Teamwork

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Team challenge 1: There is a new manager in a team who believes that everyone in the team is clear what the other team members’ responsibilities are and yet they aren’t. What should the team do? Team challenge 2: An email/request comes to a shared mailbox or distribution list, and there is confusion in the team who is responsible/who responds? What should be the best practice if there is no clear process in place for this? Team challenge 3: A multi-cultural team may have people who have low or high context preferences.  It can lead to miscommunication at times. How can we be sure responsibilities are clear to everyone?

These are some of the challenges that training groups have shared with us. Aligning people and tasks becomes even more of a challenge if we add in virtual working, cross functional teams and the increasing pressure to be more agile and handle more diverse projects at the same time. In this post we will share a useful tool that can really help address these challenges.

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The RACI matrix

We have used a tool with teams that helps cut through the complications of these challenges and bring more clarity to complex team setups. The RACI matrix is a simple and frequently used responsibility charting tool to clarify relationships for:

  • Communication or actions required to deliver an acceptable product or service
  • Functional roles or departmental positions (no specific individual staff members’ names)
  • Participation expectations assigned to roles by decisions or actions

The tool assigns roles into 4 categories:

  • Responsible – Those who do the work to achieve the task.
  • Accountable – The one ultimately answerable for the correct completion of the deliverable or task, and the one who delegates the work to those responsible.
  • Consulted – Those whose opinions are sought, typically subject matter experts; and with whom there is two-way communication.
  • Informed – Those who are updated on progress, often only on completion of the task or deliverable; and with whom there is just one-way communication.

A practical example

Let’s look at a simple example to show how RACI works in practice. Imagine a (rather stereotypical) family. The task is to prepare and serve dinner. How does each family member take part in this task? Let’s say mum is responsible (R) and accountable (A) for the meal (A and R is often the same role). Mum can also delegate some of the responsibility, for example asking dad to prepare one element of the meal or the children to lay the table. There can only be one A, but there can be more than one R. Next, the family members need to be informed (I) when the meal will be ready and probably consulted (C) about the ingredients to check they will be able to eat it!

This simple non-business example makes it easy to see how RACI works and can also illustrate how things can go wrong when some of the roles are not defined or followed. For example:

  • Mum and dad share responsibility for preparing the meal but they fail to coordinate when the different elements should be ready.
  • Mum fails to consult the kids on the menu; when she serves the meal she remembers that her son is allergic to one of the ingredients.
  • No one is responsible for laying the table and mum gets angry and stressed that she has to do it in addition to the cooking.
  • The family is not informed when dinner will be ready and is out playing in the park when the meal is served.

How does RACI help us be more agile?

These kinds of misalignments and their results also happen in a business context. Let’s look at some common scenarios which teams often report to us during training, and how to address them using the RACI matrix:

Scenario: Use RACI to:

 

Work is not getting done because people are not clear about individual responsibilities; some tasks have multiple people working on them, other tasks don’t get touched at all. Decide who is responsible and accountable for different tasks. Breaking up big tasks and delegating responsibilities for them can help. If you are facing this scenario in your team it usually means there are either too many, or not enough ‘R’ roles.
Tasks and projects take a long time to complete because lots of different people give their input and there is a conflict between different views/approaches. Decide who really needs to be consulted in order for the task to be completed. Too many ‘C’ roles can lead to ‘paralysis by analysis’, slowing things down. This often happens in communications, for example when too many people are invited to meetings or copied into emails.
We don’t have visibility on who is doing what and the status of tasks and when they are completed. Sometimes this leads us to duplicate tasks or miss important details. Decide who needs to be informed and consulted for each task. Not enough ‘C’ or ‘I’ roles can lead to poor communication and lack of visibility. If you ask a question and get the answer, “I don’t know, you could try person X” it could be a sign that these roles have not been assigned.

Tips for using the RACI matrix

By now you can probably see how implementing RACI properly can help prevent these problems and address the challenges we described at the start. Remember that RACI defines roles not people; in other words, people can have different roles in different tasks regardless of their job titles. Completing the matrix can also give you a quick overview to check that all roles have been assigned; to the correct people, and that there are not too many/too few roles.

Finally, RACI is flexible and can be easily customised by adding new role types that suit your organisation or projects. Click here [https://en.wikipedia.org/wiki/Responsibility_assignment_matrix] and scroll down for a pretty comprehensive list of how to adapt RACI.

More advice and tips on aligning and communicating in teams

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This might be difficult to imagine if you are under 35, but when I started my career in finance there was no email. All written communication was by letter, and if something was really urgent you might send a telex or a fax. Written communication was an investment – an investment in time and in labour.  The process of sending a letter was a slow one; dictating it, the secretary/typist typing it, checking it, finally signing it, putting it in an envelope and posting it. There was no word processing software – if you wanted to make changes to the content, you returned it to the typist who would retype it.  Again, this may be difficult to imagine, but in some ways this wasn’t such a bad thing and there was a plus side to the writer and the reader. Exactly because it was so time consuming and labour intensive, you thought carefully about what you wanted to say and how you were going to say it. You invested in the quality of your written communication.

Writing emails that people read: Free eBook download

Today email communication, combined with documents being available online, has replaced the letter. Email beats snail mail letters. Approximately 280 billion emails are sent every day, and the average number of business emails sent each day is around 125 billion. In a recent workshop on Managing conflict in virtual teams one purchaser shared he had received 68 from a single person in one day!

Writing emails requires little effort and little thought– and obviously this is not always a good thing. Take a look at your inbox and ask yourself how many of these emails are unclear, unnecessary or simply unwanted. So why do we send so many? The simple answer is because we can. The process is simple, quick and easy. The challenge organizations face today is keeping the good stuff (quick, easy, simple) while eliminating the down sides.  This is made harder by our convictions that our writing is clear and understandable despite research showing we often overestimate this.

So if you want your mails to be clear, necessary and wanted then start with these 3 practical rules.

Write clear and understandable subject lines

It’s very likely that your reader is busy and that they have a lot of pulls on their time. Regardless of whether they are using a laptop, tablet or phone they will see your name/email address and your subject line. A clear and understandable subject line helps them prioritize your email, shows respect for their time, and builds trust. A clear subject line can also help catch your recipient’s attention and encourage them to deal with your mail quickly. Consider using BLUF (bottom line up front) in your subject line and also at the very start of your email.  Another simple tip that many virtual teams adopt is to  agree with your team members on a selection of limited key words (e.g Info, Action, Decision).  For more simple and practical advice plus a training activity on effective subject lines check out this post.
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Write it how you’d say it

Many of us (and I am guilty of this) use a different style when writing.  Some people opt for different words, more complicated expressions and generally take longer to say something in writing than we would face to face.

For example…. “It has been brought to my attention that the complexities of the user interface are making life difficult for some of our users. I’d like to suggest we discuss this together”. Flipping it around some people also write emails in note form, or an overly casual style e.g. “Heard user interface difficult 4 user. Talk?” Writing as you speak would give you  “Some of our users are finding the user interface difficult to use. Can we talk about this together?”

Writing in a clear and direct style definitely helps clarity.  Pay attention to tone, and as a reader try to give the writer the benefit of the doubt when you feel the tone is odd.

Take a moment before you hit send

In the days when we sent letters we took a lot of time to think about what we were writing. We planned and drafted and there were many opportunities to change what we wanted to say or how we wanted to say it. You could read your letter through before signing it and at that moment decide if you really wanted to send it.
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Today these inbuilt pauses don’t exist. You quickly read a mail, write the response and hit send. It is often done on the move and squeezed between other tasks, conversations etc.  That is generally OK for short, routine communications but for those that are longer, complicated or sensitive, type once but look twice is a good rule to follow.  Write your email, don’t add the address and put it in your drafts folder (or email it to yourself). Read it later and if it’s clear, understandable and unemotional – send it. For more help on writing emotionally neutral emails, see here.

 

James Culver is a partner at Target Training Gmbh and has 25 years of experience in delivering customized training solutions. His career has encompassed being a HR Training Manager, a Major in the US Army National Guard and a lecturer at the International School of Management. He’s also a talented percussionist and storyteller. In the final part of this series of blog posts on Virtual Training delivery, he answered the following questions…

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You have 25 years’ experience in training delivery. When did you start delivering virtual training?

James Since the 90s. In the United States we started very early with virtual delivery in the community college system. We often had remote sites of small groups of students who still wanted to take advantage of the kinds of courses that we would offer on the main campus, so we started delivering virtual training . When I started working with virtual training it was extremely expensive to do some of this work. Our system was basically a camera set-up and the professor or the trainer was just speaking to the camera. There was very little interaction available with the other sites and it was like TV school.

How would you say that virtual delivery compares with face-to-face delivery?

James There are probably two things to think about. One is the content that one delivers and the other is the context. By context I mean everything that surrounds the content. How things are being done, who is interacting with whom and how they are interacting – the richness of the communication. As far as content is concerned, the topic that’s covered, the information that’s shared, I’d say virtual delivery and face-to-face delivery compare quite favourably. In fact, the virtual platforms that we use at Target Training are tailor made for delivering lots of content in interesting ways. It’s very easy to add videos, recordings, to have whiteboards etc. For example, if we have content that is pre-prepared on a slide and made available to people, they can annotate it, they can put questions there etc. That’s really, really easy on a virtual platform.

