Teams Transactional Analysis Dr Ger Craddock Team

Teams Transactional Analysis Dr Ger Craddock

Team • "A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable”. • Katzenbach, J. R. , & Smith, D. K. (1993).

New Considerations § § § § § Email vs face-to-face or phone communication Teleworking Working remotely; working from home Mobile phones Data sharing Security and privacy Virtual teams Globalisation Video/audio conferencing; Chat; Remote desktop sharing; Security.

Group Dynamics 1. 2. 3. 4. 5. 6. The group has a trusting, supportive atmosphere All group members are allowed to participate Group goals are understood and accepted Group members listen to each other and share information Conflict is managed—not brushed aside or ignored Group members have the opportunity to influence group decisions

Group Dynamics Group members receive frank, objective feedback on their performance 8. Group members feel free to express their feelings 9. Group members understand their assignments and how their work contributes to the group as a whole 10. Leadership is shared and effective 11. The group is aware of its own processes 7.

Team Building: Forming • • • Not clear on individual roles The mission is not owned by the group Wondering where we are going No trust yet High learning No group history, unfamiliar with members

Team Building: Forming • • Norms of the team are not established People check one another out People are not committed to the team Attendance generally good

Key Solutions • • • Provide structure to the team by assigning and clarifying task/role Encourage participation Share all relevant information Encourage open, honest communication among team members

Team Building: Forming • • • Roles and responsibilities are articulated Agendas are displayed Problem solving does not work well People want to modify the team’s mission Trying new ideas Splinter groups form

Team Building: Storming • • People set boundaries Anxiety abounds People push for position and power Competition is high Cliques drive the team Little team spirit Lots of personal attacks

Key Solutions • • Assist the team members to establish methods that support the communication of their different points of view. Determine within the team how the team will make decisions Encourage members to share their ideas about issues Facilitate methods to resolve conflicts

Team Building: Norming • • • Success occurs Team has all the resources for doing the job Appreciation and trust build Purpose is well defined Feedback is high, well received and objective Leader reinforces team behaviour Members beginning to reinforce team behaviour Conflict resolving effectively through group procedures Attendance and participation high Equal level of influence Okay to risk confrontations

Key Solutions Talk openly and honestly about team issues and the members’ concerns ¡ Encourage feedback ¡ Assign tasks for consensus decision making ¡

Team Building: Performing • • • Team members feel motivated Individuals defer to team needs Good planning and contingency needs Ability to modify and evolve practices and procedures High pride in the team We versus I orientation

Team Building: Performing ¡ ¡ ¡ High openness, support, empathy and trust Superior team performance Conflict and confrontation happen but the other’s point of view considered Roles rotated for leverage and development and there is capacity for flexibility Innovation at its highest

Key Tasks ¡ ¡ ¡ Jointly set goals that are challenging and accepted to all members Continue to look for ways to promote the team’s chances to excel Keep an ongoing assessment of the team Acknowledge each member’s contribution Develop members to their fullest potential

Team ideal and reality over time

References ¡ ¡ Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384 -399 Katzenbach, J. R. , & Smith, D. K. (1993). The wisdom of teams: Creating the high performance organization. Boston: Harvard Business School

Belbin’s Team Roles In Meredith Belbin's 1981 book Management Teams, nine types of person in a team

When Teams Work Best Background on the research ¡ 600 teams and 6000 team members were interviewed. ¡ Over 35, 000 assessments were completed. ¡ Both qualitative and quantitative data was gathered. ¡ Types of teams interviewed were very diverse. When Teams Work Best by Frank La. Fasto and Carl Larson

When Teams Work Best La. Fasto & Larson Research uncovered 5 Key Dynamics: ¡ Attributes, Behavior, Skill of Team Members. ¡ Strengths, Weaknesses and Dynamics of Team Relationships. ¡ Strengths, Weaknesses and Effectiveness of Team Decision Making & Problem Solving. ¡ Attributes, behaviors and Skills of the Team Leader. ¡ Impact and Influence of Organizational Environment on team success.

Team Members What makes a good Team Member? 1. Core Competency: experience, problemsolving ability, decision-making ability, interpersonal awareness and skill. 2. Personal Attributes: openness, supportiveness, action orientation, positive personal style.

