Category Archives: building teams

Driving growth, fueling retention, and improving organizational outcomes

By guest blogger Josefina Landrieu

What if I told you that there is a practice out there that will get at:

  • Driving  growth?
  • Fueling retention?
  • Improving organizational outcomes?

You’ll likely question my idea by saying “there is no silver bullet!” And no, there is no silver bullet. But there is a practice that when implemented effectively, helps to address some of the greatest challenges in employee retention, workplace inclusion, and organizational outcomes. More importantly, THIS practice helps employers build a diverse and inclusive workforce, cultivate relationships with their employees and recruit/retain talent in an extremely competitive marketplace. Employee Resource Groups (ERGs) deliver real value in promoting diversity and helping employees feel included in the organization’s culture. And it doesn’t have to stop there, ERGs help with retention, team productivity, and workplace climate. Although ERGs have been mostly used in the corporate sector, higher education is now following suit.

I was a member of an ERG at my previous institution and it served as a great opportunity to network with peers, to gain a stronger sense of belonging, and to experience mentorship opportunities. As an ERG, we co-sponsored events for professional development for employees of color that included bringing in speakers, conducting trainings, and delivering workshops. The group also provided less structured opportunities for employee socialization and engagement. It’s critical to allow the group to decide its focus while adhering to the organization’s principles, and mission for equity and inclusion.

What do ERGs look like in higher education? Here are some tips for successful implementation:

  • They are supported by an HR/Equity & Inclusion lead
  • They are open to all employees & participation is voluntary
  • They promote diversity, inclusion, and understanding
  • They adhere to the organization’s policies and procedures
  • They serve as a vehicle for a more distributed leadership model
  • They have organizational sponsors and sometimes funding

The first 60 to 90 days of employment are a critical time for any new hire, and they can be particularly challenging for members of traditionally underrepresented groups. That short window of time can mean the difference between whether an employee stays for the long run or leaves before the year is out. Research from the Conference Board shows that participating in an ERG leads to greater retention for employees from underrepresented groups. And, in addition to impacting employee retention, ERGs can provide key cultural insights, which can be critical to HR practices. The Massachusetts Institute of Technology, MIT, has actively embraced this inclusive practice. They report that ERGs have resulted in increased workplace satisfaction among participants and provide insightful feedback to the organization, an excellent return on investment.

Josefina Landrieu is the Assistant Chief Diversity Officer for Minnesota State.

Diversity as a problem-solving strategy

In 2007, social scientist Scott E. Page generated what seemed like counter-intuitive findings about problem solving. When modeling outcomes for various kinds of groups, he found that random groups almost always did better than groups of the best individual performers.

What was going on?  In his book The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies, he explained that a group with a diverse range of viewpoints is typically able to generate the best solutions. These groups include:

  • Diverse perspectives
  • Diverse interpretations
  • Diverse ways of generating solutions
  • Diverse ways of understanding cause and effect

Within higher education, we can seek diverse viewpoints through a number of strategies. Admissions, hiring, and appointment policies need to promote a diverse environment for learning and working. Reaching outside of traditional disciplinary silos is essential for solving complex issues.

Page says that leadership in higher education needs to have a fundamental belief in the value of diversity. That belief needs to be acted out in the way we form committees, who we consult with about decisions, and who is at the table when we’re deciding what to do and how to do it.

Google wouldn’t want only freshly minted graduates from MIT and Caltech. People with different training and experiences often add more than people who score better on measuring sticks. . . . All else being equal, we should expect someone different – be their differences in training, experiences, or identity – to be more likely to have the unique experience that leads to the breakthrough.
Scott E. Page, The Difference

What have you done to generate diversity on your teams and work groups?

Dee Anne Bonebright

 

Can you hear me?

Are you reacting differently to these quotes? Would it be different if they weren’t attached to the photos or attributed to a specific person?

This isn’t a new phenomenon but it seems to be getting worse. We are not very good at listening to people we perceive as different from ourselves. That makes it hard to build inclusive work teams, share diverse points of view, and leverage the strengths of everyone on your team.

