5.1 Managerial Leadership Engagement (MLE) 2014

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Managerial Leadership Engagement (MLE)

Beyond Rules of Engagement

How Can Organizational Leaders Build a Culture that Supports High Engagement?

A Dale Carnegie White Paper

By William J. Rothwell, Ph.D., SPHR, The Pennsylvania State University, University Park, PA

Engagement is an unusual word. The dictionary suggests that the word is synonymous with

commitment. But, in everyday language, it is most often associated with marriage proposals.

Considering that more than half of all marriages in the U.S. end tragically in divorce, the word

engagement is perhaps not necessarily the best way to describe workplace commitment. What is

employee engagement, and why should managers care about it? What does research tell us about

it? How do organizations encourage engagement? How can an organization move beyond

engaging individual employees to creating a socially cohesive corporate culture in which people

are fully engaged? This Dale Carnegie white paper addresses these important questions.

Defining Employee Engagement and Making the Case for ItThere is no such thing as a standard definition of employee engagement. But mostly everyone

agrees that employee engagement involves a workplace in which workers:

! Feel personally and emotionally bound to the organization

! Feel pride in recommending it as a good place to work to other people

! Get more than just wage or salary from working there and are attached to the intrinsicrewards they gain from being with the organization, and

! Feel a close attachment to the values, ethics and actions embodied by the organization

In some respects, it may be easier to define the toxic workplace than to describe a fully engaging

workplace. Perhaps the best embodiment of such a bad place and the unusual behavior it can

engender was the 1853 Herman Melville story Bartleby the Scrivener: A Story of Wall Street.A

scrivener in those days was akin to a legal clerk. The story is about a manager in a law office who

hires an employee named Bartleby, hoping that his seemingly even temperament would bring a


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calming influence to his other law clerks. But the manager soon learns, to his dismay, that Bartleby

has moved into the office and lives there full-time. His life lacks all meaning or purpose. He rejects

a growing number of work duties with a simple I prefer not to. Eventually he does no work at all

because he prefers to do nothing. The manager finds it impossible to get rid of Bartleby, so he

moves the law office. Even then Bartleby refuses to move, is eventually thrown in prison for that

refusal, and finally starves to death because eating is something he prefers not to do.

Why should managers and workers care about engagement? One reason is that high levels of

employee engagement lead to lower turnover rates, since there is a close link between company

image and individual self-image in highly engaging workplaces. Without close attachments to the

workplace, people feel alienated and will usually seek greener pastures elsewhere. A second

reason is that it just makes sense to conclude that workplaces in which employees have a high

level of self-interest invested in the organizations success will be highly productive, a fact that

research supports (Globol force Survey Results, 2007). A third reason is that a high engagement

workplace (HEW) is one in which people want to work and want to be highly involved because

self-interest and organizational interest are closely aligned. A fourth reason is that, according to

Gallup research, there is a high correlation between innovation and workplaces with high levels of

engagement (Gallup Reveals the Formula for Innovation, 2007).

But mostly everyone agrees that employee engagement involves a

workplace in which workers:

! Feel personally and emotionally bound to the organization

! Feel pride in recommending it as a good place to work to other people

! Get more than just wage or salary from working there and are attached to the intrinsic

rewards they gain from being with the organization, and

! Feel a close attachment to the values, ethics and actions embodied by the organization

What Research Indicates About Employee Engagement

According to Profiles InternationalImagine Great PeopleTM

study, about $350 billion per year is

lost because of employee disengagement. This $2.3 million study examined 8,000 employees in a

cross-section of industries. The findings indicated that workers could really be classified into six

major groups:


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! Detached Contributors15% (national average). These people see the value of work for its

near-term economic benefit.

! Stalled Optimists19% (national average). For this segment, work is a source of livelihoodbut not yet (or not currently) a satisfying priority in their lives.

! Maverick Contributors15% (national average). For Maverick Contributors, work is one of

the multiple opportunities they have for change and excitement in their lives.

! Self-Empowered Innovators14% (national average). To them, work is about creating

something with lasting value beyond themselves.

! Fair & Square Traditionalists20% (national average). Work is about upward mobilityapredictable upward mobile path to success.

! Accomplished Contributors17% (national average). For these people, work is an

opportunity to be a valuable part of a winning team.

Managers play a major role in establishing and maintaining an engaging workplace. Building an

engaging work climate is not something that the HR department does. Rather, managers play an

activeand dailyrole in the climate. If managers focus on the positive with their workers, they

foster an engaging work climate. But if managers constantly criticize workers, micromanage whatthey do, and fail to recognize their efforts, then the managers behaviors swell the ranks of not

engaged and actively disengaged workers.

Organizational Practices to Encourage Employee Engagement

Employee engagement programs are like other things: you get out of it what you put into it. If

organizational leaders expect instant results from such programs, then they are pursuing a flavor of

the month. True change requires long-term commitment to the effort.

The evidence suggests that workers are growing increasingly cynical because they see their leaders

too often saying one thing and doing anotherand too often chasing fads and expecting instant

gratification from them (Lines, 2005). Rather than point their fingers at workers alone, the leaders

must first walk the walk and talk the talk. What managers do and how they behave sets the tone

for employee engagement. The first lesson is that workers model their leaders behavior. If leaders

are not fully engaged, workers will not be either. Managers must model the level of engagement

they seek. And HRs role is to serve as coach to managers when they do otherwise.


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Every element of the organization needs to be reconsidered for how much it fosters engagement.

Managers and other organizational leaders should consider how workers are:

! Recruited

! Selected

! Given feedback

! Rewarded

! Promoted

! Recognized for accomplishments

! Emotionally invested in the organizations mission

! Socially involved with peers

! Included in a highly cohesive team

! Socially involved with their immediate supervisor

! Proud to recommend the organizations products, services or employment to others

! Proud when the organization is recognized for excellence

Building a fully engaging workplace requires a change effortan Organizational Development

(OD) interventionthat is intended to build a new corporate culture. As in most OD

interventions, organizational leaders should focus on building commitment by building

involvement. They must sacrifice attention on getting results that they define to getting results that

they and workers jointly define (Rothwell and Sullivan, 2005). The key is a focus on interpersonal

relationshipshow things are done and how people work togetherrather than the shorter but

less effective approach of dictating the outcomes desired.

Insight

The evidence suggests that workers are growing increasingly cynical because they see their leaders

too often saying one thing and doing another.


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Three Major Pitfalls to Avoid When Trying to Increase Employee

Engagement

Do Not Assume:

1. This is an issue that can be handed off to the HR department without significant line

management involvement.

2. That higher salaries alone will increase engagement.

3. That employee work ethic, or lack of it, is the root cause of problems with engagement. That

amounts to blaming the worker rather than having management accept accountability to dosomething to improve engagement.

