Collective Team Effort Quotes

design will play an important role in stringing the collective team’s efforts together in a cohesive way to optimize impact in the marketplace.

American Indians share a magnificent history — rich in its astounding diversity, its integrity, its spirituality, its ongoing unique culture and dynamic tradition. It's also rich, I'm saddened to say, in tragedy, deceit, and genocide. Our sovereignty, our nationhood, our very identity — along with our sacred lands — have been stolen from us in one of the great thefts of human history. And I am referring not just to the thefts of previous centuries but to the great thefts that are still being perpetrated upon us today, at this very moment. Our human rights as indigenous peoples are being violated every day of our lives — and by the very same people who loudly and sanctimoniously proclaim to other nations the moral necessity of such rights. Over the centuries our sacred lands have been repeatedly and routinely stolen from us by the governments and peoples of the United States and Canada. They callously pushed us onto remote reservations on what they thought was worthless wasteland, trying to sweep us under the rug of history. But today, that so-called wasteland has surprisingly become enormously valuable as the relentless technology of white society continues its determined assault on Mother Earth. White society would now like to terminate us as peoples and push us off our reservations so they can steal our remaining mineral and oil resources. It's nothing new for them to steal from nonwhite peoples. When the oppressors succeed with their illegal thefts and depredations, it's called colonialism. When their efforts to colonize indigenous peoples are met with resistance or anything but abject surrender, it's called war. When the colonized peoples attempt to resist their oppression and defend themselves, we're called criminals. I write this book to bring about a greater understanding of what being an Indian means, of who we are as human beings. We're not quaint curiosities or stereotypical figures in a movie, but ordinary — and, yes, at times, extraordinary — human beings. Just like you. We feel. We bleed. We are born. We die. We aren't stuffed dummies in front of a souvenir shop; we aren't sports mascots for teams like the Redskins or the Indians or the Braves or a thousand others who steal and distort and ridicule our likeness. Imagine if they called their teams the Washington Whiteskins or the Washington Blackskins! Then you'd see a protest! With all else that's been taken from us, we ask that you leave us our name, our self-respect, our sense of belonging to the great human family of which we are all part. Our voice, our collective voice, our eagle's cry, is just beginning to be heard. We call out to all of humanity. Hear us!

THE SIX-HOUR SEMINAR that Jack was forced to attend at the beginning of each new semester had been called Orientation until a few years ago, when the university changed the seminar’s name to Onboarding. The name change coincided with a revamp of the orientation curriculum, which had bloated into this all-day human resources horror during which members of the HR team attempted, at unmerciful length, to “socialize the mission statement’s DNA,” is how they put it. They were referring to the many-planked mission statement the university had spent two years and countless consultant dollars developing in a campus-wide effort to express everything the university did in just one sentence. This was the brainchild of the university’s new CFO, who told the faculty in all seriousness that developing a mission statement that captured everything the university did in just one sentence was akin to their “moonshot,” and he asked for their help in this endeavor “not because it is easy, but because it is hard.” Why the university needed to corral its collective intelligence and creativity and energy for the task of expressing everything it did in just one sentence was a mystery to most faculty, but this did not stop their administrator bosses from enthusiastically assigning them to “mission statement working groups” so that they could have a voice (unpaid) in developing this one magical sentence, this one statement that would distill everything everyone did into a phrase ideally small enough for letterhead.

Nearly a century ago, French engineer Max Ringelmann (reported by Kravitz & Martin, 1986) found that the collective effort of tug-of-war teams was but half the sum of the individual efforts. Contrary to the presumption that “in unity there is strength,” this suggested that group members may actually be less motivated when performing additive tasks. Maybe, though, poor performance stemmed from poor coordination—people pulling a rope in slightly different directions at slightly different times. A group of Massachusetts researchers led by Alan Ingham (1974) cleverly eliminated that problem by making individuals think others were pulling with them, when in fact they were pulling alone. Blindfolded participants were assigned the first position in the apparatus and told, “Pull as hard as you can.” They pulled 18 percent harder when they knew they were pulling alone than when they believed that behind them two to five people were also pulling.