When Teams Work Best: Team Relationships What makes positive Team Relationships? 1. Constructive for all team members. 2. Productive: brings out the best thinking in all team members. 3. Mutual Understanding: seeking to understand others’ perspectives. 4. Self Corrective. in 4, 500 interviews, people rated themselves far more favorably at relationships than they were rated by others

When Teams Work Best: Team Problem Solving & Decision Making What makes effective Team Problem Solving & Decision Making? ¡ FOCUS: “Effective teams are very clear about what they are doing at each phase of the problem solving and collaborative process. ” ¡ CLIMATE: Positive, inclusive, focus on the issue (not the person). ¡ COMMUNICATION: Open communications – issues and sub-issues are identified, discussed, prioritized and acted on.

When Teams Work Best: Team Leader What makes a good Team Leader? 1. Focus: Focuses on the team purpose and goals. 2. Collaboration: Ensures a collaborative climate. 3. Confidence: Builds confidence in team members. 4. Technical Knowledge: Demonstrates technical ‘know-how’. 5. Priorities: Sets priorities effectively. 6. Performance: Manages performance of the team.

When Teams Work Best: Organizational Environment What makes a positive Organisational Environment? 1. Management Practices that: Set direction. Align efforts. Deliver results. 2. Structure & Processes that ensure the best decisions are made, as quickly as possible, by the right people. 3. Systems that provide Useful information. Accurate data for decision making.

Difficulties facing teams • • No role models Poor examples of teams Managers or leaders will talk about teams, without understanding what is involved Managers unable to promote the conditions for team working within the organisation

Difficulties facing teams Recognise that: ¡ Teams at the top of organisations are the most difficult to create ¡ People at this level often spend their time on long term issues and challenges, as well as on activities outside the organisation ¡ Getting to the top often involves single-minded dedication - a behaviour at odds with the skills required for teams ¡ People may work by themselves, setting up deals and operating within their own network ¡ Certainly top teams do not always set the best examples of how to work together – “do as I say and not as I do!”

Difficulties facing teams What can you do? ¡ Teambuilding is not an easy process, but it is possible once you recognise what is happening ¡ A team leader needs to be aware that skilful use of political skills – to get people at the top to open doors, to support initiatives – can bring rewards and progress

Difficulties facing teams 1. No Performance Measurement ¡ To be effective teams need a demanding performance challenge that is meaningful to all those involved ¡ Teams need to deliver results ¡ Important for organisation and teams that performance is measured

Difficulties facing teams 2. Too many teams ¡ Teams are not the solution to all situations ¡ Over expectation that the team will solve all – leads to disillusionment ¡ Loss of credibility if teams are used wrongly

Difficulties facing teams 4. Emphasis on individuals ¡ Organisation recognises individuals and not teams ¡ Teams set up as a unit of performance but the appraisal scheme is geared to individual performance and rewards/salary increases are linked to individual contributions ¡ Individuals fear their input will not be recognised or acknowledged and may be reluctant to take part or share ideas ¡ Individuals can be responsible to a manager but work as part of a team, which can cause problems

Difficulties facing teams What can you do in the absence of a reward system for teams, a leader can ¡ Actively work to see that individuals are recognised by promoting their contributions ¡ Have a team leader’s input to individuals’ appraisals and ensure your views are heard by those that do the appraisals

Difficulties facing teams 5. Culture of competition ¡ Team working is about encouraging co-operation and harmony but this will be impossible to achieve if the Structure and systems encourage internal competition and conflict l Organisation is not built on trust l Culture is risk averse: in effective teams, people are encouraged to challenge and extend both their thoughts and actions l If culture is one where taking risks is not promoted ( and making mistakes is remembered) people will play safe What can you do? Very little!, hard for individuals to change culture l

Difficulties facing teams 6. Too many people ¡ Teams 15 – 20 people are too big to manage ¡ The most effective are between 5 and 10 ¡ If a team is too small, there can be issues in regard to problem solving (less people to think of a solution) productivity (too few people to produce) ¡ If there are too many, consensus and speed of judgements become a issue,

What Are the Symptoms of Team Conflict? • Not completing work ontime or to quality goals • Not returning phone calls or e-mails • Not responding to requests for information • Verbal abuse • Not attending required meetings • Absenteeism Gossip ¡ Passive/aggressive behaviour • Hostility • Complaining • Finger pointing • Filing grievances or lawsuits • Physical violence ¡ Effectively Managing team Conflict Barbara Bulleit, BS/BA, MBA, PMP

What Causes Team Conflict? ¡ ¡ ¡ Poor or no communication Lack of problem solving skills or getting to “root cause” Lack of clarity in purpose, goals, objectives, team and individual roles Uncertainty about or lack of resources and sources for help and support Poor time management Lack of leadership and management ¡ Team members bored, not challenged, not really interested ¡ Lack of skills and abilities in team members ¡ Personality conflicts ¡ Personal problems ¡ Turnover

How to Address Team Conflict? Define the problem ¡ Gather data ¡ Analyse the data ¡ Choose the best solution ¡ Implement the solution and continue to refine it ¡

Define the problem? Einstein said you cannot solve a problem until you define it. Defining a problem is frequently the hardest part of the solution, and most of us jump into solving the problem rather than defining the problem.

