done and how. Coaches tend to be concerned with growing people, creating and enabling a trusting environment. The downside of this style could be micro-‐management and low concern for produc7vity. SUPPORTER: Supporters are needed to help teams. They help remove barriers and coordinate activities. The Supporter is an ego-less, quiet leader and facilitator. They tend to make joint decisions with the team as equals, delegating majority of decisions to the team. 7
LEARNED HELPLESSNESS In 1965, Seligman and his team used dogs as subjects to test how one might perceive control. The group would place a dog on one side of a box that was divided in half by a low barrier. Then they would administer a shock, which was avoidable if the dog jumped over the barrier to the other half. Dogs quickly learned how to prevent themselves from being shocked. Seligman’s group then took another group of dogs and randomly administered shocks, which were completely unavoidable. The next day, these new dogs were placed in the box with the barrier. Despite new circumstances that would have allowed them to escape the painful shocks, these dogs did not even try to jump over the barrier; they only cried and did not jump at all, demonstra7ng learned helplessness. Lead with support, don’t add support late. 9
some individual members of a group to become increasingly less produc7ve as the size of their group increases. Maximilien Ringelmann (1861–1931) three people pull rope is only 2.5X than 1. 8 people < 4X Clapping hands and shou7ng had similar result. Ask about this and why Explana'ons: AEribu7ons and equity – others are slacking, I can hide too Submaximal goal se;ng – didn’t require 100% from everyone. Lack of personal input and group outcome One cannot be evaluated over many. Non-‐cohesive group How to fix it: Right size team Increase individual accountability and peer pressure 12
of cards with numbers 1 – 6 on the decks. Decks should be in this order; 1,2,3,4,5,6 2,3,4,5,6,1 3,4,5,6,1,2 4,5,6,1,2,3 5, 6,1,2,3,4 6,1,2,3,4,5 Give 6 cups out to 6 people and 1 deck per person. Tell the cup people to hold the cards face up. When you hear the signal (bazinga), put the top card to the boEom of the deck. Throw the dice. Everyone without a cup no7ce a nearby dice – read the number and pick it up. Now that’s your color – only pick up dice of that color (approximately). Put the dice in the cup based on the number you had showing. You can only carry 2 dice at a 7me. Cup owners, put the cards face up in front of your cup. When you hear Banzinga swap the cards. 17
which the rela7onship between cause and effect is obvious to all, the approach is to Sense -‐ Categorise -‐ Respond and we can apply best prac7ce. Complicated, in which the rela7onship between cause and effect requires analysis or some other form of inves7ga7on and/or the applica7on of expert knowledge, the approach is to Sense -‐ Analyze -‐ Respond and we can apply good prac7ce. Complex, in which the rela7onship between cause and effect can only be perceived in retrospect, but not in advance, the approach is to Probe -‐ Sense -‐ Respond and we can sense emergent prac7ce. Chao'c, in which there is no rela7onship between cause and effect at systems level, the approach is to Act -‐ Sense -‐ Respond and we can discover novel prac7ce. The structure is complex; in that they are dynamic networks of interac7ons, and their rela7onships are not aggrega7ons of the individual sta7c en77es. They are adap7ve; in that the individual and collec7ve behavior mutate and self-‐organize corresponding to the change-‐ini7a7ng micro-‐event or collec7on of events 19
in the 70’s where teams of highly capable individuals can, collec7vely, perform badly. Select people with high analy7cal skills – superstars for a series of compe77ons. Apollo teams oren finished near the boEom of eight teams. • This failure seemed to be due to certain flaws in the way the team operated: • Excessive 7me in destruc7ve debate • Difficul7es in their decision making, with liEle coherence • Team members tended to act along their own lines How some Apollo Teams succeed • absence of highly dominant individuals • Leadership: • Leadership focused on some shape or paEern on group discussion Leadership focused on the se;ng of objec7ves and priori7es, • Leadership was tough, discrimina7ng people who could both hold their ground in any company, yet not dominate the group A key lesson: cleverest individuals does not necessarily produce the best results. Team needs to be a blend of team roles. 23
style, Robber’s cave) Give authority – let the team decide and abide by them (Remember the Seligman experiment) Enable sharing – for a common good and skills (apollo syndrome) Enable Feedback – that allow for improvement, not mechanics (ringleman effect) Set expecta7ons – command and control the improvement mechanism via PDIA 24
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