by Doug Gray | Jan 5, 2017 | Coaching, Leadership, talent
Introduction
The topic of leadership in virtual teams is increasingly popular, so this conversation requires a few definitions. Leadership can be defined as the act of influencing others through socially acceptable behaviors that encourage desired behavior and the pursuit of a common goal. Virtual teams can be defined as (1) physically dispersed people, (2) using some digital connectivity process or software, (3) with a shared task or outcome, and (4) some groupware, hardware or computer-mediated communication (CMC). An example would be four authors collaborating to design a website. The focus of this conversation topic is an exploration of leadership in virtual teams.
Research findings
Leading virtual teams has become a popular topic, with research focused on how virtual teams differ from face-to-face teams in terms of coordination, communication and collaboration (Malhotra, Majchrzak & Rosen, 2007). Special consideration has been placed on communication technologies needed to facilitate virtual work and knowledge sharing; however, the skills required to lead teams that have both geographic dispersion and innovation problem-solving challenges have received little research attention to date.
Researchers tend to agree that leaders of all teams, whether geographically dispersed or collocated, need to be engaged. Virtual teams are required to solve problems, adopt a range of responsibilities, including articulating a vision for the team, communicating that vision with passion, setting the executive plan and forming coalitions (Malhotra et al, 2007). Hence, leaders of virtual teams face some of the same issues as leaders of collocated teams. All teams struggle to maintain engagement levels when solving problems. However, leaders of collocated teams have the advantage of physical observation and can correct ineffective behaviors, or detect when the team needs a direct meeting to rebuild momentum, or when teams need to redirect resources; virtual team leaders do not have the same power of physical observation (Malhotra et al, 2007).
Virtual team leaders must establish norms, overcome team member feelings of isolation, build cohesion and motivate team members to make a major commitment to the team’s mission. Malhotra et al, 2007 recommend six practices for effective virtual team leaders, which are: (1) establish and maintain trust through the use of communication technology, (2) ensure that diversity in the team is understood, appreciated and leveraged, (3) manage virtual work cycle and meetings, (4) monitor team progress through the use of technology, (5) enhance external visibility of the team and its members and (6) ensure individuals benefit from participating in virtual teams.
Kayworth and Leidner (2002) identify effective virtual leaders as those who demonstrate the capability to deal with paradox and contradiction by performing multiple leadership roles simultaneously while demonstrating a high degree of empathy toward team members. They also state that highly effective virtual team leaders should adopt a mentoring role and assert their authority without being overbearing or inflexible (Kayworth & Leidner, 2002). Finally, an effective virtual team leader must be efficient at providing regular, detailed and prompt communication with subordinates and peers when articulating role relationships among the virtual team. One conclusion from this research is the critical need for virtual leaders to model engagement in the work process, as well as optimism that the team members can complete the tasks as required.
Gaps in the research
A notable gap in the research to date is the ability of leaders to develop and maintain engagement for members in virtual teams. Most team members are familiar with direct face-to-face contact, direct relationship building, trust development and subsequent knowledge sharing. Virtual team processes and technology may be less familiar to many team members. Several studies have examined the role of knowledge sharing and the impact of IT on the engagement of virtual team members, but the studies to date have focused on the dichotomy of virtual teams communicating through technology versus collocated teams not utilizing technology as their primary form of communication. The field would benefit from further examination into the leadership styles, competencies and activities that develop and support engagement and knowledge sharing in virtual teams on a continuous (e.g., what type of IT, frequency of use, level of use, level of user training, level of IT support, availability of technical assistance) rather than dichotomous (e.g., have or have not) basis.
Practical application
- Engagement surveys. Multiple vendors and researchers have validated engagement surveys that help to assess engagement levels within teams. Examples include pulse surveys, exit surveys, customer engagement surveys, employee satisfaction surveys. It is imperative that leadership is fully engaged in the team, and both expects and nurtures engaged team members. For details for additional consulting, please contact any of the authors of this blog.
- Executive coaching. All leaders need to periodically objectively review their strengths, leadership behaviors and their derailers – the behaviors that prevent them from being effective leaders. Most organizations now expect managers to coach direct reports, which sometimes leads to a conflict of interest and lack of confidentiality. The advantage of internal coaches is cost effectiveness and alignment with organizational goals. The advantage of external coaches is objectivity, best practice knowledge from global clients and the capacity for global scale. All leaders need to invest in and be active practitioners of their leadership skills.
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References
Kayworth, T. R., & Leidner, D. E. (2002). Leadership effectiveness in global virtual teams. Journal of Management Information Systems, 18(3), 7-40.
