Post on 17-May-2015
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workingin
TEAMS
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5 ELEMENTS OF EFFECTIVE TEAMSGoalsGoalsRolesRolesProcessesProcessesRelationshipsRelationshipsInterfacesInterfaces
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Questions for Work Teams
What will the teams do?What will the teams do? What skills will be required?What skills will be required? What training will be What training will be
required?required? What type of reward system?What type of reward system? What support will the team What support will the team
receive?receive?
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PERCEIVED BENEFITS OF TEAM Reduced duplication of effortReduced duplication of effort Increased cooperationIncreased cooperation Innovative ideasInnovative ideas Better decisionsBetter decisions Motivated staffMotivated staff Improved product and quality Improved product and quality
serviceservice Increased productivityIncreased productivity
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PERCEIVED BENEFITS OF TEAMS More flexibilityMore flexibility Increased commitmentIncreased commitment Less destructive conflictLess destructive conflict Better interpersonal skillsBetter interpersonal skills Higher standards of Higher standards of
performanceperformance
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HELPING TEAM EFFECTIVENESS
Key issuesKey issues Getting StartedGetting Started Orienting Team PlayersOrienting Team Players Training for Team SuccessTraining for Team Success Developing Team LeadershipDeveloping Team Leadership Rewarding Team PerformanceRewarding Team Performance
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TEAM DEVELOPMENT PROCESS
Team Features•Commitment•Trust/Courtesy•Purpose•Communication•Involvement•Process
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EFFECTIVE TEAMS? Measured from the Measured from the
organisation’s point of view ?organisation’s point of view ? Measured from the team’s point Measured from the team’s point
of view?of view? Are the two points of view the Are the two points of view the
same - should they be?same - should they be?
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TEAM AND INDIVIDUAL GOALS Team goals must be in harmony Team goals must be in harmony
with those of the organisation - with those of the organisation - remember this is how you will be remember this is how you will be judged.judged.
If the team succeeds the If the team succeeds the individual succeeds - this means individual succeeds - this means individual work goals must individual work goals must satisfy both the individual and satisfy both the individual and the team.the team.
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Teams 2008 . . .““Happy people make Happy people make happy teams and happy teams and happy teams get happy teams get GREAT results for GREAT results for organisations”organisations”
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TEAMS 2008 . . .
What make an What make an Effective Effective Team?Team?
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WHAT IS AN “EFFECTIVE TEAM” Implies a measurement of Implies a measurement of
performanceperformance Need a Need a ‘base figure’‘base figure’ to measure from to measure from Need to know the Need to know the purposepurpose of the of the
team to ensure an appropriate team to ensure an appropriate measurement (performance measurement (performance indicator)indicator)
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Effective Teams - Prentice and Rabey - “Empowering Supervisors - Leading Winning Teams” p 82
Clear Work ObjectivesClear Work Objectives Good communication - up and downGood communication - up and down Work together harmoniouslyWork together harmoniously Keen to achieve resultsKeen to achieve results Grievances discussed fully and franklyGrievances discussed fully and frankly Change is discussed prior to it happeningChange is discussed prior to it happening Trusted to do a job on their ownTrusted to do a job on their own Process improvementProcess improvement Group exercises its own disciplineGroup exercises its own discipline
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EFFECTIVE TEAMS - Chaousis
Leadership - sharedLeadership - shared Goals - team purpose and performance Goals - team purpose and performance
goalsgoals Decision making - participative / Decision making - participative /
consensusconsensus Regular review of performanceRegular review of performance Linkage with other teams in organisationLinkage with other teams in organisation Relationships - trustRelationships - trust
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“T.E.A.M.S.” - James Lundy Communication, Coordination and CooperationCommunication, Coordination and Cooperation
Mutual trust and understandingMutual trust and understanding agreed upon expectationsagreed upon expectations awareness of potential benefitsawareness of potential benefits commitments to make them workcommitments to make them work open feedback regarding feelingsopen feedback regarding feelings anticipation of ways to resolve any anticipation of ways to resolve any
potential differencespotential differences
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“SUPERVISION IN ACTION” George
and Cole p192
Clear challenging goals - members committed Clear challenging goals - members committed to their achievementto their achievement
Self directed - don’t wait to be toldSelf directed - don’t wait to be told Honest, open communicationHonest, open communication Involvement and enjoyment - cohesiveInvolvement and enjoyment - cohesive Group norms in line with the organisationGroup norms in line with the organisation Conflict is seen as positive - involved and dealt Conflict is seen as positive - involved and dealt
with constructivelywith constructively Multi skilledMulti skilled
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ANANTARAMAN in Stott and Walker
Clear cooperative goals - Clear cooperative goals - and commitment to themand commitment to them
Accurate, effective Accurate, effective communication of ideas communication of ideas and feelingsand feelings
Distributed participation Distributed participation and leadershipand leadership
High level of trustHigh level of trust
Appropriate decision Appropriate decision making and problem making and problem solving proceduressolving procedures
Productive controversyProductive controversy Acceptance and support Acceptance and support
among teamamong team CohesiveCohesive Manage power and Manage power and
conflict constructivelyconflict constructively
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KAZEMAK in Stott and Walker Goals and objectives Goals and objectives
understood and agreedunderstood and agreed Conflict dealt with Conflict dealt with
constructivelyconstructively shared leadershipshared leadership Abilities are usedAbilities are used open and participatory open and participatory
communicationcommunication Creativity encouragedCreativity encouraged
Support for team’s Support for team’s controls and procedurescontrols and procedures
Established problem Established problem solving and decision solving and decision making approachesmaking approaches
Evaluate functions and Evaluate functions and processes regularlyprocesses regularly
Understand roles, Understand roles, responsibilities and limits responsibilities and limits of authorityof authority
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HITT in Stott and Walker Common agreement Common agreement
on high expectations on high expectations for teamfor team
Commitment to Commitment to common goalscommon goals
Honest and open Honest and open communicationcommunication
Assumed Assumed responsibility for work responsibility for work to be doneto be done
Common access to Common access to informationinformation
Climate of trustClimate of trust support for decisionssupport for decisions Win-Win approachWin-Win approach Focus on process as Focus on process as
well as resultswell as results Feeling that you can Feeling that you can
influence what happensinfluence what happens
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5 ELEMENTS OF EFFECTIVE TEAMSGoalsGoalsRolesRolesProcessesProcessesRelationshipsRelationshipsInterfacesInterfaces
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TEAMS 2008 . . .
Team Goals?Team Goals?
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TEAM GOALS . . ?
PurposePurposeVisionVisionGround rulesGround rules
Page 23 of Page 23 of High Energy Teams ManualHigh Energy Teams Manual
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TEAMS 2008 . . .
