Malcolm Downes IBM Global Services Norwich UK Peter Brimblecombe University of East Anglia Norwich UK

Working in Teams Malcolm Downes IBM Global Services Norwich UK Peter Brimblecombe University of East Anglia Norwich UK The cover of the Chalice Well with a vesica piscisa of the Pythagoreans

Agenda • Team work • Leadership and influencing skills • Listening and questioning

Collaboration is critical to success in working across organisational boundaries Collaboration is: more critical when: difficult to achieve because: • The global economy requires organisations to be more nimble and able to reconfigure their capabilities more quickly • Solutions to problems will need to be more creative and may be more complex • The scope of skills required to address such complexity exist in many different organisations • Complex solutions will require a team to unite earlier in the selling cycle to be able to respond with speed • The skills / knowledge / experience required will be more diverse than previous teamwork efforts • Participants are geographically & organisationally dispersed • Team connections are virtual rather than physical • Teams will become less formal / permanent and more component-based • Participants must reconcile differences more quickly

Activity 1: What are your experiences with collaboration? • Discuss with your table team the following: • A good experience collaborating across department or institution • A bad experience collaborating across department or institution • Record your responses on a flip chart to share with the group • What worked well or didn’t? Why? • What was the impact on the project? • What should we be doing more or better? Timing: • Activity 20 minutes • Group debrief 10 minutes

IBM’s Seven Keys to Success: Team is high performing • When people work in groups, there are two quite separate issues involved. The first is the task and the problems involved in getting the job done. Frequently this is the only issue the group considers. • Without due attention to the process of the group work itself, the value of the group can be diminished or even destroyed; yet with a little explicit management of the process, it can be enhanced to be many times the sum of the worth of its individuals.

Reconcile differences within the Group (methods, goals, rewards) Disband to find other collaborative opportunities Identify the skills needed to develop the solution Assemble the skilled participants Perform in a collaborative manner Consider collaboration as a process Collaboration Steps Collaboration is more than teamwork… it is, above all, a process. At its most effective and affective levels, collaboration is a process in which individual participants redefine themselves as a group. . . Despite, or perhaps because of, the transformational nature of collaboration, it is often a messy process, marked by conflict, disagreement, and difference. The Collaborative Classroom as a Site of Difference by Gergits and Schramer; Journal of Advanced Composition

Reconcile differences within the Group (methods, goals, rewards) Disband to find other collaborative opportunities Identify the skills needed to develop the solution Assemble the skilled participants Perform in a collaborative manner The reconciliation step represents the greatest challenge, and requires particular emphasis. Collaboration Steps Multidisciplinary groups of employees will come together under a team leader, solve a problem, disband and then join a new team and tackle a new problem…. your strategy has to have people who can work together on a team. It's a whole different set of competencies. Sam Palmisano 2003

Reconcile differences within the Group (methods, goals, rewards) Disband to find other collaborative opportunities Identify the skills needed to develop the solution Assemble the skilled participants Perform in a collaborative manner The reconciliation step represents the greatest challenge, and requires particular emphasis. Collaboration Steps Multidisciplinary groups of employees will come together under a team leader, solve a problem, disband and then join a new team and tackle a new problem…. your strategy has to have people who can work together on a team. It's a whole different set of competencies. Sam Palmisano 2003 Research indicates that the Reconcile step is the most ‘at risk’ and has the highest probability of inhibiting collaboration. Unless the previously “identified” and “assembled” diverse skills, experiences, and expectations become aligned and differences acknowledged and embraced, there is little likelihood that true team collaboration and performance will ever be realised.

