ENHANCING TEAM BUILDING AND COMMUNICATION STRATEGIESFOR INSPIRATIONAL LEADERSHIP IN THE SCHOOL

ENVIRONMENT

By

Agaba Herbert

MLHR, BA,

MAKERERE UNIVERSITY

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Introduction: Team work, team building and Leadership defined

Team building is pivotal for the success of any organization,

school or industry. This is so because there is no school which

exists without goals, objectives or strategies. It is against

this backdrop that leadership practitioners all over the world

insist that there is no organization or school that thrives

purely on “individualism”. With teams it is easy for the school

leaders and students to share their goals, mission and vision.

Problem solving, decision making, leadership, creativity and

diversity. Leadership is a dynamic process of influencing

followers in achieving organizational, community and national

objectives. A leader is one or more people who selects, equips,

trains, and influences one or more follower(s) who have diverse

gifts, abilities, and skills and focuses the follower(s) to the

organization’s mission and objectives causing the follower(s) to

willingly and enthusiastically expend spiritual, emotional, and

physical energy in a concerted coordinated effort to achieve the

organizational mission and objectives. (Winston & Patterson

2006).

Thus, leadership incorporates the accomplishment of the task,

which is the organizational requirement and the satisfaction of

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employees, which is the human resource requirement (Okumbe,

1999). Maicibi (2005) contends that, without a proper leadership

style, effective performance cannot be realized in schools. Even

if the school has all the required instructional materials and

financial resources, it will not be able to use them effectively,

if the students are not directed in their use, or if the teachers

who guide in their usage are not properly trained to implement

them effectively. Armstrong (2004) defines leadership as

influence, power and the legitimate authority acquired by a

leader to be able to effectively transform the organization

through the direction of the human resources that are the most

important organizational asset, leading to the achievement of

desired purpose According to Merriam-Webster Dictionary, teamwork

is "work done by several associates with each doing a part but

all subordinating personal prominence to the efficiency of the

whole. Team building is pivotal for the success of any

organization, school or industry. This is so because there is no

organization or school for that matter in the modern world

which would successfully exist without goals, objectives or

strategies. It is against this backdrop that leadership

practitioners all over the world insist that there is no

organization or school that thrives purely on “individualism”.

With teams it is easy for the school leaders and students to

share goals, mission and vision. Problem solving, decision

making, leadership, creativity and diversity are all highly

dependent on effective and inspirational team building and2

communication strategies. With the shift from a predominately

instructive to constructivist methods the need for educators to

use a variety of teaching strategies and methods is becoming

increasingly important. Learning designs need to incorporate

student-centered team based learning methods such as project-

based, case-based, inquiry-based and problem-based scenarios

(Oliver, 2001). Students need to be immersed in learning

environments that promote real learning in real contexts. Teams

and teamwork help to promote deep learning that occurs through

interaction, problem solving, dialogue, cooperation and

collaboration (Johnson & Johnson, 1995).

.

Team building/development defined

Team development is the analysis of the relative strength of

group tasks and maintenance roles in functionally interdependent

teams for the purpose of establishing, restoring or maintaining

an active balance between these two roles in order for the team

to function at its maximum potential. The Ohio state leadership

studies clearly supported the notion of initiation of structure

(task) and consideration for people (maintenance) (stongdill 1974

in Biech, 2008).

A Team can further be defined as a group of two or more

individuals engaged in some joint action or goal Team building

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can be seen in day-to-day operations of an organization and team

dynamics can be improved though successful leadership.

Types of teams

Teams are categorized into formal, informal, task forces,

committees, self- managed teams and virtue teams. We shall

concentrate on the first three for this discussion. Formal teams

have a high level of boundary spanning in that it may operate

across departments within organizations. The formal team has a

more rigid organizational structure, as team members tend to have

distinct roles and the work load is distributed accordingly.

Informal teams meet to solve specific problems and their

membership may change with the task that the team seeks to

accomplish. Informal teams have a lower level of interdependence

than formal teams consistent with a less rigid organizational

structure. However, members of the informal teams have lower

level of interdependence. Task forces are teams organized for a

specific project, and they are generally managed by the

organizations that initiated them. (Claire B. Halverson S Aqeel

Tirmizi, 2008) Inspirational leadership is the ability of the

leaders to encourage followers, appreciating, clarifying values,

so the most important attributes for the leaders one can regard

as inspiring are: enabler team builder, social adaptability,

enthusiastic learner, reflective, self-belief. (Garret, et.al,

2005)

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Benefits of working in teams

Solving problems as a team

One of the most common problems of a team is to solve a certain

problem. It is usually a way a team is created. Team members

bring a diverse set of skills to the team and this provides a

great scenario and the best chance in finding a solution. The

team is comprised of individuals that bring a unique skill; it

provides a team with “the whole is greater than its parts.

