Developing high performance teams (based on work of Pat MacMillan)
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This document discusses the development of high performance teams based on a model by Pat MacMillan. It describes 5 stages of team development: 1. Basic Group (Forming) - focused on alignment between members and whether they want to go in the same direction. 2. Adolescent Team (Storming) - focused on building trust between members as they learn about each other. 3. Learning Team (Norming) - focused on agreeing on the task and how to accomplish it through open discussion of roles and processes. 4. High Performance Team (Performing) - displays high willingness to cooperate and skill in cooperation, balancing task and relationships to achieve exceptional results. 5. Potential
Developing high performance teams (based on work of Pat MacMillan)
- 1. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Developing a high performance team based on MacMillan, P (2001). The Performance Factor: Unlocking the Secrets of Teamwork. Nashville, TN: Broadman & Holman Dr Stefanus Snyman ssnyman@sun.ac.za
- 2. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Putting things in context • List all the Groups and Teams that you are part of in your studies, student life, religious activities, etc. • Now think of a team which seemed to work well and list the characteristics which showed it was working well. • Now think of another team which didn’t work well and list the characteristics which showed it wasn’t working well.
- 3. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Development of a team (Pat MacMillan) Low SKILL IN COOPERATION High WILLINGNESSTOCOOPERATE
- 4. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Low SKILL IN COOPERATION High Basic Group WILLINGNESSTOCOOPERATE Basic Group (Forming) Alignment Alignment: Do I want to go where the other members of this group wants to go?
- 5. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Basic Group (Forming) • Concern of each group member is that of alignment: that is whether he/she and other group members are all going in the same direction. • Each member is asking themselves (often asked sub- consciously) as they join a new group. • “is this group going where I want to go?” • “do I want to go where this group might be going?” • “is being part of this group in my best interest?” • “do I really want to be a part of this group?”
- 6. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Basic Group (Forming) • If each member doesn’t get good answers to these questions, the WILLINGNESS of some in the group to cooperate will be quite low. • As the group is newly formed, the inexperience of the group in working together will also have an impact on the level of SKILL in cooperation will be quite low. • Although individual members of the group may be quite skilled in certain team processes, it is the overall skill of the group which is important here. • In the group things are done in a somewhat mechanistic, by-the-book manner.
- 7. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Basic Group (Forming) • Feelings and true opinions are not expressed openly, because there are too many unknowns. • Members are wary of each other. There is not much trust being shown. They are sizing each other up! • In the Basic Group, the focus of the members is on their own self-interests.
- 8. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Basic Group • Do you want to be a part of the group? Until each one can answer ‘yes’ there is little chance that they will get to the next stage of team development. • If there is good leadership and a clear task, the Basic Group will often appear to be effective – and to a limited extent, they are. However, results are more likely to be additive rather than synergistic. The power of this group lies in its potential rather than its current performance. • Summing-up: the core issue of this Basic Group stage is Alignment – do I want to go where the other members of this group wants to go?
- 9. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Low SKILL IN COOPERATION High Adolescent Team WILLINGNESSTOCOOPERATE Basic Group (Norming) Alignment Adolescent Team (Storming) Trust I believe I can trust the other members of the Working Group
- 10. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE The Adolescent Team (Storming) • If and when Basic Group members become somewhat convinced that being a member of this group is in their best interests, they begin to move into the second stage of development – the Adolescent Team. • They have now moved up the WILLINGNESS Scale, but still need to develop Cooperation SKILL together. • In this stage, the Basic Group members become willing to risk being more open, they are more willing to express personal concerns and feelings. • And their attention begins to turn from personal to interpersonal concerns.
- 11. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE The Adolescent Team (Storming) • Trust is the core issue at this stage. And the focus of the Working Group members is on getting to know their co-workers – their strengths, weaknesses and the unique contributions each brings to the team. Through this knowledge and the process of sharing it, trust begins to build, and with it, the willingness to subordinate individual interests to a greater possibility. • As the team members grow in their knowledge and trust of one another, they also begin to gain a more accurate picture of the scope of their task; and the team begins to turn towards the task. • I believe I can trust other members of the Working Group.
- 12. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Low SKILL IN COOPERATION High Learning Team WILLINGNESSTOCOOPERATE Learning Team (Norming) Task & Process Basic Group Alignment Adolescent Team Trust How can we cooperate more effectively?
- 13. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE The Learning Team (Norming) • WILLINGNESS to cooperate is now high, and SKILL in cooperation is beginning to grow, as the group has more experience of working together. • Having resolved the issues of alignment and trust, the Working Group is now able to move on to the task itself. And there are two elements which the Learning Team needs to work through.