Moving Beyond Individual Engagement to Create a Corporate Culture

of Engagement

Individuals, coworkers, managers, HR departments, and top managers should be considered when

attempting to build a climate of full engagement.

Engagement and the Individual

A common mistake that many managers make is to focus solely on what is wrong with individuals

who demonstrate a lack of commitment. But, instead of doing that, they should instead ask, Why

are some people not engaged or actively disengaged? Granted, there are occasions when lack of

engagement is solely attributable to the individual. The person simply has a bad attitude or lacks

awareness of what impact his or her contribution makes to other workers, the organization as a

whole, customers, distributors, suppliers or the community. But the question to ask is this: Was theperson hired that way, or did something happen in the organization that prompted that attitude? If

the person was hired that way, the organization should revisit its recruitment and selection

methods. Is any effort made to look for evidence of high engagement in the work history of job

applicants? If the person was not hired that way, what experiences in the organization made him

or her that way? How could the issues of those past experiences be addressed?

The individual who demonstrates full engagement will:

!

Emphasize the positive about the organizationwhat is going right


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! Look for occasions to say good things about the organization, manager, department or

people

! Volunteer for extra duties

! Express approval about what the organization is doing and why it is doing it

! Speak highly of the organization to coworkers, friends, relatives, and members of the

community

Five Things an Organization Can Do to Ensure Success in Improving Employee Engagement

1. Create a corporate culture that encourages engagement

2. Measure employee engagement periodically

3. Develop action plans by organization, department and individual to address the root causes of

problems that lead to employee disengagement

4. Hold people accountable for demonstrating progress in building engagement

5. Reward those who demonstrate progress in building engagement (while remembering that not

all rewards need to be financial)

Engagement and Coworkers

Peers play an important role in influencing the attitudes of their peers. Human beings do

sometimes exercise a herd instinct, and that instinct can be seen in the influence of peers.

The stories that workers tell about their supervisors, the organization, the customers, and important

issues affecting the work setting (such as how pay raises are allocated, work is done, or the valueof the work itself) can influence people from the first day on the job. If a new hire is paired up

with an actively disengaged worker, it should come as no surprise if the new hire comes to have a

jaundiced view of the organization. For that reason, great care should be taken in how new hires

are introduced to the workplaceand by whom.

Coworkers who demonstrate the right example of engagement will:

! Ask questions about the person each day to show he or she cares


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! Listen for feelings as well as factsand follow up to show a willingness to help

! Invite coworkers out for social occasions

! Work for the inclusiveness of everyone rather than encouraging cliques

! Stress the positive

! Refuse to listen to self-deprecation and focus on what a new hire or other workers do right

! Refuse to pass bad gossip about others

Insight

Peers play an important role in influencing the attitudes of their peers.

Engagement and the Manager

How managers behave impacts what employees feel. An employees attitude about the workplace

and the organization is influenced dramatically by what his or her boss says and does.

If the immediate supervisor takes joy in workers accomplishments, emphasizes what is right,

makes an effort to catch people doing something right and praise them for it, and regularly takes

steps to recognize and fairly reward achievement, then workers will feel that their efforts do matter.

But if managers are distant, seldom straying from their offices or from meetings, and provide

feedback only when it is negative, then the managers behavior is creating a toxic workplace rather

than an engaged workplace.

Managers who build the right climate will:

! Recruit and select people in part based on their track record of engagement with past

employers

! Ask questions about what people feel about the organization, work, customers and other

key issues, and then take steps to remove barriers to results

! Focus on identifying individual strengths and leveraging those to the advantage of the

individual, team, and organization

! Recognize achievement rather than envying it or trying to steal the credit for it


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! Develop people for engagement as well as for knowledge and skills

! Provide encouragement when people seem to be unhappy or disappointed

Insight

If the immediate supervisor takes joy in workers accomplishments, emphasizes what is right,

makes an effort to catch people doing something right and praise them for it, and regularly takes

steps to recognize and fairly reward achievement, then workers will feel that their efforts do matter.

Engaging and the HR department

In a fully engaging workplace, the HR department will fully support engagement and will

downplay or try to find ways to avoid those actions that appear to show a punitive or toxic climate.

The ways to do that are to:

! Recruit and prescreen for behaviors associated with full engagement

! Survey the organization periodically to find strengths and areas for improvement

! Encourage people to focus on the positive

! Encourage people to identify their own strengths and leverage them

! Encourage people to identify the strengths of their supervisors and learn from them

! Encourage managers and others to be positive role models

! Coach individuals when their behavior demonstrates something other than full engagement

! Role model what full engagement should look like in word and deed

! Establish planned engagement programs and help to coordinate them

! Conduct exit interviews to find out the real root causes for individuals to leave

Insight


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In a fully engaging workplace, the HR department will fully support engagement and will

downplay or try to find ways to avoid those actions that appear to show a punitive or toxic climate.

Engagement and Top Managers

A real goal of employee engagement should be to establish a joint organizational vision, excite

people to realize that vision, explore practical ways to make that vision a reality, and work toward

implementing that vision. This approach to organizational change is called appreciative inquiry or

positive change theory. Applying it to organizational and individual change is a way to move

employee engagement from a dream to a reality.

Engagement and the Organization

Concerted action is required by the whole organizationnot just individuals or isolated groups

to address engagement issues. It must be approached systematically as part of a whole systems

transformation effort that tries to unleash individual, group and organizational engagement.

Managements role is to discover what disengages people and try to knock down those barriers

or perceptions of barriers. HR can facilitate the process, and individuals can accept responsibility

to do soul-searching, find what will engage them more, and work to realize those goals.

Insight

A real goal of employee engagement should be to establish a joint organizational vision, excite

people to realize that vision, explore practical ways to make that vision a reality, and work toward

implementing that vision.

Conclusion

Engagement is not the latest fad. But it can become a fad if it is undertaken without role modelingwhat full engagement looks like and expecting instant results. Building a climate of engagement

should be the focus. Individuals should not be held to blame; rather, an organizations leaders

should re-examine everything that the organization does to support full engagement and what has

happened that may have contributed to alienation. By doing so, leaders will show their genuine

commitment to engagement and will be effective role models for it.


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Dale Carnegie Training

has vast experience in increasing employee engagement and transforming

companies into high performance organizations. For more information, contact your local Dale

Carnegie

office at www.dalecarnegie.com.

