When faced with leading change, it’s important that a leader/manager examine her personal vision and values. To demonstrate the idea, this post will focus on two areas: modeling the kind of values and behavior that we want others to emulate, and helping other people to strive to become their personal best. These kinds of values are an important part of not only becoming a successful leader, but an effective change leader as well.
According to Graham (2002, p. 45), a successful leader should focus on creating an honest, trusting relationship with employees – even if it means bending some rules and overlooking organizational traditions. A relationship that entails honesty, trust, and respect will encourage unity and cooperation during times of change. Kotter (1996, p. 183) stresses the importance of lifelong learning as a crucial characteristic found in effective leaders. An effective change leader seeks out change with ongoing learning and by stretching himself beyond his comfort zone. Modeling such behavior encourages others to do the same, fostering approaching change more positively. Collins (2001, p. 20) describes a Level Five Executive as someone who combines personal humility and a strong professional will to build “enduring greatness”. Level Five leaders focus their egos not on themselves, but on the company’s goals and success. Their ambitions are channeled for the betterment of the organization (Collins, p. 21). They take the time to actively listen to their team members, focusing on coaching them and developing their strengths.
Ask yourself the following questions:
1. Do you feel confident modeling your values?
2. Do you make it a point to walk the walk?
3. Do you stretch yourself beyond your comfort zone?
4. Do you expect it from others?
Even if you feel fairly confident working with others to help them grow and improve, there’s always a chance to improve and refine your techniques with practice. Simply put, the more we do something, the better we get at it. Ongoing learning and stretching own limits will also help to advance your abilities when coaching and developing others. Learning can be achieved through practice as well as exposure to new ideas (be it through books, classes, or seminars). This is an important part of being a successful change leader. Encouraging others to seek change, stretch their own limits, and learn new things makes people more open to and prepared for dealing with change.
The better prepared you and your employees are to deal with change, the more likely you will succeed. It’s important that the change leader’s values and vision are understood by her team members. Making values clear to others will help them to recognize what is expected and acceptable. Knowing and understanding the vision helps to define and understand goals. Having well defined and shared goals in one of the most important things in successfully navigating the waters of change. A successful change leader must be able to build positive relationships, lead and inspire others, and make values and vision clear to his followers.
Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers
Graham, G. (April 2002). If You Want Honesty, Break Some Rules: How do you create a culture where people aren’t afraid to speak the truth and candid information flows freely? Harvard Business Review
Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press
Sunday, November 29, 2009
Tuesday, November 24, 2009
Thursday, November 19, 2009
The Five Disciplines and Systems Thinking
Senge (1994, p.6) discusses five “learning disciplines” as lifelong programs of study and practice. The five disciplines are: personal mastery, mental models, shared vision, team learning, and systems thinking. Personal mastery involves not only “learning to expand out personal capacity” (Senge, p.6) but also creates an atmosphere that encourages others to also develop themselves. Mental models refer to how we see the world. Reflecting upon and clarifying our view of the world helps us to understand our own decisions and actions. Creating a shared vision helps to build a sense of commitment within a group. It provides goals towards which to work– something to look forward to as a team. As a group of people communicates, exchanges ideas, and shares their thoughts and knowledge, they learn about their knowledge and strengths as a team. This is known as team learning. Finally, systems thinking examines the interconnectedness of the various pieces within an organization and how their relationships “shape the behavior of systems” (Senge, p.6).
Senge’s (1994, p.6) five disciplines seem like a sensible approach to handling change. Each discipline prepares us for change in some way. Personal mastery promotes ongoing learning, improvement, and change. Periodic reflection upon our view of the world allows us to adjust and makes changes regularly. Sharing a common vision with others and team learning both build strength and help to create a bond among the team members providing a commitment required for successful handling of change. Finally, systems thinking promotes the understanding of how different parts of a system interrelate, making it easier to effectively approach change.
Consider how systems thinking relates to change and problem solving. Serge (1994, p.109) suggests asking “why” five times as a way to identify the root of a problem. This method allows one to move through apparent causes until the root of the problem is uncovered. Systems thinking examines the interrelationships between not only the different parts of an organization, but outside parts which also influence the system. When facilitating change, it’s crucial that management turns to systems thinking. It’s essential to examine how proposed changes will affect the company, but it’s just as important to see beyond organizational boundaries.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Currency.
Senge’s (1994, p.6) five disciplines seem like a sensible approach to handling change. Each discipline prepares us for change in some way. Personal mastery promotes ongoing learning, improvement, and change. Periodic reflection upon our view of the world allows us to adjust and makes changes regularly. Sharing a common vision with others and team learning both build strength and help to create a bond among the team members providing a commitment required for successful handling of change. Finally, systems thinking promotes the understanding of how different parts of a system interrelate, making it easier to effectively approach change.
Consider how systems thinking relates to change and problem solving. Serge (1994, p.109) suggests asking “why” five times as a way to identify the root of a problem. This method allows one to move through apparent causes until the root of the problem is uncovered. Systems thinking examines the interrelationships between not only the different parts of an organization, but outside parts which also influence the system. When facilitating change, it’s crucial that management turns to systems thinking. It’s essential to examine how proposed changes will affect the company, but it’s just as important to see beyond organizational boundaries.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Currency.
Wednesday, November 18, 2009
Organizational Change
Thus far this week’s posts have been devoted to examining change. Let’s continue that trend by studying yet another theory. As you consider your role in change, contemplate the different parts of the formula below.