Team RolesTeam Roles
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COMMON ROLES IN TEAMS
Three main categoriesThree main categories
Group Task RolesGroup Task Roles Group Maintenance RolesGroup Maintenance Roles Self - Oriented RolesSelf - Oriented Roles
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SELF -ORIENTED ROLESHelper - maintainerHelper - maintainerAggressorAggressorBlockerBlockerFact finder - reporterFact finder - reporterLinker – socializer – Linker – socializer – others?others?
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TEAM MAINTENANCE ROLESEncouragerEncouragerHarmoniserHarmoniserGatekeeperGatekeeperStandard SetterStandard SetterObserverObserver
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TEAM TASK ROLESPlannerPlannerInstigatorInstigatorQuality checkerQuality checkerDelegaterDelegater??
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TEAMS 2008
Team Team ProcessesProcesses
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TEAM PROCESSES? A series of actions/tasks that produce A series of actions/tasks that produce
resultsresults Processes describe how we will work Processes describe how we will work
together to reach our goals.together to reach our goals.1.1. PlanningPlanning2.2. Problem solvingProblem solving3.3. Conflict resolutionConflict resolution4.4. Continuous improvements/others?Continuous improvements/others?
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TEAMS 2008 . . .
How Teams How Teams FormForm
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STAGES OF TEAM DEVELOPMENTFormingFormingStormingStormingNormingNormingPerformingPerformingDeparting/ReformingDeparting/Reforming
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FORMING
Orientation to taskOrientation to task
Dependency on “Leader”Dependency on “Leader”
Testing out inter-personal Testing out inter-personal relationshipsrelationships
Discovering the ground rulesDiscovering the ground rules
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Storming
Resistance to task demandsResistance to task demands
Interpersonal conflictInterpersonal conflict
Exploring areas of Exploring areas of disagreementdisagreement
Struggle for group leadershipStruggle for group leadership
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NORMING
Building cohesivenessBuilding cohesiveness
Developing consensus about Developing consensus about normsnorms
Clarifying rolesClarifying roles
Informal leader may emergeInformal leader may emerge
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Performing . . .Energy channeled into taskEnergy channeled into task
Roles clear and functionalRoles clear and functional
Norms support teamworkNorms support teamwork
Solutions begin to emerge for the Solutions begin to emerge for the previous problemsprevious problems
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MourningGoals accomplishedGoals accomplished
Prepare for disengagementPrepare for disengagement
Dependency on “Leader”Dependency on “Leader”
Some regret at the Some regret at the disbandingdisbanding
Termination of the groupTermination of the group
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TEAMS 2008
Team Team RelationshipsRelationships
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RELATIONSHIPS That which binds the team together:That which binds the team together:
1.1. ValuesValues
2.2. CommunicationsCommunications
3.3. TrustTrust
4.4. OpennessOpenness
5.5. CollaborationCollaboration
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TEAMS 2008 . . .
Team Team Interfaces?Interfaces?
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TEAM INTERFACES . . .How a team relates to other How a team relates to other
teams!teams! Examples?Examples?
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DEVELOPING GOOD TEAMS . . . What skills do we need?What skills do we need? What skills do we have? What skills do we have? Where do we want to be?Where do we want to be? How will we get these skills?How will we get these skills? How should we work together/treat each other?How should we work together/treat each other? What recognition do we get?What recognition do we get? How do/will we celebrate our successes?How do/will we celebrate our successes?
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TEAMS 2008
What is the What is the culture of the culture of the Team?Team?
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What type of culture is present?
People orientedPeople oriented
InnovativeInnovative
ParticipativeParticipative
DecentralisedDecentralised
Fast ActingFast Acting
SituationalSituational
Task orientedTask oriented
ConservativeConservative
AutocraticAutocratic
CentralisedCentralised
ReflectiveReflective
““By the book”By the book”
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Organisational Culture?1.1. Norms and expectations of how people Norms and expectations of how people
behave and treat each other.behave and treat each other.2.2. Philosophy, spirit or drive of the Philosophy, spirit or drive of the
organisation.organisation.3.3. Values beliefs and ways of thinking.Values beliefs and ways of thinking.4.4. To constitute a culture it must be To constitute a culture it must be
shared by members and taught to new shared by members and taught to new members.members.
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Organisational Culture?
1.1. Quality of the relationships that Quality of the relationships that exist between people at workexist between people at work
2.2. Unwritten rules which govern Unwritten rules which govern behaviour - the feeling part of the behaviour - the feeling part of the organisationorganisation
3.3. A reflection of leadership styleA reflection of leadership style
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Organisational Culture -Indicators
1.1. Style of correspondenceStyle of correspondence
2.2. The informal communication network - the The informal communication network - the grapevinegrapevine
3.3. Who has the power and how they use itWho has the power and how they use it
4.4. What gets rewarded / frowned onWhat gets rewarded / frowned on
5.5. Sequence of steps necessary to initiate action Sequence of steps necessary to initiate action or get approvalor get approval
6.6. How conflict is handledHow conflict is handled
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CULTURE AND TEAM EFFECTIVENESS
Will depend onWill depend on 1.1. How much the culture aids in reaching the How much the culture aids in reaching the
goals of the organisation.goals of the organisation.
