“The irony is that while virtually everyone believes in teamwork, leaders passionately preach the importance of teamwork, an abundance of research supports the value of teamwork, and teamwork is almost always a central theme of text books and practitioner books on leadership and how to build successful organizations, most organizations do little if anything to build teamwork.”
What Leaders Can Learn About Teamwork and Developing High Performance Teams From Organization Development Practitioners
By D.D. Warrick Introduction supports the value of teamwork, and teamwork is almost always a central theme The ability of organizations to be skilled of text books and practitioner books on at teamwork and building high perfor- leadership and how to build successful mance teams is a major key to competitive organizations, most organizations do little advantage and may very well determine the if anything to build teamwork. In fact, future success or failure of many organiza- leaders are rarely trained how to build tions. The payoffs of teamwork are well teamwork and high performance teams, documented (see for example, Katzenback and organization cultures, designs, priori- & Smith, 1993; LaFasto & Larson, 2001; ties, pressures, and rewards often discour- McShane & Von Glinow, 2010; Hellriegel age teamwork. Yes, there are excellent & Slocum, 2011; Levi, 2011). Teamwork can examples of teamwork in some organiza- significantly improve performance, effec- tions, athletic teams, the military, and a few tiveness, efficiency, morale, job satisfaction, other organizations. However, excelling unity of purpose, communications, inno- at teamwork is not the norm. If you want vative thinking, quality, speed in getting a reality check on how effective organiza- things done, and loyalty to an organization. tions are at teamwork, gather a sampling By contrast, organizations that are not of people from your own organization or skilled at teamwork are sure to underutilize different organizations together and ask their potential and are just as sure to suffer the following questions: the many internal and external conse- a. Do you believe that teamwork is quences that a lack of teamwork brings. It important to the success of an makes sense that organizations of all types organization? and sizes from the private, public, non- b. Does your organization excel at team- profit, athletic, military, and other sectors work at the top, within teams, and should make teamwork a high priority and between teams? that leaders should be trained to be skilled c. Do you believe that your organization in developing high performance teams. values and rewards teamwork and The irony is that while virtually being a team player? everyone believes in teamwork, lead- d. What does your organization do to ers passionately preach the importance train leaders how to build high perfor- of teamwork, an abundance of research mance teams?
68 OD PRACTITIONER Vol. 46 No. 3 2014 The Valuable Contribution Organization Communicating the Important Difference team, and if a team even needs to be a high Development Practitioners Can Make in Between Experiential and Action Team performance team, will differ with each Training Leaders How to Build Teamwork Building team. The point is that there are many and High Performance Teams valuable lessons leaders can learn about To gain the interest of leaders in learn- teamwork and building high performance Organization development practitioners ing how to build high performance teams from OD practitioners, and that OD are uniquely qualified to address the teams, it is important to clarify the dif- practitioners can do a better job of transfer- teamwork dilemma by championing ference between experiential and action ring what they know to leaders. the importance of teamwork and by team building. If you ask leaders what multiplying their effects by training comes to mind when they hear the term A Prototype for Transferring What OD leaders in the fundamentals of what OD team building, they will typically say that Practitioners Know to Developing Leaders practitioners do to build teamwork and it means doing a series of experiential Skilled in Building Teams and Teamwork high performance teams. For purposes exercises such as trust walks and trust falls of this article, I am defining OD practi- that some would just as soon avoid. The There are a number of resources available tioners as those who are trained in OD field of organization development bears on how to build high performance teams and practice OD as a profession, or use some of the responsibility for misconcep- (for example, see