Course Planning Tool

The course planning tool helps you and your faculty create a more accurate, personalized plan for your success. This tool will help you discover how familiar you already are with the course competencies so you can understand the level of effort it will likely take you to complete this course.

You should work through the tool for this course before you register for the course. You can then refer to the tool report at any time.

Launchthe Course Planning Tool
Introduction

This course supports the assessment for Leading Teams. The course covers 5 competencies and represents 3 competency units.

Overview
This course helps you maximize your effectiveness in teamwork. You will learn about team development, team roles, power and influence, performance strategy, and decision-making.
Getting Started
Welcome to the Leading Teams Course. In this course you will study five topics.
Within these topics, you will be asked to read text and external articles, watch videos, and complete review problems. Competency will be demonstrated by the successful completion of a performance assessment. To help you track your progress in the course, view the Pacing Guide located in the Preparing for Success Section in the study plan. Note: We recommend you wait to take the pre-assessment until after you have learned the content in this course. If you feel you already have a solid background in the content, discuss the timing of the pre-assessment with your mentor.
NOTE: You MUST signed up for a team in order to complete the team presentation component of Task 2. Reach out to your Program Mentor to be added to the current month’s team if this has not been done already, or if you are not sure. Please note, teams are assigned only once per month, beginning on the second Monday of the month, and you will need to be signed up for a team by your Program Mentor by the end of the month prior. Once your Program Mentor has signed you up, you will receive a team assignment email with the names and contact information for the members of your team on the second Monday of the month. Please be sure to read the team assignment email thoroughly as it contains critical information you will need to be successful.
Watch the following video for an introduction to this course:
Note: To download this video, right-click the following link and choose “Save as…”: download video.
Competencies
This course provides guidance to help you demonstrate the following 5 competencies:
• Competency 3007.1.1: Team Development
The graduate selects an appropriate team structure for a project and proposes strategies for team development.
• Competency 3007.1.2: Team Roles and Interactions
The graduate examines the roles and interactions of group and team members.
• Competency 3007.1.3: Power and Influence
The graduate determines how power and influence can be used to achieve team objectives.
• Competency 3007.1.4: Improving Team Performance
The graduate analyzes team performance and proposes strategies to improve team effectiveness.
• Competency 3007.1.5: Decision-Making
The graduate applies decision-making techniques to find creative solutions and solve problems.
Building Toward Your Capstone

As a part of your MSML Capstone you will be required to create an annotated bibliography that will include 2-5 scholarly sources relating to the subject matter of each course. You can begin now to collect these scholarly sources from each course as you work through your program, in preparation for your Capstone course. Keep in mind, these sources can include articles form the course of study or any outside research you may conduct as a part of your coursework.

Follow this helpful link for a template that will help you to properly format your annotated bibliography.

Course Instructor Assistance
As you prepare to demonstrate competency in this subject, remember that course instructors stand ready to help you reach your educational goals. As subject matter experts, Course Instructor enjoy and take pride in helping students become reflective learners, problem solvers, and critical thinkers. Course instructors are excited to hear from you and eager to work with you.
Successful students report that working with a course instructor is the key to their success. Course instructors are able to share tips on approaches, tools, and skills that can help you apply the content you’re studying. They also provide guidance in assessment preparation strategies and troubleshoot areas of deficiency. Even if things don’t work out on your first try, course instructors act as a support system to guide you through the revision process. You should expect to work with course instructors for the duration of your coursework, and you are encouraged to contact them as soon as you begin. Course instructors are fully committed to your success!
Learning Resources
The learning resources listed in this section are required to complete the activities in this course. These learning resources are integrated throughout the course and should be accessed and read as you progress through each section.