Creative thinking

It is more and more important, especially at work, to be able to

think in a creative way. Creative thinking-coming up with

innovative ideas and effective solutions to problems is what

makes an individual to stand out from the crowd. For an

organization, creative thinking can mean the difference between

success and failure, between moving on and simply stagnating.

(The feel good factory on creative thinking, 2012)

Encouraging brainstorming

Brainstorms are a simple and effective method for generating

ideas and suggestions. They allow group members to use each other

as creative resources and are effective when the subject is being

introduced. The goal is to rapidly generate a large quantity of

ideas. Subsequent sorting and prioritizing of the ideas is

usually needed to refine the results.

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Teamwork and Communication strategies

The dictionary defines communications as the imparting or

interchange of thoughts, opinions or information by speech,

writing or signs. It is also defined as means of sending

messages, orders, etc including telephone, telegraph, radio, and

in biology as an activity by one organism that changes or has the

potential to change the behavior of other organisms. For a team

to be effective there must be effective communication strategies

in place since team members have to communicate in order to

accomplish goals and objectives.

Communication strategies are plans for communicating information

related to a specific issue, event, situation or audience. They

serve as the blueprints for communicating with the public,

stakeholders, or even colleagues. Communication strategies

should: outline the objective/goals of the communication,

identify stakeholders, define key messages, identify potential

communication methods and vehicles for communicating information

for a specific purpose, and specify the mechanisms that will be

used to obtain feedback on the strategy. Communication strategies

do not have to be formal written documents. They can simply

involve taking the time to think about a communication problem or

issue and determining the best approach for communicating the

message or information.

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Objectives of communication strategies may be to

Provide information;

Increase awareness;

Encourage action;

Build consensus;

Change behavior;

Promote communicate participation;

Resolving conflict; etc

Stages of team formation

The Forming – Storming – Norming – Performing model of group

development was first proposed by Bruce Tuckman in 1965, who

maintained that these phases are all necessary and inevitable in

order for the team to grow, to face up to challenges, to tackle

problems, to find solutions, to plan work, and to deliver

results. This model has become the basis for subsequent models

Forming

In the first stages of team building, the forming of the team

takes place. The individual's behavior is driven by a desire to

be accepted by the others, and avoid controversy or conflict.7

Serious issues and feelings are avoided, and people focus on

being busy with routines, such as team organization, who does

what, when to meet, etc. Individuals are also gathering

information and impressions - about each other, and about the

scope of the task and how to approach it. This is a comfortable

stage to be in, but the avoidance of conflict and threat means

that not much actually gets done. Bruce Tuckman in 1965n further

states

The team meets and learns about the opportunities and challenges,

and then agrees on goals and begins to tackle the tasks. Team

members tend to behave quite independently. They may be motivated

but are usually relatively uninformed of the issues and

objectives of the team. Team members are usually on their best

behavior but very focused on themselves. Mature team members

begin to model appropriate behavior even at this early phase.

Sharing the knowledge of the concept of "Teams - Forming,

Storming, Norming, Performing" is extremely helpful to the team.

Supervisors of the team tend to need to be directive during this

phase.

The forming stage of any team is important because, in this

stage, the members of the team get to know one another, exchange

some personal information, and make new friends. This is also a

good opportunity to see how each member of the team works as an

individual and how they respond to pressure.8

Storming

Every group will next enter the storming stage in which different

ideas compete for consideration. The team addresses issues such

as what problems they are really supposed to solve, how they will

function independently and together and what leadership model

they will accept. Team members open up to each other and confront

each other's ideas and perspectives. In some cases storming can

be resolved quickly. In others, the team never leaves this stage.

The maturity of some team members usually determines whether the

team will ever move out of this stage. Some team members will

focus on minutiae to evade real issues.

The storming stage is necessary to the growth of the team. It can

be contentious, unpleasant and even painful to members of the

team who are averse to conflict. Tolerance of each team member

and their differences should be emphasized. Without tolerance and

patience the team will fail. This phase can become destructive to

the team and will lower motivation if allowed to get out of

control. Some teams will never develop past this stage.

Supervisors of the team during this phase may be more accessible,

but tend to remain directive in their guidance of decision-making

and professional behavior. The team members will therefore

resolve their differences and members will be able to participate

with one another more comfortably. The ideal is that they will

not feel that they are being judged, and will therefore share9

their opinions and views. Normally tension, struggle and

sometimes arguments occur.

