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Module-3 TEAMS Many people used the words team and group interchangeably, but there are actually

a number of differences between a team and a group in real world applications. A number of leadership courses designed for the corporate world stress the importance of team building, not group building, for instance. A team's strength depends on the commonality of purpose and interconnectivity between individual members, whereas a group's strength may come from sheer volume or willingness to carry out a single leader's commands. It is often much easier to form a group than a team. If you had a room filled with professional accountants, for example, they could be grouped according to gender, experience, fields of expertise, age, or other common factors. Forming a group based on a certain commonality is not particularly difficult, although the effectiveness of the groups may be variable. A group's interpersonal dynamics can range from complete compatibility to complete intolerance, which could make consensus building very difficult for a leader. A team, on the other hand, can be much more difficult to form. Members of a team may be selected for their complementary skills, not a single commonality. A business team may consist of an accountant, a salesman, a company executive and a secretary, for example. Each member of the team has a purpose and a function within that team, so the overall success depends on a functional interpersonal dynamic. There is usually not as much room for conflict when working as a team. The success of a group is often measured by its final results, not necessarily the process used to arrive at those results. A group may use equal parts discussion, argumentation and peer pressure to guide individual members towards a consensus. A trial jury would be a good example of a group in action, not a team. The foreperson plays the leadership role, attempting to turn 11 other opinions into one unanimous decision. Since the jury members usually don't know one another personally, there is rarely an effort to build a team dynamic. The decision process for a verdict is the result of group cooperation. A team, by comparison, does not rely on "groupthink" to arrive at its conclusions. An accident investigation team would be a good example of a real world team dynamic. Each member of the team is assigned to evaluate one aspect of the accident. The team's expert on crash scene reconstruction does not have to consult with the team's expert on forensic evidence, for example. The members of a team use their individual abilities to arrive at a cohesive result. There may be a team member working as a facilitator for the process, but not necessarily a specific leader.

Difference between Team and Group The purpose of assembling a team is to accomplish bigger goals than any that would be possible for the individual working alone. The aim and purpose of a team is to perform, get results and achieve victory in the workplace and marketplace. The very best managers are those who can gather together a group of individuals and mould them into a team. Here are ten key differentials to help you mould your people into a pro-active and productive team.

Understandings. In a group, members think they are grouped together for administrative purposes only. Individuals sometimes cross purpose with others. In a team, members recognise their independence and understand both personal and team goals are best accomplished with mutual support. Time is not wasted struggling over "Turf" or attempting personal gain at the expense of others. Ownership. In a group, members tend to focus on themselves because they are not sufficiently involved in planning the unit's objectives. They approach their job simply as a hired hand. "Castle Building" is common. In a team, members feel a sense of ownership for their jobs and unit, because they are committed to valuesbased common goals that they helped establish. Creativity and Contribution. In a group, members are told what to do rather than being asked what the best approach would be. Suggestions and creativity are not encouraged. In a team, members contribute to the organisation's success by applying their unique talents, knowledge and creativity to team objectives. Trust. In a group, members distrust the motives of colleagues because they do not understand the role of other members. Expressions of opinion or disagreement are considered divisive or non-supportive. In a team, members work in a climate of trust and are encouraged to openly express ideas, opinions, disagreements and feelings. Questions are welcomed. Common Understandings. In a group, members are so cautious about what they say, that real understanding is not possible. Game playing may occur and communication traps be set to catch the unwary. In a team, members practice open and honest communication. They make an effort to understand each other's point of view. Personal Development. In a group, members receive good training but are limited in applying it to the job by the manager or other group members. In a team, members are encouraged to continually develop skills and apply what they learn on the job. They perceive they have the support of the team. Conflict Resolution. In a group, members find themselves in conflict situations they do not know how to resolve. Their supervisor/leader may put off intervention until serious damage is done, i.e. a crisis situation. In a team, members realise conflict is a normal aspect of human interaction but they view such situations as an opportunity for new ideas and creativity. They work to resolve conflict quickly and constructively Participative Decision Making. In a group, members may or may not participate in decisions affecting the team. Conformity often appears more important than

