HMSV 8002 Capella Effective Team Leader Comprehensive Analysis Case Study

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HMSV 8002

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Comprehensive Analysis of Case Study

In this assignment, you will compile your previous assignments, which you will revise to incorporate new insights as well as feedback from your instructor. In addition, you will assess your strengths and weaknesses as a human services leader based on your course readings. Finally, you will create a professional development plan for yourself. Prior to doing so, review the course project description to ensure that you meet each requirement. Refer to the helpful Campus links in Resources as needed.


Requirements

  • Font: Use 12-point Times or Times New Roman, double-spaced type.
  • Writing: Writing should be clear, organized, and free of errors; it should also follow professional standards.
  • Research: Use at least 10 academic and professional sources to support your work.
  • Length: Your paper should be approximately 10 pages, not including cover or reference pages.
  • Format: Follow all current edition APA style and format requirements.

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CAPELLA UNIVERSITY LEARNERS To position yourself as a marketable candidate upon graduation, the Career Center encourages you to begin thinking about your career goals and planning immediately upon entering your degree program. This list of career activities is not intended to be an exhaustive individualized list of recommendations, nor as a guarantee of employment. Please customize it for your own timeline, needs and career progression (for instance, adding check boxes for the activities and groups you are already involved in.) Please note that this checklist does not include academic requirements. Early in Your Program Career exploration Explore the Capella Career Center to learn about the many resources available to help you develop your career management strategy. Watch the career exploration video series that will guide you through activities to help you to identify your career goals and develop a personalized action plan. Identify positions of interest within your career field (refer to the job posting sites on the Career Exploration Guides or O*Net as a starting point) • Clarify skill gaps by reviewing job postings in which you have an interest; identify the required and preferred skills. • Compare this list to the skills you have demonstrated in your experience and education. Professional affiliation membership and involvement Start investigating professional associations and industry information resources that are specific to your career goals. Explore the websites and literature you find there. Join the local chapter of a relevant association. • Get active! Regularly attend meetings or events. Volunteer for a committee as a means of gaining professional skills and meeting people. If you live in an area without a local chapter, seek out opportunities to connect virtually: • Participate in discussion groups or blogs. • Contact members in your area of interest to engage via phone, email. Networking Visit the Connect section of our website to find tips and tools to help you make connections and build your professional network. Join Capella Connect and begin connecting with other Capella learners and alumni or check out the Career Mentoring program. Join LinkedIn, including groups associated with your current and past schools (including Capella), employers, and functional and industry specific groups. Identify networking contacts by accessing the professional association directory, LinkedIn, and understanding how to connect with Capella learners and alumni. Licensure If pursuing a career which will require licensure, learn what the requirements are in your state. Capella has created comprehensive licensure resources for the Last Updated: 2/17/2020 page 1 fields that typically require licensure. Experience Read Volunteering as a Career Development Strategy to learn more about the value of volunteering. • Volunteer for related tasks or stretch assignments in your current organization. • Volunteer for positions through www.volunteermatch.org, or present a proposal to a small business or nonprofit organization for conducting pro-bono consulting work. Shadow a professional at an organization in which you have an interest and/or connections. Seek out internships in your geographic area of interest. • The Job Search and Practicum and Internship sections have information on how to conduct your search. • Review the learner manual for Practica or Internship if you are enrolled in a program which requires one, to ensure you are on track with timeline and requirements. Portfolio Review the portfolio information on Campus to learn how to create or enhance your own professional portfolio if it is recommended in your field. Begin compiling assignments related to your coursework, job, and other relevant experiences such as volunteer work to add to your portfolio. Mid-Way through Your Program Professional affiliation membership and involvement Volunteer to help with meetings, conferences, or other activities for your chapter. • For more information on how to leverage professional associations, refer to the Making the Most out of Your Professional Association Membership resource. Licensure Review and ensure you understand the requirements in your state and that you are moving toward attaining what you need. It is crucial to develop the habit of keeping current. Application documents View the resume rubric or CV rubric to learn how to improve your documents. • Incorporate the suggestions while being sure to weave in what you’ve learned in your academic program, network contacts, and new experience. Seek feedback on your resume or CV by submitting it to the Career Center team. • Incorporate suggestions you deem appropriate. Ensure you have incorporated all of your new skills and experiences in your resume, cover letter, and LinkedIn profile. Networking Last Updated: 2/17/2020 page 2 Conduct informational interviews and begin narrowing down your areas of interest in terms of industry, employers, and specific job titles. • First, prepare to talk about yourself as a professional, and how you can apply what you are learning in your program. • Tailor your questions to find out information about specific types of jobs and organizations in which you have an interest. Consider asking, “Based on my experience and education, what else might you suggest I do to better prepare myself for [specific position]?” Confirm what you have discovered about licensure requirements, if applicable. Job search strategies Review the Effective Job Search Strategies YouTube video series offered by the Career Center. • Develop and implement your job search plan that includes multiple methods (applying online at employer websites, connecting with people in industries and companies of interest, working with recruiters, etc.). Utilize your record keeping system to write down specific position titles of interest and potential employers based on your research. • Reflect back on what you learned in your research and networking conversations. The research toolkit will help you further identify specific employers. Gaining experience Assess where any remaining gaps are in terms of experience and education. • What skill gaps still exist? How can you address those? The article, Advice for when you have limited experience, outlines possible methods for your reference. Portfolio Review the Portfolio content on the Career Center website to determine what type of portfolio is preferred for your functional area and employers of interest. Begin developing the portfolio and continue to update it throughout your program. Late in Your Program Job search strategies Identify ways to fit your search into your schedule; mark specific times in your calendar. Routinely assess your job search. How are you progressing? Where are potential roadblocks? • If you aren’t offered interviews, review your resume based on the Career Center resources. Ask a professional in your field to review the document and offer suggestions. Request a resume review via the Ask a Career Counselor form on Campus. • If you aren’t offered interviews, review your job strategy. If it is comprised of mostly online applications, refer to the job search information on the Career Center website and identify what other elements of the multi-pronged job search you can integrate (i.e., networking). • If you are interviewing and aren’t receiving offers, refer to the interview Last Updated: 2/17/2020 page 3 preparation resources on Campus and conduct a mock interview with a Career Counselor or trusted colleague. When offered a job, review and integrate salary negotiation information. Record keeping Refer back to your list of positions and employers for your job search. Develop a document that allows you to input information on what jobs you applied for and when, and a reminder of when to follow up. Networking Inform your network of your job search plans and goals. Remember not to specifically ask for a job, but ask for information and suggested contacts in your area of interest. Interviewing Practice your interviewing skills using Big Interview. Select questions that you will find particularly challenging and practice your responses. Ongoing Career Management Remember that career management is an ongoing process. As you move forward in your career, EXPLORE the possibilities, CONNECT with others, PREPARE next steps, and ACT on your goals. Graduation Congratulations! As a graduate of Capella University, you have free access to a wide variety of benefits including access to the Career Center and a variety of other resources at your described on the Alumni Campus. Visit Alumni Campus to discover ways you can continue to be involved with Capella University and proactively manage your career. Last Updated: 2/17/2020 page 4 Chapter 6 Organizational Management—Team Building, Management, and Motivation LEARNING OBJECTIVES Copyright © 2015. SAGE Publications. All rights reserved. The student will •• evaluate the importance of team building in today’s workplace, •• describe leadership actions that build teams as well as leadership actions that impede teams, •• differentiate the roles and processes of responsible managers, •• explain the procrastination equation, and •• compare and contrast intrinsic and extrinsic motivation and determine which is most influential in workplace engagement. TEAM BUILDING Working in teams has become the way of the 21st century workplace. Search committees interview potential employees about their accomplishments in a team environment to ensure, if hired, the candidate’s integration into the team will be seamless and the new hire will collaboratively drive the team in a positive d­ irection. In 2006, the Center for Creative Leadership conducted their annual leadership survey, which revealed that 91% of top-tier managers believe teams are central to Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 117 1 1 8     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M the success of organizations (Martin & Bal, 2007). FranklinCovey’s (2012) ongoing study of workplace productivity uncovered that teams contributed 35% of the effort toward the organization’s goals. Work teams, committees, advisory groups, task forces, cross-functional teams, and so on are prevalent in all sectors of the workplace. Lean budgets, a by-product of a tightened economy, continue to force organizations to operate with leaner staffs that can meet the organizations’ diverse needs, eliminating the need for specialized departments. The quantity and quality of programs and services required in today’s marketplace demands an “all hands on deck” approach. The old adage, “two heads are better than one,” becomes real through cross-functional work teams comprised of employees with diverse skill sets and experiences. Organizations face complex problems; therefore, it is not uncommon for groups comprised of several locally, nationally, or globally based organizations to work together in search of solutions. Copyright © 2015. SAGE Publications. All rights reserved. REFLECTION: YOUR TEAM EXPERIENCES You work as a member of a team in all facets of your life, from work, to school, and in your community. In spite of this daily interaction with groups and teams, it is not uncommon for you to feel uneasy engaging in these experiences. Rest assured, your feelings are not uncommon. Maybe you had to deal with an unpleasant group member, believed the group leader was inefficient or ineffective, felt “stuck” doing all the work, or saw the team leader take all the credit. Conversely, maybe your group experience was energizing. Everyone pulled his or her weight, great ideas flowed, and the end result not only garnered a solution to the original problem but also left you feeling inspired and prepared for your next group project. Lencioni (2002) describes true teamwork as rare and difficult to achieve, but not impossible. Lencioni and others encourage us to achieve this state of true teamwork because it is so powerful and can make a measurable difference for team member happiness as well as the success of the organization. Answer these questions from the “Team Leadership Questionnaire” (Morgeson, DeRue, & Karam, 2010) regarding your last experience working in a team: 1. What was the purpose or mission of the team? Was the mission clear to everyone on the team? Did everyone agree on the mission? 2. Was the selection for the team based on people’s talents and skills? Were the members of your team aware or made aware of your talents and skills? 3. Were you aware, or made aware, of the others’ talents and skills? How were the team’s roles assigned? Were the decisions based on talents and skills? Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   119 4. Did the team have the talents and skills needed to accomplish the goal(s)? Was training provided or offered? 5. Did the team establish goals, expectations, and a work plan (sometimes referred to as a team contract)? 6. Did the organization leader meet with the team? Did the leader provide support or assistance with group identified challenges? 7. Was progress monitored and feedback provided to team members? 8. Were new ideas welcomed? 9. Were adequate resources provided? 10. Did the team leader promote the work of the team within the organization? With outside stakeholders? Was credit given to the team leader, the team, or individuals? Copyright © 2015. SAGE Publications. All rights reserved. 