Beckhard (1969) explained the challenges of organizational change in terms of his D • V • F > R formula. D refers to the dissatisfaction with the way things are. This is the first step to initiating any kind of change. If people are happy with the way that things are, there is no need for change. V refers to a vision. Having a clear and shared vision is crucial to creating change. Without it, there’s no clear goals and subgroups of people will likely define their own separate visions. Pursuing such different visions is time consuming and wasteful, and never results in successful change. The F in Beckhard’s formula refers to the development of first steps that will lead towards change. This is an important part of keeping the momentum and getting things moving in the right direction. Being able to define smaller goals within a vision allows for more frequent achievements on the way to the big picture. This provides a sense of accomplishment, giving people hope and encouragement. Finally, Beckhard addresses people’s resistance to change – the R. Resistance is a natural part of change. People would rather stay with that which is familiar and comfortable. It takes the combination of dissatisfactions, clear vision, and first steps to help move beyond resistance and facilitate successful change.
So, what’s your role in each one of Beckhard’s stages? How can you help others to see that things aren’t what they should or could be? Do you have a vision? How can you most effectively convey it to your employees? What’s your plan for change? What steps will you and your team take? Finally, how will you deal with others’ (natural) resistance to change?
Yours is a great responsibility – as a leader/manager, you have to lead, inspire, teach, and set an example. Take your responsibilities seriously, because your performance will make a tremendous difference in your team’s success.
Beckhard, R. (1969). Organization development: Strategies and models. Reading, Massachusetts: Addison-Wesley.
Beckhard (1969) explained the challenges of organizational change in terms of his D • V • F > R formula. D refers to the dissatisfaction with the way things are. This is the first step to initiating any kind of change. If people are happy with the way that things are, there is no need for change. V refers to a vision. Having a clear and shared vision is crucial to creating change. Without it, there’s no clear goals and subgroups of people will likely define their own separate visions. Pursuing such different visions is time consuming and wasteful, and never results in successful change. The F in Beckhard’s formula refers to the development of first steps that will lead towards change. This is an important part of keeping the momentum and getting things moving in the right direction. Being able to define smaller goals within a vision allows for more frequent achievements on the way to the big picture. This provides a sense of accomplishment, giving people hope and encouragement. Finally, Beckhard addresses people’s resistance to change – the R. Resistance is a natural part of change. People would rather stay with that which is familiar and comfortable. It takes the combination of dissatisfactions, clear vision, and first steps to help move beyond resistance and facilitate successful change.
So, what’s your role in each one of Beckhard’s stages? How can you help others to see that things aren’t what they should or could be? Do you have a vision? How can you most effectively convey it to your employees? What’s your plan for change? What steps will you and your team take? Finally, how will you deal with others’ (natural) resistance to change?
Yours is a great responsibility – as a leader/manager, you have to lead, inspire, teach, and set an example. Take your responsibilities seriously, because your performance will make a tremendous difference in your team’s success.
Beckhard, R. (1969). Organization development: Strategies and models. Reading, Massachusetts: Addison-Wesley.
Tuesday, November 17, 2009
The Success Of Change – Part 3
Comparison
Although organized differently, Kotter’s and Collins’ approaches have much in common. Both address the importance of having the right people involved in a successful change process (leaders and team members alike). People seem to make up the very foundation of any project, and the careful selection of the right strengths, talents, and attitudes can make a tremendous difference in the project’s outcome. Another commonality involves the ability to examine reality and move forward towards the main goal. Identifying opportunities and utilizing crisis as motivators play important roles in moving forward.
Despite the obvious similarities, Kotter’s eight-stage process and Collins’ transformation process seem have marked differences. Kotter underlines the need for vision and strategy along with communications and short-term wins. Collins, on the other hand, seems to rely on a culture of discipline as a way of eliminating many negatives and facilitating success. Upon closer examination, however, these differences have familiar roots. The common denominator is the human factor – our talents, abilities, and attitudes dictate the outcome of any undertaking.
Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers
Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press
Although organized differently, Kotter’s and Collins’ approaches have much in common. Both address the importance of having the right people involved in a successful change process (leaders and team members alike). People seem to make up the very foundation of any project, and the careful selection of the right strengths, talents, and attitudes can make a tremendous difference in the project’s outcome. Another commonality involves the ability to examine reality and move forward towards the main goal. Identifying opportunities and utilizing crisis as motivators play important roles in moving forward.
Despite the obvious similarities, Kotter’s eight-stage process and Collins’ transformation process seem have marked differences. Kotter underlines the need for vision and strategy along with communications and short-term wins. Collins, on the other hand, seems to rely on a culture of discipline as a way of eliminating many negatives and facilitating success. Upon closer examination, however, these differences have familiar roots. The common denominator is the human factor – our talents, abilities, and attitudes dictate the outcome of any undertaking.
Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers
Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press
Monday, November 16, 2009
The Success Of Change – Part 2
Collins’ three-stage transformation process
Collins (2001, p.12-14) describes transformation as a process of buildup followed by breakthrough. This process is broken into three stages each containing two concepts. The three stages include disciplined people, disciplined thought, and disciplined action. Successful change begins with the right people. Collins (2001, p. 12-13) discusses the importance of having the right leader – someone who knows humility (rather than celebrity) and has a strong professional will. He also underlines how crucial it is to not only have the right team members, but to effectively pair their talents with a project’s needs.
Collins’ (2001, p.13) second stage focuses on disciplined thought. Here, he stresses the importance of facing reality (however harsh) without loosing focus or faith in being able to prevail. The second part of this stage involves being the best at the company’s core business. Simple competency and/or doing something for a long time are not enough.
