FACILITATOR

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Chapter 3

• FACILITATOR
• ROLE

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The Facilitator roleCompetency 1--Team
development

• Facilitator Role- focuses on the relationship
  between a managerial leader and his/her workgroup
• Key competencies
• Building Teams
• Using Participative Decision-Making
• Managing Conflict

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Building teams

• Identify ways of dealing with diversity
• Goal is high-performance
• Foster effective teamwork
• Facilitate team leadership
• Diagnose manage stages of team development
• Utilize formal methods for team development

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Groups and Teams

• Pressures for use of groups development of
  teams
• Competitive pressures for escalating performance
• Pressure for creativity innovation
• Capitalize on the total resources of personnel
• Requirements of empowerment
• Complexity of coordination in interdependent work
  flows
• Democratic ideology professionalization of jobs
• Shift to process flows (hierarchy to lateral
  relationships)

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What are the nature of teams

• Shared leadership
• Mutual accountability
• Group goal collective product
• Unconstrained communication
• Joint problem solving decision processes
• High resilience and exceptional performance

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Groups vs. teams
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Leadership Skills for High Performing Teams
Leading Teams (externally) - develop
credibility - articulate a vision
High Performing Teams - desired outcomes/goals
- shared purpose - accountability - blurred
distinctions - coordinated roles - broad
participation - high quality - creative
continuous improvement - credibility and
trust - core competence
Team Membership - play task facilitation roles
- play relationship building roles - provide
feedback
Team Development - diagnose stage development -
foster team development and high performance
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Effective Team Leaders

• Demonstrate integrity
• Are clear and consistent
• Create positive energy
• Emphasize commonality and reciprocity
• Manage agreement and disagreement
• Encourage and coach
• Share information

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Effective teams promote...

• Cooperation
• Supports achievement, excellence, high
  productivity
• Leverages all skills in the group
• Trust
• Reciprocal processes that leads to respect,
  communication, support, fairness, predictability
  and competence

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Effective teams promote...

• Cohesiveness
• A sense of we-ness which is socio-emotional and
  instrumental
• Raises team morale by increasing feeling of
  belonging
• Improves productivity by increasing commitment to
  team goals

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Teams require a paradigm shift...

• Mutual-awareness of personalities, roles skills
  is essential
• Ongoing development of individual skills is
  required
• Good communication skills are critical
• Psychological empowerment is the energy of teams
• Confrontation is accepted as part of the process
• Problem solving becomes a way of life

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Teams...

• require a merging of individual accountability
  and mutual accountability
• naturally integrate achievement and learning
• must understand and master the team process in
  order to develop high performance
• by being aware of teams stage, you can
  anticipate problems and proactively solve them
• provide a base for building learning
  organizations

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Multicultural teams

• Concept of fracture points
• Differences in values, ways of thinking, uses of
  time, personalities.
• Emerge in cultural differences within a country
  and among countries.
• Emerge in different organizational types.

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Fractural lines in multicultural groups

• The greater the diversity, the greater the number
  of fractural lines.
• Stereotypes dominate initial interaction, and
  potentially emerge under stress in groups that
  run into escalating demands challenges.
• The management of diversity determines if the
  rich composition of a group is an asset or a
  liability.

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Fractural lines

• A problem in initial communication and group
  formation.
• Differences move to the background when the group
  or team is functioning well.
• As pressures escalate, and performance shortfalls
  occurs, differences tend to move to the
  foreground.
• Problems are attributed to cultural
  deficiencies/stereotypes

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Mismanaging diversity

• Disrupts development of trust, constructive
  working relationships, arriving at consensus
  agreement.
• Stereotyping of other members and sub grouping
  along cultural lines.
• Misunderstanding and disruptive communication.
• Low levels of efficiency, effectiveness
  productivity

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Managing diversity effectively

• Greater range of perspectives, ideas, and
  creativity.
• Better problem definition, generation of
  alternatives, and decisions.
• Greater potential of developing a high
  performance team.
• Greater resilience in dealing with escalating
  demands.

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The management of diversity

• Management support
• Shared riskAutonomy to make decisions and manage
  team process results in errors of omission
  commission.
• Management must communicate that they share the
  risk (rather that act as a judge and penalize
  learning).
• Group rewards. Rewards must be allocated to the
  team, not individuals.
• Feedback. Management monitors and provides
  positive feedback on team development problems
  that must be solved.
• Dealing with blockers. Mgmt must be willing to
  accept the team decision to remove blockers, or
  initiate the change.

