Denver Refinery

1
Denver Refinery

• High-Performance Team
• Training

2
Teams and Team DevelopmentPutting the Pieces
Together ...
Problem Solving
Decision Making
Conflict Resolution
3
Team Charter
Problem Solving
Decision Making
Conflict Resolution
4
Objective Expected Results

• Objective To introduce the concept of a team,
  what teams need, how teams evolve as individuals
  working together, and finally, the importance of
  a team charter, and its various components
• Expected Results The group will understand why
  teams are used to tackle problems, what teams
  should do in the earliest stage of their
  formation, how teams will evolve over time, and
  what the key ingredients are for a successful
  team. The team will also develop a Charter using
  the information presented along with inputs from
  their leader.

5
Definition of Teams

• Teams - Groups of people with complementary
  skills who are committed to a common purpose, set
  of performance goals, and approach for which they
  hold themselves mutually accountable. Examples of
  teams at the refinery include the Refinery
  Leadership Team.
• Teams can often tackle complex and chronic
  problems and come up with effective, permanent
  solutions.

6
Initial Team Goals

• Get to know each other preferably on a personal
  level - (i.e.., Who are you?, What other jobs
  have you had? Family?, etc.)
• Build trust (i.e.., team build)
• Learn to work as a team - (i.e.., How can we
  take our collective experience and leverage it to
  accomplish the goals of our team?)
• Get oriented to roles, scope, etc.
• Agree on decision-making processes - (i.e.., How
  will we make decisions by consensus, majority
  vote, etc..?)
• Determine support services - (i.e.., What
  resources do we have available to us to clear
  barrier, meet our administrative needs, etc..?)
• Set meeting ground rules - (i.e.., What rules can
  we develop for ourselves to govern our meetings
  and ensure progress?)

7
Team Member Requirements

• How are these requirements met?
• 1. Well developed team charter and workplan.
• 2. Assistance from subject matter experts
  internally (i.e.., resources from various areas)
  and externally (i.e.., consultants, etc..)
• 3. Dedicated meeting rooms, team handbooks,
  computers, etc..
• 4. Commitment from senior management and team
  sponsor.

Teams need 1. Direction (key outcomes,
measurements, goals) 2. Knowledge (skills,
training, information) 3. Resources (tools,
materials, facilities) 4. Support (approval,
assistance, coaching, feedback, encouragement)
8
Evolution of Teams

• Forming
• Excitement, anticipation, and optimism
• Defining tasks, determining acceptable group
  behavior
• Storming
• Resistance, change in attitude
• Arguing between members, establishing unrealistic
  goals, disunity
• Norming
• Ability to criticize constructively, acceptance
  of members
• More friendliness, team cohesion, establishing
  maintaining team goals
• Performing
• Satisfaction with team progress
• Close attachment to the team

Source Jonier Associates, The Team Handbook,
1988.
9
What are some of the characteristics of an
effective team?
10
What are characteristics of individuals with whom
you like to work on a team?
11
Ingredients For a Successful Team

• Ingredient Module
• Clearly Defined Team Objectives, Scope, Team
  Charter
• Roles Responsibilities, Key Activities
• Key Deliverables, Critical Success
• Factors, Metrics, Risks, and
• Boundaries
• Clearly Defined Meeting Guidelines Meeting
  Effectiveness
• Cooperative, Committed, and Trusted Climate Team
  Effectiveness
• Clear, Effective, Constructive Communication
  Plan
• Communication
• Understanding of Problem Solving
  Techniques Problem Solving
• Well-defined Decision-making Processes Meeting
  Effectiveness Decision Making
• Understanding of Conflict Resolution Conflict
  Resolution
• Techniques
• Awareness of Diversity Issues Diversity
• Understanding of Proper Coaching
  Techniques Coaching

12
What is a Team Charter?

• An agreement between the team and its sponsor
• A communication tool between the project and the
  organization
• A high-level guide for the project

13
Purpose of a Charter

• Defines scope of the work - (i.e.., What will the
  team do, and how long will it take?)
• Defines key milestones and deliverables - (i.e..,
  What important events will be accomplished, and
  by when? What tangible outputs (usually
  documents) will be produced by the team?)
• Identifies major activities - (i.e., What will
  the team do to accomplish its goals?)
• Defines roles and responsibilities for each team
  member - (i.e., Who will do what work, etc?)
• Defines critical success factors - (i.e., What
  events must occur to ensure success?)
• Defines project risks - (i.e., What risks are we
  aware of that could impact the teams ability to
  meet its objectives?)
• Reduces unwanted variation from the original
  intent - (i.e., Sets boundaries for what the team
  will and will not do.)
• Helps the team choose a framework to perform work
  - (i.e. Duration of work.)

14
Components of a Team Charter
Objectives Goals of the team. Scope Fundamental
aspects of the project that will not change
objectives, limits, initial assumptions,
timeframes. Roles/Responsibilities Duties
assignments for each member of the team. Key
Activities Defined by the workplan to foster
accomplishment of the project. Key
Deliverables Tangible outcomes of the project,
usually in the form of documents. These should
be tied directly to Key Activities. Timeline/Sched
ule Target dates for completion of the project
and its various phase, activities,
etc. Milestones Dates of key accomplishments of
the team Critical Success Factors Any factors
that must occur to ensure success of the
project. Metrics Information looked at regularly
and systematically to monitor, control, and
improve our work. Risks Anything that prevents
the team from completing the key
activities. Boundaries Factors that limit the
scope of work (e.g., timeframes)
15
Example Team Charter
16
Team Charter Activity
Instructions Develop a charter for a new team
utilizing the following objective and
scope. Objective To improve Process
Mechanical relations at Denver
Refinery. Scope Plan an event, to be held at
the Refinery by the end of the year, for all
Process Mechanical employees.
17
Team Charter Validation

• Objective - Does it accurately described the
  project?
• Scope - Is the project well defined?
• Roles Responsibilities - Have they been
  determined for all team members?
• Key Activities - Will they allow team to meet
  its objectives?
• Key Deliverables - Are they tangible, and do
  they demonstrate results?
• Timeline/Schedule- Is the schedule sufficient to
  finish the project on a timely basis?
• Milestones- Do they support accomplishment of
  the project?
• Critical Success Factors - Do they ensure teams
  success?
• Metrics - Do they accurately measure results,
  and support critical success factors?
• Risks - Are they full documented, and do they
  significantly impede success?
• Boundaries - What elements are in, and out, of
  the project?
• Sponsor - Is the sponsor at a high enough level
  in the organization to clear barriers,
  provide resources, etc?