The third stage of Collins’ (2001, p.13-14) transformation process addresses disciplined action. The first concept of this stage refers to the culture of discipline. Collins explains that disciplined people eliminate the needs for hierarchy, disciplined thought provides no need for bureaucracy, and disciplined actions have no need for excessive control. This culture of discipline can result in outstanding performance. The second concept of this stage underlines the importance of selecting the right technology as a means of support, rather than the primary method of transformation.
Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers
Collins (2001, p.12-14) describes transformation as a process of buildup followed by breakthrough. This process is broken into three stages each containing two concepts. The three stages include disciplined people, disciplined thought, and disciplined action. Successful change begins with the right people. Collins (2001, p. 12-13) discusses the importance of having the right leader – someone who knows humility (rather than celebrity) and has a strong professional will. He also underlines how crucial it is to not only have the right team members, but to effectively pair their talents with a project’s needs.
Collins’ (2001, p.13) second stage focuses on disciplined thought. Here, he stresses the importance of facing reality (however harsh) without loosing focus or faith in being able to prevail. The second part of this stage involves being the best at the company’s core business. Simple competency and/or doing something for a long time are not enough.
The third stage of Collins’ (2001, p.13-14) transformation process addresses disciplined action. The first concept of this stage refers to the culture of discipline. Collins explains that disciplined people eliminate the needs for hierarchy, disciplined thought provides no need for bureaucracy, and disciplined actions have no need for excessive control. This culture of discipline can result in outstanding performance. The second concept of this stage underlines the importance of selecting the right technology as a means of support, rather than the primary method of transformation.
Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers
Sunday, November 15, 2009
The Success Of Change – Part 1
Change is not only part of life, it’s a crucial part of life and its every aspect. While sometimes we seek out change and other times change is thrust upon us, one thing is certain – change is a constant. The same is true in business – we can either change and grow or stand still and begin to die. We have a choice to embrace change and use it to propel us, or oppose it and fight a battle lost. As a leader/manager, it’s your responsibility to keep change as part of the company, while inspiring others to follow suit on your way to success.
However, before you can do any of that, you must understand change and its nature. The next few posts will explore and compare theories of successful change. Pay attention to your role and responsibility to lead and inspire, as well as the roles of others.
Kotter's eight-step process to change
Change indicates replacing one thing with something else. It suggests moving to a different phase/state. Such actions often require planning and effort, and can be seen as difficult to achieve. Kotter (1996, p.21) describes an eight-stage process for creating major change. The first stage calls for establishing a sense of urgency. This is when the current situation is examined, potential or current crisis evaluated, and opportunities reviewed. Identifying and utilizing reality is a powerful way of creating a sense of urgency, which in turn is crucial to gaining cooperation. Kotter’s second stage of the change process involves creating the guiding coalition. This entails the assembly of a group powerful enough to lead change. An effective leader along with a strong team of followers play an important role in successful change.
The third stage of Kotter’s eight-stage process for change refers to developing a vision and strategy, which is followed by communicating the change vision. It’s important to not only have a clear goal, but to make it highly visible. The next step requires that working towards the change is encouraged by removing obstacles and empowering people to take actions. Kotter’s sixth step addresses the need to focus on short-term wins. A grand vision with a large goal may seem unattainable. Focusing on smaller goals/steps and celebrating their achievement provides encouragement and momentum as the team moves towards the ultimate goal. The seventh stage of successful change focuses on taking advantage of consolidating gains and then producing more changes. Finally, Kotter stresses the need to anchor new approaches in the culture. Focusing on making the new ways part of the culture ensures lasting change.
Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press
However, before you can do any of that, you must understand change and its nature. The next few posts will explore and compare theories of successful change. Pay attention to your role and responsibility to lead and inspire, as well as the roles of others.
Kotter's eight-step process to change
Change indicates replacing one thing with something else. It suggests moving to a different phase/state. Such actions often require planning and effort, and can be seen as difficult to achieve. Kotter (1996, p.21) describes an eight-stage process for creating major change. The first stage calls for establishing a sense of urgency. This is when the current situation is examined, potential or current crisis evaluated, and opportunities reviewed. Identifying and utilizing reality is a powerful way of creating a sense of urgency, which in turn is crucial to gaining cooperation. Kotter’s second stage of the change process involves creating the guiding coalition. This entails the assembly of a group powerful enough to lead change. An effective leader along with a strong team of followers play an important role in successful change.
The third stage of Kotter’s eight-stage process for change refers to developing a vision and strategy, which is followed by communicating the change vision. It’s important to not only have a clear goal, but to make it highly visible. The next step requires that working towards the change is encouraged by removing obstacles and empowering people to take actions. Kotter’s sixth step addresses the need to focus on short-term wins. A grand vision with a large goal may seem unattainable. Focusing on smaller goals/steps and celebrating their achievement provides encouragement and momentum as the team moves towards the ultimate goal. The seventh stage of successful change focuses on taking advantage of consolidating gains and then producing more changes. Finally, Kotter stresses the need to anchor new approaches in the culture. Focusing on making the new ways part of the culture ensures lasting change.
Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press
Thursday, November 12, 2009
Norms And Protocols Within Virtual Teams
Part 3
TRUST
Successful leadership has many facets. Nash (1993, p.37-38, 48) suggests that effective leaders lead by example, earning trust and respect of team members, encouraging similar behaviors and fostering team spirit and success. Boutros (2007, p.1) points out that both trust within a team and trusting the group’s leader are choices that require ongoing work. Further stressing the importance of trust, DeJanasz (2006, p.34-35) point out that trust impacts the effectiveness of communications and influences people’s actions. Finally, trust is what binds leaders and followers together. It is this very bond that can make a tremendous difference in one’s ability to effectively lead and influence others. The ability to resolve conflict within teams is also an important part of success. Silberman and Hansburg (2000, p.155) stress the significance of fostering partnerships with others as a way of creating a climate of mutual interest. The right kind of group atmosphere will facilitate teamwork and cooperation. Having the ability to effectively relate to others and resolve conflicts are valuable skills for team members and successful team leaders alike.
