Transforming Teamwork

DIANE P. ZIMMERMAN, Ph.D. is a writer and consultant focusing on entrepreneurial learning and schools that make a difference. She obtained her Ph.D. in Human and Organizational Development from the Fielding Graduate Institute. She recently retired as a superintendent of schools after a 36-year career in education that was rich in leadership, facilitation and conflict management. Trained originally as a speech therapist, Diane worked early in her career as a teacher, speech therapist, program manager, and Assistant Director of Special Education in Fairfield, California. She subsequently became a principal in Davis, California and served consecutively in two schools over 13 years before being promoted to Assistant Superintendent for Personnel. In 2002, she began a nine-year journey as a superintendent of Old Adobe School Union School District, a small suburban elementary school district in Petaluma, California. She prides herself in moving the district's teachers from contentious union interactions to cooperative collaborations as productive, interest-based educators who collectively set the highest standards possible for their school district. Diane has been an active in professional development all of her career. While obtaining her administrative credential, Diane was assigned to Bob Garmston as her intern coach. This early career interaction turned into a life-long intellectual partnership and Diane joined the Cognitive Coaching consulting consortium founded by Bob Garmston and Art Costa. Diane has taught in administrative training programs at several northern California universities and over the past 20 years has written and consulted in the areas of Cognitive Coaching, teacher supervision and evaluation, facilitation, stages of adult development, assessment of leadership skills, and constructivist leadership. Leadership and mediation of conflict has always been a part of Diane's life. She was encouraged to assume leadership roles throughout her career, from early work supervising in a family restaurant business, to her first teaching job in a new special education program, through her years as a principal. Throughout her career, she has been involved in handling divergent opinions and mediating conflict. She gained a substantive reputation as the "in house" expert in facilitation and her staff valued her ability to create learning communities long before "professional learning communities" were popularized James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant. Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com Jim helped to revitalize the Minnesota Staff Development Council from 1998 - 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward). He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation. In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. J Jim's current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science. James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010). Robert J. Garmston is Emeritus Professor of Educational Administration at California State University, Sacramento. He is co-developer of Cognitive Coaching with Art Costa and co-developer of Adaptive Schools with Bruce Wellman. He has worked as an educational consultant and made presentations and conducted workshops for teachers, administrators, and staff developers on leadership, learning, and personal and organizational development in twenty-four countries on five continents. Formerly an administrator and teacher in Saudi Arabia and the United States, his work has been translated into Arabic, Dutch, Hebrew, Italian, and Spanish. Bob lives in El Dorado Hills, California, near his five children and five (bright and cute) grandchildren.

Foreword Acknowledgments About the Authors Introduction-Teamwork Can Transform Lives Part I: Psychological Safety: An Overview Chapter 1: Safety in Team Learning Proficiency Scale for Safety in Team Learning Tools for Integrating and Applying Chapter 2: Interpersonal Trust Proficiency Scale for Interpersonal Trust Tools for Integrating and Applying Chapter 3: Social Sensitivity Proficiency Scale for Social Sensitivity Tools for Integrating and Applying Part II: Constructive Conflict Chapter 4: Conflict Consciousness Proficiency Scale for Conflict Consciousness Tools for Integrating and Applying Chapter 5: Cognitive Diversity Proficiency Scale for Cognitive Diversity Tools for Integrating and Applying Chapter 6: Conflict Competency Proficiency Scale for Conflict Competence Tools for Integrating and Applying Part III: Transformative Team Learning- Making Learning Actionable Chapter 7: Empathy Consciousness- Seeking Compassion Proficiency Scale for Empathy Consciousness Tools for Integrating and Applying Chapter 8: Collaborative Inquiry-Building Learning Capacity Proficiency Scale for Collaborative Inquiry Tools for Integrating and Applying Chapter 9: Actionable Team Learning-Seeking Coherent Knowledge Proficiency Scale for Actionable Team Learning Tools for Integrating and Applying Appendix Proficiency Scale for Safety in Team Learning Proficiency Scale for Interpersonal Trust Proficiency Scale for Social Sensitivity Proficiency Scale for Conflict Consciousness Proficiency Scale for Cognitive Diversity Proficiency Scale for Conflict Competence Proficiency Scale for Empathy Consciousness Proficiency Scale for Collaborative Inquiry Proficiency Scale for Actionable Team Learning Glossary References Index

Transforming Teamwork is a unique book. It gets inside teams and organizational cultures, taking us into the arena of effective action. Full of fabulous insights on the dynamics of transforming teams and cultures, along with 9 Scales or Indexes for diagnosing safety, trust, conflict, collaborative inquiry and more, this is a book for those who are in the midst of improving their organizations. Zimmerman, Roussin, and Garmston will make you re-think your own organization, and then supply you with multiple ways of radically improving the motivation, and hence the effectiveness, of those you work with. -- Michael Fulla Transforming Teamwork is a tour de force. Written by three world-class educators at the top of their game, it is comprehensive and filled with wisdom derived from research and deep collective experience. It is brilliantly organized to be accessible and practical. Engage in the inquiry and practices it provides for team and individual learning and growth. Transforming Teamwork is indispensable for thoughtful, caring, and committed educators. -- Marilee Adams, PhD Transforming Teamwork is an intelligent and artfully crafted resource that provides deep insights into team learning. If you study this book as a team, not only will your team transform, your lives will be forever changed. It gets to the core of what it means to be human in relationship with others. Informed by current research from neuroscience, social science, and behavioral and cognitive psychology, Zimmerman, Roussin and Garmston challenge old assumptions, reveal new paradigms, and ultimately bring us to new collaborative actions that have the power to transform organizational cultures and even entire communities. Bravo! -- Anne Conzemius Practical, purposeful, and powerful-descriptors of Transforming Teamwork that resonate after I read it. Any team or team facilitator wanting to move teaming from mundane to transformative will want this book. The triple helix elevates core components that contribute to team success and serves as an underlying infrastructure that the authors dissect and examine. The core components challenge traditional explanations of teaming and present pathways to strengthen teamwork. The resources, reflections, and deeper learning tools offer ways to move the core components into practical action immediately. -- Joellen Killion, Senior Advisor to Learning Forward This book is relevant, timely, and useful. Using the triple helix of psychological safety, constructive conflict, and actionable team learning, the authors provide us with the 'how, what and why' of transforming the collaborative work of teams. Even teams that are working well will find this book rich with insights on how to get better! Conflict is perceived as a resource rather than something to be avoided, and the authors provide insights into how to become better at developing the psychological safety necessary for public, actionable learning. Individuals as well as teams will find the tools and protocols to be thought-provoking and engaging. -- Ochan Kusuma-Powell, EdD Such a powerful resource. With its multiple entry points, Transforming Teamwork: Cultivating Collaborative Cultures is like having a facilitator, researcher, and consultant in the room. The authors begin each section with a compelling WHY and introduce star-powered research to support readers as they identify the WHAT and HOW according to their needs. The intentional tools, passages, and proficiency scales provide a guide for reflective practice and collaborative growth that will undoubtedly deepen dialogue and increase capacity of our collaborative learning communities and grade-level teams. -- David Nelson