Father and son spending time together

Give the Gift of Time

The holidays are just around the corner.  Will you celebrate with loved ones?  I hope you can.

For the lovers among you, scroll down to the end of this post for your gift. 🙂

For the parents among you, why not make this an opportunity to teach your children about leadership by letting them take the lead with you!!

You offer your time. The children choose how to spend it.

Children (of all ages) spell love: T.I.M.E.

Children (of all ages) spell love: T.I.M.E.

Time as a present to offer

Money cannot buy time.  Not when it comes to time spent with kids.

Play-together-time often misses the Christmas list…AND yet, it’s the gift kids crave.

How does one “give” time?  How can one make it feel like a present?

That’s why we created these Gift Certificates.  Personalize with your child’s name and you signature, et voilà!  You have a valuable stocking stuffer you and your children will cherish.

Click here to download Gift Certificates.

Kids and Parents Learn Through Play

Play teaches children how to overcome boredom, to set and follow rules, to win and lose with respect.  Those are leadership skills!

Let kids direct the play (that’s your gift). You’ll discover them WHILE helping your child learn to thrive….even with challenging team members (you?).

You thought your daughter was impatient? She spends ½ hour dressing and undressing a doll! That will stretch the fortitude of many adults.

One Mom’s Story

The first year I offered these gifts to my sons they all invited me to play their favorite video game. “Oh, no! Wrong gift!” I thought.

These shared screen times taught me so much.  This time was “extra video time” for the children and since the intent was to share a moment together, they willingly spent 30 minutes teaching me why they like this particular game, what makes it exciting, and how to win.

I observed their skills (or lack of) in anticipation, in strategizing, in concentration, and more.

And the following week when they struggled with homework, we applied ideas from the game to help concentration. “Let’s create levels.  When you finish your first math problem, you reach level 2!”

The next year, I gave each child two gifts of time. One could be used for games on screens. The other was for something else of their choice.  One child wanted to learn more about his bank statement.  Another wanted to go shopping.

I kept doing this for years, even when our eldest was in high school.  He asked for a visit to the ophthalmologist to see about contact lenses!

You Don’t Feel Like It

Screen games or doll dressing isn’t your cup of tea? Is homework theirs?

Look to the bigger picture.  Model leadership and balance long term gains with short term costs.

You’re creating memories, proving their importance, and connecting on their level!  You’ll be amazed how that encourages them to seek to connect on issues of importance to you…like picking up their bags and coats in the front hallway.  Seriously.

The Children Don’t Feel Like It

Kids might act like they don’t want to play with you.

“Children often resist love when they need it the most.”

“Children often resist love when they need it the most,” assert Dr. Scott Turansky and nurse Joan Miller, authors of Parenting is Heart Work. Be creative and kindly insistent. They might be testing the sincerity of your offer.

If the kids don’t want to play, consider admiring them for 15 minutes. No words. No judgement.  Simply seeking to understand them in their environment.

Say “Thank You”

That magic word for all ages concludes your time together on a positive note.

The Biggest Kid of Them All

How about playing with your spouse……! We’ve got a gift certificate for them too!

Gift Certificate for couple's romance
Gift Certificate for couple's romance

To receive Gift Certificates click here.

Photo by Caroline Hernandez on Unsplash.com

Tiger in cage. Safe boundaries.

Solutions Alternatives au Licenciement d’un “Employé Toxique” – 2/3

Combattre la toxicité avec des Messages en « Je »

Les employés difficiles répandent souvent leurs toxines sans que cela se voit, ce qui rend compliqué la gestion de leur impact négatif.

Dans le dernier article, nous nous sommes intéressés à parler ouvertement de ce genre de comportement. Mais que se passe-t-il si votre collègue vous évite et s’extirpe d’une réunion qui devait donner lieu à une discussion constructive ?

VOUS pouvez toujours capter leur attention de façon positive en une ou deux minutes avec un message centré sur le « Je ».

Un homme ou une femme qui s’oppose à un chef ou un collègue avec franchise et respect est une personne qui ose ! Les Messages en « Je » sont un outil pour mettre en place des barrières protectrices ou bien pour mettre à bas des barrières qui n’ont pas lieu d’être.

Parlez de VOS besoins avec le « Je »

Quand on aborde une attitude difficile chez une tierce personne, on a tendance à commencer la phrase avec « Vous ».

« Vous me mettez mal à l’aise… »

« Vous causez des problèmes quand… »

« Votre attitude… »

A QUI APPARTIENT LE PROBLEME ?

Le « Vous » implique que l’auteur du comportement a (ou bien cause) un problème. Pourtant, un comportement toxique peut servir ses objectifs.

Dans l’article précédent, nous nous sommes intéressés à l’exemple d’un chef qui touchait de façon inappropriée ses employées. Son comportement confirme qu’il pense qu’il mérite un traitement de faveur, il peut toucher… sans que cela ne le touche lui. Une plaignante peut être réaffirmée dans sa mentalité de victime, malheur à elle ! Personne ne l’aide à se délester de son fardeau.

Ce sont les autres, comme vous et moi, qui expérimentons la difficulté ; nos objectifs ne sont pas atteints. C’est le sentiment de sécurité de la femme qui est violé quand un homme choisit de toucher sa poitrine comme bon lui semble. C’est le besoin de respect du manager qui est mis à bas quand un membre de l’équipe arrive en retard aux réunions avec une tasse de café encore chaude dans la main, le tout surmonté de crème chantilly.

ASSUMEZ LA RESPONSABILITE POUR VOS BESOINS INSATISFAITS

RENDEZ-LES RESPONSABLES POUR LES CONSEQUENCES DE LEURS ACTES

Comment aborder un comportement inapproprié pour que la personne agisse en conséquence et de manière positive ?

Un message en « Je » pose les limites sans juger.

En tant qu’êtres humains et que professionnels, nous cherchons tous à se sentir à notre place et à contribuer positivement à un groupe porté par un but qui en vaut la peine. En tant que managers, nous espérons que les membres de notre équipe trouveront au travail cette communauté pleine de sens !

Quelles sont les qualités nécessaires pour rendre un environnement propice à la mise en place d’un objectif qui fait sens et d’un sentiment fort de coopération ?

  • La confiance
  • La confiance
  • La confiance
  • La sécurité, la responsabilité, l’initiative, l’engagement, la compréhension, l’acceptation, la coopération, l’accueil des différences, la joie, le rire

Des frontières claires et respectées renforcent ces qualités propices au respect.

« On fonctionne de cette manière…. Ce n’est pas comme ça que l’on procède… »

« Comme je sais que ma supérieure assure mes arrières, je suis très actif dans la recherche de moyens pour améliorer notre activité. Je pose des questions à nos clients dans le but d’avoir un retour constructif. Je propose et teste régulièrement des idées pour affiner la qualité de notre service. Je le fais car je sais qu’elle se donne beaucoup de mal pour moi aussi. »

Quand un manager s’approprie le travail de son groupe, il a franchi la limite entre travail de groupe et toxicité. La frontière a été forcée et les besoins des employés ne sont pas satisfaits.

Un message en « Je » aide à parler d’une violation d’un comportement constructif sans pour autant recourir au reproche ou à la honte.

Les Trois Parties d’un Message en « Je »

Il y a trois parties dans un message en « Je ». L’ordre n’a pas d’importance. C’est le fait de couvrir les trois éléments qui compte.

