SOCIOTECHNICAL SYSTEMS

WORK TEAMS

THAT WORK

An Experience-Based

Workshop in Building

and Sustaining High

Performance Teams

Staff Preparation and Guide

WELCOME TO THE "STAFF"

We at STS recognize that the Work Teams That Work™ seminar is a unique experience for each participant. That's exactly what we desire and plan for it to be. The same is true as we develop a Staff to lead, manage, guide, and "be" a high performing team itself.

There is no "Staff Manual." No text to guide your every word. No outline or rules --
except for those found in this and the WTTW participants manual. We rely on each other. On our combined knowledge of open systems, of teamwork, of human behavior, and of learning. We share the work, the roles, and the discussions. We must create our own processes, expectations, and measures, and "model" the type of high performance behavior we expect each participant team to discover.

We have to build our team ahead of the participant teams and help them build their teams. We have to learn to help the teams help themselves, to clarify the "what" without telling them "how," to encourage risk-taking and growth, to see and challenge the "boxes" they are in and help them see the space "outside of the box." We have to do what leaders do in real companies -- we have to "lead learning" by modeling openness, spontaneity, authenticity and courage. We need to help them integrate their heads with their hearts.

There are some things we ask you to do which will assist you in preparing for your role:

*	Review your WTTW participants manual -- ESPECIALLY the learnings you recorded in your learning journal.

*	Read and study the LEARNING section. Remember this is the key to the growth of individuals and teams.

*	Look over the "detailed" agenda and staff preplanning.

*	Read and study the information in this guide about process observation.

*	Get some good rest before you come. It's a tougher week than what you thought when you were a participant and thought the staff was just window dressing.

That's it for now. Get ready and get set for an exciting and growing week!!!!

STAFF PREPLANNING

Staff Meeting -- Agenda

•	Meeting Room Set-up

-	Welcome Sign

-	Arrange tables, distribute notebooks and name tags, feedback sheets

-	Do introductory flipcharts

•	Seven Core Processes

•	Systems Model

•	Workshop Objectives

•	Team Assignments & Locations

•	Adult Learning Model

•	Experiential Learning Model

•	Purchasing Guidelines

-	Wrap & label Feedback Box

•	Review participants and company rosters

•	Assign participants to teams and suites

•	Review daily schedules & make assignments

•	Staff/facilitation roles & responsibilities

•	Review kickoff activities

-	Introductions - staff & participants

-	Workshop purpose & objectives

-	Seven Core Processes

-	Systems overview

-	Notebook contents

-	Feedback Box

-	Workshop format

-	Learning Process & Models

-	Learning organizations & products

-	Product Purchase Guidelines

-	Company assignments & location

-	Introduce Purposing

•	Discuss Team Photographs

•	Logistics & other issues

STAFF EXPECTATIONS

The Staff is expected to "Lead Learning" during the WTTW session. This means several things.

*	Walk the Talk

*	Live the principles of high performance.

*	Build our own processes ahead of the other teams in all 7 core areas.

*	Share the realness of our journey in a meaningful, impactful and open manner.

*	Be Prepared

*	"Kick Off" each session. This kickoff must be prepared ahead of time and help focus the participants on their task.

*	Prepare for team visits by sharing information and insights with each other focused on helping each individual team in their journey.

*	Know what the key outcomes are for each product and be ready to help the teams understand the task.

*	Clarify the tasks -- Coach

*	The teams will be unclear about their tasks at various times. We must not tell how to do it. Instead we must clarify the principles, tasks and outcomes by listening to the group's discussions and providing only what insights can aid them in gaining clarification and understanding. This takes real listening, feeling and trying to understand where they are.

*	Avoid statements like: "everything you need is in the book;" "Well, what do YOU think it means?;" "No, that's not IT;" ...

*	Help tie and integrate the ideas. Each process is connected to and interdependent with every other process. Keep this in mind. As the week progresses, these ties will add clarity and tie the heart to the head for the teams.

*	Don't defend -- Use the system's energy

*	WTTW is not a program which requires defense. Frustration, tension, counter-
dependence are all expected components of growth toward interdependence. They often result in attacks at the seminar, the staff, or the environment. We have to allow, support and redirect the energy inherent in this creative tension. (After all, negative energy is more to work with than apathy).