What is harder most of the time is everything that we get from being in the same room as someone. Facial expression change, body language changes. We often don’t see or get that in a virtual environment, even with the market-leading systems. The challenge as a trainer is that we risk missing  a large chunk of the information that we would get from participants in a classic face-to-face training session. That is a major challenge. As a trainer in face-to-face training I have a feel for how things are going because I’m in the room. It’s much more difficult to have a feel for how things are going, when you’re in a virtual environment. And you need that “feel” so you can adjust and give the participants the best possible learning experience.

What are your workaround strategies for that?

James There are workaround strategies and through external and internal training and on-the-job experience our  trainers use them. One strategy is that you have to ask a lot of open and closed ‘check questions.’ Questions like “Are you with me?”, “Is that clear?”, “So what are the key points you’re taking from this?”, “What are your questions so far?” Experienced virtual trainers will ask those kinds of questions every 2 to 3 minutes.  Essentially, as a trainer you have a 2 to 3 minute time limit for your input before you ask a check question, and the check questions should be both open to the group and targeted at an individual too.

Which training themes lend themselves best to virtual delivery and which don’t?

James The themes that lend themselves best to virtual delivery are those that are more content focused – for example classic presentation skills training or presentations delivered virtually.  These types of training solutions focus on input, tips, do’s and don’ts, best practice sharing and then practice-feedback -practice – feedback etc.

Another theme that works very well for us when delivered virtually is virtual team training, whether it be working in virtual teams or leading virtual teams. By their very nature, virtual teams are dispersed so the virtual delivery format fits naturally. Plus, you are training them using the tools they need to master themselves. And of course, another benefit is if the training is for a specific virtual team the shared training experience strengthens the team itself.

The types of training solutions that are more challenging when delivered virtually are those where we are trying to change ourselves or others. Topics such as assertiveness or self-efficiency need to be thought through and developed carefully if they are going to be more than an information dump. Here the coaching aspect is far more important.

Finally, and perhaps surprisingly, management and leadership training can work really well when done virtually. Our Driving Performance solution is a good example of this. The secret here is to emphasize the bite-sized learning, provide additional resources outside the session e.g. flipped classrooms with relevant videos and articles, and provide opportunities for one-on-one conversations too.

More on virtual delivery

Please see the posts below, or start here.

 

Conflict is an inevitable part of any relationship and in a recent post I shared 3 questions to ask yourself when you find yourself in a conflict situation. I appreciate that life isn’t as linear as a blog post and “3 questions” can come across as overly simplistic.  So, based on a personal example, in this post I’d like to share what the questions look like in the real world.

The big (free) eBook of negotiations language

 

The background and the situation

I work as a conflict mediator for a major EU institution and recently I was asked to travel to an African country. I was asked to mediate between a governmental body on one side and a large group of individuals from a very poor community on the other side. I’d travelled all the way from Luxembourg and when I arrived I called a meeting with all the individuals from this local community. I wanted to find out what was going on, what was the conflict about and learn much more about the history behind this conflict, the peoples’ interests etc. In other words, I wanted to find out Q1. What was actually going on, right in this moment?

It was Tuesday morning, I’d travelled a long way and was quite tired.  I was not exactly used to living or even being in such an area like this – slums would be the word many westerners would use,  police and army check points with machine guns pointing my way, sitting in a hot taxi, being asked for bribes. Together all of these things were making me nervous. I was definitely on unfamiliar ground and slightly tense … and there was NO-ONE at the meeting. Well, there were two people, but I had expected a hundred plus! My thoughts were “Come on, you were the ones who brought this HUGE conflict to me and my organisation’s attention. You said you wished it solved so we came, and now you are not even here! If this lethargy is typical of the community, how can I be that surprised by the destructive behaviours from the local authorities?!”

I started to get irritated, angry, and I could feel it growing. So I consciously took a deep breath, tried to clear my head and ask myself two questions – Q1 What was going on?  and Q2 How did I feel?

Understanding yourself is the basis for resolving conflicts

The first thing that came to my mind was: “If I return to Europe and we have made no progress at all to try to solve this conflict my reputation and possibly my career will be in danger.”  In other words, I was experiencing fear. The second thing that went through my mind is “I am quite angry. I spent time coming down here, and you are not even here! What sort of respect, or lack of, is that?”

I felt I had answered the first and the second question but knew something was missing. How did I really feel about it? Well, in this moment I did fear for my personal career AND I thought I felt angry because I felt the locals were disrespecting me and my efforts. I asked myself the question again and tried to look more closely into myself.  Angry was how I was acting but when I thought things through more I realised the actual emotion for me, in this situation, was more like disappointment. I wanted to help and had expected more.

BUT, did the above reflections and emotions really give me a picture of what that little ‘meeting conflict’ was about? No, It didn’t!

The role of culture in conflicts

I looked again at what was going on… A meeting had been called. People were late, but then again, it’s Africa! They were running on ‘African time’ and I was running on ‘European time’.  So it wasn’t personal nor was it a sign or rejection towards the mediation. We were just from two different cultures, with different expectations when it comes to time and punctuality. As for the risk of my career. Well, that is a systemic risk. It is always there, but it has nothing to do with the punctuality conflict at hand. I had 2 people out of a 100 for a meeting. That was a conflict, because 2 out of a 100 wouldn’t be able to give me a viable and  complete picture of the conflict, nor could they be seen as representative of the local community which was required for the mediation to be effective. This conflict was however not at all related to a systemic risk back at home. As for the potential behaviour of the local authorities, that also wasn’t related to the conflict going on at this very moment. This was the norm.

My brain seemed to be working again …

Managing your 3 brains so they work together

Simply put our brain is split in three parts, the Neocortex (the reflective and analytical  part and also the newest part), the Limbic System  (the emotional part, experienced through our emotions) and the Brainstem (sometimes called the reptilian part which governs flight or flight instincts). By forcing myself to ask and re-ask the 2 questions (What is it actually going on, right in this moment?, and How do you feel in this moment?) I had effectively de-escalated myself. I had helped my struggling brain to work as a whole and not get stuck in the lower brain parts. I could calm myself down so I could engage effectively in the meeting … when it finally started.

By the way people did actually turn up. After one and a half hours!

That just left me with the last question … How was I going to turn the conflict?

For more information

Target Training has been delivering a range of conflict-related training solutions for the last 15 years. This includes “Handling critical conflict situations” and “Managing conflicts in virtual teams” . We also offer individual and team coaching solutions.


About the author

Preben is a professional mediator and conflict manager. He focuses on human interactions, such as management and leadership, intercultural relationships and interpersonal communication. Until recently he was a welcomed part of Target Training and today works for a major European institution. In his private life he enjoys karate, hiking and climbing.

 

 

When we run seminars on influencing skills we typically start off by exploring a couple of fundamental questions – one of them being how do people feel about the idea of influencing others and being influenced?  Over the years we’ve had a surprising range of responses including “If I’m the manager why must I influence -people should just do what I say” to “influencing is manipulating” to “I’m open to new ideas and approaches – but our colleagues in the order management department aren’t!”. As a trainer these are always great places to start – opinions are on the table and we can openly discuss them. When we dig deeper these opinions often link into personal experiences of how people have influenced (or not). So how do people influence each other?

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The two influencing styles – pushing and pulling

Broadly speaking there are two approaches to influencing people – to push and to pull. When we “push” we are directive. We know what we want to see happen, where we want to go, what needs to be different etc. And when we “pull” we are looking for a joint agreement, for collaboration, discussion, commitment.  There are different pushing styles and pulling styles, plus strategies, tactics and skills to learn BUT neither approach is inherently wrong. Influencing and manipulating draw on the same skills but with different intents.  They both have pros and cons– and neither approach work without considering other key factors too.

Factors to consider when seeking to influence somebody

When we try to influence somebody it helps to take a step back and reflect on what we know.  What is the environment, the situation, the relationship and most importantly – what do you know about who you are trying to influence? How successful you’ll be always depends upon what you know about the other person. Examples of practical questions to ask yourself when trying to influence somebody include:

  • how do they see things?
  • what is their context?
  • how they communicate?
  • how do they like to be communicated with?
  • how do they take in information and make decisions?
  • what are their experiences – with me, with change, with the theme I’m talking about
  • what turns then on? What turns them off??
  • what do they want to happen, not want to happen and why?
  • what are their hopes and fears?
  • Who else has an influence upon them? and does this influence help or hinder?
  • What is in it for them? their colleagues? Their organization?

First seek to understand the other person – a transcultural truth

The more you understand the person you are seeking to influence the more effectively you can influence them. As dale Carnegie said in How to win friends and influence people “I love strawberries. But whenever I go fishing I bait my hook with worms. This is because fish like worms – not strawberries.”