2.2. How evenly spread and wide spread the How evenly spread and wide spread the culture is.culture is.
3.3. How strongly held the values are.How strongly held the values are.
Culture can enhance team effectiveness Culture can enhance team effectiveness or drain team energyor drain team energy
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CULTURAL IDEAL-Barham in Stott and Walker p431
Both growth and results oriented but believe Both growth and results oriented but believe work should be funwork should be fun
Promote confidence in organisations ability to Promote confidence in organisations ability to handle the futurehandle the future
Welcome change as an opportunity - not a threatWelcome change as an opportunity - not a threat Foster customer awareness - aim for high levels Foster customer awareness - aim for high levels
of quality and serviceof quality and service Believe in providing a challenging and Believe in providing a challenging and
supportive environment to encourage initiative supportive environment to encourage initiative and responsibility at all levelsand responsibility at all levels
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CULTURAL IDEAL-Barham in Stott and Walker
Stress teamwork and ability of each individual Stress teamwork and ability of each individual to contributeto contribute
Emphasize results rather than processEmphasize results rather than process Very open - little emphasis on statusVery open - little emphasis on status Strong emphasis on high quality Strong emphasis on high quality
communication, consultation and listeningcommunication, consultation and listening Believe in integrity and fair dealingBelieve in integrity and fair dealing Are more tolerant of “unconventional” people Are more tolerant of “unconventional” people
and encourage creative ways of doing thingsand encourage creative ways of doing things
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ORGANISATIONAL CULTURE- and development
1.1. Trust is an important Trust is an important componentcomponent
2.2. Trust involves risk takingTrust involves risk taking
3.3. Takes time to developTakes time to develop
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THE IMPACT OF TRUST - ON PEOPLE 1.1. People enjoy workingPeople enjoy working
2.2. Staff and managers feel valuedStaff and managers feel valued
3.3. Extra work taken on willingly Extra work taken on willingly - - no exploitationno exploitation
4.4. Two way respect and common courtesyTwo way respect and common courtesy
5.5. Constructive conflict resolutionConstructive conflict resolution
6.6. Mistakes handled supportively - Mistakes handled supportively - seen as a seen as a learning experiencelearning experience
7.7. Ideas shared freely - Ideas shared freely - all good ideas consideredall good ideas considered
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THE IMPACT OF TRUST - ON PROCESS
1.1. Managers don’t use power as a threatManagers don’t use power as a threat
2.2. Managers not threatened by staff using Managers not threatened by staff using devolved authoritydevolved authority
3.3. Minimal forms and proceduresMinimal forms and procedures
4.4. Few sacred cowsFew sacred cows
5.5. Team rewards predominate - no Team rewards predominate - no rewards for “yes” personrewards for “yes” person
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CULTURE - AND COMPLEXITY1.1. Culture is not simple - it is overlaid by Culture is not simple - it is overlaid by
national cultures and sub cultures.national cultures and sub cultures.
2.2. National cultures - often a greater National cultures - often a greater influenceinfluence
3.3. Must understand the impact - Must understand the impact - authorityauthority
4.4. Subcultures - for specialised problems Subcultures - for specialised problems or situationsor situations
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TEAMS 2008 . . .What Makes People What Makes People Tick? – Tick? – Understanding Understanding othersothers
Understanding how other people see life is the key to understanding the “people business.”
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MYERS-BRIGGS TYPE INDICATOR
Relates to personality Relates to personality preferences in the way we preferences in the way we acquire information and make acquire information and make decisions: decisions: Extraversion - IntroversionExtraversion - IntroversionSensing - IntuitionSensing - IntuitionThinking - FeelingThinking - FeelingJudgment - PerceptionJudgment - Perception
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EXTRAVERSION - INTROVERSION
Like variety and Like variety and actionaction
Act quickly Act quickly
Friendly and Friendly and easy to knoweasy to know
Seek out others Seek out others to talk things to talk things throughthrough
““Shallow”Shallow”
Like quiet for Like quiet for concentrationconcentration
Think before actingThink before acting
Reserved hard to Reserved hard to knowknow
Seek time alone to Seek time alone to think things throughthink things through
““Withdrawn”Withdrawn”
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SENSING - INTUITION
Like practical thingsLike practical thingsStart at beginning Start at beginning and work step by and work step by stepstepCareful about detailsCareful about detailsSeldom make errors Seldom make errors of factof factNot inspiredNot inspired
Imagine Imagine possibilitiespossibilitiesJump in anywhere Jump in anywhere - make inferences- make inferencesIgnore detailsIgnore detailsPerhaps make Perhaps make errors of facterrors of factMay follow May follow inspiration inspiration whether good or whether good or badbad
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THINKING - FEELING
Put things in Put things in logical orderlogical order
Predict outcomes Predict outcomes logicallylogically
Tend to be firm - Tend to be firm - tough mindedtough minded
May hurt feelingsMay hurt feelings
““Arrogant”Arrogant”
Like harmony and Like harmony and make it happenmake it happenConsider effects Consider effects of decisions on of decisions on peoplepeopleSympatheticSympatheticDislike telling Dislike telling people people unpleasant unpleasant thingsthings““Woolly-Minded”Woolly-Minded”
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JUDGMENT - PERCEPTION
Work best with a Work best with a planplanLike to get things Like to get things finishedfinishedDecide too Decide too quicklyquicklyWant only the Want only the essentials to essentials to start a taskstart a task““Demanding” Demanding” “rigid”“rigid”
Enjoy flexibility Enjoy flexibility in workin workCuriousCuriousAdapt well to Adapt well to changing changing conditionsconditionsLast minute Last minute operatorsoperatorsProcrastinatorsProcrastinators““disorganised”disorganised”
DES HUNT – “WHAT MAKES PEOPLE TICK”
THE PEACOCK - TALKERConfidentConfidentOutgoingOutgoingTalkativeTalkativeInvigoratingInvigoratingEnthusiasticEnthusiasticOptimisticOptimisticCarefreeCarefreeSpontaneousSpontaneousRisk-takerRisk-takerFriendlyFriendly
AnimatedAnimatedLikes the spotlightLikes the spotlightFast PacedFast PacedTalks before Talks before listeninglisteningPeople before People before taskstasks
The Dove - FeelerCalmCalmLoyalLoyalDependableDependablePatientPatientSereneSerenePeacefulPeacefulPracticalPracticalFriendlyFriendlyPassivePassiveStableStable
SupportiveSupportiveLikes being friendsLikes being friendsCalmer PacedCalmer PacedListens before talksListens before talksPeople before tasksPeople before tasks
The Eagle - DoerConfidentConfidentDecisiveDecisiveIndependentIndependentDeterminedDeterminedProductiveProductiveDisciplinedDisciplinedDirectDirectForcefulForcefulCompetitiveCompetitiveControlledControlled
ControlledControlled
Likes being the Likes being the bossboss
Fast PacedFast Paced
Talks before Talks before listeninglistening
Tasks before peopleTasks before people
The Owl - ThinkerCalmCalmSystematicSystematicRestrainedRestrainedAnalyticalAnalyticalPerfectionistPerfectionistEfficientEfficientConservativeConservativeDiplomaticDiplomaticPredictablePredictableDiligentDiligent
AnalyticalAnalytical
Likes to be rightLikes to be right
Calmer pacedCalmer paced
Listens before talksListens before talks
Tasks before peopleTasks before people
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TEAMS 2008 . . .
Lets have a Lets have a go!go!
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TEAMS 2008 . . .Understanding Understanding People – and how People – and how to handle them!to handle them!
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THE DICTATOR This type bully, cajole and This type bully, cajole and
intimidate. They are blunt intimidate. They are blunt to the point of being to the point of being insulting. They are insulting. They are constantly demanding and constantly demanding and brutally critical. These brutally critical. These folk can cause ulcers!folk can cause ulcers!
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HANDLING THE DICTATOR
Keep focused on solutions.Keep focused on solutions. Sit quietly Sit quietly until they have wound down. Then say: until they have wound down. Then say: “I can see this is a big problem for you. “I can see this is a big problem for you. Let’s see what we can do to solve it!”Let’s see what we can do to solve it!”