The founders of Living Room Conversations want to help people actually listen to each other rather than debate and talk at each other. Recently a number of leaders at several of our campuses have used the Living Room conversation agreements and topic-specific conversation guides to tackle the tough topics of status, privilege and race with diverse groups of faculty and staff.

Conversation Agreements

  1. Be curious and open to learning
  2. Show respect and suspend judgement
  3. Look for common ground and appreciate differences
  4. Be authentic and welcome that from others
  5. Be purposeful and to the point
  6. Own and guide the conversation

The actual conversations become structured “deep listening sessions” that include an orientation to the process, intentional time-keeping and facilitation and a closing period. An example of the status and privilege guide can be found here – Conversation Guide.

I can attest to the almost magical listening and sharing that occurs during a living room conversation. People stop interrupting each other, they smile as they hear the stories others share, and they are surprised by how easy it is to share their own story with people who are actually listening to them.

When we asked participants after the conversations the majority responded that they had not changed their personal points of view but they now could see more common ground with their colleagues, despite their differences. Further, there was universal support for more dialogue.

Using a structure to help people actually listen to each other can provide a starting point for greater inclusion, in the workplace and beyond.

Todd Thorsgaard

Fueling innovation through diversity

In his 2016 book, Driven by Difference, David Livermore makes the case that high-functioning, diverse teams outperform homogenous teams. However, he says diversity by itself doesn’t contribute to organizational success unless it supports your organization’s mission. And, he adds that unless leaders leverage diversity’s potential, it can actually erode performance and productivity.

So how can a leader leverage the potential of diverse teams? The secret is to minimize conflict while maximizing the informational diversity found in varied values and experiences. To overcome inherent frictions among diverse team members, Livermore says a leader needs to develop their workforce’s cultural intelligence or CQ.

Drawing on success stories from Google, Alibaba, Novartis, and other groundbreaking companies, Livermore identifies key leadership practices and elements of cultural intelligence that fuel innovation:

CQ drive: Build a desire to learn about other cultures and a willingness to adapt.

CQ knowledge: Cultivate appreciation and understanding of cultural differences.

CQ strategy: Be aware of the perspectives and ideas of different people and how their viewpoints affect the work of teams.

CQ action: Adjust to cultural differences and leverage diversity into results.

Leaders can increase their teams CQ by encouraging curiosity,  listening, respect and “perspective-taking” among diverse team members. Drawn from real-life examples, Livermore demonstrates that innovation is fueled by cultural intelligence and the ability to see things from others’ perspectives. Encouraging employees to consider their co-workers’ points of view and to mix their colleagues’ perspectives with their own can pave the way to developing innovative solutions that borrow from many ideas and work for everyone.

What advice do you have for increasing your team’s or your own cultural intelligence?

Anita Rios

Connections and inclusion

As an introvert I am not always comfortable making connections at work, even though people naturally listen to me and accept me. After all, as a white male I am a member of the dominant culture and I am automatically included. The same is not true for employees with a diverse background or from a non-dominant culture. They struggle to be included.

A recent article, Diversity and Authenticity, in the March-April 2018 Harvard Business Review highlights that “decades’ worth of studies have shown that similarity attracts – a phenomenon known as homophily.” The study focused on the reality that “disclosing elements of one’s personal life and forming social connections are easier within one’s own group than they are across a demographic boundary like racial background.” In other words, it is easier to hire a diverse team than it is to ensure that everyone feels included.

The authors suggest three strategies to break down the barriers to inclusion.

  1. Structure – Introduce structure and clarity to team events to facilitate shared and equal opportunities to talk to all team members. Define roles and reasons for activities and clarify the expectation of non-judgmental listening.
  2. Learning – Role model and facilitate a learning approach to dialogue rather than a statement-driven approach. Research indicates that genuine curiosity and open questions make it easier to share stories across differences and make an emotional connection.
  3. Mentorship – Utilize informal “buddies”, mentors and employee resource groups to facilitate relationship building for both new hires and employees from marginalized groups. These more experienced colleagues can help break down social barriers, provide background information, context and make introductions.