In English we have expression like put yourself in their shoes, put yourself in their place, see the world through their eyes and walk a mile in their shoes.  And of course the idea of putting yourself in somebody else’s shoes is transcultural!  Germans say eine Meile in seinen Schuhen gehen, Italians mettersi nei miei panni, French se mettre à la place de quelqu’un … All cultures- whether it be Europe, the Americas, Africa or Asia and the Pacific have similar expressions.

Put simply, if you want to influence somebody then seek to understand where they are and who they are.  Start by understanding their situation, use your emotional and social intelligence and then adapt.

And if, like me, you’ve got the song “Walk a mile in my shoes” going around in your head now .. here it is.

 

Life is about continuously learning. We sometimes learn from our mistakes, and we can also learn from our successes. This was first brought to my attention early on in my career. After the successful completion of a tough project, we had a meeting with our team leader where we were questioned on both what had we done well and how could the project have gone smoother. Today, in the international automotive company where I work as an InCorporate Trainer training business English, Lessons Learned meetings are an integral part of any project.

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What happens in a “lessons learned” meeting?

Like my team leader a long time ago, the project managers I train are convinced that, after any project, it is important to reflect on what could be learned from the experience. Annette, a manager who regularly uses me for on-the-job training explained that “For us the lessons learned meeting is especially important if the project was deemed to be a success. In this way, best practices are identified and flow into subsequent projects. And feelings of complacency can be avoided. At the same time, it is important to understand what stood in the way of a project being even more successful. It doesn’t really matter how successful a project is, there is always room for improvement.”

She then went on to explain how her project team has time to consider their performance as well as that of the team as a whole, And that in new teams, or established teams with new members, this was typically tough the first few times “I do see pushback from new colleagues for various reasons, despite how obviously important these meetings may be. Some people feel there is no reason to speak about the past since we cannot go back and change things. Other times people may feel that it isn’t good to talk too much about the past but to focus on the future. My goal as the team’s leader is to show that being open about one’s mistakes allows others to learn from them! In German this is not easy but when we all do it in English we see that things are harder ”

Use we to be tough on the mistakes, but not on the individuals

Most of us don’t enjoy talking about our mistakes, and when discussing mistakes it is important to be both accurate and respectful. One way to do this is by asking questions using the collective “we” rather than assigning specific blame. After all, you are a team!

For example:

  • If we hadn’t worked overtime, we wouldn’t have finished within the deadline.
  • We should have received that information earlier.
  • If we had known that from the beginning, we would have done things much differently
  • We wouldn’t have had so many problems if we had communicated better.
  • We could have saved a lot of money if we had identified the problem earlier.

Ask the right questions to ensure future improvement

Another way of discussing mistakes is to use hypotheticals. These sentences help to make things less personal and more abstract. With this style of question, a hypothetical cause and effect in the past is identified and applied to future situations; a “What if…” style of identifying areas for potential improvement.

  • What if we made some adjustments in our future labor projections?
  • What if we ensured more timely delivery for our next project? How could we fulfill such a promise?
  • What if we were informed sooner? How would that have affected the delivery date?
  • What if we could improve our internal communication structure? How are some ways we could do this?
  • What would have been the outcome if we had identified the problem sooner?

Use success as a driver for learning

As mentioned above, we can also learn from our successes. So what questions could we and should we be asking ourselves to ensure our successes continue on to future projects? Here are some useful examples for your next “lessons learned” meeting…

  • Was our success unique to this project, or is it something we could replicate for future projects?
  • What surprises did our team handle well, and how could we build off of that to prepare for other unexpected outcomes in the future?
  • How could we re-formulate our achieved goals to really push the team to perform better?
  • What value did our individual team members bring to the project?
  • How can we increase our level of commitment and urgency?

To summarize

Implementing lessons learned meetings into your projects leads to team members growing in confidence, and an increase in performance and outcomes. Being aware of the impact language can have will help, as can facilitation skills , and building trust and a willingness to allow constructive conflicts in your team. Finally, there’s an excellent lessons learned template on Brad Egeland’s blog. Cornell University has a good overview of approaches and questions to use,  and the University of Pennsylvania offers a lessons-learned checklists to help lead discussions.

If you have any recommendations or would like to tell us about your experiences with lessons learned meetings, please feel free to do so below in the comments section.

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According to Shelly Setzer of the Table Group, peer-to-peer accountability is “probably the toughest behavior to master on a team”. And as cross functional, matrix and virtual teams are becoming the norm, holding each other accountable to team goals and commitments is becoming even more challenging.. As a team member, you aren’t “the boss”, which means you don’t have the levers of reward and coercion and in some cases, your team may just be one among many for your team members. So how exactly do you approach conversations with colleagues who aren’t doing what they said they would do, without the benefit of formal power ? This is where the DEEP model comes in. The DEEP model is designed to help you have a clear approach to tough accountability conversations. It helps you and your team focus on solutions when accountability problems arise. These kinds of conversations are rarely easy, but with DEEP you can approach them with confidence.


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Requirements for the DEEP approach

You need clear commitments with the team (not tacit, unconfirmed agreements). Your colleagues need to trust your intentions and believe you have their and the projects interest at heart.  You need to foster a climate of creative conflict so everyone can be heard and see themselves reflected in team decisions. AND most of all, you need the courage to have what is often a tough conversation. Tough conversations are … tough. There are no tricks or techniques that make them less so, but here are 3 fundamentals to consider:

  • Turn up – Be present in the conversation, shut out unhelpful self-talk, keep control of yourself and focus on the conversation and the outcome.
  • Stay there – Show you are committed to the conversation. Don’t cut it short when things get awkward.
  • Speak out – say what you think and feel and take responsibility for your words.

The DEEP model, step by step

Step 1 – Describe the situation – What happened as I see it

This is a review of the commitment and shortfall without judgment.  Stick with “I” statements rather than “you” statements and try to describe the process that led to the commitment. If you can’t bring up the shortfall without becoming too emotional and judging your conversation partner, then ask yourself 2 questions:

  • Is the timing right?
  • Am I the right person to have this accountability conversation?

Step 2 – Explain the consequences – The result of what happened

The consequences of the shortfall you mention here should be concrete and observable. What actually happened because they didn’t meet their commitment is far more important than what could happen. Finding consequences your partner already cares about adds impact.

Step 3 -Explore options – What we can do about it

Generate at least three options when considering what to do. The “at least three” is very important – is helps you to avoid binary thinking and unnecessarily taking a position.  Brainstorming options together is critical.  The together points you both in the same direction, reaffirms the “team” and ensures you are on the same page before assessing your options, Make it a distinct step with a marker e.g. “Ok, together let’s now brainstorm what we can do” – this moves your conversation forward.

Step 4 – Problem solve together – What we will do about it

Decide and commit to new behaviors. It can be important to find ways you too can commit to the correction of the shortfall and the development of your relationship. Accountability for behaviors is tough so why should only one person carry the weight? Finding ways to help each other will not only help you to implement a solution, it will also help you to increase your level of trust.

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We offer a range of leadership and team building seminars, for example:

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What does Miles Davis have to do with managing high performers in business? Good question. Miles Davis is rightfully acclaimed as an icon of jazz, but he didn’t make music alone.  Throughout his career as a bandleader, Miles worked with other iconic figures of jazz to create music that stands even today as among the highest forms of the genre. John Coltrane, Herbbie Hancock, Wayne Shorter, “Philly” Joe Jones, Keith Jarrett, Ron Carter, Tony Williams and many others among the giants of jazz graduated from “Miles University”. Miles Davis, time and time again, brought together some of the most talented musicians in their own right to work with him in his musical exploration. How did he do it? This article will explore the lessons of Miles Davis in the art of leading the best to be their best. eBook: The definitive checklist for qualifying training providers

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Lesson 1: Be excellent, publicly

Miles Davis was able, on many occasions, to put together bands of some of the most talented musicians of their time throughout his career. Miles’ reputation clearly preceded him. Receiving a call from Miles was seen as having achieved a high level of musicianship. But that wasn’t the only reason so many musicians with promising solo careers agreed to support Miles. They believed they would learn something based on Miles’ excellence as a musician and band leader. Miles greatness was easy to see through his performances, compositions and recordings.

How easy is it for high performers to recognize your excellence? There is a tendency among many leaders not to “toot their own horns” about their own performance and accomplishments. While a leader may not need to sing his own praises, it is important that someone does it for him. A leader’s excellence will attract others who want to achieve the same level of competence, while increasing the leader’s  credibility and ability to guide, mentor and teach.

Lesson 2: Don’t hire a trumpet player

Miles’ great combos included players with different styles and tendencies. He hired players who would complement his playing and each other’s. He didn’t need anyone who sounded like him because he had that covered.

In business, it can be difficult to avoid the temptation to hire people who mirror our backgrounds, experiences, styles and tendencies. After all those competencies served us well in our careers. It is important to remember as a leader that our success is a reflection of the past while we are hiring for the future.  The pace of change doesn’t only require different technological skills it also requires new communication and leadership skills from those current leaders needed at earlier stages of their careers. Hiring teams with complementary but different skills and areas of expertise broadens the set of problems they can solve and increases their impact on the organization.

