Chapter Ten
Diagnosing and Intervening on the Mutual Learning Behaviors
One of the most common interventions you make using mutual learning is to intervene when group members are reducing their effectiveness by not using the mutual learning behaviors. In this chapter, I give verbatim examples of how to use the mutual learning cycle to make these interventions. Before offering the verbatim examples, I describe how intervening on the eight behaviors differs from intervening with other group ground rules and the agreement you need to reach with the group before making these interventions effectively.
How Mutual Learning Behaviors Differ from Many Ground Rules
The mutual learning behaviors may differ from other ground rules or behaviors you have seen or used. Many groups have a set of ground rules they use to help their group work effectively. As a consultant, you may also have a set that you suggest that the group use.
The mutual learning behaviors differ from some other ground rules in several ways. First, some other behaviors or ground rules focus on procedural matters: “Start on time and end on time,” or “turn off mobile phones.” Procedural behaviors are useful, but they don't help the group create productive conversation. Second, some other behaviors describe some desired behavior but at an abstract level, such as “treat everyone with respect” or “be constructive.” These ground rules often focus on outcomes without identifying the specific behavior that enables members to treat others with respect or to be constructive. As a result, these ground rules can create problems if group members have different ideas about how to act respectfully. For some group members, that may mean not raising any concerns about individual members in the group; for other members, it may mean the opposite. Third, some other group or consultant ground rules are often based on unilateral control, such as the common ground rule, “praise in public; criticize in private.” Unilateral control ground rules usually create the opposite result the group is seeking to create.
Contracting to Intervene on Mutual Learning Behaviors
Before you can intervene in the group to help it use the mutual learning behaviors, you need an agreement with the group to make this kind of intervention.
Contract Questions to Answer
To reach this agreement, the group needs to answer three questions:
- Does the group want you to intervene when you see them using behavior that could be more effective if they used mutual learning behaviors instead?
- Does the group want to take responsibility for using the mutual learning behaviors themselves?
- Does the group want to adopt the mutual learning behaviors as their own group ground rules?
Let's look at how the group's answers to these three questions affect how you work with them.
The group's answer to the first question is really about whether it wants to work with you, assuming that an essential part of your approach is to use the eight behaviors to diagnose group behavior and intervene with it. This includes asking group members to use the behaviors when you think doing so improves the process. You can't use a mutual learning approach without doing that. If the group doesn't want you to use the mutual learning behaviors, it is essentially saying that it doesn't want to use your approach.
If the group's answer to the first question is yes, then the answers to the second and third questions determine how you will intervene to help it use the mutual learning behaviors. Just because you're using the mutual learning behaviors to help the members become more effective doesn't mean that they want to use those behaviors on their own. If the group wants you to help them use the mutual learning behaviors but doesn't want to take responsibility for using them on their own, they are asking you to do basic facilitation. However, if the group wants you to help them use the eight behaviors and wants to take responsibility for using them themselves, you are doing developmental facilitation. If the group wants to adopt the mutual learning behaviors as their ground rules, they are making a formal commitment to themselves as a way of operating.
Helping a Group Decide Whether to Use the Mutual Learning Behaviors as Their Ground Rules
In the first two editions of The Skilled Facilitator, I refer to the mutual learning behaviors as ground rules. The term ground rules stems from the special rules that apply to a particular ballpark, originally called grounds. Unlike most sports, the playing area in baseball extends to the outfield fence and the seating in foul territory area. Because each baseball park is uniquely designed with different fences, railings, and domes, there need to be specific rules that address how to handle situations when the features of that ballpark (that is, grounds) interact with the play of the ball.1 In this edition, I changed the term to recognize that the mutual learning behaviors are not a group's ground rules until that group has agreed to use them as such.
To help a group decide whether it wants to adopt the eight behaviors as its ground rules, you can distribute the free article “Eight Behaviors for Smarter Teams” located on the Roger Schwarz & Associates website at www.schwarzassociates.com/resources/articles. Then you can talk with the group about how the eight behaviors can increase the group's effectiveness, how the group would use them, and how you would help the group use the behaviors. You can also be curious and ask about concerns that it has about using the behaviors. This conversation is part of contracting with the group, which I discuss in detail in Chapter 13.