Leaders can build inclusion by helping team members make connections across their differences.

Todd Thorsgaard

Don’t touch the brakes!

I may have been driving a little too fast but the snow wasn’t coming down too hard. Then I hit the bridge section, lost traction and started sliding. I had made a mistake and was heading for a crash. Luckily my dad had taught me how to not overreact and what to do when sliding on ice. Don’t touch the brakes, steer into the slide and accelerate a little to maintain traction. My heart was racing but I straightened out and avoided a crash. As a leader, how you react to mistakes is also a crucial skill to learn.

As they say, mistakes will happen and your response to your own mistakes and the mistakes made by your team will either help build trust or slowly chip away at your integrity. It is easy to list what not to do – (Don’t touch these brakes):

  • Ignore
  • Blame
  • Point fingers
  • Deny
  • Deflect
  • Minimize
  • Rationalize
  • Overreact

More difficult is to steer into the mistake. Based on my own experience, and a few ideas from Kristen Beireis, a coach who specializes in trust-building, the following actions can help you avoid turning a mistake into a crash.

  1. Acknowledge it or admit it – as hard as it may be this is the starting point to correcting any mistake.
  2. Offer to fix or make good – it may cost you money or time or prestige but often a simple offer to honor or fix a mistake will go miles.
  3. Support your people and help them find a solution – resist searching for the cause immediately and support your people and encourage them to focus on first correcting the mistake. You can work together later to search for causes.
  4. Follow through – demonstrating commitment and follow-through is crucial after any mistake. People will accept an earnest correction but will be skeptical if they don’t see true follow-through.
  5. Learn from the mistake – adopt the mindset of a scientist and use the mistake as a learning opportunity to make an improvement or minimize the chance of a similar mistake.

It is human nature to slam on your brakes and make a mistake worse. Responding with intention can help you recover and demonstrate integrity.

Todd Thorsgaard

 

Sharing credit

“A good leader takes a little more than his share of the blame, and a little less than his share of the credit.” – Arnold H. Glasow

In your leadership role, when someone gives you credit, do you simply take it? Or do you generously share credit with others and acknowledge their contributions? It can take a lot of discipline to pass on credit to others, but that’s what good leaders do.

Giving credit builds loyalty among employees. It builds others up and lets them know that they are part of a team. And most importantly, people want to work with leaders who credit their colleagues and team members.

In his HBR article on giving credit, executive coach and OD consultant Ben Dattner provides three tips for leaders:

Give credit where credit is due.  This may sound obvious but it doesn’t always happen in highly political and hierarchical organizations. People often get credit based upon their power, not their actual contributions. Look at your team to identify the biases that cause some people’s work or ideas to be overvalued or undervalued. Then make sure the right people are getting credit.

Credit team members for crediting one another.  Incentivize your team members to acknowledge and appreciate others’ contributions. This “expansion” of credit enhances team cohesion and trust, promoting more and better collaboration. Encourage sharing credit at team meetings and discourage those who take too much undue credit themselves and deflect blame onto others.

Avoid the temptation to blame. When setbacks occur, it’s natural to look for a scapegoat or a rationalization. But this diminishes your team’s social capital. You should instead give everyone (even those outside your team) the benefit of the doubt and consider all the complex factors that may have directly or indirectly contributed to poor performance or bad outcomes. Encourage your team members to do the same by reminding them of their long-term shared interests and goals.

At my last team meeting, rather than having everyone share their own “good news” about recent accomplishments, I asked each team member to share what they appreciated about one other team member’s contributions. It was a great way to learn more about how we are each impacting each others work in a positive way. It also reinforced that we work collaboratively in our team and rely on each other to accomplish our goals.

What strategies do you have for giving credit to others?

Anita Rios