Leadership Training Institute Dale Carnegie Leadership and Professional Ethics Essay All components of the assignment must be turned in as one document: T

Leadership Training Institute Dale Carnegie Leadership and Professional Ethics Essay All components of the assignment must be turned in as one document:

The executive summary: Write an Executive Summary of the course (2–3 paragraphs) that addresses the following questions:
Which content and assignments in this course improved your understanding of managing people and fostering collaboration within your organization (or one with which you are familiar)?
What impact has your improved understanding had or (what do you anticipate it will have) on the value you will bring to your role within an organization?
How have the content and assignments changed the way you think of the manager’s role within the organization and the way you will practice management and collaboration?
How have the content and assignments shaped your goals now and how do you anticipate they will shape your goals in the future?
How has the content in this course helped you appreciate the role that managers have in facilitating positive social change within an organization or more broadly?
After considering what you have learned in the course, review the article by Christensen (2010). Then create a strategy for your professional and personal life that will enable you to be the person you described in “Your Sentence” in Week 3. As part of your strategy, be sure to include responses to the following questions:
How can I be sure that I will be happy in my career and be the manager I aspire to be?
How can I be sure that my relationships with my spouse/partner and my family become an enduring source of happiness?
How can I be sure I will maintain my personal integrity, regardless of ethically challenging situations, or morally ambiguous situations? (Hint: Most people consider themselves to be ethical and would not think they could violate their personal integrity. But what would you do if your employer asked you to perform a task or make a decision you are ethically uncomfortable with (but is not illegal), when failure to carry out such a task would risk your termination, your next promotion, or upcoming pay increase? What might you do if you discovered that a task or policy you carried out in good faith had unforeseen consequences you would feel the need to correct? Seriously reflect on how you will safeguard your own integrity, even when faced with an ethically ambiguous situation, potentially harsh personal consequences, or attempting to right a wrong you may have committed.)
Your action plan: Write a detailed action plan for one new goal for professional and personal development (you will continue to build on the list of goals you started in your previous course). Include the following in your action plan:
Your specific goal for professional and personal development with an explanation as to why you selected the goal. Be sure to provide concrete and specific examples of why the goal is important, the extent to which this goal enables you to be an agent for positive social change, the personal or professional value you expect from achieving each goal, and how the goal relates to the resources you reviewed in the course.
At least two objectives for the goal you have identified. Provide a rationale that explains how your objectives support the goal.

Guidance on Assignment Length: Your BPPG, including the Executive Summary (which should be 2–3 paragraphs in length and no more than one page single spaced), your strategy and action plan should be 3–6 pages total (1.5–3 pages total if single spaced). Refer to the Week 8 Individual Reflection Rubric for grading elements and criteria. Your instructor will use the rubric to assess your work. www.hbrreprints.org
Even the largest and most
complex teams can work
together effectively if the right
conditions are in place.
Eight Ways to Build
Collaborative Teams
by Lynda Gratton and Tamara J. Erickson
Included with this full-text Harvard Business Review article:
1 Article Summary
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
2 Eight Ways to Build Collaborative Teams
11 Further Reading
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
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Eight Ways to Build Collaborative Teams
The Idea in Brief
The Idea in Practice
To execute major initiatives in your
organization—integrating a newly acquired firm, overhauling an IT system—
you need complex teams. Such teams’
defining characteristics—large, virtual,
diverse, and specialized—are crucial for
handling daunting projects. Yet these
very characteristics can also destroy
team members’ ability to work together,
say Gratton and Erickson. For instance, as
team size grows, collaboration diminishes.
The authors recommend these practices for
encouraging collaboration in complex teams:
COPYRIGHT © 2007 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
To maximize your complex teams’ effectiveness, construct a basis for collaboration in your company. Eight practices
hinging on relationship building and cultural change can help. For example, create
a strong sense of community by sponsoring events and activities that bring people
together and help them get to know one
another. And use informal mentoring and
coaching to encourage employees to
view interaction with leaders and colleagues as valuable.
When executives, HR professionals, and
team leaders all pitch in to apply these
practices, complex teams hit the ground
running—the day they’re formed.
W HAT EXECUTIVES CAN DO
• Invest in building and maintaining social relationships throughout your organization.
