| Teams often avoid conflict, fearing that it will disrupt | | | | avoiding style. |
| the interpersonal relationships of team members and | | | | 4. Once norms are set, teams should brainstorm any |
| lead to poorer results. However, some conflict is | | | | possible obstacles which may interfere with open and |
| necessary, even beneficial to team outcomes. | | | | productive discussions. They should agree on which |
| "Passionate, unfiltered debate around issues of | | | | obstacles threaten to derail the team and plan how to |
| importance to the team" is essential to maximize team | | | | overcome these obstacles in advance. Teams that |
| effectiveness (Lencioni, 2005, p. 37). In fact, one of the | | | | recognize potential obstacles will be less likely to |
| major advantages of cross-functional teams is the | | | | become distracted by them when they occur. |
| diversity of experts that come together to address a | | | | 5. If certain conflicts have derailed discussions in the |
| problem. In such a setting "we expect and want these | | | | past, or if the team faces a new conflict, the team |
| differences to surface, because, in the end, we expect | | | | needs to address these issues. Too often, teams are |
| a better outcome to result" (Parker, 2003, p. 171). | | | | reluctant to address these issues because they may |
| However, too much conflict can derail teams. | | | | fear the damage such a discussion has on the |
| To gain the benefits of functional diversity that cross | | | | interpersonal relations of the team. Damage to |
| functional teams afford, and minimize debilitating | | | | interpersonal relationships can be avoided if team |
| conflict, I recommend the following five step process: | | | | members a four step process for managing conflict |
| | | | assertively. This process entails: |
| 1. Teams should complete a Myers Briggs (MBTI) or | | | | Name the conflict, problem, emotion or situation that is |
| other personality profiling instrument for each team | | | | causing the problem. In doing so, team members should |
| member. Many of these tools provide both individual | | | | not attack each other personally.. Rather they should |
| and team profiles. A meeting can then be dedicated to | | | | "WACem" (Pachter and Magee 2000, p. 66). |
| explore each team member's and the team profiles. | | | | "WACem" stands for: |
| This allows team members to learn more about what | | | | W = What. Tell the individual or team what the issue is |
| motivates each individual, what their needs are, what | | | | without attacking personally. |
| they are uncomfortable with, etc... This builds more | | | | A = Ask. Ask the individual or team what you would |
| trust and understanding between team members and | | | | like the individual or team to change or do differently |
| may provide insight into how each team member | | | | C = Check-in. Ask the other individual or team what |
| approaches conflict. | | | | they think about the request. |
| 2. Teams should also take a conflict style survey such | | | | As the team discusses the request, they should |
| as the Thomas-Kilmann survey which determines how | | | | explore what the possible consequences of the |
| each team member approaches conflict. "The | | | | problem may have on the team, the project, the clients, |
| Thomas-Kilmann Model describes five different | | | | the results, etc... |
| approaches to conflict according to how people think | | | | Reach agreement on how to overcome the problem. |
| about the importance of a task versus the importance | | | | Explore the positive outcomes that may occur by |
| of their relationship with people they work with" (p. 131). | | | | overcoming the issue or obstacle. |
| Individuals may be described as; Authoritative | | | | References: |
| Competitive; Problem Solving; Compromising; Avoiding; | | | | Lencioni, P. (2005). Overcoming the five dysfunctions |
| or Smoothing. An understanding of each other's | | | | of a team: A field guide. San Francisco: Jossey-Bass. |
| conflict style helps team members recognize | | | | Pachter, B. and Magee, S. (2000). The power of |
| behaviors that may impair or impede effective | | | | positive confrontation: The skills you need to know to |
| teamwork. | | | | handle conflicts at work, at home, and in life. New York: |
| 3. Based on the understanding acquired from | | | | Marlowe and Company. |
| personality and conflict profiles, team norms should be | | | | Parker, G. M. (2002). Cross-functional teams: Working |
| set to determine in advance how they will manage | | | | with allies, enemies, and other strangers. San Francisco: |
| conflict. For example, if the team recognizes that more | | | | Jossey-Bass. |
| authoritative/competitive individuals may dominate | | | | Stowell, S.J. and Starcevich, M.M. (1998). The coach: |
| discussions they will recognize the need to build norms | | | | Creating partnerships for a competitive edge. Salt |
| that increase involvement by those who may have an | | | | Lake City, Utah: (CMOE Press). |