Volume 8, No. 2: Section 5
Volume 8, No. 2: Section 5
ISSUES IN THE WORKPLACE
Changing Interactions
When corporate CEOs or university presidents assume leadership positions, sometimes they insist that the problems that surface during their tenure result from the mistakes of the previous administration. Blame the ones who were there before, not me.. We hear the theme in their speeches before the Board or in a television address to the nation (you may remember hearing the US President claim such).
Since it is impossible to change actual history (though facts are often changed when recorded for future generations to read) and nearly impossible to change others, it should be obvious that the only person we can ever hope to change is oneself.
Keys to Change
Change starts with self-awareness, becoming aware of one's own behaviors and attitudes that precipitate or synergize a problem. According to Christopher Avery (2003) in "Owning Wisdom", personal responsibility is key to approaching problems in one's personal and professional life. Unraveling the mystery of steps leading to such problems begins the path to change and achievement. The following points may help one toward that path:
1. What am I doing that triggers or multiplies the problem? For example, what words or body language did I just use to trigger that defensive, hostile response from my colleague, the committee, or board members? Was I too directive, impatient, tired, or low in energy?
2. How is my behavior or attitude a problem and how can I reframe it as a skill to strengthen interactions and progress in committee work? If I assume that everyone on the committee (or board) is committed to the project (and not competitive with me, not cheating on steps taken, and not grudging my success), I can reframe his or her comments as positive suggestions that will build on the work thus far on the project. Interaction problems based on difficulties from the past may be due to complex circumstances impossible to unravel or understand; a focus on my current behavior and current interactions will help the tasks to move positively toward completion.
3. How do I stop the first action that leads to the problem? For example, should I use a more positive or neutral facial expression or voice when addressing that issue with my colleague?
Or, in an example of a leadership position, should I plan ahead more? Should I give the members of the committee (or board) a copy of my report and ask for their feedback two weeks before the actual meeting? I could call them one week before the meeting if I have not heard from them about their concerns, questions, and suggestions to strengthen the report and to avoid explosions at the meeting. I could start the meeting by asking everyone to give his or her name, department, and a brief statement or suggestion regarding the report. Then I could sum up the information and state the next steps. Also, I could eat a nutritious lunch before the meeting (and serve chocolate, in any form, at the meeting).
4. How do I stay with the question? How do I change my actions and thus change what happens? Getting close to the problem person or having a special brainstorming session about how to approach the problem may result in a new approach or a negotiated goal to resolve the problem. Stubbornness when it is resistant and negative blocks that person and others from contributing or initiating fully; however, stubbornness is a strength when applied in a consistent, positive way to negotiate and focus on the goal. As an example, staying with the question or brainstorming positive action steps helps to keep the focus on moving constructively toward goals.
Sometimes it helps to ask, "What is the real or hidden problem?" Taking some time to process the emotion being displayed by resistant or hostile people, to solicit their suggestions, to display active, respectful listening and to reframe their words into points that nurture the interactions transform hostility into cooperation and progress on the project. Sometimes the project leader should table an emotional and controversial issue for deeper work at a later session. Sometimes the hidden problem is unrelated to the immediate project and merits exploration in a one-on-one coffee break; the person (and the committee work) may benefit from such a meeting that provides listening and emotional support to the stressed person.
Reward
Any positive change or slow steps toward a solution deserve positive recognition. A reward system, esoteric or concrete, is essential. Thinking about a reward system for oneself and others involves recognizing growth, positive change, and solutions to a problem. Accomplishments deserve congratulations!
Discover what rewards people and do it. Rewards for oneself may include: scheduling special time to indulge (reading a favorite book, photographing favorite animals or flowers, shopping, a weekend with Nature, time exercising or doing absolutely nothing). Rewards for others may include: words of appreciation (one-on-one or in a meeting), an article commending the person in the local newsletter or community newspaper, or giving the person a coupon for a special restaurant, movie or play, etc.