1. EXPOSEZ BRIEBVEMENT LE COMPORTEMENT INDESIRABL

« Quand vous arrivez en retard aux réunions de groupe avec une tasse de café liégeois encore chaude dans la main… »

2. PARTAGEZ VOS RESSENTIS (UN MOT PAR SENTIMENT)

« … je sens de l’injustice… »

3. REVELEZ LES CONSEQUENCES

« Parce que d’autres doivent prendre sur eux pour votre confort. Quelqu’un, moi ou un coéquipier, perd du temps à vous faire un récapitulatif de ce que l’on a déjà abordé. C’est une perte d’argent pour l’entreprise et c’est un manque de considération pour la charge de travail du collègue en question. »

OU

Exprimez ce que vous souhaiteriez

« J’aimerais que vous arriviez à l’heure. »

En ce qui concerne la partie 3, je préfère me concentrer sur les conséquences des actions perturbatrices et permettre à l’autre personne de proposer sa propre solution. Il se peut qu’ils arrivent à l’heure à la réunion avec du café pour tout le monde !  Exprimer un souhait peut paraître directif.

Un Exemple de Message en « Je »

Un professeur de management a raconté comment il avait utilisé les messages en « Je » avec les étudiants de l’université quand le groupe commençait à se dissiper. Un jeune homme en particulier, plus difficile que les autres, avait roulé des yeux, et, marmonnant quelque chose sur l’injustice de la vie, allait et venait bruyamment pendant leur temps de réunion.

Pensant, « Mais quand vont-ils grandir ?! », et sentant sa colère monter, le professeur avait décidé d’attendre le cours suivant pour réagir.

La semaine suivante, pendant une session sur le commerce mondial, il a abordé le sujet de comment saisir les fruits de la diversité en utilisant des messages en « Je ». Les gens de différentes cultures se comportent de façons qui peuvent être déstabilisantes pour les autres.

Il a partagé deux façons de traiter un problème de différence générationnelle dans sa classe :

L’option des messages en « Vous » : « Vous gênez les autres quand vous parlez pendant le cours. »

La classe a souri narquoisement. Ils avaient déjà entendu ce genre de remarques. C’est rentré dans une oreille et ressorti aussitôt par l’autre.

L’option des messages en « Je » : « Quand vous parlez pendant le cours, je me sens volé parce que le bruit supplémentaire me prive de la possibilité d’entrer en contact avec ceux de vos camarades qui sont intéressés et qui souhaitent apprendre. »

La classe s’est tue et leurs yeux se sont écarquillés. « Je pouvais les voir réfléchir… et se rendre compte qu’ils faisaient une différence dans la réussite de toute la classe », a-t-il raconté.

Des Conseils pour Réussir avec des Messages en « Je »

A. PREPAREZ-VOUS EN AMONT, AU CALME

Bonne nouvelle : un message en « Je » est rapide à dire. Si une personne qui n’a pas un bon comportement évite vos tentatives de prises de contact, un message en « Je » d’une minute attirera son attention.

Retour à la réalité : ça prend du temps à préparer.

Un des défis est d’identifier une émotion appropriée au travail.

Quand on dépasse nos limites, notre cerveau passe en mode combat, fuite ou bien arrêt. En fuite ou en arrêt, on ne rétorque pas quelque chose sur le coup. En mode combat par contre, c’est le cas… et avec des mots que l’on veut blessants.

« Je me sens violé… ridiculisé… détruit… usurpé… »

Ces émotions sont réelles et valides. En même temps, ces mots plein de jugement peuvent se retourner contre vous.

Quand notre cerveau se met en mode combat, on répond avec des mots que l’on veut blessants.  Se calmer nous permet d’avoir de nouveau accès à un langage constructif.

Donnez-vous le temps de vous calmer après avoir été confronté à une situation toxique avant d’y répondre.

B. SOYEZ PRECIS

Rappelez une situation toxique qui a eu lieu.

Evitez d’employer les mots « toujours…. » et « jamais…. »

Considérez ces questions :

  • Qu’est-ce qui a été fait ou dit ?
  • Comment vous êtes-vous sentis après ? Comment les autres ont-ils réagis ?
  • Qu’est ce qui a été le déclencheur négatif ?
  • A quoi vous attendiez-vous ?
  • En quoi le comportement actuel diffère-t-il des actions souhaitées ?

Essayez de définir l’écart qui pose problème. Il est utile d’identifier les qualités de l’environnement de travail que vous souhaitez pour le rendre constructif. Vous êtes-vous heurté à de la moquerie alors que vous recherchiez de la confiance ? Êtes-vous relégué à des tâches subalternes alors que vous souhaitez apprendre ?

C. UTILISEZ UN LANGAGE FACTUEL

Quand vous décrivez un comportement, remplacez le vocabulaire subjectif par une description neutre.

« Quand vous insultiez Jane… » invite à une réponse défensive.

« Quand vous avez dit à Jane qu’elle ressemblait à… » relate des faits.

D. REDIGEZ DES EBAUCHES

Plus votre message en « Je » sera clair, plus vous aurez de chance de recevoir une réponse positive.

Il se peut que vous n’ayez qu’une minute pour capter l’attention de « l’employé toxique ».

Les messages en « Je », comme tout nouveau langage, demande de l’entraînement. Imaginez que vous êtes en train de parler à un représentant d’une autre planète (D’une-Ville-Qui-Pense-Vraimeeeeent-Différemment-De-Moi). Essayez votre message en vous entrainant devant votre miroir.

Attendez-vous à rédigez plusieurs brouillons… de chacune des trois parties : le comportement, vos sentiments, et les conséquences.

Relisez. Est-ce que les sentiments sont en lien avec les conséquences ? Si ce n’est pas le cas, repensez à ce qui vous a gêné, et réessayez.

Pensez à votre message en « Je » comme un pitch court. Qui doit attirer l’attention. Qui invite à la collaboration. 10 brouillons !

E. CHOISISSEZ DES OCCASIONS

Partager et recevoir des messages en « Je » implique de la vulnérabilité et du courage. Utilisez ces ressources précieuses avec parcimonie. Il serait dommage de vous créer une réputation de quelqu’un qui ne fait que souligner les problèmes.

« Quand tu laisses le stylo ouvert sans son bouchon, je… »

« Quand tu prends le dernier Kinder à la cafétéria, je… »

Se Laisser Être Surpris par la Réponse

Certaines personnes incluent un autre élément au message en « Je » : une demande pour une action précise. J’aime croire que la personne réagira efficacement.

Le professeur d’université a également raconté « la fin de l’histoire ».

« La semaine suivante, je suis arrivé en classe en avance et l’élève le plus perturbateur était déjà là. Je suis allé le voir, lui ai fait remarquer sa ponctualité et lui ai dit à quel point j’appréciais son effort de comportement. Il a souri, eu un petit rire et a dit « Ouais. Je pense que c’est la première fois cette année ! »

Il a contribué positivement tout au long de la classe. Alors qu’il s’en allait, je lui ai de nouveau dit que j’avais remarqué sa participation pertinente. Il s’est exclamé « Et, vous savez, j’ai écouté alors même que la fille derrière moi n’arrêtait pas de me planter son stylo dans le dos pendant tout le cours. Je ne me mettrai plus devant elle ! »

Je pensais que c’était une personne toxique. Il m’a prouvé le contraire. Son comportement avait été répréhensible mais il s’est montré capable de contributions positives même dans des circonstances difficiles. Il a surpassé toutes mes attentes. »

C’est pourquoi j’aime présenter un message en « Je » et permettre à l’autre de me surprendre avec leur propre réponse constructive. Ça arrive dans la plupart des cas.