Larson & LaFasto, 1989; OD in how they approach their jobs. For tions about what team building is as early Wheelan, 2005; Leading Teams published readers who may not be familiar with OD, team building efforts tended to be heavily by the Harvard Business School Press, there are many definitions of OD (Cum- experientially-oriented, which sometimes 2006; Anderson, 2012). The most popular mings & Worley, 2001; Warrick, 2005; gave OD the reputation of being a “touchy model was developed by Tuckman and Jen- Rothwell, Stavros, Sullivan, & Sullivan, feely” field. sen (1977) that includes five stages of team 2010). The definition that I am using for Experiential team building typically development: this article is that OD is a planned and does indeed consist of a number of experi- 1. Forming: getting to know the team collaborative process for understanding, ential exercises. It has a valuable purpose members and the team; developing, and changing organizations in that it can be used to build camaraderie 2. Storming: team members struggle to to improve their health, effectiveness, and and help people understand important establish roles, norms, and goals; self-renewing capabilities. concepts. However, it would be a mistake 3. Norming: roles, norms, and goals are One of the early distinctives of OD to conclude that by doing experiential exer- established; was its emphasis on teamwork, collabora- cises a team will suddenly become a high 4. Performing: team members have tion, and team building, and on the core performance team. Doing a trust walk may learned to efficiently coordinate activi- value of transference, meaning that OD illustrate the importance of trust, but build- ties, resolve conflicts, and work together practitioners are committed to transferring ing trust takes time and real life actions with a high level of trust; what they know. Thus, OD practitioners that earn trust. 5. Adjourning: the team is about to should be well trained in how to foster Building a high performance team is disband and team members shift their teamwork and high performance teams hard work, does not happen overnight, and focus from a task to a relationship and should be willing to share what they comes primarily from action team build- focus. have learned. ing. Action-oriented team building involves The purpose of this article is to point participants in the specific actions needed While this is an excellent model, the focus out the need for organizations to excel to build a high performance team. For is primarily on forming new teams and at teamwork if they are going to succeed example, a team may need to agree on the showing the life cycle of teams. in these times of dynamic change and purpose of the team, on what it will take for Based on a review of various models unrelenting competition, and to encourage the team to be successful, on the vision and for developing high performance teams OD practitioners to champion the need mission of the team, on the responsibili- and my own experience in working with for teamwork, to help organizations build ties of the team and each team member, hundreds of teams, I have identified five teamwork, and to multiply their efforts by on the standards the team will operate by, fundamentals for championing efforts to training leaders in the fundamentals of and on the goals of the team. Once these improve teamwork and to train leaders what they know and do to develop team- fundamentals are established, it takes time, how to build high performance teams. work and high performance teams. The practice, and continuous improvement to Keep in mind that the goal is not to present potential payoffs of these efforts to organi- build a high performance team. one approach, but rather to encourage OD zations could be substantial and could even In preparing leaders to understand practitioners to develop their own approach determine their future success or failure. team building, it is also important to point based on what they know and have seen In this article, a prototype of how this can out that teams have different situations and work. Also, keep in mind that this proto- be done is provided to encourage OD prac- purposes, and that what it will take for a type addresses basic, fundamental con- titioners to create their own approaches. particular team to be a high performance cepts, and that once the fundamentals
What Leaders Can Learn About Teamwork and Developing High Performance Teams From Organization Development Practitioners 69 TEAMWORK AND TEAM BUILDING QUESTIONNAIRE