positive results. Win/lose situations are common. In a team, members participate in decisions affecting the team but understand their leader must make a final ruling whenever the team cannot decide, or an emergency exists. Positive win/win results are the goal at all times. Clear Leadership. In a group, members tend to work in an unstructured environment with undetermined standards of performance. Leaders do not walk the talk and tend to lead from behind a desk. In a team, members work in a structured environment, they know what boundaries exist and who has final authority. The leader sets agreed high standards of performance and he/she is respected via active, willing participation. o Commitment. In a group, members are uncommitted towards excellence and personal pride. Performance levels tend to be mediocre. Staff turnover is high because talented individuals quickly recognise that (a) personal expectations are not being fulfilled (b) they are not learning and growing from others and (c) they are not working with the best people. In a team, only those committed to excellence are hired. Prospective team members are queuing at the door to be recruited on the basis of their high levels of hard and soft skill sets. Everyone works together in a harmonious environment Team Building

Steps in team building: According to Katzenbanch and smith real teamwork can be accomplished by following steps: 1. Selection of members on the basis of skills: Members should be selected on the basis of their potentials to improve existing skills and learn new ones. Three types of skills are usually required: Technical skills Problem solving and decision making Interpersonal skills The individual members of the team may poses these skills in varying degrees but it should be ensured that these skills are complimentary i.e. they should support the efforts of others in the group. 2. Setting challenging goals: The team must be assigned to accomplish goals which are above the goals of individual members.

3. Developing rules of conduct: Rules are important for effective results like: Punctuality and regularity Confidentiality Speaking on the basis of facts Constructive confrontation 4. Allocating right roles to right people: the principle of right man for the right job should be followed by the team. By matching the individual preferences with the team role demands, managers can increase the likelihood that team members will work well together. 5. Establish accountability: Individuals have to be accountable at both team and individual level. It has to be very clear as to what is the person individually responsible for or else some members may try to take advantage of the group efforts as their individual efforts would not be identified. 6. Developing trust: mutuality, openness to each other and loyalty should exist for the team to work effectively. 7. Recognition and Reward system: Positive reinforcement can improve team efforts and commitment. Suitable rewards must be decided for the members as it can be a big motivating factor to them for giving in their best. Stages of Group & Team Formation: Bruce Tuckman has identified four stages that characterize the development of groups. Understanding these stages can help determine what is happening with a group and how to manage what is occurring. These four group development stages are known as forming, storming, norming, and performing. Forming This is the initial stage when the group comes together and members begin to develop their relationship with one another and learn what is expected of them. This is the stage when team building begins and trust starts to develop. Group members will start establishing limits on acceptable behavior through experimentation. Other members reactions will determine if a behavior will be repeated. This is also the time when the tasks of the group and the members will be decided. Storming During this stage of group development, interpersonal conflicts arise and differences of opinion about the group and its goals will surface. If the group is unable to clearly state its purposes and goals or if it cannot agree on shared goals, the group may collapse at this point. It is important to work through the conflict at this time and to establish clear goals. It is necessary for there to be discussion so everyone feels heard and can come to an agreement on the

direction the group is to move in. Norming Once the group resolves its conflicts, it can now establish patterns of how to get its work done. Expectations of one another are clearly articulated and accepted by members of the group. Formal and informal procedures are established in delegating tasks, responding to questions, and in the process by which the group functions. Members of the group come to understand how the group as a whole operates. Performing During this final stage of development, issues related to roles, expectations, and norms are no longer of major importance. The group is now focused on its task, Working intentionally and effectively to accomplish its goals. The group will find that it can celebrate its accomplishments and that members will be learning new skills and sharing roles. After a group enters the performing stage, it is unrealistic to expect it to remain there permanently. When new members join or some people leave, there will be a new process of forming, storming, and norming engaged as everyone learns about one another. External events may lead to conflicts within the group. To remain healthy, groups will go through all of these processes in a continuous loop. When conflict arises in a group, do not try to silence the conflict or to run from it. Let the conflict come out into the open so people can discuss it. If the conflict is kept under the surface, members will not be able to build trusting relationships and this could harm the groups effectiveness. If handled properly, the group will come out of the conflict with a stronger sense of cohesiveness then before.