In order for a leader to successfully establish and effectively enforce norms and protocols, he must demonstrate competence in the different aspects of leadership. Earning the group’s trust and respect is as important as being able to influence team members, resolve conflict, and form effective relationships. Mastering the various facets of effective leadership can have a ripple effect that spans from the individual, to the team, to the whole organization. A leader’s competence brings cohesiveness to the team, helping it to work together more effectively achieving their goals. His ability to build trust and inspire team members to contribute facilitates the group’s success. A successful team that brings consistent results benefits the organization as a whole.
On the other hand, when team members don’t trust each other or the team leader they’re less likely to give their best. Lack of strong leadership will make it easy for team members to ignore norms and protocols. Conflicts are likely to be handled poorly and ineffectively. General discord will affect a team’s effectiveness and eventually a company’s success.
CONCLUSION
The successful establishment and effective enforcement of norms and protocols within a virtual team is one of the many challenges faced by team leaders. Being able to bring together a geographically spread out group of diverse individuals requires the right leadership structure and interpersonal skill. Effective leaders understand the importance of leading by example, building trust and respect, and inspiring individuals to come together as a team who utilizes norms and protocols as a blueprint for its success.
Boutros, A. (January-February 2007). Building, maintaining and recovering trust: a core leadership competency. Physician Executive. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_m0843/is_1_33/ai_n18617341
De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.
Nash, L.L. (1993). Good Intentions Aside: A Manager’s Guide to Resolving Ethical Problems. Boston: Harvard Business School Press.
Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publishers.
TRUST
Successful leadership has many facets. Nash (1993, p.37-38, 48) suggests that effective leaders lead by example, earning trust and respect of team members, encouraging similar behaviors and fostering team spirit and success. Boutros (2007, p.1) points out that both trust within a team and trusting the group’s leader are choices that require ongoing work. Further stressing the importance of trust, DeJanasz (2006, p.34-35) point out that trust impacts the effectiveness of communications and influences people’s actions. Finally, trust is what binds leaders and followers together. It is this very bond that can make a tremendous difference in one’s ability to effectively lead and influence others. The ability to resolve conflict within teams is also an important part of success. Silberman and Hansburg (2000, p.155) stress the significance of fostering partnerships with others as a way of creating a climate of mutual interest. The right kind of group atmosphere will facilitate teamwork and cooperation. Having the ability to effectively relate to others and resolve conflicts are valuable skills for team members and successful team leaders alike.
In order for a leader to successfully establish and effectively enforce norms and protocols, he must demonstrate competence in the different aspects of leadership. Earning the group’s trust and respect is as important as being able to influence team members, resolve conflict, and form effective relationships. Mastering the various facets of effective leadership can have a ripple effect that spans from the individual, to the team, to the whole organization. A leader’s competence brings cohesiveness to the team, helping it to work together more effectively achieving their goals. His ability to build trust and inspire team members to contribute facilitates the group’s success. A successful team that brings consistent results benefits the organization as a whole.
On the other hand, when team members don’t trust each other or the team leader they’re less likely to give their best. Lack of strong leadership will make it easy for team members to ignore norms and protocols. Conflicts are likely to be handled poorly and ineffectively. General discord will affect a team’s effectiveness and eventually a company’s success.
CONCLUSION
The successful establishment and effective enforcement of norms and protocols within a virtual team is one of the many challenges faced by team leaders. Being able to bring together a geographically spread out group of diverse individuals requires the right leadership structure and interpersonal skill. Effective leaders understand the importance of leading by example, building trust and respect, and inspiring individuals to come together as a team who utilizes norms and protocols as a blueprint for its success.
Boutros, A. (January-February 2007). Building, maintaining and recovering trust: a core leadership competency. Physician Executive. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_m0843/is_1_33/ai_n18617341
De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.
Nash, L.L. (1993). Good Intentions Aside: A Manager’s Guide to Resolving Ethical Problems. Boston: Harvard Business School Press.
Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publishers.
Wednesday, November 11, 2009
Norms And Protocols Within Virtual Teams
Part 2
LEADERSHIP STRUCTURE
Selecting the best leadership structure plays an important role in a leader’s success. Nemiro (2004, ch.2) discusses the need to align the right structure with the team’s values and skills, as well as the group’s vision, objectives and tasks. Duarte (2006, p. 20) stresses the importance of leadership establishing a culture that “values teamwork, communication, learning, outcome-based performance, and capitalizing on diversity.” Furthermore, Crother-Laurin (2006, p.1) suggests that effective teams are a result of healthy leadership, rather than design. She stresses the importance of leaders focusing on individuals, where each person’s learning and development is fostered in a way that allows the organization to benefit from team members’ contributions (2006, p.2).
In chapter 2 of her book, Nemiro (2004) describes a number of leadership structures. Each approach works best for a different kind of virtual team, taking into consideration the team’s structure and team member roles. For example, Team 6 of MBA9230 has adapted the rotating team leader structure. Although team members are divided by distance (and to a smaller degree time), team member roles and skills are similar enough to allow for a periodic rotation of leadership responsibilities. Virtual teams that face more diversity and span greater time and distances may benefit from a more permanent team leadership structure, where the same individual holds the leadership position.