References and Additional Information

1. Crabtree, S. (2007). Getting personal in the workplace: Are negative relationships squelching

productivity in your company? The Gallup Management Journal, download from http://

www.govleaders.org/gallup_article_getting_personal.htm

2. Gallup Q12 Employee Engagement DashboardMonitoring Employee Satisfaction via a Flash-

based Scorecard (2007). Downloaded from http://www.enterprise-dashboard.com/2006/03/13/

a-gallup-q12employee-engagement-dashboard-monitoring-employee-satisfactionvia-a-flash-

based-scorecard/

3. Gallup Reveals the Formula for Innovation. (2007, 10 May). The Gallup Management Journal,

download from http://gmj.gallup.com/content/27514/Gallup-Reveals-the-Formula-

forInnovation.aspx

4. Globoforce Survey Results: Engage Employees and Leave the Competition Behind. (2007, Oct.

1). Business Wire.

5. Lines, R. (2005). The structure and function of attitudes toward organizational change. Human

Resource Development Review, 4(1), 832.

6. Rothwell, W., and Sullivan, R. (2005). (Eds.). Practicing organization development: A guide for

consultants. San Francisco: Jossey-Bass.

Insight

Engagement is not the latest fad. But it can become a fad if it is undertaken without role modeling

what full engagement looks like and expecting instant results.


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Team Engagement: Building a high performance Team

Environment

Its all about a connection ...

The Supervisor is Enabled to Mentor and Coach as He/She is connected

Start majoring in the minor things...

In order to really increase our levels of influence or to help navigate our team to greater personal and organizational

achievements, we need to connect with them In an attempt to keep this as simple as possible, I am briefly going to

start with a few basic understandings about communication and then introduce you to Maxwells INFLUENCER-Model, which I found very helpful and practical. Clear and effective communication and listening skills are the

cornerstones of a successful business environment. Researchers also found that it is also then this specific competency

that kept organizations glued together during financial and economic difficulties. So lets start at the beginning...

Communication and listening skills

Communication is a two-way process and includes:

Communication is a dialogue not a

monologue!

Effective communication takes place when the receiver of the message interprets it exactly the way the sender meant it

to be interpreted.

Communication involves verbal and non-verbal communication. Non-verbal communication includes: facial

expression, eye contact, gestures, tone of voice and others. Your non-verbal communication should correspond with

what you are saying to emphasise your points. It should not send conflicting information, for example, smiling when

you are angry.

Effective communication is necessary for understanding each other and maintaining relationships. We can not

communicate well if we feel misunderstood and unappreciated and this affects our self-esteem.

! It involves a sender and a receiver.


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! Communication is a dialogue not a monologue!

! Effective communication takes place when the receiver of the message interprets it exactly the way the sender

meant it to be interpreted.

! Communication involves verbal and non-verbal communication. Non-verbal communication includes: facial

expression, eye contact, gestures, tone of voice and others. Your non-verbal communication should correspond

with what you are saying to emphasise your points. It should not send conflicting information, for example, smiling

when you are angry.

Each person has a different style or styles of communication, depending on different situations.

Each person communicates at different levels in terms of their sending and receiving.

A persons style of communication involves differing quantities and qualities of sending and receiving. Relationships

are strengthened by our ability to send and receive on a deeper emotional and empathetic level, i.e. a higher level of

receiving (listening) and sending (talking).

Look at the graph and determine which style you use most often.

Listening

Accepting Listening to others butsharing nothing about ourselves

ExploringBeing open to others views but also assertively sharing our views

my way is one way not the only way

WithdrawingNot talking

ConformingGoing along with what others want

and ignoring what we want

ExpoundingDemanding that

Talking


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Use the table to determine at which level you most often interact.

Effective communication (sending/talking) is characterised by:

! Clear and simple messages.

! Respect, empathy and honesty.

! Congruent verbal and non-verbal messages.

! Knowing what you want to say, when, where and how to say it.

! Making eye contact.

! Checking that the listener understands you.

! Not using loaded words that blame, judge or criticise the receiver will switch off!

! Not exaggerating by using words like always and never.

You may use these in combination. Remember that first prize is open, honest communication and these protective

techniques should only be used when necessary. Overuse can make others frustrated and alienate them from you.

Listening

Though listening was not listed in the beginning of this chapter as a separate skill because it is part of communication


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skills, I have decided to deal with it separately. Do you remember my comment earlier that listening is probably the

most important skill a supervisor needs to connect with the reportee/employee?

Our ability to communicate effectively and especially our ability to listen can severely be impaired by pastexperiences, attitudes and mindsets. Everything we listen to goes through the filters of the past, determining what we

eventually will hear and how we give context to it (Mrs Amygdala). Therefore, my somewhat theatrical comment at the

end of Chapter 4:

Most of all, the supervisor needs to be able to

listen non - judgmentally with focused attention

Needless to say that depending on what I hear will either contribute or contaminate my skill/ability to give feedback. I

can miss the bus totally and could even be able to damage my integrity and trust in the relationship. If the latter has

been compromised, only a few people would get a second chance!

Key Listening Error

Key components for effective listening

Always make sure that your non-verbal communication never contradicts your listening. Here is also a very useful

technique that help in the process.

S O L E R

INFLUENCER-Model

As mentioned earlier in this chapter, I would like to introduce you to Maxwells INFLUENCER-Model that i think is

very useful helping us to connect with people : making the deposits in their emotional trust funds.


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Potential unleashed ...

Coaching is today the second largest industry in the world after Information Technology (IT). Understandably keeping

in mind this dramatic change in focus from that balance sheet driven mentality to the belief in human potential and

and the science of how to unleash it... Followed by the overwhelming evidence on the significant contribution

coaching has on facilitating a conducive working environment unleashing true potential characterized by engagement,

innovation, synergy and eventually accountability, the skill of coaching has become one of the core competencies

within a forward thinking organisation. Coaching is probably one of the most powerful tools in the hands of theleader, influencing individuals to become high performing teams and leaders managerial activities.

Looking at the following formula regarding individual performance...

Actual Capability = Potential Capability Interference

(AC = PC I)

coaching seems top be that competency of leaders within managerial functions, is to identify any interferences that

contaminates a persons true potential... Obviously going much further and become more complex than only apersons technical ability. As the CEO of AGA formally shared his vision for the organization and strategically aligning

the business by ensuring an business environment that supports, upholds and sustain the tapping into its potential

supported by

! Business systems that supports the

! People system, allowing true potential to be unleashed.

Part of this strategic alignment, includes the organisational accountability and responsibility to ensure that in order to

unleash both personal and organizational potential, the right person will be in the right seat at the right time. In

introducing and the role out creating the organisational culture that reflects its commitment to all of the above, new


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policies and procedures follows over the next two years, not only recognizing the importance of coaching within the

organisation, but actually formally wrights coaching as a competency into these policies and procedures witch will

govern all stakeholders in future.

In short, coaching skills as a core competency has become a non negotiable for managerial leaders.

Now what?