11. Based on your assessment, was it a good group work experience? Why or why not? Now, reflect beyond the quality of the work experience; did you feel part of a team? Maybe you were just part of a work group but were hoping to be part of a team? How important is the sense of belonging in a work team? How important is feeling that your ideas are important to the group? What is the difference between a team and a group? Can a group transition into a team? How does leadership play a role in work groups and work teams? Does the leader’s role change between the two? If you want to lead a work team, what steps should you take? How will you help your group transition to “team” status? What does it mean to be a successful team leader? DIAGNOSIS: WORK TEAM OR WORK GROUP Susan Wheelan’s (2010, p. 2) definition of work groups and work teams: A work group is composed of members who are striving to create a shared view of goals and to develop an efficient and effective organizational structure in which to accomplish those goals. A work group becomes a team when shared team goals have been established and effective methods to accomplish those team goals are in place. It would seem obvious for organizations to want to rally around the success of work groups given the importance and size of the workload most groups carry in Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 2 0     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M the workplace. Those who study and coach work groups have found otherwise. Wheelan’s (2010) 35 years of experience as a research analyst and writer focused on work groups and teams revealed that only 46% of 700 work teams, in existence for 6 months or longer, were capable of contributing to their organization’s goals. Only 17% were what she considered to be high performing teams. Wheelan (2010) also identified organizational support for work teams as a key factor in their success. Yet upper management rarely invests in actions that will make the difference in group performance. It is like planting seeds for a harvest in poor soil. Without a quality growing medium, fertilizer, sun, and rain, the seeds will not produce a harvest. Likewise, work groups will not produce their intended results if the organization’s leadership does not become a student of successful work teams. Below are Wheelan’s recommendations to positively influence group performance by organizational leadership: Copyright © 2015. SAGE Publications. All rights reserved. •• •• •• •• •• •• •• •• Clearly define the organization’s mission. Support innovation. Expect success. Value superior quality and service. Pay attention to detail. Value group recommendations. Set clear expectations for group output, quality, timing, and pacing. Reward group and teamwork rather than individual performance. Using a meta-analysis, Morgeson et al. (2010) report a perspective about team leadership concerning the source of leadership. Their report also outlines key leadership processes that result in increased team performance as well as the phases of team activity. Their findings indicate team leadership is not from a single source but from many sources. Work teams today address complex problems and have many needs that are best met from multiple sources of leadership, both internal and external to the group. These leaders may have formal roles such as project managers, team advisors, or department managers. However, not all work team leaders are assigned a formal leadership role within the organization. Examples of informal leadership include a team member leading through a shared leadership approach or stakeholders who emerge as champions of the team and have no direct responsibility for the group’s performance. Team leadership functions consist of two phases of team activity: first, a transition phase and then an action phase. The list in Table 6.1 details the various functions team leaders play in each phase. Wheelan (2010, pp. 26–31) also identified phases in work group to work team development and transition. She compared the growth of a group to the growth stages of human development from children to adults. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   121 Table 6.1 Team Leadership Functions Transition Phase Action Phase Compose team Monitor team Define mission Manage team boundaries Establish expectations and goals Challenge team Structure and plan Perform team task Train and develop team Solve problems Sense-making Provide resources Provide feedback Encourage team self-management Support social climate Copyright © 2015. SAGE Publications. All rights reserved. Source: Morgeson F. P., DeRue, D. S., & Karam, E. P. (2010). Leadership in teams: A functional approach to understanding leadership structures and processes. Journal of Management, 36(5), 10. doi: 10.1177/0149206309347376. Wheelan’s (2010) stages 1 and 2 are comparable to Morgeson’s et al. (2010) transition state and Wheelan’s stages 3 and 4 are comparable to Morgeson’s et al. action stage. All groups go through these stages as they develop into teams. Some groups move through these stages several times as the growth to become a team is not linear, but cyclical. Teams will also cycle back into previous stages as membership changes, organization goals evolve, and external demands impact strategic plans. Using the columns that outline each stage’s characteristics in Table 6.2, you should be able to determine the growth stages and organizational support needed of work groups you encounter. Facilitating the transition from work group to work team requires engagement from all stakeholders of the team. Team members, leaders, and the organizational leadership team all play an important role. It is when the group develops as a team that effectiveness increases exponentially. PRESCRIPTION: HIGH PERFORMANCE TEAMS As with any change process, becoming an effective group member requires understanding what behaviors are associated with effective team members and effective teams. Knowing what high performance team behaviors look like gives team members a target for change. Again, Wheelan (2010) details these attributes in Table 6.3. Some organizations believe it is helpful to gather the troops for an outing: bowling, rock climbing, intra-office softball, or building a float for community parades. These social events are important in establishing esprit dé corps, Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Harley-McClaskey, Deborah. 122 Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Stage 2 Counterdependency and Fighting Emerging conflicts about values Disagreements about goals and tasks Feelings of group-member safety allows dissent to occur Dissatisfaction with roles Members challenge leader and each other Subgroups and coalitions form Attempts at conflict management begin Goal clarification begins Member engagement increases Group intolerance of subgroups and coalitions is evident Deviation from emerging group norms begins Conflict resolution increases trust and cohesion Stage 1 Dependency and Inclusion Members concerned with personal safety Need for acceptance and inclusion by others Fear rejection Communication is tentative and polite Members want dependable and directive leadership View leader as competent and benevolent Expect leader to provide direction and personal safety Do not challenge leader Group’s goals are not clear to members, nor do they try to clarify Do not express disagreement with initial goals Initial role assignments not based on members’ talents and skills High member compliance and conformity Table 6.2 Work Group to Work Team Phases Copyright © 2015. SAGE Publications. All rights reserved. Member satisfaction increases Cohesion and trust increase Tolerance of subgroups and coalitions increases Coalitions and subgroups continue to emerge Helpful deviation tolerated Pressures to conform increase Communication content more task oriented Leader’s role less directive, more consultative Communication structure more flexible Roles and tasks of members adjust to increase likelihood of goal achievement Goal clarity and consensus increase Stage 3 Trust and Structure Implements and evaluates decisions and solutions Uses participatory decision making Spends time defining and discussing problems and decisions Team gets, gives, uses feedback about effectiveness Appropriate ratio of task and supportive communication Open communication structure, all members participate, are heard Communication structure matches demands of task Delegation is prevailing leadership style Role assignments match talents and skills Members clear about and accept roles and status Tasks require team, not individual effort Members clear and agree on group goals Stage 4 Work Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 123 If conflict resolution efforts are successful, consensus about group goals increases near end of this stage Engagement limited to vocal few Group works to clarify and build a group structure facilitating goal achievement More conflict, but managed effectively Greater division of labor Individual commitment to group goals is high Cooperation more evident Periods of conflict frequent but brief due to effective communication and conflict management strategies Members are cooperative, team is cohesive Tasks contain variety and challenge Subgroups work on important projects, rewarded by team Team contains smallest number members to accomplish goals Team accepts subgroups as well as coalition formation; integrated into team Members pay attention to details Team norms support high performance and quality Team encourages innovation Team expects success Task-related deviance tolerated High voluntary conformity Source: Adapted from Wheelan, S. A. (2010). Creating effective teams: A guide for members and leaders (pp. 26–31). Thousand Oaks, CA: Sage. Subgroups and coalitions are rare Group commitment based on identification with leader Lack of group structure and organization Minimal conflict Conformity decreases Communication tracks through leader Copyright © 2015. SAGE Publications. All rights reserved. 1 2 4     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M Table 6.3 High Performance Teams High Performance Team Members High Performance Teams Don’t blame others for group problems. Members are clear about and agree with the team’s goals. Encourage the process of goal, role, and task clarification. Encourage adoption of an open communication structure in which all member input and feedback is heard. Promote an appropriate ratio of task and supportive communication. Promote the use of effective problem-solving and decision-making procedures. Encourage the establishment of norms that support productivity, innovation, and freedom of expression. Members are clear about and accept their roles; role assignments match member’s abilities. Leadership style matches team’s development level. Open communication structure enables all members to participate. Team gets, gives, and uses feedback about its effectiveness and productivity. Go along with norms that promote group effectiveness and productivity. Team spends time defining and discussing important problems and decisions. Promote group cohesion and cooperation. Team uses effective decision-making strategies. Interact with others outside the group in ways that promote group integration and cooperation within the organizational context. Copyright © 2015. SAGE Publications. All rights reserved. Tasks are appropriate to team rather than individual solutions. Support the leader’s efforts to facilitate group goal achievement. Team implements and evaluates solutions and decisions. Subgroups are integrated into teams as a whole. Team members have sufficient time together to develop a mature working unit and to accomplish the team’s goals. Team norms encourage high performance, quality, success, and innovation. Periods of conflict are frequent but brief, and the group has effective conflict management strategies. Source: Adapted from Wheelan, S. A. (2010). Creating effective teams: A guide for members and leaders (pp. 71–76). Thousand Oaks, CA: Sage. as well as achieving interpersonal understanding, friendship, and fun in the ­workplace. However, they do not replace the best practices and behaviors for high ­performing teams. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   125 Leaders must exercise patience, be supportive, coach, as well as be able to let go (become less controlling) as the needs and maturity of the group evolve. Although each work group is different, allow approximately 6 to 9 months for a group to begin to approach stage 4. Help the group members learn to manage the group themselves and understand the four stages of group development. Understanding the process helps everyone work through the stages instead of assuming the conflicts are inappropriate and interpreting the disagreements as personal attacks. In fact, Wheelan (2010) suggests three productive forms of group intervention if a group becomes stuck in a stage: •• Goal setting – helps refocus the group on why they exist •• Feedback – course corrections are accepted more readily if delivered as regular feedback •• Attention to group development issues – keep the future team informed on their progress as a team as well as the tasks and goals Copyright © 2015. SAGE Publications. All rights reserved. Lencioni (2002, p. 97) describes five group dysfunctions that impede their ability to function as a team. The diagram in Figure 6.1 shows the five issues in a pyramid structure. They are not to be treated as linear stages but instead as an interdependent chain of qualities that prevent a group from achieving high performance. One broken link creates a problem that touches all levels of the model. Although a simpler model of team development, Lencioni (2002) ­emphasizes similar recommendations as Wheelan’s (2010) detailed framework. L ­ encioni (2002) describes several group-member behaviors and leader actions to avoid the five Figure 6.1 Five Group Dysfunctions 1. Inattention to Results 2. Avoidance of Accountability 3. Lack of Commitment 4. Fear of Conflict 5. Absence of Trust Source: Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable (p. 188). San Francisco, CA: Jossey-Bass. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Copyright © 2015. SAGE Publications. All rights reserved. 