Why I Don't Ask Groups to Develop Their Own Ground Rules
Sometimes facilitators and consultants ask me why I don't recommend that groups develop their own ground rules. They reason that members commit to behaviors they develop and that they can develop useful ones. I have several reasons for introducing a set of behaviors rather than asking the groups to create them.
First, as a facilitator and consultant, I know that groups hire me for my process expertise—that includes knowing what kind of behavior helps a group become more effective. Because I use these behaviors as the core of my diagnosis and intervention, changing the behaviors would also mean changing the types of behavior that I diagnose and intervene on.
Second, in my experience, members are often not able to identify behaviorally specific behaviors—the kind needed to improve group process. In addition, they sometimes generate behaviors that are designed to unilaterally protect themselves and others and reduce the group's ability to make a free and informed choice.
Third, I don't assume that members have to develop the behaviors themselves to be committed to them as ground rules; rather, I assume that they can be committed to them if they make a free and informed choice to use them.
Finally, in basic facilitation, a group is reasonably asking the facilitator to manage its process. Asking a group to develop its own ground rules—ones that are behaviorally specific and based on research—is very difficult for the group to do, takes a lot of time, and may shift the group away from its primary task for which it has hired you.
Consequently, I choose to present the eight behaviors to the group, explain how they work, encourage members to raise questions and concerns they may have, and identify any behaviors they think might be missing or need to be changed. (For example, groups sometimes add a ground rule about keeping certain information confidential.) I use this approach for both basic and developmental facilitation, although in developmental facilitation, the group and I spend considerably more time exploring this issue.
If you do choose to ask the group to develop or modify the behaviors, the basic principle is that the rules should be consistent with the mutual learning mindset if you want to use the behaviors as a basis for diagnosing and intervening with the group.
How to Intervene with Basic and Developmental Facilitation
In both basic and developmental facilitation, you use the mutual learning cycle to intervene on mutual learning behaviors, but you intervene differently. One difference is that in basic facilitation, you state your inference about the mutual learning behavior you saw wasn't being used. In developmental facilitation, you are more likely to ask the group members what they saw that was inconsistent with mutual learning behaviors. A second difference is that in developmental facilitation, you often help the group members explore the mindset they were using to generate that behavior. In basic facilitation, you are less likely to intervene on the members' mindset that is generating ineffective behavior.
Exhibit 10.1 Intervening: Using Basic Facilitation
| 3. Choose: I think it's important that Ted confirm whether his direct reports are, in fact, withholding information and whether it's for the reason he is thinking. In addition, if he left the meeting, that would seem to address the symptom rather than the root cause. | 4. Test Observation: “Ted, you said, ‘I think I should leave the meeting so that the group can talk among itself. I sense you're holding back saying things because I'm your boss.’ Did I get that right?” [if yes, continue] |
| 2. Make Meaning: I'm inferring that Ted is inferring that people are withholding relevant information and that he is attributing it to the fact they are concerned about sharing this information with him because he is their boss. | 5. Test Meaning: “I'm thinking that your conclusion that they are holding back and that it's because you are their boss are untested inferences. Do you see that differently?” [If Ted agrees, continue.] |
| 1. Observe: Ted [the team leader] says, “I think I should leave the meeting so that the group can talk among itself. I sense that you're holding back saying things because I'm your boss.”Marlene says, “No, I think you should stay.”Sue says, “Yeah, stay. It's not an issue.” | 6. Jointly Design Next Steps: “I think it would be helpful to share what specifically you saw that led you to infer they were holding back and what you saw that led you to attribute it to your being the boss. Then you can test whether your conclusions are accurate. What do you think about doing that?” |
Exhibit 10.2 Intervening: Using Developmental Facilitation and Asking the Group Member to Identify the Behavior
| 3. Choose: I think it's important that Ted confirm whether his direct reports are, in fact, withholding information and whether it's for the reason he is thinking. In addition, if he left the meeting, that would seem to address the symptom rather than the root cause. | 4. Test Observation: “Ted, you said, ‘I think I should leave the meeting so that the group can talk among itself. I sense you're holding back saying things because I'm your boss.’ Did I get that right?” [if yes, continue] |
| 2. Make Meaning: I'm inferring that Ted is inferring that people are withholding relevant information and that he is attributing it to the fact they are concerned about sharing this information with him because he is their boss. | 5. Test Meaning: “I'm thinking you missed an opportunity to use one of the mutual learning behaviors. Do you see it, or do you want me to share what I'm thinking and see if you agree? [If Ted identifies that he has made an untested inference and attributed it to his being the boss, continue.] |
| 1. Observe: Ted [the team leader] says, “I think I should leave the meeting and let the group talk among itself. I sense that you're holding back saying things because I'm your boss.” Marlene says, “No, I think you should stay.” Sue says, “Yeah, stay. It's not an issue.” |
6. Jointly Design Next Steps: “Yeah, that's what I was seeing. Do you see the next step or do you want me to suggest it?” |
Here are two examples, the first one using basic facilitation and the second using developmental facilitation to ask the group member to make his own diagnosis.