18
Team Charter Validation ...

• Who validates the Charter? The team sponsor,
  and other key stakeholders of the project.
• What does the validation process A series of
  meetings with the sponsor and other consist
  of? stakeholders where representatives of the
  team talk through the various components of
  the Charter getting feedback and sign off on
  each part from the stakeholders.
• How does validation usually go? Each iteration
  usually brings fine-tuning to the respective
  components. Once all parties are in
  agreement, and support the team moving ahead
  with its efforts.

19
Meeting Effectiveness
Problem Solving
Decision Making
Conflict Resolution
20
Objective Expected Results

• Objective To introduce a team to effective
  meeting practices, including ground rules,
  guiding principles, agendas, documentation, and
  evaluations.
• Expected Results The team will develop and
  incorporate practices in its meetings to ensure
  success.

21
Why Have Meetings?

• Meetings should provide a
• Simple method for effective, direct,
  communication of information perceptions,
  concerns, etc.
• Structured forum for reaching decisions and
  resolving conflicts.
• Dedicated time to work on goals and objectives.
• Gathering for face to face interactions and
  opportunities to develop familiarity, and trust
  as a team.
• Place where outsiders can interface with all team
  members at the same time to communicate important
  information.
• Facilitates involvement, input, and ownership in
  results.
• Enables/supports easy clarification elaboration
  of information and intent.

Source Jonier Associates, The Team Handbook,
1988.
22
General Meeting Guidelines
Teams should commit to the following guidelines

• Create meeting ground rules
• Create guiding principles
• Use agendas with clear definition of expected
  outcomes processes
• Apply effective facilitation methods
• Manage meeting processes to achieve desired
  outcomes
• Document meetings
• Evaluate meetings (to identify address problems
  early to enable continual improvement in team
  effectiveness)

Source Jonier Associates, The Team Handbook,
1988
23
Create Meeting Ground Rules

• Ground rules should be specific enough to enable
  easy compliance enforcement.
• Examples of meeting ground rules
• Start all meetings on time
• Establish an agenda and stick to it
• Use a flip chart to record ideas
• Everyone should participation
• No side discussions
• Test ideas for agreement
• Document distribute all meeting minutes and
  group decisions
• Clarify follow-up responsibilities
• Agenda will be developed for the next meeting
• Activity Create meeting ground rules

24
Create Guiding Principles
Guiding Principles are the key statements of
belief as agreed upon by the team used to govern
them in their activities. They should be
regularly used by the team to test their
activities, approaches, behaviors, etc., for
appropriateness. Examples of Guiding Principles
are

• We will plan and organize all activities to be
  successful
• We will strive for minimal redundancy in our
  efforts
• We will be proactive and not reactive in making
  decisions
• Technology should be leveraged to provide
  operating efficiency whenever possible
• Activity Create Guiding Principles

25
Use Agendas

• Each meeting must have an agenda
• It should be drafted prior to the actual meeting
• It should be sent to participants in advance, if
  possible
• If an agenda has not been developed before a
  meeting, spend the first five or ten minutes
  writing one on a flipchart
• It should state the expected outcome of each
  topic
• It should describe the basic process for the
  meeting, (i.e., presentation, discussion,
  activity, etc.)

26
Meeting Agenda
Meeting Effectiveness

• The meeting agenda is the most critical component
  of any meeting. The agenda defines the purpose,
  time contract, participants, and materials that
  will be required during a meeting. Because of
  this wealth of information, the agenda is a very
  useful tool planning a meeting.

27
Agendas should include the following information

• Agenda topics (e.g., a sentence or two that
  defines each item and why it is being discussed.)
• Topic leaders/facilitators (e.g., usually the
  persons who originated the item or the persons
  most responsible or knowledgeable about it.)
• Time guideline (e.g., the estimated time needed
  to discuss each item.)
• Basic type of process to be used to achieve each
  outcome.
• Clearly defined outcomes (e.g., discussion only,
  decision required, assignments of responsibility,
  etc.)
• Critical attendees.
• Activity Create a Sample Agenda

Source Jonier Associates, The Team Handbook,
1988.
28
General Guidelines for Managing Meetings

• Meeting participants should
• Listen actively to all information and
  discussions
• Ask questions
• Check for understanding
• Paraphrase
• Ask yourself How will I use information to
  drive for continuous improvement?
• Avoid personal attacks on others in the meeting
• Be positive and keep discussions constructive
• Participate and help drive the group toward
  accomplishment of its goals

29
Meeting Roles
As part of the meeting plan, and agenda, each of
the following roles should be clearly understood
for each topic.

• Leader
• Facilitator
• Scribe
• Participant
• Timekeeper
• Process Observer

Source Jonier Associates, The Team Handbook,
1988.
30
Leader Role

• Explains the purpose of the meeting and expected
  outcomes
• Introduces key speakers and visitors
• Ensures the meeting plans, and agenda are
  prepared
• Validated the meeting agenda
• Assists facilitator with decision making process
  on critical decisions (e.g., leads team to
  decisions, makes decisions when appropriate, etc.)