Leadership Leaders do not command excellence, they build excellence. Excellence is being all you can be within the bounds of doing what is right for your organization. To reach excellence you must first be a leader of good character. You must do everything you are supposed to do. Organizations will not achieve excellence by figuring out where it wants to go, then having leaders do whatever they have to in order to get the job done, and then hope their leaders acted with good character. This type of thinking is backwards. Pursuing excellence should not be confused with accomplishing a job or task. When you do planning, you do it by backwards planning. But you do not achieve excellence by backwards planning. Excellence starts with leaders of good and strong character who engage in the entire process of leadership. And the first process is being a person of honorable character. Traits of a Good Leader

Compiled by the Santa Clara University and the Tom Peters Group:
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Honest Display sincerity, integrity, and candor in all your actions. Deceptive Competent Base your actions on reason and moral principles. Do not make Forward-looking Set goals and have a vision of the future. The vision must

behavior will not inspire trust.


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decisions based on childlike emotional desires or feelings.


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be owned throughout the organization. Effective leaders envision what they want and how to get it. They habitually pick priorities stemming from their basic values.
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Inspiring Display confidence in all that you do. By showing endurance in

mental, physical, and spiritual stamina, you will inspire others to reach for new heights. Take charge when necessary.
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Intelligent Read, study, and seek challenging assignments. Fair-minded Show fair treatment to all people. Prejudice is the enemy of

justice. Display empathy by being sensitive to the feelings, values, interests, and well-being of others.
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Broad-minded Seek out diversity. Courageous Have the perseverance to accomplish a goal, regardless of the

seemingly insurmountable obstacles. Display a confident calmness when under stress.


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Straightforward Use sound judgment to make a good decisions at the right Imaginative Make timely and appropriate changes in your thinking, plans,

time.
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and methods. Show creativity by thinking of new and better goals, ideas, and solutions to problems. Be innovative! Eight Attributes of a Great Leader

The list of leadership attributes is endless, but if you were going to create an inventory of traits that no leader can be without attributes that would please the brains of most employees it would have to include the following:

Be in touch. Let your employees know that youre with them, which gives them a sense of security and calms the emotional area of the brain. When emotions are calm, a brain is open to new information and responds better to others.

Be visible. You want to be certain that employees see you regularly. Visibility is advantageous because

it provides your employees with the knowledge that you care and are it enables you to always know what is going on. it lets employees know that you are ready to join in and help if needed.

approachable.

Hone your communication skills. Communication is a two-way street; to be an effective communicator, you have to be a good listener as well as a good speaker. Workers who feel that information is shared with them stay in their jobs longer and are more motivated. Inspire teams. You cant be a leader if you dont have any followers. Be the type of leader who walks with your teams, not in front of them. Offer yourself, your hopes, and your goals to your teams. You inspire by being able to explain complex issues in a way that your followers understand and that inspires confidence and hard work.

Sharpen your decision-making skills. Knowing how to make rational decisions and snap decisions is part of leading others. You instill a sense of safety and security in your employees when they can count on your good decision-making skills. To sharpen those skills, try the following:

Practice identifying problems and presenting them simply. Invite brainstorming to create as many possible solutions as you can. Determine consequences for each possible solution. Activate your decisions and follow their outcomes.

Self-confidence: Leaders know themselves, and exhibit a complete domain over their behavior. Moreover, leaders know which tasks are at their reach, and dont set unrealistic goals. This way, leaders know what their virtues and limits are, and they dont hide them.