… Et si les difficultés persistent, alors il est temps d’adopter encore une autre méthode. Nous en parlerons la semaine prochaine.

Lire : Qu’est-ce qu’un employé toxique ?

Lire : Solutions alternatives au licenciement d’un employé toxique – 1/3

Tiger in cage. Safe boundaries.

Alternatives to Firing a “Toxic Employee” – 2/3

Counter Toxicity with “I”Messages

Challenging employees often diffuse their toxins under the radar which makes the negative impact difficult to contain.

Last post we looked at getting the behavior out in the open.  What if your colleague avoids you and slithers out of setting a meeting for constructive discussion?

YOU can still positively catch their attention in one or two minutes with an “I” Message.

A man or a woman who stands up to a boss or colleague with forthrightness and respect has balls!  “I” Messages are a tool to position protective boundaries or remove unnecessary fences.

Address YOUR Needs with “I” Messages

When we address the challenging behavior of someone else, the tendency is to begin the sentence with “You.”

“You make me feel uncomfortable….”

“You cause problems when….”

“Your attitude…”

To Whom Does the Problem Belong?

This implies that “You” has (or is causing) a problem.  However, toxic behavior may serve the perpetrator’s purposes.

In the previous article, we looked at an example of a boss who inappropriately touched female employees.  His behavior confirms his belief in deserving preferential treatment; he can touch…without it touching him.  A complainer can be confirmed in her victim mentality; woe is she!  No one helps her by removing her burden.

It’s other people, like you and me, that experience the difficulty; our goals are not met.  It is the woman’s sense of security that is violated when a man chooses to touch her chest at his whim.  It is the manager’s need for respect that is undermined when a team member arrives late for meetings with a cup of warm coffee topped off with fresh whipped cream.

Take Responsibility for YOUR Unmet Need
Give Responsibility for THE Consequences of THEIR Actions

How to address inappropriate behavior so that the person acts on it positively?

An “I” message establishes limits without making judgements.

As humans and as professionals, we each seek to belong and to contribute positively to a group with a worthwhile purpose.   As managers, we hope our team members will find that meaningful community at work!

What are the differentiating qualities of an environment which builds meaningful purpose (the kind we all dream of finding at work) and an engaged sense of partnership?

  • Trust
  • Trust
  • Trust
  • Security, Responsibility, Initiative, Commitment, Understanding, Acceptance, Cooperation, Welcome of differences, Joy, Laughter

Clear and respected boundaries foster these respect-building qualities.

“We act this way….  This is not what we do….”

“Because I know my manager has my back, I am on the lookout for ways to improve our business.  I ask our customers more insight-seeking questions.  I regularly propose and test out ideas to tweak our service quality.  I do it because she is going out of her way for me too.”

When a manager takes credit for his group’s work, he has crossed over the line from teamwork to toxic.  The boundary has been broached and employee needs are unmet.

An “I” Message helps communicate a breach in constructive behavior without resorting to blame or shame.

The Three Parts of an “I” Message

There are three-parts to an “I” message.  The order is not important.  Covering all three elements matters.

1. Briefly state the undesired behavior

“When you arrive late in team meetings with a steaming cup of coffee with fresh whipped cream in your hands….”

2. Share your feelings (one word per feeling)

“…I feel resentful…”

3. Express the consequences

“because others suffer for your comfort.  Someone, me or a team mate, spends extra time to bring you up to date with what we already covered.  It is a waste of company money and a lack of consideration for the team member’s workload.”

OR

Express what you wish

“I would like you to arrive on time.”

With regards to Part 3, I prefer to focus on the consequences of the disruptive actions and allow the other person to come up with his own solution.  They might and come to the meeting on time with fresh coffee for everyone!  Expressing a wish can sound directive.

“I” Message Example

A management professor shared how he used “I” messages with university students when the group became unfocused.  People talked without listening to each other.  The group became dissipated.  One particularly challenging young man rolled his eyes and, mumbling over the unfairness of life, noisily moved his about during their meeting time.

Thinking, “When will they grow up?!” and feeling his temper rising, the professor decided to wait for the next class to respond.

The following week, during a session on global business, he addressed the topic of reaping the benefits of diversity by using “I” messages.  People from different cultures behave in ways that could be unsettling to the other.

He shared two ways to address an issue of generational disparity in their class:

Option “You” Message: “You are causing problems for others by talking in class.”

The class smirked.  They had heard similar comments before.  It went in one ear and out the other.

Option “I” Message: “When you speak in class while I am teaching, I feel robbed because the additional noise takes away the opportunity for me to connect with interested classmates and for them to learn.”

The class went silent and eyes popped open.  “I could see them thinking…and realizing they made a difference in the success of the entire class!” he shared.

Tips for Success with “I” Messages

1. Prepare in Advance, When Calm

Good news:  An “I” Message is quick to say.   If the person with disruptive behavior dodges attempts to connect, a one-minute “I” Message will catch his attention.

Reality check: It takes time to prepare.

A big challenge lies in identifying a work-appropriate emotion.

When our boundaries are crossed, our brain goes into fight, flight, or freeze mode.  In flight or freeze, we do not retort on the spot.  In fight state we do… with words intended to wound.
“I feel violated…ridiculed…crushed…usurped…”

The emotions are real and valid.  At the same time, these judgement-filled words can backfire.

When our brains are in fight mode, we respond with words intended to hurt.  Calming down allows us to re-access helpful language.

Give yourself time to calm down from experiencing a toxic situation before responding to it.

2. Be Specific

Bring to mind an actual toxic situation.

Avoid “always _____” and “never ______”

Consider these questions:

  • What was said or done?
  • How did it make you feel? How did others respond?
  • What was the negative trigger?
  • What were you expecting?
  • How does the actual behavior differ from the desired actions?

Try and define the bothersome gap. It is helpful to identify the qualities of a constructive workplace you seek to build. Were you hoping for trust and found mockery instead?  Are you seeking learning and are relegated menial tasks?

3. Use factual language

When describing the behavior, replace judgmental language with a neutral description.

When you insulted Jane…” invites a defensive response.

“When you told Jane that she looked like …” relays facts.

4. Prepare Written Drafts

The clearer your “I” Message, the more likely it will invite a positive response.

You might only have one minute to catch the attention of the “toxic employee.”

“I” Messages, like any new language, takes practice.  Imagine you are speaking to a representative from another planet (Thinks-Waaaaay-Differently-From-Me-Ville).  Try your message out by speaking at your image in the mirror.

Expect to write several drafts…of each of the three parts: the behavior, your feelings, and the consequences.

Review.  Do the feelings relate to the consequences?  If not, reconsider what bothered you and try again.

Think of your “I” Message like an elevator pitch.  Attention-grabbing.  Inviting collaboration.  10 rough drafts!

5. Choose Occasions

Sharing and receiving “I” Messages involves vulnerability and courage.  Use these precious resources, wisely.  It would be a shame to create a reputation of fault-seeking.

“When you leave the cap off the pen….”

“When you take the last Kinder at the cafeteria…”

Trust to Respond

Some people include an additional element in the “I” Message:  a request for a specific action.  I like to trust the person to respond productively.

The university professor above shared “the rest of the story.”

