Community Leadership and Team Building

Transcription

1 Community Leadership and Team Building John W. (Jack) Vincent II, M.Ed., PCED Performance Development Plus, LLC Copyright 2009 Performance Development Plus, LLC

2 Getting It Right From The Start! Recruit the Right People with job duties in mind Create A Clear Mission, Vision, Goals and Objectives Have Clear Lines of Authority and Responsibility (Leadership Structure), Formal Procedures and Job Descriptions Establish and Foster 2-way Communications Within the Organization and Community Reward and Reinforce Desired Performance Manage Relationships Take Decisive Action When Necessary; Address Problems Thoughtfully But Quickly

3 Hierarchy of Organizational Effectiveness Vision Mission Goals Roles Procedures Relationships

4 Performance Problems??? Mission Is the Mission Clear? Goals Objectives Roles Duties and Functions Procedures Policies & Practices Are the Goals clear? Are the Objectives clear? Is there a role conflict among members? Do we have clear and established procedures? Relationships Support & Interaction Are there problems in personal relationships?

5 Leadership Interpersonal influence exercised in situation and directed, through the communication process toward the attainment of a specific goal or goals (Tannenbaum & Massarik).

6 The Community Team Leader There is an inter-dependency in communities that requires teamwork.managing process, leading people to a common goal for the common good.

7 Power and Influence Power is the ability to get someone else to do something you want done or the ability to make things happen in a way you want. Influence is a behavioral response to the exercise of power, an outcome achieved by the use of power.

8 Power and Influence As Americans, we tend not to like the words power and influence, because it is often related to the abuses by a few to the detriment of many. Power and influence are not fourletter words when...

9 The Leader and Power they are used for the collective good, without a specific focus on the outcomes of a few, especially at the expense of others.

10 Sources of Power Position Power Reward Power Coercive Power Legitimate Power (the right to command ) Personal Power Expert Power Referent Power (respect/reputation) Authority Formal Authority, very much the same as Legitimate Power

11 Leadership Research Earliest studies in leadership considered traits Height, weight, physique, health, appearance, intelligence, knowledge, judgment and decision, dominance, persistence, ambition, self-confidence, fluency and speech. This initial research failed to consistently relate leadership performance to traits.

12 Trait Based Leadership

13 Leadership Research Michigan State and Ohio State Studies Focused on leader behavior Michigan State focused on employee-centered behavior and production-centered behavior. Ohio State focused on consideration of employee feelings and the initiation of structure.

14 Consideration Leadership Ohio State Leadership Study High Human Relations Democratic Blake & Mouton Laissez-faire Autocratic Low Initiating Structure High

15 Leadership Contingency Theory (Fiedler) Group s success depends on match between the Human style of leadership and the Democratic demands of the Relations situation. Blake & Mouton Situational Leadership (Hersey & Blanchard) Laissez-faire Autocratic Maturity of individuals being led, determines the leadership style to be used.

16 Leadership Research Recap First the focus was on the best way to lead. Human Democratic Second, the Relations focus was on leadership within Blake & Mouton the environment (contingency). Third, the focus is on considering how to lead individuals Laissez-faire within an environment Autocratic based on their individual knowledge, skills, abilities, and experience (maturity).

17 Situational Leadership Four Leadership Styles Human Relations Directing Democratic Blake & Mouton Coaching (Selling) Supporting (Participating) Laissez-faire Delegating Autocratic

18 Situational Leadership Maturity Levels of Followers D-1 Low Competence/High Human Democratic Commitment Relations Blake & Mouton D-2 Some Competence/Low Commitment D-3 High Competence/Variable Commitment Laissez-faire Autocratic D-4 High Competence/High Commitment Conflict with equal treatment?

19 Situational Leadership D-1 New inexperienced volunteer D-2 Individual with Human some experience, perhaps Relations in similar activities with others D-3 Volunteer who has some experience within the organization over Laissez-fairea period of time. D-4 Very experienced volunteer with long history of success within the organization.

20 What is needed by the following individual? A new, young person has joined the group. He has little experience in the work of the organization. An overview, the big picture Specific direction and guidance Assignments that match his skills and skill level Frequent communication Regular coaching and counseling, feedback on performance, including thanks Confidence building assignments that provide experience

21 What is needed by the following individual? An individual has been with the group a while. She has performed lower level assignments successfully and is a good team player. General direction and guidance with greater freedom regarding details of assignments Periodic communication and the knowledge that, if needed, she can contact you for support (more questions; less direction) More challenging assignments and leadership responsibility Thanks and feedback on performance

22 What is needed by the following individual? An experienced member has been with the group a long time. He has served in leadership positions and successfully performed a variety of assignments. Conceptual direction with a focus on outcomes and minimal guidance, great latitude on details Relaxed communication with confidence that he will call you if needed Specific and public thanks and feedback on performance Continued challenging assignments that provide responsibility, personal growth, and achievement.