Complete AllSKIP AllResources

You will use the following learning resources for this course:

• Alipour, K. K., Mohammed, S., & Raghuram, S. (2018). Differences in the Valuing of Power Among Team Members: A Contingency Approach Toward Examining the Effects of Power Values Diversity and Relationship Conflict. Journal of Business & Psychology, 33(2), 231–247. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ofm&AN=128333502&site=eds-live&scope=site&custid=ns017578
• Belbin Associates (2011). Team roles in a nutshell. Retrieved from https://www.belbin.com/media/1141/belbin-uk-2011-teamrolesinanutshell.pdf
• Belbin Associates (2012). Team role summary descriptions. Retrieved from https://www.belbin.com/media/1150/belbin-uk-2012-teamrolesummarydescriptions.pdf
• Benne, K. D., & Sheats, P. (2007). Functional Roles of Group Members. Group Facilitation: A Research & Applications Journal, 8, 30–35. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=33058133&site=eds-live&scope=site&custid=ns017578
• Chaneski, W. S. (2014). Getting Things Done. Modern Machine Shop, 86(10), 36–38. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=94865711&site=eds-live&scope=site
• Coutu, D., & Beschloss, M. (2009). Why teams don’t work. Harvard Business Review, 87(5), 98-105. https://lrps.wgu.edu/provision/149713047
• Farmer, S. (2015). Making sense of Team Coaching. Coaching Psychologist, 11(2), 72–80. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=111008278&site=eds-live&scope=site
• Ferrazzi, K. (2012). Candor, criticism, teamwork. Harvard Business Review,90(1/2), 40. https://lrps.wgu.edu/provision/149084592
• Frigotto, M., & Rossi, A. (2012). Diversity and Communication in Teams: Improving Problem-Solving or Creating Confusion? Group Decision & Negotiation, 21(6), 791–820. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=82142444&site=eds-live&scope=site&custid=ns017578
• Gitlow, H., & McNary, L. (2006). Creating Win-Win Solutions for Team Conflicts. Journal for Quality & Participation, 29(3), 20–26. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=23155492&site=eds-live&scope=site
• Guttman, H. M. (2008). Accepting Feedback. Leadership Excellence, 25(10), 13. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=35003595&site=eds-live&scope=site&custid=ns017578
• Hagemann, B. & Stroope, S. (2012). Conflict Management. T+D, 66(7), 58–61. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bft&AN=77326796&site=ehost-live&scope=site
• Hoever, I. J., Zhou, J., & van Knippenberg, D. (2018). Different Strokes for Different Teams: The Contingent Effects of Positive and Negative Feedback on the Creativity of Informationally Homogeneous and Diverse Teams. Academy of Management Journal, 61(6), 2159–2181. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=133577718&site=eds-live&scope=site&custid=ns017578
• Hoffman, G. (2006, February 6). Fed Ex Superbowl Commercial. Retrieved from https://www.youtube.com/watch?v=148dowDhkVY&feature=emb_logo
• Iannucci, B. A., & Garland, J. (2019). Six Strategies for Team Success. Retrieved from https://web5.wgu.edu/aap/content/Six%20Strategies%20for%20Team%20Success.pdf
• Johnson, R. (2013). Solving team dysfunction. Supply House Times,55(12), 49-50. https://wgu.idm.oclc.org/login?url=http://search.proquest.com/docview/1348253296?accountid=42542
• Kane, H. (2019). Making a Difference in Talent Development: Leveraging the Link between Learning and Performance. Workforce Solutions Review, 10(1), 28–30. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=135831667&site=eds-live&scope=site
• Katzenbach, J. R., & Smith, D. K. (2005). The discipline of teams. Harvard Business Review, 83(7/8), 162-171. https://lrps.wgu.edu/provision/149712793
• Korsgaard, M. A., Schweiger, D. M., & Sapienza, H. J. (1995). Building Commitment, Attachment, and Trust in Strategic Decision-Making Teams: The Role of Procedural Justice. Academy of Management Journal, 38(1), 60–84. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsjsr&AN=edsjsr.256728&site=eds-live&scope=site&custid=ns017578
• Kurtzberg, T. R., & Amabile, T. M. (2001). From Guilford to Creative Synergy: Opening the Black Box of Team-Level Creativity. Creativity Research Journal, 13(3/4), 285–294. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5673214&site=eds-live&scope=site
• Lencioni, P. (2006). Team Dysfunction. Leadership Excellence, 23(12), 6. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=23587490&site=eds-live&scope=site&custid=ns017578