For leaders who must establish and enforce norms and protocols for diverse and largely separated groups, this more traditional approach seems most appropriate. It creates one central leadership location and allows for more leader influence. Having one permanent leader will allow each member of a diverse team to have a point of reference regarding norms and protocols.
Ineffective leadership often provides ample room for error as well as discord among the team. Diverse virtual teams rely on competent leaders who offer strength and guidance. Without those things, a team’s diversity will work against it, alienating its members and causing the team’s demise.
Crother-Laurin, C. (Fall 2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_qa3616/is_200610/ai_n17196720/pg_1
Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
LEADERSHIP STRUCTURE
Selecting the best leadership structure plays an important role in a leader’s success. Nemiro (2004, ch.2) discusses the need to align the right structure with the team’s values and skills, as well as the group’s vision, objectives and tasks. Duarte (2006, p. 20) stresses the importance of leadership establishing a culture that “values teamwork, communication, learning, outcome-based performance, and capitalizing on diversity.” Furthermore, Crother-Laurin (2006, p.1) suggests that effective teams are a result of healthy leadership, rather than design. She stresses the importance of leaders focusing on individuals, where each person’s learning and development is fostered in a way that allows the organization to benefit from team members’ contributions (2006, p.2).
In chapter 2 of her book, Nemiro (2004) describes a number of leadership structures. Each approach works best for a different kind of virtual team, taking into consideration the team’s structure and team member roles. For example, Team 6 of MBA9230 has adapted the rotating team leader structure. Although team members are divided by distance (and to a smaller degree time), team member roles and skills are similar enough to allow for a periodic rotation of leadership responsibilities. Virtual teams that face more diversity and span greater time and distances may benefit from a more permanent team leadership structure, where the same individual holds the leadership position.
For leaders who must establish and enforce norms and protocols for diverse and largely separated groups, this more traditional approach seems most appropriate. It creates one central leadership location and allows for more leader influence. Having one permanent leader will allow each member of a diverse team to have a point of reference regarding norms and protocols.
Ineffective leadership often provides ample room for error as well as discord among the team. Diverse virtual teams rely on competent leaders who offer strength and guidance. Without those things, a team’s diversity will work against it, alienating its members and causing the team’s demise.
Crother-Laurin, C. (Fall 2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_qa3616/is_200610/ai_n17196720/pg_1
Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Tuesday, November 10, 2009
Norms And Protocols Within Virtual Teams
Part 1
Virtual team leaders face the challenges of leading teams that not only span time and distance, but often cross cultural boundaries as well as language barriers. One of the many difficulties confronted by leaders of virtual teams everywhere is the establishment of effective norms and protocols. Since norms and protocols provide a blueprint for a team and its project(s), they’re a crucial part of success. Bringing together a geographically scattered and diverse group of people is a difficult task. Establishing effective norms and protocols requires selecting the right leadership structure. A strong leader must not only demonstrate the skills to establish trust within his group, he must also inspire and bring individuals together to become a team while adhering to the established norms and protocols.
NORMS AND PROTOCOLS
The successful establishment of norms and protocols, which tell team members the acceptable standards of behavior and what is expected of them, plays an important role for traditional and virtual teams alike. Norms and protocols provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).
Leaders of virtual teams encounter the additional challenges of establishing and enforcing norms and protocols across time and space, varying cultures, and language barriers. When team members are spread across the country, or even the world, it’s up to the team leader to effectively bring them together as one cohesive and reliable group. When team members don’t deliver as expected it can affect the team’s ability to succeed. Missed deadlines and misunderstood expectations can add up to disastrous consequences. A team’s poor performance can have negative effects for the whole organization.
It’s imperative that a team’s leader not only establishes effective norms and protocols, but also finds ways to get team members to adhere to these rules. A successful leader will be able to cultivate relationships with group members. He will do so by reaching out to individuals, establishing trust, and inspiring team members. When each person follows the rules, the group runs more smoothly. A competent group can prove to be a valuable asset to any organization.
When individuals don’t understand or aren’t willing to follow the team’s norms and protocols, they’re unable to fully contribute. This automatically affects the team’s chances for success. A team whose success rate is questionable will not be valued by the organization.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Virtual team leaders face the challenges of leading teams that not only span time and distance, but often cross cultural boundaries as well as language barriers. One of the many difficulties confronted by leaders of virtual teams everywhere is the establishment of effective norms and protocols. Since norms and protocols provide a blueprint for a team and its project(s), they’re a crucial part of success. Bringing together a geographically scattered and diverse group of people is a difficult task. Establishing effective norms and protocols requires selecting the right leadership structure. A strong leader must not only demonstrate the skills to establish trust within his group, he must also inspire and bring individuals together to become a team while adhering to the established norms and protocols.
NORMS AND PROTOCOLS
The successful establishment of norms and protocols, which tell team members the acceptable standards of behavior and what is expected of them, plays an important role for traditional and virtual teams alike. Norms and protocols provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).
Leaders of virtual teams encounter the additional challenges of establishing and enforcing norms and protocols across time and space, varying cultures, and language barriers. When team members are spread across the country, or even the world, it’s up to the team leader to effectively bring them together as one cohesive and reliable group. When team members don’t deliver as expected it can affect the team’s ability to succeed. Missed deadlines and misunderstood expectations can add up to disastrous consequences. A team’s poor performance can have negative effects for the whole organization.
It’s imperative that a team’s leader not only establishes effective norms and protocols, but also finds ways to get team members to adhere to these rules. A successful leader will be able to cultivate relationships with group members. He will do so by reaching out to individuals, establishing trust, and inspiring team members. When each person follows the rules, the group runs more smoothly. A competent group can prove to be a valuable asset to any organization.