Example:
Royal Bank of Scotland’s CEO commissioned new headquarters built around an
indoor atrium and featuring a “Main Street”
with shops, picnic spaces, and a leisure
club. The design encourages employees to
rub shoulders daily, which fuels collaboration in RBS’s complex teams.
• Model collaborative behavior.
Example:
At Standard Chartered Bank, top executives
frequently fill in for one another, whether
leading regional celebrations, representing
SCB at key external events, or initiating internal dialogues with employees. They
make their collaborative behavior visible
through extensive travel and photos of
leaders from varied sites working together.
• Use coaching to reinforce a collaborative
culture.
Example:
At Nokia, each new hire’s manager lists everyone in the organization the newcomer
should meet, suggests topics he or she
should discuss with each person on the
list, and explains why establishing each of
these relationships is important.
coaching. Spontaneous, unannounced activities can further foster community spirit.
Example:
Marriott has recognized the anniversary of
the company’s first hotel opening by rolling
back the cafeteria to the 1950s and sponsoring a team twist dance contest.
W HAT TEAM LEADERS CAN DO
• Ensure that at least 20%–40% of a new
team’s members already know one another.
Example:
When Nokia needs to transfer skills across
business functions or units, it moves entire
small teams intact instead of reshuffling
individual people into new positions.
• Change your leadership style as your team
develops. At early stages in the project, be
task-oriented: articulate the team’s goal and
accountabilities. As inevitable conflicts start
emerging, switch to relationship building.
• Assign distinct roles so team members can
do their work independently. They’ll spend
less time negotiating responsibilities or
protecting turf. But leave thepath to achieving the team’s goal somewhat ambiguous.
Lacking well-defined tasks, members
are more likely to invest time and energy
collaborating.
W HAT HR CAN DO
• Train employees in the specific skills required for collaboration: appreciating
others, engaging in purposeful conversation, productively and creatively resolving
conflicts, and managing programs.
• Support a sense of community by sponsoring events and activities such as networking groups, cooking weekends, or tennis
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Even the largest and most complex teams can work together effectively
if the right conditions are in place.
Eight Ways to Build
Collaborative Teams
COPYRIGHT © 2007 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
by Lynda Gratton and Tamara J. Erickson
When tackling a major initiative like an
acquisition or an overhaul of IT systems,
companies rely on large, diverse teams of
highly educated specialists to get the job
done. These teams often are convened
quickly to meet an urgent need and work
together virtually, collaborating online and
sometimes over long distances.
Appointing such a team is frequently the
only way to assemble the knowledge and
breadth required to pull off many of the complex tasks businesses face today. When the
BBC covers the World Cup or the Olympics,
for instance, it gathers a large team of researchers, writers, producers, cameramen,
and technicians, many of whom have not
met before the project. These specialists work
together under the high pressure of a “no
retake” environment, with just one chance to
record the action. Similarly, when the central
IT team at Marriott sets out to develop sophisticated systems to enhance guest experiences,
it has to collaborate closely with independent
hotel owners, customer-experience experts,
harvard business review • november 2007
global brand managers, and regional heads,
each with his or her own agenda and needs.
Our recent research into team behavior at
15 multinational companies, however, reveals
an interesting paradox: Although teams that
are large, virtual, diverse, and composed of
highly educated specialists are increasingly
crucial with challenging projects, those same
four characteristics make it hard for teams to
get anything done. To put it another way, the
qualities required for success are the same
qualities that undermine success. Members of
complex teams are less likely—absent other
in?uences—to share knowledge freely, to learn
from one another, to shift workloads ?exibly
to break up unexpected bottlenecks, to help one
another complete jobs and meet deadlines,
and to share resources—in other words, to collaborate. They are less likely to say that they
“sink or swim” together, want one another to
succeed, or view their goals as compatible.
Consider the issue of size. Teams have
grown considerably over the past ten years.
New technologies help companies extend
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Eight Ways to Build Collaborative Teams
Lynda Gratton (lgratton@london.edu)
is a professor of management practice
at London Business School and a senior
fellow at the Advanced Institute of
Management. She is the author of
Hot Spots: Why Some Teams, Workplaces, and Organizations Buzz with
Energy—and Others Don’t (BerrettKoehler, 2007). Tamara J. Erickson
(tjerickson@concoursgroup.com) is
the president of the Concours Institute,
the research and education arm of BSG
Alliance. She is based in Boston and is
a coauthor of several articles for HBR,
including the McKinsey Award winner
“It’s Time to Retire Retirement” (March
2004).
participation on a project to an ever greater
number of people, allowing ?rms to tap into
a wide body of knowledge and expertise. A
decade or so ago, the common view was that
true teams rarely had more than 20 members.