- 14. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE The Learning Team (Norming) • When they can do that, the second element for the Learning Team is to figure out how to accomplish it. Based on the trust they have already built within the Working Group they can begin to openly discuss the processes and skills which are needed to accomplish the task. Roles are discussed and clarified; and the team asks itself “how can we cooperate more effectively?” There is more openness, there is greater trust, and people are more willing to help one another. Clearly their SKILL level in cooperation is growing. • Summing up: the core issues at this stage are ownership of the task and agreement about how to get the task done. •
- 15. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE The Learning Team (Norming) • The first of these is taking ownership of the task they have been given. • Although the Working Group may have been given a task when they were formed, they now need to recast that task in their own terms. • They need to develop a consensus about what their specific task actually is. If they can’t do that, there is likely to be disagreements about what they are supposed to be doing and the energies of the group will likely be dissipated in conflict and competition for dominance in setting the direction of the group. • So, the Working Group needs to fully grasp what the task is, and have the ability to articulate it.
- 16. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Low SKILL IN COOPERATION High High Performance Team WILLINGNESSTOCOOPERATE High Performance Team (Performing) Learning Team Task & Process Basic Group Alignment Adolescent Team Trust How can we do better?
- 17. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE High Performance Team • The Working Group is now displaying high WILLINGNESS to cooperate and high SKILL in cooperation. • By this stage, having worked through the issues of Alignment, Trust, Task and Process, the Working Group can now function as a High Performance Team. • At this stage, the Working Group is able to balance the tensions between people and purpose; between individual initiative and collaboration. Everyone is committed to the whole task. There is flexibility, and responsiveness. There is a genuine concern about their effectiveness and how they can do better.
- 18. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE High Performance Team • Group members are in touch with both the task and with one another, and they have learned to balance both task and relationship. People enjoy working together and they are getting the task done. Results can be exceptional! • The core issue at this stage is commitment to getting the task accomplished.
- 19. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Low SKILL IN COOPERATION High Confused Crowd WILLINGNESSTOCOOPERATE Basic Group Adolescent Team High Performance Team Learning Team Confused Crowd
- 20. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Confused Crowd • High willingness/low skills • This group has the best of intentions and a great attitude to working together. But they do not have the skills needed to effectively combine and coordinate their efforts. There is willingness to cooperate, but they just don’t have the skills. The problem could stem from inadequate training for the team – or even the make-up of the team (such as missing roles)
- 21. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Low SKILL IN COOPERATION High Unruly mob WILLINGNESSTOCOOPERATE Basic Group Adolescent Team High Performance Team Unruly Mob Learning Team Confused Crowd
- 22. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Unruly Mob • low willingness/low skills) • This group neither has the skills nor the willingness to cooperate. They are made up of individuals who operate independently and who simply want to do it “my way”!
- 23. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Warring factions Low SKILL IN COOPERATION High WILLINGNESSTOCOOPERATE Basic Group Adolescent Team High Performance Team Learning Team Confused Crowd Unruly Mob Warring factions
- 24. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Warring Factions • low willingness/high skills • This group have skills in cooperation – but they aren’t willing to cooperate with one another. The group is characterized by high levels of competition, internal politics or lack of trust. Relationships are so bruised and broken that there is little chance that the individuals will subordinate their interests to the greater needs of the group. In a group like this, it is unlikely that anyone will take the risk of trying to do anything with anybody else; or that there will be any consensus as to who should give any leadership to the group. This group isn’t cooperating – and doesn’t want to!
- 25. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Individual Stars Low SKILL IN COOPERATION High WILLINGNESSTOCOOPERATE Basic Group Adolescent Team High Performance Team Learning Team Confused Crowd Unruly Mob Individual Stars Warring factions
- 26. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Individual Stars • High skills, but willingness is dependent on their perceived individual interest • These group members are highly skilled in cooperation, but are in the group for themselves, not for the team. In other words, they don’t have the willingness to cooperate. It is only when it is to their distinct advantage that they use their cooperative skills in a collaborative way. People have high competitive spirits and don’t have any trust – and it’s almost impossible for a group like this to move up the willingness to cooperate axis.
- 27. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Developing from a basic group to a high performance team
- 28. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Developing from a basic group to a high performance team Low SKILL IN COOPERATION High WILLINGNESSTOCOOPERATE Unruly Mob High Performance Team Individual Stars Warring factions Unruly Mob Confused Crowd Learning Team Task & Process Basic Group Alignment Adolescent Team Trust Make sure that each member understands the contribution he/she can make to the team and why he or she is a member of the group it is critically important to give time for introductions – and to give sufficient time to the introductions. 1. What are we to do?” (Take time to develop a Working Group Purpose) 2. How will we do it How are we doing? How can we improve?
- 29. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Helping dysfunctional teams become functional
- 30. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Helping dysfunctional teams become functional Low SKILL IN COOPERATION High WILLINGNESSTOCOOPERATE Unruly Mob High Performance Team Individual Stars Warring factions Unruly Mob Confused Crowd Learning Team Task & Process Basic Group Alignment Adolescent Team Trust Spend some time helping them how they can individually contribute to the task, and help them understand what the task actually is Disband the Working Group and start again! Disband the Working Group and start again! Probably need to disband the Working Group and start again! Or taking out some individuals and replacing them with others with commitment and willingness to cooperate.
- 31. Fakulteit Gesondheidswetenskappe Faculty of Health Sciences SGWO CHSE Good luck as you develop high performance teams changing the face of healthcare in the world