Directions: Rate your organization (company, university, division etc.) on each are learned, more advanced concepts can statement below on a ten point scale considering 10 the highest rating and 1 the be presented. lowest. Total your points to determine the overall rating of your organization on how effective it is at teamwork and team building. Then list the Major Strengths and 1. Provide compelling reasons to focus on Opportunities for Improvement of your organization regarding teamwork and team teamwork and building high perfor- building. Please use the following scale in selecting your ratings: mance teams. For OD practitioners, and I might add leaders who are willing Low Rating 1 2 3 4 5 6 7 8 9 10 High Rating to champion efforts to improve team- work, it is important to know reality _____ 1. My organization has a strong commitment to developing teamwork throughout the organization. before treating reality, and to make the incentive for change greater than the _____ 2. My organization does a good job of training leaders on the importance of incentive to stay the same. In other teamwork and on how to build high performance teams. words, it is important to know what _____ 3. My organization excels at teamwork throughout the organization. is working and not working regard- _____ 4. The top level leaders function like an effective high performance team. ing teamwork, and where needed, to build a case for a greater emphasis on _____ 5. Teamwork within groups throughout the organization is at a high level. teamwork and developing leaders into _____ 6. Teamwork between groups that impact one another throughout the skilled team builders. Depending on organization is at a high level. the situation and the need, this could be as simple as using a questionnaire _____ 7. Teamwork with key stakeholders (venders, customers, investors, etc.) outside the organization is at a high level. like the one in Figure 1 to engage lead- ers in evaluating how well an organi- _____ 8. Being a team player in my organization is recognized and rewarded. zation excels at teamwork, building _____ 9. My organization is designed to encourage, value, and reward teamwork. high performance teams, and training leaders to be skilled team builders, and _____10. From a teamwork perspective, my organization is a great place to work and a great place to do business with. showing a chart that includes the many payoffs of teamwork and costs of a lack _____ TOTAL POINTS of teamwork. It could also include a more in-depth analysis through open dialogs, interviews, questionnaires, TEAMWORK AND TEAM BUILDING EFFECTIVENESS SCALE and a variety of other ways to present compelling information to motivate a A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 59 And Below greater emphasis on teamwork. MAJOR STRENGTHS MAJOR OPPORTUNITIES FOR IMPROVEMENTS
2. Develop a systems view of teamwork. Rarely does a high level of teamwork Figure 1. Team Building Questionnaire happen by random chance. People do not automatically become team players just because they are people, throughout the organization whether the references in this paper and in and teams, which have a tendency to it is unity and a common focus, or particular Katzenbach & Smith, 1993; focus on their own needs and perspec- disunity and confusion. Robbins & Finley, 2000; Hellriegel & tives, do not automatically cooperate Slocum, 2011; Levi, 2012). However, to with other teams just because they are 3. Develop a model of the characteristics promote a common understanding of teams. Leaders need to develop a big of high performance teams. It is impor- the characteristics of high performance picture, systems view of teamwork, and tant to have a clear concept of the char- teams, it is important to either adopt to purposely develop teamwork at the acteristics of high performance teams an existing model for use by leaders top, within teams, between teams, and before encouraging leaders to work such as the one shown in Table 1, or outside the organization with key stake- towards building something they do to help the leaders create their own holders that can influence the success not understand. How can leaders build model which can be a valuable learning of the organization. One of the keys to a high performance team if they do not experience. promoting a systems view of teamwork know what one looks like? It may be is to see the top level leaders become a helpful to have leaders study available 4. Create a model describing the essen- model for effective teamwork. What- literature on the characteristics of high tials for developing high performance ever happens at the top gets multiplied performance teams (see, for example teams. Whether leaders are forming