Alexander and Renshaw defines coaching and an empowering process to increase and maximise performance,

development and fulfillment through achieving measurable results in alignment with explicit business needs. Further,

Pieter van Jaarsveld said that coaching is an ongoing process of helping people achieves results. This involves building

on peoples strengths, developing their skills, providing encouragement, and increasing their confidence. In other

words, it means enhancing their ability to contribute significantly to the teams and the organisations success.

Coaching is an integral part of one-to-one leadership spending time with people where the work is done. By being

available to instruct, listen, and advise, you provide help when it is needed most, and communicate enthusiasm and

pride at the same time.

Coaching is a dynamic, ongoing process that involves a lot more than an occasional word of advice or inspirational

speech in the cafeteria. It involves an connection between coach and coachee by spending constructive time with the

person or group. Why Coaching?

Coaching is an integral part of one-to-one leadership spending time with people where the work is done. By being

available to instruct, listen, and advise, you provide help when it is needed most, and communicate enthusiasm andpride at the same time.

Coaching is a dynamic, ongoing process that involves a lot more than an occasional word of advice or inspirational

speech in the cafeteria. It involves an connection between coach and coachee by spending constructive time with the

person or group.

Why Coaching?

It is common to find the term coaching used to describe various helping activities in organizations. One of thedifficulties is that the term s have been used promiscuously in the past, causing confusing

Some generally agreed characteristics of coaching in organizations:

! It consists of one-to-one development discussions.

! It provides feedback on both strengths and pitfalls.

! It is aimed at specific issues.


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! Its a non-directive form of development

! Focuses on improving performance and developing/enhancing an individuals skills.

! Coaching has both organizational and individual goals.

! It assumes that the individual is health and does not need clinical interventions.

! It is a skilled activity.

! Personal issues may be discussed, but the emphasis is on performance at work

Conversation Skills

Team coaching is mainly the art of building relationships, developing understanding and effective coaching

conversations, which are based on the following:

Empathic Listening

The effectiveness and success of any coaching process (in particular team coaching) is dependent on listening skills.

Empathic listening requires patience, focus and attention. It is not about judgement, selectiveness, the intention to

respond or interject; it is more about honest listening without the intention to judge or respond, but simply to

understand. This requires a frame of mind that holds no agenda, no egos and focuses on issues and facts, nopersonality.

Paraphrasing

This is a test of the listener to show attentiveness by engaging the other person through follow-up repeated phrases

intended to explore meaning and accuracy.

For example: I heard you saying you are prepared and committed to lead the project team with the intention of

meeting the timeframes.

Active Questioning

This is inquiry in the form of open-ended questions and direct or closed questions. Questioning in a team coaching

context is intended to challenge points of view, explore meaning and commitment, create vibrancy and discourse, and

to seek new alternatives.

Feedback


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All organisations are aligned to get the

results they get.

- Arthur W Jones

The supervisor, as mentioned so many times before, has to master the art of building relationships and developing

understanding. For the supervisor to be connected to his team members and giving feedback is a crucial skill that will

determine how effective the supervisor is connected to each member.

Feedback consists of the following important elements:

! Data this can be objective, specific, factual information or observations.

! Intent this refers to the reason for giving feedback. In case of team coaching the intent is to raise awareness.

! Emotional change or how you feel about the facts which have to be acknowledged and managed by the coach

facilitator.

! Connection with team members this is to determine if, when and where they need attention, support, opportunity,

clarity and feedback.

! Suggestion when it comes to actions the team individually and collectively has to act on it (as a result of the

feedback).

Max Landberg (1996) differentiates between the following three types of feedback:

! Positive feedback: this is empowering, affirming and reinforcing.

! Constructive feedback: this highlights what has to be improved. It is normally delivered sensitively (with a focus on

specific observable facts), without judgement.

! Negative feedback: this is merely about replaying something that is wrong, in a destructive manner. It is more about

perceptions, without providing any alternative. It is disconnecting.

To give feedback, one must pay attention to the following requirements:

! Timing and relevance.

! Focus on behaviour and not personality.

! Explore opportunities for solutions and growth.Be specific and direct.

! Take personal responsibility for your opinion.


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! Balance positive and negative feedback.

! Provide space/opportunity to get feedback

Some help with constructive feedback:

Giving and Receiving Feedback

Effective conversation is about effective communication. Therefore, feedback is at the core of conversation in order tohelp team members to accept different kinds of comments (positive and negative). This is the way people grow and

mature without being defensive

Feedback consists of the following important elements:

! Data, which is objective, specific, factual information or observations.

! Intent, which refers to the reason for giving feedback. In case of team coaching the intent is to raise awareness.

! Emotional change or how you feel about the facts, which need to be acknowledged and managed by the coach

facilitator.


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! Connection with team members. This is to determine if, when and where they need attention, support,

opportunity, clarity and feedback.

! Suggestion, when it comes to actions the team individually and collectively needs to act on, as a result of thefeedback

! Connection with team members. This is to determine if, when and where they need attention, support,

opportunity, clarity and feedback.

! Suggestion, when it comes to actions the team individually and collectively needs to act on as a result of the

feedback.

Feedback Self - Evaluation

Read each statement below and circle the number that you think best describes the feedback you give to your

employees...


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Feedback Employees Evaluation

Read each statement below and circle the number that you think best describes the feedback you receive from your

Supervisor ...


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Some Guidelines for Team Coaching


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The Supervisor and His Team

...real potential is unleashed when team members combine their skills to address challenges that extend beyond theirabilities as individuals.

Methembu, 2007

What is a team?

A group of individuals brought together to develop a highly effective process for improving performance and

competitiveness and derive joy in doing it.

Good workplace teams enable the organisation to:

! Implement strategy effectively.

! Think and learn faster.

! Communicate purposefully.

! Implement innovative ideas.

! Adapt quickly.

! Service customers better.

African proverb:

A single arrow is easily broken but not ten in a bundle.

Team Mission

Effective teams are driven by an inspiring mission that must support the organisations vision. The mission is best

expressed in written format stating the teams intended direction.

A clearly articulated mission provides the foundation for developing goals and action plans that will assist the team in

reaching its desired outcomes. The mission statement must contain three key elements?

! What does the team do?

! For whom does the team perform its function?


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! How does the team go about doing its job?

Formulate your mission statement:

1. What does your team do?

2. For whom do you perform your function?

3. How does your team go about doing the work?


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Writing a Mission Statement

! What does the team do?

This element defines the purpose of the team. It specifies what the team does, the nature of the teams business,

and why the team exists. It must be determined unanimously by all team members, or else the team will unravel

and eventually fall apart.

! For whom does the team perform the function?

This element defines whom the primary customer is that the team serves. It identifies who will receive the benefits

of the teams output. There should be interaction with the identified customer, as well as discussion about how

the team can best meet the customers needs.

! Sample mission statement

THE ABC TEAM

We are the ABC Team formed to provide quality information technology support to all customers, concentrating outresources on regional branches, and our efforts on exceeding customer expectations.