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Stages of Team Development

• Testing
• Organizing
• Establish group processes
• Producing and Evaluating

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Stages of Team Development
Storming (building group processes)
Forming (testing)
Conforming (organizing)

• Adjourning
• Task completion
• Leader
• Bring closure
• Signify completion

Performing (Producing)
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Forming (testing) Stages of Team Development

• Forming/testing
• Orientation
• Break the ice
• Leader
• Facilitate social
• interchanges

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The management of diversity

• Initial stagegroup development
• Cultural differences must be considered and
  adjustments made such as for those from high
  context and low context cultures.
• Focus on professional qualifications, experience
  and resources that each member can bring to the
  group.
• The goal is to capitalize on common level of
  ability and difference in attitudes/approaches.
• Task maintenance functions such as mediating
  differences in working style, thinking processes,
  and value differences must be a priority.

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Conforming Stage of Team Development

• Conforming/organizing
• Establish order
• Build cohesion
• Leadership
• Help clarify team roles
• Clarify norms
• Clarify values

Forming/testing
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Storming Stage of Team Development

• Storming/building
• processes
• Conflict mgmt.
• Disagreement
• Leadership
• Encourage participation
• Surface differences

Forming
Conforming
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The management of diversity

• Forming and Stormingteam development
• Focus on task functionsgeneration of a super
  ordinate goal, and sub work goals objectives
• Facilitate role negotiation so that total group
  resources complementary capabilities are
  utilized.
• Develop group processes where broad involvement
  of all members is supported and multiple
  perspectives generated and valued.
• Develop process of reconciling differences to
  converge to a decision.

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Performing Stage of Team Development
Forming
Conforming
Storming

• Performing/producing
• Cooperation
• Problem solving
• Leadership
• Facilitate task
• accomplishment

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Task and Group Maintenance Roles

• Task Role - behaviors are focused on what the
  team is to accomplish its task
• Group Maintenance - behaviors are focused on how
  the team will accomplish its task

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Task-Facilitating Team Roles

• Direction giving
• Information seeking
• Information giving
• Elaborating
• Coordinating
• Monitoring
• Process analyzing

• Reality testing
• Enforcing
• Summarizing

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Relationship-Building Roles

• Supporting
• Harmonizing
• Tension relieving
• Energizing
• Developing
• Facilitating
• Processing

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Blocking Roles

• Over analyzing
• Over generalizing
• Fault finding
• Premature decision making
• Presenting opinions as facts

• Rejecting
• Pulling rank
• Dominating
• Stalling

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Dealing with blocking roles through feedback
focuses on

• behavior, not persons
• observations, not inferences
• here and now, not past, behavior
• sharing ideas, not giving advice
• information recipient can use, not an emotional
  release for you
• a time and place when personal data can be shared

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Competency 2Participation delegation

• Methods of empowerment
• Participation-the degree that those affected by
  decisions are involved in the formulation
  implementation
• Delegationthe degree that formal authority is
  allocated to lower levels in an organization
• Empowerment Degree participation delegation
  are practiced

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Dynamics of empowerment
Structure (degree of delegation resource
support
Development of personnel at each level (ability,
experience education
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Relationships Static to dynamic

• Over time, the interdependence between
  empowerment and ability/experience/education may
  support a continuous expansion of the
  interrelationship, or a contraction.
• These relationships may move to an equilibrium
  over time (less and less influence each cycle),
• Or continuous expansion of influence
• Result Implosion (deteriorating performance),
  or explosion (an exponential improvement of
  performance).

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Interdependence of empowerment process

• The degree that the dynamics of empowerment
  creates an increasing higher level performance
  turns on
• Structure, development of personnel and buy-in
  of personnel at all levels.
• If there is a lack of buy-in at any level, this
  potentially brings the process to a halt.
• If performance doesnt improve over time, the
  experiment in empowerment is likely to be
  abandoned.

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Simultaneous Adjustments

• The empowerment process requires a simultaneous
  adjustment
• Between higher and middle level management and
  staff groups and lower management operating
  groups.
• Management staff groups must shift from a
  control- directing focus to a supportive-
  facilitating focus.
• Lower level management operating groups must
  move from an implementing within formal
  constraints focus to exercising decision
  discretion
• Accept the associated responsibility for success
  or failure.

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One time or episodic reengineering

• Simpler to understand and achieve than a
  sustained reengineering and continuous dynamic
  process of empowerment.
• In a static approach, the level of empowerment is
  shaped by management judgments of the ability and
  experience of the lower level personnel
• The level of lower level buy-in on the process

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Where low levels of empowerment exist

• The judgments are likely to be that lower level
  personnel have neither the ability, experience
  nor orientation to accept broader empowerment.
• Initial efforts at empowerment are likely to
  support this perspective
• A transition period is required for employees to
  test out the integrity of management
• And to explore how they are to utilize the
  expanded scope for decisions.

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Dynamics of empowerment

• Both the process and end points are unstructured.
  
• As greater empowerment occurs, is accepted, and
  personnel develop to meet the new opportunities
  and demands, this supports further empowerment
  processes.
• This requires a continuous shift in the roles of
  management and staff groups as they relax
  controls, and shift to a supportive, facilitative
  role.
• It requires on the part of lower level personnel
  
• Continuous growth and development to deal with
  the expanded opportunities and discretion
• Acceptance of responsibilities for performance.