Summary
A strong leader is self-aware, tunes into other people, attends to her own needs, plans ahead, nurtures personal growth and positive interactions, builds relationships in action steps that work toward achieving goals, and rewards achievement (in herself and others). She is a catalyst for growth and change.
Leilani Doty, PhD
University of Florida
Reference
Avery C. Owning Wisdom. Partnerwerks TeamWisdom Tips. Oct. 14, 2003;16:28:39-0500. http://archive.mail-list.com/teamwisdom/msg00203.html
Raising Your Team Performance
Scenario, Personnel Meeting : LM, a doctoral student (MD, PhD) who was assigned to work half-time on two different research projects (Teams A and B), became the focus of the team directors, administrators, and program coordinators at a personnel meeting. The director of Team A called the meeting because LM was causing staff conflict. The Team A director, administrator and program coordinator were upset because LM joined conversations (though uninvited), offered unwelcome suggestions for tasks, looked over people's shoulders and commented about information displayed on their computer screens, was away from her desk often (reportedly at meetings or at the library), and did not keep the immediate supervisor (program coordinator) updated on all her activities. In addition, LM "dressed weird". Team A leaders were upset that LM ignored the chain of command, acted like a know-it-all, caused constant complaints that disrupted productivity, and was the reason why some office staff were threatening to quit.
The director and coordinator of Team B were shocked to learn about the complaints, which differed from their own experience with LM over the same period of time. Their response at the meeting expressed a strong appreciation for the independent, responsible, networking style of LM. The initiative LM took to attend project-related meetings and summarize them at the weekly Team B meetings provided links to more potential research subjects and loans of equipment and statisticians, expediting the clinical research. Looking up resources at the library and accessing experts as resources provided added value; some additional grant writing for collaborative studies had started. LM's spontaneous creative suggestions provided short cuts with data entry and other research tasks. Her positive attitude and attention to detail helped individual team members meet deadlines. Her sense of humor added to the fun of working on the main project. Finally, the Team B director and coordinator discussed LM's quick orientation and expanded roles of her position and her ability to adapt easily and partner as an equal with the diverse members of Team B.
Case Questions : What styles of team functioning lead to such different descriptions of LM's behavior? What were some underlying factors leading to problems with interactions? What were the hidden agendas? How may the personnel problems be resolved?
Effective Teams
Team effectiveness leads to team achievement. A prime ingredient in team effectiveness is interpersonal dynamics, which consist of three factors: 1) goodwill, 2) respect for oneself and others, and 3) trust. When there is goodwill, people share information and build on each other's skills and ideas. They accept and offer constructive criticism in a setting of respect. Over time the team members trust each other and cooperate with one another to transform each other's knowledge and experience into achieving goals. When achievements represent success for each member of the team and the team jells as a unit, this group becomes a loyal, high performance team unit. (Avery, 2004)
High Performance Team vs. Low Performance Team
A high performance team makes work fun, exciting and meaningful. Individual members with various skills pull together and cross-train each other. They increase opportunities to express ideas. They develop a sense of purpose; they experience the importance of being a team member with appreciation for their contributions. In rigid team settings, where tasks are controlled, boundaries are limited and rigid, and expression is suppressed, the sense of individual strength, significance and being valued collapse. In such a setting, as self-respect, dignity and job pride diminish, the group's effectiveness as a team decreases. Self-interests and self-aggrandizement override cooperation. Respect for others and trust crumble. The result is a frazzled, irritable, low performance team.
Key to high performance in a team is ongoing attention to the welfare of team members. In second place is the performance of the team unit on the project, plans and goals. The welfare of individuals should include attention to interpersonal issues, guidance to improve skills and performance, recognition for improved functioning and accolades for achievements on an individual and team basis.
Academic institutions pay great attention to and reward specialists who build fiefdoms through aggressive competition. Other than sports teams, academic institutions limit recognition of team units, particularly support staff. Failure to give attention to and nurture all individuals on the team may slowly lead to discontent, distrust of colleagues, excuses and blame (on others, the equipment, the institution, etc.) with the result of under performance. Not giving attention to the team unit weakens the sense of cohesion and connection to an important corps.