1 2 6     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M dysfunctional levels. Achieving trust (level 1) requires shared group ­experiences over time. It also requires a leader who shares authentic v­ ulnerability and creates a work environment that encourages and does not punish vulnerability among the group. Only when you are a part of a group that has established a level of trust, will you allow yourself to be vulnerable by ­admitting your mistakes and weaknesses. Trust makes conflict (level 2) possible. All relationships require productive conflict to make good decisions and be able to grow. Conflict regarding ideas and priorities should be welcomed as opposed to personal attacks, back stabbing, and office politics. Therefore, it is imperative for the leader to create a safe environment for group members to be honest when sharing their opinions. To do this, group members will have to resolve previous disagreements to prevent old animosity from contaminating the group’s dynamics. Fear of making a decision due to risk aversion or fear of conflict is common for groups at level 2. Healthy debates lead to buy-in and commitment from group members (level 3). Knowing your opinion was heard and considered enables you to feel committed to the group’s proposed solution, even if it was not your first choice. Lack of commitment can occur when a group practices consensus as their ideal decision strategy. Groups unable to resolve controversy and who believe that 100% agreement is necessary for a decision will bring the forward motion of any group to a standstill. Consensus does not require 100% agreement about the decision but instead requires 100% agreement that all members felt heard and thus able to support the decision. Leaders can facilitate this process by bringing clarity to the issues and decisions. Then the leader can compile the information and decisions in time-lines, which outline the group’s goals and their plan for execution to all the group’s members. Holding everyone accountable to the decisions and the time-line becomes infinitely less challenging when everyone has a clear understanding regarding the expectations. Accountability (level 4) of the group to the group’s goals is sometimes lost to members prioritizing their own advancement instead of the advancement of the group as a whole. This is a common mistake made by group members focused on their own self-interest. When commitment is higher to individual goals than group goals, members of the team do not hold themselves or each other accountable to the group’s goals. If there is no accountability for the collective goals, the group is unable to focus on the results. If individual rewards and status (level 5) are connected to the group’s achievements, then group members will be focused on the advancement of the group rather than their own self-interest. The leader must look beyond self-interest as well. A key role of the group’s leader is to develop the group’s members into future leaders and the group into a team. The level of commitment from the group’s leader is imperative not only to the ­success of the group but also to the dedication of its members, leading by Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   127 example and design. Focus and rewards on the collective goals must become the mantra of the leader. SUMMARY Teamwork is a much desired state of working together, but least understood in the process of leading a group to this level of ability. A work group and a team are not one and the same. Not every work group needs to become a team and not every project needs a high functioning team. Teams require time to develop as well as attention and resources from the leaders and other stakeholders of the organization. Teams are also subject to the changes within the organization and need time to adjust to new members, new leadership, or strategic goals. L ­ earning to lead and coach a team to its highest functioning level is a desired skill set. There is nothing more effective and productive in an organization than a high functioning team. MANAGEMENT Copyright © 2015. SAGE Publications. All rights reserved. Employees who rise in the ranks of the organization are soon asked to be responsible for supervising the work of others in a department or work group. Such ­employees become known as team leaders, supervisors, managers, or bosses. What is the job of a supervisor or manager, and how do you successfully transition from being a colleague and friend to the boss? REFLECTION: EARLY LEARNING EXPERIENCES ABOUT MANAGING At one time or another, you have imagined yourself as a manager, either living up to or exceeding the example that was set by a previous manager in your career. Maybe you had a manager who led in a way that exhibited the characteristics you now believe managers should possess. You observed this person and since have modeled your behaviors after theirs. Conversely, maybe you had a manager who made you feel micromanaged or expendable and thus taught you about the type of manager you did not want to become. When tapping employees to serve as managers, many small- to mid-sized organizations offer little in the way of training for new managers. Too often it is the observations of other managers that fully informs manager behaviors. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Copyright © 2015. SAGE Publications. All rights reserved. 1 2 8     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M The word boss is an older Dutch word that means overseer, a word that ­ mericans preferred to the aristocratic term master (http://www.etymonline.com). A Over time, other terms, such as supervisor and manager, were adopted and deemed to be more favorable. However, these additional terms also carry some negative ­connotations. The word supervisor can elicit visions of someone who is authoritative or domineering. The word manager paints a picture of administrative work, someone who is in the middle hierarchy of the organization. For the purposes of this chapter, we will use the term manager. Today that role has expanded to include both supervisory and administrative functions. As a manager, you are responsible for monitoring the processes of the ­organization, delegating responsibilities to team members, monitoring employee progress, and reporting the results to the executive director. Yet, as the manager, you have a responsibility to do so much more. Think of yourself as the conductor of the orchestra. The conductor doesn’t only show up for tryouts, dress rehearsal, and the performance. There are an array of responsibilities that comprise a high performing orchestra. The conductor serves as the catalyst, coaching and pushing each musician to ensure all performances are error free and high quality. The conductor monitors pitch, sets rhythms, and seeks a­ udience response. To be a manager, first, you must picture yourself on the platform holding “the baton.” When was the first time you experienced having responsibility for someone else, when your words and actions had a significant impact on others? Was it your first time babysitting, after the parents’ departure, and you realized you were in charge of the kids? Maybe it was the summer you were a lifeguard at the community pool, where you enforced the pool’s rules to ensure the safety of everyone under your watch? Or possibly it was when you were elected to a leadership role for your ­college student group, and it was your responsibility to ensure the success and longevity of the organization? How did you approach this responsibility? Were the experiences successful? Do you remember making decisions in advance about how you were going to interact with others in the new role? These are examples of your early experiences managing others and how you might have been influenced as a new manager. Consider a time when you were new to a work situation and wanted ongoing assurances as you stepped through your first day. The good manager at Organization X spent time with you to demonstrate your job, answer questions, introduce you to colleagues, and even got to know you. This good manager touched base with you the first several days of your employment and provided encouraging feedback at the end of each day. Conversely, the manager at Organization Z took you to your work site, made a few general comments, and said you would figure it out. Discreetly, you watched others performing the same task and mimicked their every move. As your day progressed, you even hoped someone Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   129 would become a friendly face, ask about you, and you would find something in ­common, maybe even a friend. At the end of the day, you wanted someone to say you had done a good job and wanted you to return. You are remembering situations when time and attention from a manager was both wanted and needed. Good managers (Organization X) make a positive difference in the daily work of an organization and its employees (Buckingham & Coffman, 1999). What are other manager actions and choices that add value and enable people of highly productive organizations? Diagnosis: Manager Responsibilities The question contents below are considered responsibilities of good managers. Think about your current or most recent work experience. Check yes or no as you answer the following questions. Workplace Measures 1. On your first day as well as into your first week, your manager worked with or met with you for at least 50% of your workday? ___yes  ___no 2. You know what your manager expects of you? ___yes  ___no Copyright © 2015. SAGE Publications. All rights reserved. 3. Your manager is visible in your work area at least once a week? ___yes  ___no 4. Your manager taps stakeholders beyond the leadership team for input on major decisions? ___yes  ___no 5. Your manager demonstrates interest and care for you by knowing your name and several interesting facts about you, such as but not limited to your spouse/children’s names, hometown, college/high school attended, favorite snack, favorite sports team, favorite leisure activity, career goals to which you aspire, and so on? ___yes  ___no 6. Your manager encourages your development? ___yes  ___no 7. Your manager shared with you the importance of the organization’s mission, vision, and values and outlined how your job impacts the accomplishment of all three? ___yes  ___no Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 3 0     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M 8. Your manager communicates with you frequently and clearly? ___yes  ___no 9. Your manager provides the tools and resources you require to do your job? ___yes  ___no 10. Y  our manager clearly communicates the measurements by which your work performance is evaluated? ___yes  ___no 11. Y  our manager expresses appreciation/praise at least weekly for your contributions toward the organization’s goals? ___yes  ___no 12. Y  our manager appears to communicate with and support all employees equally within his or her team in an equitable fashion? ___yes  ___no Copyright © 2015. SAGE Publications. All rights reserved. Source: Questions adapted from Gallup’s Measures of the Workplace, Buckingham and Coffman (1999). Were you able to identify managers from your employment history represented in the 12 questions? In what areas were these managers strong? What were their challenges? Can you derive from this question set the types of manager actions and behaviors that might be desirable in the eyes of both the employees and organization? Organizations need engaged employees, leaders with vision, and managers who are able to identify, hire, and coach the new employees so that they become successful members of the team. Buckingham and Coffman (1999) call it the organization’s power supply, the catalyst role. It’s like a chemical reaction between the employee’s talents and the organization’s goals. PRESCRIPTION: THE JOB OF A GOOD MANAGER A good manager is the alchemist of the organization. Buckingham and Coffman (1999) identify four core stages within the catalyst role for managers: Manager Catalyst Roles 1. Select a person 2. Set expectations 3. Motivate the person 4. Develop the person Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Copyright © 2015. SAGE Publications. All rights reserved. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   131 Buckingham and Coffman (1999) believe too few large organizations see value in the expert deployment of these four catalyst roles by a manager. Many large organizations have deferred these responsibilities to human resources (HR) and training departments who respond with assembly line-like precision. The on-boarding and training processes become carbon copies for every employee in every department. For an initial orientation to the organization, this may be efficient. To provide professional development for employees beyond the orientation, it requires a more individual approach guided by the department manager responsible for the employees. However, in smaller organizations, the chief executive officer carries out the leadership and management functions. Many times this results in a CEO who has difficulty carving out time for all the many hats she wears. The hat of manager includes the HR roles including supervision, coach, training, evaluation as well as monitor of the internal workings of the organization. Balancing the leader and manager roles is difficult in a small organization. Returning to the orchestra example, the manager/conductor knows all of the musicians in each section, their strengths and weaknesses, who are the principles, who is cross-trained in other instruments, each individual’s style of play, and who has untapped musical capabilities. The manager/conductor works hard to interpret the musical piece so that it highlights the strengths of the players in that orchestra while remaining true to the composer. It is an important job, and when done well, is successful for both the orchestra and the individual musicians. In addition to the catalyst responsibilities, the manager/conductor must also perform leadership responsibilities to ensure the orchestra meets all of its goals. For these roles, I might refer to her as the leader/conductor. The leader/conductor is focused on comparing success strategies of nearby orchestras, interests of donors, coming trends for orchestras, long-term planning, community support, guest musicians’ availability, the musical selection interests of the audience, and which musical selections would expand the ticket-holder demographics. Both manager and leader roles are very important to the organization’s success. Unfortunately, it is the manager roles that tend to be given less priority or are ignored as today’s workplace has evolved into a task- and time-oriented environment with a focus on external growth as opposed to internal development. Based on the four catalyst roles, there are six important processes for managers to deploy: Management Processes Process 1 – Hiring and On-Boarding Employee Need: Comfort and competence in the new role of an organization. Organizational Need: New employee needed to start quickly, HR paperwork completed, and the new hire trained to perform error free. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Copyright © 2015. SAGE Publications. All rights reserved. 