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! Team Mission: Who? What? and How?

The mission statement is a combination of specific facts that are integrated with parts of the organizations vision.

It must be realistic and in line with the organizations resources and personnel. It must be compelling andattainable. An unrealistic mission statement that cannot be acted upon only serves to undermine morale and team

leadership.

Belbin's Team Roles

How Understanding Team Roles Can Improve Team Performance

When a team is performing at its best, you'll usually find that each team member has clear responsibilities. Just as

importantly, you'll see that every role needed to achieve the team's goal is being performed fully and well.

But often, despite clear roles and responsibilities, a team will fall short of its full potential.

How often does this happen in the teams you work with? Perhaps some team members don't complete what you

expect them to do. Perhaps others are not quite flexible enough, so things "fall between the cracks." Maybe someone

who is valued for their expert input fails to see the wider picture, and so misses out tasks or steps that others would

expect. Or perhaps one team member becomes frustrated because he or she disagrees with the approach of another

team members.

Dr Meredith Belbin studied team-work for many years, and he famously observed that people in teams tend to assume

different "team roles." He defined a team role as "a tendency to behave, contribute and interrelate with others in a

particular way" and named nine such team roles that underlie team success.

Creating More Balanced Teams

Who?

What? How?


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Action Oriented Roles

Shaper (SH)

Shapers are people who challenge the team to improve. They are dynamic and usually extroverted people

who enjoy stimulating others, questioning norms, and finding the best approaches for solving problems. The

Shaper is the one who shakes things up to make sure that all possibilities are considered and that the team

does not become complacent.

Shapers often see obstacles as exciting challenges and they tend to have the courage to push on when

others feel like quitting.

Their potential weaknesses may be that they're argumentative, and that they may offend people's feelings.


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Implementer (IMP)

Implementers are the people who get things done. They turn the team's ideas and concepts into practical actions and

plans. They are typically conservative, disciplined people who work systematically and efficiently and are very well

organized. These are the people who you can count on to get the job done.

On the downside, Implementers may be inflexible and can be somewhat resistant to change.


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Completer-Finisher (CF)

Completer-Finishers are the people who see that projects are completed thoroughly. They ensure there have been no

errors or omissions, and they pay attention to the smallest of details. They are very concerned with deadlines, and will

push the team to make sure the job is completed on time. They are described as perfectionists who are orderly,

conscientious, and anxious.

However, a Completer-Finisher may worry unnecessarily, and may find it hard to delegate.


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People Oriented Roles

Coordinator (CO)

Coordinators are the ones who take on the traditional team-leader role and have also been referred to as the chairmen.

They guide the team to what they perceive are the objectives. They are often excellent listeners and they are naturally

able to recognize the value that each team members brings to the table. They are calm and good-natured and delegate

tasks very effectively.

Their potential weaknesses are that they may delegate away too much personal responsibility, and may tend to be

manipulative.


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These tend to be popular people who are very capable in their own right, but who prioritize team cohesion and

helping people getting along.

Their weaknesses may be a tendency to be indecisive, and to maintain uncommitted positions during discussions anddecision-making.

Resource Investigator (RI)

Resource Investigators are innovative and curious. They explore available options, develop contacts, and negotiate for

resources on behalf of the team. They are enthusiastic team members, who identify and work with external

stakeholders to help the team accomplish its objective. They are outgoing and are often extroverted, meaning that

others are often receptive to them and their ideas.

On the downside, they may lose enthusiasm quickly, and are often overly optimistic.


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Thought Oriented Roles

Plant (PL)

The Plant is the creative innovator who comes up with new ideas and approaches. They thrive on praise, but criticism


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is especially hard for them to deal with. Plants are often introverted and prefer to work apart from the team. Because

their ideas are so novel, they can be impractical at times. They may be poor communicators and can tend to ignore

given parameters and constraints.

Monitor-Evaluator (ME)

Monitor-Evaluators are best at analyzing and evaluating ideas that other people (often Plants) come up with. These


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people are shrewd and objective, and they carefully weigh the pros and cons of all the options before coming to a

decision.

Monitor-Evaluators are critical thinkers and very strategic in their approach. They are often perceived as detached orunemotional. Sometimes they are poor motivators, who react to events rather than instigating them

Specialist (SP)

Specialists are people who have specialized knowledge that is needed to get the job done. They pride themselves on


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their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an

expert in the area, and they commit themselves fully to their field of expertise.

This may limit their contribution, and lead to a preoccupation with technicalities at the expense of the bigger picture.

To find out which team roles you naturally fulfill, or to profile your team, visit www.belbin.com.

How to Use the Tool

The Belbin Team Roles Model can be used in several ways: you can use it to think about team balance before a project

starts, you can use it to highlight and so manage interpersonal differences within an existing team, and you can use it

to develop yourself as a team player.

The tool below helps you analyze team membership, using the Belbin team roles as checks for potential strengths and

weakness within your team.

Use Belbin's model to analyze your team, and as a guide as you develop your team's strengths, and manage its

weaknesses:

1. Over a period of time, observe the individual members of your team, and see how they behave, contribute and

behave within the team.

2. Now list the members of the team, and for each person write down the key strengths and characteristics you have

observed. (You may also want to note down any observed weaknesses).

3. Compare each person's listed strengths and weakness with the Belbin's descriptions of team-roles, and note the

roole that most accurately describes that person.

4. Once you have done this for each team member, consider the following questions:

! Which team roles are missing from your team? And from this, ask yourself which strengths are likely to be

missing from the team overall?

! Is there are prevalent team role that many of the team members share?
http://www.belbin.com/http://www.belbin.com/


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5. Once you have identified potential weakness, areas of conflict and missing strengths, consider the options you have

to improve and change this. Consider:

! Whether an existing team member could compensate by purposefully adopting different a team role. With

awareness and intention, this is sometimes possible.

! Whether one or more team members could improve how they work together and with others to avoid potential

conflict of their natural styles.

! Whether new skills need to brought onto the team to cover weaknesses.

Bibliography

1. Van Jaarsveld, PP (2008). Belbin Team roles : Leadership Development Programme (LDP). Unpublished

Leadership Development Programme material. Johannesburg.

Tip:

Among teams of people that do the same job, a few team roles often prevail. For example, within a

research department, the team roles of Specialist and Plant may prevail. A team of business consultantsmay mainly comprise Team Workers and Shapers. Such teams may be unbalanced, in that they may be

missing key approaches and outlooks.

If the team is unbalanced, first identify any team weakness that is not naturally covered by any of the

team members. Then identify any potential areas of conflict. For example, too many Shapers can weaken a

team if each Shaper wants to pull the team in a different direction.