• Lin, X., Chen, Z. X., Tse, H. H. M., Wei, W., & Ma, C. (2019). Why and When Employees Like to Speak up More Under Humble Leaders? The Roles of Personal Sense of Power and Power Distance. Journal of Business Ethics, 158(4), 937–950. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=138298271&site=eds-live&scope=site&custid=ns017578
• Lozano, J., & Escrich, T. (2017). Cultural Diversity in Business: A Critical Reflection on the Ideology of Tolerance. Journal of Business Ethics, 142(4), 679–696. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsjsr&AN=edsjsr.45022131&site=eds-live&scope=site&custid=ns017578
• Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, R. F., & Algozzine, K. M. (2012). A Pilot Study of a Problem-Solving Model for Team Decision Making. Education & Treatment of Children, 35(1), 25–49. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=70299037&site=eds-live&scope=site
• Pentland, A. S. (2012). The New science of building great teams. Harvard Business Review, 90(4), 60-70. https://lrps.wgu.edu/provision/149712962
• Piasecki, B. (2013). Why Teams Matter More Than Ever. Public Management (00333611), 95(10), 12–15. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=91746695&site=ehost-live&scope=site
• Quinn, R. E., & Thakor, A. V. (2018). Creating a Purpose-Driven Organization. (cover story). Harvard Business Review, 96(4), 78–85. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=130332014&site=eds-live&scope=site&custid=ns017578
• Raven, B. H. (2008). The Bases of Power and the Power/Interaction Model of Interpersonal Influence. Analyses of Social Issues & Public Policy, 8(1), 1–22. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=35393866&site=eds-live&scope=site
• Serrano Archimi, C., Reynaud, E., Yasin, H. M., & Bhatti, Z. A. (2018). How Perceived Corporate Social Responsibility Affects Employee Cynicism: The Mediating Role of Organizational Trust. Journal of Business Ethics, 151(4), 907–921. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=131640606&site=eds-live&scope=site&custid=ns017578
• Sidle, S. D. (2007). Do Teams Who Agree to Disagree Make Better Decisions? Academy of Management Perspectives, 21(2), 74–75. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsjsr&AN=edsjsr.27747374&site=eds-live&scope=site&custid=ns017578
• Siebdrat, F., Hoegl, M., & Ernst, H. (2009). How to manage virtual teams. MIT Sloan Management Review, 50(4), 63-68. https://wgu.idm.oclc.org/login?url=http://search.proquest.com/docview/224971556?accountid=42542
• Sokol, M. (2018). Will Your Teams Offer Competitive Advantage? People & Strategy, 41(2), 70–71. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=134251031&site=eds-live&scope=site
• Song, D., Liu, H., Gu, J., & He, C. (2018). Collectivism and employees’ innovative behavior: The mediating role of team identification and the moderating role of leader‐member exchange. Creativity & Innovation Management, 27(2), 221. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=129453037&site=eds-live&scope=site
• Teitel, A. S. (2019). Challenger Explosion: How Groupthink and Other Causes Led to the Tragedy. Retrieved from https://www.history.com/news/how-the-challenger-disaster-changed-nasa
• Todorova, G. (2019). Building and Managing Great Teams: An Evidence-Based Approach. Journal of Commercial Biotechnology, 24(4), 84–85. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=buh&AN=138879703&site=eds-live&scope=site&custid=ns017578
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63 (6), 384-399.
• Uzzi, B., & Dunlap, S. (2005). How to build your network. Harvard Business Review, 83(12), 53-60. https://lrps.wgu.edu/provision/149712568
• Virani, F. (2015). The Art and Science of Re-framing in Conflict Resolution. International Journal of Recent Research Aspects, 2(4), 35–37. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=115156545&site=eds-live&scope=site
• Warrick, D. D. 1. (2016). What Leaders Can Learn About Teamwork and Developing High Performance Teams from Organization Development Practitioners. Performance Improvement, 55(3), 13–21. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=113929814&site=eds-live&scope=site
• Yazid, Z., Osman, L. H., & Hamid, R. A. (2018). Managing Conflict in the Self-Managed Project Team. International Journal of Business & Management Science, 8(2), 405–422. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=138553078&site=eds-live&scope=site
• Yilmaz, F. (2019). Organizational Support and the Role of Organizational Trust in Employee Empowerment. International Journal of Eurasia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi, 10(37), 968–980. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=139402709&site=eds-live&scope=site

