Cohesiveness is the extent to which team members stick together and remain united in the pursuit of a common goal. A team is said to be in a state of cohesion when its members possess bonds linking them to one another and to the team as a whole.
Members of a highly cohesive team focus on the process, not the person, they respect everyone on the team, assuming good motives, and they fully commit to team decisions and strategies, creating accountability among the team. Morale is also higher in cohesive teams because of increased team member communication, friendly team environment, loyalty and team member contribution in the decision-making process.
In supportive leadership, the manager is more interested in giving employees the tools they need to work autonomously. While delegation is a vital part of supportive leadership, leaders do not simply assign tasks and then receive the results. Instead, they work through the tasks with employees to improve skills and talent until the employee is fully empowered in that particular area. Supportive leadership styles are defined by their approach to emotions, training and time. They listen carefully to their employees and help them deal with stress and the conflicting personalities of other employees. This requires empathy and a degree of sensitivity that is difficult for some leaders to achieve. Supportive leaders then train employees to deal with issues themselves, as they arise, relying on the leader when necessary but dealing with the problems themselves as much as possible. This requires significant time investment by the leader.
Leaders adopt a blend of Visionary, Affiliative and Coaching styles that improves team skills, trust, adaptability, agility and accountability.
Recipients of a supportive leadership style report being respected and appreciated, motivating team cohesion, increased commitment and satisfaction with work, reduced stress, increased performance.
Information and knowledge sharing is critical to organisational success. Leaders openly foster an environment of trust to enable information & knowledge sharing behaviours. Trust is particularly important when examining the role of a team leader related to knowledge sharing in teams because an individual’s belief about how honest, reliable and trustworthy their team leader is has a direct influence on the individual’s willingness to disclose information and the extent to which they do so.
High Performing teams create competitive advantage through their ability to produce superior results using the information available and the knowledge that is embedded in the interactions among team members. A combination of utilising information and the cognitive diversity of the team to maximise innovation in regard to problem solving and goal execution.
Purpose is a powerful driving force of daily behaviour. It’s what drives us forward. There is nothing more powerful than purpose in directing the collaboration of the workforce across multiple channels within an organisation. Purpose comes from having a vision for the organisation, and goals that will deliver it. The vision should be so compelling that your employees can see, and even feel the opportunity that the future holds.
Leaders need to articulate the vision vividly, and support their teams in connected what they do to how this contributes to the delivery of the vision, through a set of goals.
A vision gives team’s a clear sense of purpose so that all members are completely clear about what they are doing, why they are doing it, and how their work relates to what they personally believe in. Individuals in the team see themselves as part of a larger whole and they see where they fit in.
Psychological safety is not about being nice, it is about the ability to be honest with candour, a climate in which people are comfortable expressing and being themselves. More specifically, when people have psychological safety at work, they feel comfortable sharing concerns and mistakes without fear of embarrassment or retribution. They are confident that they can speak up and won’t be humiliated, ignored, or blamed. They know they can ask questions when they are unsure about something. They tend to trust and respect their colleagues. When a work environment has reasonably high psychological safety, good things happen, mistakes are reported quickly so that prompt corrective action can be taken, seamless coordination across groups or departments is enabled and potentially game-changing ideas for innovation are shared. This approach and the climate it creates is at the heart of what builds, motivates and inspires High Performing Teams.
A team enabling psychological safety will always state problems as observational facts in neutral language and engage with the team to explore the problem, ask for solutions and offer support. Encouraging the team to share and discuss problems, errors and failures, and to ask for help.
Fides Oak® recognise that being efficient, agile and resilient will be critical for Organisations as they reshape their businesses to allow them to compete in the current business environment.
We are constantly exploring innovative approaches through greater use of technologies to shape the way we support our Clients
At Fides Oak®, we believe in experiential learning and so our classroom workshops reflect this. We know that there is much to be gained from the ‘human touch’, both in the classroom environment, group and 1:1 coaching. However, we also appreciate that this isn’t always possible, due to logistical challenges, cost and time constraints. Designed to simulate the best of face-to-face training, virtual classrooms provide participants with an enriching and practical learning experience. It is important that delegates are able to interact and engage with the content, so the ‘virtual classroom’ is facilitator led. The focus is on creating an enriching classroom experience that connects participants globally. Delegates can converse and interact with the trainer and other participants in real time, and use virtual tools such as whiteboards, break-out sessions, polls, screen sharing and interactive Q&A to create an immersive learning experience.
Similar tools are used for group and 1:1 coaching, allowing information to be shared between the coach and coachee to facilitate an engaging learning experience.
In order to attend a virtual classroom all that is require is a laptop, or PC, and broadband. Once a virtual session is booked, the steps you will need to follow to attend your virtual classroom will arrive in a separate email.
Collaborate – Communicate – Educate – Embed- The Fides Oak® Organisational Improvement Methodology, partnering to create a solution with maximum client benefit. Our operating model is at the heart of how we engage and support our clients and their teams.
Through conversation or our bespoke analytics we determine where support is needed and why, this then informs the design and implementation of our interventions.
Our Organisation Effectiveness Maturity Model (OEMM)™ is the framework which both guides and informs our analytic approach and influences where we access organisational or team data.
Contained within it are the key contributing factors to success and high performance for any organisation. Our objective is to turn data into information, and information into insights that influences decision making and behaviour for the benefit of our clients objectives. By using a powerful combination of science fuelled by people dynamics we are able to support our clients to access the factors that are or will contribute to their success.