“It’s not about standing still and becoming safe. If anybody wants to keep creating they have to be about change.”
Miles Davis

Lesson 3: Play together and produce excellence

Miles’ bands grew into cohesive units through performances, not rehearsals. Each performance created a wealth of learning opportunities for Miles and his band mates. The urgency of the moment created a focus and intensity that would be very difficult if not impossible to reproduce in a rehearsal. By focusing on playing together and learning from the experience, Miles could correct on the spot, encourage and support his band to take risks, push themselves and reach new heights of excellence.

How often do you perform with your high performers? Finding opportunities to produce excellence together will give you more chances to learn from each other.

Lesson 4: Don’t tell them what to do, tell them what not to do

Related to lesson three, play together and produce excellence, is the style of debriefing and guidance Miles offered to his band mates following their performances.  Miles didn’t put a group together hearing the music he hoped they would produce in his mind, then correcting them to come as close as possible to his vision. Miles believed in an experimental approach to developing new music. When reflecting about what took place in performances, Miles would say what his band mates shouldn’t do but he wouldn’t tell them what to do. He hired them for their expertise on their individual instruments. He wanted them to bring their ideas to the table so they could take ownership of their performances and the product of the group.

The high performers in your organization reached a level of success before becoming members of your team. When managing high performers, take advantage of their creativity and input by channelling, not directing their contributions to the organization.

“If you don’t know what to play, play nothing.”
Miles Davis

Lesson 5: Listen to save the day

Deep listening is the art of hearing not only what is said but also what isn’t said. On stage, Miles had the opportunity to lay out and listen to what his band mates were playing.  There were times when while reaching for new forms of expression, the band lost its way. By listening to what wasn’t there, Miles could enter the fray at the right moment with the phrase that would bring the other players back together again, finding a groove that was satisfying to the musicians and the audience.

Look for your opportunities, especially in conflict, to find what isn’t being said and remind the participants in the argument that they are on the same team. Listen for agreement that the parties may be missing, summarize, and encourage them to listen deeply to each other when emotions run high. “What I am hearing is…” is a great way to interject.

“I’m always thinking about creating. My future starts when I wake up every morning… Every day I find something creative to do with my life.”
Miles Davis

Lesson 6: Talk about life, not music

With our busy lives it may be tempting to leave work at work and leave life at home.  We can get through our workdays without sharing with others the experiences that shaped us outside of the work environment. Miles believed knowing the personal histories of his band mates was crucial to being able to know them musically. He invested time in learning about the backgrounds of his band mates and he shared his own. This sharing created an environment of trust that helped his musicians to work with each other more closely.

Be willing to be more open when you are managing high performers as it can lead to more effective, trusting relationships. A deeper bond of respect can increase loyalty to you, and commitment to your organization and its goals.

FOR MORE INFORMATION

On leadership: Here are a  few blog posts on the topic.  If you are interested to learn more about our leadership skills seminars, please contact us, or take a look at the very popular seminar “A practical toolbox for managers”.

 

Email is still one of the most common communication channels within virtual teams – and it can cause friction.  Proactively tackling potential problems is key to successfully launching a virtual team – so during our face-to-face and online seminars with virtual team leaders we discuss expectations.  Naturally communication comes into this and time spent constructing a communication plan is always time well spent. As Jochen, a German project manager shared “It sounds so obvious we didn’t think about doing it – and now that we have I can already tell that we solved some real obstacles”.

Building a communication plan when you kick off your virtual team

A communication plan outlines which communication tools you’ll use and how you’ll use them.  For example “we’ll use Webex for our brainstorming and problem solving, we’ll use Hipster for chatting and sharing links, and we’ll use email for …”

Building the plan involves discussing approaches and expectations – and by talking through these expectations you can uncover and deal with different attitudes.  An example we often run into when working with multicultural virtual teams is whereas one team member may expect people to write back a polite “thank you for the mail” another may find this a waste of time – and even annoying!  And because email is still so pervasive we’ve seen that the majority of frustrations come from how people use (or don’t use) email. To get you started with your discussions, we’re sharing below a list of email commitments one of our clients agreed to (with their permission of course).

Email commitments from a software development team working virtually across 3 countries

  1. We’ll check our email at least every 3 hours.
  2. We don’t check emails when we are in meetings.
  3. We’ll use the phone and leave a message if something is truly time critical.
  4. We’ll write email subject lines that immediately explain what the email is about.
  5. We’ll use keywords like Action by XX or FYI in the titles
  6. We assume that if somebody is copied (cc) into an email they don’t need to respond.
  7. We will avoid using the “reply to all” unless everyone absolutely needs the information
  8. We’ll pick up the phone after 3 emails on one topic.
  9. We accept that emails sent from phones occasionally have typos.
  10. We expect that larger emails are well written.
  11. We don’t use CAPITALS and we don’t normally use colours unless something is critically important.
  12. We use bold to help people scan key information
  13. We always give people the benefit of the doubt if something can be understood in two ways.
  14. When we write an email in an emotional state we all agree we will save it – and come back to it the next day. And anyway a phone call is preferred by everyone.
  15. If we’re having interpersonal problems, we don’t use email – we’ll pick up the phone or use Skype for Business.
  16. We will review this list every 4th Skype meeting and remind ourselves that we all want to follow it.

The above list is strong and clear. It was built over the course of a facilitated 30 minute discussion and it works. We’re not advocating that you take it word for word  – but why not use this a as springboard for discussing your own team’s behaviours? Building common understanding up front will help your virtual team communicate smoothly and confidently.

And if you want to read more

Here’s a useful document with tips and language for effective communication across cultures.

A study in Europe, the US and Brazil revealed that 67% of employees avoided colleagues due to bad feelings lingering from conflicts and that 27% of employees have witnessed workplace conflicts turning into personal attacks.

Over the years working with project managers on resolving conflicts, I’ve developed simple and practical approach to handling conflicts at work. The dictionary defines conflict as ‘a serious disagreement or argument, typically a protracted one’. A conflict at work is more than just a difference of opinion with a colleague. There is an emotional component and you feel a tightness in your guts, a knot in your stomach.

The 4 main causes of conflict

“What triggered the conflict?” is the most important place to start. Here are the 4 largest causes of conflicts in the workplace.

  • Goals The cause of the conflict is mainly about goals. Imagine a strategy discussion where one manager wants to focus on client relationships, the other on improving on the website.
  • Resources Here we are talking about resources, often people and budget. Manager “A” wants people for a project team, Manager “B” does not want to release anyone. Or this budget increases, whilst another is cut.
  • Processes It’s not unusual the managers will often disagree on methods and procedures. One manager wants to run the project on Prince2 principles, the other on the principle of whatever works, works.
  • People This is about people and relationships. If you have a good working relationship with the other party, you probably do not have a conflict. If you disrespect or dislike the other party, you will have conflict. And this problem isn’t necessarily resolved – even when agreement on goals, resources and processes is possible.

Using a practical format for analysing conflicts

Here’s a simple preparation format for analysing a conflict and preparing for the discussion. In other words, you buy time before addressing the issue and “the other party”.

Consider the following questions:

  1. What’s it all about and how did it happen? (History)
  2. Who is involved and affected, apart from you and the other party? (Stakeholders)
  3. How far has the conflict gone? (Escalation)
  4. What triggered the conflict? (Causes)
  5. Has anything been done to settle the issue? (Potential solutions)
  6. What do you (and the other party) want to achieve? (Goals)
  7. Do you have any ideas for approaching the other party? (Strategy)

Solving conflicts starts with reflecting and analysing…

Solving conflicts is tough and draining for everyone. Managing conflicts is a concrete and valuable skill – and one which you can develop. Analysing a conflict may help you see that it is more a difference of opinion and judgement, not necessarily a conflict. But it can also make you see discussing resources and procedures is a smoke screen and a diversion from the root conflict, your relationship to the other party.

…and it finishes with engaging, listening and resolving

Practical issues are more easily addressed; relationship issues are trickier to talk about. The above analysis questions will always clarify where the conflict is coming from and therefore make it easier to generate solutions. It will often indicate that the root cause is personal, i.e. resentment, envy, or even chemistry. So can you put your emotions on the back burner and seek a common solution that benefits your organisation? Are you prepared to talk frankly with the other party and clear the air?

 

listening skills target trainingThe purpose pyramid is one of the simplest and yet effective communication models for introducing a presentation, opening a meeting or organizing your thoughts that there is. It is so simple, in fact, that no one seems to take credit for it though you will find it in the work of many communications gurus. The four questions in the pyramid aren’t special by themselves, but together they offer a powerful way to connect what you want to do with the goals and needs of your organization, no matter what business you are in or function you perform. Why? + What? + How? + Who? = Alignment. The Purpose Pyramid makes it easy for you to structure your communication – in any situation.

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pyramid

Why?

Why is where you share or remind your team about the deeper meaning and purpose of the organization. This is the reason that energizes you and your colleagues as well as your customers. What’s your why? Your purpose is best when it brings the energy of your team together and they can all see themselves in it. It should also attract internal and external customers to your work.

A band plays music, by definition – but wouldn’t you rather see a band whose purpose is to give you high energy and a memorable musical experience?