We can complement the process perspective by considering collaboration behaviours Collaborative behaviours: • Look for opportunities to collaborate • Take action after considering the effect on others • Seek diversity and different points of view • Facilitate open and honest communication without penalty • Build trust and mutual respect • Clarify the mutual value • Encourage creative ideas & innovation • Seek the best solutions to solve problems

Activity 2: Let’s explore how these three dimensions may overcome barriers to collaboration. • One of the following topics will be assigned to each flipchart: • Inhibitors to collaboration, both within and outside UKM (Barriers)Consider the “reconcile” step of the collaboration process • Initiatives which you can take to foster collaboration (People) • Processes within UKM that foster collaboration (Process) • Examples of tools/technologies that you can use to collaborate (Technology) • Record your team’s thoughts on the topic of your flipchart • Every 3-4 minutes the teams will be directed to move to the next flip chart • Following the final round, identify the 3 key points on your final chart that most captures your team’s interest; select a team spokesperson who will explain your reasons to the rest of the class Timing: • Flipcharts 15 minutes • Group Review: 15 minutes

The ability to lead and influence are important capabilities Leadership is important, both within teams and in less formal situations Different leadership styles may be used dependent on the situation The ability to influence others is an on-going skill required for professionals 12

Values and competencies are key in providing the right environment for the development of effective leadership What are values? Principles, standards, or qualities considered worthwhile or desirable What are competencies? A competency is a set of characteristics or behaviors that produce outstanding performance in a given job, role, organization, or culture. 13

Leadership styles drive different uses of the competencies.Can you match the appropriate leadership style to the primary objective? Leadership Style Affiliative Authoritative Coercive Coaching Democratic Pacesetting Primary Objective Immediate compliance Provide long-term direction and vision Creating harmony Building commitment and generating new ideas Accomplishing tasks to high standards of excellence Long term professional development of others Source: Inventory of Leadership Styles. Hay Group, McClelland Center for Research and Innovation, October 2002. 14 Deep Blue C - IBM Confidential Prague, Oct 2008

Consider these six styles, or behavior patterns, that leaders apply to the situations they encounter (1) Coercive (Directive) Style: Primary objective—immediate compliance. This style relies on “directives” rather than “direction”, and uses very little dialogue. Close monitoring is supported by negative, corrective feedback with an implied, if not explicit, threat. Efforts to motivate are focused mainly on the consequences of noncompliance. Authoritative (Visionary)Style: Primary objective—provide long-term direction and vision. This style relies on dialogue with others as well as the leader’s unique perspective on the business to establish a vision. The manager keeps others engaged by assuring them that the direction is in the long-term best interests of the group and the organization, and by monitoring performance toward the established goals with balanced feedback to employees. Affiliative Style: Primary objective—create harmony and avoid conflict. A leader utilizing the Affiliative style spends a lot of time cultivating relationships with others. This style tends to reward personal characteristics and avoid performance-related confrontations. Source: Inventory of Leadership Styles. Hay Group, McClelland Center for Research and Innovation, October 2002. 15

Consider these six styles, or behavior patterns, that leaders apply to the situations they encounter (2) Democratic (Participative) Style: Primary objective—build commitment through consensus among the others and generate new ideas. The Democratic style is a very participative style. This style relies on the ability of others to establish their own direction and to resolve their conflicts constructively. It is typically characterized by a lot of meetings, a lot of listening, recognition of adequate performance, and little criticism of low performance. Pacesetting Style: Primary objective—task accomplishment to high standards of excellence. Leaders utilizing the Pacesetting style tend to lead by modeling. They establish themselves as the standard and are apprehensive about delegating. Their concern with the immediate task accomplishment makes them disinclined to collaborate with their peers, except when they need to obtain or exchange resources. Coaching Style: Primary objective—long-term development of others. A leader using the Coaching style helps individuals identify their unique strengths and weaknesses. This typically involves sitting down and conducting a candid, mutual assessment of strengths and weaknesses in light of an individual’s aspirations.The leader helps to establish a development plan and provides ongoing support and feedback. 16

Now, let’s practice applying the various leadership styles to an engagement situation. Each team chooses or is assigned a leadership style The teams develop role plays to apply the leadership styles to a common scenario The scenario requires at least two participants: a supervisor and a team lead. For the purpose of the role play, the supervisor is required to adopt the leadership style identified for the team Working in teams, take a few minutes to identify on the flip chart the plusses and minuses to using that style and then lay out an approach that uses the style As a class, each team will: Role play the scenario using the assigned style (role plays: 3-4 minutes) Review the plusses and minuses of each style Timing: Total: 40 minutes Preparation: 10 minutes Role plays and debriefs: 30 minutes 17