CompleteSkipImportant Resources
The following links are resources to help you with your writing:
• General writing questions: The WGU Writing Center: Home Page
• Articulation and organization: Guide to Academic Writing
• Guidance on how to write citations: In-text Citations
• Sample academic paper (Click to download)
• A place to visit before submitting task 1: Assessment Submission Procedures
• WGU Library: Library

Topics and Pacing
The Topics and Pacing guide suggests a weekly structure to pace your completion of learning activities. It is provided as a suggestion and does not represent a mandatory schedule. Follow the pacing guide carefully to complete the course in the suggested timeframe.
Week 1
• Preparing for Success
• Team Development
Week 2
• Power and Influence
Week 3
• Team Roles and Interactions
• Conflict Management
Week 4
• Improving Team Performance
Week 5
• Decision Making
Week 6
• Final Steps
Note: This pacing guide does not replace the course. Please continue to refer to the course for a comprehensive list of the resources and activities.

Team Development
Team development is the process by which individuals or a workgroup evolve into a cooperative team. The difference lies in relative dependency: While a group can be a simple aggregate of independent individuals, a team is comprised of individuals that are interdependent, focused on a shared goal, and mutually accountable for performance outcomes.

Team Development
The team development process includes both initial formation and ongoing evolution. Initial formation determines team structure and selection, while evolution depicts team dynamics as they progress over time.
This topic addresses the following competency:
• Competency 3007.1.1: Team Development
The graduate selects an appropriate team structure for a project and proposes strategies for team development.
This topic highlights the following objectives:
• Describe practices that build trust among team members.
• Select an appropriate team/workgroup structure for a current project.
• Describe ways to capitalize on a particular team member’s strengths.
• Describe different types of team structures.
• Describe differences between virtual and resident teams, including the advantages and disadvantages.
• Compare the definition of team with the definition of workgroup.
• Identify the purpose of a given team.
• Explain how teams form and change.

Complete AllSKIP AllRead: Task 2
For details about this performance assessment, see the “Assessment” tab in this course.
Take notes as you read the library articles and view the videos to help you write your Task 2 response as well as prepare your presentation

CompleteSkipRead: The Discipline of Teams
This activity introduces the concept of teams. When you have completed this activity, you should be able to define team and differentiate teams from workgroups.
As you complete the listed material below, pay attention to the following key points:
• teams vs. workgroups
• definition of team
• selecting a team
• types of teams
Access and read the following article:
• The Discipline of Teams
After reading this article, ask yourself the following questions:
• What is a team?
• How does a team differ from a workgroup?
• What are some different types of teams?

CompleteSkipRead: Developmental Sequence in Small Groups
This activity introduces Tuckman’s classic model of small-group development. When you have completed this activity, you should be able to explain how teams form and change.
As you complete the listed material below, pay attention to the following key points:
• forming
• storming
• norming
• performing
Read the following article (pages 395–398):
• Developmental Sequence in Small Groups
After reading this article, ask yourself the following questions:
• What are the four stages of small-group development?
• As you prepare your response for Task 2, how does Tuckman’s Developmental Sequence play out in a real-world group from your own experience?