Intervening on the Mutual Learning Behaviors
In the rest of the chapter, I show examples of how to diagnose and intervene when group members could be more effective if they were using the mutual learning behaviors. For each of the eight behaviors, I show one or more typical comments that a group member or members might make and how you use the mutual learning cycle to diagnose and intervene on that behavior. If you want to remind yourself how each step of the cycle works, review Figure 10.1. For more detail you can refer back to Chapters 7, 8, and 9.
Figure 10.1 The Parallel between the Diagnostic and Intervention Steps of the Mutual Learning Cycle
To save space, I have assumed that the team member agrees with the behavior that the facilitator or consultant has observed (step 4 of the cycle) and with the inference that the facilitator or consultant has made (step 5 of the cycle). In practice, if someone has a different view of the behavior or the inference you described, you stop at that point, ask how the person sees it, and proceed accordingly.
I have varied the examples to show how to skip and combine intervention steps. Each example can be thought of as a separate move that you make under particular circumstances. You combine these various moves to respond to the members' previous comments.
Behavior 1: State Views and Ask Genuine Questions
Exhibit 10.3 Asking a Member to State Views and Ask Genuine Questions
| 3. Choose: If Pat has an opinion on this, I think it's important for her to share that information explicitly so people know what she thinks and to ask others what they think. | 4. Test Observation: “Pat, a minute ago, when you asked whether people thought September was too late to roll out the new program…” [skip test to see if I heard her correctly] |
| 2. Make Meaning: From the inflection in Pat's voice, I inferred that she has her own thoughts about the question. | 5. Test Meaning: “…from the inflection in your voice, it sounded like you think September wouldn't be too late. Is that what you were thinking?” [if yes, continue] |
| 1. Observe: Pat said, “Do you really think September is too late to roll out the new program?” | 6. Jointly Design Next Steps: “I think it would be helpful to say that to the group, explain your reasoning, and ask others how they see it. Are you willing to do that?” |
Behavior 2: Share All Relevant Information
Exhibit 10.4 Asking a Member to Share All Relevant Information
| 3. Choose: I want to test this out because if the data are not monolithic, it may change people's views. | 4. Test Observation: “Amy, you said that the data support your view that people think we need to focus more on our core business.” [skip test to see if I heard her correctly] |
| 2. Make Meaning: Amy presents the data in an overall conclusion. I'm wondering whether it is conclusive at the subgroup level. | 5. Test Meaning: [skip step] |
| 1. Observe: Amy says, “The data we collected and analyzed support my view; people think we need to focus more on our core business.” | 6. Jointly Design Next Steps: “Can you tell people the specific results so people can get a fuller picture of what you found?” |
Exhibit 10.5 Asking Group Members about Their Silence
| 3. Choose: I want to check this out because if it is related to Julie's comment, that may identify an important issue. Even if it's not related, they may still be withholding relevant information that the group could benefit from. | 4. Test Observation: “I want to share an observation and get your reactions. Jennifer, Ted, and Sue, I noticed that you haven't spoken for the last 10 minutes, since Julie said, ‘It's important that the group exceed the third-quarter revenue projections.’ Did I miss anything?” [if no, continue] |
| 2. Make Meaning: I'm wondering what led them to become silent. I'm inferring that it may be related to Julie's comment. | 5. Test Meaning: “I'm thinking that you have had additional thoughts to share since Julie spoke. Am I off?” [If members agree with my inference, continue.] |
| 1. Observe: Jennifer, Ted, and Sue have been silent for a period of time. They haven't spoken since Julie, their manager, stated, “It's important that the group exceed the third-quarter revenue projections.” | 6. Jointly Design Next Steps: “Would you be willing to say what led you not to share the information?” |
Behavior 3: Use Specific Examples and Agree on What Important Words Mean