Scenario Supervisor. A team leader informs you that a key milestone will not be completed by the target date. You have observed that this team leader strives to promote team harmony and may not be able to communicate the urgency of the situation. Your goal is to get the milestone completed at all cost. This may even require a change in team resource assignments even though you like this team leader on a personal basis. Team lead. You inform the supervisorthat your team will not meet a key milestone date a week from Friday. You are not happy with the situation and feel that your team has not followed your direction causing the projected delay. You are convinced that you know the best way to solve the problem. You want to express your ideas to the supervisor. 18

This table depicts situations for which each of the leadership styles is most effective and least effective (1) 19

This table depicts situations for which each of the leadership styles is most effective and least effective(2) 20

Influencing Others: there are 5 main steps to effective influential communication • In your table teams spend 5 minutes sorting these steps into the correct order: • Listen actively • Stress pertinent benefits • Gain Rapport • Work towards a decision • Ask questions

Influencing Others: there are 5 main steps to effective influential communication • Gain Rapport – be on their level • Ask questions – elicit needs and probe motives, attitudes and understandings. • Listen actively – listen with your senses, suspend judgement • Stress pertinent benefits – summarise how the benefits accurately reflect their needs • Work towards a decision – test interest

Rapport is a key factor in influencing others Rapport is……… • The reduction of differences at an unconscious level • Process of responsiveness • Helping to build trust • Developing if you feel understood • Based on the premise that people who are like each other, like each other • About creating harmonious relationships based on trust and understanding of mutual needs • The cornerstone of mutually effective relationships • In need of constant vigilance and nurturing to keep it alive and effective • The foundation of effective, long-lasting influence Rapport is not…… • Just about liking someone The Influencing Pocketbook, Storey 2000

INDIRECT INFLUENCE (Hidden) DIRECT INFLUENCE (Transparent) By using communications effectively and building on established rapport, we influence others both directly and indirectly. What are examples of communications or mechanisms for creating direct and indirect influence? Meetings, presentations, reports, negotiations, debates and discussions, change management Networking, non-verbal communications, using metaphor and analogy, changing an image

Understanding the sources of influence and using them effectively are important tools for the effective influencer • Coercive Influence – is based upon your capability to punish, reprimand or discipline others • Reward Influence – is based on your ability to dispense reward, something positive or desirable • Position Influence – is using people’s tendency to respond to individuals in higher positions • Expert influence – is based upon your skill or expertise which others may hold in high regard • Personal influence – is based on your individual personality, charisma and the relationships you create • Information influence – is the fact that you have information or knowledge not available to others

Let’s consider how you could apply the sources of influence to an existing situation • In teams consider situations where you need to persuade a colleague or supervisor or other stakeholder to change their point of view • Together work through each of the sources of influence and select the most appropriate source to apply to your own situation. Timing: • Individual recording 15 minutes

What is listening? • Consider the following definitions: • Hearing: a one-dimensional process that only engages the ears • Passive listening: pretending to listen while your attention is elsewhere • Active listening: is about being engaged, being attentive • using verbal signals, such as paraphrasing and asking questions • using nonverbal signals, such as nodding and positive facial expressions

Why is listening important? • We want to establish rapport with colleagues, mentors, supervisors, interviewees / workshop attendees • We want to maximise the effectiveness of this mode of data capture

What are the techniques for active listening? • Be attentive • Focus on the content • Be aware of body language, emotions • Remove or ignore distractions • Make mental and written notes • Maintain eye contact, if cultural norms permit • Keep an open mind • Don’t make assumptions (or test them if you do) • Let the speaker finish before you form your conclusions • Be responsive • Give verbal and nonverbal feedback • Paraphrase your understanding • Ask questions

What are the techniques for effective questioning (1)? • Open • Helps you get the “bigger picture”; such questions allow the speaker to open up • Use when you need general information, you want to get the speaker’s thoughts or opinions, and when you want to ascertain the emotions, motivation, and feelings that underlie the speaker’s words • Use words such as “what”, “how”, and “what if” • I keep six honest serving men, • They taught me all I knew, • Their names are What and Why and When • And How and Where and Who. • RUDYARD KIPLING © Klausen1976