23 Recruit Volunteers With Specifics In Mind What is it that you need the volunteer (s) for? Create a job description Provide a beginning and ending date Estimate how many hours they will be asked to provide Think about who would be best to do the work Ask prospects or have others ask for you

24 What Are Their Assignments Team Leader or Team Member? Technical or Non-Technical? People Oriented or Thing Oriented? Visible Work or Behind the Scenes Work? Complex or Simple? Repetitive or Creative? Short-term or long-term? What does the individual want or need?

25 Assessing Volunteer Candidates Recruit Members And Non-Members To Work, And Match Their Skills and Interests To The Work To Be Done Experienced or Inexperienced Personality Needed (Can you visualize them doing it?) Consider Hobbies Or Interests That Might Not Be Met In Regular Paid Assignments

26 Sample Job Description Mailed Media Marketing Objective Team Member Participate in monthly, 2-hour meetings of the Team. Help identify the target groups to whom mailing pieces can be sent. Participate in the design and mailing of three mailing pieces during the year. Help stuff, seal, and post three mailings of approximately 3,000 pieces each. Perform up to eight-hours of work per month at home in support of team assignments. Support Team activities until December 31, 2008.

27 Delegating Assignments Delegate The Work And Get Started Assign Objectives From The Organization s Strategic Plan Provide Specific Direction And Coaching Based On Experience Provide Appropriate Support (Authority and Resources, etc.) Be Specific About Time Commitment And Ending Date Specify The Desired Outcome In Detail

28 What motivates people to perform? Motivation is unique to each individual People are motivated by numerous factors An effective leader assesses each individual to identify the factors that motivates him or her A successful leader matches assignments and responsibilities to the needs and abilities of each individual

29 Motivational Techniques The Three R s Reward Recognition Reinforcement

30 The Nature Of Rewards External (extrinsic) Rewards Money (raises and bonuses), Prizes, gifts, valued objects, meals, coffee and donuts, etc. Internal (intrinsic) Rewards Satisfaction, achievement, responsibility, pride, growth, freedom, exclusivity, recognition, etc.

31 What rewards motivate people to perform? Money, can we ever give enough? Career advancement Meeting a personal development need Social, meeting people Fun, recreation, leisure pursuits Personal satisfaction and achievement Greater responsibility (promotion) Recognition

32 How Can We Recognize Individuals? Personal thank you Personal thank you letter or note Public praise, (e.g., Public thank you, stand and be recognized) Certificates Awards (nominal value) Newsletter, newspaper articles

33 Sample Personal Note We could not have completed our Website without your special artistic talents. As you could see, the logo that you designed was a big hit with everyone. Your art captured the unique aspects of our community, its citizens and attractions, and saved us over $1,500 in graphic arts costs that can now be spent on other marketing initiatives. We are fortunate to have a volunteer like you. We give our sincerest thanks for your efforts.

34 When Should We Provide Performance Reinforcement? Praise in public and provide corrective coaching in private. Make the feedback positive, even when corrective. Give performance feedback that is sincere, specific and related to the assignment.

35 When To Deliver Performance Reinforcement? Provide reward and recognition as soon after performance as possible. Deliver reinforcement on an irregular and intermittent schedule.

36 Principles For Reinforcement Positive Reinforcement Is More Effective Than Negative Reinforcement An intermittent schedule for delivering reinforcement is most effective for sustaining performance over time Negative Reinforcement (punishment) may sometimes need to be applied

37 Principles For Reinforcement Make Reward and Recognition Contingent On Performance R&R should not be given for just being there R&R should follow desired performance Present Different Levels Of Reward and Recognition Recognize different achievement levels Those who do more should receive higher levels

38 What is an intermittent schedule? Gambling is the most visible form of an intermittent schedule for delivering rewards. Is it effective? Not very event, or every third event, these are regular and predictable. Familiarity breeds contempt. People s need for recognition and reward become satiated. Irregularity builds suspense. Unexpected, unpredictable reward is a pleasure. When used with different forms of reward and recognition, it is even more powerful.

39 How Can You Punish Volunteers Very carefully Purpose is not to hurt, but to correct Examples Not invite to a limited attendance, high level meeting Limit involvement Not ask for participation on desirable projects Other what do you think?

40 The Secret To Effective and Motivational Leadership An educated leader knows a lot. A smart leader uses what he knows. An educated leader knows the right things to do. A smart leaders does the right things. Be sure to reflect on what you have learned and know, and to apply it in your leadership roles. Changing your personal leadership style is difficult, and requires effort, but it can be done.

41 Valued Rewards They are earned A reward given to all, regardless of contribution, will carry little value Exclusivity increases value Valued rewards are carefully conceived and given when achieved Value has little to do with material value

42 Questions and Answers