70 OD PRACTITIONER Vol. 46 No. 3 2014 Table 1
CHARACTERISTICS OF HIGH PERFORMANCE TEAMS new teams or working with existing STRUCTURED FOR RESULTS teams, or are working with on-going or temporary project teams, or trying to • Effective leadership build face-to-face or virtual teams, there • Team members that are competent, compatible, and committed to the success are at least six essentials to building of the team high performance teams (see Figure 2 • Strong commitment by the leader and the team members to excellence and for ideas on the essentials see • Clearly understood mission and goals that team members are committed to Tuckman & Jensen, 1977; LaFasto & achieving Larson, 2001; Schermerhorn, Hunt, • Clearly understood member roles and responsibilities & Osborn, 2005; Dyer, Dyer Jr., & • Effective planning procedures Dyer, 2007): • Effective follow-up procedures and controls a. Effective Team Leadership. No amount of team building will • Flexibility to respond quickly to needed change replace the need to have a team MANAGE AND IMPROVE GROUP PROCESSES leader who is committed to build- ing a high performance team that • Clearly understood group norms that encourage healthy behavior and high performs above the norm and has performance the knowledge and skills to success- • All team members are valued and treated with respect fully lead a team. • Open and candid communications b. Capable and Committed Team • Encourage straightforward, transparent, and supportive behaviors Members. It is important to have or • Discourage game playing, manipulation, and behind the scenes maneuvering to be developing the right players for the team in order to build a high • Effective decision making and problem solving processes performance team. You cannot have • Conflicts are openly discussed and resolved constructively an “A team” with “C players.” An “A • Team and individual team member strengths are fully utilized player” is a team member who has • The team members perform as a united team but also encourage independent valuable skills that contribute to the thinking success of the team and who is a committed team player. “B players” DEVELOP A HIGH PERFORMANCE TEAM CULTURE can also be valuable to a team. They • Team has a positive, can-do attitude that inspires excellence are developing skills needed by the • Team is results and action oriented but also has fun team and are committed team play- • Team members have a high level of trust of the team leader and each team ers. A “C player” is a team member member who either does not have the right skills needed by the team, appears • A warm, friendly, supportive, and uplifting working relationship exists among the team members unwilling or unable to develop the skills, and/or is not a committed HAVE RESULTS-ORIENTED MEETINGS team player. One ineffective or dis- ruptive team member can handicap • Meetings have a clear purpose and agenda and are productive and results- the whole team. oriented c. Team Norms That Create a High • Meetings are characterized by open, lively, and focused discussions and unity Performance Culture. Norms are once decisions are made standards of behavior that begin • At least four types of meetings are held, some simultaneously: (1) information to shape the team culture and the sharing; (2) decision-making/problem-solving; (3) team improvement; and practices and behaviors of team (4) social/developmental members. They can be positive or • Follow-up assignments are clear and expected to be accomplished negative, helpful or harmful, and can have a significant influence on ACHIEVE A HIGH LEVEL OF PERFORMANCE the performance and health of a • The team is highly productive and makes high quality decisions team. Norms can happen by design • Member morale and satisfaction with the team is high or default, so it is important to • The team is successful at accomplishing realistic goals establish norms by design by agree- ing on the norms and what it takes to create them. It is also important