Today, according to our research, many complex tasks involve teams of 100 or more. However, as the size of a team increases beyond
20 members, the tendency to collaborate
naturally decreases, we have found. Under
the right conditions, large teams can achieve
high levels of cooperation, but creating those
conditions requires thoughtful, and sometimes signi?cant, investments in the capacity
for collaboration across the organization.
Working together virtually has a similar
impact on teams. The majority of those we
studied had members spread among multiple
locations—in several cases, in as many as 13
sites around the globe. But as teams became
more virtual, we saw, cooperation also declined, unless the company had taken measures to establish a collaborative culture.
As for diversity, the challenging tasks
facing businesses today almost always require the input and expertise of people with
disparate views and backgrounds to create
cross-fertilization that sparks insight and
innovation. But diversity also creates problems. Our research shows that team members
collaborate more easily and naturally if they
perceive themselves as being alike. The differences that inhibit collaboration include not
only nationality but also age, educational
level, and even tenure. Greater diversity also
often means that team members are working
with people that they know only super?cially
or have never met before—colleagues drawn
from other divisions of the company, perhaps,
or even from outside it. We have found that
the higher the proportion of strangers on the
team and the greater the diversity of background and experience, the less likely the
team members are to share knowledge or
exhibit other collaborative behaviors.
In the same way, the higher the educational
level of the team members is, the more challenging collaboration appears to be for them.
We found that the greater the proportion
of experts a team had, the more likely it was
to disintegrate into nonproductive con?ict
or stalemate.
So how can executives strengthen an organization’s ability to perform complex col-
harvard business review • november 2007
laborative tasks—to maximize the effectiveness
of large, diverse teams, while minimizing
the disadvantages posed by their structure
and composition?
To answer that question we looked carefully
at 55 large teams and identi?ed those that
demonstrated high levels of collaborative behavior despite their complexity. Put differently,
they succeeded both because of and despite
their composition. Using a range of statistical
analyses, we considered how more than 100
factors, such as the design of the task and the
company culture, might contribute to collaboration, manifested, for example, in a willingness to share knowledge and workloads. Out of
the 100-plus factors, we were able to isolate
eight practices that correlated with success—
that is, that appeared to help teams overcome
substantially the dif?culties that were posed by
size, long-distance communication, diversity,
and specialization. We then interviewed the
teams that were very strong in these practices,
to ?nd out how they did it. In this article we’ll
walk through the practices. They fall into
four general categories—executive support,
HR practices, the strength of the team leader,
and the structure of the team itself.
Executive Support
At the most basic level, a team’s success or
failure at collaborating re?ects the philosophy
of top executives in the organization. Teams
do well when executives invest in supporting social relationships, demonstrate collaborative behavior themselves, and create what
we call a “gift culture”—one in which employees experience interactions with leaders and
colleagues as something valuable and generously offered, a gift.
Investing in signature relationship practices. When we looked at complex collaborative
teams that were performing in a productive
and innovative manner, we found that in
every case the company’s top executives had
invested signi?cantly in building and maintaining social relationships throughout the
organization. However, the way they did that
varied widely. The most collaborative companies had what we call “signature” practices—
practices that were memorable, dif?cult for
others to replicate, and particularly well suited
to their own business environment.
For example, when Royal Bank of Scotland’s
CEO, Fred Goodwin, invested £350 million to
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Eight Ways to Build Collaborative Teams
open a new headquarters building outside
Edinburgh in 2005, one of his goals was to
foster productive collaboration among employees. Built around an indoor atrium, the new
structure allows more than 3,000 people from
the ?rm to rub shoulders daily.
The headquarters is designed to improve
communication, increase the exchange of ideas,
and create a sense of community among employees. Many of the of?ces have an open
layout and look over the atrium—a vast transparent space. The campus is set up like a small
town, with retail shops, restaurants, jogging
tracks and cycling trails, spaces for picnics and
barbecues—even a leisure club complete with
swimming pool, gym, dance studios, tennis
courts, and football pitches. The idea is that
with a private “Main Street” running through
the headquarters, employees will remain on
the campus throughout the day—and be out
of their of?ces mingling with colleagues for at
least a portion of it.