What are the techniques for effective questioning (2)? • Closed • Targets specific facts • Use when you need specific facts, or to control the conversation. You simply want a “yes” or “no” answer; without much elaboration

What are the techniques for effective questioning (3)? • Probing • Similar to open questions, use a probing question to clarify information, to determine the speaker’s needs, to ensure that you understand what the speaker wants • Mirroring • This is a way to clarify that you understand the speaker’s points. Using the same words as the speaker, phrase your question. For example, “Does ‘almost complete’ mean 75-80%?” • Leading • Helps you direct the speaker’s thought process. This technique also aids in refocusing the speaker in the direction in which you want the discussion to proceed • Use this type of question judiciously; you don’t want to appear manipulative or deceptive

Now let’s practise • Your friend is keen to have a “different type of vacation”. (S)He asks you for some advice. You have a short conversation with him/her to find out more. • Activity: • Prepare your questions (5 minutes) • In pairs: 1 team member plays the interviewer (listener) role, the other plays the interviewee role (5 minutes) • Switch roles and repeat the task (5 minutes)

Now let’s practise • As scientists you need to be able to communicate effectively with politicians and administrators • You have an opportunity to meet such stakeholders on Wednesday morning • You need to prepare for this session • Activity: • Think about the topics you wish to explore with the stakeholders • Prepare your questions in these topics, considering the different questioning techniques

Appendix

And now it’s time to play “Do you know this leader?” Rules: Table teams will compete against each other. As each clue is revealed, the first individual from a team to raise a hand has the first right to answer the question. A hand must be raised to provide an answer. Each team has only one guess per question; there are a total of 5 questions. The team at the end of the game with the most correct answers wins the game! 37

Do you know this leader? His words: "The struggle is my life," are not to be taken lightly. He was born at Qunu, near Umtata on 18 July 1918. He is lead the fight against apartheid with extraordinary vigour and resilience after spending nearly three decades of his life behind bars. He has sacrificed his private life and his youth for his people, and remains South Africa's best known and loved hero. He was inaugurated as the first democratically elected State President of South Africa on 10 May 1994 - June 1999 Who is this leader??? Nelson Mandela 38

Do you know this leader? This leader was born in 1910 to Albanian parents in Skopje, which at the time was under the rule of the Ottoman Empire. (The city is now the capital of the Former Yugoslav Republic of Macedonia.) When she was 18, she entered the Order of the Sisters of Our Lady of Loreto in Ireland. She trained in Dublin and in Darjeeling, India, before taking her religious vows in 1937. In September 1946, while riding in a train from Calcutta to Darjeeling to engage in 8 days of spiritual exercises, she received a divine calling from God "to serve Him amongst the poorest of the poor“. Her spirit of giving inspired many to follow her, and her work eventually expanded to many other parts of the world. Today over 5000 sisters, brothers, and volunteers run approximately 500 centers worldwide, feeding 500,000 families and helping 90,000 lepers every year. Who is this leader??? Mother Teresa 39

Do you know this leader? Sponsored artists such as Janet Jackson, the Rolling Stones, Phil Collins. Crossed the Atlantic in the fastest recorded time. Awarded Knighthood by the Queen of England. Founded Virgin, the mail order record retailer – later sold for $1Billion. Expanded the Virgin Group into international music mega-stores, air travel, mobile, financial, retail, internet, drinks, rail, hotels and leisure with 200 companies in over 30 countries. Who is this leader??? Richard Branson 40

Not all leaders exhibit the same behaviors, but we can learn from the successes of others. Richard Branson Nelson Mandela Mother Teresa - All exhibited passion - Mandela for the struggle, victory. Mother Teresa for her Love and Kindness to ALL.. Branson for “It is all about fun and people - nothing else even comes close.” 41

Malcolm Downes IBM Global Services Norwich UK Peter Brimblecombe University of East Anglia Norwich UK