What Leaders Can Learn About Teamwork and Developing High Performance Teams From Organization Development Practitioners 71 for the team to agree on what to 1. EFFECTIVE TEAM do if team members consistently LEADERSHIP operate outside the norms so that there is an understood process for addressing issues. d. Structuring the Team for Results. Another essential fundamental to building a high performance team is to structure the team for results. 2. CAPABLE 3. TEAM NORMS THAT CREATE Some of the important structural AND A CLIMATE FOR EXCELLENCE issues that should be clear and COMMITTED TEAM MEMBERS designed to make the team success- ful are: (1) having the right people on the team; (2) clarifying the mission of the team; (3) clarifying the responsibilities of the team, the 5. AN ORGANIZED WAY TO 4. A TEAM STRUCTURE team leader, and the team mem- MANAGE AND IMPROVE TEAM THAT PROVIDES THE TEAM PROCESSES bers; (4) agreeing on a few high WITH A CLEAR MISSION, CLEAR impact, clear, and motivating goals; RESPONSIBILITIES, CLEAR GOALS, HOW WE DO THINGS AS A TEAM: HOW WE RELATE, MAKE DECISIONS, and (5) determining how and when AND THE FRAMEWORK COMMUNICATE, SOLVE PROBLEMS, the team will meet and for what TO GET RESULTS RESOLVE CONFLICTS, GET THINGS purposes. DONE, ETC. e. An Organized Way To Improve Team Processes. While it is custom- ary and essential for teams, such 6. AN ORGANIZED WAY as athletic teams, to continuously TO MANAGE AND IMPROVE work at getting better at what they TEAM RESULTS do, this is seldom the case for teams WHAT WE DO AS A TEAM: in organizations. Curiously, it is not GOAL ATTAINMENT, ACHIEVEMENT, unusual for teams to never spend INNOVATIONS, ETC. time focusing on how to improve the team and how it functions. It is important to establish an Figure 2. Essentials of Building High Performance Teams appropriate number of times each year for the purpose of evaluating what is working and what could be goals the team committed to achiev- Performance Team shown in Figure 2); improved to increase the effective- ing, and to making needed improve- (2) sample team norms they can use ness of the team, and to involve the ments and changes. to develop norms with their team; (3) a team in making improvements. In simple form to guide them in structur- efforts to involve team members in 5. Provide tools for building high per- ing their team for results with a clear improving the effectiveness of the formance teams. Once leaders have mission, clear responsibilities and team, leaders need to be discern- the right perspective about teamwork expectations of team members, norms ing about when they should use an and understand the characteristics that guide the way the team functions, internal or external professional to of a high performance team and the a few goals the team needs to accom- facilitate these meetings. essentials for building a high perfor- plish to be successful, and formal and f. An Organized Way to Manage and mance team, they need a few team informal meeting plans (see Figure 4 Improve Team Results. In addition building tools to help them in the team for an example); and (4) a form to help to evaluating and considering ways building process. For example, it is clarify team member roles that could to improve team processes, teams helpful to provide leaders with: (1) a include, for example, a ranking of should also periodically evaluate team building questionnaire to evalu- major responsibilities, a list of top three and seek ways to improve team ate the effectiveness and realities of to five priorities, changes that would results. This can be accomplished the team (see Figure 3 for an example more fully utilize the potential of the by tracking and periodically evaluat- of a Team Building Questionnaire individual, what others could do to help ing performance measures and based on the Characteristics Of A High each person succeed, and what each
72 OD PRACTITIONER Vol. 46 No. 3 2014 TEAM BUILDING QUESTIONNAIRE
INSTRUCTIONS: On each item below, CIRCLE THE NUMBER THAT BEST REPRESENTS HOW YOU WOULD RATE YOUR TEAM. Consider 1-3 A LOW RATING, 4 AN AVERAGE RATING, AND 5-7 A HIGH RATING. Circle only one number for each statement. It is very important that you express your observations honestly and objectively so an accurate profile can be developed. Total your points to discover the type of team that you have.
LOW AVE. HIGH STRUCTURE 1 2 3 4 5 6 7 1. The Team leader provides Vision, Direction, and Inspiration. 1 2 3 4 5 6 7 2. The Team has a clear Mission. 1 2 3 4 5 6 7 3. The Responsibilities of the Team and each Team member are clear. 1 2 3 4 5 6 7 4. The Team has clear Goals. 1 2 3 4 5 6 7 5. The Team is effectively organized to achieve the best possible results. 1 2 3 4 5 6 7 6. The Team does the necessary planning to be effective. 1 2 3 4 5 6 7 7. The Team is effective at following through on goals, projects, and commitments. 1 2 3 4 5 6 7 8. The Team has the necessary resources, support, and control to succeed. 1 2 3 4 5 6 7 9. The Team operates with minimal red tape and bureaucracy. 1 2 3 4 5 6 7 10. The potential of the Team and each Team member is fully utilized. 1 2 3 4 5 6 7 11. The Team is flexible and responds quickly to needed changes.