At a more nuts and bolts level, you can also apply the why to day-to-day interactions and situations. An example could be to state the purpose (why) of a meeting on the agenda for everyone to see. If there is a question about being on track, the team can refer to the mutually agreed purpose of the team.

What?

What refers to the tasks you and your team need to get done to contribute to making your purpose a reality. At their best these tasks are things you can track and observe easily so all can know when it is accomplished. For example, to have better meetings is not a clear task. Having everyone contribute to the meeting is a clear task. The SMART principle is a great model to use, just remember they should in some way contribute to achieving your purpose.

An example could be to make task identification a two-step process. Instead of automatically identifying who should complete a task at the same time as identifying the task, outline just the tasks first. Going through the how before identifying who will help team members to know what they are committing to.

How?

How is where you turn to your method, approach or process, How will you get your tasks accomplished? For example, sticking with the “better meetings” example, if my task is to have everyone contribute to a meeting, I could tell the team members I expect them to contribute and hope for the best or I could use a polling technique in the meeting to give each attendee the space to speak uninterrupted.

If a task is complex, the “how” could be a process or procedure that helps to complete the task effectively and efficiently. If you have standard operating procedures in place, this is the time to stress their use.

An example could be to identify the resources and process necessary to complete a task before asking who will do it. Leaders get a chance to offer support to the team and may encourage team members to accept a stretch task because they know how they will be supported.

Who?

Who refers to the individual and collective commitments or expectations that match your team to the tasks at hand. In most meetings the who stage tells how well we’ve done the other stages. If team members recognize and connect with their purpose, the necessity of a task and the process and resources to get it done, it’s a lot easier to agree to do them. With the clarity you’ve built earlier, it is easier for you to ask for what you want while committing to do what is necessary to support your team. A great question at the end of a meeting is “what have we agreed to do?” to check agreements without sounding like a task master.

Browse our blog for more tips and tricks

And/or let me know of any other useful communication tools that always work for you. I look forward to hearing from you!

This post explores three practical tools — Belbin, MBTI and Insights Discovery — and how they can help leaders understand team dynamics, identify strengths and challenges, and create better conversations about how their teams work together.

  • Reading time
  • 8 Minutes
  • Target audience
  • Team leaders, managers and HR/L&D professionals who want to better understand their teams and create the conditions for stronger collaboration and performance.

 

Here’s a question we sometimes put in front of our training participants: What do you get when you put capable individuals in a group and give them a common goal? The answer isn’t necessarily ‘a capable team’. Individual capability does not automatically translate into team success. A team’s performance depends on how well its members work together — how they communicate, make decisions, handle differences, build trust and hold each other accountable. The main challenge for many teams is to create the conditions that allow individual capability to become collective performance.

Fortunately, there are a range of practical tools that give teams different ways to explore dynamics, identify strengths and potential challenges, and create a shared language for talking about team performance.

 

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Belbin Team Inventory

Belbin Team Roles gives teams a useful way to explore how different people contribute to a team. Rather than focusing simply on individual strengths, it looks at the different roles and contributions a team needs to work effectively. It can help teams identify where they have strengths, where there may be gaps, and how different ways of contributing can complement each other.

Belbin team roles can be very useful in a team-development context, but it works best when treated as a conversation starter rather than a diagnosis of team members. Its biggest practical value is that it gives a team a shared language for talking about how people contribute. It’s based around nine team roles — patterns of contribution such as Coordinator, Shaper, Plant, Implementer, Completer Finisher, Teamworker, Resource Investigator, Monitor Evaluator, and Specialist.

For example, a team might discover that:

  • several people naturally generate ideas, but nobody enjoys turning them into action;
  • important details regularly fall through the cracks;
  • everyone wants to lead, creating unnecessary friction;
  • some contributions are undervalued because they are less visible.

Those are useful conversations. The value isn’t necessarily whether someone is really a “Shaper” or a “Plant”; it’s that the framework can help people step back from their usual roles and ask “What does this team need, and what are we currently missing?” It’s also useful because it shifts the conversation away from simply asking “Who is good at what?” and toward “What does the team need from its members at different points in its work?”

Belbin is not, however, a blueprint for building a successful team. People are not fixed into a single role, and a team with a good balance of roles does not automatically work well together. Communication, trust, leadership, accountability and the team’s context all matter. Belbin is most useful as a starting point — a way to generate insight and conversation that can help a team make better use of the capabilities it already has.

A team doesn’t necessarily need nine different roles. It needs enough of the right contributions at the right time.

Where it falls short

The first limitation is that people can easily take the roles too literally. Someone might score strongly as a Plant and conclude, “I’m the creative one.” Or a manager might start thinking, “She’s our Coordinator, so she should handle the coordination of every project. That’s where a useful framework can turn into a set of labels. People are more flexible than that. Their contribution changes according to the situation, the task, their experience and the people around them.

There are also questions about the psychometric strength and empirical basis of Belbin’s role model. It shouldn’t be treated like a clinical or scientifically definitive personality assessment. The roles are better understood as a practical framework for exploring team contribution than as objective descriptions of someone’s underlying personality.

And there’s a bigger limitation: Belbin tells you relatively little about whether a team actually functions well. You can have a beautifully balanced collection of Belbin roles and still have a team with poor communication, low trust, unclear goals, weak accountability or unresolved conflict.

Myers-Briggs Type Indicator (MBTI)

The Myers-Briggs Type Indicator (MBTI) gives teams a framework for exploring differences in how people prefer to take in information, make decisions and interact with the world around them. It can help team members understand why colleagues may approach the same situation differently — and why a way of working that feels natural to one person may be less comfortable for another.

In a team-development context, one of the biggest benefits of MBTI is the language it provides for talking about these differences. A team might discover, for example, that some people want time to reflect before making a decision while others prefer to think things through out loud. Some may focus naturally on facts and practical details, while others are more interested in possibilities and the bigger picture. Understanding these preferences can make it easier to adapt communication, reduce unnecessary friction and make better use of the different perspectives within a team.

The real value of MBTI is the conversation it can create: How do we prefer to work? Where might our preferences differ? And what do we need to do to work effectively with people who approach things differently?

As with any personality framework, MBTI works best as a starting point for conversation rather than a set of labels. Being an “ENTJ” or an “ISFP” does not explain everything about how someone behaves, and people are not limited to a fixed way of working. Context, experience, relationships and the demands of a particular situation all influence how we behave.

It is also important not to confuse personality preferences with capability. A preference for one way of working does not mean that someone cannot work effectively in another way. Nor does a collection of different MBTI types automatically make a high-performing team.

MBTI can provide one useful lens on team dynamics, but it is only one part of the picture. Trust, communication, leadership, accountability and a clear common purpose remain fundamental to team performance.

MBTI Team Types

MBTI can also be used to look at the team as a whole. By combining the individual preferences of team members, we can create a picture of the team’s collective preferences. This can highlight behaviours and approaches that come naturally to the team, as well as areas that may require more conscious effort.

Here’s an example of a team with combined profile ESTJ. The first graphic explains the combined strengths of the team members – these are the behaviours that come naturally to them.

MBTIteamprofile

 

And then there’s the flipside. The same team profiles as being INFP. This graphic shows the areas this team needs to be aware of because its team members don’t naturally exhibit them.

MBTIteamprofileflipside

Where MBTI falls short

The categories can feel more absolute than they are

MBTI places people into either/or preferences — for example, Introversion or Extraversion, Thinking or Feeling. In reality, people often fall somewhere along a continuum and may behave differently depending on the situation.

People can turn the types into labels

Once someone identifies as an “ENTJ” or “ISFP”, there’s a risk of using the type to explain or excuse behaviour: “That’s just how I am.” In teams, that’s potentially unhelpful. The purpose should be to understand differences and increase flexibility, not put people in boxes.

It doesn’t tell you how capable someone is

MBTI doesn’t describe competence. Being a particular type doesn’t make someone a better leader, communicator, decision-maker or team player. It also doesn’t tell you whether someone will perform well in a particular role.

The underlying psychometrics are contested

There has been substantial criticism of MBTI’s reliability and validity, particularly around the use of categorical types and the idea that people can be cleanly classified into one of two preferences on each dimension. So it is better presented as a practical framework for reflection and discussion than as a definitive assessment of personality.

Insights Discovery

Insights Discovery gives teams a simple way to explore differences in how people prefer to communicate and work with others. The model uses four colour energies — Fiery Red, Sunshine Yellow, Earth Green and Cool Blue — to help people understand their own preferences and recognise different approaches in the people around them. Everyone has a mix of all four colour energies, with some preferences being more natural or energising than others.

Its particular strength in team development is its accessibility. The colour language gives teams a shared vocabulary for talking about differences that might otherwise be difficult to articulate. A team might discover, for example, that some colleagues prefer a direct and decisive approach, while others place more emphasis on discussion and relationships. Some may want detailed information before moving forward, while others are more energised by possibilities and interaction. Recognising these preferences can help people adapt how they communicate and work together.

For a leader, this can provide a useful way of asking questions such as: How are we communicating? What might different people need from each other? Where might our preferences create friction? And where could we adapt our approach to get better results?