Self-confidence gives the force to be persistent to attain the task and vision. Remember that more often than not, leadership implies defying the established order, the status quo. Therefore, self-confidence is vital to success. Initiative: Leaders are proactive, not reactive. I had a manager that only waited and acted upon receiving orders from his superiors, strictly following the (frequently wrong) boss guidelines. Not only this behavior is inefficient for the business, but it harms the rolemodeling aspect of leaders. Workers and teammates tend to identify with the values of their superiors, and no company wants this kind of passive attitude to be learned by its workers. Creativity: A true leader is always looking for ways to develop her creativity to its maximum. Here, the vision of the leader is very important. Outstanding leaders articulate:

a working framework congruent with the values of the other members of the group, efficient and effective ways to completing the assigned task, and ways to match the sub-activities with the members interests and experience.

Passion: The leader never stops learning, and displays a high level of consciousness. Leaders actions signal the way for their teammates. Leaders take responsibility for each of their choices and decisions without blaming others or looking for lame excuses. Leaders exhibit a passion for their work, and are faithful to their visions and beliefs. They engage in excellent behavior and make outstanding self-sacrifices in the interest of their group, if necessary. Summarizing these 6 attributes, we will recur to the masterpiece by Warren Bennis, On Becoming a Leader, which clearly distinguishes between managers (a typical position of authority, but not necessarily occupied by a leader) and real leaders:

Managers administer, leaders innovate Managers ask how and when, leaders ask what and why Managers focus on systems, leaders focus on people Managers do things right, leaders do the right things Managers maintain, leaders develop Managers rely on control, leaders inspire trust Managers have a short-term perspective, leaders have a longer-term perspective Managers accept the status-quo, leaders challenge the status-quo Managers have an eye on the bottom line, leaders have an eye on the horizon Managers imitate, leaders originate

Managers emulate the classic good soldier, leaders are their own person Managers copy, leaders show originality

S = Self Discipline P = Purpose A = Accountability R = Responsibility K = Knowledge L = Leadership E = Example

Conflict Management Type of Conflict: 1. Psuedo Conflict 2. Simple Conflict 3. Ego Conflict Pseudo Conflict: Due to Lack of Understanding Simple Conflict: Due to difference in Views, Ideas, Thought, Perception Etc. Ego Conflict: Due to Personal difference Myth about Conflict: 1. 2. 3. 4. 5. Conflict can always be avoided Conflict always occurs because of misunderstanding Conflict a sign of poor relationship Conflict is always bad Conflict can always be resolved

Managing Conflict: 1. 2. 3. 4. 5. 6. Managing Emotion Managing Information Managing goal Managing problem Assertive communication Time Consideration

VALUES AND ETHICS Values and ethics are central to any organization; those operating in the national security arena are no exception. What exactly do we mean by values and ethics? Both are extremely broad terms, and we need to focus in on the aspects most relevant for strategic leaders and decision makers. What we will first discuss is the distinctive nature of ethics for public officials; second, the forces which influence the ethical behavior of individuals in organizations; and third, explore the actions strategic leaders can take to build ethical climates in their organizations. THE IMPORTANCE OF VALUES AND MORALS According to Father of Indian Nation M.K.Gandhi "If wealth is lost nothing is lost" "If health is lost something is lost" "If character is lost everything is lost" Best of all things is character. Every one knows that life is precious that life is important. We all protect our life because we care for it more than anything else. If life is so important, the values of life are even more important.Values are guiding principles, or standards of behaviour which are regarded desirable, important and held in high esteem by a particular society in which a person lives. "The Importance of Values and Morals are the code we live by in a civil and just society. They are what we use to guide our interactions with others, with our friends and family, in our businesses and professional behaviour. Our values and morals are a reflection of our spirituality; our character. They are what we hope to model for our children and the children around us, because children do watch us as they develop their own sense of right and wrong. Value education means inculcating in the children sense humanism, a deep concern for the well being of others and the nation. This can be accomplished only when we instill in the children a deep feeling of commitment to values that would build this country and bring