Tip:

Remember not to depend too heavily on this idea when structuring your team this is only one of many,

many factors that are important in getting a team to perform at its best.

That said, just knowing about the Belbin Team Roles model can bring more harmony to your team, as

team members learn that there are different approaches that are important in different circumstances and

that no one approach is best all of the time.


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How do I Form a New Team

INTRODUCTION

Forming new teams is always an exciting and demanding challenge. There is a great deal to consider as you bring the

new team together and guide them through the early stages of working together and building team spirit, trust and

support.

Managers of new teams need to understand how the various stages of development will affect the team and the

individuals within it. Being able to understand and work within these stages will not only move the team to greater

productivity sooner, it will also ensure that the individuals within the team fully understand their team role and the

contribution they are required to make.

But what is a team and how does it differ from a group? John Adair describes a team as:

A group in which the individuals have a common aim and in which the jobs and skills of

each member fit in with those of others in order to achieve the desired goal.

TUCKMANS MODEL

The starting point for a new team is when individuals come together for the first time. At this point it becomes clear tothe manager that it will take time to mould all the separate individuals, with their skills, values and behaviours, and

blend them towards a common purpose and goal.

Help is at hand in the form of the original work undertaken by Dr Bruce Tuckman who published his Forming -

Storming - Norming - Performing model in 1965.

FORMING - STORMING - NORMING - PERFORMING

He added a fifth stage, Adjourning, in the 1970s which will be explained later. The Forming, Storming, Norming,

Performing theory is an explanation of team development and behaviour.

Tuckman's model explains that as the team works together it develops maturity and ability as relationships are

established, and the leader changes leadership style. This starts with a directing style, moving through coaching, then

participating or supporting, and finishing delegating and almost detached.

Tuckman described four stages in the formation of a group from its initial coming together to its emergence, hopefully

as a fully functioning, co-ordinated unit. This is true whether we are talking about a sports team, or support of a

managerial board.

Below is an explanation of the different stages of the model in more detail.


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TUCKMANS MODEL EXPLAINED

Team Development Stages

1. Forming

The group first comes together, uncertainty about

ones place in the groups, and about what is

expected, generates a feeling of anxiety. In order

to assuage this anxiety,

the group at this stage requires the leader to be very

directive.

At this stage the leader can ask the group to do

almost anything without meeting dissent, because

the group finds the leaders direction very

reassuring.

2. Storming

As initial anxiety fades, members of the group feel

the need to test things out.

this stage often commences with one person doing or

saying something of a challenging nature, often

directed at the leader.

This is the signal for the commencement of

widespread c h a l l e n g e a n d confrontation, where

members of the group test not only the leader, but

also other group members, and the social norms of

the group. Towards the end of this stage we seethe emergence of a group hierarchy.

More complex than a mere pecking order, this is

the unspoken agreement about which role each

member of the group is to play who is the social

leader, who is the spark, who is the joker etc.


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SUCCESSFUL TEAM MANAGEMENT

The secret of team building is the successful management of the first three stages of team development; forming,

storming and norming, in order to:

! Arrive at a team whose structure and norms are appropriate to the task they are about to perform.

! Identify the strengths and weaknesses of individual team members.

! Minimise the damage that can be done during this period of endemic conflict and unpredictability.

This successful management depends most importantly on;

The team leader utilising the power to direct, that he/she gains during the forming stage, in order to set upexperiences that are likely to generate the appropriate team norms for the task in hand.

TUCKMANS FIFTH STAGE - ADJOURNING

Adjourning: the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled;

everyone can move on to new things, feeling good about what's been achieved.

From an organisational perspective, recognition of, and sensitivity to people's vulnerabilities in Tuckman's fifth stage is

helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from

this change.

3. Norming

As part of the process resolving the discomfortingconflict inherent in the storming stage,

the group comes to some agreements about acceptable

norms of behaviour within the group.

These norms may be positive and constructive

involving collaboration and easy communication,

or negative and unhelpful involving unhelpful

competitiveness and excessive, pointless formality.

Once the behaviour norms have been created, the

character of the team has been largely established.

The potential for changing the character of the

team after this is drastically reduced.

4. Performing

Only when a team has;

defined its own hierarchy and established the norms of

behaviour within the team, is it really in a fit state to

perform.

i.e. to set about achieving the objectives for which

it was first brou ht to ether.


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ACTIONS:

As a leader of a new team note down what actions you have already taken in line with this list, and plan how you will

address any point that has not yet been addressed.

In order to form a new team, there are a few basic steps to take:

1. Create goals and a clear direction for the short term and longer term. This should include milestones to see the

team through each stage of the development process mentioned above.

2. Arrange team meetings regularly to share individual strengths and weakness to create an honest and open

working environment.

3. Communicate regularly through team and one to one meetings encouraging two way feedback so that it

becomes normal behaviour within the team.

4. Find a trusted mentor for yourself as team leader to guide you through good and the more challenging times that

you will encounter.

5. Check on the development stages of the team and ensure that you are using the correct leadership style to match

that stage.

6. Review and celebrate success often and appropriately.


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How do I develop a Team?

INTRODUCTION

Having established a foundation way of working, new teams can often experience a significant dip in their

effectiveness as they start to encounter the tough challenges of really working together to deliver results. Differences of

approach and preference appear between team members, accountabilities can become confused and irritations and

conflicts emerge. Anticipating and planning for these difficulties is a key role for you as the team leader as you seek to

develop the team through these initial challenges to become a robust and high performing unit. The information in this

Compass Point will help you plan and act to effectively develop the new team.

(Pre-reading, Compass Points How do I...Build an Effective Team Methodology? ...Form a New Team? and ...Develop a

New Team?)

In the Compass Point - How do I...Form a New Team? it states that a team differs from a group. John Adair describes a

team as: A group in which the individuals have a common aim and in which the jobs and skills of each member fit in

with those of others in order to achieve the desired goal.

The starting point for a new team is when individuals come together for the first time. At this point it becomes clear to

the manager that it will take time to mould all the separate individuals, with their skills, values and behaviours and

blend them towards a common purpose and goal.

INDIVIDUAL AND TEAMS

It is important to consider the characteristic differences between a group of individuals and teams.

Help is at hand in the form of the original work undertaken by Dr Bruce Tuckman who published his Forming-

Storming- Norming- Performing model.

The first stage is Forming when a group first comes together, uncertainty about ones place in the groups, and about

what is expected, generates a feeling of anxiety. In order to assuage this anxiety, the group at this stage requires the

leader to be very directive. At this stage the leader can ask the group to do almost anything without meeting dissent,

because the group finds the leaders direction very reassuring. This stage was fully explored in the Compass Point -How do I...Form a New Team?

