02/11/2002 - City Council SpecialCity of Eagan
February 11, 2002
COMMUNICATION
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D I A I` N E LORD BEHAVIORS
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The Guide for
Team Well -Being
STRATEGY
What will we do to
achieve our purpose?
FEEDBACK
How will we obtain and
use information about
\ our performance? �
ROLE
How will we contribute to
, fulfilling our purpose? ,
PURPOSE
Are we all committed to
the same purpose?
PROCESSES
How will we work
together?
PEOPLE
How will we care for
one another?
INTERFACES
How will we manage the
, team's relationships? ,
This mode! may be reproduced as a tool for the team to use. Reproduced from Assessing YourTeam:
7 Measures for Team Success by Dick Richards and Susan Smyth. Copyright m 1994 by Pfeiffer & Company.
San Diego. CA.
Model for Team Well -Being
4.
f
Purpose
Role
A, healthy team has a well -articulated purpose, usually phrased as a
vision statement, mission statement, or values statement. The team
members have a common understanding of the purpose. They commit
their energies to achieving the purpose and frequently take time to
revisit'it.
In a healthy team, the members continually ask themselves whether
the team is enacting the role needed to achieve its purpose. The
members seek to enact the optimal role for the moment with the
understanding that the role may change over time.
Strategy
In a healthy team, the members understand the team's strategy and use
it to guide day-to-day activities. The members ask what new things
they should do and what things they should stop doing in order to.
achieve the team's purpose.
♦♦4
5;
Processes
In a healthy team, the members are aware of what processes within
the team need attention, and they make conscious decisions about how
those processes should work. They examine their processes
frequently.
♦f4
People
A healthy team has members who have the required expertise and
knowledge to implement the team's strategy and achieve its purpose.
The team members feel well utilized and valued. Each team member
understands his or her individual contribution to the team and the
team members empower themselves to act for the team when that is
necessary.
Feedback
Healthy teams solicit feedback from key stakeholders, who might
include customers, vendors, citizens, managers, other teams,:. and so
on.' This feedback is used to improve the work of the team.. Each
team member also can exchange feedback with other members in
order to improve his or her performance.
t4♦
Interfaces
Healthy teams intentionally manage their critical relationships in order
to build needed relationships and enhance existing ones.
0
The materials on pages 12-18 are taken from Face -To -Face Communications produced by XiCom, Inc.
THE CIRCULAR PROCESS OF INTERPERSONAL RELATIONS
Diagram I
How The Circular Process of Interpersonal Relations Works
You have a certain
orientation toward
the other.
3r
Unit 12
Handout 2
You have inner feelings You have a pattern
and thoughts about your- of ways that you- ct
self in relation to him .toward ther.
You 4
You expect and see
certain things
about the way the
other acts -
2
The other expects and
sees certain things
about the way you
act.
The other has
a pattern of ways
that he acts
toward you.
5
The other
The other has inner
g 6 feelings and thoughts
about himself in relation
to YOU.
7
The other has a certain
orientation toward you -
7.
The materials on pages 12-18 are taken from Face -To -Face Communications produced by XICOM, Inc.
Diagram II Unit 12
Handout 2
Elements Within The Circular Process of Interpersonal Relations
Internersonal-Orientation
Trust -Distrust -
Control -Dependence -Sharing
Inner Personal Process 3
Conception of own resources
Perception of evaluation
of self by others
Evaluation and need
for resources
of others
2
Expectations and
Perceptions
Friendly -Hostile
Helpful -Restricting
Suggesting- 1
Demanding
Accepting
Rejecting., _�
Action .Patterns
Active -Passive 6
Initiate -Withdraw -Avoid r
Friendly -Hostile 8 .%
Seek -Offer
Accept -Reject
7
Action Patterns
Active -Passive
Initiate -Withdraw -Avoid
Friendly -Hostile
Seek -Offer
:ept-Reject
Interpersonal Orientation_
Trust -Distrust
Control -Dependence -Sharing
J
Expectations and
Perceptions,
Friendly -Hostile
Helpful -Restricting
Suggesting -Demanding
Accepting -Rejecting
Inner Personal Process
Conception of own
resources•
Perception of evaluation
of self by others
Evaluation and need
for resource of
others -
The materials on pages 12-18 are taken from Face -To -Face Communications produced by XYCOM, Inc.
Unit 6
Handout 1
FEEDBACK
Our behavior constantly
sends messages to others.
WHEN THE OTHER SHARES
his -reaction to our
behavior, this is called
FEEDBACK. do
Other
You
/ There are barriers -in each of us which '
-allow us to receive some of this feedback,
-��— but which screen out some of it.
There are barriers in the other.which Other
allow him to share some of his reactions,
but cause him to hold back orr•others.