back to the people pride in work that brings order, security and assured progress. Activity: Leadership Self Assessment Tool Title Based Leadership: 1. I am competent in my job position, possessing the technical skills to produce results: 1 2 3 4 5 6 7 8 9 10 2. I am effective at planning, reporting and compliance activities (accounting, logistics, WCB etc.): 1 2 3 4 5 6 7 8 9 10 3. I am measuring, tracking, and monitoring staff to ensure that they meet their minimum job requirements: 1 2 3 4 5 6 7 8 9 10 Relationship Based Leadership: 4. I listen to truly understand people, not just to respond: 1 2 3 4 5 6 7 8 9 5. I actively recognize people publicly and privately for their contribution to our organization's success: 1 2 3 4 5 6 7 8 9 6. I understand what motivates people and makes them feel comfortable, I am constantly shifting my communications style to gain rapport with people: 1 2 3 4 5 6 7 8 9 Results Based Leadership: 7. I have great project management skills: 1 2 3 4 5 6 7 8 9 8. I understand how to identify and evaluate peoples strengths and put them where they are most effective: 1 2 3 4 5 6 7 8 9

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9. When I am present my people are more motivated, more productive and operate at a level they otherwise wouldnt be able to maintain: 1 2 3 4 5 6 7 8 9 10 Impact Based Leadership: 10. I systematically coach and mentor my staff toward self-reliance and interdependence: 1 2 3 4 5 6 7 8 9 10 11. My people are beginning to display a strong sense of self-motivation and leadership qualities 1 2 3 4 5 6 7 8 9 10 12. I am contributing to the personal and professional growth of my people adding true value to their careers and personal life: 1 2 3 4 5 6 7 8 9 10

Transparency Based Leadership: 13. I meet all commitments to my people instilling a high level of credibility and trust in the relationship: 1 2 3 4 5 6 7 8 9 10 14. My people take massive action with little prompting from myself, and this action is always congruent with our company mission and values: 1 2 3 4 5 6 7 8 9 10 15. I talk more about the teams achievements than my individual achievements. 1 2 3 4 5 6 7 8 9 10 Leadership Self-Assessment Score Sheet Title Based Leadership: 1 +2 +3 = / 30 Relationship Based Leadership: 4 +5 +6 = / 30 Results Based Leadership: 7 +8 +9 = / 30 Impact Based Leadership: 10 + 11 + 12 = / 30 Transparency Based Leadership: 13 + 14 + 15 = / 30 25 30 20 24 15 19 3 18 you show a high level of competency at this level of leadership you show sufficient levels of competency keep investing in yourself and your people it will pay off! Think about investing more in yourself and your team to strengthen this level of leadership. A strong personal and business development strategy including mentorship, reading, taking workshops and other tools to grow your skills is suggested. What's Your Conflict Management Style (Johnson, 1990)

Instructions: Listed below are 15 statements. Each strategy provides a possible strategy for dealing with a conflict. Give each a numerical value (i.e., 1=Always, 2=Very often, 3=Sometimes, 4= Not very often, 5= Rarely, if ever.) Don't answer as you think you should, answer as you actually behave.

____ a. I argue my case with peers, colleagues and coworkers to demonstrate the merits of the position I take. ____ b. I try to reach compromises through negotiation. ____ c. I attempt to meet the expectation of others. ____ d. I seek to investigate issues with others in order to find solutions that are mutually acceptable. ____ e. I am firm in resolve when it comes to defending my side of the issue. ____ f. I try to avoid being singled out, keeping conflict with others to myself. ____ g. I uphold my solutions to problems. ____ h. I compromise in order to reach solutions. ____ i. I trade important information with others so that problems can be solved together. ____ j. I avoid discussing my differences with others. ____ k. I try to accommodate the wishes of my peers and colleagues. ____ l. I seek to bring everyone's concerns out into the open in order to resolve disputes in the best possible way. ____ m. I put forward middles positions in efforts to break deadlocks. ____ n. I accept the recommendations of colleagues, peers, and coworkers. ____ o. I avoid hard feelings by keeping my disagreements with others to myself.