Gather/Analyze Data ¡ ¡ ¡ Poor or no communications: Lack of problem-solving skills, or getting to the “root cause”: Lack of clarity in purpose, goals, objectives, team and individual roles: Uncertainty about or lack of resources and sources for help and support: Poor time management: Lack of leadership and management: Team members bored, not challenged, not really interested: Lack of skills and abilities of team members to meet goals: Personality conflicts: Personal problems: Turnover:

Tools for choosing the Solution ¡ ¡ ¡ ¡ ¡ Clearly articulate thoughts and ideas Active listening Paraphrasing Clarify and question effectively Give effective feedback Think and analyze in a methodical and systematic way Set clear, reasonable, achievable objectives Identify risks and assumptions Time management ¡ ¡ ¡ ¡ Build contingencies to counter risks and assumptions Stick to facts and issues, not personalities or personal issues Take turns Develop the ability to work effectively as a team member Cross training Use of ‘rules of engagement’ where helpful or necessary Delegating and mentoring for senior employees Conflict resolution

Tools To Help the Team Deal with Conflict Quickly and Effectively ¡ ¡ ¡ ¡ Attack the problem, not the person Focus on what can be done, not on what can't be done Encourage different points of view and honest dialogue Express feelings in a way that does not blame Accept ownership appropriately for all or part of the problem Listen to understand the other person's point of view before giving your own Show respect for the other person's point of view Solve the problem while building the relationship

http: //www. leadership-andmotivation-training. com/how-tohandle-difficult-people. html

Exercise The Moon landing

Understanding the individual

Transactional Analysis (T. A. ) A psychoanalytic theory of psychology developed by psychiatrist Eric Berne in the late 1950’s Very useful for ¡ Analysing interactions with others ¡ Improving communication with others

Transactional Analysis: ~Essential Principles ¡ ¡ People’s interactions are made up of transactions These involve a stimulus and response

Transactional Analysis: Essential Principles Earliest transactions include Stimulus: I cry Response: I get fed Stimulus: I wet my nappy Response: My nappy is changed

Transactional Analysis: Essential Principles 3 Ego States: ¡ ¡ ¡ Parent Adult Child

(T. A. ) The Parent Unconsciously acting in similar ways to our parents Can be: ¡ Nurturing: permission, security, guidance ¡ Critical: controlling ¡

(T. A. ) The Adult ¡ Living in the present and responding to situations through rational thought.

(T. A. ) The Child Unconsciously reverting to childhood behaviours ¡ Primitive ¡ Impulsive ¡ Demanding ¡ Creative

Transactional Analysis Three Basic Concepts: Parent, Adult and Child ¡ Transactions: Among P, A and C ¡ P < -- > P ¡ A < -- > A ¡ C < -- > C ¡ There are 9 possible transactions ¡

Transactional Basis ¡ Id – Pleasure Principle ¡ Ego- Realistic Principle ¡ Super-Ego- Ethical Principle

We Can be: ¡ Child ¡ Adult ¡ Parent in our Transactions. ¡ We shift from one ego state to another in transactions.

THE MIND ¡ Id, ego, and superego l Id: pleasure seeker ¡ ¡ ¡ l first division of the mind to develop contains two biological drives: sex and aggression id’s goal is to pursue pleasure and satisfy the biological drives Pleasure principle ¡ ¡ id operates according to the pleasure principle satisfy drives and avoid pain, without concern for moral restrictions or society’s regulations

THE MIND (CONT. ) ¡ Id, ego, and superego l l Ego: executive negotiator between id and superego ¡ second division of the mind, develops from the id during infancy ¡ ego’s goal is to find safe and socially acceptable ways of satisfying the id’s desires and to negotiate between the id’s wants and the superego’s prohibitions ¡ large part of ego is conscious ¡ smaller part is unconscious Reality principle ¡ satisfying a wish or desire only if there is a socially acceptable outlet available