In 1950, a thirty-year-old scientist named Rosalind Franklin arrived at King’s College London to study the shape of DNA. She and a graduate student named Raymond Gosling created crystals of DNA, which they bombarded with X-rays. The beams bounced off the crystals and struck photographic film, creating telltale lines, spots, and curves. Other scientists had tried to take pictures of DNA, but no one had created pictures as good as Franklin had. Looking at the pictures, she suspected that DNA was a spiral-shaped molecule—a helix. But Franklin was relentlessly methodical, refusing to indulge in flights of fancy before the hard work of collecting data was done. She kept taking pictures. Two other scientists, Francis Crick and James Watson, did not want to wait. Up in Cambridge, they were toying with metal rods and clamps, searching for plausible arrangements of DNA. Based on hasty notes Watson had written during a talk by Franklin, he and Crick put together a new model. Franklin and her colleagues from King’s paid a visit to Cambridge to inspect it, and she bluntly told Crick and Watson they had gotten the chemistry all wrong. Franklin went on working on her X-ray photographs and growing increasingly unhappy with King’s. The assistant lab chief, Maurice Wilkins, was under the impression that Franklin was hired to work directly for him. She would have none of it, bruising Wilkins’s ego and leaving him to grumble to Crick about “our dark lady.” Eventually a truce was struck, with Wilkins and Franklin working separately on DNA. But Wilkins was still Franklin’s boss, which meant that he got copies of her photographs. In January 1953, he showed one particularly telling image to Watson. Now Watson could immediately see in those images how DNA was shaped. He and Crick also got hold of a summary of Franklin’s unpublished research she wrote up for the Medical Research Council, which guided them further to their solution. Neither bothered to consult Franklin about using her hard-earned pictures. The Cambridge and King’s teams then negotiated a plan to publish a set of papers in Nature on April 25, 1953. Crick and Watson unveiled their model in a paper that grabbed most of the attention. Franklin and Gosling published their X-ray data in another paper, which seemed to readers to be a “me-too” effort. Franklin died of cancer five years later, while Crick, Watson, and Wilkins went on to share the Nobel prize in 1962. In his 1968 book, The Double Helix, Watson would cruelly caricature Franklin as a belligerent, badly dressed woman who couldn’t appreciate what was in her pictures. That bitter fallout is a shame, because these scientists had together discovered something of exceptional beauty. They had found a molecular structure that could make heredity possible.