Source Conoco, Teamwork - A Team Development
Workshop, 1993.
31
Facilitator Role

• Ensures the process is well-defined, understood,
  and appropriate
• Manages the meeting process to deliver objective
  outcomes
• Enforces time contracts
• Focuses meeting discussion to current topic
• Focuses on the process more than content
• Ensures balance, equal opportunity for
  participation and input
• Enforces ground rules

Source Conoco, Teamwork - A Team Development
Workshop, 1993.
32
Scribe Role

• Records key meeting discussion points (i.e.,
  minutes) and decisions
• Verbally validates and summarizes decisions
  before documenting them
• Produces a written summary of the meeting for
  project records and communications
• Sometimes this role is filled by the Facilitator
  or Leader

33
Participant Role

• Comes prepared to meetings having completed any
  requested pre-work
• Participates actively in meetings
• Does not attack other team member opinions
• Provides constructive feedback input
• Follows up on assigned items or tasks
• Assists supports as a process observer

Source Conoco, Teamwork - A Team Development
Workshop, 1993.
34
Timekeeper Role

• Keeps time for the overall meeting and all agenda
  items
• Advises the facilitator and group on progress
  versus time limits for each topic

35
Process Observer Role

• Observes the group during discussion and
  activities watching for
• Adherence to ground rules and guiding principles
• Adherence to agreed processes.
• Timely, constructive intervention when agreed
  processes are not being followed or are clearly
  not effective.
• Reports to the group at the end of the meeting on
  what they saw, and provides feedback on ways to
  improve the next meeting.

36
Typical Meeting Structure

• A meeting will typically have the following
  format
• Review of Agenda and Time Contract
• Assignment of Meeting Roles
• Review of Meeting Purpose
• Brainstorming/Discussion
• Consensus Development
• Development of Path Forward Plans
• Meeting feedback - e.g., Likes, Changes, and
  Overall Rating

Source Jonier Associates, The Team Handbook,
1988.
37
Documenting Meetings

• Documentation serves the following purposes
• Keeping members informed of key points
• Documenting key decisions
• Recording assignments and commitments
• Inventorying team activities
• Listing the backlog of things to be done
• Messages for inclusion in external communications
• Key elements of meeting documentation are
• Date and time of meeting
• Names of attendees
• Topics covered with main points
• Agreements/decisions reached
• Next steps

Source Jonier Associates, The Team Handbook,
1988.
38
Evaluate the meeting

• An example is to ask the group to list the
  Likes, Changes and Overall rating for the
  meeting
• Review and clarify suggested changes within the
  team for future applicability
• Resolve or create plans to address changes
• as appropriate
• Other approaches
• Use an evaluation checklist or form

Likes Changes
Overall Rating
39
Decision Making
Problem Solving
Conflict Resolution
40
Objective Expected Results

• Objective To discuss several common decision
  making techniques, including Divergent and
  Convergent processes, and how they are used.
• Expected Results The team will be able to use
  the techniques discussed, fostering full
  participation in making decision, and reducing
  the overall time required to make decisions.

41
Identifying Developing Alternatives(Techniques/
Methods)

• Common ways to identify and develop alternatives
  include the use of divergent processes (i.e.,
  those which generate a multitude of alternatives
  from different sources.)
• Brainstorming
• Research
• Surveys

42
Brainstorming

• Encourage everyone to offer their ideas, in turn
  (i.e., Dont hold back on any ideas even if they
  seem silly at the time, the more ideas the
  better.)
• Maintain a fast pace. (To discourage analysis,
  critiquing, or judgment.)
• No open discussion of ideas is allowed.
• Encourage hitchhiking, building, or
  triggering of new ideas based on ideas
  generated by others in the group.
• Write ALL ideas on a flipchart or post-its so the
  whole group can easily scan them.
• See reference material from The Team Handbook
• Activity Practice Brainstorming technique

Source Jonier Associates, The Team Handbook,
1988.
43
Research Surveys

• Research is done by collecting and analyzing a
  given set of data from various sources (e.g.,
  Reference manuals on a subject, procedures,
  regulations.) Analysis of the data should be
  done to determine whether information supports a
  best practice to be used in the decision making
  process.
• Surveys are done by posing a given set of
  questions or choices to various individuals, or
  groups, asking them to provide responses. Survey
  results can then be factored into the decision
  making process based on opinions and preferences
  revealed by the survey.

44
Divergent Processes
45
Ways to Elicit Participation

• Open the discussion with a brainstorm
• If the facilitator or observer(s) notices that
  someone is not participating, then
• Ask people to write their ideas down on post-its
• Go around the room asking each person to give
  their idea
• Ask people to share their ideas with a partner
  and present the information collectively
• Before concluding the session
• Go around the table again, and ask people one at
  a time if they support decisions made by the
  group
• If there is disagreement, then ask them What
  they would suggest for changes/improvements?

