When Swords are drawn: the Team Leader's role in resolving Team conflict

Conflict is a state of affairs that team leaders seek to avoid. It unnecessarily distracts the team from mission goals, and is counter-productive to team synergy. The nightmare scenario of having to manage the antagonists, rally the rest of the disillusioned team and still get things done is certainly more than you expected when you accepted the job. Yet, that is precisely the perspective of conflict that prevents the team from emerging stronger in identity and focus.

4 foundational steps need to be taken for that mindset change to occur and to persist:
1. It starts with the Team leader
Do you believe that conflict is a natural state of affairs when people come together in a group? Or do you think that conflict has no place in team life? Depending on your answer, your conflict management strategies would differ in substance and effectiveness. Team leaders have to start by answering questions like those above to come to grips with their own attitudes towards conflict. Is there a gap between your current perspective on conflict and that which is more accomodating to conflict resolution? Once done, set the tone for the team.

2. Team members need to recognise that conflict is natural

Participants on our programmes often learn that the only time when they are not having conflict or disagreement with someone else is when they are dead. They know that we are not encouraging them to pick fights etc, but realise that diversity in a team situation brings different opinions and perspectives into the team situation. Team leaders should establish team norms that respect individual opinion, difference and that it's important for team members to 'agree to disagree'.

3. Involve the team in resolving the conflict
Team leaders have to listen well and isolate the major points of disagreement, during conflict. Being mindful that you could be seen to be siding with one party over the other, facilitate the team's views to see which differing point of view can aid the team mission. The team decision must be selected and made on the point that the performance of the team is enhanced through verifiable data (and not just hearsay or conjecture).

4. It ends with the Team Leader
The Team Leader needs also to be aware of underlying issues and differences between team members. He should be mindful that sometimes the team platform is 'hijacked' by these issues, and defuse these issues become potentially destructive to the team. Such a state of mindfulness can only come through rapport with team members, which in turn is based on Team members' implicit trust in their leader's character and competence.

Team leaders will need to call 'the plays' on conflict as they remain accountable for team results.

Noel Tan
Resident Philosopher
(* All text is copyright of Trailblazer Trainers Pte Ltd)

Learning Styles for Effective Executive Learning

Want appreciable returns on investment from the training dollar? Certainly, when training is anchored on performance and learner-centredness. This can take place when Executive Learning is delivered on the foundation of learning styles, leading to higher retention and transfer of learning from the training room to the workplace. There are 2 models of learning styles which we incorporate into our programme formulation and delivery processes: David A Kolb's Experiential Learning Cycle (pictured above) and the Whole Brain Learning model.

We use the Experiential Learning Cycle as it emphasises:
a. that training should provide for the concrete-to-abstract conversion of experience into principles that will anchor improved participant performance
b. that training must allow opportunity for participants to internalise, test and refine learned principles
c. that executive learners don't need an overloading of content, but they need a training programme that comprises learning experiences that are linked closely with workplace performance situations

The Whole Brain Learning model highlights the diversity of learning preferences, determining the way information is received and processed by participants. For instance,
a. Analytical thinkers enjoy factual information and learning gleaned from puzzles,
b. Structural thinkers enjoy having solutions that can be used as models for their real-time situations,
c. Social thinkers enjoy learning from buzz groups and interactivity, while
d. Conceptual thinkers tend to enjoy learning situations that are spontaneous and dynamic.
When used in conjunction with our thinking preference questionnaires, the Whole Brain Learning model allows for greater learner-centredness in programme formulation and delivery. We make a deeper connection is made with participants when they receive information that is optimised for their learning preferences.

When executive training programmes are built on a sound understanding and application of learning styles to emphasise performance and learner-centredness, executive learners find training more meaningful and applicable to the workplace. The spillover effects for their companies will certainly include improved profitability.