Malhotra, A., Majchrzak, A., & Rosen, B. (2007). Leading virtual teams. The Academy of Management Perspectives, 21(1), 60-70.
by Doug Gray | Nov 9, 2016 | change, Coaching, Leadership, Managers, positive psychology
Today, the morning after, I have had three sessions with leaders who represent the division and polarity of our country. One is an EVP in technology, born in India, whose 14-year old son is afraid to go to school today because he is Muslim. One is a female senior manager in healthcare who voted for Trump even though she sees him as yet-one-more sexist bully in a patriarchal system with a double standard. One is a director at a F100 who does not know how to respond to the rumors in his organization. Notice the fears from each of these leaders?
Consider 3 lessons:
- Timing. Coaches focuses on the now and the future, by definition. So when should coaches encourage leaders to act on their convictions? Assume that 50% of the people you meet today are delighted because Trump won, and 50% are sad because Clinton lost. Further assume that within each group 50% are hopeful that the election will lead to a better future, and the other 50% are frightened or uncertain. In short, only 25% of the populace is hopeful because their person won, and 75% are uncertain, sad or fearful. Positive psychology coaching requires that we 1) define a hopeful future state and 2) act toward that hopeful future.
Possible actions: Celebrate your freedoms, TODAY, with your loved ones. Plant a garden. Pick up your children early from school. Call your loved ones. Model a hopeful future, with others, immediately. Leaders model a better future. Great leaders model a better future more frequently than average leaders. TODAY is the best day to model your leadership capacity.
- Precedent. For the first time in U.S. history we have a president elect with no experience in the military, and no experience in political office. Trump will require executive coaching. Experienced leaders will need to teach him how to be a great president. Who will share that expertise? If business leaders or political leaders withhold information, or drive agendas that further their best interests, then history will teach us some negative lessons. The pollsters and Washington, DC-based media underestimated the voters. What does that fact mean? There is no precedent for coaching Trump. His advisors demonstrated mastery with the media and attack ads. Does that fact imply that leaders should tolerate foul language in our families, schools and organizations?
Possible actions: Take a stand for your core values, whatever they are. Share hope and optimism with others. Discuss the balance of power in the U.S. constitution, and the global influence of decision-making. Re-read Jefferson’s opinion that revolutions prevent despots from dominating. Model ethical leadership in your organization, family, or schools.
- Embrace change. We just elected another candidate who is thought to represent change. What does that really mean? No one likes to be changed. Yet all leaders like to make changes. At a recent conference I heard a perspective that may be useful. We may complain about the rate of change, especially technologically-driven change that reduces jobs with automation or transparent access to data. However, the rate of change, TODAY, is slower than it will ever be for the rest of your life. As coaches of leaders, that fact implies that if we embrace change, TODAY, then we will be better prepared to embrace other changes tomorrow. How can it be otherwise?
Possible actions: Talk to someone from a different racial, economic or political group and listen carefully to their concerns. That is what coaches do. Hire a coach or ask someone to be your mentor. Select a mentor who is younger, or quite different. Then listen carefully. Assess your psychological capital (Psy Cap). We are a resilient species. When we embrace change from multiple perspectives then we model a more united states.
So, what are you going to do TODAY?
Contact your coach today. Or your clients.
Then let me know what you choose to do TODAY. Contact Us.
To you, at your best, Doug Gray, PCC, call me at 615.905.1892.
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by Doug Gray | Jul 8, 2016 | Coaching, Personal Development
There is a myth that physicians who endured medical residency can endure anything. There is a similar myth that healthcare administrators can overlook anything. Consider these facts:
- Burnout is higher among physicians than for any other professionals.
- Burnout is higher for women than for men; varies by specialty; and varies by career phase.
- Burnout can be defined as the degree of emotional exhaustion, de-personalization, and self-efficacy at work. As one MD told me, “I just don’t have the energy to get up and do what I know I am supposed to do…”
- Clinicians often tell me that they wish for a helping hand “on their shoulder.” In my consulting experience, we all can provide care for the care-givers.
Since the days of Hippocrates, physicians and nurses have been taught to ask others, “How are you feeling?” Some physicians and nurses will state, in confidential moments, that they are feeling depressed, overwhelmed, unexcited about providing care to others, unable to pay their lingering $150,000 residency debts or to save $250,000 for their children to attend a great college. Part of the conflict is that physicians have always been taught to “heal thyself.” As if healing is an easy process.