46
Selecting Alternatives(Techniques/Methods)

• Convergent Processes (i.e., moving toward one
  point) are used to select alternatives in the
  decision making process. Examples of
  Convergent processes include
• Multivoting
• Nominal Group Technique
• Majority Vote
• Consensus
• Team Leader

47
Multivoting

• Conducting one or more polls or votes to
  select the most important or preferred items from
  a list.
• Limited discussion, and difficulty, as voting
  decides outcomes for group.
• A repetitive process to systematically converge
  on the groups best selection (e.g., with
  discussions between votes.)
• See reference material from The Team Handbook
• Activity Practice Multivoting technique

Source Jonier Associates, The Team Handbook,
1988.
48
Nominal Group Technique

• More structured approach than either
  brainstorming or multivoting.
• Group generates a list of alternatives in
  writing, and discusses each (e.g.,
  clarifications, elaboration's, pros cons, etc.)
• The systematic identification of either the
  most or least preferable alternatives.
• Effective tool when all or some group members are
  new to each other.
• Good for highly controversial issues, with
  dominating or overbearing members, or when a team
  is stuck in disagreement.
• See reference material from The Team Handbook
• Activity Practice Nominal Group technique

Source Jonier Associates, The Team Handbook,
1988.
49
Majority Vote

• Decisions are made by the largest number in the
  group.
• Democratic way of deciding on issues.
• Vote (outcome) is used to set direction for
  group.
• Is typically easy, fast, consistent way to make
  group decisions.
• Inherently leads to winners and losers
• Has potential to leave significant issues,
  problems, and needs unaddressed - leading to
  problems later.

Source Jonier Associates, The Team Handbook,
1988.
50
Consensus

• Is an agreement by each individual on the team to
  support (or not object to) decisions,
  recommendations, or positions taken by the team.
• Is not...a unanimous vote -- Consensus may not
  reflect everyones first preference or priority.
• Requires time, active participation of all team
  members, skills in communication, and conflict
  resolution, a facilitated process, creative
  thinking and open-mindedness.
• Each member must participate fully in the
  decision.
• Group should decide ahead of time when it will
  seek for consensus vs. majority vote or another
  form of decision.
• See reference material from The Team Handbook
• Activity Practice Consensus technique

Source Jonier Associates, The Team Handbook,
1988.
51
Another way to look at consensus ...

• Consensus means that all team members have shared
  their views, explored options, found a resolution
  that each is willing to accept and support with
  others outside the team.
• Note
• Team members may differ or even disagree with the
  resolution ... but, each team member must be
  willing to support the decision and complete
  their responsibilities once they have reached
  consensus.

52
Testing for Consensus

• Before consensus is assumed, the facilitator or
  leader should test for consensus. The process
  used to test for consensus is done by going
  around the room to each person, asking
• 1. Do you agree with the decision?
• 2. Can you support the decision?
• 3. If you do not support the decision, How could
  it be changed so that you could support it?

53
Team Leader

• Used when decisions must be made quickly.
• If consensus is not possible.
• Leader should have both support and agreement of
  the group to make decisions in its absence.

54
Convergent Processes
Source Jonier Associates, The Team Handbook,
1988.
55
Decision-Making Process
Divergent Processes
Convergent Processes
Majority
Done
Vote
No
Gather Information
Reach Consensus
Focus Ideas
Team Leader
Done
Decision
Yes

• Brainstorming
• Research
• Survey

• Multi-voting

Nominal Group
Technique
Done
56
Planning Team Decisions

• Questions a team should ask about any decision
• What decision needs to be made?
• Are all the reasonable alternatives known?
• Who should be involved? (Who are the
  stakeholders?)
• What will the process be for making the decision?
• How should they be made?
• individual or consensus?
• What information is needed?
• What actions are required?

57
Overcoming IneffectiveDecision Making

• Develop special roles for members, such as
  devils advocate, if it appears that team
  thinking may make the group inefficient.
• Use brainstorming to help members feel willing to
  participate, not only to improve the quantity and
  quality of ideas offered during a discussion.
• Protect the rights of a disagreeing minority
  among members so that their views will be heard.
• Plan ahead for procedures to use when a decision
  must be made urgently or when a crises arises.
• Encourage members to evaluate the groups skill
  in decision making and learn ways of improving
  it.
• Get help from outsiders if members cant deal
  with an issue by themselves.

Source Zander, Alvin, Making Groups Effective,
1994.
58
Problem Solving
Decision Making
Conflict Resolution
59
Objective Expected Results

• Objective To present a process for team problem
  solving, and practice solving problems as a
  group.
• Expected Results The group will understand the
  importance of solving problems together, and
  solving the problem itself and not just the
  symptoms of a problem.

60
Problem Solving Exercise

• Objective To develop creative solutions to a
  problem.
• Instructions Listen to the following problem,
  and as a group develop a proposed solution.
• It was the 16th hole of the Bob Hope Desert
  Classic, and the newcomer had an excellent
  chance of winning. His iron shot fell just short
  of the green, giving him a good chance for a
  birdie. Smiling broadly, he strode down the
  fairway only to stop in dismay. His ball had
  rolled into a small paper bag carelessly
  tossed on the ground by someone in the
  gallery.
• If he removed the ball from the bag, it would
  cost him a penalty stroke. If he tried to hit
  the ball and the bag, he would lose control over
  the shot. What should he do?
• Reference page 251 in the book, Games Trainers
  Play

61
Common Team Problems

• Lack of focus/ wandering
• Floundering
• Overbearing / dominating members / inequitable
  participation
• Unquestioned acceptance of opinions as facts
• Rush to solutions
• Lack of understanding or consideration of other
  view points (without consideration of
  alternatives.)
• Disruptive behavior

Source Conoco, Teamwork - A Team Development
Workshop, 1993.
62
Solutions to Common Team Problems

• Problems
• Lack of Focus
• Floundering
• Overbearing members
• Dominating members
• Reluctant members
• Unquestioned acceptance of opinions as facts
• Rush to accomplishment
• Inability to understand anothers point of view
• Discounting someone else's point of view -
  ignoring their contribution
• Disruptive behavior

• Possible Solutions
• Enforcing agendas
• Facilitating group sessions
• Facilitate using more equitable techniques for
  managing airtime (e.g., post-its, polling,
  etc.)
• Techniques which elicit and/or make input safe
  (e.g., polling, post-its, etc.)
• Testing opinions with others outside the group
• Force the group to go back and look at the issue
  again
• Asking people to put themselves in the other
  persons shoes, articulating the other persons
  perspective, etc.
• Enforcing ground rules, and utilizing effective
  intervention techniques

63
Guidelines for Effectively Managing Team Problems

• Anticipate and prevent team problems whenever
  possible.
• Address each problem as a team problem.