Noel Tan
Resident Philosopher
(All text is copyright of Trailblazer Trainers Pte Ltd)
(Image source: http://www.infed.org/biblio/b-explrn.htm)

Executive Learning for Success

You won't be alone if you thought learning styles were important only for the academic world. It's obvious to see how: the learner has to plough through loads of material, within a limited time, and finally, there's lots of other tasks that require the learner's attention.

In fact, the same situation faces the corporate learner - bottomline considerations weigh heavily on performance and work seems never-ending. Training opportunities are regarded as giant, unproductive 'time-stealers', taking the executive away from more pressing, 'important' work. When training sessions are conducted without mindful application of learning styles, it is no wonder that retention of learning declines and returns from the investment in training is limited.

In fact, corporate learning can take a leaf from the emphasis on learning styles in the academic world. While several well-known models exist, we use the Kolb Learning Styles and the Whole Brain models in our work. Knowing one's learning style offers several advantages:

Firstly, the busy executive can anchor his learning experience on his preferred learning style, to maximise the returns from time spent in the training room. He recognises how he can access the information that is instinctively relevant to him.

Secondly, by being aware of styles that he does not prefer, training time can lead to individual development as the learner expands his information-gathering and processing repertoire. The executive is alert to situations when he may need to concentrate a little more to get meaningful information from learning situations that his learning style may not prefer.

Thirdly, for the corporate trainer, knowledge of participants' learning styles provides specific information to customise material and create meaningful learning experiences for the variety of learners in the session. This ultimately leads to satisfied learners and of course, rave reviews for the trainer.

Fourthly, as more and more organisations take to e-learning platforms for their in-house training, content developers would do well to recognise the challenge of creating sufficiently varied material to meet the different needs of learners. Learning material, no matter how interactive, catering to only a segment of the full spectrum of learners will not be well-received.

Noel
Resident Philosopher

(*All text is copyright of Trailblazer Trainers Pte Ltd)

There is No 'I' in TEAM!

One famous slogan often heard at Teambuilding sessions is 'There is no "I" in TEAM!'. It encourages participants to think about something larger than themselves - the identity of the group. It is a powerful reminder that TEAM goals, mission and values are foremost in importance. A lack of common focus on key elements of TEAM life is often the obstacle to high performance.

We've used the slogan at some point in our Teambuilding programmes too. Yet, there is another aspect which should not go unnoticed: That there is an 'I' in 'TeamIng Up'! There is a 'creative tension' during teambuilding between the group and the individuals, which need to be harnessed for powerful teams. Emphasis on one over the other is at the expense of individual commitment to the team, and over the long run; team performance.

Managing this creative tension is not easy but here are several key tips for team leaders:
1. Recognise that 'I' is for individual
Your team comprises individuals with different life histories, experiences, needs and interests. Show a genuine and active interest in getting to know them, and for them to know others in the team. Realise that they are distinct, different but not differing. There is a wide range of psychometric instruments available which can promote this understanding. There are always deep revelations when we use these in our teambuilding programmes.

2. Recognise individual gifts to the team
Everyone brings different gifts & talents to the team table. It is the leader's responsibility to find ways to surface these and apply them for the team's success. Whenever possible, assign job tasks to the person who is most gifted to deal with them. Finally, celebrate the team's success by highlighting individual contributions from everyone.

3. Recognise the influence of individual 'baggage' in conflict
Conflict is part and parcel of team life and when harnessed, it can sharpen team performance. Yet, leaders often fail to understand that conflict arises not just because people are different, but that each team member brings different sets of baggage along. Unless, these are understood, then the leader's interventions in conflict situations may not be effective and in fact contribute to the deterioration of team morale.

Teambuilding is not an event, but a process of building a group identity focussed on excellence, built on individual talent and commitment. A group often has a long way to go before it becomes a team. We believe high performance can only be expected only when leaders understand that while 'There is no 'I' in TEAM', there certainly is one in 'TeamIng Up'!

Noel Tan
Resident Philosopher
(*All text is copyright of Trailblazer Trainers Pte Ltd)