Leading high-performance teams

This programme provides a challenging approach to developing oneself as team leader and identifying practical actions to create and sustain high performing teams.

Level 

This programme is appropriate for learners at entry, intermediate and advanced levels.

Objectives

  • To identify key focus areas for developing a high performance team
  • To raise awareness of personal style and leaders impact on the team
  • To identify strengths and development areas for own teams
  • To develop a strategy for working and achieving together 
  • To develop confidence through practical exercises and simulations

Process 

Experiential Exercise – Toxic Waste – fun, interactive experience of teamwork.

High Performance Teams – Defining teams. Levels of teamwork – working groups, pseudo teams, potential teams, real teams and high performance teams.

Team Development – Five stages – forming, storming, norming, performing and de-forming (Tuckman). Processes – purpose & identify, communication, organisation, decision-making, climate and culture (Douglas).

Team Assessment – Radar Chart – leaders to self-assess their team based on the Tuckman / Douglas matrix. Feedback and discussion – identifying key strengths and development areas. ACTIONS to STOP, START, CONTINUE.

Team Leadership – Leader’s role. Different styles of leadership (EI) – directive, visionary, affiliative, collaborative, pace setting and coaching (Goleman). Self-assessment. Implications. Flexing leader’s impact to team’s level of development.

Common Purpose – Team’s purpose – why do we exit? Build a clear and shared vision for the future. Identify specific SMART objectives to achieve the vision – hard and soft. Communicating this vision. STOP, START, CONTINUE.

Strength in Diversity – Awareness of personal style. Self-assessment – psychometric. Impact of personal style on the team. Impact of team member’s style on leader. STOP, START, CONTINUE.

Team Strategy – Strategy for working together / achieving as a team. Team matrix – assessment of team member’s styles, strengths and development areas. STOP, START, CONTINUE.

Communication – Open / effective communication. Johari’s Window. Team’s strengths and weaknesses. STOP, START, CONTINUE.
Organisation – Role clarity. Levels of structure – formal and informal. Matching roles to vision / objectives. Diverse roles (Belbin) – STOP, START, CONTINUE.

Climate & Cohesion – Awareness of climate and cohesion. Building effective relationships. Transactional Analysis (TA). STOP, START, CONTINUE.

Decision-Making – Levels of decision-making. Risks of indecision. Tools – decision tables, circles of influence & concern, 5 Cs of decision-making.

Performance Management – Understanding performance management. Coaching techniques – GROW. Influencing through constructive feedback.

Leading Change – Impact of change. Creating the climate for change. DREC.

Matrix / Remote Teams – Challenges of remote teamwork.

Experiential Exercise – range of fun, experiential in teamwork.

Options 

1 or 2 day workshop for approx. 8 to 10 learners, with 1 or 2 facilitators, with the possibility of using professional role players.