DIFFERENT APPROACHES TO STAGE TWO TEAM DEVELOPMENT

This Compass point will concentrate on the second stage Storming which is described as - initial anxiety fades,

members of the group feel the need to test things out. This stage often commences with one person doing or saying

something of a challenging nature, often directed at the leader. This is the signal for the commencement of widespread

challenge and confrontation, where members of the group test not only the leader, but also other group members, and

the social norms of the group. Towards the end of this stage we see the emergence of a group hierarchy. More complex


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than a mere pecking order, this is the unspoken agreement about which role each member of the group is to play

who is the social leader, who is the spark, who is the joker etc.

In summary, Storming can be described as when members of the team try to assert their positions and jockey forseniority. For a team to be successful people must learn to pull together. Encourage teamwork by promoting a positive

atmosphere in which people compete with ideas rather than egos and recognise the teams changing needs as it

progresses through daily work and longer term projects.

The role of the team leader is to move the team through the stages of development as described by Tuckman from

Forming to Performing or maximum productivity as quickly as possible. This takes strong leadership, particularly

through the early stage of Forming and Storming, to bring the team together and settle them into working together

smoothly and efficiently. In order to do this it is vital to defuse any conflict and put a stop to any political

manoeuvring. It is important to remember that a team that is in the second stage of development will consist of:

! Team members not equally committed to team tasks and objectives.

! Team member that are all feeling the strain of going through the Storming stage.

! Team members needing to work together well but still learning about each individuals working preferences.

! Team members want to experience a good team spirit, and stage two is a good place to start to build this within

the team.

The Storming stage can, in many ways, seem like a backward step from the progress made during the Forming stage.

However, the second stage is a vital part of the development process and how you deal with this will set the tone for

the future development of the team.

Develop a New Team

In the Storming stage it is important that you provide both directive and supportive behaviour.

Exercise

Take some time to assess the current stage of your team:

! Note down what stage you feel they currently occupy together with the evidence youhave to make this assessment.

! What action have you taken to move them to the next stage of development? Think of

this in terms of your leadership behaviour what have you done and what have you

said?


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Secondly, it is important for the leader to provide constructive criticism in the form of Developmental and

Motivational feedback throughout this storming stage of development. (See Compass Point - How Do I...Give

feedback?). Being able to praise team members for a job well done will prove to be one of the critical strategies to

help the team to move to the next stage of development.

To provide the appropriate supportive behaviour during the Storming stage, it is useful to constantly encourage team

members to generate ideas about how they can do things better and to higher levels of quality and effectiveness. This

will require each team member to be open and honest about what they do and where they are encountering

difficulties with their tasks and working within the team. Individuals need to feel that showing emotions will not

jeopardise their place in the team.

ANTICIPATING AND PLANNING FOR NEGOTIATING STAGE TWO

One of the best ways to negotiate through Storming is to know more about the preferences of each individual thatmakes up the team. One of the best known and effective ways to do this is to understand the team role that each

person undertakes.

Team Roles were brought to our attention by Dr Meredith Belbin in the 1970s and his research team at Henley

Management College about observing teams, with a view to finding out where and how these differences come about.

They wanted to control the dynamics of teams to discover if and how problems could be preempted and avoided.

As the research progressed, it revealed that the difference between success and failure for a team was not dependent

on factors such as intellect, but more on behaviour. The research team began to identify separate clusters of behaviour,

each of which formed distinct team contributions or Team Roles.

Team Role - A tendency to behave, contribute and interrelate with others in a particular way. It was found that different

individuals display different team roles to varying degree. Belbin identified nine Team Roles:

Plants

Innovators and inventors and can be highly creative. They provide the seeds and ideas from which major development

springs. They tend to be good at solving problems in unconventional ways.

Monitor EvaluatorSerious minded and provide a logical eye, make impartial judgments where required and tend to weigh up the teams

options in a dispassionate way. A good monitor evaluator is seldom wrong.

Co-ordinators

The distinguishing feature of this role as the ability to encourage others to work towards shared goals, they are mature,

trusting and confident and are keen to delegate to the benefit of others.


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Resource Investigators

Often enthusiastic and extrovert. They provide inside knowledge on the opposition and make sure that the teams ideawill carry to the world outside the team. They usually receive a warm reception from others because of their own

outgoing nature.

Implementers

Practical common sense and a good deal of self-control and discipline. They favour hard work and tackle problems in

a systematic fashion. However, Implementers may lack spontaneity and show signs of rigidity.

Completer FinishersA great capacity for follow-through and attention to detail. They are most effectively used at the end of a task, to

polish and scrutinise the work for errors, subjecting it to the highest standards of quality control.

Team workers

Help the team to gel and are the most supportive member of the team, using their versatility to identify the work

required and complete it on behalf of the team. They are mild, sociable and concerned for others.

Shapers

Like to challenge other individuals, they often provide the necessary drive to ensure that the team keeps moving and

does not lose focus or momentum. They can be highly motivated but usually also aggressive and extrovert.

Specialists

Individuals who are single-minded and dedicated. They provide knowledge and skills that are in rare supply.

Source: Dr. Meredith Belbin

Each team role was also found to have an allowable weakness, which is the other side of the behavioural

characteristics, which is allowable in the team because of the strength which goes with it.

There is a great deal more to study on the subject of Team Roles and their behaviours. In essence when the team is

struggling through the Storming phase of development, fully understanding the functional and team roles can be very

helpful. The leader is able to demonstrate and encourage each member of the team to develop their team role. This

will have the effect of all other members of the team appreciating each individual and collective contribution.


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MOVING TO THE NORMING STAGES OF TEAM DEVELOPMENT

The Norming stage is characterised as part of the process resolving the discomforting conflict inherent in the storming

stage, the group comes to some agreements about acceptable norms of behaviour within the group. These norms may

be positive and constructive involving collaboration and easy communication, or negative and unhelpful involving

unhelpful competitiveness and excessive pointless formality. Once the behaviour norms have been established, the

character of the team has been largely established. The potential for changing the character of the team after this is

drastically reduced.

The key to moving from one stage to the other is never clearly defined but in order to gauge the current development

stage takes regular reviews against performance goals and objectives. The team will require less direction as they

become more comfortable with being accountable for individual and overall team performance. The leader should

continue to provide supportive behaviour by listening, questioning and giving motivational and developmental

feedback.

ACTIONS

OTHER RESOURCES

Below are some of our personal recommendations for the next stage of your developmental journey. Learning Quest

has an extensive library of resources tailored to those seeking to take control of the navigation of their development.

You may want to try:

! How do I...Create a High Performing Team?

! How do I...Form a New Team?

! How do I...Sustain Team Performance?

Analyse where you team is now Forming, Storming, Norming or Performing.