THE MIND (CONT. ) ¡ Id, ego, and superego l Superego: regulator ¡ ¡ ¡ third division of the mind develops from the ego during early childhood superego’s goal is to apply the moral values and standards of one’s parents or caregivers and society in satisfying one’s wishes moral standards of which we are conscious or aware and moral standards that are unconscious or outside our awareness

The Three Ego States ¡ Parent- “Do as I do” ¡ Child- “What shall I do? ” ¡ Adult- “I will be frank with you”

THE MIND (CONT. ) ¡ Anxiety l l l uncomfortable feeling that results from inner conflicts between the primitive desires of the id and the moral goals of the superego id, superego conflict ego caught in the middle ego’s continuous negotiations to resolve conflict causes anxious feelings ego uses defense mechanisms to reduce the anxious feelings

THE MIND (CONT. ) ¡ Defense mechanisms l Processes that operate at unconscious levels and that use self-deception or untrue explanations to protect the ego from being overwhelmed by anxiety l Two ways to reduce anxiety: ¡ can take realistic steps for reducing anxiety ¡ use defense mechanisms to reduce anxiety

THE MIND (CONT. ) ¡ Defense mechanisms l l l Rationalization ¡ involves covering up the true reasons for actions, thoughts, or feelings by making up excuses and incorrect explanations Denial ¡ refusing to recognize some anxiety-provoking event or piece of information that is clear to others Repression ¡ involves blocking and pushing unacceptable or threatening feelings, wishes, or experiences into the unconscious

THE MIND (CONT. ) ¡ Defense mechanisms l l l Projection ¡ falsely and unconsciously attributes your own unacceptable feelings, traits, or thoughts to individuals or objects Reaction formation ¡ involves substituting behaviors, thoughts, or feelings that are the direct opposite of unacceptable ones Displacement ¡ involves transferring feelings about, or response to, an object that causes anxiety to another person or object that is less threatening

THE MIND (CONT. ) ¡ Defense mechanisms l Sublimation l Type of displacement, involves redirecting a threatening or forbidden desire, usually sexual, into a socially acceptable one

Exercise: Have you ever been a ‘difficult’ client? Think of a time when you were very unhappy with a service you were receiving e. g. retail, hospitality, medical, etc. ¡ How did you respond to this? ¡ How were you treated? ¡ How was the situation resolved?

What is a ‘difficult’ client? ¡ ¡ ¡ ¡ The The non-stop talker do-nothing client self-sabotaging client victim angry client boundary pusher chaos merchant aggressive client

What makes a ‘difficult’ client? ¡ ¡ ¡ When your needs and the client’s do not coincide When the client is unclear about expectations When client has problems with managing socially acceptable behaviour When client is stressed When client is unwell

Four life positions ¡ 1. 2. 3. 4. The phase "I'm OK, You're OK" is one of four life positions that each of us may take. The four positions are: I'm Not OK, You're OK I'm Not OK, You're Not OK I'm OK, You're OK

TA Life Positions ¡ I’m not OK, you’re not OK ‘This is terrible, we’ll never succeed’

TA Life Positions ¡I’m not OK, you’re OK ‘I wish I could do it as well as you do’

TA Life Positions ¡ I’m OK, you’re not OK ‘You’re not doing it right, let me show you’

TA Life Positions ¡ I’m OK, you’re OK ‘ We’re making good progress here’

Shift in Ego States ¡ ¡ Parent- “Why don’t you prepare a time-table? ” Child- “What is the point when one cannot follow it? ” – Becomes an Adult.

(T. A. ) Transactions 3 Kinds of Transaction: ¡ ¡ ¡ Complementary Crossed Ulterior

(T. A. ) Transactions Complementary: ‘What time is it? ’ ‘Three o’clock. ’

Types of Transactions Complementary Transactions: Appropriate and Expected Transactions indicating healthy human relationships. ¡ Communication takes place when transactions are complementary. A stimulus invites a response; this response becomes a stimulus inviting further response and so on. ¡

(T. A. ) Transactions Crossed: ‘What time is it? ’ ‘Forget about what time it is, get that report finished. ’

Types of Transactions (Con. . ) Crossed Transaction: This causes most difficulties in social situations. ¡ “May be, you should improve your teaching”. ¡ “You always find fault with me whatever I do” Parent-Child interaction. ¡

(T. A. ) Transactions Ulterior ‘What time is it? ’ ‘What time do you think it is? ’ ‘Beer o’clock? ’ ‘Exactly!’