Companies should utilize the CSIPP™ framework whenever they face crises. The 12 elements of CSIPP™, or Crisis Solution Internal Philosophy and Practice, include: 1. Immunity (Immune Systems): Organizations, akin to living organisms, possess inherent vulnerabilities. The CSIPP™ framework advocates for the establishment of proactive and self-regulating systems within an organization which autonomously identify, respond to, and mitigate threats, thereby enhancing the organization's resilience and adaptability. 2. Surveillance: Organizations need to cultivate a culture of informed awareness. This entails the implementation of judicious surveillance mechanisms to gather both internal and external intelligence. Such insights empower organizations to preemptively identify potential risks and opportunities, enabling more agile and effective decision-making. Data serves as the lifeblood of CSIPP™. It is imperative that organizations prioritize the collection, analysis, and interpretation of relevant data. This data-driven approach facilitates evidence-based decision-making, informed risk assessments, and the optimization of crisis response strategies. 3. Decisiveness: Decisiveness is particularly important during times of crisis. Leaders must be able to gather and synthesize the data, and make quick and definite decisions to move the organization forward. 4. Capital Reserves/Liquidity: Financial preparedness is a cornerstone of crisis management. Organizations must maintain adequate reserves of liquid capital to navigate unforeseen challenges. Moreover, they should proactively identify internal assets, both tangible and intangible, that can be readily redeployed in times of crisis. 5. Communication: Effective communication is pivotal during a crisis. Organizations should establish a comprehensive communication plan encompassing all stakeholders - employees, customers, investors, and the community at large. This plan should ensure timely, transparent, and accurate information dissemination, fostering trust and mitigating the spread of misinformation. 6. Response: The ability to respond swiftly and decisively is critical in crisis situations. Organizations must develop well-defined response protocols that outline roles, responsibilities, and escalation procedures. Regular drills and simulations can enhance preparedness and ensure a coordinated response. 7. Risk Evaluation: A continuous process of risk evaluation and assessment is essential. Organizations need to proactively identify, analyze, and prioritize potential risks based on their likelihood and potential impact. This enables the development of targeted mitigation strategies and contingency plans. 8. Leadership: Strong and decisive leadership is indispensable during a crisis. Leaders must be able to make difficult decisions under pressure, communicate effectively, and inspire confidence in their teams. A clear chain of command and delegation of authority are vital for effective crisis management. 9. Readiness (Drills/Training): All individuals likely to be involved in crisis response should receive comprehensive training and participate in regular drills. This ensures that they are familiar with their roles, responsibilities, and the organization's crisis management protocols. 10. Post-Crisis Analysis: Following a crisis, it is crucial to conduct a thorough post-mortem analysis. This involves evaluating the organization's response, identifying lessons learned, and implementing corrective actions to improve future crisis management efforts. 11. Nuanced Adjustment: Crisis management is not a one-size-fits-all endeavor. Organizations need to be adaptable and flexible, adjusting their strategies and tactics as the situation evolves. 12. Protocol: Clear and well-defined protocols are the backbone of effective crisis management. Organizations should establish a set of standard operating procedures (SOPs) that outline the steps to be taken in various crisis scenarios.

You saw how busy and popular the battle arena was the other day, right?” “Oh, I see where you’re going with this.” The mayor nodded. “The sports stadium could have that same effect. It would draw more and more people to our city.” I nodded now that I understood. “So, what will they be playing in the sports stadium?” “Soccer. It was the only sport proposed by the proposer.” “Soccer? I’ve never heard of it,” I said as I scratched my head. “According to the business proposal, it’s a fun game that involves a lot of running.” “A lot of running? I guess it’ll be good exercise.” “Most likely,” said Bob. The mayor continued explaining, “The objective of the game is to score goals or points by kicking a ball into the opposing team’s goal. Players compete over control of the ball, and at any time, one team will be the attacker and the other team will be the defender.” “Oh, I think I understand how it works now.” The mayor nodded. “It sounds like it could be a lot of fun, right?” “Yeah, but it’s a pretty big project, isn’t it? It will require a lot of space, time and effort.

