In a recent workshop I ran on Interaction Styles I had the group working collectively at a case problem to solve. There was a lot of information and idea sharing and a lot of cross-talk, some of it in sub-groups around the table. At times it became rather chaotic and the effectiveness of the group’s process dipped. Nevertheless, they persevered and managed to complete it accurately just as allotted time expired.

During the facilitated debrief discussion an interesting issue emerged. One woman said that, when the process seemed to hit its highest point of chaos, she sorely wanted to get up, grab a marker, approach the flip chart, and start leading her colleagues by capturing what they were saying and organizing it into a coherent strategy to solve the problem more quickly.

I asked her, “Why didn’t you do that?” She replied, “Because I didn’t want them to think I was being too controlling. I wanted them to see me as a team player.” Notice the assumption she had made about how they would perceive her well-intentioned act to contribute her particular strength (organizing) to the success of the group effort.

I turned to the group and asked them, “If she had stepped up and done this, (1) would you have seen it as controlling and not being a team player and (2) would it have helped you solve the problem faster than you did?” They all agreed that they would have appreciated, not resented or judged, her action and that it would indeed have helped them perform better.

This was what we in the training field call a “teachable moment.” The woman who had hesitated to step forward in the exercise learned to question her assumptions and, if her spirit of intent is genuine, to take the risk of contributing where she has a skill. The group learned the importance of making it OK (i.e. safe) for individual members to step forward and take such risks. Both innovative thinking and improved group performance requires this.

Have you made it clear to your staff that will support them when they bring their particular skills and perspectives forward when they have an idea or a better way to proceed? You may think you have but don’t assume that they have received the message!