Exhibit 10.6 Asking a Member to Use Specific Examples and Agree on What Important Words Mean
| 3. Choose: I think it's important to find out what Jorge means so the group can determine if it sees it the same way. | 4. Test Observation: “Jorge, you said, ‘You guys aren't taking initiative on the project. If I don't get the tasks started, it doesn't happen.’ Yes?” [If Jorge agrees, continue.] |
| 2. Make Meaning: When Jorge says this, he hasn't said who “you guys” are, nor has he said what he means by “taking initiative.” | 5. Test Meaning: [skip step] |
| 1. Observe: Jorge said, “You guys aren't taking initiative on the project. If I don't get the tasks started, it doesn't happen.” | 6. Jointly Design Next Steps: “I think it would be helpful to say whom you mean by ‘you guys’ and give some examples of when you thought they didn't take initiative. Then people can figure out if they see it the same way you do. Any concerns about sharing that?” |
Behavior 4: Explain Reasoning and Intent
Exhibit 10.7 Asking One Member to Ask Another Person to Explain Reasoning
| 3. Choose: I think it's important for Don to see what Sandy's reasoning is, to find out if it makes sense to him or not. | 4. Test Observation: [combine with step 5 as a paraphrase] |
| 2. Make Meaning: Sandy states her conclusion without sharing her reasoning that led to it. | 5. Test Meaning: “Don, you're saying that you don't see any relationship between the software installation and people being trained by the end of the month. Have I got that right?” [if yes, continue] |
| 1. Observe: Sandy said, “We won't be able to have all the team members trained in managing conflict by the end of the month, given the new software system that's being installed.” Don said, “I totally disagree; the two are completely unrelated.” | 6. Jointly Design Next Steps: “I'm thinking that if you asked Sandy, she could explain how she sees them as being related. Are you willing?” |
Exhibit 10.8 Asking a Member to Explain His Reasoning
| 3. Choose: I think it's important for Erik to share his reasoning so that others can understand it and can see whether it makes sense to them. | 4. Test Observation: [skip step] |
| 2. Make Meaning: Erik has stated his conclusion without sharing the reasoning he used to arrive at it. | 5. Test Meaning: [skip step] |
| 1. Observe: Erik said, “I've thought about everything people have said, and I think it makes the most sense to charge our services back to our internal customers.” | 6. Jointly Design Next Steps: “Erik, would you be willing to share with the group how you arrived at your conclusion? I'm asking because I think it will help people understand how you used their comments to reach your conclusion.” |
Behavior 5: Focus on Interests, Not Positions
Exhibit 10.9 Asking Group Members to Identify Their Interests
| 3. Choose: I think it's important for them to state their interests so they can find out whether their interests are compatible and, if so, how to craft a solution that meets all of them. | 4. Test Observation: “Hans, you said you want to outsource the printing rather than do it in-house. Yes? And Ellen, you said you want to keep it in-house. Is that correct?” [If both agree, continue.] |
| 2. Make Meaning: When Hans and Ellen say this, they state their positions but not their underlying interests. | 5. Test Meaning: “I understand the solution that each of you is proposing, but I don't yet know what your underlying needs are that have led you to propose your solutions.” [skip test for different views] |
| 1. Observe: Hans said, “I want to outsource the printing rather than do it in-house.” Ellen said, “No, we need to keep it in-house.” | 6. Jointly Design Next Steps: “Can each of you say what it is about outsourcing it or keeping it in-house that's important to you? I'm asking because if you know each other's underlying needs, you may be able to come up with a solution that works for both of you.” |
Exhibit 10.10 Helping Group Members Think about Their Interests
| 3. Choose: I think it's important to intervene because if my inference is correct, they will probably need some help thinking about interests. | 4. Test Observation: “I want to share what I've been seeing and suggest a different approach, if it makes sense to you. I've been asking you to identify your interests, and when you responded, you said [quotes some of the members' comments]. Yes? [if group agrees with the paraphrase of behavior, continue] I've said that you were still identifying positions.” |