*	We work together to build and maintain the integrity of the three key components of the workshop design: Open System Model, Learning process, and Accountability.

Our growth and experience in meeting these expectations will impact greatly the success of the workshop. Moreover, it will give you experience essential to the development of your real teams within your company.

HOW TO BE A

PROCESS OBSERVER

Can a small group of people successfully sit down together, calmly and effectively discuss problems of mutual concern, and come up with workable solutions to the problems? The answer, of course, is that they can but this skill and ability is not automatically built into the group. The group must build the skills and develop the processes to become effective.

Most of us could become more effective group members, however, it is most difficult to be an active participant in a group and at the same time analyze what is going on in the group. In fact, it is extremely difficult to analyze your own role in a group, how others perceive you, how you effect the group, or to assess your own understanding and use of group skills.

Since the effectiveness of the group is directly tied to the effectiveness of the group's members we need to have a process, a way to look in the mirror and take a close look at both the group dynamics and our own performance in the group.

A "process observer" can help provide this mirror. This observer could be a person outside your group who can meet with you to listen, look, feel and analyze the group processes as your team works together. Then provide the members with feedback on the effective use of their team processes. Or, you could take a "time out" from your role as a member of the team and become a process observer yourself. This will force you to become aware of the process and let you analyze the ways in which a group functions.

General Guidelines for the Observer

*	Do not try to observe too many things at one time.

It is easy to observe a group and try to watch all the processes taking place and end up with no in-depth analysis of any one specific aspect of group behavior. Try to focus on a few aspects of group behavior at one time and then you can move on to other aspects. Limit your observations so you can do a thorough job.

*	Assume that group members already understand and possess good team skills.

It is critical not to come to the team as the "expert" who will "analyze and solve" their poor processes. Try to understand the processes they are using, identify the positive skills being displayed and build on these by reminding them of what they already know through your feedback.

*	Always look for what the group is doing right; what is good; and what is being accomplished. In giving groups or individuals feedback, stress the positive. Point out what the group is doing well. Focus on successes and reinforce the positive.

*	Provide your feedback to the group or individual in the form of questions. Remember, you are not in charge of the group and are not responsible for the group. The group has asked for feedback and your responsibility is to provide this feedback about process, not to assume responsibility for the group.

*	Remain neutral with respect to the task or direction of the group.

You should not participate in any controversy that is taking place in the group. Particularly, do not focus on the content of the group, but on the process of how the group is working on the content. For example, you might say "I wonder if all the members understood the purpose of the meeting," rather than "The meeting would have been more efficient if you had changed your topic and discussed something else." You might make a comment such as, "I wonder if the group realizes you discussed grading, scheduling, and advisor meetings in the space of the last eight minutes." Your comment should urge the group to consider whether eight minutes was too much or too little time to devote to these issues, not to have them discuss whether those were the appropriate issues to be talking about.

The purpose of asking questions is to allow the group to analyze its own behavior. If one or two members are dominating, you might ask, "Is everyone getting an equal chance to participate?" Having the group deal with the question of participation is far better than your telling the group that one or two individuals dominated. Try to draw the group out and get their comments.

*	Try to provide the participants with some feedback that they can see. You might use a chart, a graph, some kind of display. This is far more effective than your just telling them. Leave the group with something tangible. If nothing else, leave the group with a written record of your questions.

Examples and Tools for Process Observation

Below are various forms of observations which can be made to help the group evaluate the effectiveness of their processes. The text in italics shows ways in-which the observations can be provided to the group.

I.	Open Communications

As a process observer you may listen and record the type and content of communications used within the group.

OBSERVATION:

"That's not on the agenda"

"I see no point in talking about that again"

"It'll never work"

"You would not say that if you understood the problem"

"Wait until you have been around as long as I have"

RESPONSE:

Here are some comments I picked up (write the list above on a flip-chart). Are they evidence you were staying with your agenda or was there a tendency to not have everyone fully express themselves? How do you feel? Do you feel you have open communication? What are some things your group can do that would increase open communication?