Ask them to leave.Ask them to leave. Say: “I can’t listen Say: “I can’t listen to you when you are using that tone of to you when you are using that tone of voice”.voice”.
Say their name loudlySay their name loudly if you think they if you think they might become violent! might become violent! It will help.It will help.
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THE KNOW IT ALL
These are the experts on These are the experts on everything. They can be very everything. They can be very arrogant, and they usually arrogant, and they usually have an opinion on every have an opinion on every issue. Yet when they’re issue. Yet when they’re wrong they tend to pass the wrong they tend to pass the buck or become very buck or become very defensive!defensive!
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HANDLING THE KNOW IT ALL Acknowledge their accomplishments Acknowledge their accomplishments
and point out a way the two of you and point out a way the two of you can work together.can work together.
Example:Example: “Your idea is very good “Your idea is very good and it sounds like that coupled with and it sounds like that coupled with my systems and expertise, we could my systems and expertise, we could make a difference!”make a difference!”
Let them know that great minds Let them know that great minds think alike!think alike!
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THE YES PEOPLE
They will agree with They will agree with anything, promise any anything, promise any deadline, yet they rarely deadline, yet they rarely deliver. While they are deliver. While they are always sorry (and can be always sorry (and can be charming), you cannot trust charming), you cannot trust them to do what they say!them to do what they say!
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DEALING WITH THE YES PEOPLE
Three ways of ensuring that YES Three ways of ensuring that YES People will keep their word and People will keep their word and save yourself STRESS:save yourself STRESS:
Tie their promise to a sense of Tie their promise to a sense of personal integrity: “Do I have your personal integrity: “Do I have your word on this?”word on this?”
Recap the agreement’s main points.Recap the agreement’s main points. Get even the informal in writing!Get even the informal in writing!
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THE PASSIVES
You can recognise the passive You can recognise the passive by their deadpan expressions by their deadpan expressions and their weak handshakes. and their weak handshakes. Avoiding conflict and Avoiding conflict and controversy at all costs, these controversy at all costs, these people never offer ideas or people never offer ideas or opinions, and never let you opinions, and never let you know where you stand!know where you stand!
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HOW TO WORK WITH PASSIVES Set a clear example of the behaviour Set a clear example of the behaviour
you want demonstrated by you want demonstrated by rewarding all the people who voice rewarding all the people who voice their opinions and take the initiative. their opinions and take the initiative. The more passive types will observe The more passive types will observe this and normally take action.this and normally take action.
Some times the passive type will Some times the passive type will share their opinions and comments share their opinions and comments in a private setting!in a private setting!
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The “NO” PEOPLE This type can be both negative This type can be both negative
and pessimistic, they are quick to and pessimistic, they are quick to point out why something won’t point out why something won’t work. They are inflexible and do work. They are inflexible and do not like change. They can put not like change. They can put stress on you by throwing a wet stress on you by throwing a wet blanket over the whole of your blanket over the whole of your initiatives.initiatives.
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DEALING WITH THE “NO” PEOPLE Minimise their contact with Minimise their contact with
others.others. Show the advantages for THEM!Show the advantages for THEM! Do change management in Do change management in
small pieces.small pieces. Never use negative Never use negative
communication back to them - communication back to them - keep it positive!keep it positive!
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THE COMPLAINERS They are of the opinion that nothing They are of the opinion that nothing
ever goes their way. You have the ever goes their way. You have the feeling they would rather complain feeling they would rather complain about things than change them. about things than change them. Even if they are sometimes right in Even if they are sometimes right in what they say, their negativity and what they say, their negativity and nit-picking can turn people off and nit-picking can turn people off and cause you great amounts of stress! cause you great amounts of stress! And because the squeaky wheel gets And because the squeaky wheel gets the oil, others often miss out! the oil, others often miss out!
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DEALLING WITH COMPLAINERS Listen to the complaint.Listen to the complaint. Set them straight, DO NOT allow Set them straight, DO NOT allow
them to reinforce their beliefs them to reinforce their beliefs about a situation.about a situation.
Get them to focus off positions Get them to focus off positions (who’s right and who’s wrong).(who’s right and who’s wrong). Have them examine the others Have them examine the others person’s behaviour and person’s behaviour and motivations to understand their motivations to understand their position!position!
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DEALING WITH ANGER
““If you are patient in one If you are patient in one moment of anger, you will moment of anger, you will escape a hundred days of escape a hundred days of sorrow”sorrow” - - Old Chinese proverbOld Chinese proverb
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DEALING WITH ANGER
When faced with an angry person When faced with an angry person who is VERY likely to cause your who is VERY likely to cause your stress try the following:stress try the following:Stay focussed on the situation Stay focussed on the situation and the outcome you want.and the outcome you want.Don’t get distracted by the other Don’t get distracted by the other person’s anger.person’s anger.Don’t take insults personally.Don’t take insults personally.
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UNDERSTANDING ANGER Anger is normally a defence Anger is normally a defence
mechanism.mechanism. Occurs when things are not going a Occurs when things are not going a
person’s way.person’s way. Has in it a sense of RIGHT - a belief Has in it a sense of RIGHT - a belief
that one’s personal rights are being that one’s personal rights are being violated.violated.
Results in a narrowing of focus and Results in a narrowing of focus and priorities - angry people cannot see the priorities - angry people cannot see the big picture.big picture.
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INTERACTION DURING CONFLICT DEMONSTRATE RESPECT - This is DEMONSTRATE RESPECT - This is
displayed in listening, in body displayed in listening, in body language, in the choice of your words.language, in the choice of your words.
Communication is Communication is not always not always accurateaccurate during conflict and anger. during conflict and anger. Sometimes people are talking about Sometimes people are talking about two different things without realising two different things without realising it - people can be in basic agreement it - people can be in basic agreement with out realising it - with out realising it - CHECK!!CHECK!!
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INTERACTION DURING CONFLICT Listen carefully to try and discover Listen carefully to try and discover
what the issue is that has caused the what the issue is that has caused the anger.anger.
State your views, once you have made State your views, once you have made sure you have correctly understood sure you have correctly understood these and reflected back the other these and reflected back the other person’s feelings about the situation. person’s feelings about the situation. RESIST the temptation to strike back. RESIST the temptation to strike back. If you can reflect the person’s anger If you can reflect the person’s anger in an empathetic way you will be in an empathetic way you will be surprised how much it will defuse the surprised how much it will defuse the situation.situation.
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INTERACTION DURING CONFLICT REMEMBER in emotionally REMEMBER in emotionally
charged situations people can charged situations people can withhold important information. withhold important information. Try not to forget or to side-step Try not to forget or to side-step major issues and encourage the major issues and encourage the other person to do likewise.other person to do likewise.