| 2. Make Meaning: I'm inferring that group members are having difficulty thinking about what an interest is. | 5. Test Meaning: “I'm thinking that you are not sure what I mean by interests and that it would be helpful for me to walk you through identifying your interests. Am I off the mark?” [Continue if everyone agrees with the inference.] |
| 1. Observe: When group members are trying to agree on how to redesign the vendor procurement process, they have repeatedly returned to describing their positions instead of focusing on interests. For example, Darnell has said, “We absolutely need to use the same software we currently are using.” Elsie has said, “No, we just need to have people handle a project from start to finish. No handoffs.” And Dahlia has said, “None of that matters. We need to develop a preferred vendor list.” | 6. Jointly Design Next Steps: “Okay. One way to identify your interests is to work backward from your positions or solutions. Think of the solution you have been proposing for this problem. Now ask yourself, ‘What it is about my solution that's important to me? In other words, what is the need I'm trying to address in my solution?’ For example, Darnell, is it that using the current software reduces the learning time to get people up to speed? Is it that the current system is also integrated with the rest of the ERP software? Or something else? Are there any questions about how to identify your interests? [if no, continue] Okay, are you willing to start to identify your interests?” |
Behavior 6: Test Assumptions and Inferences
Exhibit 10.11 Asking Someone to Test an Inference He Is Making
| 3. Choose: I think it's important for Ellis to test this out because it affects the project deadline. | 4. Test Observation: “Ellis, I want to check something out. I think you said, ‘We have to extend the project deadline because we'll need to restaff the project after peak season.’ Yes?” [if yes, continue] |
| 2. Make Meaning: I'm inferring that Ellis has inferred that the group will drop the temporary employees from the project after the peak season ends and that bringing on new people will delay things. | 5. Test Meaning: “It sounds like you're thinking that the temps will be laid off after peak season even if they are working on the project. Are you thinking that or something else?” [If Ellis agrees, continue.] |
| 1. Observe: Ellis said, “Don, we have to extend the project deadline because we'll need to restaff the project after peak season.” | 6. Jointly Design Next Steps: “I'm thinking it would be helpful to test that with Don, since he handles temp layoffs. What do you think?” |
Exhibit 10.12 Testing an Inference You Are Making
| 3. Choose: I want to test this because eliminating it at all sites is very different from doing it at just one. | 4. Test Observation: “Lucia, I want to check something out. I think you said, ‘Eliminating the customized service will make us less attractive.’ Did I get that right?” [if yes, continue] |
| 2. Make Meaning: I'm inferring that she means the group needs to eliminate the customized service at all sites if it eliminates it at one site. | 5. Test Meaning: “It sounds to me like you're thinking the group would need to eliminate the customized service at all sites if it eliminated it at one. Have I understood that correctly?” |
| 1. Observe: Lucia said, “Eliminating the customized service will make us less attractive.” | 6. Jointly Design Next Steps: [Step 6 is not needed if the person with whom you are intervening is also the person about whom you are making the inference.] |
Exhibit 10.13 Testing an Inference You Think Someone Is Making about You
| 3. Choose: I need to test this because my effectiveness depends on their perceptions of me. | 4. Test Observation: “Drew, I want to check something out. When you said, ‘We wouldn't be so far behind schedule in this meeting if we didn't have to look at everything we're saying…’” [skip testing to see if Drew agrees he said this] |
| 2. Make Meaning: I'm inferring that Drew thinks my facilitation is slowing the group down unnecessarily. | 5. Test Meaning: “…I inferred that you think it's my facilitation that is unnecessarily slowing the group down. Are you thinking that?” |