As with Belbin and MBTI, the value of Insights Discovery is not in putting people into boxes. The four colour energies are intended to describe preferences, and people can draw on different energies depending on the situation and environment. The framework is most useful when it increases self-awareness and encourages people to flex their behaviour, rather than when it becomes a shorthand for explaining everything about a colleague.

Where Insights Discovery falls short

The simplicity that makes Insights Discovery accessible can also be its limitation. Colour language is memorable, but it can easily become shorthand: “He’s Red” or “She’s a Blue.” This can turn a nuanced profile into a label and encourage assumptions about how someone will behave.

It is also important to distinguish preference from capability. A preference for one colour energy does not mean that someone cannot behave differently or develop their ability to do so. Nor does having a particular mix of colour energies tell you whether someone will be an effective leader or team member.

And, like the other tools, Insights Discovery does not measure team effectiveness directly.

Three tools, three different perspectives

Belbin, MBTI and Insights Discovery all help teams explore differences between people, but they do so from different perspectives. The right choice of tool for your team depends on what you want the team to understand and what conversation you want to create.

Belbin focuses on contribution. It asks: What roles and contributions do we need from people for the team to get its work done? It is particularly useful when a team wants to look at how work gets shared, where strengths and gaps exist, and whether important contributions are being overlooked.

MBTI focuses on preferences. It asks: How do we naturally tend to direct our energy, take in information and make decisions? It can help team members understand why colleagues may approach the same situation differently and why certain ways of working feel more natural to some people than to others.

Insights Discovery focuses particularly on communication and relationships. It asks: How do our behavioural preferences affect the way we communicate and interact with each other? Its accessible colour language can make differences easy to recognise and discuss, and can encourage people to think about how they adapt their approach when working with others.

There is inevitably some overlap. All three can increase self-awareness, provide a common language and help teams appreciate differences. None of them, however, provides a complete picture of team performance. The tools are lenses. They help leaders and teams see things they might otherwise miss, create better conversations and identify opportunities to work differently. The real work begins with what the team does with those insights.

Key takeaways

  • Individual capability doesn’t automatically create team performance. A group of talented people still needs to develop the ways of working that allow them to perform well together.
  • Different tools give you different lenses. Belbin looks at team contributions, MBTI at preferences, and Insights Discovery at communication and behavioural preferences.
  • Use the tool to start a conversation, not end one. The value comes from what teams learn, discuss and change as a result of using the tool.
  • Don’t put people in boxes. Profiles describe preferences or patterns; they don’t define what someone can do or how they will behave in every situation.
  • Self-awareness is only the beginning. Understanding differences matters, but high-performing teams also need trust, clear goals, effective communication, accountability and the ability to adapt.
  • Choose the tool based on the question you want to explore. The most useful tool is the one that helps your team have the conversation it needs to have.

This post explores the everyday behaviours that shape team effectiveness and includes a simple activity you can use to assess your team and identify opportunities to improve.

  • Reading time
  • 7 Minutes
  • Target audience
  • Team leaders, managers and team members who want to take a closer look at how their team works—not just what it achieves.

 

A new manager in one of our training sessions commented: We have the right people, so why isn’t the team working? Behind her comment was a different question: Am I doing something wrong?

Not necessarily.

When a team is formed, we often make assumptions. For example, we assume that everyone understands the purpose, that roles and responsibilities are clear, that people will communicate effectively and that everyone knows how to work well together. We also assume that they will speak up when something isn’t working, that they will resolve disagreements constructively and that everyone has the same understanding of what the team is trying to achieve.

Often, we don’t discover that these assumptions are wrong until something goes wrong: a project misses a deadline, decisions take too long, responsibilities overlap, a disagreement becomes personal, or someone feels they aren’t being heard.

We also bring our own personalities, experiences, expectations and ways of working to the team. One person may think out loud, while another prefers time to reflect before speaking. One may be comfortable challenging ideas directly, while another may be more cautious about disagreement. Some people naturally take the lead, while others contribute by listening, questioning or bringing a different perspective.

Putting a group of capable people together doesn’t automatically create an effective team. An effective team develops through the everyday behaviours of its members: how clearly people communicate, how they handle disagreement, how they share responsibility, how they give feedback and how willing they are to learn from experience.

That’s why it’s worth taking a step back and looking at how a team actually works together—not just what it is expected to achieve.

 

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The “how”, not the “what”

The what is usually relatively easy to define. A team has targets, objectives, projects, deadlines and deliverables. These tell us what the team is there to accomplish. The how is less visible, but it is just as important. How do people communicate? How are decisions made? How are disagreements handled? How do team members share responsibility? How do they give and receive feedback? How do they respond when things don’t go according to plan?

Two teams can have exactly the same objective and very different experiences, and very different results, because of how they work together.

The “how” is found in the interactions between team members. It is the conversation before a decision is made, the way someone responds to a different opinion, whether people feel comfortable raising a concern, how responsibilities are shared and what happens when someone makes a mistake.

Over time, it’s the “how” that shapes the team’s culture, relationships and ability to get things done.

So when we talk about effective teams, we need to look beyond the question “What does this team need to achieve?” and ask: “How do we work together to achieve it?”

How effective is your team?

Here’s a simple activity we use when running workshops with existing teams. It is designed to get people talking about the how of teamwork—not just whether the team is achieving its goals.

Some of the questions may seem familiar. Others focus on aspects of teamwork that are easy to overlook, particularly when a team is focused on targets, deadlines and results. In our experience, questions around learning, reflection and relationships can receive less attention than the more tangible aspects of team performance.

Try it with your team

Select one team of which you are currently a member. This could be your department, a project team, a management team or another group you work with regularly. First, ask each team member to answer the questions individually. Rate each statement on a scale of 1 to 5, with 1 being low and 5 being high:

Don’t overthink your answers. Your first instinct is often useful.

  1. Do we have a clearly defined purpose?
  2. Are our roles and responsibilities well-defined, understood and followed?
  3. Do we have the tools and resources we need to achieve our objectives?
  4. Do we listen to each other?
  5. Do we all actively participate in problem solving?
  6. Do we work constructively through conflict?
  7. Does our team leader provide relevant and specific feedback on whether we are meeting expectations?
  8. Do we work and learn together?
  9. Do we take time to assess our progress and how we are working together?
  10. Would we choose to work together on another team?

Compare your answers

This is where the activity gets interesting. Don’t simply add up the scores and focus on the total. Instead, compare your answers with those of your colleagues. Where are the scores similar? Where are they different? For example, if one person gives listening a 5 and another gives it a 2, ask: What are you experiencing that led you to give this a 2?

The differences in perception can be more valuable than the scores themselves. They can reveal experiences that other team members may not be aware of.

Look beyond the numbers

You may find that your team scores highly on purpose, roles and resources, but lower on listening, conflict, learning or reflection. This isn’t necessarily a problem. It is an opportunity to ask why. Teams that are strongly focused on goals and results can sometimes spend most of their energy on what needs to be achieved and less time considering how they are working together to achieve it.

Questions 8–10 are particularly useful here. They encourage the team to step back from day-to-day tasks and consider whether they are learning together, reflecting on their progress and creating a team experience that people would want to repeat.

Turn the conversation into action

Once you’ve discussed the results, choose one area that the team would like to improve. Let’s use listening as an example.

Ask:

  • What would need to happen for you to score listening higher?
  • What is one specific thing we could change for us to score higher on listening?
  • What would be different in the team, if we were better at listening?
  • How would we notice this difference?

Your score

Effective teams should be expecting to score 40+.  Outstanding teams score 45+.

Key Takeaways

  • Having the right people isn’t enough. How people work together matters just as much as who is on the team.
  • Don’t take teamwork for granted. Purpose, roles, communication and expectations need to be made clear rather than assumed.
  • Differences can be a strength. People bring different personalities, experiences and working styles to a team. Understanding and making use of those differences can strengthen collaboration.
  • Focus on the how, not just the what. Targets, objectives and deliverables tell us what a team needs to achieve. The way people communicate, make decisions, handle conflict and share responsibility determines how they get there.
  • Team effectiveness is everyone’s responsibility. Leaders have an important role in creating the right conditions, but every team member influences how the team works.
  • Look for different perspectives. Differences in how team members experience the same team can reveal issues that aren’t visible from one person’s perspective.
  • Don’t let the numbers tell the whole story. A team assessment is most useful when it starts a conversation about what is working, what isn’t and why.
  • Small changes can make a difference. Agreeing on one specific behaviour to change is often more useful than creating a long list of improvements.
  • Effective teams keep learning. Taking time to reflect on how the team works—not just what it achieves—helps teams adapt and improve over time.
  • Ask the question regularly. How do we work together, and what could we do differently to make our team more effective?

Yes is one of the most simple words to understand in the English language. Or is it?

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VT posterYes is generally perceived as a positive response, and when you’re asking for something in business it’s normally the answer you’re hoping for. My father thought this when he started an importing company in China. On his first few trips to the country he returned having already mentally calculated the profits he was set to make from the customized, high quality parts they had supposedly agreed to put together within weeks for him. The only problem was he didn’t understand the word ‘yes’ like the Chinese did.