“The following week, I arrived in class early and the student with the most disruptive behavior was already there.  I went up to him, noticed his timeliness, and shared how I appreciated his effort for punctuality.  He smiled, chuckled and remarked, ‘Yeah.  I think this is the first time this year!’

He contributed positively throughout the class.  As he was leaving, again I commented noticing his helpful participation.  He exclaimed, ‘And, you know, I paid attention even though the student behind me was sticking her pen in my back during the entire class.  I’m not sitting in front of her again!’

I had thought he was a toxic person.  He taught me otherwise.  His behavior had been reprehensible but he proved capable of positive contributions even under adverse circumstances.  He performed beyond my expectations.”

That’s why I like to present an “I” Message and allow the other person to surprise me with their own constructive response.  It happens in most situations.

…and if challenges persist, then it’s time to seek yet a different approach.  We’ll address that next week.

Read: “What is a Toxic Employee”?

Read: Alternatives to Firing Toxic Employees – Acknowledge the challenge…and your role in it

Business man with gas mask. Toxic behavior.

What is a “Toxic Employee”?

Last week we began a series on managing “toxic employees.”

One reader inquired, “What, exactly, is a toxic employee?”

It is such a great (and obvious) question, that we’re addressing it now before going on to additional constructive communication tools to develop collaboration with these colleagues.

What is a “Toxic Employee”?

“Toxic employee” is one of those phrases that gets thrown around without clarification.

People are not toxic.  Behaviors are.

People get labeled according to their behaviors.

“She’s a high potential.”

“He’s totally toxic.”

Read about labels that create a disconnect with listeners.

worldview-beliefs-values-behaviors icebergOur actions stem from our beliefs and attitudes.  You and I operate according to our conscious and unconscious convictions.

Just because a person bravely stands up to a bully does not make her a brave person in all circumstances.  She sure acted with courage in this instance. This strengthens her and others’ confidence that she could do so under even more challenging conditions too.

Similarly, someone who trips over his feet is not a klutz.  He acts clumsy.

Who we are is more than how we act.

Mindset Matters

The purpose of this series on toxic behavior at work is to present solutions which foster lasting, constructive behavior.

We do so by addressing the beliefs behind the behaviors.

Fixed and Growth Mindsets

Dr. Carol Dweck, professor at Columbia University, identified two underlying attitudes towards growth.  These attitudes either extend or constrain our view of ourselves and of others.

People with the Fixed Mindset believe that people have qualities and they reach a maximum capability level and cannot go further.  Like our height.  My brother, a longstanding adult, is 6’2”.  He won’t grow taller.

Folk with a Growth Mindset consider that we can change throughout life.  Like muscle.  My brother joined a gym. His biceps are more pronounced than a few months ago!

Moving Between Mindsets

Through our interactions with people we can encourage either of these mindsets.

Labels move people towards the fixed mindset. This is true whether it’s a positive or negative label.  Once identified as toxic, always problematic.  Once considered high-potential, always more is expected of them.

I seek to orient people towards the growth mindset and do so through constructive communication tools that provide choices within clear limits. This approach to communication renders people responsible for their actions and invites collaboration and mutual respect.

These tools are founded on the psychological principles of Dr. Alfred Adler and have been confirmed by neuroscience.  For example, Dweck describes that people with a fixed mindset focus on declarative statements.  “This is the way it is.  Period.”  Growth mindset folk entertain questions.  “What will it take to move from here to there?”

Dweck asserts that people can change mindsets.  The realization that these two worldviews exist has helped many recognize their fixed mindset tendencies and to intentionally focus on developing more of a growth perspective.

Toxic behavior is often a symptom of a fixed mindset.  The person believes his label is superior to another’s.  They therefore deserve special treatment.  (They can be a bigger victim too.)

The purpose of this series on toxic behavior at work is to present growth mindset solutions to

  • Avoid falling into a fixed mindset trap
  • Invite challenging employees to grow
    … thanks to relationship tools that are simultaneously firm and kind
  • Be in expectation that the colleague can and will progress

Toxic Behaviors at Work

When a person spreads rumors, it’s poisoning the atmosphere.

When a boss misuses power, he is killing trust.

I have noticed two categories of particularly venomous behaviors:  undermining colleagues and expecting favored treatment.  These share a worldview of needing to be “superior to others.”

Here is how they might be expressed at work:

Undermining colleagues

  • Stealing ideas and taking the credit for oneself
  • Spreading rumors
    “Too bad Stacey lacks confidence.”
  • Focusing on faults and publicizing them
    “Here comes Joe who makes spills coffee on his pants.”
  • Initiating power struggles, as in passive-aggression
    “Too bad you did not take into account this information before making the decision.” They then present data that would have been helpful earlier.

Expecting favored treatment

  • Abusing power, no matter the level of responsibility
  • Judging others for behaviors they consider acceptable for themselves
    “Sam is so irresponsible for being late. I, however, have a legitimate excuse.”
  • Requesting special favors
    “I should get two presents at the holiday party because …” (it happened)
  • Complaining

These behaviors leave a sour taste in the mouth.  The value of people has been sullied.

Creating an Environment where People Grow

People can change.  Colleagues with toxic behavior can become collaborative team members (and visa versa).  I have personally seen it happen on numerous occasions.  The name SoSooper stands for becoming super through bloopers.  By learning from our professional and personal mistakes, we prosper in making a living and in life.

Change first

THE EFFECTIVE WAY OF CHANGING OTHER PEOPLE IS TO FIRST CHANGE YOURSELF.

Imagine a tennis ball bouncing against a wall.  When you throw it repeatedly the same way, the ball will bounce back in a predictable fashion.  How to get the ball to bounce differently?

  • Change the ball
  • Change the way you throw
  • Change the wall

Changing other people is like trying to alter the shape of the ball.  It means constraining it into another shape, like force-wrapping it in tape.  It works AS LONG AS THE PRESSURE LASTS.  It’s uncomfortable for the person being compacted (and they resist), and it’s a pain to continuously apply pressure.

Create growth opportunities

The relationship tools in this series (and throughout my blog and in my trainings) present ways to change the way we toss a ball.  We act differently SO THAT the person with unacceptable behavior faces the responsibility and results of his acts.  These tools create learning situations which invite a constructive response from the offending party.

In the previous post, we looked at addressing toxic behavior by acknowledging a rift in the relationship, admitting we could have a role in it, and having them recognize that they share a responsibility in it too.  Those tools were not about telling them about their faults.  “Something is wrong with our interactions (not with you).  Tell me how you understand the situation.”

This approach demands, in a firm and kind manner, that the other person account for his behavior.

Read: Alternatives to Firing Toxic Employees – Acknowledge the challenge…and your role in it

When we change our behavior, it impacts multiple relationships. When we stop complaining to other colleagues about someone else’s toxic behavior, we open up to creativity and become more productive with all our team members.  The environment flourishes.

Toxic Example

Consider this actual situation.  One boss, in the guise of being helpful, would touch women inappropriately.  When they were in private, he would say with concern, “You have a thingee on your sweater,” and reach over and pluck a crumb (real or imagined?) from her chest.

He’s the boss.  It’s her bosom. That’s an abuse of power.  It’s also difficult to react to.

How to respond to unacceptable behavior in a way that respects yourself (setting clear limits) and respects the other person (not stooping to shame and blame behavior)?

Fixed Mindset Responses

She wanted to exclaim, “You jerk!”

That labels him and more firmly instills him in a fixed mindset.

She could respond with a clear command, “Please keep your hands off my chest.”