1 3 2     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M Most organizations have rules and policies regarding hiring practices. If you have questions regarding your organizations’ policies, inquire to the ­executive director or human resources department to ensure you are in ­ compliance. The first part of the hiring process includes writing and reviewing job ­descriptions. Consider how you would write a job description that emphasizes both r­elationships and results. Job descriptions that overly prescribe methods decrease employee innovation and the new perspective that comes with a new hire. The upcoming section in this chapter on motivation will help you ­understand more on this topic. The tendency in the workplace is to overlook the employee’s need for comfort and job competence, a tendency that results in a rushed training with little more than a review of the employee handbook. Instead, show the employee the worksite and his or her office or location. Let him or her shadow you and others for a defined period of time. Let the new employee practice the job then observe him or her in action. Immediate, helpful feedback is imperative. This is the time to coach for your expectations as a manager. (In Chapter 11, you will learn more about feedback skills.) Abandoning this employee after the first hour of training and instructions will cause them to feel like an outcast and further delay their ability to bond with the team. Do not overlook the employee’s need to have someone to go with on break, to lunch, or even be invited to an office happy hour. As the manager, plan your schedule to include blocks of time for several days over the course of a week or two to orient, train, monitor, and mentor the new employee. You are building a working relationship, demonstrating you are trustworthy, approachable, a dependable resource, and that you want her to succeed. Investing your time during her initial days pays huge dividends later in a very loyal, well-trained employee. Quality client services and relationships between employees and c­ lients/customers are rooted in the relationship between the employer and employee. Employees give what they get. If they work in a high quality, relationship-oriented environment, that behavior is what they will mirror and deliver. Process 2 – Monitoring Results and Appreciating Success Employee Need: To see you in his or her work space seeing the job through his or her eyes; noting and relaying appreciation for good work as well as to provide helpful feedback for improvement. Organizational Need: To spot-check efficiency and effectiveness at the point of client/customer contact, noting observable results, and to provide “course correction” where needed to ensure results are on schedule and aligned with the organization’s goals. To enable employees to practice state of the art methods. The manager’s tendency is to look for and comment on the negatives they observe and make no notes of average or above average work until the annual Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   133 evaluation. One of the top five employee complaints is the manager’s inability to express appreciation for good work. Establishing a culture of appreciation is important to sustain positive employee motivation. This is different than rewards, which, you will see shortly, are not always a motivator. A note, kind word, or office celebration when an employee or work team is “caught doing good” is key to a giving, team-oriented, and supportive work environment. Another management tendency is to see the improvement the employee needs to make and saving the feedback for the annual review. Sharing current feedback is helpful not only for the employee but also for the organization. Who can remember what really happened last week much less 3 months ago? Withholding helpful information makes the employee feel set-up during her annual performance review and is harmful to your relationship as well as the overall work environment. Copyright © 2015. SAGE Publications. All rights reserved. Process 3 – Attract, Value, Develop, and Retain Human Capital Employee Need: To feel valued and respected, to give skills and talents to the organization, to grow and develop increased capacity and new skills, to network at professional meetings, and to know that there are opportunities for advancement within the organization if they so choose. Organizational Need: To attract and retain the top-tier employees, to provide the resources for training and development, and to establish a positive organizational reputation in the community and related professional associations to continue to attract talented candidates. Organizations become unhealthy and weak due to a lack of investment in their people. Low employee motivation, high turnover, increased number of complaints and backstabbing, high absenteeism, poor communication, and low productivity are signs of a weakened organizational state (Maxwell, 2011). Organizations need to grow their people. Employees need to know they will have adequate resources provided for professional growth and to continue meeting professional standards. It is the responsibility of the managers to advocate for the professional development of employees. To say one belongs to a profession or hires professionals implies employees are certified, qualified, proficient, and authorities in their fields. When employees help managers create plans for learning and professional growth, employee motivation to carry out the plan is high. The Center for Creative Leadership’s (CCL) research study on future trends in leadership development explores improved practices in teaching and learning leadership. In the report, Petrie (2011) emphasizes the importance of employee involvement in their professional development plans and describes it as key to organizational success. The CCL also recommends employees think about their development in two directions—horizontally and vertically. Horizontal growth is the set of learning skills that help employees expand responsibilities within their current role. Vertical growth is when employees develop the skills to Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Copyright © 2015. SAGE Publications. All rights reserved. 1 3 4     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M take on new roles in the organization or even in another organization (Petrie, 2011). Too often ­organizational budget cutbacks consistently attack employee development funds first. Yet studies reveal (Maxwell, 2011) that the organization’s quality and ­capacity will deteriorate when investment in employee development and organizational capacity is eliminated. If this inability to stay current continues, programs and services will soon fail to meet the needs of clients and constituents. The reputation of the organization will decline and donors and other sources of funding will redirect resources to competitor organizations. The most common mistakes managers make in supporting employee development and organizational capacity is (1) the lack of planning and purpose for the training followed by (2) the failure to apply the training. Unfortunately, it is not common for organizations to ask employees for perceptions on their own skill needs and the coming capacity needs of the organization. Selection of training for professional employees is generally made based on self-selection to attend predetermined, annual meeting-themed programs of professional associations or marketing efforts of consulting firms. Rarely is the effort focused around training to meet a specific organizational or individual need. Even more troubling is the ­frustration of the employee who attends a training program, yet has no mechanism to incorporate the new skills or share what they learned with their manager or other employees. And worse, the manager provides zero support or appreciation for the employee to implement the new skills. Yes, even when the organization pays to send employees to training, most treat it like a weekend excursion. ­Alternately, when managers develop learning goals for training sessions collaboratively with employees and connect them to the employees’ overall learning goals and ­development plan, the level of learning and achievement increases dramatically. The employees’ new knowledge is not only valued, but the time and effort to apply and share their new skills is important and worthy of the organization’s investment. Process 4 – Clarity About Mission, Vision, and Goals Employee Need: Meet expectations, to feel that he or she matters to the success of the organization, and to have less confusion regarding goals and priorities. Organizational Need: Meet goals, engage employees, and realize measurable results. A mission statement (discussed in Chapter 8) serves as the compass for the organization, guiding the manager’s direction to employees. The manager must talk the talk in addition to walking the walk of the mission statement. He or she must understand it, be able to state it, and educate employees regarding the essence of it. The manager must insist all employee tasks advance the organization’s mission. Use of the mission statement is the key to success for all leaders and managers in an organization. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   135 While a mission is the long-term look at the organization’s direction, goals are the short-term victories that help achieve the larger mission. Too often organizational goals are set at a staff retreat by upper leadership with little input by entrylevel employees or mid-level employees or managers. Many times the resulting goals have no plan to ensure their achievement. Goals are infrequently discussed with the team, which over time, results in employees prioritizing other tasks and asking, “Are we still doing that?” It is the management’s role to communicate and monitor the goals, implementation plans, and results. Goals, plans, and results should be discussed frequently and posted in a central place for everyone to reference and see the progress. Some organizations call this their “dashboard” because the information is usually displayed as pie charts, tables, or graphs much like the dials on the dashboard of a car. The organization dashboard also gives key information on the organization’s progress and current status; even a warning light if a system is not working. Managers should provide systems to keep employees informed about progress on goals. The dashboard is such a system. If an employee cannot see how her job connects to the organization’s goals, she feels disconnected and unimportant to the group. As such, she is less likely to give the same level of effort as the employees who can see “the needle move on the charts of the dashboard” as they complete their tasks. Humans feel part of the group/community when what they contribute matters to the results of that group. Employee motivation is connected to this concept called mattering (Schlossberg, 1989). All employees should know specifically what their role was in the accomplishment of each organizational goal. Copyright © 2015. SAGE Publications. All rights reserved. Process 5 – Performance Appraisals Employee Need: Fairness; no surprises; coaching, feedback, and course correction; and appreciation and recognition. Organizational Need: Connection to organizational goals, opportunity for course corrections, and employees who want to achieve. Performance appraisals are annual events that all too often both employees and managers dread. Employees fear the year of unknown/missing feedback and are forced to wonder if the organization has been happy with their work. Adding to the dysfunction of the process, the organization requires the manager to complete a generic, one-size-fits-all organizational evaluation form that does not describe any specific or unique features of the employee’s job, nor does it mention the mission or current goals of the organization. The manager does not have employee observations or data on results, so he or she is writing general remarks about employee collegiality, general leadership skills, and adherence to company policies. Good performance appraisals are processes driven jointly between employees and managers with mutually agreed upon targets and goals, and quarterly meetings Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 3 6     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M Copyright © 2015. SAGE Publications. All rights reserved. to discuss progress made toward the established goals. Such progressive evaluation methods are least common in government, public service, education, and nonprofit sectors. To develop a quality performance appraisal, the manager should consider setting meetings with each direct report. •• Meeting 1: The manager discusses with the employee the mission and goals of the organization. It is important that during this process the manager outlines how the employee’s job contributes to the overall big picture for the organization. Even if the employee is an entry-level employee and entrusted with limited responsibilities, this will help her understand that they are important and integrated into the team. The manager then asks the employee to take some time to develop individual goals that will advance the organization’s mission and an action plan to achieve them. •• Meeting 2: The manager will review the employee’s individual goals to ensure they are measurable and aligned with the organization’s goals. The manager will also review the action plan to ensure the pre-set deadlines are realistic. In this action plan, the manager and employee agree to quarterly meetings to review the employee’s progress. It is important for the employee to know that additional meetings are welcome, but will be scheduled at the discretion of the employee. This process prevents the annual feedback surprise and assures that asking for feedback is encouraged. •• Meeting 3: The meeting’s focus is to review with the employee the agreed upon goals and timeline. It is during this meeting that the manager and employee also discuss the employee need for additional resources to be successful. This could include trainings, conferences, or even new technology. The manager should seek to create opportunities for their employee’s growth. Process 6 – Grow New Leaders Employee Need: Guidance and support to grow professionally, to transition from a colleague to a manager/leader, to have a mentor from among other m ­ anagers and leaders, and to expand capacity to manage and lead the organization. Organizational Need: To have a viable leadership succession plan and organizational growth and to create a pool of new managers and leaders who are ready for new responsibilities The best managers and leaders are always learning and helping others to learn. The highest function of organizational leadership is to produce new managers who can lead as well (Maxwell, 2011). Mentoring is a strong component in new manager development. An established manager transfers wisdom, experience, and skills in an effort to mold a new manager. Maxwell (2011) explains the established leader must Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   137 Copyright © 2015. SAGE Publications. All rights reserved. demonstrate a commitment to the new leader’s success by adding value through constant encouragement. When an organization grows managers and leaders, the organization also grows. An organization that does not identify new management and leadership talent, support mentoring programs for potential leaders, or provide formal and informal leadership development will be relegated to mediocrity, or worse, closing their doors. The leadership circle will become a closed group with no new blood. Talented employees will leave the organization as soon as they realize there are no potential openings at the top or no developmental path to get there. Managers who facilitate and encourage members of the leadership team to serve as mentors are especially helpful in the development of a pipeline of future leaders for the organization and a succession process. Mentoring is neither an accidental process nor a scripted assignment. It takes commitment from both the mentor and the protégé to develop the relationship. Larger organizations may have formalized programs that invite employees to participate in such relationships. Some of the strongest mentoring relationships are formed at the request of the protégé. It is flattering to be asked to serve as someone’s mentor: therefore, it is unlikely an invitation to be a mentor will receive a negative reply. Multiple mentors early in a career are very beneficial, one inside the organization and another who works outside of it. Each can provide insight to guidance through the many decisions made in career advancement. If your manager is a helpful resource and guide, invite him or her to serve as your mentor. Plan to meet with each of your mentors several times a year, more often if you have a specific need. Be sure to tap him or her for recommendations for important books or articles you should read, as well as identify professional meetings and training opportunities you should attend. Promoted to Manager Being selected, groomed, and promoted to a manager/leader position speaks to the potential and confidence your manager sees in you. Many times promotions are given based upon success in an individual entry-level role in the organization. Too often, the organization does not support the newly promoted employee in the leadership role. According to Carol A. Walker (2011, p. 78), new leaders fail to realize “that their jobs are no longer about personal achievement, but instead about enabling others to achieve, that driving the bus can mean taking a back seat, and building a team is often more important than cutting a deal.” Walker continues, “Organizations of rookie managers assume management skills will be learned by osmosis. The rookie manager’s boss plays a key role by engaging in intensive coaching and training” (p. 78). Walker (pp. 80–81) recommends five key skills needed by rookie managers: Delegating – You can’t do it all yourself. Empower your direct reports to become a trusted, talented team. Everyone wins. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 3 8     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M Copyright © 2015. SAGE Publications. All rights reserved. Getting Support from Above – Engage your boss in yours and your direct reports’ success at the beginning. Don’t wait for problems, and don’t be afraid to ask for assistance. This is a partnership directed to the success of all. Even if you have the same boss as before, expectations are different and new ways of communicating need to be clarified. Projecting Confidence – Confidence is neither arrogance nor spouting the organization’s line. Direct reports need to see a manager who is both capable and considerate. Focusing on the Big Picture – Don’t let the organization’s strategy get lost in fighting the daily fires. Plan time in your day to work on the important goals, not just the urgencies that erupt. Guide your direct reports to do the same. Giving Constructive Feedback – Managers who avoid giving feedback to direct reports cost them their credibility as managers. Practice giving positive and negative feedback to direct reports. Ask them to provide feedback to you. This is part of the job of being a manager. The next important relationship to strengthen (Eikenberry & Harris, 2011) is with your direct reports. Arrange a meeting and carefully plan and prepare. Know what you want to take away from the meeting as well as what you want them to take away. There will be additional dynamics if you were a former peer within the group you now supervise; heed Eikenberry and Harris’ suggestions (2011, p. 16): •• Acknowledge the transition. Be genuine. Share that this is an adjustment for you as well as the group. •• Talk about the changing relationships. Share your hope the changes will be positive and that some changes might be different for different people and individual needs will be taken into account. Your goal is for a smooth transition. •• After you have clarified your new role with your boss, share that description with the group. •• Outline your expectations for them. Preparing ahead of time for this conversation will give you the opportunity to have clarity regarding what you plan to help them accomplish. •• When you are finished, ask for their feedback. What are their expectations for you? Listen carefully, take notes, and clarify their meaning. You can ask for clarification regarding their suggestions, but do not negotiate about what they share—maybe later. For now, understand your starting point with the group. •• Ask for their help and patience. Even the best leaders do not know all the answers. If they did, why would they need a team of direct reports? Likewise, you do not know all the answers, even if you have good ideas. Give yourself time to have these conversations, to allow the transition to evolve, to reflect on its progress, and to make an action plan with input from your boss and Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   139 your group. Following this process as a new boss you will grow into the position with an increased likelihood of support and receptivity. SUMMARY Whether the role of manager is in a separate position or part of a CEO leadership position, developing and enabling your staff and teams to perform at their highest level is a key component of your job. It is likely role modeling good management behaviors was not part of your previous experience in the workplace. Sadly, today’s workplace overloads managers and leaders with administrative tasks that create unhealthy time compromises. Only by reevaluating your important roles as a manager, evaluating what your staff needs from you, and setting priorities that allow you to invest time in beneficial ways for your team and the organization will you change the cycle of limited staff and team support. MOTIVATION Copyright © 2015. SAGE Publications. All rights reserved. The American Psychological Association (http://www.apa.org) defines motivation as the process of starting, directing, and maintaining physical and psychological activities, including mechanisms involved in preferences for one activity over another and the vigor and persistence of responses. As managers and leaders, it is your job to motivate your work group and at the same time, feel motivated by your manager as well. How do you create a motivating workplace? As a leader, what influence do you have? How do you keep yourself motivated? REFLECTION: MOTIVATION THEORY AT WORK Studies of workplace psychology were first recorded in Frederick Taylor’s research published in the 1910s. In it, he described methods of improving efficiency within the manufacturing workplace. He believed if management rewarded positive behaviors and punished negative ones, the manager would motivate the workers to produce in the correct manner (Pink, 2009). Daniel Pink (p. 18) refers to this motivation method as “carrot and sticking.” In the 1940s, psychologist Harry ­Harlow studied motivation in primates and discovered that carrots (or raisins in the case of the monkeys) were not enough to induce a repeat of primates’ problemsolving behaviors he had observed earlier. This led him to hypothesize primates and humans are motivated by things other than extrinsic motivators (raisins and carrots). Therefore, he proposed, internal motivators might also be an unexplored Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 4 0     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M Copyright © 2015. SAGE Publications. All rights reserved. driver in human behavior (Pink, 2009). Harlow influenced the research of Abraham Maslow, the psychologist most recognizable for his 1943 study, “Theory of Human Motivation,” which was based on his humanistic perspective of psychology. He did not see humans as sick, dysfunctional creatures, or cogs in an assembly line. He believed humans have an ascending order of needs, the lower-level ones (needs based on survival, safety, and belonging) that must be satisfied first before meeting the higher-order needs such as learning, having confidence and self-esteem, and reaching their full potential. Researchers McGregor and ­Herzberg expressed a similar philosophy regarding human motivation. Herzberg wrote The Motivation to Work in 1959, which described a framework of workplace and job characteristics. Some characteristics met a few basic needs and satisfied workers while others ­motivated and pushed them to do more. McGregor wrote the Human Side of Enterprise in 1960 in which he described the behaviors of management in relation to employee behaviors. One set of behaviors is Theory X, which described ­employees as s­ hying away from responsibility and as such required their managers to micromanage them. Conversely, Theory Y stated employees do seek responsibility, possess self-direction, and are dedicated to the organization’s mission. McGregor observed management in organizations that employed either Theories X or Y to determine which was more successful. He discovered managers who acted using Theory Y were more successful than mangers using Theory X. Equally important to the successful task results; he learned that employees were happier and more loyal in a Theory Y environment. Consider previous jobs or even classes in which you have been an employee or participant. Were you happier and more motivated in some situations over others? Answer the questions in Table 6.4. DIAGNOSIS: EXTRINSICALLY OR INTRINSICALLY MOTIVATED? You just finished describing how you felt in a workplace environment that was either autocratic (Theory X) or student/employee empowered (Theory Y). Build on those ideas by answering the following questions. •• What motivates you on the job? •• What motivates you in the classroom? •• What motivates you while working on a favorite activity? In fact, when you are working on a favorite activity, does it feel like work? Does the motivation for favorite things come almost automatically? If so, describe how this feels? Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   141 Table 6.4 Environmental Motivation Theories What did you experience? Think about a recent/current workplace or classroom experience. • A Theory X environment • Employer/teacher behaved as if you were a number, allowed you to do mostly low-level activities, was demanding, no thank-yous, one-way communication • A Theory Y environment • Employer/teacher knew you as a person, had high expectations of you, and challenged you with work and learning when you requested • Describe your environment, is it X or Y? What did you do in this job/classroom? Copyright © 2015. SAGE Publications. All rights reserved. Check the boxes below to describe how you responded/felt in the situation above: Did what I had to Was caring and committed No knowledge of results Couldn’t wait to get started Boss received the credit Took initiative Result was good enough Gave my best effort Resented feedback, received only if there was a mistake All shared the credit Celebrated success Withheld my best effort Felt energized Became a clock-watcher Asked why we were doing this Felt like quitting Lost interest Wanted to do/learn more Didn’t trust others Looked for excuses to not go Shared with anyone who would listen how good/bad it was Let’s explore why in some cases you feel very motivated and not so much in others. Leaders want to influence their teams to be a motivated force. Here’s what you need to know about motivation. The earliest research observed that motivators came from human biological needs. Because humans don’t live alone, researchers observed additional motivators that came from the environment. Volunteering is a good example to use when studying motivation. You experienced enjoyment going to a nonprofit agency to volunteer because the volunteer coordinator greeted you with a smile, talks happily with you, and thanks you profusely for your assistance. You might be presented with a certificate annually at a reception printed with the number of volunteer Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 4 2     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M hours you contributed. The smiles, attention, statements of appreciation, and certificates are all extrinsic rewards. But what if there was a budget cutback and the agency had to reduce the work hours of the volunteer coordinator and could not purchase certificates. Would lack of certificates and interaction with the volunteer coordinator curtail your interest in volunteering? There may be a few individuals who are only motivated by extrinsic rewards, but most all humans have an inner drive that is motivated by intrinsic rewards. These are the internal drives that bring satisfaction and delight when you solve problems, create an idea, or master a new concept. The enjoyment comes from performing the task (Pink, 2009). The act of volunteering at the agency continues because of the intrinsic satisfaction you get from knowing you are making services available to members of your community who are in need. Self-Regulation and Choices Motivation is more complex than the feelings of satisfaction from a task. It is also about self-regulation and choices. What motivates you to make choices about how you spend your time? In their 2006 meta-analysis on the theory of motivation, Steel and Konig defined motivation using this formula: Motivation = Expectancy x Value Impulsiveness x Delay Copyright © 2015. SAGE Publications. All rights reserved. Decode the formula through the definitions of each value in the equation: •• Expectancy – the confidence in your ability to complete the task with excellence. •• Value – your perception of the worthiness of the task (can also be influenced by your perception of how others see the worthiness of the task). •• Impulsiveness – your sensitivity to delay, loss of focus, and distractibility. •• Delay – length of time until feedback, reward, and appreciation are received. (Longer time frames impact motivation negatively.) According to the formula, the ability to stay focused on a high value task that will be accomplished with pride is diminished by things that distract us as well as the length of time it will take to see the task to completion. The path to big important mission-driven goals is difficult to keep in focus unless there is a deliberate effort to break it down into smaller steps that can be achieved in short time blocks so participants can feel short-term success and progress regularly. Several drivers influence how we make choices to spend our time and maintain our interest. Opportunities that meet our need to be liked and to affiliate are important drivers in humans. Those drivers impact our desire to have friends and a friendly Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   143 work environment. Your desire to feel self-confident impacts your ability to begin the task as well as the belief you will do a good job (expectancy theory). Therefore, the interests you value are placed in a higher position on your list of priorities such as the list of goals you created in Chapter 5 when you framed your life plan. Wanting a high grade-point average while in college is both desirable and valued, but the length of time until graduation (delay) can diminish the likelihood you might choose to spend time studying or writing a paper when the immediate opportunity for fun and affiliation are present. Knowledge of these motivational drivers highlights how easily you might choose to spend your time at a social event with friends rather than writing a paper in the library. You might refer to that choice as a procrastination behavior. Procrastination behaviors are major impediments to achievements and productivity. Surfing the Internet, playing with your pet, cleaning or other tasks seem more appealing than the prioritized items needed to be completed to reach your long-term goal. Piers Steel and Cornelius Konig and (2006) report that procrastination affects 50% of children and 25% of adults. To be an effective leader, you need to know how to locate and keep your focus. It not only affects your personal or organization’s goals, but also impacts your employees. Your leadership should drive others’ decisions in how they make their commitments and allocate their time for the success of the organization. What will motivate you and your employees to change established negative behaviors? The final chapter of this book will offer some ideas about changing personal habits. Copyright © 2015. SAGE Publications. All rights reserved. PRESCRIPTION: FINDING AND MAINTAINING YOUR FOCUS Researchers have written about