Organization
There may be barriers in the way our organizations operate that
make it hard for some kinds of feedback to take .place.
There ar also THINGS IN US, IN THE OTHER, AND IN THE WAY OUR
ORGANIZATIONS operate that FACILITATE constructive exchanges, of
feedback.
0
Other
The materials on pages 12-18 are taken from Face -To -Face Communications produced by XICOM, Inc.
Unit 6.
Handout 1
A number of guidelines can help make the giving and receiving of
feedback effective. Things usually work best when these guidelines
are followed. However, these are only guidelines --not rules. . There
may be exceptions to each one. Don't think of these guidelines as
the only way to do it. Think, rather, of whether "the usual guide-
lines" apply in "this particular instance." a ..
Some Guidelines for Giving Feedback
1. READINESS OF TRE RECEIVER
Give the .keedback-only when there are clear indications the
receiver':Ls ready to be aware of it. If not ready, the receiver
will be apt not to hear it or to misinterpret it.
2. DESCRIPTIVE NOT INTERPRETIVE
Giving feedback should be like acting as a "candid camera." It
is a_clear report of the facts., rather than your ideas -about why,
things happened or what was meant by them.. It is up. -to the
receiver -to consider.the whys or. the meanings or.to invite the
feedback giver to examine these things with him.
3. RECENT HAPP_ ENI.NGS
The sooner feedback is given after an event takes place, the
better When -feedback is given immediately, the receiver will
more clearly comprehend exactly what is meant.. The feelings
associated with the event still exist and can be part of
understanding what the feedback means.
4. APPROPRIATE TIMES
Feedback should be given when -there is a good chance it can be
used helpfully. It may not be helpful if the receiver feels
there is currently other work that demands more attention. Or,
critical feedback in front of others may be seen as damaging
rather than helpful.
s. NEW THINGS
There is a tendency in giving feedback to say only the obvious.
Consider whether what you are reacting to really is new infor-
oration for the receiver. Many times, the seemingly helpful
new information, is not simply a report of what you saw the
receiver doing, but rather a reflection of the way -it caused youK
to feel or the situation you felt it put you in.
6. CHANGEABLE THINGS
Feedback can: lead to improvements only -when it is about things
which can be changed_
7. NOT DEMAND A CHANGE
The concept of feedback should not be confused with the concept
of requesting a person to change. It is up to the receiver to
10.
The materials on pages 12-18 are taken from Face -To -Face Communications produced by XICOM, Inc.
Unit 6
Handout 1.
consider whether he wishes to attempt a change on the basis of
new information. If you wish to include your reaction that you
would like to see him change,in certain ways, it might be help-
ful. What is not apt to be helpful is to say, in effect,, "I
have told you what's wrong with you, now change!"
a. NOT AN OVERLOAD
When learning how to give feedback, we sometimes tend to overdo
it. It's as thouqh we were telling the receiver, "I just happen
to have a list of reactions here and if you'll settle back for
a few hours I'll read them off to you." The receiver replies,
"Wait a minute. I'd prefer you -gave them to me one at a time
at moments when I can really work on them. I can't handle a long
list all at once.
s. GIVEN TO BE HELPFUL
You should always consider your own reasons for giving your
reactions. Are you trying to be helpful to the receiver? or,
are you really just getting rid of some of your own feelings
or using the occasion to try to -get the receiver to do something
that would be helpful for you? If you -are doing more than trying
to help the -receiver with feedback you should share your additional
reasons so he will know better how to understand what you are
saying.
lo. GIVER SHARES SOMETHING
Giving feedback can sometimes take on the feeling of a "one-
upmanship" situation. The receiver. goes away feeling as though
he's "not as good" as the giver, because it was his potential for
improvement that was focused upon. The giver may feel -in the
position of having given a lecture from the lofty pinnacle of
some imaginary state of perfection. The exchange often can be
kept in better balance by the giver including some of his own
feelings and concerns.
Some Guidelines for Receiving Feedback
1. STATE WHAT YOU WANT FEEDBACK ABOUT:
Let the giver know specific things about which you would like
his reactions.
2. CHECK WHAT YOU HAVE HEARD
Check to be sure you understand what the giver is trying to
say. Because the topic is your own behavior, you may tend to
move toward thinking about the meanings of .the feedback before
you are sure you are hearing it as it was .intended.
3. SHARE YOUR REACTIONS TO THE FEEDBACK
Your own feelings may become so involved that you forget tokshare
your reactions.to his feedback with the giver. If he goes off
not knowing whether or not he has been helpful and how you now
feel toward him, he may be less apt to give you feedback in the
future. The giver needs your reactions about what was helpful
and what was not so as to know he is improving his ability to
give you useful feedback.
11.
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Promote our
working
together
BEHAVIORS
That
14.
Frustrate our
working
together