REMEMBER exaggeration is also REMEMBER exaggeration is also a problem during angry a problem during angry situations! situations!
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UNDERSTANDING CONFLICT LEVELS
There are a number of clues There are a number of clues that can help us to understand that can help us to understand the level of conflict we are in the level of conflict we are in and what to do about it.and what to do about it.
Early intervention can often Early intervention can often avoid a really difficult situation avoid a really difficult situation developing and can prevent you developing and can prevent you a great deal of stress!a great deal of stress!
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UNDERSTANDING CONFLICT LEVELS DISCOMFORTS - Nothing is DISCOMFORTS - Nothing is
said. It may be difficult to said. It may be difficult to identify what the problem is, identify what the problem is, but things just don’t feel right.but things just don’t feel right.
INCIDENTS - This takes the INCIDENTS - This takes the form of a minor outward clash, form of a minor outward clash, no real significant internal no real significant internal reactions take place.reactions take place.
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UNDERSTANDING CONFLICT LEVELS MISUNDERSTANDINGS - The parties MISUNDERSTANDINGS - The parties
have begun to have negative images have begun to have negative images and perceptions of each other. It is and perceptions of each other. It is still relatively easy to fix the problem still relatively easy to fix the problem at this stage.at this stage.
TENSIONS - Negative attitudes and TENSIONS - Negative attitudes and stances are added to negative images stances are added to negative images and perceptions. Tend to become and perceptions. Tend to become fixed over time and hard to resolve.fixed over time and hard to resolve.
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UNDERSTANDING CONFLICT LEVELS CRISIS - Behaviour is affected, CRISIS - Behaviour is affected,
normal functioning becomes normal functioning becomes difficult, extreme gestures are difficult, extreme gestures are contemplated, if not executed. contemplated, if not executed.
This is when personal and social This is when personal and social conflicts become really serious.conflicts become really serious.Developed by Social Ecology Associates.Developed by Social Ecology Associates.
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MANAGING OUR EMOTIONS
Four helpful questions to ask yourself Four helpful questions to ask yourself when you are angry, hurt or when you are angry, hurt or frightened.frightened.
1. Why am I feeling like this?1. Why am I feeling like this?2. What do I want to change?2. What do I want to change?3. What do I need in order to get 3. What do I need in order to get over this feeling?over this feeling?4. Whose problem is it?4. Whose problem is it?
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9 STEPS TO HANDLING COMPLAINTS SUCCESSFULLY Validate the other person’s point of view and Validate the other person’s point of view and
their emotions.their emotions. Listen carefully without interruptions.Listen carefully without interruptions. Remain positive and project a desire to help.Remain positive and project a desire to help. Display empathy, don’t argue.Display empathy, don’t argue. Probe the problems using open questions - get Probe the problems using open questions - get
the facts.the facts. Use assertive communications skills.Use assertive communications skills. Confirm that you understand the issue.Confirm that you understand the issue. Explore alternatives for resolution.Explore alternatives for resolution. Reach agreement with the other party.Reach agreement with the other party.
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WHAT DO UPSET PEOPLE WANT? To be taken seriouslyTo be taken seriously To be treated with respectTo be treated with respect Immediate actionImmediate action Compensation/restitutionCompensation/restitution Someone to be reprimandedSomeone to be reprimanded To see that the problem never To see that the problem never
occurs againoccurs again To be listened toTo be listened to
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WORDS THAT ADD FUEL TO THE FIRE You’re crazyYou’re crazy I know how you feelI know how you feel I don’t know why you are so upsetI don’t know why you are so upset You’re way off baseYou’re way off base You are not making any senseYou are not making any sense That’s definitely wrongThat’s definitely wrong Did you really say?Did you really say?
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USE THE 3 F’s
““I understand how you could I understand how you could feelfeel that way.that way.
Others have Others have feltfelt that way too. that way too.
And they have And they have found,found, after an after an explanation, that this policy explanation, that this policy protected them, so it made sense!”protected them, so it made sense!”
95
AGGRESSIONAggression can be used in Aggression can be used in three areas:three areas:
EmotionalEmotionalMotivationalMotivationalBehaviouralBehavioural
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TEAMS 2008 . . .The Importance The Importance and Ways of and Ways of Developing TeamsDeveloping Teams
97
TEAM DEVELOPMENT - Stott
& Walker p84
IndividualIndividual MotivationMotivation CommitmentCommitment AttitudesAttitudes AbilitiesAbilities ParticipationParticipation
TaskTask GoalsGoals TargetsTargets ProcessesProcesses
OrganisationOrganisation StructureStructure SupportSupport RewardsRewards CultureCulture
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TRAINING NEEDS OF THE TEAM
What Training will they receive?What Training will they receive? What topics should be covered?What topics should be covered? Should it be required or requested?Should it be required or requested? Should it be structured or ad hoc?Should it be structured or ad hoc? Will they be trained as a team or individually?Will they be trained as a team or individually? Will the courses be formal, and accredited or Will the courses be formal, and accredited or
informal and prepared by the companyinformal and prepared by the company Who will do the training?consultants? company Who will do the training?consultants? company
trainers? team members?trainers? team members? What about payment for training? Will it be done in What about payment for training? Will it be done in
company time? outside work hours? at what rate?company time? outside work hours? at what rate?
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TEAM DEVELOPMENT - Stott & Walker p84
LeadershipLeadership CommunicationCommunication CoordinationCoordination CooperationCooperation CohesivenessCohesiveness Behavioral RolesBehavioral Roles Interpersonal SkillsInterpersonal Skills Influencing SkillsInfluencing Skills
ConflictConflict Problem AnalysisProblem Analysis Decision MakingDecision Making Team MeetingsTeam Meetings Norms, ValuesNorms, Values ConformityConformity
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SOME OPTIONS FOR STAFF DEVELOPMENT
MentoringMentoring Job or Work RotationJob or Work Rotation SecondmentSecondment Special ProjectsSpecial Projects Work ShadowingWork Shadowing CoachingCoaching
101
5 ELEMENTS OF EFFECTIVE TEAMSGoalsGoalsRolesRolesProcessesProcessesRelationshipsRelationshipsInterfacesInterfaces
102
TEAMS 2008 . . .
Thanks for Thanks for attending!attending!