motivation in regard to general psychology, the workplace, education, volunteerism, economic choices, and the behaviors of consumers (Steel & Konig, 2006). Many times the language is different, but people are still people and require something either intrinsic or extrinsic to drive them forward. Since 2005, researchers from many disciplines began to compare notes and connect ideas and concepts to develop one basic descriptive theory of motivation. Motivation is complex to identify and describe, yet you know when you feel motivated. You might describe this feeling as being “in the zone.” In his book, Flow: The Psychology of Optimal Experience, Mihaly Csikszentmihalyi (1990) described motivational experiences as follows: •• Framed by purpose and achievement •• Challenging to one’s mental and physical state (just enough) •• Transported to a focused state of being where one’s sense of time, place, and self melt away in the accomplishment of an audacious goal Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 4 4     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M Find Your Focus Copyright © 2015. SAGE Publications. All rights reserved. We will begin by outlining how to find your focus. Identifying your goal is the first step, staying focused on the goal is the more difficult second step. Everywhere you look, there is something or someone jockeying for your attention. Your motivation drivers are cued to satisfy your important needs. Unfortunately, those needs do not have a separate gatekeeper looking at your long-term goals, making decisions for you. That hard work is up to you. This is the work we call self-regulation, having the ability to say no to an immediate need (such as impulse shopping) when there is a long-term goal at risk (such as saving money). You have already begun part of the journey to understand self-regulation in Chapters 3, 4, and 5 when topics were covered on understanding individual style, values, time management, life plans, and organization. Your roles and how time was allocated were analyzed for effectiveness. (In Chapter 9, you will learn more about connecting the vision of where you are going to the specifics of a measurable goal.) The following list provides tools for improving self-regulation: •• Organizing •• Identifying and protecting your peak productive hours (10 a.m. to 2 p.m. for many) •• Allotting appropriate time to the task •• Planning, prioritizing, and calendaring •• Using a quota, target, or benchmark to accomplish so many (pages, miles, hours, etc.) •• Self-control and the elimination of distractions and temptations •• Ability to start a task •• Ability to stay on task •• Ability to finish a task The ability to master the skills of self-regulation is key in the ability to overcome procrastination and maintain a motivated state. When focus is lost, we must make another decision to focus and start again. As you can see, multiple decisions to start and refocus drains energy and risks a future focus decision never getting off the ground. The second question to address is how to lead others to make commitments and follow through with their best effort for the purposes of the organization. If you were to quiz a group of employees and ask what motivated them to come to work every day, the most probable initial response is the paycheck. Remember, the paycheck is an extrinsic motivator and provides the means to cover people’s basic needs of food, water, and shelter as is outlined by Maslow’s lowest rung of human needs. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   145 Intrinsic and Extrinsic Motivation “But wait,” you say, “how can the paycheck be the motivator if I’ve just spent the past two pages singing the praises of intrinsic motivators?” To help you understand, Herzberg’s research on motivators and hygiene factors (1959) as well as the model of employee motivation developed by Nohria, Groysberg, and Lee (2008) will illuminate the relationship rewards have with motivation. Herzberg referred to rewards, such as paychecks, as hygiene factors. In reality phrases such as “necessary but not sufficient” are better descriptions. Humans need a salary that meets their basic needs, buys a few extras, and is equitable to the salary of others in the field. Salary becomes part of the web of hygiene factors and when considered together, become a foundation or launching pad to motivation in the workplace. Other hygiene factors forming this foundation include the following: •• •• •• •• •• •• Status Security Relationship with others at work (subordinate, peers, supervisor) Work conditions Supervision Policies and administration Copyright © 2015. SAGE Publications. All rights reserved. The external motivators Herzberg identified include the following: •• •• •• •• •• •• Personal growth Advancement Responsibility The actual work Recognition Achievement External motivators are the engine of motivation according to Herzberg (1959). Once our needs for financial support are met, it no longer motivates, and the intrinsic motivators drive us to commit and achieve. If financial needs are not met, employees feel taken advantage of and become resentful and bitter. Nohria et al. (2008) explained their employee model of motivation through a model built around four drives: to acquire, to bond, to comprehend, and to defend. Employees need to fulfill one of the four emotional drivers. If an organization wants to motivate an employee, the organizations leaders must identify the driver and have created a work environment that creates a conduit to the employee’s work Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. 1 4 6     PA RT II: DE V E L O P M E NT OF S E L F A ND TEA M motivation drive. Each of the four drives is identified with the conduit described and related actions the organization can take. 1. Acquire – an organizational reward system with a pay scale equitable to competitors as well as performance accountability and rewards. 2. Bond – a supportive and collaborative work culture valuing teamwork, sharing, and friendship. 3. Comprehend – a workplace and specific job that emphasizes competency and expertise in a role that is critical to the success of the goals of the organization. 4. Defend – a workplace led with fairness, transparency, and colleagues who build trust. Impact of Managers on Motivation Copyright © 2015. SAGE Publications. All rights reserved. Nohria et al. (2008) also reported how important employees’ perceptions of managers were to motivation. Employees believe their managers have a responsibility to provide a positive work environment and control over company policies to enable them to meet their four drives: acquire, bond, comprehend, and defend. If even one drive is not fulfilled, the manager is rated poorly. In this model, it is a combination of the direct manager and organizational factors that influence employee motivation. Just as you have expectations about your manager maintaining a motivating environment, your employees have expectations for your role as a leader that include enabling motivational factors. SUMMARY Motivation is not something you can do to someone else. Instead, leaders and managers set the stage by enabling and influencing the organization to establish a motivating work environment for all members of the team. Coach employees to find what activates their internal motivating choices. Lead consistently in how the four drives are fulfilled for employees. Set compensation packages to be competitive and equitable. Organizations should reward teamwork, not just individual accomplishments. Your team has expectations of you as a leader to create a work environment that empowers and encourages them to stay focused and energized on goals that really matter. However, building and sustaining your own motivation are also integral to creating a positive, motivated work environment for others. Therefore, you must role model skills of self-regulation, organization, and maintaining focus. These skills will help you create and maintain an empowered team. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 6 ◆ Organizational Management—Team Building, Management, and Motivation   147 Copyright © 2015. SAGE Publications. All rights reserved. REFERENCES American Psychological Association: http://www.apa.org/research/action/ glossary.aspx Buckingham, M., & Coffman, C. (1999). First, break all the rules: What the world’s greatest managers do differently. New York, NY: Simon & Schuster. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: HarperPerennial. Eikenberry, K., & Harris, G. (2011). From bud to boss: Secrets to a transition to remarkable leadership. San Francisco, CA: Jossey-Bass. FranklinCovey. (2012). The five choices to extraordinary productivity: Two-day seminar facilitator manual. Salt Lake City, UT. Hertzberg, F. (1959). The motivation to work. New York, NY: Wiley. Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San ­Francisco, CA: Jossey-Bass. Martin, A., & Bal, V. (2007). The state of teams. The Center for Creative Leadership White Paper. Retrieved from http://www.ccl.org Maslow, A. H. (1943). Theory of human motivation. Psychological Review, 50, 370–396. Maxwell, J. C. (2011). Five levels of leadership: Proven steps to maximize your potential. New York, NY: Center Street. McGregor, D. (1960). The human side of enterprise. New York, NY: McGraw-Hill. Morgeson, F. P., DeRue, D. S., & Karam, E. P. (2010). Leadership in teams: A functional approach to understanding leadership structures and processes. Journal of Management, 36(5). doi: 10.1177/0149206309347376 Nohria, N., Groysberg, B., & Lee, L. E. (2008). Employee motivation: A powerful new model. Harvard Business Review, 86(7/8), 78–84. Petrie, N. (2011). Future trends in leadership development. Greensboro, NC: The Center for Creative Leadership. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books. Schlossberg, N. (1989). Marginality and mattering: Key issues in building community. New Directions for Student Services, 1(48), 5–15. Steel, P., & Konig, C. J. (2006). Integrating theories of motivation. Academy of Management Review, 31(4), 889–913. Walker, C. A. (2011). Saving your rookie managers from themselves (pp. 77–90). HBR’s 10 Must Reads: On Managing People. Boston, MA: Harvard Business Review Press. Wheelan, S. A. (2010). Creating effective teams: A guide for members and leaders. Thousand Oaks, CA: Sage. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Copyright © 2015. SAGE Publications. All rights reserved. Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:43:55. Chapter 12 Multicultural Leadership, Politics and Influence, Collaboration, and Social Entrepreneurship LEARNING OBJECTIVES Copyright © 2015. SAGE Publications. All rights reserved. The student will •• •• •• •• •• •• •• •• •• compare and contrast the terms assimilation and acculturation, examine four strategies for leading multicultural teams, describe politically smart behaviors, draw an influence diagram of his or her professional network, list and describe six principles of influence, list, describe, and apply the six factors that enable successful collaboration, create examples of a leader’s sunshine and shadow power, describe six concerns to investigate before agreeing to collaborate, and apply the eight variables that contribute to a successful social venture. MULTICULTURAL LEADERSHIP Multicultural leadership brings a commitment to advance people who reflect the ­vitality, values, and voices of our diversity to all levels of organizations and society (Bordas, 2007, p. 8). In the United States, you can find a diverse selection of ethnic foods in grocery stores, hear many genres of music on satellite radio, purchase Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:44:08. 281 2 8 2     PA RT IV: INF L UE NCE a multitude of items from every corner of the world in your local shopping mall, and attend school with students from many nations, ethnicities, and religions. However, in spite of our cultural diversity, leadership in our government, businesses, and organizations is practiced from an ethnocentric orientation—a universal standard built on one cultural orientation. Copyright © 2015. SAGE Publications. All rights reserved. REFLECTION: THE IMPACT OF EXCLUSION AND THE CALL TO BECOME INCLUSIVE Have you ever felt excluded from the favored and popular group at work or school? Maybe you felt rejected because all you could afford to wear were off-brand jeans, the office technology updates were prioritized for upper-management (all males) and their technology “hand-me-downs” were redistributed to their support staff (all females), or you had to miss office happy hours because they were always scheduled on Fridays when you and your family were headed to the synagogue for ­Shabbat. Take a moment to remember times when you felt excluded. When was it? What were the circumstances? Have you or someone close to you ever felt excluded because of your race, ethnicity, faith, gender, sexual orientation, disability, height, or weight? How did you respond? Did that experience shape your choices and how you behave today? Exclusion experiences evolve in new and obstructive ways, negatively affecting how you interact with the world. The perceived patterns in which work is organized seem to contradict workplace responses to diversity initiatives, and the result is complacency about perceived progress in eliminating discrimination (Ryan, 2006). Exclusion is a problem if people are physically prevented from participating; if there are barriers, physical or emotional, to an activity; or if they risk negative consequences by their participation. Multicultural leadership’s mission is to be inclusive, value multiple perspectives, as well as engage and empower people. As a future leader of a human services organization, becoming an inclusive, multicultural leader is part of the calling to commit to a profession of social justice and civic responsibility. Bordas (2007) used the Latino concept destino and the Native American tradition of vision quest to invite those who have accepted the calling to lead on a journey of learning, listening, and reflecting. Destino requires thinking about your life, family, significant events, talents, and attributes to develop a deeper understanding of the possibilities for your future. Vision quest reveals the meaning and purpose of one’s life. This view is quite different from the American one of self-determination. Bordas (pp. 183, 185) calls the quest a “dance between individual efforts and the lessons, gifts, and experiences life brings … being in sync with the pulse of the times.” You have already done much of the same type Harley-McClaskey, Deborah. Developing Human Service Leaders, SAGE Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5165205. Created from capella on 2020-09-05 10:44:08. Chapter 12 ◆ Multicultural Leadership   283 of reflective work for vision quest in previous chapters throughout this text. The focus of destino is on the journey of life rather than on the destination. The question changes from “What will I be when I graduate?” to “What challenges will I face and how will I continue to grow as I take each step on this exciting journey?” Destino is more than your life’s journey; it is also the commitment you make to the journey to act with determination and heart for purposes greater than yoursel...
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Attached.