He is surely prepared for such a reaction and, with assumed hurt, would assure that he only wanted to help.  HE is the victim for having been misunderstood.

Toxin diffusers worm their way out of responsibility.

Take Responsibility & Render Responsible

Consider this way of addressing the delicate dilemma with an “I” Message, one of the constructive communication tools that effectively establishes limits and invites the offender to a more respectful behavior.  (“I” Messages are the topic of the next post.)  Here is how it could play out:

A few days later, when the woman has had time to gather her thoughts, she is ready to set limits and point to positive collaboration. “When you plucked that crumb off my sweater, I felt uncomfortable and perplexed because I consider my chest to be a private space and yet our relationship is professional.”

Pause.

“I feel more comfortable when there is a clear distinction between the two.”

The disruptive behavior has been contained without judging the person as toxic.

 

She cannot control his response, and we will address this further next week.  In the meantime, please leave questions or comments below.

Read: Alternatives to Firing Toxic Employees – Acknowledge the challenge…and your role in it

Disconnect of listeners. Confusion

Avoid these Pitfalls that Create Disconnect with Listeners

This week I heard Muriel Penicaud, the French Minister of Labour, speak on gender equality.  The man who introduced her commented that “gender equality is a topic close to her heart.”

Penicaud went on to expose the business case for this issue of global concern.  She cited French government initiatives to encourage women in leadership positions and to reduce the pay gap between men and women.  She shared examples of corporations that had implemented pay equality and the resulting vitality and engagement on the part of all employees.

So why did my hand shoot up during the Q & A ?!

Here was my question:

“In the introduction, gender equality was presented as a subject close to Ms. Penicaud’s heart.  For such a global issue with a strong economic case, shouldn’t it be a subject close to men’s hearts too?”

“Point well taken,” responded the male MC, and the discussion moved on.

You, me, and anyone can demean our arguments and distance listeners with well-intentioned, yet un-considered words.

We’ll look at three verbal faux-pas and how a slight reframing transforms these degrading snippets into opportunities to collaborate and reinforce.

Disconnect Trap – Labels

Do NOT:  Talk about other’s opinions

“Samira, who is particularly concerned about religious discrimination….”

“Meet Jeanne, our advocate for non-violent communication….”

These comments undermine the person taking a stand AND they don’t make the one saying it look good either.  They create disconnect.

The speaker positions him or herself as someone who is not concerned about issues like gender equality, liberty in beliefs, or constructive communication.  It invites the question:  are they more concerned about themselves than about others?

The person of whom it is spoken is put in a box.  Samira and Jeanne may be the savviest financial analysts or most astute marketers in the office, yet the above statements have stripped them of professional qualities and labelled them as “activists.”

DO:  Own your opinion

For the talk with the Labour Minister, I would have liked to hear: “Our fourth topic is gender equality, a topic close to Mme Penicaud and to my heart.”

Take a personal stand. 

“I respect Samira for her outspokenness regarding religious discrimination.”

“We should all be aware of our unconscious biases, and I have learned much from Jeanne when she calls me to account.”

Owning your opinion keeps gossip down.  Instead of talking just about Samira and Jeanne behind their back, now you have a stake in the discussion.

It trains you in leadership.  Great managers have their team members’ back.  A culture of trust is built as much in the daily interactions as it is in the strategic decisions.

Disconnect Trap – Discrediting Yourself

DO NOT:  Introduce your ideas with “I believe”

“I believe we should…“

“In my opinion,…”

If you are saying it, you should believe it.

The personalization of your opinion invites others to transform the topic at hand into an issue with YOU. That’s a disconnection with the business at hand.  Stick to the topic.

DO: Speak what you know

If you have facts and observations which lead to a conclusion, you are bringing value to a discussion.  Share it.

If you have a creative and helpful idea, share it.  Share it with confidence that you are a contributing member of a team. It’s what they hired you to do.

Here are ways to create connection in a group discussion

  • State the facts
    “Joe said __________.  Jane said __________.  A common point is _______.”
  • Clarify the perspective
    “We have not yet looked at the situation from the customer service angle…”
  • Test your ideas in a smaller group or an informal setting first. Ideas build on each other.  The more they are shared, the fuller they become.
    Over lunch:  “What do you think about (your idea)?”
  • Muster courage and state your belief or opinion without an introduction
    “Here is an opportunity: _________”

Alternatively, stay quiet and listen.  Really listen.  That brings value.

Disconnect Trap – Shirking Responsibility

Do NOT: Transform responsibilities into favors

“I’ll do it for you when I finish what I’m doing.”

Is this person doing a favor for his boss or colleague?!

I experienced this situation in personal life this week.  Full grocery bags sat on the counter and I asked for help to put the food away.

“Let me finish this and I’ll help with your bags after.”  Who’s bags?  We have five men in our household.  Who will be eating most of this food?

Whether your team is at work or in family, everyone benefits.  Everyone GETS to (vs. has to) participate in the work.  We contribute together for each other.

DO: Own your part of the responsibility

Stick to the task.

“I’ll do it when I finish.”

Play your part willingly.

“What can I do to help?  What do you need from me?”

Put it into practice

In my trainings, participants experience “Aha moments” when they discover how their communication creates disconnect.  We build these opportunities for self-discovery through interactive activities such as this listening exercise:

Two people face each other standing three meters (yards) apart.  Person A reads off statements and Person B responds solely by moving forward (he is motivated to cooperate with Person A) or by stepping back (he disengages).

Some of the statements generate disconnection and Person B steps away from Person A.  Others bring them closer together. The entire group pictures how some responses push people away while others build connection.

Want more cooperation in your communication?  Drop me a note and we’ll get the conversation flowing.

Positive Discipline workshop

Photo Reportage of a SoSooper Workshop with INSEAD Alumni

Do you face challenging behaviors or difficult people in your life?

“All the world is queer (odd) save thee and me,
and even thou art a little queer (weird).” – Robert Owen

Relationships are tough and take work. 

It’s true for everyone…whether you have an MBA from INSEAD or graduated from the school of Street Smart or are too young for studies.  Little issues escalate into big annoyances.

  • Your manager “bosses” around, imposing demands without seeking your input
  • Your colleagues are on the phone during your presentations
  • Your partner treats you like a child, “Don’t forget to______”
  • Your child repeatedly misbehaves…. again!!

There are two ways to handle such situations.

Either one party wins and the other loses (Win-Lose “negotiations”)….

Or no-one loses, and everyone gains. (Win-Win results)

It’s sooooo much easier said than done.  That’s why I lead workshops to transmit skills to transform challenges into opportunities for growth for everyone.

Science-Based Relationship Tools

How does one travel from challenges to opportunities?  With relationship tools.  You and I tend to use the same tools over and again.

“I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” – Abraham Maslow

The SoSooper workshops teach an array of relationship-building tools which build mutual respect, a sense of belonging, and the desire to positively contribute to the group.

These science-based tools are based on the work of Dr. Alfred Adler (author of Individual Psychology), Dr. Jane Nelsen (PhD in Education) and psychologist Lynn Lott.  Nelsen and Lott designed the Positive Discipline approach of learning activities which engage the mind, body, and emotions

Photo Reportage of our Interactive Learning Workshop

These INSEAD alumni participated in the conference, Introduction to Positive Discipline for Parents.  I lead numerous workshops for very different audiences, especially for groups of professionals.  With a team of other trainers, we adapt the strong relationship principles to the organizational context.