CompleteSkipRead: Why Teams Don’t Work
Structure is a key component of team success. This activity addresses some of the challenges of teamwork and suggests strategies for maximizing effectiveness. When you have completed this activity, you should be able to describe different types of team structures and suggest an appropriate structure for a given project.
As you complete the listed material below, pay attention to the following key points:
• challenges of teamwork
• structuring for team success
Use the WGU Library to access and read the following article:
• Why Teams Don’t Work
After reading this article, ask yourself the following questions:
• What are some inherent challenges in teamwork?
• How can team structure help mitigate those challenges?

CompleteSkipRead: Virtual Teams
Virtual teams leverage communication technology to efficiently assemble the talents of dispersed members. When you have completed this activity, you should be able to differentiate between virtual and resident teams and describe the advantages and disadvantages of virtual teams.
As you complete the listed material below, pay attention to the following key points:
• pros and cons of dispersed teams
• performance of dispersed versus co-located teams
• teams strategies for managing dispersion
Access and read the following article:
• How to Manage Virtual Teams
After reading this article, ask yourself the following questions:
• How does a virtual team differ from a resident team?
• What are some advantages and disadvantages of virtual teamwork?
• What are some strategies for leading virtual teams?

CompleteSkipView: Key Success Factors in a Team Environment
Wayne Chaneski proposes “The Four Disciplines of Execution” as a means for seeing tasks through to completion.
As you complete the material below, pay attention to the following key points:
• Focus
• Leverage
• Engagement
• Accountability
Access and review the following resources:
• View Key Success Factors in a Team Environment
• Read What Leaders Can Learn About Teamwork and Developing High Performance Teams from Organization Development Practitioners
• Read Getting Things Done
After reviewing the content above, ask yourself the following questions:
• What are Chaneski’s Four Disciplines of Execution?
• Consider an excellent leader from your own experience. Through what practices did that leader execute these four disciplines?

CompleteSkipView: Organizational Trust
This activity further explicates the concept of trust. When you have completed it, you should be able to describe practices that build trust among team members.
As you complete the listed material below, pay attention to the following key points:
• building trusting relationships
• leveraging trust within teams
• aligning systems and processes
Access and complete the following resources:
• View Organizational Trust
• Read Organizational Support and the Role of Organizational Trust in Employee Empowerment
• Read How Perceived Corporate Social Responsibility Affects Employee Cynicism: The Mediating Role of Organizational Trust
After reviewing the content above, ask yourself the following questions:
• Why is trust critical to team success?
• Describe some practices that build trust among team members.

CompleteSkipView: Land One at a Time and Clarifying Your Team’s Purpose and Strategy
This activity further explicates the concept of purpose. When you have completed this activity, you should be able to identify team purpose.
As you complete the listed material below, pay attention to the following key points:
• setting a few key priorities
• creating team strategy
• aligning individuals and teams with organizational objectives
Access and review the following resources:
• View Clarifying Your Team’s Purpose and Strategy
• Read Six Strategies for Team Success
• Read Creating a Purpose-Driven Organization
After reviewing the content above, ask yourself the following questions:
• Why is prioritizing critical to team success?
• What are some strategies for clarifying the purpose of a team?

CompleteSkipView: Unleashing Your Team’s Talent
This activity further explicates the concept of individual talent. When you have completed it, you should be able to describe ways to capitalize on team members strengths.
As you complete the listed material below, pay attention to the following key points:
• linking individual contributions and team purpose
• leveraging individual abilities for team success
• coaching and confidence building
Access and review the following resources:
• View Unleashing Your Team’s Talent
• Read Making Sense of Team Coaching
• Read Making a Difference in Talent Development: Leveraging the Link Between Learning and Performance
After reviewing the content above, ask yourself the following questions:
• How can a team leverage individual talents for team and organizational success?
• What are some effective coaching strategies?