Comprehensive Analysis of Case Study Assignment
Outline
Compiling Previous Assignments
Qualities of an Effective Team Leader
Team leaders often play essential roles in leading groups and teams. In their professional fields,
these leaders ensure that organizational goals are made. For instance, they are tasked with
overseeing the activities of the people they manage.
Ethics and Diversity in Human Services
One of the most vital concerns in this field is the rationale for strategic intervention. In particular,
for human service practitioners, specifically that working with the homeless people and
communities, adhering to ethical guidelines, and respecting different cultures remain integral to
ensuring that the program is a success (Marson, 2019).
Psychosocial Development Case Study
The course also covered the psychological development, with several case studies given to
showcase every stage in human development. Each person experiences life by the interaction and
modification of three critical systems, including biological, psychological, as well as societal
(Newman & Newman, 2018).
Strengths and Weaknesses as a Human Services Leader
The human services field is an integral part of every aspect of living. Like any other expert, the
human services professional needs to help others to lead better lives. Among other strengths, I
am always compliant, advocating for the rights all of people who are suffering.
Professional Development Plan

One of my goals is to become a director for a nonprofit that helps families with mental health,
behavioral, and other issues in the home. My other goal is to complete my doctorate in Human
Services in the field of Organizational and Leadership.
References


Driskell, J. E., Salas, E., & Driskell, T. (2018). Foundations of teamwork and
collaboration. American Psychologist, 73(4), 334.