My question today is “Who takes care of the care-givers?”
You may be reading this article because you are concerned about a physician, or yourself, or your practice group.
Consider these findings from a 2013 survey: 40% of physicians admit regular self- medication (drugs of choice range from alcohol to amphetamines). 15% of physicians have admitted to feelings of suicidal ideation in the last 24 months. Virtually 100% of physicians and healthcare leaders have experienced burnout at some point in their careers. Some of my clients tell me that they appreciate the AA or Narcotics Anonymous meetings in their hospitals. But they may choose to attend AA somewhere else.
So what are you going to do?
Thankfully, resiliency can be taught and developed. Resiliency can be defined as “the capacity to adapt successfully in the presence of risk and adversity.” Examples of developing resiliency abound, from the U.S. military to the British National healthcare system. Note that burnout and resiliency are directly related and inversely related. Just like any coin with two sides.
We have developed evidence-based protocols and worked with thousands of health care leaders. Call for details.
Take a moment to write down where you think you are on a scale of 1 (low) to 10 (high) on burnout. Then do the same on resiliency.
1. A self- diagnostic question is “How do you know if you are avoiding burnout behaviors?”
2. An organizational- diagnostic question is to ask your team if they have noticed you being less compassionate, hopeful and caring lately?
Or if you are daring, ask your team if they have noticed you being more abrupt, judgmental, or impatient lately?
Amid our current culture of healthcare reform and continued changes in care, there is no more important investment than providing care to our care-givers. You are not alone.
Next steps:
1. Share this article with someone you care about.
2. Take the self-assessment described above 3. Schedule a complimentary session for someone who may be at risk of burnout
3. Call Doug Gray, PCC, at 615.905.1892 today.
Doug Gray is the CEO and Founder of Action Learning Associates, Inc. a company that helps healthcare leaders develop resilience. Since 1997 the company has helped hundreds of individuals and organizations develop the strengths, competencies and weaknesses. They then provide confidential customized consulting. For detailed assessments, digital downloads, or to schedule your confidential, complimentary initial consultation, visit www.action-learning.com or call 704-995-6647 today.
Action Learning Associates, Inc. is a PAHCOM Corporate Member Since 2015
References:
Dyrbye, L. N., Varkey, P., Boone, S. L., Satele, D. V., Sloan, J. A., & Shanafelt, T. D. (2013). Physician satisfaction and burnout at different career stages. Mayo Clinic Proceedings, (88)12, 1358-67.
Scudder, L. & Shanafelt, T.D. (2015). Two sides of the physician coin: Burnout and well- being. Medscape.
by Doug Gray | Apr 21, 2016 | Business, Coaching, Leadership, Managers
The short answer is, “Corporate coaching works inconsistently.”
Corporate coaching is commonly an internal form of talent development. Think of three pillars in talent development: (1) acquiring people, (2) developing people and (3) retaining desired people. Corporate coaching can be used to develop and retain desired employees. Not everyone is a desired employee.
Like all organizational responses, the success of any initiative designed to provide corporate coaching depends upon the organizational culture. Culture can be described at three levels: (1) artifacts (observable structures or processes, often hard to decipher), (2) stated beliefs and values (goals, values, not always aligned with artifacts), and (3) basic underlying assumptions (unstated or unconscious patterns that often define outcomes. See Schein, 2010.) Get the point? Corporate coaching may or may not work consistently. Consequently most organizations require external consultants to design and deliver results.
Now it is 2016. The trend toward packages that “Assess-Debrief-Design” for Individual Development Plans (IDPs) is now a large market led by KornFerry and DDI and others. Sadly, they are limiting themselves by selling those services as “corporate coaching packages.” Too often they are assessment requirements, often driven by HR or legal compliance needs. By analogy, after a physician diagnoses a concern they recommend but cannot require treatment. So it is with too much corporate coaching. Another provider that delivers corporate coaching globally is CoachSource. (Disclosure: I am one of 28 engagement managers, we provide unparalleled corporate coaching services.)
On a related note, corporate coaching is not a commodity. There is a trend away from resource-based views of talent as a fixed commodity (like a manufacturing unit) to a dynamic resource with unlimited potential and higher engagement. (But that is for another post or direct discussion!)
Should you have any questions it may be better to chat directly by calling Doug Gray, PCC, at 615.905.1892 or by contacting me here.
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by Doug Gray | Mar 28, 2016 | Coaching, exercise, Leadership, Personal Development, Success, talent
When 5” of powder blessed Breckenridge, CO, yesterday, I took this stunning video and wrote these thoughts. Here are three short perspectives on skiing above treeline, and strategic leadership.