Discover Also: SoSooper Workshops & Conferences for Teams at Work

Enjoy this glimpse of our event!

Welcome & Context

When speaking with parents who are also professionals, I introduce parenting as leadership development.  We aim to bring up children who will sooner than later be someone’s colleagues.   We also deeply desire that our kids be leaders of their life, that they have the skills and capabilities to thrive.

Notice on the photos how the group is fully attentive.  No phones in sight!

INSEAD alumni at Positive Discipline conference

Inviting Contribution

As humans, we each have the fundamental needs to belong and to contribute.  I put this into practice as of the start, inviting the group to contribute with chores to make our evening conference flow smoothly.  We made a list of Jobs (scribe, clean up, photographer…).  Once the list completed, I invited folk to volunteer for a task.

Silence!

One of the principles of Adlerian Psychology and Positive Discipline is to be FIRM and KIND simultaneously.  The group presented me with the opportunity to model that behavior.

Smile.  “These Jobs still apply and we still need volunteers for each.  Who would like to choose what?” Wait expectantly.

One by one, people stepped up to contribute.  Thanks to each of you.

Oftentimes when a leader assigns a job to someone else, there remains a follow-up period.  It’s like selling the need to do the work. This happens in the office as well as in the home.  Since people volunteered, there was no more need for a convince-to-do-the-job effort.

Engaging group at SoSooper workshop

Set the GPS

Next, as a group, we created two lists.  In our case, we focused on behaviors related to our children.  In a professional context we would focus on behaviors and goals for our team culture:

  • Challenging behaviors of our children
  • Talents & Life Skills we want them to develop

No need to prompt with these.  Suggestions flow, and fast.  Difficult behaviors include perpetual negotiation, defiance, rivalry…  Capabilities to develop include self-esteem, autonomy, desire for excellence, sense of humor….

These lists represent our GPS.  The challenges represent our starting position, today’s situation.  These issues create the invitation to act differently so that, instead of reacting to misbehavior, we proactively train in appropriate conduct and demeanor.

Setting GPS at Positive Discipline workshop

Discovering a Tool

Much of the learning is done by allowing participants to discover the perspective of the other party, in this case, of their child.

Each of the fifty relationship tools presented in my full training programs is presented through a unique interactive exercise which, like this one, engages the whole person.  Instead of theory, participants discover the learning principles for themselves.  “Aha!”

Act 1

In this activity, ten folk played the role of parents and one father played the role of a child.  The “parents” gave the “child” instructions.

“Put your shoes on.” “Brush your teeth.” “Put the phone down.” “Stop fighting with your brother.”…

I love to see how parents enjoy these scenarios.

After this first passage, we debrief the “child” and discover that these instructions encouraged him towards the CHALLENGING BEHAVIORS, like defiance and resistance!

INSEAD alumni at Positive Discipline workshop

Act 2

We embark on a second passage.  This time “parents” present their request through a Firm and Kind question“Do you want to put your blue or your red shoes?” “What do you need to do so your teeth don’t feel scuzzy?!” “What is our agreement on phone usage?” “How could you work this out with your brother?” 

In debriefing, the “child” says he feels responsible and respected.  He is invited to think.  And he chooses to consider each question and probably act on it.  In looking at the two lists, this time he identifies with the talents and skills.  He’s learning decision-making, autonomie, and that he is capable.  His confidence grows.

Denise Dampierre and INSEAD alumni

Through playing the scenario and discussion, participants arrrive at the conclusions themselves:  giving people instructions generates resistance.  Asking questions invites cooperation.

Giving people instructions generates resistance.
Asking questions invites cooperation.

Tools Galore

This Introduction to Positive Discipline provides a taster of the numerous aids to build relationships that respect BOTH the framework-need of the parents and the connection-needs of the children, and to leaders and team-members for professional settings.

These relationship tools work in multiple contexts.

Discover: SoSooper Workshops & Conferences for Teams at Work

Contact me to find out more and to plan a taster event for your network.

Diversity in icecream. Tin Pot Creamery

Embracing Differences without Conflict – from Steven Sels, CEO Primagaz

We are continuing with our series on diversity inspired by Steven Sels, the CEO of Primagaz.  The previous post broached the benefits of diversity and how the company’s intentional strategy to build multi-national and multi-cultural teams favorably impacts their talent management, bottom line, and corporate culture.

Read: 12 Riches of Diversity – Interview with Steven Sels, CEO Primagaz

Today, Sels shares the practical side to harvesting these riches:

  • How it happens
  • Who does what and when

Steven Sels in action

Pre-Requisties to Effective Diversity – Differences without Contention

Sels believes diversity programs fail to reap these riches when the prerequisites are not yet in place.

“Do not start with diversity because it will crash.  For me there is no real cost to diversity. But there are prerequisites that, if they are not in place, I am convinced a diversity strategy will not work.

When there is a culture of openness, collegiate decision-making, work organized in networks (vs. in silos), and the willingness to hire people who do not fit a standard profile, then diversity speeds up performance and growth.”

Denise Dampierre (DD): Describe collegial decision-making at Primagaz.

Steven Sels (SSe): Our Executive Committee – the CEO, CFO, COO, CHRO, CMO – meets weekly.  We are an international group: I am from Belgium, we have a Turk, two French, and a Franco-American who has lived 15 years in the US.

Every Monday, we take the whole afternoon together.

It starts at 11:00 and we resolve the first two issues on the agenda.  Over lunch, the five of us take one and a half hours to debrief the previous week and share what’s coming up.

The afternoon is open for presentations from throughout the organization.  Numerous teams present a project for review and decision-making.  We add to the agenda proposals of a maximum of five slides submitted by the previous Wednesday. During the Monday meetings we spend thirty minutes in discussion with each team.  We do not spend the time reviewing the presentation; we explore and debate the issues. It requires considerable preparation by everyone.

These five slide proposals and ensuing discussion require that team members are aligned with each other; the teams themselves have already practiced collegial decision-making.

The Exec Com reviews many projects every week.  This gives us a feel of the trends and new perspectives. The invitation is open to any team to convince us of a project.

“It can be very difficult for people from other countries to manage French teams.  The fact that we see each other very regularly makes it easier to understand and to be understood.”

DD: Do you have to meet every week and for as long?

SSe:  It’s because we see each other every week that we advance faster.

Colleagues outside the company tell me that this half-day is wasted time.  For me it is four half days gained time!  We don’t have to get the train rolling, it already is in movement and these meetings build the momentum.  It’s a continuum that functions easily, smoothly, and productively.

“Since we review many projects every week, we gain a feel of the trends and new perspectives.”

DD: How do you arrive at collegial decision-making?

SSe: We aim for a unanimous agreement in our Executive Committee.  If someone is not in accord, it is the responsibility of the other members of the committee to find the arguments to convince him. This can take several sessions. If we do not succeed in convincing the other person, then we do not proceed with that venture.

Since we meet so often, we get to know each other and learn to work with our various cultural frameworks and individual personalities.  It is rare that we cannot reach an agreement.

This collegiate decision-making works so well for us because we are multi-national and multi-cultural.  We need to take advantage of our diversity of cultures, points of view, and characters.

Once we have reached the agreement, implementation goes super-fast.  Management is all aligned and we each know what to do to make it happen. What a great advantage!

DD:  You described collegiate decision-making at the Executive Committee level as possibly lengthier in discussion yet speedy in implementation.  How can you act quickly if operational teams also go through the time-consuming process of collegiate decision-making?