Fast forward to now, years later, and he knows that ‘yes’ means something very different in China. When saying ‘yes’, Chinese colleagues only mean that they are listening to you, rather than that your request will be fulfilled or that you have been completely understood. Many problems stemmed from this simple misunderstanding and while now there is a good business relationship between my father and his suppliers, much time was wasted getting to such a point. Artist Yang Liu summed up many of the big differences between Chinese and German cultures in her artwork of the two against one another, from little things like attitudes to standing in a line to how the counterparts view their bosses.

As an inhouse business English trainer in Stuttgart I provide on-the-job support to my client, a department of global purchasers. During the last months , I have come across many participants having to learn the hard way how to get around countless misunderstandings. From our sessions on cultural competence in China, my purchasing participants have shared experiences and identified five common lessons which speed up the process of making a business relationship with a Chinese colleague prosperous.

The group comes first

Chinese colleagues are not interested in individual gains nearly as much as helping the community around them. It’s what the culture is built on and giving individual gains for doing work will not be as effective as creating a positive and motivating team.

The importance of the leader

The boss is highly valued in China, much more so than in Germany. When a problem is getting to a point where it doesn’t seem possible to solve it, get your superior involved a lot earlier than if you were dealing with a colleague from the same culture or at least bring up the possibility in discussions.

They don’t solve problems like you

Whether it’s struggling to say no when they can’t do something, or insisting that everything is ok when it’s not, the Chinese don’t like to directly discuss and deal with a problem or talk about their shortcomings. Learning some ways to politely ask what the problem is, or getting them to take you through their schedule and deciding for yourself if there is a problem, will give better results than simply asking ‘is everything ok?’.

They don’t challenge, they listen

Chinese colleagues will often treat meetings as more of a lecture than a chance to swap ideas and air their grievances, particularly if the boss is present. On a recent trip to China, a translator summed it up well for me in her comparison of our school systems. “For us, we are told what to know and we don’t question it. For you, discussion is encouraged and you are taught to challenge.” Push them to express themselves and know that they’re not entirely comfortable doing it.

They value pleasantries

The Germans are known for seeing small talk as inefficient, but if you want a Chinese colleague to do you a favour you would be a lot better off adding some polite phrasing and extra niceties. It makes them feel as if the workplace is more harmonious and while being direct is more efficient, when they give excuses rather than results such efficiency is out the window.

Phrases for dealing with the Chinese culture

Direct English

English that is better for Chinese dealings
I think you did this wrong. Perhaps next time we could try it like this instead?
You need to do this by Wednesday. If you could do this by next Wednesday, the team can achieve their results.
I will have to get the boss involved if you don’t agree to a solution. Is this a problem that we can solve ourselves or do you think our superiors should give us assistance?
Do you understand? Could you summarise for me what you need to do (to make sure we’re on the same page)?
Are there any problems with this? Please let me know if there are any ways that you can do this more efficiently, because that would really help the team.
Did you get everything finished today? What did you finish today?

Do you want to learn more about the Chinese culture?

If you have any tips or comments on dealing with the Chinese, I’d love to hear them (and so would my participants). Please leave your comments below.

It is often said that we live in a world which is becoming more and more transparent. Communication and how it is carried is constantly changing and this brings new opportunities and challenges. People are expected to keep up with these changes, both in their personal as well as in their work lives. The problem comes in when there is a disconnect between what people are expected to be able to do and what they are really able to do. This is the situation some of my participants are facing at the moment. The multinational company where I provide training has, like many other companies, implemented a social media platform which it expects employees to embrace, use and add information to. That sounds reasonable, you might say.

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The problem is that many of my participants don’t use social media in their personal lives, there is only limited training available and there isn’t always time to learn about the tools and their use. Did I mention that everything also needs to be in English? Together we came up a possible checklist to help new social media users figure out which questions they should ask to help them start learning the basics of using social media at work. I hope you find it useful.

Learn about the tools

Do you know the difference between a wiki, a blog and a forum? Can you give examples about different ways to use each of these? How is your company using them? Where can you find them or how can you access them?

Learn about the related terminology

In addition to the tools themselves, there are many words which users also need to be familiar with. What is an entry, a comment, netiquette? How about a tag, a news feed or a blogosphere?

Learn about what the company expects from you

Which tools are you expected to use? How are you expected to use them (i.e. read only, add comments, write entries, add links, etc.?) How often should you contribute? Should you do this alone or in a group?

Learn about your company’s netiquette or online policy

Are there any security restrictions for specific information? Do you need to limit access to certain individuals, groups or departments? Can everyone add any comment they like or are certain comments deleted (i.e. hurtful or irrelevant comments, etc.)

Learn about existing informational structures

Does your department have a site which has already been set up? Are you expected to contribute to an existing location or create your own? Do certain key users need to be contacted before additional groups, sites or pages are added?

Learn about the current role of previously used systems

Should information be updated in previously used systems or only in the new system? Will the information be migrated to the new system? What are you responsible for maintaining?

Learn about your responsibilities

Is it your job to make sure that the information is always up to date? How should you do this? Is there anyone who can help you? Which steps do you need to know how to do to change information which has already been added to the system?

Resources that can help you

We’d like to hear from you. Which challenges do you face when using social media for internal communication? How did you overcome initial challenges? Which tips do you have for other users? Feel free to share your ideas below.

How well do you listen?

Sound matters. In work. In life. Sometimes we forget that. I heard a story recently that was told by a former Major League Baseball player. He talked about a manager he once played for. During practice, the manager would put players in the outfield with their backs to home plate. A batter would stand at home plate and have someone pitch the baseball to him. Baseball bats are made of wood and are roughly 30-34 inches long. The cork-filled, leather-covered ball is thrown anywhere from 80-100 miles per hour. The batter would swing the bat and hit the ball. Now here is the important part:

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Because the player in the outfield had their backs to home plate they had to train their ear to know what part of the field the ball was travelling to, based on the sound created when the baseball made contact with the bat. If you’ve ever seen a baseball game (or cricket) you know you can hear when a ball is hit solidly. But you can’t determine where it is going to travel. This manager wanted his players to hear the contact, and make a split-second decision to race to the position they believed the ball was going, without even seeing it. With practice, players knew exactly where the hit ball was going.

They had to learn to listen.

Are we “losing our listening”?

TED, the great, freely accessible online source for learning, has what I think are two of the best talks around on how to achieve excellent communication. Both are by Julian Treasure, author of an excellent book on the impact sound has on our working lives called ‘Sound Business,’ and both are well-worth watching. In one, he talks about speaking well and in the other, the one I suggest below, he talks to us about listening.

Of his five tips on how to listen better, the final one – an acronym, of course – RASA, the Sanskrit word for ‘juice’ or essence’ is exactly that when it comes to business communication: listening is important, it’s the essence of effective business communication. RASA stands for:

Receive

That is, actually pay attention to what they’re saying.

Appreciate

By making natural small noises or utterances like, “ah” or “hmm” or “okay.” You may have also heard it referred to as active listening.

Summarise

Very crucial to all sorts of business communication, from presentations to negotiations and everything in between. Here it’s critical you are authentic and summarise what you heard – NOT what you wanted to hear.

Ask

And finally, ask questions. Find out more. Learn as much as you can about a situation, a trend, a project, a risk, or an opportunity.

ALF

Learning to listen starts with recognizing all the barriers we create for ourselves. This is where ALF comes in, and no, we’re not talking about the sitcom character that chased cats. ALF means Always Listen First. Julian Treasure warns us at the beginning of his TED talk that ‘we are losing our listening.’

Don’t lose yours. Listen like a Major League player. And Always Listen First.

Research shows that when we work in virtual teams managers tend to praise far less. In an earlier life, I worked as an analyst for an international corporation in Boston. A large part of my job was generating weekly reports and sending them off to various people. I never received a response, so I never knew if what I was I was doing was adding any actual value. This lack of feedback, whether positive or negative, was sometimes demoralizing.

It is vitally important to praise a job well done

Everybody likes to know that they are doing a good job and are on the right track in their tasks and projects. Working in virtual teams can feel isolating – and it’s motivating to know that your work is being noticed.

Praise does several things:

  • It improves the morale of both the team and the team member
  • It motivates people/teams and increases productivity
  • It’s an opportunity to give positive feedback
  • It builds commitment

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Email phrases for praising performance

Here are 17 phrases you could use the next time you want to praise one of your team members (or all of them) in writing:

  1. The work you did on the project was outstanding.
  2. You are an asset to both our team and our organization
  3. Your performance this past year has been exceptional.
  4. The quality of your work is routinely excellent.
  5. Your professional attitude is much appreciated.
  6. I have been very pleased with your efforts.
  7. Your extra effort and dedication have made this project a success.
  8. I must commend you for your dedication to our team.
  9. You have made a great contribution to the project.
  10. Your consistent professionalism has ensured the success of this project.
  11. You have been an invaluable addition to our team.
  12. Thank you very much for taking the initiative to find a solution to the problem.
  13. You can take pride in the work you have put into this project.
  14. The success of this project is a direct result of your efforts.
  15. Your enthusiasm and passion are exemplary.
  16. Your disciplined approach to problem solving led directly to this project’s success.
  17. You earned my respect with your inspiring performance on the project.