PROCESSES 1 2 3 4 5 6 7 12. The Team leader encourages participation and involvement. 1 2 3 4 5 6 7 13. All Team members have a strong commitment to the success of the Team. 1 2 3 4 5 6 7 14. All Team members are committed Team Players. 1 2 3 4 5 6 7 15. Team members feel free to be candid and communicate openly. 1 2 3 4 5 6 7 16. Ideas are critiqued in a positive way by attacking problems and not people. 1 2 3 4 5 6 7 17. All Team members use a style that encourages effective problem solving. 1 2 3 4 5 6 7 18. Problems and conflicts are openly discussed and resolved. 1 2 3 4 5 6 7 19. Team members may disagree but are united once decisions are made. 1 2 3 4 5 6 7 20. Team members are valued and rewarded for their efforts. 1 2 3 4 5 6 7 21. The Team has an excellent relationship with other teams in the organization. 1 2 3 4 5 6 7 22. Time is taken periodically to evaluate and improve the Team.
CULTURE 1 2 3 4 5 6 7 23. The Team has a sense of vitality, enthusiasm, and team spirit. 1 2 3 4 5 6 7 24. Team members work well together and support and encourage each other. 1 2 3 4 5 6 7 25. An atmosphere of trust exists among the Team members. 1 2 3 4 5 6 7 26. The Team has an environment that encourages innovative ideas and constant improvement. 1 2 3 4 5 6 7 27. The Team has an environment that is warm, friendly, and fun. 1 2 3 4 5 6 7 28. The Team encourages and supports state-of-the-art training and personal development. 1 2 3 4 5 6 7 29. The Team fully utilizes the talents of each team member.
MEETINGS 1 2 3 4 5 6 7 30. The Team meetings are well-designed to be useful and productive. 1 2 3 4 5 6 7 31. A variety of meetings are held to involve Team members in sharing ideas.
RESULTS 1 2 3 4 5 6 7 32. The Team is very successful at achieving the desired results. 1 2 3 4 5 6 7 33. Team morale is high. 1 2 3 4 5 6 7 34. The Team excels at being customer-driven and service-oriented. 1 2 3 4 5 6 7 35. The Team produces high quality work.
High Performance = 193 – 224 Good = 160 – 192 Average = 129 – 159 Below Average = 96 – 127 Weak = 32 – 95
TEAM STRENGTHS TEAM OPPORTUNITIES
Figure 3. Team Building Questionnaire
What Leaders Can Learn About Teamwork and Developing High Performance Teams From Organization Development Practitioners 73 person could do to be a more effective apply what is being learned and to ideally Conclusion team player or help others succeed. improve teamwork at the top, within teams, Team questionnaires are available on between teams, and with key stakehold- In today’s highly competitive and rapidly Survey Monkey, Qualtech, and a variety ers. When OD practitioners are involved changing environment, teamwork is not of other servers. in training, they should have the expertise the only key to an organization’s success, to design training as an action learning but it is a major key as organizations that Designing the Present and Future Training intervention rather than an event, and excel at teamwork will typically out-per- Process to be an Intervention Rather Than to provide coaching and facilitation help form and do everything faster, better, and an Event as leaders learn to apply what they have smarter than their competitors. The irony learned. They should also have the exper- is that while virtually everyone believes in Typical training is an event where people tise to design future training supported by the value of teamwork, and it is well docu- attend sessions, leave, and, it is assumed, coaching and facilitation help so that they mented that teamwork plays a significant will apply something that they learned. can continue to share their knowledge and role in the success or failure of an organi- Properly designed, training in build- capabilities in helping develop teamwork zation, it is a rare organization that does ing teamwork and teams can include and leaders who are skilled at building high much more than talk about teamwork. assignments that enable participants to performance teams. This presents a unique opportunity for
TEAM NAME: TEAM LEADER: TEAM MEMBERS:
TEAM MISSION (PURPOSE)
TEAM LEADER ROLE (RESPONSIBILITIES)
TEAM MEMBER ROLE (RESPONSIBILITIES)