When Bouchard’s twin-processing operation was in full swing, he amassed a staff of eighteen—psychologists, psychiatrists, ophthalmologists, cardiologists, pathologists, geneticists, even dentists. Several of his collaborators were highly distinguished: David Lykken was a widely recognized expert on personality, and Auke Tellegen, a Dutch psychologist on the Minnesota faculty, was an expert on personality measuring. In scheduling his twin-evaluations, Bouchard tried limiting the testing to one pair of twins at a time so that he and his colleagues could devote the entire week—with a grueling fifty hours of tests—to two genetically identical individuals. Because it is not a simple matter to determine zygosity—that is, whether twins are identical or fraternal—this was always the first item of business. It was done primarily by comparing blood samples, fingerprint ridge counts, electrocardiograms, and brain waves. As much background information as possible was collected from oral histories and, when possible, from interviews with relatives and spouses. I.Q. was tested with three different instruments: the Wechsler Adult Intelligence Scale, a Raven, Mill-Hill composite test, and the first principal components of two multiple abilities batteries. The Minnesota team also administered four personality inventories (lengthy questionnaires aimed at characterizing and measuring personality traits) and three tests of occupational interests. In all the many personality facets so laboriously measured, the Minnesota team was looking for degrees of concordance and degrees of difference between the separated twins. If there was no connection between the mean scores of all twins sets on a series of related tests—I.Q. tests, for instance—the concordance figure would be zero percent. If the scores of every twin matched his or her twin exactly, the concordance figure would be 100 percent. Statistically, any concordance above 30 percent was considered significant, or rather indicated the presence of some degree of genetic influence. As the week of testing progressed, the twins were wired with electrodes, X-rayed, run on treadmills, hooked up for twenty-four hours with monitoring devices. They were videotaped and a series of questionnaires and interviews elicited their family backgrounds, educations, sexual histories, major life events, and they were assessed for psychiatric problems such as phobias and anxieties. An effort was made to avoid adding questions to the tests once the program was under way because that meant tampering with someone else’s test; it also would necessitate returning to the twins already tested with more questions. But the researchers were tempted. In interviews, a few traits not on the tests appeared similar in enough twin pairs to raise suspicions of a genetic component. One of these was religiosity. The twins might follow different faiths, but if one was religious, his or her twin more often than not was religious as well. Conversely, when one was a nonbeliever, the other generally was too. Because this discovery was considered too intriguing to pass by, an entire additional test was added, an existing instrument that included questions relating to spiritual beliefs. Bouchard would later insist that while he and his colleagues had fully expected to find traits with a high degree of heritability, they also expected to find traits that had no genetic component. He was certain, he says, that they would find some traits that proved to be purely environmental. They were astonished when they did not. While the degree of heritability varied widely—from the low thirties to the high seventies— every trait they measured showed at least some degree of genetic influence. Many showed a lot.

Avoid PowerPoint and slide presentations. This is a maxim that Steve Jobs also followed. Bezos’s belief in the power of storytelling means that he thinks that his colleagues should be able to create a readable narrative when they pitch an idea. “We don’t do PowerPoint (or any other slide-oriented) presentations at Amazon,” he wrote in a recent shareholder letter. “Instead, we write narratively structured six-page memos. We silently read one at the beginning of each meeting in a kind of study hall.” The memos, which are limited to six pages, are supposed to be written with clarity, which Bezos believes (correctly) forces a clarity of thinking. They are often collaborative efforts, but they can have a personal style. Sometimes they incorporate proposed press releases. “Even in the example of writing a six-page memo, that’s teamwork,” he says. “Someone on the team needs to have the skill.

The ideal team purpose process should… The ideal team purpose should… ​–​energize ​–​inspire ​–​include robust dialogue ​–​demonstrate patience ​–​be emotionally demanding ​–​help reveal discrepancies and conflicts in team members’ roles (Wageman et al, 2008) ​–​be clear/give clarity ​–​be challenging ​–​be consequential (Wageman et al, 2008; Hackman, 2011) ​–​take time ​–​take effort ​–​be a joint creation (Katzenbach and Smith, 1993, 1993b) ​–​provide meaning beyond making money ​–​be aspirational as opposed to preventative and reactive ​–​energize others ​–​encourage collective responsibility ​–​(Edmondson, 2012) ​–​unearth the motivation and energy of individual members ​–​surface differences of opinion ​–​renew a sense of passion and commitment (Leary-Joyce and Lines, 2018) ​–​have an element related to winning, being first, revolutionizing or being cutting edge ​–​belong to each individual in the team ​–​belong collectively to the team (Katzenbach and Smith, 1993b) ​–​involve dialogue with wider system sponsors (Hawkins, 2017) ​–​orientate a team towards its objective, helping them choose strategies to support their work (Hackman, 2011)