To ensure that non-headquarters staff members feel they are a part of the action, Good-
win also commissioned an adjoining business
school, where employees from other locations
meet and learn. The visitors are encouraged to
spend time on the headquarters campus and at
forums designed to give employees opportunities to build relationships.
Indeed, the RBS teams we studied had very
strong social relationships, a solid basis for
collaborative activity that allowed them to accomplish tasks quickly. Take the Group Business Improvement (GBI) teams, which work
on 30-, 60-, or 90-day projects ranging from
back-of?ce ?xes to IT updates and are made
up of people from across RBS’s many businesses, including insurance, retail banking,
and private banking in Europe and the United
States. When RBS bought NatWest and migrated the new acquisition’s technology platform to RBS’s, the speed and success of the
GBI teams confounded many market analysts.
BP has made another sort of signature investment. Because its employees are located
all over the world, with relatively few at headquarters, the company aims to build social
The Research
Our work is based on a major research initiative conducted jointly by the Concours
Institute (a member of BSG Alliance) and
the Cooperative Research Project of London
Business School, with funding from the
Advanced Institute for Management and
15 corporate sponsors. The initiative was
created as a way to explore the practicalities
of collaborative work in contemporary
organizations.
We sent surveys to 2,420 people, including
members of 55 teams. A total of 1,543 people
replied, a response rate of 64%. Separate surveys were administered to group members,
to group leaders, to the executives who evaluated teams, and to HR leaders at the companies involved. The tasks performed by the
teams included new-product development,
process reengineering, and identifying new
solutions to business problems. The companies involved included four telecommunication companies, seven ?nancial services or
consulting ?rms, two media companies, a
hospitality ?rm, and one oil company. The
size of the teams ranged from four to 183
people, with an average of 44.
harvard business review • november 2007
Our objective was to study the levers that
executives could pull to improve team performance and innovation in collaborative
tasks. We examined scores of possible factors,
including the following:
The general culture of the company. We
designed a wide range of survey questions to
measure the extent to which the ?rm had a
cooperative culture and to uncover employees’ attitudes toward knowledge sharing.
Human resources practices and processes.
We studied the way staf?ng took place and
the process by which people were promoted.
We examined the extent and type of training,
how reward systems were con?gured, and
the extent to which mentoring and coaching
took place.
Socialization and network-building practices. We looked at how often people within
the team participated in informal socialization, and the type of interaction that was most
common. We also asked numerous questions
about the extent to which team members
were active in informal communities.
The design of the task. We asked team
members and team leaders about the task
itself. Our interest here was in how they perceived the purpose of the task, how complex it
was, the extent to which the task required
members of the team to be interdependent,
and the extent to which the task required them
to engage in boundary-spanning activities
with people outside the team.
The leadership of the team. We studied
the perceptions team members had of their
leaders’ style and how the leaders described
their own style. In particular, we were interested in the extent to which the leaders practiced relationship-oriented and task-oriented
skills and set cooperative or competitive goals.
The behavior of the senior executives. We
asked team members and team leaders about
their perceptions of the senior executives of
their business unit. We focused in particular
on whether team members described them
as cooperative or competitive.
In total we considered more than 100 factors. Using a range of statistical analyses, we
were able to identify eight that correlated with
the successful performance of teams handling
complex collaborative tasks. (See the sidebar
“Eight Factors That Lead to Success.”)
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Eight Ways to Build Collaborative Teams
networks by moving employees across functions, businesses, and countries as part of
their career development. When BP integrates an acquisition (it has grown by buying
numerous smaller oil companies), the leadership development committee deliberately
rotates employees from the acquired ?rm
through positions across the corporation.
Though the easier and cheaper call would be
to leave the executives in their own units—
where, after all, they know the business—BP
instead trains them to take on new roles. As a
consequence any senior team today is likely
to be made up of people from multiple heritages. Changing roles frequently—it would
not be uncommon for a senior leader at BP to
have worked in four businesses and three geographic locations over the past decade—
forces executives to become very good at
meeting new people and building relationships with them.
Collaboration Conundrums
Four traits that are crucial to teams—
but also undermine them
Large Size
Whereas a decade ago, teams rarely ha…
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