64
Problem Solving Process
A high level view
Source Conoco, Teamwork - A Team Development
Workshop, 1993.
65
Problem Solving Process
66
Problem Solving Exercise

• Objective To analyze some aspects of cooperation
  in solving a group problem.
• Instructions Each person has an envelope
  containing pieces of paper for forming a
  square. Your group is to form squares of equal
  size. No member may speak. No member may ask
  another member for a piece or in any way signal
  that another person is to give them a piece.
  (Members may voluntarily give pieces to other
  members.)
• At the end of the exercise group members will
  be asked to share their experiences and discuss
  any observations.
• Reference Vol. 1, page 25 in the book,
  Structured Experiences

67
Communication
Problem Solving
Decision Making
Conflict Resolution
68
Objective Expected Results

• Objective This module will discuss the
  importance of team and individual communications.
• Expected Result The team will recognize the
  importance of communications, distinctions in
  giving and receiving constructive feedback, and
  in active listening skills.

69
Team Communications
70
Team communications are a critical partof every
initiative ...

• At the Denver Refinery, we believe that
  communication efforts can and must be improved if
  we are to succeed in the goals we have set.

Conoco, Denver Refinery Communication Plan, 1994.
71
Considerations for Team Communications

• Why do I need to communicate? Purpose
• What do I need to communicate? Message
• Who do I need to communicate to? Audience
• How should I communicate? Channel
• When should I communicate? Frequency
• What feedback should I expect? Response

72
Example ofTeam Communication - Status Report

• Purpose Update team accomplishments.
• Message Completed 50 operating procedures this
  week.
• Audience Team Sponsor
• Channel Face-to-face
• Frequency Weekly
• Response Recognition for achievement.
• See reference material in the Conoco Denver
  Refinery Communication Plan

73
Example of aCommunications Matrix
74
Example ofFeedback Mechanisms
75
Communication Between Individuals
76
Examples of IndividualCommunications

• One Way Communication - Sending or receiving
  messages
• Two Way Communication - Sending and receiving
  messages feedback
• Two way communication can be true or apparent
• True two way communication exists when the
  sender and receiver understand and acknowledge
  the message being communicated.
• Apparent communication exists when both sender
  and receiver assume they understand and
  acknowledge the message being communicated.

77
Two Basic Feedback Models

• Positive Feedback
• Identify the behavior (what the person says or
  does)
• State the value, impact, significance
• Check understanding
• Express appreciation

• Constructive Feedback
• Set the climate.
• Set expectations.
• Identify the behavior (what the person says or
  does.)
• State the value, impact, significance.
• Balance the content and approach.
• Check understanding - deal with resistance.
• Mutually develop an action plan for change.
• Check for agreement and understanding.
• Express appreciation.

78
Giving Constructive Feedback

• Feedback
• Should be given in ways which recognize and
  reinforce positive individual and team behaviors.
• Should be balanced fair (e.g., positive vs.
  negative, strengths vs. opportunities for
  improvements)
• Must be directed toward behaviors vs. the
  individuals dignity
• Should preserve and reinforce value for the
  individual
• Should reflect balance between directness/clarity
  and consideration of the impact on the
  relationship (i.e., reflect maturity - the
  balance between courage and consideration)
• Should be descriptive, not evaluative or
  judgmental.
• Should be specific, not general.
• Should be timely.
• Should include checks to ensure clarity and
  understanding.

79
Constructively Receiving Feedback

• Prepare yourself to listen and choose your
  response, not react defensively - (i.e., Steven
  Covey, PCL)
• Listen rather than trying to defend your
  actions or point of view.
• Ask questions for clarification and
  understanding.
• Rephrase what came through to ensure clarity.
• Express appreciation / show value for the
  feedback.

80
Feedback Exercise

• Objective To encourage people to give feedback.
• Instructions Split up into pairs.
• Each person should write 4-5 things theyve
  noticed about their partner.
• Discussion should follow with each person
  constructively presenting feedback to their
  partner.
• After everyone has finished, discuss as a
  group learnings from this exercise.

81
Listening Exercise 1

• Objective For participants to practice effective
  listening skills.
• Instructions Take out a piece of paper, and
  number it from one to ten. Answer each of the
  following questions.
• Discuss how well everyone did in answering the
  questions.
• Reference page 221 in the book, Games Trainers
  Play

82
Active Listening Guidelines

• Look at the person and show interest.
• Take short notes if the message is long. Do not
  lose eye contact for more than a few seconds.
• Acknowledge understanding through supporting
  verbal comments or non-verbal signs, like head
  nods.
• Ask for elaboration or clarification, if
  appropriate.
• Confirm understanding by summarizing or
  paraphrasing the speakers main points.

83
Listening Exercise 2

• Objective To practice active listening skills.
• Instructions Split into pairs. The first person
  should state a sentence, then the next person
  should follow it with a sentence using the
  last letter of the last word in the sentence of
  the first person. Take turns going back and
  forth, three times.
• Discuss as a group what you learned from this
  exercise.

84
Conflict Resolution
Problem Solving
Decision Making
85
Objective Expected Results

• Objective This module will address some of the
  sources of conflict and suggest various processes
  and techniques for conflict resolution.
• Expected Result The team will be able to
  analyze conflict and identify process techniques
  for resolving conflict effectively.