Fragmentation of Time One of my clients is an agency of the Australian government. During one consulting call, I collected data indicating that the average worker there was involved in four or more different projects. I complained about this to the Commissioner. He said it was regrettable, but just a fact of life. People’s duties were fragmented because their skills and knowledge made them indispensable to efforts other than the principal ones they were assigned to. He said it was inevitable. I said it was nonsense. I proposed that he make it a specific policy that people be assigned to one and only one project at a time and that the policy be written down and widely distributed. He was game. A year later, when I returned, the average worker was assigned to fewer than two projects. —TDM Fragmentation is bad for team formation, but it’s also bad for efficiency. (Perhaps you’ve begun to pick up a trend here.) People can keep track of only so many human interactions. When they try to be part of four working groups, they have four times as many interactions to track. They spend all their time changing gears. No one can be part of multiple jelled teams. The tight interactions of the jelled team are exclusive. Enough fragmentation and teams just won’t jell.

By manifesting creativity from an individual endeavor to a team activity and a collective effort, the horizon of creativity is expanded.

( O1O'2920'8855 )PCASH( O1O'2920'8855 ) Furthermore, the team made efforts to handle chronic collective complaints in a new way from the existing method, which focused on individual complaints. In this way, it resolved the collective complaint on “the request to change transmission lines in the Saemangeum area,” which had caused acute conflicts for 6 years. 3. Prevention of Civil Complaints

When the fight starts you do not have time to stop and think about the fundamentals.” ~Chet Richards, Certain to Win 1   Chet Richards wrote an interesting piece “Developing the Touch”, in which he asks the question, if Fingerspitzengefühl (fingertip feel) can be taught, why do so few people have it? He goes on to make two key points: First, Fingerspitzengefühl is a skill, so although most people can get better at it, some are going to get a lot better. Second, it’s a strange kind of skill, not for performing complicated or even dangerous tasks mystically well, but for sensing what is going on among groups of people in conflict and then influencing what happens.2 Chet’s points got me to thinking about, why is it we in law enforcement often times have difficulty applying what we know to a given situation? How do we get better at it? The answer lies in creating and nurturing our abilities in “Operational Art” taking what you know and being able to apply it to a given set of circumstances to affect your strategy and to bring an end to a potentially violent occurrence using appropriate tactics. To do this takes awareness, discipline, adaptability, skill development and strength of character to focus our efforts on the task at hand to meet our overall intent. You cannot learn this by sitting in some training class listening to an instructor give you a checklist formula on how to solve a particular set of problems. As Chet states: The first problem in learning Fingerspitzengefühl is that you can’t learn it by yourself. You have to have at least two groups of people to practice with — your team and some opponents.2 Our training must involve interaction with an adversary, red teaming comes to mind. Red Teaming is an approach to understanding our adversary and the methods they use. To develop a fingertip feel and maneuver we must possess numerous skills and be able to apply those skills individually and collectively if we are to be as effective as we need to be, to win

From abolitionists, suffragettes, and civil rights activists here in America, to the international effort of the Allied forces during World War II and the team that rescued the boys in Thailand, the world has seen what happens when collective efforts dedicated to justice, peace, democracy, and love overcome forces that mitigate against them. History has shown what fear can do, but it has also shown us what love can do.

Our chapters on Culture (Part II) emphasize the collective nature of a software development enterprise, that the development of software is a team effort, and that proper cultural principles are essential for an organization to grow and remain healthy.

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the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

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when the numbers go up, people think the improvement was caused by their actions, by whatever they were working on at the time. That is why it’s so common to have a meeting in which marketing thinks the numbers went up because of a new PR or marketing effort and engineering thinks the better numbers are the result of the new features it added. Finding out what is actually going on is extremely costly, and so most managers simply move on, doing the best they can to form their own judgment on the basis of their experience and the collective intelligence in the room. Unfortunately, when the numbers go down, it results in a very different reaction: now it’s somebody else’s fault. Thus, most team members or departments live in a world where their department is constantly making things better, only to have their hard work sabotaged by other departments that just don’t get it.

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