Mix and match and be specific with your praise

It is easy to mix and match the phrases in order to personalize how you want to praise each of your team members. For example, if you take #3 and #6, you can change it to: “I have been very pleased with your performance this year.” Or, you can use two or more and combine them into one sentence: “I have been very pleased with your efforts, you have made a great contribution to the project.”

Who doesn’t like praise?

Everyone enjoys receiving praise, don’t they? My colleague, Kate Baade, wrote in a recent post that it’s important to point out the positives as and when they happen. Don’t wait until the once a year performance appraisal interview to give praise. Kate, I fully agree.

 

As a kid, my parents told me I watched too much TV. They would not be pleased to know that hasn’t changed very much, but at least nowadays I try to watch things that might actually inspire me. That’s where TED [www.ted.com] comes in. TED talks can be a great source of inspiration. They can be short, or long. They can be energetic or dry. And they are full of information on nearly any topic.

The “3-6-9 of great leadership”

As an intercultural trainer, business English teacher, project manager and former actor, I think a lot about what motivates people, especially at work. Three short TED talks that I have watched over and over really get to the heart of what makes a great leader. I call them the “3-6-9 of great leadership.” These three talks summarise in (more or less) 3 minutes, 6 minutes and 9 minutes what I think is the essence of great leadership. For now, I’m not going into why these and other well-structured talks and presentations work as well as they do. Let’s just take in their messages.

Derek Sivers

How to start a movement

The first TED talk, by entrepreneur Derek Sivers, explains to us in three minutes “How to Start a Movement.” Using a light-hearted video of a group of rather spontaneous dancers, he demonstrates how to lead and how to create a situation in which people want to follow. He also surprises us by highlighting who the real leader is. It’s not who you might think.

Drew Dudley

Everyday leadership

If you work in a team or an office, how often do your simple, unremarkable actions influence others? In the second talk, leadership educator Drew Dudley asks us in six minutes whether people can be leaders even if they don’t have that title. In this quick-paced, very personal story, he shows us how we can often be leaders without even knowing it.

Roselinde Torres

What it takes to be a great leader

In the final talk, the longest of the three at just over nine minutes, leadership expert Roselinde Torres details qualities of a great leader. She has spent 25 years researching leadership and her fascinating talk boils it down to the need to ask three simple questions:

  • Where are you looking to anticipate the next change to your business model or your life?
  • What is the diversity measure of your personal and professional stakeholder network?
  • Are you courageous enough to abandon a practice that has made you successful in the past?

Spoiler alert!

All three talks repeat one particular theme: While some principles of leadership may remain, true leaders are characterised by doing something different. But not just for the sake of being different. They have a goal.

  • Derek Sivers’s ‘leader’ is the first person who has the courage to follow the person you think is the leader. As the first ‘follower’ he gives others the permission to join in.
  • Drew Dudley’s ‘leader’ appears to go about his daily business fearlessly and effortlessly. In the process, he unknowingly inspires someone to go about her work as fearlessly as she can.
  • Roselinde Torres reminds that great leaders take action; they do not walk with their heads down, trying not to be noticed. They dare to be different.

Is leadership for managers only, then? Definitely not. These three talks remind us that learning to be an effective leader can help you chair a meeting, or create a presentation that people remember. Among many other things.

… so what are your thoughts?

Would you risk 56%?

The Project Management Institute’s 2013 report Pulse of the Profession revealed that US$135 million is at risk for every US$1 billion spent on a project. Of that, a shocking 56 percent of is at risk due to ineffective communications. 56% of $135 million = $75 million dollars!

As a project manager, how can you ‘make effective communication happen’?

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Let’s look at some simple things you can do to focus your team:

Talk the Talk

You know how important it is to know what’s happening in your organization. Now, stress to your project team how valuable it is too. In project meetings, make sure your message is understood. Check in with your team, especially if it appears there may be confusion. They may not solve all your communication issues but they do convey how valuable good communication is to you:

  • Is everyone clear on this?
  • I want to make sure there is no misunderstanding.
  • What is not clear?

Admittedly, all three of the tips are too often reduced to clichés. But there is truth in them. Back in my theatre days, I, and many other actors I knew, often worried about playing stereotypes and clichés. A very good acting teacher used to tell me, “Embrace the cliché. It’s there for a reason. Find the truth in it!”

Walk the Walk

Keep language as uncomplicated as possible. Be polite but be clear.

A German manager, who worked internationally and used English in Live Meetings, once told me, “the challenge is that we are sometimes not strong enough in English to understand these problems, or sometimes we don’t realize that there ARE problems.” And therein lies the risk. Not only might you miss the complexity of problem, you might miss that a problem even exists.

Recognize that not everyone is at the same level when working in a foreign language. Different project management methodologies use some different terminology. You might be come from a PMP background but your colleagues might mostly understand the language of PRINCE2. Or your organization might use its own language to discuss projects. While using different terminology may be necessary (more in the 3rd point below), try to keep ‘jargon’ to a minimum.

Get Everyone on the Same Page

Although different project management methodologies boast unique language, it’s a good idea to be able to adapt in such a way that you are able to communicate with all stakeholders.

Have a standardized communications plan. 

The Pulse reports that high performers are almost three times more likely than low-performing organizations to use standardized practices through the organization. As a result, they achieve better project outcomes. Making sure your language is standardized defines outcomes, invites trust, manages conflict, invites commitment, and embraces accountability.

Embrace the cliché!

Any good project manager will tell you that project outcomes are never guaranteed. No project manager can control everything. But keep these tips in mind and you will be ensuring that one of the most important aspects of project work which is under your control – communication – helps make your project, you and your team be as successful as it can be.

 

I’m going to give you a few quick and easy tips and tricks to make your teleconferences better. Why am I going to do this? You know why. Many teleconferences are horribly ineffective and waste a lot of valuable time. I have sat through hundreds of telecons, and have trained hundreds of other people who have sat through hundreds of teleconferences.

Three complaints I have heard time and time again are:




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  1. There’s a weird atmosphere on the call because there is too much silence.

  2. I can’t understand certain people when they talk.

  3. Our teleconferences are “always” a waste of time.

So, if you can give me a few minutes by reading on, I will try to give you some quick and easy ways to overcome these issues.

Silence is deadly…and uncomfortable

Silence can kill…a teleconference that is. If you are on a call, show some life and participate. Here are a few things you can try on your next call:

  • Give verbal feedback throughout the call. Simple sounds and phrases can really help the flow and atmosphere of a call. “Uh huh”, “I agree” and “Nice work Tom” are a few examples that can be used.
  • When you go through the agenda before the call, try to have at least one thing to contribute for each point. This way, you will be prepared to break the silence and look smart at the same time!
  • Don’t be afraid to express your opinion or give someone positive feedback. Not only does this help fill silence, but it can also build rapport (agreement) or generate some healthy discussion (disagreement).

What did he say?

It can be very difficult to understand some people on the telephone, and especially in teleconferences. This can be due to language issues, accents, the volume of a person’s voice, their phone habits, etc. The next time you don’t fully get something someone says on a call, try these:

  • Make sure you actually say something to them about it. Many times we don’t understand someone but don’t say anything because it is easier. Politely ask them to repeat themselves. Most of the time people don’t realize they are hard to understand.
  • Confirm understanding when you are not sure. Use phrases like “If I understand you correctly, you are saying…” and “Just to make sure I understand correctly, did you say…” This can be a more diplomatic way of telling someone they are hard to understand, and is especially helpful if you have asked them to repeat themselves a lot on a call.
  • Contact someone personally after the call. If you are having trouble understanding someone on a consistent basis, try calling them or emailing them after a call to politely bring this to their attention. You have to be careful how you do this, but many people will appreciate knowing that they should change the way they speak so people can better understand them.

These calls are a waste of my time

Most teleconferences run too looooooong. Here are a few things to do to save everyone some time:

  • Get feedback from the participants. First, assess if this is a common opinion by asking for feedback from the participants. Ask everyone what they think is causing the calls to run too long. Then, using the feedback, try to get rid of those ‘time wasters’.
  • Make some calls optional if possible. Give people a chance to opt out of certain calls. Then they can choose to use their time the way they want. Just make sure to take clear and concise minutes so that anyone who misses a call has the important information discussed.
  • If you usually have 30 minute calls each week, try doing the same thing in 20 minutes. If you usually have 60 minute calls, try doing them in 40 minutes. You will be surprised how much you can accomplish in less time if you focus on doing so. Remember, it is the moderator’s responsibility to keep things within the timeframe. With that said, some of the most successful teams I’ve worked with have had a designated “time watcher” that can help remind the moderator when time is running out.

These suggestions can turn your sickly teleconferences into the most productive time of the week!

Ok, just joking; but at least you can make them a bit better. If you are interested in more ways to make your teleconference better, download our ‘Sweet sixteen – quick and easy steps to better teleconferences’.