When individuals don’t understand or aren’t willing to follow the team’s norms and protocols, they’re unable to fully contribute. This automatically affects the team’s chances for success. A team whose success rate is questionable will not be valued by the organization.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Monday, November 9, 2009
Successful Teams (Part 1 & 2)
There are many facets that make up the success of a team. As an effective leader/manager you must understand what it takes to achieve this success and be able to repeat it time and again.
Successful teams are a result of many facets coming together. As teams are becoming more and more prevalent in the business world, it’s important to examine what it takes for them to succeed. Crother-Laurin (2006, p.1) suggests that effective teams are a result of healthy leadership, rather than design. She stresses the importance of leaders focusing on individuals, where each person’s learning and development is fostered in a way that allows the organization to benefit from team members’ contributions (2006, p.2). Nemiro (2004, ch.2) discusses the need to align the right structure with the team’s values and skills, as well as the group’s vision, objectives and tasks. Furthermore, Duarte (2006, p. 20) stresses the importance of leadership establishing a culture that “values teamwork, communication, learning, outcome-based performance, and capitalizing on diversity.”
Traditional and virtual teams alike require norms and protocols, which tell team members what are the acceptable standards of behavior and what is expected of them. Norms and protocols provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).
Members of a successful virtual team must understand the delicate balance between coordination, collaboration, and autonomy (Duarte, 2006, p.125). Coordination and collaboration are more difficult in a virtual setting, making autonomy that much more appealing. Too much autonomy, however, may make it difficult to adhere to timeframes and accountability norms. When this is coupled with the challenges presented by team members’ different locations, time zones, and schedules, it can present an even greater challenge for the team leader.
The ability to resolve conflict within teams is an important part of success. Silberman and Hansburg (2000, p.155) stress the significance of fostering partnerships with others as away of creating a climate of mutual interest. The right kind of group atmosphere will facilitate teamwork and cooperation. Having the ability to effectively relate to others and resolve conflicts are valuable skills for team members and successful team leaders alike.
Nash (1993, p.37-38, 48) suggests that successful leaders lead by example. She further states that effective leaders set a leadership standard by choosing a balanced path that allows for both economically healthy and moral choices. This approach to leadership is more likely to earn trust and respect of team members, encouraging similar behaviors and fostering team spirit and success.
Building and maintaining trust within virtual teams can be more challenging than in more traditional groups. Spanning time and distance and working with different cultures, languages, and backgrounds can make bonding more difficult. Boutros (2007, p.1) points out that the inability to build, maintain, and recover trust is the biggest cause of failed relationships. The author goes on to say that trust is a choice and requires ongoing work. Trust within a team as well as trusting the group’s leader are both paramount to a team’s success. As Boutros (2007, p. 1) points out, it’s much easier to convince people who trust you because the level of commitment attained “with trust is much greater than using facts and figures.” Further stressing the importance of trust, DeJanasz et al (2006, p.34-35) point out that trust impacts the effectiveness of communications and influences people’s actions. Furthermore, trust is what binds leaders and followers together. It is this very bond that can make a tremendous difference in one’s ability to effectively lead and influence others.
Successful teams are a result of much work and many parts coming together like pieces of a puzzle. In order to take full advantage of well-established norms and protocols, it’s crucial to have effective leadership, quality communication, trust, and efficient conflict resolution. Bringing the pieces together can result in a well-choreographed force that is capable of achieving great things.
Boutros, A. (January-February 2007). Building, maintaining and recovering trust: a core leadership competency. Physician Executive. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_m0843/is_1_33/ai_n18617341
Crother-Laurin, C. (Fall 2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_qa3616/is_200610/ai_n17196720/pg_1
De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.
Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.
Nash, L.L. (1993). Good Intentions Aside: A Manager’s Guide to Resolving Ethical Problems. Boston: Harvard Business School Press.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publishers.
Successful teams are a result of many facets coming together. As teams are becoming more and more prevalent in the business world, it’s important to examine what it takes for them to succeed. Crother-Laurin (2006, p.1) suggests that effective teams are a result of healthy leadership, rather than design. She stresses the importance of leaders focusing on individuals, where each person’s learning and development is fostered in a way that allows the organization to benefit from team members’ contributions (2006, p.2). Nemiro (2004, ch.2) discusses the need to align the right structure with the team’s values and skills, as well as the group’s vision, objectives and tasks. Furthermore, Duarte (2006, p. 20) stresses the importance of leadership establishing a culture that “values teamwork, communication, learning, outcome-based performance, and capitalizing on diversity.”
Traditional and virtual teams alike require norms and protocols, which tell team members what are the acceptable standards of behavior and what is expected of them. Norms and protocols provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).
Members of a successful virtual team must understand the delicate balance between coordination, collaboration, and autonomy (Duarte, 2006, p.125). Coordination and collaboration are more difficult in a virtual setting, making autonomy that much more appealing. Too much autonomy, however, may make it difficult to adhere to timeframes and accountability norms. When this is coupled with the challenges presented by team members’ different locations, time zones, and schedules, it can present an even greater challenge for the team leader.
The ability to resolve conflict within teams is an important part of success. Silberman and Hansburg (2000, p.155) stress the significance of fostering partnerships with others as away of creating a climate of mutual interest. The right kind of group atmosphere will facilitate teamwork and cooperation. Having the ability to effectively relate to others and resolve conflicts are valuable skills for team members and successful team leaders alike.
Nash (1993, p.37-38, 48) suggests that successful leaders lead by example. She further states that effective leaders set a leadership standard by choosing a balanced path that allows for both economically healthy and moral choices. This approach to leadership is more likely to earn trust and respect of team members, encouraging similar behaviors and fostering team spirit and success.