TEAM RESPONSIBILITIES
TEAM NORMS
TEAM MEETINGS AND WAYS OF COMMUNICATING
TYPE OF MEETING WAYS OF COMMUNICATING FREQUENCY
TEAMGOALS
GOALS TARGET DATE GOAL LEADER
TEAM PROCESS FOR HANDLING TEAM ISSUES
Figure 4. Structuring the Team for Results
74 OD PRACTITIONER Vol. 46 No. 3 2014 Don Warrick, PhD, is an award winning educator, consultant, and author who specializes in OD practitioners to become champions for leading change. San Francisco, CA: of teamwork and to multiply their efforts Pfeiffer. coaching and developing lead- by training leaders in the fundamentals of Schermerhorn, J. R. Jr., Hunt, J. G., & ers, building high performance what they know as OD practitioners about Osborn, R. N. (2010). Organizational teams and organizations, and teamwork and building high performance behavior. San Francisco, CA: John Wiley managing organization develop- teams. The efforts of OD practitioners and Sons. ment, change, and transformation. could have a considerable impact on the Tuckman, B., & Jensen, M. (1977). Stages His latest books are Lessons In performance and success of an organiza- of small group development revisited. tion, how the organization gets things Group and Organization Studies, 2(4), Leadership (2011), Lessons In done, the culture of the organization, and 419–427. Leading Change (2012), Non-Profit the quality of services the organization Warrick, D.D. (2005). Organization devel- Excellence (2013), and Lessons provides. opment from the view of the experts. In In Changing Culture (2014). He W. Rothwell, J. William, & R. Sullivan is a Professor of Management (Eds.), Practicing organization develop- and Organization Change at the Reference ment (2nd ed.). San Francisco, CA: Pfeiffer. University of Colorado Springs Anderson, D. (2012). Organization develop- Wheelan, S.A. (2005). Creating effective where he holds the life time title ment: The process of leading organiza- teams: A guide for members and their of President’s Teaching Scholar tional change. Los Angeles, CA: Sage. leaders (2nd ed.). Thousand Oaks, CA: and has received the Outstanding Cummings, T, G., & Worley, C G. (2005). Sage. Teacher Award at the university, Organization development and change. many Outstanding Teacher Awards Cincinnati, OH: South-Western College Publishing. in the College of Business, the Dyer Jr., W. G., Dyer, J. H., & Dyer, W. Outstanding Faculty Member (2013). Team building: Proven strategies Award for the College of Busi- for improving team performance (5th ed.). ness, and the University’s highest San Francisco, CA: John Wiley and award, the Chancellor’s Award. Sons. He has received many awards for Hellriegel, D., & Slocum, J. W. (2011). Organizational behavior. Mason, OH: his contributions to his areas of South-Western. expertise including being named Katzenbach, J. R., & Smith, D. K. (1993). the Outstanding Organization The wisdom of teams. Boston, MA: Har- Development Practitioner of the vard Business School Press. Year and the Outstanding Human Larson, C. E., & LaFasto, F. (1989). Team Resources Professional of the work. Thousand Oaks, CA: Sage Publications. Year. He was recently named the LaFasto, F., & Larson, C. E. (2001). When Best Professor in Organizational teams work best. Thousand Oaks, CA: Development. Warrick received Sage Publications. his BBA and MBA degrees from Leading teams (2006). Boston, MA: Har- the University of Oklahoma and vard Business School Publishing. doctorate from the University of Levi, D. (2011). Group dynamics for teams (3rd ed.). Los Angeles, CA: Sage. Southern California. He can be McShane, S. L., & Von Glinow, M. A. reached at [email protected] or (2010). Organizational behavior. Boston: [email protected]. McGraw-Hill/Irwin. Robbins, H., & Finley, M. (2000). Why teams don’t work: What goes wrong and how to make it right. San Francisco, CA: Berrett-Koehler Publishers Inc. Rothwell, W. J., Stavros, J. M., Sullivan, R. L., & Sullivan, A. (2009) (Eds.). Practic- ing organization development: A guide
What Leaders Can Learn About Teamwork and Developing High Performance Teams From Organization Development Practitioners 75