Norming

The team manages to have one goal and come to a mutual plan for

the team at this stage. Some may have to give up their own ideas

and agree with others in order to make the team function. In this

stage, all team members take the responsibility and have the

ambition to work for the success of the team's goals.

Performing

It is possible for some teams to reach the performing stage.

These high-performing teams are able to function as a unit as

they find ways to get the job done smoothly and effectively

without inappropriate conflict or the need for external

supervision. By this time, they are motivated and knowledgeable.

The team members are now competent, autonomous and able to handle

the decision-making process without supervision. Dissent is

expected and allowed as long as it is channeled through means

acceptable to the team.

Supervisors of the team during this phase are almost always

participative. The team will make most of the necessary

decisions. Even the most high-performing teams will revert to

earlier stages in certain circumstances. Many long-standing teams

go through these cycles many times as they react to changing10

circumstances. For example, a change in leadership may cause the

team to revert to storming as the new people challenge the

existing norms and dynamics of the team.

Adjourning and transforming

In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth

stage to the 4 stages: adjourning that involves completing the

task and breaking up the team

Dynamics of Team building

When assembling a team it is very important to consider the

overall dynamic of the team. According to Frank LaFasto, when

building a team, five dynamics are fundamental to team success:

1. The team member: Successful teams are made up of a

collection of effective individuals. These are people who

are experienced, have problem solving ability, openness to

addressing the problem, action oriented.

2. Team relationships: For a team to be successful the members

of the team must be able to give and receive feedback.

3. Team problem solving: An effective team depends on how

focused and clear the goal of the team is. A relaxed,

comfortable and accepting environment and finally, open and

honest communication.

4. Team leadership: Effective team leadership depends on

leadership competencies. A .competent leader is: focused on11

the goal, ensures a collaborative climate, builds confidence

of team members, sets priorities, demonstrates sufficient

“know-how” and manages performance through feedback.

5. Organizational environment: The climate and culture of the

organization must be conductive to team behavior

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Team building and inspirational leadership in the school

environment

Team building and inspirational leadership are very important if

the school study and management environments are to be seen as

effective and efficient tools for spiritual, educational and

managerial development. According to Garmine Gallo, a Forbes’

magazine on-line contributor, the “seven secrets of inspiring

leaders are: they ignite your enthusiasm, navigate course of

action, sell the benefit, paint a picture, and invite

participation. He says that he asked the famous financial Guru,

Suzu Orman for the secret behind her success, she said that you

cannot inspire, unless you’re inspired yourself. He further says

that nothing extraordinary ever happened without a leader

articulating a vision, a course of action. Garmine further argues

that as far as the principle of painting a picture is concerned,

our brains are programmed more for stories than for abstract

ideas. Stories can include the real stories of how your products

are improving the lives of your customers. On the issue of

inviting participation, Carmine Gallo quotes Google Vice

President Marissa Mayer as saying that she keeps a sign-up sheet

outside her door for “office hours” that are held each day at

4:00 p.m. She gives team members 15 minutes to voice their

opinions or pitch new ideas. People want more than a paycheck.

They want to create meaning. Invite them in.

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Inspirational leadership equated to transformational leadership

It should be noted that when one talks about inspirational

leadership, s/he is in one way or another referring to

transformational leadership. Bass has four interrelated

components that he views as essential for leaders to move

followers. First is idealized influence. He maintains that

genuine trust must be built between leaders and followers. “If

the leadership is truly transformational, it charisma or

idealized influence is characterized by high moral and ethical

standards”. Trust for both leader and follower is built on solid

moral and ethical foundation. The second component is

inspirational motivation. This provides with challenges and

meaning for engaging in shared goals and undertakings.” The

leader’s appeal to what is right and needs to be done provides

the impetus for all to move forward. Next is intellectual

stimulation. This helps followers to question assumptions and to

generate more creative solutions to problems. The leader’s vision

provides the framework for followers to see how they connect to

the leader, the organization and each other, and the goal. Lastly

is individual consideration. This treats each member as an

individual and provides coaching, mentoring and growth

opportunities. (Bass, 1960)

The Ugandan School perspective

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The school leadership and administration should build teams

amongst themselves basing on the core principles and values. This

would mean that the activities of the school, annually, or

quarterly are well carried out. This calls for effective

communication. Teams should be encouraged by the school

leadership as a way of creating and encouraging creative

thinking, improve decision making practices and inculcate results

oriented management practices. This will not only improve skills

but also help in issues to do with performance management and

career growth opportunities. Teams should not only be built

amongst teachers and administrative officers, it should also be

developed among the students both in class and outside class.

Leadership is paramount in all these cases because without

effective leadership structures in place, you cannot go far.

