Tensions in a Team
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The document addresses team dynamics, highlighting the importance of agreed norms and understanding diverse perspectives to manage tensions within a team. It categorizes various conflict styles and suggests strategies for leaders to foster collaboration and support among team members. Additionally, it emphasizes the significance of ongoing conversations and behavioral approaches to overcome challenges and enhance team performance.
Tensions in a Team
- 1. Tensions in a Team 2012 Dr Cheryl Doig
- 2. Agreed norms our work together Take turns Build on ideas Suspend judgment Involve the whole group Work together Listen to understand Maintain confidences Respect differences Honesty Trustworthiness ObligaHon to declare – transparently and respecJully www.thinkbeyond.co.nz
- 3. Groups are different to ‘Teams’ because . . . Group Model Team Model Common Interest Core Purpose FOCUS: Individual goals FOCUS: mutual and individual & accountabiliHes accountability
- 4. Different things bother different people in different ways at different Hmes
- 5. OUR UNKNOWN WORLD THE LENS OF INTERPRETATION OUR SENSED WORLD Stretch beyond the What was actually said? current sensed world to gather new ideas OUR FILTERED WORLD Influenced by… Culture What happened? Life Experiences OUR INTERPRETED Values WORLD EmoHonal AssumpHons DescripHon A response Mental Drawing models Religion Inferences conclusions Observable data Beliefs RelaHonship s Other’s behaviour Evidence © Cheryl Doig Think Beyond Ltd 2011 – not for reproducHon Adapted from the work of Holt, Atkin, Argyris & Schon
- 6. Your conflict style • Avoiding…maybe it will go away… • ConfronAng….my point of view is right • AccommodaAng…maintain the relaHonship • Compromising…give up some of yours and I’ll give up some of mine • CollaboraAng…a posiHve challenge to both have goals met – relaHonships maintained, task sHll in place It is also a cultural thing….
- 7. Tensions in a team… The flounderers The Know-‐it-‐alls The Yakkers The Verbally Absent The UnquesHoning Followers The Fast Finisher The AssumpHon Makers The Deaf Ears The Digressor The Feuding Team Members
- 8. Find your tension buddy… • Same colour paper as you • Same tension eg – 1. The Flounderers – One will have descripHon and causes – Another will have how the team leader can deal with flounderers • When you find your partner read the two pieces and discuss. • Find the heading on the wall and sHck your sheet beside it. If you came up with any other ways you have (or might) successfully deal with this tension note it on a post-‐it and add to the A3 sheet. • Move around all the other tensions and skim read. Take more Hme with the ones that are most perHnent to your role as a leader. • When you have finished take a dot (or more) and dot the A3 sheet that represents your biggest issue. • If others are sHll compleHng this task, add any post-‐it ideas for any of the tensions…these will be added to the examples on the sheets and the summaries emailed to you.
- 9. …or what about …”I fell into the lifeboat by mistake…”
- 10. Realise Your Team is Your Customer • How may I befer serve you? • Ask your team this and then follow through e.g. Am I providing what you need right now? Am I being an obstacle or a help with this project? How can you best use me here? Remember – you must follow through
- 11. The private victory • What am I doing to contribute to this? • How did my behaviours and acHons move us closer to our goal? Move us further away? • How will others have perceived this? • What assumpHons am I making? • What do I need to consider for the next stages of our change?
- 12. What do we know about high performing teams? High Low PosiHve: NegaHve 6:1 1:3 Inquiry: Advocacy 2:1 1:20 Marcia Losada -‐ High performing teams research 12
- 13. Dynamical systems • More data does not mean that predicHons will be any befer • Everything influences everything else • Tiny events can create major disturbances • You don’t have to touch everyone to make a difference From Bob Garmston
- 14. Have the conversa8on… 1: Guess my thinking… “So how do you think things are going?” 2: The Sandwich … “I liked this, whammo, I liked this” 3: Gentle as she goes…. “What a lovely conversaHon… what was it about again?” 4: Deciding the outcome… “This is what I’ll say, this is what I think, this is what will happen.” 5: Clufering the conversaHon “ And another thing… and…and… 6: The negator “It was great but…” 7: In for the kill “This is what’s going wrong” 8: Personal “You are so annoying…I can’t believe you did…” www.thinkbeyond.co.nz Adapted from -‐Susan Scof -‐ Fierce Leadership
- 15. The Development of Conflicts OverAme Energy and number of involved Big challenge Challenge Difficulty Disturbance Single More individuals Whole group Whole department individual Time Ongoing conversations Work with them Investigate with the Investigate with everyone to reach an Focus on outcome whole group Individual challenging Measures norms Challenging conversations Task and taken relationships are Work with the conversations Involve external support individual important directly or agencies
- 16. The BeECON Approach • Behaviour • Effect • Consequence • Open it up • NegoHate
- 17. The BeECON Approach • Behaviour • Effect • Consequence • Open it up • NegoHate
- 18. • A member of your staff is constantly late with reports that are important to your geong your job done. This holds up your report to the Principal/Board of Trustees. When you confront him he blames another staff member for creaHng the delay. • A staff member is not meeHng the expectaHons for the team goals you have set. You have sat down and helped them once before but nothing has changed.
- 19. Life is curly. Don't try to straighten it out. -Susan Scott Fierce Conversations
- 20. Thanks for coming!! www.thinkbeyond.co.nz c.doig@thinkbeyond.co.nz