1. Ask your team to assess where they think they are; also ask for evidence of their assessment.

2. Create a plan with specific team objectives to move to the next development stage as soon as possible.

It might help to complete the Team Strengths Questionnaire as listed in How do IUnderstand the Principles of

Effective Team Work?A simple diagnostic tool that might help you evaluate the effectiveness of your own team.


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The Supervisor and His Team...real potential is unleashed when team members combine their skills to address challenges that extend beyond their

abilities as individuals.

Methembu, 2007

What is a team?

A group of individuals brought together to develop a highly effective process for improving performance and

competitiveness and derive joy in doing it.

Good workplace teams enable the organisation to:

! Implement strategy effectively.

! Think and learn faster.

! Communicate purposefully.

! Implement innovative ideas.

! Adapt quickly.

! Service customers better.

African proverb:

A single arrow is easily broken but not ten in a bundle.

High performing teams: the supervisor as team coach

One of the important functions of the supervisor is to facilitate individual team members to become part of a high

performing team. He needs to coach the team. To coach more successfully, the supervisor has to create opportunities

for the team and members to succeed.

Conditions for success and effectiveness

Team coaching, like all other coaching interventions, is dependent on the following:


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! readiness and commitment

! clarity of purpose

! alignment to common goal

! a questioning mind with insight

! a search for meaning

! clarity with regard to underlying perspectives

! respectfulness of existing process and the courage to change the need is compelling

! social and team agreement

Team members will have to commit to a process, act to agreed tasks and execute them appropriately. Successful teams

also present another element of shared leadership, as argued by Charles Ehen in his contribution to leadership and

self-managing systems.

In such a situation, social groups of teams develop their own natural dynamic of self-organising process emergent

leadership. Such a leadership role is earned through respect, skills and expertise at a specific time. When teams

mature, situational leadership emerges voluntarily at various stages, depending on internal and external

circumstances. Professor Lovemore Mbigi points to the need for the creation of what he calls burning platforms. This

is to allow organisations or communities to deal with the reality of pain, history and concerns, as a way of self-

cleansing prior to the exploration of a new way or solution (as reflected in his work The Spirit of African Leadership).

This action precedes breakthroughs that build teams and a common identity.


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Benefits of team coaching for participants

! Getting access to an objective outsiders view.

! Testing ideas against an informed sounding board.

! Becoming confident and skilled at interpersonal relations.

! Getting continuous feedback and guidance on how to improve.

! Mastering personal and leadership skills.

! Unleashing trapped energy by dealing with issues of concern and influence.

! Being able to ask questions without fear of being ridiculed or judged.

! Enhanced ability to learn and share knowledge.

! Feedback from an objective confidant.


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Principles and values

Principles that are critical and fundamental to the success of the team coaching, are

The above list represents the core of what builds character, provides an anchor and offers a guideline for the coach as

facilitator, enabler and connector. This is what builds professionalism, which is important in the interaction and

relationship between the coach and team. The art of coaching both team and individual is an emergent and self-

organising process. It happens through observing, listening, discerning, modelling and delivering the transference of

knowledge and experience appropriate to building a team. This happens through connecting or building

relationships, clarifying, questioning and explaining, and lastly, committing by making choices to take the right action

with accountability and responsibility.

The greater ideal for a functional team includes:

! Respect for all people;

! Provision of space and context that enables and empowers;

! Complimentarily;

! Unity of purpose;

! Alignment to a common vision;

! Purposefulness;


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! Encouraging creative tension and meaningful conversation;

! An enabling culture;

! An acceptance of diversity; and

! An understanding of one another.

Team facilitator / coach

(Adapted from Change Partners and Learning Link International)

The following are qualities of successful team coaches. They:

! are trustworthy and have integrity they do what they promise, practice what they preach and wont divulge

confidences.

! are caring/ empathetic/ encouraging/ understanding.

! are firm, but fair and flexible.

! are good listeners and have good feedback skills.

! readily share information with others.

! are prepared to be questioned and to give reasons for their actions.

! transfer knowledge and skills.

! build peoples self-esteem.

! are positive and enthusiastic.

! reassure people when they feel insecure you can do it!.

! encourage people to make their own decisions.

! feel good about themselves they probably had good mentors or coaches.

! are committed to people development.

! delegate tasks according to the maturity of the person they do not set people up for failure by delegating

prematurely.


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! are available when needed they make time.

Team trust checklist

Assess your own level of trust and trustworthiness. Think about the past month and decide how often you did the

following:


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Team trust checklist

And if you really gutsy, let the team give you feedback on the level of trust you radiate ...

Do you trust yourself that you have answered the checklist honestly?

integrity in business means accepting full responsibility, communicating clearly and openly, keeping promises,

avoiding hidden agendas and giving the courage to lead yourself and your team or enterprise with honour, which

includes knowing and being consistently honest with yourself, not only in mind but also in heart.

(Cooper & Sawaf, 1997: 179


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Conflict Management

Conflict is a struggle or contest between opposing forces. Interpersonal conflicts are one example of this. Allrelationships contain elements of conflict. These factors lead to growth and development of the individuals and the

relationships. A lack of conflict may indicate apathy or non-involvement in the relationship. Failure to handle

conflict in the relationship can lead to its destruction.

The ingredients of conflict

Needs Needs are things that are essential to our well-being. Conflict arises when we ignore things we would like

but are not essential.

Perceptions People interpret reality differently. They perceive differences in the severity causes and consequences

of problems. Misperceptions or differing perceptions may come from: self-perceptions, others perceptions, differing

perceptions of situations and perceptions of threat.

Power How people define and utilise power is an important influence on the number and types of conflicts that

occur. This also influences how conflict is managed. Conflict can arise when people try to make others change their

actions or to gain an unfair advantage.

Values Values are beliefs or principles we consider to be important. In addition, conflict arises when one

individual refuses to accept the fact that the other individual holds something as a value rather than a preference.

Feelings and emotions Numerous people let their feelings and emotions become a major influence over how they

deal with conflict. Conflict can also occur because people ignore their own or other peoples feelings and emotions.

Other conflict occurs when feelings and emotions differ over a particular issue.

Conflict questionnaire

For you to find out what your preferred conflict management style is, please go to Annexure at the back to complete

the questionnaire.

Styles of handling conflict

! Collaboration (Owl)

! Compromise (Fox)

! Competition (Lion)

! Accommodation (Teddy)


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! Avoidance (Tortoise)

Collaboration

This results from a high concern for an individuals own interests, matched with a high concern for the interests of

other individuals. The outcome is win / win. This strategy is generally used when concerns for others are

important. This approach helps build commitment and reduce bad feelings. The drawbacks are that it takes time and

energy. Generally regarded as the best approach for managing conflict, the objective of collaboration is to reach

consensus.

Compromise

This strategy results from a high concern for an individuals own interest along with a moderate concern for the

interests

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5.1 Managerial Leadership Engagement (MLE) 2014

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