We are all aware that there are many clubs in different schools

in Uganda, namely interact club, Christian union, HIV/AIDS

clinics, writers’ clubs, among others. The questions we would

like to reflect about are as follows: Are the school leadership

systems aware of what is going on inside these clubs? How are

they constituted? Do members benefit from being part of these

clubs?

School clubs would make more sense if their number one priority

was to train, coach and mentor their members following well laid

down procedures. This would in the long run help in instilling

creative and leadership skills among the students. 15

“Change is the only constant”, so they say, schools should bear

this in mind. Schools in Uganda seem to concentrate more on

passing exams rather than institutionalising skills development.

It is natural that students pass exams, but one needs to ask

him/herself that if this student fails to join formal employment,

what else can they do? It is true that universities have a role

to play, but the foundation (nursery, primary and secondary

schools) have a very pivotal role they play.

Leaders in schools should encourage team building and creativity

so that students are as relevant when they are in class and out

of it. Creation of vibrant debating clubs, and health, sports and

environmental clubs/teams can help in improving cognitive skills

of students and also encourage a bottom-up approach in solving

problems by devising a reporting mechanism form bottom to top.

The school leaders' role has also to be seen in relation to the

broad context in which the school is operating. As schools are

embedded in their communities and country's educational system,

and this gain is embedded in society, schools and their leaders

have to react to, to cope with and to support economic and

cultural changes and developments. Sometimes they even have to

anticipate them, and sometimes to counteract the problems arising

from some of these developments. (Huber, 2004)

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Leadership at work in education institutions is thus a dynamic

process where an individual is not only responsible for the

group’s tasks, but also actively seeks the collaboration and

commitment of all the group members in achieving group goals in a

particular context (Cole, 2002).Leadership in that context

pursues effective performance in schools, because it does not

only examine tasks to be accomplished and who executes them, but

also seeks to include greater reinforcement characteristics like

recognition, conditions of service and morale building, coercion

and remuneration (Balunywa, 2000).

Team work, team building and communication strategies work in

education institutions is thus a dynamic process where an

individual is not only responsible for the group’s tasks, but

also actively seeks the collaboration and commitment of all the

group members in achieving group goals in a particular context

(Cole, 2002). Team building in this context pursues effective

performance in schools, because it does not only examine tasks to

be accomplished and who executes them, but also seeks to include

greater reinforcement characteristics like recognition,

conditions of service and morale building.

In conclusion, team building and inspirational leadership are

very imports aspects in the school environment. Schools should17

realize that skills are not only found in the classroom but also

outside it. They should know that education is not only about

passing exams but also learning other survival skills that can

make them whole and turn them into more helpful citizens. Leaders

should come up with enriching tasks at school, to help students

form and develop teams based on their talents on the academic

credentials, something which will in the end help the students

and their teachers grow intellectually, morally, spiritually,

physically and multi-skilled. We hope to come up with a holistic

approach to solve holistic problems.

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References

Armstrong, M. 2004. Human resource management theory and practice. London: Bath Press

Balunywa, W.S. 2000. A hand book of business management. Kampala:

Ugandan Press

Bass, Bernard. (1997). The Ethics of Transformational Leadership in Kellog

Leadership studies project, transformational leadership working papers, The James

Macgregor Burns Academy of Leadership

Bruce E. Winston& Kathleen Patterson (2006) in the International

Journal of Leadership Studies, Vol. 1 Iss. 2, pp. 6-66

Cole, G.A. (2002). The administrative theory and workers’ motivation, Zante institute of administration Press LtD, ABU

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Garett, J. et.al (2005) Inspirational Leadership-Insight to

Action; The Development of the inspired leadership tool.

http://www.bis.gov.uk/files/file33117.pdf. Retrieved on 22-02-13

Elaine, Biech, (2008) The Pfeiffer Book of Successful team

building tools. Second edition, wiley publishers, San Francisco

Huber, Stephan (2004) Preparing School Leaders for the 21st

Century. An International Comparison of Development Programs in

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Halverson, B. Claire & S Aqeel Tirmizi, (2008) Effective

Multicultural Teams; Theory and Practice, Springer, New York.

ries. Taylor and Francis, London.

Maicibi, N. A. (2003). Pertinent Issues in Employees Management. M.P.K. Graphics (U)Ltd, KampalaOkumbe, J. A. 1998. Educational Management : Theory and Practice . Nairobi: Nairobi

Tuckman, Bruce (1965). "Developmental sequence in small groups".Psychological Bulletin 63 (6): 384–99.doi:10.1037/h0022100.PMID 14314073 .http://findarticles.com/p/articles/mi_qa3954/is_200104/ai_n8943663. Retrieved 2008-11-10."Reprinted with permission in Group Facilitation, Spring 2001"

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