Scoring: The 15 statements you just read are listed below under five categories. Each category contains the letters of three statements. Record the number you placed next to each statement. Calculate the total under each category.

Style Competing/Forcing Shark Collaborating Owl Avoiding Turtle Accommodating Teddy Bear Compromising Fox

a. _____ d. _____ f. _____ c._____ b. _____

e._____ i. _____ j. _____ k. _____ h. _____

g. _____ l. _____ o. _____ n. _____ m. _____

Total ______ ______ ______ ______ ______

Results: My dominant style is _________________________________ (Your LOWEST score) and my back-up style is_______________________________ (Your second Lowest score) Conflict Management Styles The Competing Shark

Sharks use a forcing or competing conflict management style sharks are highly goal-oriented Relationships take on a lower priority Sharks do not hesitate to use aggressive behavior to resolve conflicts Sharks can be autocratic, authoritative, and uncooperative; threatening and intimidating Sharks have a need to win; therefore others must lose, creating win-lose situations Advantage: If the shark's decision is correct, a better decision without compromise can result Disadvantage: May breed hostility and resentment toward the person using it Appropriate times to use a Shark style o when conflict involves personal differences that are difficult to change o when fostering intimate or supportive relationships is not critical o when others are likely to take advantage of noncompetitive behavior o when conflict resolution is urgent; when decision is vital in crisis o when unpopular decisions need to be implemented

The Avoiding Turtle


Turtles adopt an avoiding or withdrawing conflict management style Turtles would rather hide and ignore conflict than resolve it; this leads them uncooperative and unassertive Turtles tend to give up personal goals and display passive behavior creating loselose situations

Advantage: may help to maintain relationships that would be hurt by conflict resolution Disadvantage: Conflicts remain unresolved, overuse of the style leads to others walking over them Appropriate times to use a Turtle Style: o when the stakes are not high or issue is trivial o when confrontation will hurt a working relationship o when there is little chance of satisfying your wants o when disruption outweighs benefit of conflict resolution o when gathering information is more important than an immediate decision o when others can more effectively resolve the conflict o when time constraints demand a delay\

The Accommodating Teddy Bear


Teddy bears use a smoothing or accommodating conflict management style with emphasis on human relationships Teddy bears ignore their own goals and resolve conflict by giving into others; unassertive and cooperative creating a win-lose (bear is loser) situation Advantage: Accommodating maintains relationships Disadvantage: Giving in may not be productive, bear may be taken advantage of Appropriate times to use a Teddy Bear Style o when maintaining the relationship outweighs other considerations o when suggestions/changes are not important to the accommodator o when minimizing losses in situations where outmatched or losing o when time is limited or when harmony and stability are valued

The Compromising Fox


Foxes use a compromising conflict management style; concern is for goals and relationships Foxes are willing to sacrifice some of their goals while persuading others to give up part of theirs Compromise is assertive and cooperative-result is either win-lose or lose-lose Advantage: relationships are maintained and conflicts are removed Disadvantage: compromise may create less than ideal outcome and game playing can result Appropriate times to use a Fox Style o when important/complex issues leave no clear or simple solutions o when all conflicting people are equal in power and have strong interests in different solutions o when their are no time restraints

The Collaborating Owl


Owls use a collaborating or problem confronting conflict management style valuing their goals and relationships Owls view conflicts as problems to be solved finding solutions agreeable to all sides (win-win) Advantage: both sides get what they want and negative feelings eliminated Disadvantage: takes a great deal of time and effort Appropriate times to use an Owl Style o when maintaining relationships is important o when time is not a concern o when peer conflict is involved o when trying to gain commitment through consensus building

when learning and trying to merge differing perspec

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