SSe: This process of having groups present to the Exec Com forces the teams to be aligned beforehand.  They have been through their own collegiate decision-making process before their proposal reaches us.

“Once we have reached the agreement, implementation goes super-fast.  Management is all aligned and we each know what to do to make it happen.”

DD: What happens when you cannot reach an agreement?  How do you avoid outright conflict?

SSe: It happens very rarely. Very, very, very rarely.

We have a culture where things get said directly, not in back-handed comments in the hallways but face-to-face in the Exec Com meetings.

We also acknowledge cultural differences and account for it.  Take the French. Their communication style is High Complexity & Very Direct.  By the way, this is only true in France, not in other European cultures.

High complexity means using long sentences and sometimes running around the bush before getting to the point. They can also be very direct with comments, like giving a slap.

Germans have Low Complexity and are Direct.  Italians and Spaniards tend towards High Complexity and Indirectness.  That’s also the case with our Turkish head of HR.  The Americans have yet another mentality.  These differing mindsets are wealth that we want to tap into. If we only have French people around the table, or men or women, everyone will come in the same direction because we are all biased on the same way of working.

And yet, it can be very difficult for people from other countries to manage French teams.  The fact that we see each other very regularly makes it easier to understand and to be understood.

“We aim for a unanimous agreement in our Executive Committee.  If someone is not in accord, it is the responsibility of the other members of the committee to find the arguments to convince him.”

In some rare cases, you still need a CEO to decide. I remark, “There are too many different opinions around the table. Here is my proposal and why I think it’s the best for company.”  I open the debate and ask if everyone can find themselves in this solution. And we move on.

DD: Even that is a collegial way to decide!

DD:  How do you handle errors in a collegial decision-making environment?

SSe: We need to be close to our teams and to be visible.  Visible thought leadership. We work in a decentralized organization; we depend upon trust. People must be comfortable saying things.

Admitting error only works when people know an example of someone who exposed himself and the situation turned out positively for him and for the company. They can tell themselves, “I dare speak up.”

We apply this regularly in meetings asking, “Is there still an elephant in the room?”  Is there a potential or actual problem that everyone sees yet nobody talks about?  We make it super easy and simple to broach so that people see that they are not blamed.

When I learn of a mistake, I pick up the phone and call someone at our holding company.  We can only correct mistakes when we know about them.  Then we seek solutions.  It’s simple.  It’s our culture.

I worked in other organizations before joining SHV Holdings where employees had suspicions about unethical behavior.  They kept quiet.  That doesn’t happen here.  Bad news travels quickly so that we can do something about it.

“How we shape our buildings shapes our business and our people.”

We also have to be in touch with our indirect reports and reduce notions of hierarchy.  Hierarchy fosters fear.  We use our physical building space to create connection.  It’s open space with possibilities for privacy.  Open space only works well when people also have an opportunity to retreat.  We call it Total Workplace Organization because how we shape our buildings shapes our business and our people.

There is no golden rule to preventing mistakes.  It’s a daily effort.

Thank You

Many thanks, Steven Sels, for sharing with simplicity (Low Complexity) and candor (Direct) how Primagaz transforms the concept of diversity and the reality of different perspectives into quality decision-making and speedy implementation.

  • Meet often & consistently
  • Model the behavior you seek
  • Create processes which reinforce collegial decision-making at multiple levels
  • Take time to get Ready & Set. Then GO!

Stay tuned for the next post where I’ll be sharing a tool to put these insights into practice.

Questions for Steven Sels?  Post them in the comments below.  Thanks.

Cover photo – Tin Pot Creamery
They ship ice cream throughout the US! 

Boys in teamwork. What collaboration!

Turn Good Intentions into Great Teamwork

Who among you works with youth or young employees?  How do you help the next generation to transform good intentions into teamwork, collaboration, and positive results?

That’s what I had the opportunity to put to the test this past week when teaching a class in Introduction to Management to university students, youth with several months of corporate work experience.  The university called me in to pick up a class in the middle of their curriculum; I began with the topics of Motivation and Leadership.  How appropriate!

Personable and polite students entered the class with good intentions.  In theory, they were motivated.  In practice, they quickly lost focus by chatting with a colleague or scrolling on their mobile phone.  Bye bye, teamwork.

Professor colleagues lament the young generation’s lack of attention and most respond in either of two schools

  • to carry on whether the students are listening or not
  • to walk over to the students’ desk and close their computers for them

Motivation 3.0

My area of expertise is Motivation-in-the-Era-of-Internet which expounds that employees are most motivated when they find autonomy, mastery, and purpose in their work.  Ignoring students or treating them like a child lies contrary to this Motivation 3.0 approach.

“Management is about creating conditions for people to do their best work…And what science is revealing is that carrots and sticks can promote bad behavior and encourage short-term thinking at the expense of the long view.” – Dan Pink, from Drive

Additionally, my experience with Millennials confirms their search for authenticity and connection in relationships.  Neither of the above teaching/leadership styles convey either genuine interest in or an engagement with the students.

Here was my dilemma:  How to teach/lead and engage these students in a way that

  • ensures results (the material is covered qualitatively=
    AND SIMULTANEOUSLY
  • creates a sense of belonging and desire to contribute among the students?

In other words, how to help these Post Millennials transform their good intentions into positive teamwork?

Team-Generated Collaboration Guidelines

We used a tool that works wonders in my workshops: Co-Developed Group Guidelines

This tool helps both create and maintain a constructive work environment.

CREATE COLLABORATION

1. The first step entails putting the good intentions into writing.  Here is how.

Invite your group to share, “What can we each do to work together as a great team?”

Folk respond right away with, “To respect each other.”  And the list continues.

2. It’s helpful to break down vague or over-used words. 

  • “What does respect mean exactly?”
  • “What will it sound/look/feel like?”
  • “What is an example of lack of respect that we should avoid?”

3. Once the brainstorming complete, invite the group to prioritize three to five of these great team behaviors.

The process of making the list together brings the success-criteria to top of mind.  It’s like hearing the reminder to drink 1 liter of water a day.  We know these are helpful behaviors AND we benefit from remembering to do so.

The process of having built these teamwork criteria together builds belonging to the group and accountability.  “It’s the rules I made.  It’s normal that I should keep them.”

Here is our class’ list.Teamwork collaboration guidelines

MAINTAIN TEAMWORK

As humans, any rule is hard to follow, even the great ones we make ourselves!  We need help yet even well-intentioned positive reminders can sound like nagging.  Invite self-evaluation as an effective means of follow through.

Half-way through my class I invited our group to review our team ground rules.  “How are we doing? Thumbs up (good teamwork), side ways (OK job), or down (need improvement).”

In our class, thumbs were all over the place!  That’s an opportunity to address the elephant in the room.

“Well…it looks like some people think we are listening while other people talk, and others don’t.”

That’s where I appealed to everyone to think of one or two behaviors to change so that our listening improved.  Some students closed their computers on their own accord.  We reshuffled the break-out groups which had the effect of separating chattering partners.  People sat up straighter in their chairs…

And we smiled (!) and continued with class.

And for our next session on Communication and Teamwork, we’ll begin by reviewing those same co-developed ground rules and setting a personal goal to be 1 Great. Team.

How do you engage your young employees?  Please share in the comments.

Apply Teamwork Guidelines to Your Work

What is your challenge with teamwork?