II.	Private Agenda

You may listen for and note the similarities or differences between the group's stated	agenda and the agendas you observe from individuals.

OBSERVATION:

Group Agenda	Individual Agenda

Develop specs for new truck	Make sure we don't get Brand-X

Present information to mgmt.	Get a trip to the manufacturing plant

Meet our schedule	Get done in time for lunch

RESPONSE:

I have listed the stated agenda and the private agendas I felt were expressed. If I am correct, how do you deal with this issue?

III. Who does the talking?

Start Time_________ End Time _______

Observe the group for a few minutes. Record the length of the observation and the number of times each person talks.

RESPONSE:

(Show the group the chart) "Considering what you were doing, is this the involvement you would like?"

IV.	Interruptions

You may identify the interruptions which keep the group from staying together on the issues.

OBSERVATION:

Phone call.

Two members left the meeting to make phone calls.

Two left to get Cokes.

One left to find a report.

One left to give material to secretary.

A manager came in to talk with one member.

RESPONSE:

Do you feel the interruptions hurt the group progress? How do you each feel about the interruptions and what might you do to improve or better control them?

V.	Group Interaction

Start Time_______ Stop Time______

Observe the group for a few minutes. Record the length of the observation.

In this case draw an arrow from the person who is speaking to the person he is talking to. If comments are directed to the group as a whole, draw the arrow to the center.

RESPONSE:

(Show the chart)

This shows interaction for a 5 minute period, however, it is typical of the entire meeting. What conclusion do you draw from the interaction?

VI.	Successes

Focusing on positive actions and reactions within the group is a way of recognizing and reinforcing the teams processes and growth.

OBSERVATIONS:

A person was always complimented for a new idea as evidenced by: "That's good!" "Why didn't I think of that?" "You're right!" "Good!"

Everyone seemed to feel a responsibility for the group.

All members had a clear idea of the agenda and most conversation was on the topic.

During the controversy you dealt with issues not personalities.

You came to closure on every item. When decisions were postponed, it was clear they were being postponed.

RESPONSE:

These are the things I feel helped make your meeting successful. How do you feel about my observations?

Feedback to Individuals

Unless the group is very sophisticated and the individuals secure, feedback is usually better given to the group as a whole. Individuals may get defensive, be offended, feel "put down" or "on the spot" and this may not be very effective. However, you have to be the judge of when you may or need to be specific and direct with persons in the group in order for the group to be effective. Following are some tips for when you use individual feedback:

*	Always describe what you observed or perceived rather than pass judgement. You want to avoid putting anyone on the defensive. Rather than saying, "I really felt that you were extremely hard on the group," you might say, "I sensed that others grew very angry with you when..." Tell the person how you think others felt, not that he was hard on others. Clarify that you are giving "your" reaction or perception to what took place and you realize that you may not be totally accurate. You cannot be a judge of what a person meant or of his feelings when he made a statement but you can identify the actions and reactions you observed.

*	Be sensitive to the needs of the person who is receiving the feedback. How secure do you feel he is? Is he accepted within the group? Has he ever received this type of feedback before. Remember not to get emotionally involved in the discussions. Do not give feedback to relieve your own tensions. You are there to help the group with their processes, not to relieve your own tensions or frustrations.

*	Wait until you are asked for comments rather than bombarding a person with your observations. To receive feedback effectively, the person must open the door for himself. And once he has opened it, if the feedback overloads his system, he may begin to close it again. Be sensitive to facial expressions and other non-verbal clues. He may be telling you he wants you to stop and if you begin to pick up these clues, stop. Do not tell any more than he really wants to hear. Drop it.

*	Check with the participant to see if your feedback is understood. Get the participant to verbalize what he heard. You might ask him, "Could you tell me what you understood me to say?" Or, "Could you restate the point I've tried to make?"

*	Allow plenty of time for feedback.

Don't schedule just enough time to "give" your feedback, allow time to understand the issues together. Don't worry that the conversation must be continuous, moments of silence are fine. They allow the participants to think about things, ask questions, clarify the issues, and really seek understanding.

*	Give feedback about those things that can be changed.