| 1. Observe: Drew said, “We wouldn't be so far behind schedule in this meeting if we didn't have to look at everything we're saying.” | 6. Jointly Design Next Steps: [If Drew says yes, then the facilitator says, “Can you say what you see me doing or not doing that's slowing the group down? I'm asking because I'm not seeing that, but I may be missing something.”] |
Behavior 7: Jointly Design Next Steps
Exhibit 10.14 Jointly Deciding Whether the Group Is on Track and What the Next Step Is
| 3. Choose: I need to check it out because either Larry has changed the group's focus unilaterally or I am missing the connection between performance standards and his comment. | 4. Test Observation: “Larry, I want to check if you've switched focus. A minute ago, the group was discussing performance standards and you said, ‘I think we need to figure out who will fill the open position we have.' Yes?” [if yes, continue] |
| 2. Make Meaning: I don't see the relationship between performance standards and Larry's comment. I wonder whether Larry is on the same topic or whether he has switched focus? | 5. Test Meaning: “I don't see the relationship between performance standards and your comment, but I may be missing something.” [skip test for agreement] |
| 1. Observe: The group was discussing performance standards when Larry said, “I think we need to figure out who will fill the open position we have.” | 6. Jointly Design Next Steps: “Can you say how your comment is related, or if it's not, can you talk with the rest of the group about which topic you want to discuss?” [I skipped the statement and moved directly to the question.] |
Exhibit 10.15 Asking Someone to Propose a Joint Design for Testing a Disagreement
| 3. Choose: If I intervene, I can help them jointly design a way to find out what the situation is. | 4. Test Observation: “Let's see if you can figure out a way to resolve your differences. Gareth, you said, ‘The product meets our error tolerances.' Correct? And Leila, you said, ‘The product is outside your specs.' Yes?” [If both agree, continue.] |
| 2. Make Meaning: Both Gareth and Leila seem convinced that their data are valid. Unless they agree on this issue, I don't think they will be committed to a solution. | 5. Test Meaning: “It sounds to me like the two of you need to agree on this in order to get a solution that both of you are willing to support. Am I correct?” [if yes, continue] |
| 1. Observe: Gareth said, “The product meets our error tolerances.” Leila responded, “No, it's outside our specs.” | 6. Jointly Design Next Steps: “Would you be willing to jointly design a way to test out whether the product is within the tolerances?” [if yes, continue] “Okay. Do either of you have an idea how you could design the test so both of you consider it a valid test?” |
Exhibit 10.16 Helping the Group Manage Its Time
| 3. Choose: I need to intervene so the group can make a choice about how it uses its time. | 4. Test Observation: “You agreed to discuss this topic for two hours until ten-twenty. It's now ten-fifteen…” |
| 2. Make Meaning: [no inference needed] | 5. Test Meaning: “…and it looks to me as if you haven't yet identified a solution that will meet the interests you've identified. Does anyone see it differently?” [if no, continue] |
| 1. Observe: The group is about to exceed the amount of time it agreed to spend on a topic. | 6. Jointly Design Next Steps: “If you continue working on a solution, I think it will be difficult to accomplish the last task on the agenda, given that you have taken about a half-hour longer than you allocated for each issue.” [skip test for different views] “What are your thoughts about continuing your discussion, moving on to the last topic, or taking some other approach?” |
Exhibit 10.17 Helping a Group Member Test for Agreement
| 3. Choose: I need to intervene because if Ian or Leslie doesn't agree and Chen thinks they do, there is a misunderstanding. | 4. Test Observation: “Chen, you said, ‘We've got agreement.' But I didn't hear what you were asking for agreement on, and I didn't hear Ian or Leslie say they agreed. Did I miss something?” [if no, continue] |
| 2. Make Meaning: I'm inferring that Chen did not yet get agreement from everyone. | 5. Test Meaning: [skip step] |
| 1. Observe: Chen said, “We've got agreement.” I didn't hear Bart say what he was seeking consensus on, and I didn't hear Ian or Leslie say they agreed. | 6. Jointly Design Next Steps: [skip statement part of step] “Would you be willing to say what you're asking for agreement on, and ask Ian and Leslie if they support it?” |