86
The Sources of Conflict

• The reasons for conflict can be that people have
  different
• Facts (information)
• Goals (roles)
• Methods (needs)
• Values (beliefs)
• Additional causes of conflict include
• Competition
• Boundaries
• Hidden agendas

87
Conflict Resolution Process
88
Processes and Techniquesfor Conflict Resolution

• Encourage open discussion of problems at the time
  they surface (e.g., Make the conflict the teams
  problem. Focus on resolving the conflict before
  the group goes forward.)
• Identify differences (e.g., Ask members to write
  pros and cons of a problem and display them on a
  flipchart.)
• Build understanding of each point of view (e.g.,
  Call on a member to clarify any questions and
  summarize the point being made.)
• Reduce defensiveness (e.g., Follow ground rules
  and remember to give positive, constructive
  feedback.)
• Begin a mutual problem solving process (e.g., Use
  the problem solving process language
  definition, problem identification,
  data/information, alternative solutions, choice
  of alternative, and follow-up.)
• Reflect on Guiding Principles established by the
  team.

Source Zander, Alvin, Making Groups Effective,
1994.
89
Specific Conditions forProductive Conflict
Resolution

• A conflict AND shared interest in resolving it.
• Mutual definition and understanding of the
  problem.
• A continual focus on the problem or the issue,
  vs. personalities or individuals.
• Constructive ventilation to get hostility out of
  the system.
• Introspection
• recognition by each member that he/she is a part
  of the problem and must be part of the
  resolution.
• Openness and willingness to pursue win-win
  solutions.
• Some binding quality to the agreements.

90
Qualities of a Useful Conflict

• Conflict can actually help in building team
  effectiveness. Useful qualities of conflict
  include
• Members evaluate one anothers ideas.
• Members generate more ideas.
• Participation among members is widely shared.
• Members are flexible in their ideas and actions
  they do not insist on one view or behavior.
• Members try to summarize where discussions are
  headed and strive for successful outcomes.
• Members deliberately work to find conclusions
  others can accept.
• Members successfully influence others and are
  influenced by them in turn.

Source Zander, Alvin, Making Groups Effective,
1994.
91
Conflict Resolution Approaches

• Listen for understanding to the other persons
  position (or perspective, etc.)
• Describe the other persons position (or
  perspective, etc..) as best you can see it?
• Describe the problem as you see it.
• Describe what others do that you believe
  contributes to the problem.
• Describe what you do that could contribute to the
  problem.
• State what you want or need from others to
  resolve the problem.
• What first steps can you take to resolve the
  conflict?

92
Conflict Resolution Exercise

• Objective To identify the dimensions along which
  people conflict.
• Instructions The group will identify conflicting
  points of view and practice resolving conflict
  as a team.
• Reference Vol. VI, page 114 in the book,
  Structured Experiences

93
Diversity
Problem Solving
Decision Making
Conflict Resolution
94
Coaching
Meeting Effectiveness
Team Charter
Problem Solving
Decision Making
Problem Solving
Conflict Resolution
Conflict Resolution
95
Objective and Expected Results

• Objective This module will outline the
  necessary components of
• effective coaching.
• Expected Results The team will be able to
  identify and utilize the
• techniques involved in coaching players.

96
What does coaching mean to you?
97
Definition of Coaching

• ...Intentionally helping another person to
  improve his or her competence by utilizing
  opportunities for development on the job ...

Source Francis, David Young, Don, Improving
Work Groups - A Practical Manual for Team
Building, 1992.
98
The Ws of Coaching
Discouraging Negative
Reinforcing Positive
Why
Informal
Formal
Where
When
Long-term Coaching
Short-term Coaching
99
Scale Analogy
Before
After
Coaching
100
Key Points

• ... Many of us play both roles simultaneously, we
  must constantly be willing to give and receive
  coaching, to help others learn, and to learn
  ourselves ...
• ... Coaching should always be consistent with the
  core values of the organization, stressing
  superior individual performance, which in turn
  enhances superior organizational performance ...

Source Andersen Consulting, Performance
Coaching Guide, 1995.
101
What do you think are qualities that a good
coach should exhibit?
102
A Good Coach is

• Listener
• Different perspective
• Reality check
• Confidant
• Supporter and advocate
• Promoter of superior individual performance
• Patient and confident person
• Communicator

Source Byham, William C., Zapp! The Lightening
of Empowerment, 1988 and Andersen Consulting,
Performance Coaching Guide, 1995.
103
What are some of the roles of a coach?
104
Roles of Coaches

• Ensures the players know how to carry out tasks
• Gives players confidence
• Builds trust
• Recognizes needs of players
• Commits to development of a learning relationship
• Takes appropriate action to do the right things
  at the right time

105
Believe in YourselfCombining qualities and
roles of coaches

• Attitudes of a good coach include
• Believe in yourself and what youre doing
• Display general self-confidence
• Show enthusiasm for organization, production
  goals, etc.
• Believe in your ability to train and motivate
• Effectively teach skills
• Work with different kinds of people
• Exercise authority
• Provide leadership to your people
• Believe in your ability to communicate realistic
  goals/expectations
• Set appropriate production targets
• Clearly give instructions about initiatives,
  strategies, etc.

Source Conoco Partnerships for Excellence,
Leadership Development, Ponca City Refinery, 1995.
106
Believe in Yourself . . .

• Believe that your players can learn to make
  decisions, and take initiative
• Trust others to want to improve their skills
• Allow controlled errors of learning
• Let go of need to be needed as the expert
• Believe that your success is measured by the
  success of your people
• Promote team success
• Let go of the Lone Ranger syndrome
• Focus on fire prevention vs. fire fighting

Source Conoco Partnerships for Excellence,
Leadership Development, Ponca City Refinery, 1995.
107
Communication and Coaching

• Open two-way communication is critical to
  effective coaching.
• True two way communication exists when the
  sender (coach) and receiver (player) understand
  and acknowledge the messages being communicated.