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Frictions in the empowerment process

• Managers that retain a theory X assumptions about
  personnel,
• Or have difficulty shifting from control to
  supportive roles
• Operating personnel that are unable to deal with
  the unstructured environment of continuous
  redefinition of roles and responsibilities
  inhibit the empowerment process.

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Personnel turnover

• Some degree of personnel turnover is likely to be
  associated with empowerment.
• These who cannot deal with the demands of
  empowerment drop out of the system
• Either by quitting, transferring or are
  terminated.
• New employees can be selected who are a better
  fit and socialized in the process.

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The Facilitator Role Competency 3 Managing
Conflict

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Conflict and Performance
Pos.
Organizational Outcomes
Neg.
High
Low
Level of Conflict
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Diagnosing Conflict
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Diagnosing Conflict

• Conflict focus
• People-focused In-your-face confrontations or
  high emotions fueled by moral indignation
• Issue-focused Rational resource allocation
  negotiations

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Diagnosing Conflict

• Conflict source
• Personal Differences generally a result of the
  different backgrounds of the individuals
• Informational deficiencies tend to be factual
  and clarifying information or adding information
  usually corrects the problem

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Conflict Management Approaches
Assertive
Collaborating
Forcing
Compromising
ASSERTIVENESS
Avoiding
Accommodating
Unassertive
Uncooperative
Cooperative
COOPERATIVENESS
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Forcing

• An attempt to satisfy personal needs at the
  expense of the other person
• Formal authority, physical threats, manipulation,
  etc..
• You feel vindicated, but the other party feels
  defeated
• Return

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Avoiding

• Neglects the interests of both parties by
  sidestepping the conflict or postponing a
  solution
• Used by managers that are not emotionally able to
  handle conflict
• Problems dont get resolved
• Return

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Collaborating

• Attempt to fully address the concerns of both
  parties
• Does not seek to assign blame
• Solution is satisfactory to both parties
• Problem is likely to be resolved
• Return

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Accommodating

• Satisfies the other partys concerns while
  neglecting your own
• Emphasis on preserving a friendly relationship
  that expense of appraising issues
• Other person can take advantage of you
• Return

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Compromising

• Intermediate response to assertiveness and
  cooperativeness.
• Tries to bring partial satisfaction for both
  parties
• Participants seek expedient, not effective,
  solutions
• Can result in game playing and encourages
  requests for more than what is needed

Return
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When to Use Conflict Management Techniques

• Avoiding small issue, limited time/resources
• Accommodating keeping harmony, using small favor
  to get larger one
• Forcing In emergencies, if you have the power,
  or prevent others from taking advantage

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When to Use Conflict Management Techniques

• Compromising When it is embedded in the culture
  as method of resolving differences
• Collaborating for important issues, where
  organizational support exists, when both
  parties are oriented to a win-win solution

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Rules for Collaborative Negotiation

• Avoid the fixed-pie fallacy
• Build trust and share information
• Ask questions
• Provide information
• Make multiple offers simultaneously
• Avoid sequential discussion of issues
• Construct contingency contracts and leverage
  differences

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Framework for Collaborative Problem Solving

• Establish super ordinate goals
• What do you share in common?
• Separate the people from the problem
• Focus attention on the real issue solving the
  problem
• Focus on interests, not positions
• Positions are demands/assertions
• Interests are the reasons behind demands

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Framework for Collaborative Problem Solving

• Generate options for mutual gains
• E.g. Use a brainstorming session to generate
  alternative solutions
• Use objective criteria for evaluating
  alternatives
• Shift focus from what I want to what makes sense
• Define success in terms of real gains, not
  imaginary losses

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Four Phases of Collaborative Problem Solving

• Role of the two parties mediator
• Problem Identification
• Solution Generation
• Action Plan Formulation and Agreement
• Implementation and Follow-Up

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Phase 1 Problem Identification

• Initiator
• Maintain personal ownership of problem
• Describe problem in terms of behaviors,
  consequences and feelings
• Avoid drawing conclusions and attributing motives
• Encourage two-way discussion

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Phase 1 Problem Identification

• Responder
• Show genuine interest and concern
• Seek additional information by asking questions
• Agree with some aspect of the complaint

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Phase 1 Problem Identification

• Mediators Role
• Propose a problem-solving approach for resolving
  conflict
• Maintain a neutral posture regarding the
  disputants
• Serve as facilitator, not judge
• Insure discussion

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Phase 2 Solution Generation

• Initiator
• Focus on commonalities as the basis for
  requesting change

• Responder
• Ask for suggestions of acceptable alternatives

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Phase 2 Solution Generation

• Mediators Role
• Focus on interests, not positions
• Make sure everyone understands solution
  establish follow-up procedures