  • People arrive late in meetings
  • Folk repeat what has already been said or done
  • Meetings have no agenda
  • Lack of trust

Try setting a new stage.  Instead of focusing on the challenges, brainstorm together about great teamwork and, TOGETHER, set yourselves some clear guidelines.

Apply Teamwork Guidelines to Your Life

Easter is this Sunday.  In France, it’s customary to celebrate over a looooooong meal with extended family.  You love the food, wine, and company.  The kids get bored à table for an eternity.

Try this activity “en famille.

“Sweethearts, what can we do to make the big family meal a great experience for everyone?”

Everyone can brainstorm:

  • “We could get up and play between courses”
  • “We could get up and help (!) between courses!!”
  • “We could have Easter Egg drawings and color them while the adults finish eating”
  • “We could make an Easter Egg hunt for the adults!!!”

Once the brainstorming juices have flown free, then select one or two options that’s acceptable to everyone. 🙂

Photo by Robert Collins on Unsplash

Happy Hour with Ollia

On the Air with Happy Hour with Ollia

Super excited to be a guest on Happy Hour with Ollia. on radio IDFM98 on Tuesday, March 6 from 7-8pm (10am in L.A, 1pm in New York, 6pm London).

Work + Life + Balance

Join us to hear a live discussion about succeeding in work and life simultaneously.  We’ll talk about finding our own personal balance by building healthy relationships (connection AND boundaries) through positive communication.

Knowing myself and Ollia, we’ll be launghing too.

Questions You Want Answered

Let us know what issues you want addressed.  Write them in the comments below.

Join Us

Tune to 98.0FM if you’re in the Ile de France region, or via the website www.idfm98.com and click on the top left hand button “Ecoutez IDFM”  (next to blue arrow)

Love Languages at Work

Have you ever tried to make someone feel appreciated at work and it backfired? You offered chocolates (because you like to receive gifts) and the recipient gave you a wierd look. You publicly complimented a colleague who then informed you they don’t need your help defending them.

Ouch.

This is a common misunderstanding asserts Gary Chapman, author the the 5 Love Languages series. Each person is internally wired to receive love in a preferred way AND expects the rest of the world to receive and express appreciation in the same way. Chapman applies these Love Languages to personal relationships and uses the term “love.”

Aren’t we also people at work?

Engaged Employees are People who Care and Feel Appreciated

According to a Deloitte study, employee engagement banks on trust in leadership, a humanistic entourage, an inclusive environment, and high learning (a.k.a. the opportunity to make mistakes and still be appreciated).

Factors of employee engagement

With a slight paradigm tweak, Love Language insights apply to any trusting relationship seeking open communication and mutual appreciation.

The MULTIPLE Love Languages

According to Chapman (who sold 11 million copies of his books translated in to 50 languages), love and appreciation are communicated in multiple and distinct ways. Everyone has a preferred Love Language.  Appreciation expressed in this favored language encourages connectivity and cooperation. Conversely, disproval communicated in this preferred language further distances the parties; greater effort is required to “retrieve” the one who received critique to regain their attention and to motivate them.

People often assume that every other person shares his same method of expressing appreciation. That mistaken belief creates a source of frustration. An Anglophone may not understand a colleague who converses in French, and the same disconnect can occur among people “speaking” different Love Languages.

According to Chapman, there are five ways communicate that they care

  • Words of affirmation
  • Acts of service
  • Receiving gifts
  • Quality time
  • Physical touch

Implications of Love Languages at Work

How could these varying modes of connection impact your and my life at work?

1. Awareness and understanding

As an Anglophone living in Paris, I come across very young French children who hear me speak English.  They turn to their parents and ask, “Why does she speak so funny? Is something wrong with her?”

That’s when these tykes discover the notion of foreign languages.

Before we gain the ability to decipher these Love Languages, it helps to know that they exist.

2. Self-awareness and expressing preferences

Maybe you feel unappreciated at work. As you discover the various Love Languages, you also uncover your preferences. Your newfound awareness allows you to encourage team members to recognize your contributions in a way that is most meaningful to you.

When come in with a smile and a box of chocolates, I feel that you recognize my contribution to our team. It means a lot to me.” (Love Language = Receiving Gifts. Read below for more details)

3. Creativity in communication styles

In an ideal world we might identify the Love Language of our team members (and family members) and communicate accordingly.

We live in a real world…and a global one at that.

To ensure comprehension among internationals, it is helpful to communicate the same thought in multiple ways. “What’s your goal?” followed by “Describe your ideal solution.”  Who knows, they might not understand your accent!

In the same way, expand your Love Language vocabulary; try using Words of Affirmation AND Acts of Service with the same person.  It won’t hurt them AND you will grow.

4. Personalized engagement

One employee (or boss) particularly challenges you? Spend some time observing them to discover their Love Language.  In the process, you will grow in empathy and understanding AND communicate more effectively.

Impact of Love Languages at Work

Let’s take a peak at each of these communication styles and identify how to apply them appropriately in the workplace. Some ideas you will find familiar; you’re doing them already.  Do you do so with every colleague or selectively?

What new approach would you like to adapt today?

Words of Affirmation

Everyone makes mistakes AND everyone does at least one thing right.  This language focuses on identifying and naming those strengths.

With a spouse it can sound like, “Honey, great job organizing this family outing. It’s so much fun.”

With a child, one could say, “You are reliable with your schoolwork. I really appreciate not having to check up on your homework all the time. You should be proud of yourself.”

And at work:

“Thanks to your timeliness in preparing the presentation we practiced well. It helped us speak fluidly in front of the customer and present our ASK with confidence.”

“You bring good humor to our meetings which stimulates creativity for everyone. You’re an asset to the team.”

Affirmation helps identify the conditions which favor success…which we can then replicate for continued growth.

Affirmation can also reduce the risk of a new challenge by helping the individual recognize a transferable skill.

“You are rigorous in ____ (type of work), I’m confident you can apply that rigor to move us forward in this new domain.”

Affirmation is more than non-committal phrases like “Good job.” “Great team.”  These provide candy to the ego yet lack the consistency to generate a vibrant sense of belonging and feeling of contribution.

Acts of Service

These big and small gestures demonstrate an intentional kindness for the benefit of another person.

At home it might mean taking on an extra chore when your partner comes home exhausted.

How about these for the office:

To help someone with a software or a technology issue

To connect people and smooth the way with an introductory email

To help to set up the conference room

To bring the morning coffee just the way you like it (with the two dashes of cinnamon and the squirt of honey)

To ask, “How can I help?”

Receiving Gifts

It’s the thought that counts, like showing that you thought of them when they were out of sight. The size of the gift matters less than the having a present to offer.

It could be a photo of the professional event you worked so hard to organize together. A print of the two of you together or an image sent specifically to them, especially if they cannot be there with you.

Does the person enjoy a delicacy with her/his coffee?

Stick a post-it message of encouragement on their screen as you pass by.

Quality Time

The key concept is TOGETHER.

Going for a coffee break together. Inviting a colleague to grab lunch just the two of you. Playing of the company soccer team.

What about an after-work outing? Be considerate. If your colleague has a family or other personal commitment, your offer may be taking quality time away from his loved ones!

Physical Touch

According to Chapman, most men express and receiving caring (and rejection) through physical touch.

Think of the hearty handshake, even a double-handed one.  Notice those paternalistic pats on the shoulder.

In a workplace, one can create a sense of physical connection without touching.

Sit on the same side of the desk

Secure eye contact

 

So….what’s YOUR Love Language? 

P.S. And when you get home, remember those Love Languages too!