103
TO INFLUENCE CHANGE YOU MUST
Identify a gap in performanceIdentify a gap in performance Identify where you want to be - Identify where you want to be -
goalgoal Recognise the need for changeRecognise the need for change Diagnose the problem/sDiagnose the problem/s Develop alternative solutionsDevelop alternative solutions Select the most appropriate oneSelect the most appropriate one Implement itImplement it Evaluate it against the desired Evaluate it against the desired
outcomeoutcome
104
A SIX STEP MODEL FOR CHANGE
Identify the problem or Innovation
Diagnose the situation and generate ideas
Select the best option
Plan to overcome resistance
Implement thechange
Monitor and evaluate results
Adapted from Bartol p 238
105
THE ACTION RESEARCH PROCESS
GatheringData
Analysis and Feedback
Action or InterventionPlanning
Implementingthe action or intervention
Evaluation
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Group Decision MakingAdvantagesAdvantages More information and More information and
knowledge focused on knowledge focused on issueissue
More alternatives More alternatives developeddeveloped
Greater understanding and Greater understanding and acceptance of decisionacceptance of decision
Develops greater skills for Develops greater skills for the futurethe future
DisadvantagesDisadvantages Usually more time Usually more time
consumingconsuming Disagreement may delay Disagreement may delay
decision and cause ill decision and cause ill feelingfeeling
Discussion may be Discussion may be dominated by a few dominated by a few membersmembers
Potential for GroupthinkPotential for Groupthink
Adapted from Bartol p 277
107
Teams Are being used increasingly in organisationsAre being used increasingly in organisations Tasks they are being asked to manage are Tasks they are being asked to manage are
more complexmore complex
Change will be needed in a number of areas Change will be needed in a number of areas within an organisation, and it will require within an organisation, and it will require careful planningcareful planning
108
Responsibilities of Teams Performing a range of job functionsPerforming a range of job functions Achieving quality (& quantity) of Achieving quality (& quantity) of
products and/or servicesproducts and/or services Monitoring costMonitoring cost Continuous ImprovementContinuous Improvement Solving problemsSolving problems General housekeeping / SafetyGeneral housekeeping / Safety Training other team membersTraining other team members
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Role of members in a team
JOB RELATED TEAM RELATED
QUALITY RELATED
Operating Equipment Team Roles and Values
Decision Making
Job functions Team Building Process
Data Collection and analysis
Multi- skilling Conflict Resolution Measuring Performance
Running Meetings Communication Problem Solving
Planning and Organising
Managing Change Giving Feedback
Setting Targets, Monitoring Results
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Continuous DevelopmentSelf Directed - Lifelong LearningSelf Directed - Lifelong Learning
this requires . . .this requires . . .
rapid communication of priority rapid communication of priority
availability of learning facilities and availability of learning facilities and resources as part of working liferesources as part of working life
recognition by the employee that they recognition by the employee that they share ownership of organisations share ownership of organisations learning planlearning plan
recognition that the employee is able to recognition that the employee is able to create a personal development plancreate a personal development plan
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Continuous Development Operational plans must take into Operational plans must take into
account the learning implications for account the learning implications for employeesemployees
Clear understanding by everyone of Clear understanding by everyone of their responsibilitiestheir responsibilities
You have a responsibility for your You have a responsibility for your own self development and the own self development and the training and development of training and development of those you managethose you manage
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Implications . . . identification and assessing the identification and assessing the
competencies of individualscompetencies of individuals providing ways for people to learn providing ways for people to learn
and develop skillsand develop skills reviewing staff development needs reviewing staff development needs
and career aspirations and career aspirations establishing and reviewing establishing and reviewing
objectives and performance objectives and performance measuresmeasures
113
Rating Methods Results OrientedResults Oriented
focuses on performance resultsfocuses on performance results Behaviour OrientedBehaviour Oriented
focuses on employee behaviour focuses on employee behaviour that represents gradations of that represents gradations of performance that can be used as performance that can be used as reference points on various job reference points on various job dimensionsdimensions
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The Upside and the Downside clearly defined clearly defined
rolesroles better better
understandingunderstanding focuses attention focuses attention
on important on important issuesissues
ownership of the ownership of the processprocess
better motivationbetter motivation
time consumingtime consuming setting setting
measurable measurable targets can be targets can be difficultdifficult
may lead to may lead to inflexibilityinflexibility
tendency to focus tendency to focus on items easily on items easily measuredmeasured
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Alternative approaches
Education and CommunicationEducation and Communication
Participation and InvolvementParticipation and Involvement
Facilitation and SupportFacilitation and Support
Negotiation and AgreementNegotiation and Agreement
Manipulation and Co-optationManipulation and Co-optation
Explicit / Implicit CoercionExplicit / Implicit Coercion
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Changing the internal environment
Present Desired
12
3
4
5
surface actual norms
articulate new direction
Establish newnorms (+ve)
Identify gaps in culture
Close the gaps
Reward systems
success depends on strength, pervasiveness and direction of current culture
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The Planning ProcessMission
Goals
Plans
Goal Achievement
Strategic - top management3 - 5 years
Tactical - mid management1 - 3 years
Operational - first line / work unit <1 year
}
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Achieving Performance Gains
Goals CommitmentWork behaviour
Performance
• Challenging•Attainable•Specific•Measurable•Time Limited•Relevant
•Supervisor authority•Peer /group pressure•Public commitment•Expectation of success•Incentives / rewards•Participation
•direction•effort•persistence•planning
Other factors - job knowledge and abilityfeedbacktask complexityresourcesAdapted from Bartol p 162
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Skills Required CommunicationCommunication
ListeningListening FeedbackFeedback Information sharingInformation sharing
Customer ServiceCustomer Service MotivationMotivation Handling ConflictHandling Conflict Continuous ImprovementContinuous Improvement
Self and Team assessmentSelf and Team assessment Managing ChangeManaging Change Team DevelopmentTeam Development Group DynamicsGroup Dynamics Effective MeetingsEffective Meetings Adult LearningAdult Learning Decision MakingDecision Making Problem SolvingProblem Solving
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Some Possible ConflictsIndustrial RelationsApproach
Employee RelationsApproach
Management/employee relations
Adversarial andconfrontational
Joint consultation
Supervisor Directive FacilitativeJobs Individual - fixed Broad - redesignDecision making Management ParticipativeSkills Minimum level CompetentStructure Layered Team basedQuality / Service Management driven Shared
responsibilityOutcome Compromise Harmony/consensus
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Feedback Needs to come from Needs to come from allall stakeholders stakeholders
clarify roles and directionclarify roles and direction What is an appropriate mechanism?What is an appropriate mechanism?
informal?informal? formal?formal?
