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Undiscussables, Leadership and the Role of the Consultant

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Undiscussables, Leadership and the Role of the Consultant AUTHENTIC TEAMmG: UNDISCUSSABLES, LEADERSHIP AND THE ROLE OF THE CONSULTANT Mary Ann Archer A thesis submitted in conformity with the requirements for the degree of Doctor of Education Department of Adult Education. Community Development & Counselling Psychology Ontario hstitute for Studies in Education of the University of Toronto @ Copyright by Mary Ann Archer 2000 National Library BiMiitheq~nationale 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographques The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microfom, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts Erom it Ni la thèse ni des extraits substantiels may be printed or othewise de celle-ci ne doivent être imprimés reproduced without the author' s ou autrement reproduits sans son permission. autorisation. AUTaENTIC TEAMING: UNDISCUSSABLES, LEADERSEFIP AND THE ROLE OF THE CONSULTANT Mary Ann Archer, Doçtorate of Education, 2000 Department of Adult Education, Community Development & Counselling Psychology Ontario Institute for Studies in Education of the University of Toronto Abstract This qualitative study explores the impact on a team and its members of leaming how to work with the underlying and hidden dimensions of their interpersonal interactions and behaviours. Using an action research approach, the researcher/consultant worked, over a ten month period, with the senior management tearn of a subsidiary Company in a large financial institution. The expectation was that taking a tearn through such a process would result in members king able to have more honest conversations with fewer "undiscussables." It was further hoped that the increased openness would result in enhanced tearn performance and improved business results. The team was observed and members interviewed before and after an intensive psychodynamic teambuilding process. The latter included one and two-day offsite teaming sessions in which tools and concepts which would assist members in having more candid conversations were introduced. Process observation at team meetings was also included. The impact of the teaming process was rnixed. Most members became more aware of their defensive patterns in team interactions. Some were already integrating their learnings in other tearn settings. At the tearn level, the results were less clear. Sorne felt that mernbers had been better able to corne together in a most challenging business environment because of the teaming process, and more specificaiiy, because of their increased abiiity to surface difficult issues and dialogue more openly. Al1 members saw the value of this type of work and those who questioned the benefit at the team level attributed the results to an extreme "life and death" business situation. Factors which influenced the tearn's level of success were the psychodynamic defenses that were operating, the role of and mental models attachai to the leader, and the tearn context including a flawed team structure. An in-depth analysis of the complex role of researc her/consultant was an integral part of the researç h, A sirnilar study in a more stable business environment might yield additional information. Research into the readiness of organization development consultants and leaders to work at this level is also recornrnended. iii Acknowledgments The doctoral thesis journey has ken, for me, like no other. It has required starnina. determination, a will of iron and tremendous patience in the face of many obstacles. It has also offered me an opportunity both to expand professionally, and to rekindle the enthusiasm for learning that one sees in the young child who is discovenng the world for the fust tirne. WhiIe the journey was often a solitary one, 1 could not have reached my destination without the support and encouragement of many people. My thesis supervisor, Dr. Marilyn Laiken, was instrumental in so many ways. 1 am indebted to her for encouraging me to enroll in the doctoral program, for king a gifted teacher in a number of courses, for leading the way as an organization development consultant, for always believing in me and for encouraging me to pursue what 1 was passionate about. Dr. Bill Alexander brought rigor to my wnting and unwavering enthusiasm and excitement for my topic. His lust for life and never-ending delight in and cornmitment to lifelong learning has been an inspiration to me. Dr. J. Gary Knowles was willing to take a risk and work with someone he barely knew on an unfamiliar topic. 1 will always appreciate that he msted his instincts that we would work weI1 together. Both Gary and Bill were instrumental in encouraging me to add "life" to my writing and tell my story. My thesis "buddies," Dr. Lorrie Clemes Treleaven and Dr. Susan Geary, were Iifelines at so many points dong the way. Their willingness to read and re-read. offer endless suggestions and "buck me up" when 1 was ready to give up, was instrumentai to my finishing. 1 owe much to Loretta Brill and Ray Gordezky, my organization development paruiers and close friends. Each of hem has influenced me in so many ways, and informed my thinking and writing significantly. Frances Harwood, my soul-sister, colleague and fiiend has marked so many of my life passages. Sharing our meditation practice throughout the course of the thesis writing has provided me with an unwavering cornmiunent to stay present to the experience. Sheila Legon, a longtirne fiend and colleague, was instrumental in helping me find my participant group. Other people who offered valuable support at points dong the way include Sue Griggs and John Freeman. My parents, Audrey and Floyd Honey, have been an inspiration to me throughout my life. Their thirst for knowledge and their unwavering commitrnent to learning and personal development is tmly a hard act to fouow. 1 will be forever indebted to my imrnediate farnily. Both Robin and Adam were my cornputer experts, bailing me out on countless occasions. Adam, espeçially in the final months, demonstrated patience and tolerance for the lack of home-cooked meals, and Robin becarne the expert grocery shopper. My gratitude to Rdis hard to express. 1 am thankful both for his supenor editing ability and for his willingness to take over many of the previously shared household tasks. More importantly, 1 am moved by and grateful for his unwavenng support of and confidence in my doing whatever 1 have needed, in my ongoing quest for personal and professional development. Finally, 1 am indebted to the members of my participant group for king willing to embark on this journey with me. In an environment of constant crisis and turbulence, they demonstrated a continuing commitrnent to my completing the research study. My hope is that they will take take away insights and leamings that will impact them both personally and pro fessionally. Table of Contents .. Abstracr .............................................................................................................-.......... u Tables ........................................................................................................... x Figures ....................... ,. ......................................................................... ....xi CHAITER ONE: SETITNG THE STAGE......................................................... 1 Beginning the Joumey ........................................................................................... 1 How the Literature Supported my Thinking ............................................................ 3 The Decision to Work at the Team Level ............................................................... 8 Purpose of the Study.................... .. ............................................................. 9 Limitations of the Study ....................................................................................... 11 CHAPTER TWO: WHAT OTHERS HAVE SAID.............................................. 12 Team Dynamics.................................................................................................. 12 Open Communication ................................................................................. 13 The Impact of Undiscussables ..................................................................... 17 Origin of Undiscussables ............................................................................ 19 Sensemaking and the Role of Mental Models........................................................ 26 Individual Mental Models ........................................................................... 27 Tearn Mental Models................................................................................... 28 Working with Mental Models...................................................................... 31 Psychodynarnic Theory and Team Functioning..............................................-... 36 Concept of Self ........................................................................................... 36 Defenses Against Anxiety .........................................................................
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