Recognizing the importance of teamwork and of the individual members begins the path toward addressing the team's welfare. With attention to individual skills and interaction styles, emphasizing the importance of each individual's contribution to the team unit is critical to building responsible, productive relationships that strengthen the team and enhance its performance and achievements.
Research has shown that nurturing good interactions is much more powerful to strengthen motivation and commitment than compensation, reward and recognition (Bennatan, 2002). Important interaction skills include:
1. Developing relationship and communication skills that facilitate positive, not negative, team dynamics in order to foster collaboration and respect for the important contributions of each team member
2. Acquiring skills for assertive cooperative and assertive competitive interactions rather than forceful, hurtful, and inconsiderate interactions to achieve individual goals
3. Performing in different roles at different levels of responsibility on the team.. to work as an individual, as an equal member of the team and as an occasional leader (on a small task or as a temporary program coordinator or director)
Looking Back at Teams A and B
As the discussion continued in the personnel meeting (vide supra), other issues (hidden agendas) surfaced. LM received a higher salary than most of the other members of both teams (except for the directors); the salary difference created jealousy in Team A and was not an issue for Team B. Additional complaints (from Team A) about LM involved resentment that she did not join the others at the gym or party at local clubs on the weekends with peers. Also, the director of Team A hated taking even this amount of time to deal with squabbles, wanted people to focus on what they were paid to do, and get the research finished quickly.
| Brief descriptors of Team A : |
Brief descriptors of Team B : |
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The descriptors of Teams A and B focus on some of the basic differences on interpersonal dynamics. As a result there are clear differences between Team A (the lack of) and Team B (the presence of) three ingredients of interpersonal dynamics: goodwill, respect for oneself and others, and trust.
Impact of Leaders on the Team
Research has indicated that human-related factors (team leaders, managers and peers) impact motivation five times as much as tasks and responsibilities. Thus, it makes sense that strengthening team leaders is critical to team dynamics and achievement. While a special project is exciting to work on, the interpersonal elements are the triggers of high motivation. Loyalty to the team appears to be more important than loyalty to the project. (Bennatan, 2004)
Peer relationships, team leadership, and project management merit serious attention.
Team members should learn different roles and share responsibility, sometimes working as individuals, sometimes in partnership, and sometimes as leaders of tasks or the team. While realistic plans and pragmatic changes are important to keep in mind, learning different skills (cross-training) cultivates people to improvise between and across roles. The result of such improvisation and creativity for the team often benefit the project.
When team leadership builds a positive setting and models positive, assertive relationship skills, individual interactions and the team unit function well. The setting for the team becomes one of excitement about ideas, discovery, commitment to goals, collaboration, and celebrations of small achievements as well as large ones. Encouraging ongoing learning develops skills and zeal for performance, resulting in better translation of the learning into clinical services, education, research, networking, and achievement of goals. When leaders mentor and express appreciation for the accomplishments of individuals on the team (including giving individuals first authorship on professional publications and presentations), as well as the team unit, team performance heightens.
When problems arise, leaders who address the issues on a one-to-one basis with an objective look at the factors (there are always more than two sides to any problems) show respect for team members and thus model skills for team members to demonstrate when working with each other. After such issues are negotiated and resolved, there may be ways to adapt the problem and its resolution into an objective, general principle of behavior that may be applied as a professional development principle for the whole team.
So What Happened to Teams A and B?
Team A leaders decided to meet with LM about boundary limits, respecting the computer-privacy of peers, and increasing LM's communication with her immediate supervisor regarding her weekly schedule and activities, especially outside the office.
The director of Team B offered to examine the Team B budgets in order to buy the other 50% of LM's time. The director of Team A enthusiastically agreed to the offer.
One month later: Team A was interviewing new staff for their research and trying to convince two graduate student researchers to stay on the project until the end of the funding year. Meanwhile, Team B expanded LM's responsibilities and became an even higher high performance team!
Leilani Doty, PhD
University of Florida
NOTE: The case study is based on real events. Details are changed to avoid any revelation of the true names, places, and circumstances.
References
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