For example, noting that the individual's personality or his way of addressing people is less than perfect will not alter their behavior. Only deal with behaviors you can specifically describe and that the person can take action on. Be realistic. Ask yourself if you could improve your performance based on the feedback you are about to give.

ABOUT COACHING

What Coaches Do (Their Activities):

They interrupt the present in order to:

•	Reinforce and recognize

◦	Keep the vision and mission in the forefront.

◦	Know, recognize and reinforce the critical success factors.

◦	Give credit where credit is due.

◦	Keep attention on the game and the players, not the scorecard.

•	Distinguish and differentiate

◦	Which are the trees, where is the forest, where are we?

◦	Clarify behaviors and activities which support or fail to support the purpose.

◦	Get specific, don't generalize.

◦	Help the employee to see the differences and to differentiate themselves.

◦	Listen to the language used.

•	Stay in touch

◦	Recognize accomplishment.

◦	Available to people, aware of concerns.

◦	Stay connected with people over time.

Continuously learn, change and adapt.

•	They take themselves on as a leader and challenge who they are and what they do.

•	Continually reinvent how they operate as a Coach/Leader.

Lines Out and Lets go.

•	They don't do for others, what they can do for themselves.

•	Clarify boundaries and responsibilities.

What Coaches Are (Their characteristics):

Envision how they, the company and the world might be.

See greater potential in people than the people do.

Caring -- Nurturing -- Supporting -- Loving

Fully committed to the other person's success.

Things Coaches Remember:

The journey to reinvent myself as a leader (coach) and my company is not as scary as they say -- it's worse.

What I have to listen to is more important than what I have to say.

People don't care how much I know, until they know how much I care.

Initially developed by "The Phoenix Group" an STS International Network

ACTIVE COACHING

Facilitation and coaching of the Learning Organizations at "Work Teams That Work™" requires openness, restraint, intuition, and empathy. It requires a willingness and patience to let the teams struggle and, at the same time, willing assistance and clarity. The balances are tough to manage. Each team grows at it's own rate and needs different information. They don't need the "answers," but they also shouldn't feel the staff is holding back key information from them just to see them struggle.

Several observations techniques are noted in the "Process Observation" portion of this guide. Below we have identified several of the common questions or concerns which have been expressed by participants and what we would consider helpful and non-helpful responses. Remember, these are offered for a guide and example -- not a text to use in each situation.

Question or Situation

Helpful Responses

Non-Helpful Responses

"We don't understand the task, what do we do?"

"What do you want us to do?"

Look at the manual with them and restate the desired outcomes.

Ask them to be more specific -- how can you help? Then clarify outcomes. Restate them in different ways and then ask them to paraphrase.

"It's all in the book -- just look it up."

"Just figure it out. It's simple."

"I can't tell you, it's your job to figure it out."

"What is this "product" supposed to be?"

"What does it look like?"

"Your 'product' is a way to share what you learned in your team session with the rest of the group. It may summarize the key outcomes, identify some key new learning that the task surfaced in your team, show what you did or how you felt. It should be meaningful (content) and memorable (impact) but should represent your groups real learning."

"Whatever you want it to be."

"A skit"

"Well when I did work teams, we did...... and it was really fun."

"Why don't you do this or that."

"We don't want to do 'skits' --
we're here to be professional -- lets give them the meaningful stuff."

"There is no requirement to do a 'skit.' But there are more than just 'flip-chart' methods for conveying what you learned, and they can be more impactful . We encourage you to open up your creativity. To engage all of your senses and engage your audience to make the learning meaningful. Lets integrate content and process. The 'what' and 'how' are both important"

"You have to be more creative and skits are the best way to do that."

"You're just boring -- Get real."

Quotes worth remembering:

"It's hard work

to make improvements

without changing anything"

Mikhail Gorbachev

Best is the enemy of Better

Anonymous

It's got to be the going--

not the "gettin' there"

that's good

Harry Chapin

"All People Dream...

but not equally.

They who dream by night

in the dusty recesses of their minds

wake in the day to find that it is vanity.

But the dreamers of the day are dangerous,

for they act their dreams with open eyes,

to make it possible."

T. E. Lawrence