108
Enablers for Successful Communication

• Proper Verbal and Nonverbal Communication
• Constructive and Timely Feedback
• Effective Listening Skills
• Sincerity
• Empathy

109
Food for Thought
The receiver of a message drives as much as 90
of the meaning of a message from the senders
nonverbal communication.
110
Key Communication Elements

• Nonverbal Communication
• Appearance
• Facial Expressions
• Eye Contact
• Body Contact
• Tone of Voice
• Projection
• Intonation
• Verbal Communication
• Word choice

Retention Rates by Receivers of
Communications
Appearance
Body Contact
Eye Contact
Tone of Voice
Facial Expressions
111
Verbal CommunicationWhen words do count . . .

• Descriptive not evaluative
• Specific rather than general
• Directed at behaviors that can be changed
• Timely
• Checked to ensure understanding

112
Tips for Effective Listening

• Prepare yourself to listen and choose your
  response, not react defensively
• Listen rather than trying to defend your
  actions or point of view.
• Ask questions for clarification and
  understanding.
• Rephrase what came through to ensure clarity.
• Express appreciation / show value for the
  feedback.

113
Why we Coach ?
Short-term Coaching
Long-term Coaching
Reinforcing Positive or Discouraging Negative
Informal
Formal
114
Coaching Positive Qualities

• Catch people winning ( a good coach praises
  positive qualities)
• Encourage positive qualities
• Provide positive feedback
• Reinforce organizational values

115
Vision and Values of Denver Refinery
116
Taking it a Step FurthurQuality to Coach
Innovation

• Attributes of innovation are
• innovates and creates new and unique methods and
  procedures
• sets high standards
• uses creative problem-solving techniques
• is alert to new opportunities, techniques and
  approaches
• effectively applies new concepts and techniques
• finds new and better ways of performing job
• displayes ingenuity in anticipating and meeting
  unexpected situations
• active and eager to try new approaches

STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
Practice
Explain
Reinforce
Prepare
Feedback
Execute
117
Discouraging Negative Qualities

• Determine what qualities are being exhibited that
  need to be changed
• Provide immediate and ongoing feedback until
  issue is resolved
• Reinforce how these actions do not coincide with
  the organizational values
• Express confidence that the issue can be solved

118
Addressing Negatives

• Immediate/short-term situations
• Persitant/long-term issues
• Resistance
• Conflicts

119
From the HipWhat do you do when you observe a
situation that requires immediate coaching

• Assess situation and determine whether action
  should be immediate or whether a formal meeting
  should be set-up
• If immediate, approach person once issue is
  observed
• Ask person if you can move to a more private
  location to discuss issue
• Coach player on how to better deliver their
  message - more constructively along lines of
  organizational values
• Consider setting up a follow-up meeting to assess
  progress

120
The 6-Step Coaching Approach
121
What do you think needs to be prepared before
you meet with a player?
122
Prepare

• A good coach thinks about the following aspects,
  before they meet with the player
• What are the qualities you think need changing
  or strengthening?
• What are the qualities or goals you want? Good
  vs. bad qualities.
• Is the problem one of knowledge or willingness
  - or both?
• What resistance is likely?
• What is your action plan - how will you make it
  theirs?
• What is the right climate for coaching?
• Understand the concepts outlined on the
  coaching continuum slide.
• Summarize the qualities and their attributes
  you will address with the player

123
What qualities at Conoco do you define
as beneficial what qualities are considered
detrimental to success at the Denver
Refinery? I.E. How do you want to be treated
by your co-workers?
124
The Coaching Continuum
Coaching follows a path yielding various
outcomes. It is important to remember that the
coaching process takes time.
Source Conoco, Leadership Development, 1995.
125
Practice

• A good coach always practices a role play before
  meeting with a player.
• Role Play
• Practice coaching on someone not involved in the
  situation first, testing for the best approach to
  use.

126
Explain

• A good coach addresses these aspects of a
  coaching session
• to a player
• Agree on the topic to be discussed during
  coaching
• Identify the goals of the coaching session
• Promote discovery of solutions for the qualities
  to be coached
• Set the parameters, i.e. the rewards for
  improvement and consequences for resistance
• Authorize and empower the player to go out and
  improve
• Recap what action steps will occur by the
  player and the coach

127
Feedback

• A good coach realizes it is imperative that they
  provide the following guidance and feedback
• Provide immediate and specific feedback (i.e..
  feedback should be both positive and
  constructive, refer to the communication module
  for more information)
• When problem persists, use the checklist to
  reinforce qualities that are being coached
• Monitor player performance and coach them by
  giving ongoing feedback

128
Example Criteria ChecklistAn Operator
expresses resistance to innovation

• Att ributes
• 1. Innovates and creates new and unique methods
  and procedures
• 2. Uses creative problem-solving techniques
• 3. Is alert to new opportunities, techniques and
  approaches

• How often does player exhibit these attributes
• Constantly Occasionally Seldom
• _________ _________ ______
• _________ __________ ______
• _________ __________ ______

STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
Practice
Explain
Reinforce
Prepare
Feedback
Execute
129
Reinforce

• A good coach reinforces the following concepts
• Express confidence in the persons ability to be
  successful at end of session and on a continual
  basis
• Summarize the action plan (e.g. Youre going to
  speak to the Operators about coordinating work
  with the Pump Mechanics, and then report back to
  me on your plans for improved coordination.)
• Check for mutual understanding on key elements
  (e.g. If the Mechanics need more time to repair
  the pump, make sure someone tells the Chief to
  document it in the 24 hour plan.)
• Build mutual confidence that we can make it
  happen (e.g. I know that youll do a good job and
  that the Mechanics will be eager to work with you
  on coordinating efforts in the future.)

