Working In Teams (Tafe) Powerpoint Slides Revised

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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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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

96

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

98

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?

99

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

100

SOME OPTIONS FOR STAFF DEVELOPMENT

MentoringMentoring Job or Work RotationJob or Work Rotation SecondmentSecondment Special ProjectsSpecial Projects Work ShadowingWork Shadowing CoachingCoaching

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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

111

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

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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

114

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

115

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

117

The Planning ProcessMission

Goals

Plans

Goal Achievement

Strategic - top management3 - 5 years

Tactical - mid management1 - 3 years

Operational - first line / work unit <1 year

}

118

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

123

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

124

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

126

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”

127

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

128

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

129

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

132

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?

154


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


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”