(T. A. ) Strokes are the recognition one person gives another ¡ ¡ These begin in infancy as hugs Later in life become more verbal/abstract

(T. A. ) Positive strokes Praise ¡ Positive feedback ¡ Compliments ¡ Expressions of appreciation ¡ Good reports ¡

(T. A. ) Negative strokes Non-constructive criticism ¡ Negative judgements ¡ Insults ¡ Expressions of disapproval ¡ Bad reports ¡

(T. A. ) Games Crooked or covert exchanges of strokes ¡ Regularly repeated interactions with ulterior motives ¡ Often the players of these games are not conscious they are doing this ¡ But sometimes they are! ¡

(T. A. ) Games An example of games some Employment Consultants play: “I’m only trying to help you!” “What would you do without me? ”

(T. A. ) Games A good example of a game that we are all familiar with is: ‘Why don’t you/Yes but…’

‘Why don’t you/Yes but…’ How to stop the game ¡ Stop making suggestions! ¡ Review how your sessions with client progress. Need to change format? ¡ Remember, within reason, some approaches are worth giving a second – or third - go

TA: How to use it Be aware of your own ego state as well as the client’s ¡ Try and stay in the Adult state ¡ Be aware of any Games being played ¡ If a Game is being played, find a fresh approach that seeks to engage the Adult in the client ¡

T. A. Final Thoughts ¡ ¡ ¡ Be aware of your own language/posture Keep discussions result focussed Beware going into Parent mode Some attempts at rapport building may become parent-child interactions if you are being unconsciously patronising Stick to the agreed Plan as much as you can

Typical Games ¡ ¡ ¡ Between A shop keeper and a house wife: “ This one is better, but you cannot afford it” Between A Teacher and a Student: “This is a good topic, but you cannot handle it. ” Between an Expert and a Candidate: “What you just said is totally wrong”

Drama triangle ¡ The drama triangle is a psychological. and social model of human interaction in transactional analysis (TA) first described by Stephen Karpman, The person who is treated as, or accepts the role of, a victim ¡ The person who pressures, coerces or persecutes the victim, and ¡ The rescuer, who intervenes out of an ostensible wish to help the situation of the underdog ¡

Drama triangle ¡ An example would be a welfare caseworker whose official function is to get clients off welfare and to support themselves with jobs. If the caseworker does anything to prolong the dependency relationship, she is not really helping but "Rescuing. " ¡ There may be subtle or overt pressure from her agency not to have too many successful clients. ¡ For the drama triangle to come into full flower, one of the players must shift positions. For example, a Victim may become a Persecutor complaining of getting too much help, not enough help, or the wrong kind of help. A Rescuer may become a Persecutor, complaining that the clients don't appreciate her enough. Officials at the welfare agency may take a role in the game, Rescuing staff and clients as long as they play along quietly but Persecuting any staff who start showing good results. ¡

Transactional Analyst ¡ Claude Steiner says: . . . the Victim is not really as helpless as he feels, the Rescuer is not really helping, and the Persecutor does not really have a valid complaint. Transactional Analysis in the Information Age http: //www. emotional-literacy. com/tainfo. htm

Dreaded Drama Triangle (DDT) ¡ Moving beyond the Dreaded Drama ” Triangle (DDT) and the roles of Victim, Persecutor and Rescuer and to cultivating the skills and abilities associated with the roles of Creator, Challenger and Coach that make up The Empowerment Dynamic. David Emerald “The Empowerment Dynamic

TED framework ¡ ¡ ¡ Victim = Creator. Persecutor = Challenger, Rescuer = Coach. A Creator thinks what is long-term goal or vision is. Creators are outcome-oriented as opposed to problem-oriented. Persecutor = Challenger is a person or situation that forces you to clarify your goal. Challengers encourage us to get clearer about what it is we do want, then focus our efforts towards moving closer to that goal.

The Empowerment Dynamic ¡ Instead of Rescuing someone, a Coach asks questions that are intended to help the individual to make informed choices. ¡ A Rescuer, by definition solves a Victim's problems, which keeps the Victim powerless and dependent upon the aid of others. ¡ A Coach asks questions that enable the individual l to see the possibilities for positive action, l to focus on what they do want instead of what they don't want. ¡ A Coach uses compassion and questions to help a Creator develop a vision and action plan. A Coach provides encouragement and support, in place of “rescuing” actions. ¡

The Empowerment Dynamic ¡ ¡ Coaches see victims as Creators in their own right and meet them as equals. This process interrupts the drama cycle and puts the former victim in the powerful position of Creator where they make informed choices and focus on outcomes instead of problems.