Kennedy, R., Richards, J., & Leiman, T. ( 2016). Integrating human service law, ethics
and practice. Victoria : Oxford University Press.



Marson, S. M. (2019). The Routledge handbook of social work ethics and values. New
York : Routledge.



Neukrug, E. (2017). Theory, practice, and trends in human services : an introduction.
Boston: Cengage Learning.



Newman, B.M. & Newman, P.R. (2018). Development through life: A psychosocial
approach (18th ed.). Boston, MA: Cengage Learning.



Sandu, A., & Frunză, A. (2017). Ethical issues in social work practice. Hershey :
Information Science Reference.



Seeleman, C., Essink-Bot, M.-L., Stronks, K., & Ingleby, D. (2015). How should health
service organizations respond to diversity? A content analysis of six approaches. BMC
Health Services Research. doi:https://doi.org/10.1186/s12913-015-1159-7



Weinberg, M. (2017). The Politics of Ethics in Human Services: DuelingDiscourses.
Ethics and Behaviour. doi:http://dx.doi.org/10.1080/10508422.2017.1389280



Zimbelman, J. (2018). Lack of Services in Rural Social Work: Ethical Issues and the
Impact on Parenting. School of Social work, 1-76.


Running head: COMPREHENSIVE ANALYSIS OF CASE STUDY

Comprehensive Analysis of Case Study Assignment
Student's Name
Institution Affiliation
Course Name
Professor's Name
Date

1

COMPREHENSIVE ANALYSIS OF CASE STUDY

2

Comprehensive Analysis of Case Study Assignment
Compiling Previous Assignments
Qualities of an Effective Team Leader
Team leaders often play essential roles in leading groups and teams. In their professional
fields, these leaders ensure that organizational goals are made. For instance, they are tasked with
overseeing the activities of the people they manage. In essence, they make sure that their teams
attain set goals and objectives. However, in attempts to ensure that teams succeed in their work,
team leaders must possess certain qualities. These qualities remain vital in enabling team leaders
to do their job efficiently, including providing guidance and leadership. One of these qualities
includes the ability to communicate clearly. Often, team leaders coordinate various people from
different areas. Though, to do so, there is a need for leaders to have high levels of
communication skills. The other quality is confidence. Here, leaders must be confident in their
work and ensure they speak their minds without contradiction. This ability is also vital in helping
team leaders to remain focused on their jobs. In particular, confidence makes leaders more secure
in making the required decisions. Such confidence equally plays a role in reassuri...


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