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CompleteSkipStep One: Meet with Your Team
Virtual Meeting: The first step in the team development is to e-mail your team members and determine a time to meet. This initial team meeting should be conducted by using one of the options below or other free virtual meeting software of your choice.
• Microsoft Teams
• Skype
• Amazon Chime
• Zoom

CompleteSkipStep Two: What Should Be Included in the First Team Meeting?
As part of this initial team meeting, you will want to start by introducing each member of the team and getting to know each other. In addition to getting to know your team, you will also be required to complete the following documents:
Team Charter: This will be submitted and is required to completed as part of Task 2. Download the Team Charter document. The contract must be submitted to leadingteams@wgu.edu for review and approval by the course instructors. This should be completed by Sunday of the first week of the team exercise.
When developing your team charter, make sure to focus on the following areas:
• the role of each team member
• three team goals
• timeline
• decision-making policy
• communication plan
• conflict management strategy

Power and Influence
Power is latent potential to influence others behavior or thoughts. Influence is the exercise of that potential. It is a fine distinction, but this nuance lies at the heart of leadership.

Power and Influence
Power is often associated with hierarchical authority. Indeed, position power—which wields legitimacy, coercion, and reward—can be highly influential. Personal power, however, is essential for leadership. Followers voluntarily permit influence out of regard for the leader’s expertise or character.
This topic addresses the following competency:
• Competency 3007.1.3: Power and Influence
The graduate determines how power and influence can be used to achieve team objectives.
This topic highlights the following objectives:
• Describe how power sources are used in teams.
• Recommend a strategy for using influence (internal/external) to change team members’ perceptions.
• Recommend practices to overcome objections and gain buy-in from others.
• Describe practices for soliciting and communicating individual feedback.

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Complete All SKIP All Read: The Bases of Power
French and Raven’s model of power bases is a fundamental concept in management and leadership studies. This activity defines power and influence and introduces the six types of personal and positional power. Upon its completion, you should be able to describe the sources of power and how they might be used to influence teams.
As you complete the listed material below, pay attention to the following key points:
• definition of power and influence
• positional and personal bases of power
• Six Bases of Power
Access and read pages 1–10 of the following article:
• The Bases of Power and the Power/Interaction Model of Interpersonal Influence
After reading the article, ask yourself the following questions:
• What is the difference between power and influence?
• What are the differences between positional and personal power?
• What are French and Ravens three positional power bases and three personal power bases?
• Choose an effective leader from your own experience. What types of power did that leader employ to overcome objections and gain buy-in from others?

Complete Skip View: Self-Trust and Circle of Influence
Influence is developed through trust. This activity addresses how teams and team members can develop credibility, act with integrity, and build influential relationships. After completing this activity, you should be able to recommend strategies for influencing perceptions, overcoming objections, and gaining buy-in from others.
As you complete the listed material below, pay attention to the following key points:
• credibility and trust
• acting with integrity
• building relationships of influence
• focusing energy
• expanding team influence
Access and review the following resources:
• View Power and Influence
• Read Why and When Employees Like to Speak Up More Under Humble Leaders? The Roles of Personal Sense of Power and Power Distance
• Read remaining pages (11-21) of The Bases of Power and the Power/Interaction Model of Interpersonal Influence
After viewing the content above, ask yourself the following questions:
• How do credibility, integrity, and trust foster relationships of influence?
• How can teams expand their circle of influence?

Complete Skip Read: Accepting Feedback and Candor, Criticism, Teamwork
Effective feedback and response are outcomes of a candid team culture. After completing this activity, you should be able to describe practices for soliciting and communicating constructive feedback.
As you complete the listed material below, pay attention to the following key points:
• soliciting and communicating constructive feedback
• creating a team culture of candor
Access and read the following articles:
• Candor, Criticism, Teamwork
• Accepting Feedback
After reading the articles, ask yourself the following questions:
• What are some practices for effectively soliciting and communicating feedback?
• How can teams foster a culture of candor?

Complete Skip Complete: Task 1
For details about this performance assessment, see the Assessment tab in this course.
Complete the following task:
• Leading Teams: Task 1