surveysurveyquestionnairequestionnaireappraisalappraisal
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Types of feedback George and Cole p 148 - 149
Unconditional Positive FeedbackUnconditional Positive Feedback just for being themselvesjust for being themselves good for motivation and working relationshipsgood for motivation and working relationships
Conditional Positive FeedbackConditional Positive Feedback based on performancebased on performance helps ensure performance standards are methelps ensure performance standards are met
Corrective FeedbackCorrective Feedback negative feedback for a specific actionnegative feedback for a specific action use sparinglyuse sparingly
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Principles of good feedback be specific rather than generalbe specific rather than general focus on behaviour - not the personfocus on behaviour - not the person base it on factsbase it on facts be about be about whywhy something happened (ie something happened (ie
the behaviour and its effects)the behaviour and its effects) focus on what can be changedfocus on what can be changed help rather than hurthelp rather than hurt be relevant to performance objectives of be relevant to performance objectives of
personperson
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Factors Impacting on Organisational Activities
CultureOrganisations Activities
Structure
Technology
Human Resources
125
Why is an organisation like it is? Natural selection modelNatural selection model
- found a niche which suits it- found a niche which suits it
- determined by the environment- determined by the environment Resource Dependency modelResource Dependency model
- adapted to make the environment - adapted to make the environment more more suitable suitable
- to reduce dependency- to reduce dependency
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Deming on Quality ““Good quality does not necessarily mean high quality. Good quality does not necessarily mean high quality.
It means a predictable degree of uniformity and It means a predictable degree of uniformity and dependability at low cost, with a quality dependability at low cost, with a quality suited to the suited to the market.”market.”
““It is good management to reduce the variation in It is good management to reduce the variation in quality characteristics ...”quality characteristics ...”
““90 - 94% of the waste is built into the system and can 90 - 94% of the waste is built into the system and can only be eliminated through fundamental changes only be eliminated through fundamental changes initiated by management”initiated by management”
““I never said it would be easy: I only said that it would I never said it would be easy: I only said that it would work”work”
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Deming and his 14 points create constancy of create constancy of
purpose towards purpose towards improvementimprovement
Adopt a philosophy of Adopt a philosophy of customer satisfactioncustomer satisfaction
Cease mass Cease mass inspectionsinspections
Move away from price Move away from price to quality as a measureto quality as a measure
Improve systems of Improve systems of production and service production and service constantly -(Kaizen)constantly -(Kaizen)
Training is vital and Training is vital and should include should include philosophy of the philosophy of the organisationorganisation
Managers should Managers should become become leadersleaders
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Deming and his 14 points (continued)
Create a climate of trust Create a climate of trust and innovationand innovation
Break down barriers Break down barriers between departmentsbetween departments
Eliminate numerical goals Eliminate numerical goals - focus on success in - focus on success in improvementimprovement
Eliminate MBO and Eliminate MBO and quotas-need leadershipquotas-need leadership
Stress quality not Stress quality not numbersnumbers
Education and self Education and self improvement are improvement are essential for allessential for all
The transformation is The transformation is everybody’s everybody’s responsibility -take responsibility -take actionaction
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The Challenge How to How to developdevelop and and reward reward a continuous a continuous
improvement culture in an organisation.improvement culture in an organisation. StakeholdersStakeholders
Customers / ClientsCustomers / Clients SuppliersSuppliers ManagementManagement EmployeesEmployees UnionsUnions Shareholders / OwnersShareholders / Owners
130
A process to improve performance Establish goalsEstablish goals Plan the workPlan the work Negotiate rolesNegotiate roles Establish performance criteriaEstablish performance criteria Plan for feedbackPlan for feedback
131
Objectives of Appraisal provide 2 way feedback of performance provide 2 way feedback of performance
over a period of timeover a period of time give management information on give management information on
performance of individual or teamperformance of individual or team tell individuals what their strengths and tell individuals what their strengths and
weaknesses areweaknesses are provide information for reviewing training provide information for reviewing training
and development needsand development needs
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Objectives of Appraisal - continued
provide an inventory of skills, competence, provide an inventory of skills, competence, qualifications, and talentsqualifications, and talents
provide relevant information for reviewing provide relevant information for reviewing salary, promotion or other rewardssalary, promotion or other rewards
provide input for human resource planning, provide input for human resource planning, career planning and succession planningcareer planning and succession planning
133
Benefits of an appraisal systemFor the Organisation:For the Organisation: standard information about its employeesstandard information about its employees facility to develop individuals based on this facility to develop individuals based on this
informationinformation ability to plan its human resource needs ability to plan its human resource needs
more accuratelymore accurately
adapted from “Managing People” - Rosemary Thomson p 103adapted from “Managing People” - Rosemary Thomson p 103
134
Benefits of an appraisal systemFor the Manager:For the Manager: objective guidelines for assessing staffobjective guidelines for assessing staff gains a better understanding of staff needsgains a better understanding of staff needs improved relations with staffimproved relations with staff
adapted from “Managing People” - Rosemary Thomson p 103adapted from “Managing People” - Rosemary Thomson p 103
135
Benefits of an appraisal system
For the individualFor the individual opportunity to discuss work objectivelyopportunity to discuss work objectively ability to evaluate performanceability to evaluate performance ability to consider future training and ability to consider future training and
development needsdevelopment needs improved relations with managerimproved relations with manageradapted from “Managing People” - Rosemary Thomson p 103adapted from “Managing People” - Rosemary Thomson p 103
136
Rewards - Individual or Team In the past reward has been to individualsIn the past reward has been to individuals With teams, should monetary reward be With teams, should monetary reward be
individual or team based?individual or team based? Should rewards be based on specific work Should rewards be based on specific work
groups or the organisation as a whole?groups or the organisation as a whole? As a general rule it is important to find As a general rule it is important to find
ways of rewarding team achievement rather ways of rewarding team achievement rather than individualthan individual
137
Possible Reward Schemes suggestion schemes to allow a creative look suggestion schemes to allow a creative look
at their jobsat their jobs Gift certificatesGift certificates Award points to be converted to cash Award points to be converted to cash
paymentspayments Time / room for meetings Time / room for meetings
138
Possible Reward Schemes (contd)
Company supported learning / trainingCompany supported learning / training Lump Sum BonusesLump Sum Bonuses Profit SharingProfit Sharing Gain sharingGain sharing Payment for Skills / KnowledgePayment for Skills / Knowledge Risk - Reward SystemsRisk - Reward Systems
139
Team and Individual Goals
Goals or targets should be :Goals or targets should be : realisticrealistic specificspecific relate to a time framerelate to a time frame measurable - measurable - quantity, quality , costquantity, quality , cost
related to the organisations goalsrelated to the organisations goals
The team should be accountableThe team should be accountable
140
A conflictManager must often play the roles ofManager must often play the roles of LeaderLeader - assign work, establish standards - assign work, establish standards
of performance and provide resourcesof performance and provide resources Coach Coach - provide support and - provide support and
encouragement to reach desired level of encouragement to reach desired level of performanceperformance
JudgeJudge - evaluate objectively - evaluate objectivelyAre these compatible? Trust and OpennessAre these compatible? Trust and Openness
141
The SWOT Analysis
SS - Strengths- Strengths (Internal)(Internal) WW - Weaknesses - Weaknesses (Internal)(Internal) OO -- Opportunities Opportunities (External)(External) TT - Threats- Threats (External)(External)
142
STRENGTHS Internal characteristic of firm that has the Internal characteristic of firm that has the
potential for improving the firm’s potential for improving the firm’s competitive situationcompetitive situation better technological skillsbetter technological skills cost advantagescost advantages good competitive skillsgood competitive skills reputationreputation
143
WEAKNESSES Internal characteristic that leaves the firm Internal characteristic that leaves the firm
potentially vulnerable potentially vulnerable no strategic directionno strategic direction obsolete facilitiesobsolete facilities poor distribution networkpoor distribution network limited financelimited finance missing key skills or competencemissing key skills or competence
144
OPPORTUNITIES An environmental condition that offers An environmental condition that offers
potential for improving the organisation’s potential for improving the organisation’s situation situation reduced trade barriers in export marketsreduced trade barriers in export markets government programsgovernment programs market opportunities in related products market opportunities in related products
(diversification)(diversification) complacency of industry rivalscomplacency of industry rivals
145
THREATS An environmental condition that has the potential An environmental condition that has the potential
to undermine the organisation’s competitive to undermine the organisation’s competitive situationsituation low cost competitors entering the marketlow cost competitors entering the market sales of substitute products increasingsales of substitute products increasing new legislation which will incur greater costnew legislation which will incur greater cost change in buyer tasteschange in buyer tastes adverse demographic changes adverse demographic changes
146
What Options are there for change?