- Flow is designed. Flow can be defined as that timeless psychological state when challenge and skill are in balance. Most people cannot imagine skiing double-black diamond runs down 1,500’. Most people should never try extreme skiing. Skiing above treeline, like any hobby, is an opportunity to experience ekstasis, that state of being literally outside of time and space. Flow occurs when we take one turn at a time. We live in the moment. We proceed to a new place. Yes, you can design flow into your life. There are seven contributing variables for designing flow. Contact me for details or read this book or this book.
2. Leaders are creators. Leaders build products or services. Doubt me? Then read any biography. Only those extraordinary leaders with an obsessive focus make the history books. Average leaders do not warrant attention in the history books or the biographies. How about you? By definition, leaders create value for their followers. And all significant leaders create great teams. If you were to say “yes” to that idea, or create something new, or delight a client, today, then you would see for yourself. One example of a significant leadership event in Nashville, TN is here.
3. Technology follows goals. Many years ago I climbed this mountain using backcountry ski mountaineering gear. It took all day. My goal was to experience grandeur. The adventure was exhausting but wonderful. Two years ago new lift lines made it possible to ascend to the same elevation without sweating. The technology followed my goals. Ironically, those ski trails are now called “Wonderland”, “Bliss” and “Euphoria.” Get the point? There is plenty of grandeur to be found when we ski above treeline.
March is a great season for strategic thinking.
March is the season of heavy snowfalls, springtime flowers, new birth, opportunity, and clear intentions.
You may never ski above treeline. But you can certainly make smarter decisions about your professional and personal goals.
Some coaching questions include: (1) How can you design flow in your life or business? (2) What can you create today? (3) What goals will inspire grandeur?
Then let me know your answers. May you excel!
Doug Gray, PCC, CEO/Founder of Action learning Associates, Inc, www.action-learning.com today at 615.905.1892
by Doug Gray | Jan 19, 2016 | Business, Coaching, Leadership, Managers
Systems Thinking is a process that describes complexity and builds learning organizations. The five disciplines of learning organizations are:
1) Personal mastery
2) Mental model
3) Building a shared vision
4) Team Learning
5) Systems Thinking (Senge, 2006).
This morning I explained Systems Thinking to a client who owns a small leadership development business using professional actors. This CEO was struggling to articulate the unique value of his company. And he needed to prepare for a big meeting with a prospective buyer tomorrow that could lead to 10x his previous revenue for 2016. I mentioned leverage, and the idea from Archimedes that “with a big enough lever one could change the world.” When he wanted examples, I described the applied systems thinking that Macdonald, Burk and Stewart (2006) implemented at entrenched mining companies in Australia. He remained confused. He needed to see a model. He wanted to find simple words to describe the cascading effects of organizational change, so I drew a model with concentric circles like a bulls-eye. The smallest ring was unlabeled, to represent the chaotic core of deep change, the next ring was individual, then team, then organizational, then societal. That model helped him to describe the levels of systems thinking at the prospect’s organization. He has the words and a model. He met the prospect and wrote an excellent proposal that solves their problems. Now I am looking forward to hearing if he closed the business.
This afternoon I met with a fellow board member of the Nashville, TN Association of Talent Development (ATD) chapter to plan 2016 activities. She leads Learning and Development at Bridgestone and I discussed Systems Thinking with her. She needs to replace an aging workforce, and has developed programs with the largest university in the state, MTSU, using values from their company and partnering with the US Naval Academy and the US Army at West Point. In short, they desire to teach essential leadership skills using their company values at a public university. Concurrently, Bridgestone needs to relocate 30-50% of their senior leaders from two other states to their new corporate headquarters in Nashville, without losing significant intellectual capital. She is excited and overwhelmed about the changes ahead for Bridgestone. We discussed ways to apply Senge’s (2996) model of a learning organization to those changes. She has the right words. And a mental model. But I do not know if she can develop a learning organization.
Notice the pattern? We can have ready examples and academic references to share with others. But ideas are worthless without action.
How about your organization?
Does your business need to improve by applying systems thinking? If so call Doug Gray, PCC, today at 615.905.1892 or Contact Us Today!
What are you waiting for?
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References
MacDonald, I., Burke, C., & Stewart, K. (2006). Systems Leadership: Creating Positive Organizations. Hampshire, England: Gower.
Senge, P. M. (2006). The Fifth Discipline: the Art and Practice of the Learning Organization. Random House/Currency.
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