Building and maintaining trust within virtual teams can be more challenging than in more traditional groups. Spanning time and distance and working with different cultures, languages, and backgrounds can make bonding more difficult. Boutros (2007, p.1) points out that the inability to build, maintain, and recover trust is the biggest cause of failed relationships. The author goes on to say that trust is a choice and requires ongoing work. Trust within a team as well as trusting the group’s leader are both paramount to a team’s success. As Boutros (2007, p. 1) points out, it’s much easier to convince people who trust you because the level of commitment attained “with trust is much greater than using facts and figures.” Further stressing the importance of trust, DeJanasz et al (2006, p.34-35) point out that trust impacts the effectiveness of communications and influences people’s actions. Furthermore, trust is what binds leaders and followers together. It is this very bond that can make a tremendous difference in one’s ability to effectively lead and influence others.
Successful teams are a result of much work and many parts coming together like pieces of a puzzle. In order to take full advantage of well-established norms and protocols, it’s crucial to have effective leadership, quality communication, trust, and efficient conflict resolution. Bringing the pieces together can result in a well-choreographed force that is capable of achieving great things.
Boutros, A. (January-February 2007). Building, maintaining and recovering trust: a core leadership competency. Physician Executive. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_m0843/is_1_33/ai_n18617341
Crother-Laurin, C. (Fall 2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_qa3616/is_200610/ai_n17196720/pg_1
De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.
Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.
Nash, L.L. (1993). Good Intentions Aside: A Manager’s Guide to Resolving Ethical Problems. Boston: Harvard Business School Press.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publishers.
Thursday, November 5, 2009
Work Designs and Managing Virtual Teams
As a manager/leader you’ve likely been tasked with managing teams. Given today’s business world, you’re bound to experience managing a virtual team at some point in your career. Duarte and Snyder (2006, p.4) suggest that it’s the task itself that affects how a virtual team is managed. One of the responsibilities faced by team leaders is to bring together the right type of team to address a specific task. Carefully reviewing and matching strengths and needs can yield favorable results.
Nemiro’s Modular Approach (2004, p. 15-16) entails initially dividing tasks among team members then bringing the pieces back together. Members can work alone or with one or two other team members. Once the tasks are completed, they’re brought together before the team. Review and feedback precede finalization and implementation.
Work, functional, or production teams perform “regular and ongoing work” (Duarte & Snyder, 2006, p.6). They tend to have clearly defined membership and are easily identified within the organization. They have the ability to cross time and distance boundaries, and team members are able to telecommute from home.
Work, functional, or production teams and the Modular Approach seem like a natural combination. Giving team members specific tasks and allowing them to work on their own facilitates crossing the boundaries of time and distance. Pairing members’ talents and strengths with specific tasks further maximizes successful task completion. For example, if my task as a team member is to allocate additional resources (and that’s something I’m good at doing), but I’m at a different location and/or have a different schedule than the rest of the team, the Modular Approach would be a great way to maximize my ability to contribute to the team and its project. I could largely work on my own and then come together with the rest of the team after completing my assignment.
Duarte, D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco: Jossey-Bass
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Nemiro’s Modular Approach (2004, p. 15-16) entails initially dividing tasks among team members then bringing the pieces back together. Members can work alone or with one or two other team members. Once the tasks are completed, they’re brought together before the team. Review and feedback precede finalization and implementation.
Work, functional, or production teams perform “regular and ongoing work” (Duarte & Snyder, 2006, p.6). They tend to have clearly defined membership and are easily identified within the organization. They have the ability to cross time and distance boundaries, and team members are able to telecommute from home.
Work, functional, or production teams and the Modular Approach seem like a natural combination. Giving team members specific tasks and allowing them to work on their own facilitates crossing the boundaries of time and distance. Pairing members’ talents and strengths with specific tasks further maximizes successful task completion. For example, if my task as a team member is to allocate additional resources (and that’s something I’m good at doing), but I’m at a different location and/or have a different schedule than the rest of the team, the Modular Approach would be a great way to maximize my ability to contribute to the team and its project. I could largely work on my own and then come together with the rest of the team after completing my assignment.
Duarte, D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco: Jossey-Bass
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Wednesday, November 4, 2009
Virtual Teams
All teams require norms and protocols, or acceptable standards of behavior. Such norms tell team members what is expected of them. They provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).
Time frames and accountability norms play an important role in a team’s ability to reach their goals successfully. They allow the team to work in sync, assigning tasks, spelling out required steps, and ensuring that deliverables are completed on time. The lack of such norms invites chaos, which makes it very difficult for the team’s project to flow in the right direction.
Members of a successful virtual team must understand the delicate balance between coordination, collaboration, and autonomy (Duarte, 2006, p.125). Coordination and collaboration are more difficult in a virtual setting, making autonomy that much more appealing. Too much autonomy, however, may make it difficult to adhere to timeframes and accountability norms. When this is coupled with the challenges presented by team members’ different locations, time zones, and schedules, it can present an even greater challenge for the team leader.
Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Time frames and accountability norms play an important role in a team’s ability to reach their goals successfully. They allow the team to work in sync, assigning tasks, spelling out required steps, and ensuring that deliverables are completed on time. The lack of such norms invites chaos, which makes it very difficult for the team’s project to flow in the right direction.
Members of a successful virtual team must understand the delicate balance between coordination, collaboration, and autonomy (Duarte, 2006, p.125). Coordination and collaboration are more difficult in a virtual setting, making autonomy that much more appealing. Too much autonomy, however, may make it difficult to adhere to timeframes and accountability norms. When this is coupled with the challenges presented by team members’ different locations, time zones, and schedules, it can present an even greater challenge for the team leader.
Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.
Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.
Tuesday, November 3, 2009
Maverick Employees
When considering a development plan for a utility employee we must ensure that clear expectations and required resources are a part of it. A development plan must consider insight, motivation, skills/knowledge, real-world practice, and accountability (Hicks & Peterson, 1999). Knowing what motivates someone, giving them the skills as well as the ability to use what they learn, and holding them accountable for their performance makes for an effective development of an employee.
When working with a maverick employee, it’s important to identify whether he’s an “immovable” or “renegade” maverick. The two are motivated by different things, so they require different approaches. The “immovable” mavericks are motivated by their resistance to and fear of change and desire to stay put (Summers & Rosen, 1994, p. 151). This kind of employee should be supported and encouraged. The tasks given to them initially must be non-threatening in nature. The “renegade” maverick, on the other hand, is motivated by mischief and deliberately going against the grain (Summers & Rosen, 1994, p. 152). Developing this kind of employee will require that he be confronted and challenged into taking new tasks. It’s important that the other employees are given training on effective interaction skills, and know to confront mavericks with a team-on-maverick type of approach.
Hicks, M.D., Peterson, D.B. (July/August 1999). The Development Pipeline: How People Really Learn. Knowledge Management Review.
Summers, L. and Rosen, B. (May 1994). Mavericks Ride Again. Training & Development. Alexandria.
When working with a maverick employee, it’s important to identify whether he’s an “immovable” or “renegade” maverick. The two are motivated by different things, so they require different approaches. The “immovable” mavericks are motivated by their resistance to and fear of change and desire to stay put (Summers & Rosen, 1994, p. 151). This kind of employee should be supported and encouraged. The tasks given to them initially must be non-threatening in nature. The “renegade” maverick, on the other hand, is motivated by mischief and deliberately going against the grain (Summers & Rosen, 1994, p. 152). Developing this kind of employee will require that he be confronted and challenged into taking new tasks. It’s important that the other employees are given training on effective interaction skills, and know to confront mavericks with a team-on-maverick type of approach.
Hicks, M.D., Peterson, D.B. (July/August 1999). The Development Pipeline: How People Really Learn. Knowledge Management Review.
Summers, L. and Rosen, B. (May 1994). Mavericks Ride Again. Training & Development. Alexandria.
Matching Skills to Needs
A good manager knows that he should utilize the talent that’s available to him in the form of employees. A great leader will understand what’s in his toolbox of talent and use each talent to its full potential. Working with employees to align their interests and skills to the immediate and strategic business needs and challenges is an important part of a company’s success. We’ve all experienced the differences of working on things that interest us versus things that bore us to death. We’re more likely to do a better job when working on something we enjoy. It’s logical to assess an employee’s skills and interests and play up those things that will ensure their enthusiasm and commitment to a job well done. At the same time such assessment will show the company where and how they need to improve their workforce.
A coach can assess an employee’s skills and interests by utilizing effective communications – mainly listening. Additionally, encouraging the coachee to develop a career plan, while reviewing their own skills and interests, is a good way of aligning the company’s needs and challenges with their best resources – the employees.
A coach can assess an employee’s skills and interests by utilizing effective communications – mainly listening. Additionally, encouraging the coachee to develop a career plan, while reviewing their own skills and interests, is a good way of aligning the company’s needs and challenges with their best resources – the employees.
Sunday, November 1, 2009
Polarity Management
Throughout most of our formal education we’re encouraged to solve problems which have only one correct answer. This means that all the other answers are wrong. Polarity management moves us away from the one-answer approach to a problem. It invites us to look at things in a different way allowing for more than one right answer, all of which are interdependent (Johnson, 1998). The polarity management approach aims to create a win-win outcome.
When parents teach children how to share, they’re addressing a polarity issue, where two interdependent answers are both right. The child is taught that by sharing she can create a win-win situation where both she and her friend get to enjoy something (Johnson, 1998). In adulthood, polarity management can equally invite people to seek win-win solutions. It can promote looking at the whole spectrum of available choices, seeking the advantages of all alternatives.
Johnson (1998) warns that neither the one-answer approach nor polarity management can offer best results on their own. He further states that polarity management is a “supplement to either/or thinking not a replacement” (p. 4). So as we coach and develop others, we can enjoy the benefits of adding polarity management to the picture. It will promote a broader range of options to the coachee. When someone is struggling with finding a solution to a problem, invite them to look at the other side of the spectrum. This may offer a whole new interpretation of the original problem.
Johnson, B. (June 1998). Polarity Management: A Summary Introduction. Polarity Management Associates.
When parents teach children how to share, they’re addressing a polarity issue, where two interdependent answers are both right. The child is taught that by sharing she can create a win-win situation where both she and her friend get to enjoy something (Johnson, 1998). In adulthood, polarity management can equally invite people to seek win-win solutions. It can promote looking at the whole spectrum of available choices, seeking the advantages of all alternatives.
Johnson (1998) warns that neither the one-answer approach nor polarity management can offer best results on their own. He further states that polarity management is a “supplement to either/or thinking not a replacement” (p. 4). So as we coach and develop others, we can enjoy the benefits of adding polarity management to the picture. It will promote a broader range of options to the coachee. When someone is struggling with finding a solution to a problem, invite them to look at the other side of the spectrum. This may offer a whole new interpretation of the original problem.
Johnson, B. (June 1998). Polarity Management: A Summary Introduction. Polarity Management Associates.
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