Exhibit 10.18 Checking Whether a Group Member's Expressed Support Is Genuine
| 3. Choose: I need to intervene because if she is responding to pressure, she is not making a free choice. If she has changed her mind, it would help the group to understand what led her to change. | 4. Test Observation: “Adi, in the past hour, you have expressed concerns about implementing the proposed program and have identified some interests that may not be met by implementing it in its proposed form. For example, you've said, [quote Adi's comments]. Have I captured that accurately?” [if yes, continue] Just now, you said ‘Okay, I'll support it,' but I didn't hear you say what's changed that led you to change your view. Did I miss that?” [if no, continue] |
| 2. Make Meaning: I'm thinking that she might be feeling pressure to support the proposal. | 5. Test Meaning: I'm thinking that either you have heard some things that have led you to genuinely change your view or that you might be feeling pressure to support the proposal now.” [skip test part of step] |
| 1. Observe: Adi previously expressed concern about the proposal but has now said, “Okay, I'll support it.” | 6. Jointly Design Next Steps: [skip statement part of step] “Can you say what led you to support the proposal now?” |
Behavior 8: Discuss Undiscussable Issues
Exhibit 10.19 Identifying a Possible Undiscussable Issue
| 3. Choose: I think it's important to raise this because if my inference is right, and Stephanie, Bob, and Juan's team has a concern about Allison that she doesn't know about and Stephanie, Bob, and Juan may have a problem getting their needs met that they don't seem able or willing to address. | 4. Test Observation: “I want to share some observations, raise what may be an undiscussable issue, and get your reactions. My intent isn't to embarrass anyone or to put anyone on the spot but to help you create the more effective working relationship you said you need. During this meeting, several of you—Stephanie, Bob, and Juan—have commented that your team needs some consultation on improving service quality. Am I correct?” [if yes, continue] “And each time Allison has offered her HR team to provide the service, at least one of you has said that the HR team is already overcommitted to other important work. Am I off?” [if yes, continue] “Stephanie and Bob, I also noticed one of you looking at the other before declining HR's offer. Yes?” [if yes, continue] |
| 2. Make Meaning: I'm inferring that Stephanie, Bob, or Juan has some concern about HR providing them consultation and may also be concerned about discussing that concern. | 5. Test Meaning: “From all of this, I am inferring that at least the three of you may have some concern about HR's providing the consultation. Is that what you're thinking, or is it something else?” |
| 1. Observe: During the meeting, Stephanie, Bob, and Juan said that their team needs some consultation on improving service quality. Several times, Allison has said her HR team can provide the service, and each time, Stephanie, Bob, or Juan said the HR team is already overcommitted to other important work. Stephanie and Bob also looked at each other before declining HR's offer. | 6. Jointly Design Next Steps: [If Stephanie, Bob, or Juan agree that they have a concern, I will then ask them to explain their concern to Allison. If they say they don't have a concern, then I will say, “Okay. I'm still puzzled. If you're telling Allison that she's already overcommitted, and then you're looking at each other doesn't mean that you have concerns about HR, can you help me understand what it does mean?”] |
Summary
In this chapter, I have explained the need to reach an agreement with the group about whether and how you will intervene when you infer that the group can improve its effectiveness by using the mutual learning behaviors. I have given verbatim examples of how to diagnose and intervene on each of the eight behaviors. The course of your intervention depends on whether the group member or members agree with your observation and inference. Whether you choose to skip or combine intervention steps or a part of a step depends on a number of factors.
In the next chapter, I will describe how you can use these interventions to help a group improve the ability to use any process tools its members are working with.