Adapt to suit the existing environmental Adapt to suit the existing environmental elementselements
attempt to influence the environment attempt to influence the environment favorablyfavorably
shift away from the threatening shift away from the threatening environment - a change in directionenvironment - a change in direction
147
TEAM TASK ROLESInitiator - ContributorInitiator - Contributor
Information SeekerInformation Seeker
Information GiverInformation Giver
Co-coordinatorCo-coordinator
Orientor (Direction Keeper)Orientor (Direction Keeper)
EnergiserEnergiser
148
EFFECTIVE TEAMS . . .
Need goals clearly defined in Need goals clearly defined in order to:order to:
Provide guidanceProvide guidance Help members clarify what is to be doneHelp members clarify what is to be done Ensure ownershipEnsure ownership
If this is not done task relatedIf this is not done task relatedproblems will occur.problems will occur.
149
DEVELOPING GOOD TEAMS . . . Who are we?Who are we? Where are we know?Where are we know? Where do we want to be?Where do we want to be? How will we get there?How will we get there? What is expected of us?What is expected of us? What helps do we need?What helps do we need? How effective are we?How effective are we?
150
SADIE MODEL - Magerison and McCann
Sharing informationSharing information Analysing informationAnalysing information Developing options and selecting Developing options and selecting Implement Implement EvaluateEvaluate
151
ANALYSIS FROM ELEMENTS
1.1. SymbolismSymbolism - language, or acts which convey - language, or acts which convey meaning.meaning.
2.2. MythsMyths - past events often embellished - past events often embellished3.3. Rituals Rituals - planned sets of activities - what beliefs or - planned sets of activities - what beliefs or
values are being reinforcedvalues are being reinforced4.4. Heroes and Sinners - Heroes and Sinners - ie managerial practice in ie managerial practice in
regard to treatment of subordinates and promotionregard to treatment of subordinates and promotion5.5. Physical layout -Physical layout -what does it suggest about the what does it suggest about the
organisation?organisation?6.6. Sacred CowsSacred Cows
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DECODING THE CULTUREfrom “Fad Surfing in the Boardroom” Eileen Shapiro
Observation 1Observation 1Every organisation has an internal game Every organisation has an internal game that sets the rules for how to survive and that sets the rules for how to survive and excel within the organisation.excel within the organisation.
If you want to change the culture, part of If you want to change the culture, part of your plan must include changing the your plan must include changing the internal game.internal game.
153
ANALYSIS FROM THEMES1.1. AutonomyAutonomy - is it provided or is there close monitoring? - is it provided or is there close monitoring?2.2. ProductivityProductivity - is this encouraged or are there informal - is this encouraged or are there informal
restrictions?restrictions?3.3. ConflictConflict - is it acknowledged or suppressed? - is it acknowledged or suppressed?4.4. InformationInformation -is it widely shared or hoarded? -is it widely shared or hoarded?5.5. CriticismCriticism - is it welcomed or discouraged? - is it welcomed or discouraged?6.6. TeamworkTeamwork - is collaboration encouraged or are people - is collaboration encouraged or are people
protective of their territoryprotective of their territory7.7. InnovationInnovation - rewarded or is it better to play safe? - rewarded or is it better to play safe?8.8. HierarchyHierarchy - played down or re-inforced? - played down or re-inforced?
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DECODING THE CULTUREfrom “Fad Surfing in the Boardroom” Eileen Shapiro
Observation 2Observation 2
The rules people use for navigating the The rules people use for navigating the internal game seldom look anything like internal game seldom look anything like the rules in the policy books.the rules in the policy books.
If you want to change the internal game, If you want to change the internal game, you first need to uncover the real rules.you first need to uncover the real rules.
155
DECODING THE CULTUREfrom “Fad Surfing in the Boardroom” Eileen Shapiro
Observation 3Observation 3
Those who excel at the internal game are Those who excel at the internal game are not always those who contribute to not always those who contribute to performance.performance.
If you want to fine-tune the game, you If you want to fine-tune the game, you need to find ways to assess the true need to find ways to assess the true contributions of the participants and contributions of the participants and reward the worthy.reward the worthy.
156
THREE AREAS OF AGGRESSION
EMOTIONALEMOTIONAL - - Something Something happens to make a person angry.happens to make a person angry.
MOTIVATIONALMOTIVATIONAL - There is an - There is an intention to hurt another person.intention to hurt another person.
BEHAVIOURALBEHAVIOURAL - It is a response - It is a response to something/someone of a threat.to something/someone of a threat.
157
THREE AREAS OF AGGRESSION
““The person was angry The person was angry (emotional)(emotional) because the because the payment was late again, so he payment was late again, so he worked out a plan worked out a plan (motivational)(motivational) to get back at the organisation in to get back at the organisation in some way. First thing in the some way. First thing in the morning he went down to the morning he went down to the office and threw office and threw (behavioural)(behavioural) a a chair through the window”chair through the window”