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Teamwork Makes Innovation Work!
Dr.Greg.Rose@outlook.com © 2023
Description:
This presentation provides an overview and hands-on practice with participants regarding the effects of leadership and team interaction styles on a workplace team’s innovative-oriented outcomes.
This presentation will inform attendees of methods to understand ways in which workforce teams can be made more creative and innovative.
Authored by: Dr. Gregory L. Rose
Questions? Contact: Dr.Greg.Rose@outlook.com
http://bit.ly/1rxtFgj
AALAMO Course Design by:
Dr. Greg L. Rose
Dr.Greg.Rose@outlook.com
This course diagram supplements presentation hand-outs for team activities.
Updated: 6/2/2023, 2/2/2019 -714
... you need to ask employees: "What do you think?"
This is active listening by drawing ideas out of others to engage them in problem solving and creative thinking.
Businesses need engagement and innovation to succeed, not just efficient execution.
http://www.lead2xl.com/how-to-engage-employees.html
How can we implement your solution?
What impact will your plan have on X, Y and Z?
What are the benefits, costs, risks associated with your solution?
What is your preferred option and its pros and cons?
What options do you see for dealing with it?
What is the issue in your view?
John C. Maxwell 17 Indisputable Laws of Teamwork From - www.salisbury.edu.pdf
What is the Team Leader's Role?
“The leader’s role is not to control people or stay ‘on top’ of things, but rather to guide, energize and excite.” Jack Welch
From;
http://www.sciencedirect.com.proxy1.ncu.edu/science/article/pii/S0090261602001390
Kolb's Experiencial Learning Cycle ↑
•AE+CE =The
accommodator
would rely on concrete experiences mixed with active experimentation in a hands-on experience.
•CE+RO =The
diverger
would start from concrete experience and would combine it with reflective observation in order to come up frequently with a creative solution.
• RO+AC = The
assimilator
would be concerned mainly with reflective observation in order to develop models and abstract theories for explaining reality.
• AC+AC = Finally,the
converger
would grasp information through abstract understanding of the immediate experience and puts into practice her/his ideas in a deductive fashion.
•The
effective learner
can use each of the four styles in different learning situations rather than onlyrely on his/her preferred style
Index of Learning Styles Questionnaire (ILS) 1.0.3© 1991 North Carolina State University (Authored by Richard M. Felder and Barbara A. Soloman).
Reprinted by permission of North Carolina State University. Today: Jul 20, 2014
Index of Learning Styles Questionnaire (ILS) Short Form - Introvert/Extrovert
Rose's ILS/Team Topology
5 most representative Questions KEY
Active / Reflective Scoring
IF YOU HAVE More B's than A's?
--Subtract the # of As from # of Bs, then:
5 Bs = 11 on ILS Reflective
4 Bs = 9 on ILS Reflective
3 Bs = 7 on ILS Reflective
2 Bs = 5 on ILS Reflective
1 Bs = 3 on ILS Reflective
(see doc attached)
Colleges and Universities
"While many organizations in the corporate world continue to innovate their working structures to remain relevant and pertinent in today’s complex world, higher education remains fairly static, particularly in their structures and functions.
Consequently, the more rigid hierarchical model of higher education (organized
by rank and discipline) make it challenging to adopt a forward-thinking mindset or to implement innovative initiatives (Gappa, Austin, & Trice, 2007).
Furthermore, as faculty rewards are directed to tangible research, service, and teaching, faculty are offered no incentive to heavily invest their time and effort toward innovation (Williams & Peters, 2004).
Higher education has traditionally rewarded the single-authored monograph and created a system of content ownership and intellectual property; both which discourage collaborative or crossdisciplinary exchange.
Yet today’s world demands the competencies for collaborative knowledge building and knowledge sharing (Friedman, 2007; DiPadova-Stocks, 2008; Edmondson, 2009). We find a lag and stagnation in higher education that fails to support a structure for innovation and adaptation, particularly when facing wicked problems."
From:
"Learning through complexity: Strategies for facing wicked problems and unscripted futures"
Amber Dailey-Hebert
K. Bohle Carbonell
"We find a lag and stagnation in higher education that fails to support a structure for innovation and adaptation, particularly when facing wicked problems."
What else causes blocks to innovation at your campus?
Possible answers include:
GroupThink
Lack of Clear Goals/Focus
Not having clearly defined roles
Not knowing each other's personality or strengths/weaknesses
Managers either:
1) Didn't make clear what everyone's role on the team was.
From:
CIO | Sep 26, 2012 8:00 AM
2) Didn't describe the personal payoff everyone would get when the project was completed successfully.
3) Didn't tell how each person's contributions to the project would be evaluated.
And/or 4) Failed to generate a sense of urgency about the project, leading the team to think business as usual will be fine,"
Argues Bill Rosenthal, CEO of Communispond, which provides employee training on how to communicate effectively.
According to Gallup Polls, employees are turned off when managers: - Don't care about them as individuals. - Don't respect them enough to hear their input. - Focus on employee weaknesses, not strengths. The underlying problem here is not feeling valued.
Solution: "The project manager should start by calling the team together (being certain to include off-site staff via the best technology available) and delivering a presentation about the project and its significance in a way that gets everybody fired up."
Answers?
Reflect on your responses. These are our own preconceived preferences — our “default settings”. The preferences you gave “arise from your personality, your values, and your work experiences” (Hill and Lineback, 2011).
Adapted from Linda Hill and Kent Lineback’s 2011 book ‘Being the Boss’
Taken together… they make up your preferred style of leading and managing. These responses shape everything you do and every decision. Since these preferences are unique to each of us, may have nothing to do the immediate circumstances, they may or may not produce the best choice in those circumstances.
Unless we understand our preconceived preferences — our “default settings” — we will be at their mercy.
Q5
I’m willing to cause people harm for the sake of a greater good
I avoid causing any kind of pain or harm to anyone
Q4
I prefer innovation
I prefer execution
Q3
I tend to support & give encouragement
I tend to confront people
Q2
I focus on the people
I focus on the work
Q1
I prefer to think and plan about the future
< 1 | 2 | 3 | 4 | 5 >
I focus on todays’ challenges