130
Execute

• A good coach monitors the players progress after
  they have met
• What is my role in the action plan?
• When do I need to follow-up?
• What follow-up coaching is required?
• What is the follow-up feedback mechanism?

131
Follow-up Mechanism
132
Questions to be Answered in Follow-up

• A good coach insures that these questions are
  answered during the follow-up meeting
• Has the problem been solved or has the
  performance improved?
• What still needs to be done to solve the problem
  or improve performance?
• What do I need to do to help solve the problem?
• What other people do I need to meet with to solve
  the problem?
• What other issues have arisen that need to be

133
Coaching Style Inventory

• Directions A number of coaching situations are
  given below. After each situation is outlined, a
  choice
• of three alternative reactions is suggested. You
  must rank the alternatives in order, where 1 is
  you first
• choice, 2 is your second choice, and 3 is
  your third choice.
• Situation 1
• You have asked one of your team members to meet
  with you. The purpose for you is to arrange a
  coaching session with them. Their performance
  has not been good in the near past.
• Item Alternatives Ranking
• 1.1 I want you to arrange to show me how you do
  your job so
• that I can help you improve you performance.
  When would
• be the best time?
• 1.2 My intention is to accompany you on the job
  regularly so that
• we can improve you overall performance. Id
  like to come out
• with you tomorrow.
• 1.3 So, why do you think Ive asked to see you?

Source Salisbury, Frank S., Developing Managers
as Coaches A Trainers Gudie, 1994.
134
Coaching Style Inventory

• Situation 2
• You have identified a situation in which a member
  of your team is performing badly. The individual
  concerned comes up with an idea to improve
  performance.
• Item Alternatives Ranking
• 2.1 Thats a good idea. Do you think there is
  any downside to it?
• 2.2 Well it looks all right on the surface, but
  I think you may
• have a problem implementing it.
• 2.3 Thats good. Is there anything else you
  could do?
• Situation 3
• During the initial coaching discussion you know
  that the individual is looking at the wrong
  problem.
• Item Alternatives Ranking
• 3.1 It seems to me that you are looking at the
  wrong area.
• 3.2 Do you want my opinion as to what the real
  problem
• might-be?
• 3.3 On a scale of 1-10, what is the likelihood
  of that course
• of action working?

135
Coaching Style Inventory

• Situation 4
• The member of staff has steadfastly been unable
  to identify any personal improvement plan.
  According to them,they are trying as hard as they
  can.
• Item Alternatives Ranking
• 4.1 What exactly is it that you want to do?
• 4.2 What have you done so far, and what effect
  has that had?
• 4.3 It looks as though you might not be
  suitable for this job.
• Situation 5
• When you asked the individual to say what they
  wanted to do, they said Anything you want -
  youre the boss.
• Item Alternatives Ranking
• 5.1 I want you to start doing your job, thats
  what I want.
• 5.2 What do you want.
• 5.3 What do you think I want.

136
Coaching Style Inventory

• Situation 6
• When you ask the individual what the goal is,
  they said I have to reach target dont I?
• Item Alternatives Ranking
• 6.1 Thats up to you isnt it?
• 6.2 Not really. Its what you have to do, but
  sometimes it
• might not be your personal goal.
• 6.3 Is reaching the target your goal?
• Situation 7
• The individual says all the right things, but you
  still feel uneasy, and their performance never
  improves.
• Item Alternatives Ranking
• 7.1 I have to say that I feel uncomfortable
  with your behavior.
• You say the right things, however, you dont
  appear to
• implement any plans we agree.
• 7.2 I dont believe you.
• 7.3 If you are doing all the right things, why
  is it that your
• performance never improves?

137
Coaching Style Inventory

• Situation 8
• Following a coaching session, you have agreed a
  course of action with the individual member of
  your team. You now want to implement it.
• Item Alternatives Ranking
• 8.1 When do you propose to put this plan into
  action?
• 8.2 What I suggest is that you try this out and
  come back
• to me within 7 days and tell me how you got
  on.
• 8.3 I now need to watch you implement this
  plan, when are
• you going to do it?
• Situation 9
• The individual has tried to implement the agreed
  plan, but there has been no improvement in
  performance.
• Item Alternatives Ranking
• 9.1 What exactly did we agree, what did you do,
  and
• what happended?
• 9.2 OK, so that didnt work, what else could we
  do?
• 9.3 Perhaps you didnt try hard enough.

138
Coaching Style Inventory

• Situation 10
• The individual is having difficulty implementing
  any performance improvement. They say
• Look, every time I have a problem you ask me a
  question. Youre the manager, just tell me what
  to do.
• Item Alternatives Ranking
• 10.1 What do you prefer, me always telling you
  what to
• do, or you finding out for yourself.
• 10.2 If I keep coming up with the answer, and
  it keeps not
• working, where do you think that leaves me?
• 10.3 All right, I want you to get moving and do
  what youre
• paid to do.
• Situation 11
• This is now the sixth time you have met and on
  each occasion the individual has failed to
  implement agreed action plans.
• Item Alternatives Ranking
• 11.1 For this relationship to work, you have to
  keep your
• part of the bargain.

139
Score Sheet
Put your ranking against the item number.
140
Coaching Profiles
Norm 19
21 27 Development Needed 20
29
17 Excellence 11
22 33
141
Definition of Resistance

• Resistance is a natural reaction to change
  because it causes people to feel a loss of
  control change invariably brings resistance.
• What people resist is their perceived loss and
  the uncertainty of the experience, not
  necessarily the change, but its implications.

142
What resistance have you encountered at Conoco?
143
Conflict as a Result of Resistance

• Avoidance of Accountability
• Flooding with Detail
• One-word Answers
• Impracticality
• Attacking
• Grudging Compliance
• Confusio