This blog concerns
Intentional Change Theory (ICT) at the team level. For those not familiar with
ICT, ICT provides a framework in which change can be implemented that provides
for a smooth transition, where change is meaningful, and where change becomes a
‘lasting’ change and not an overnight sensation that people quickly forget
about. How many of you have had dreams of becoming ‘in-shape’ only to have your
exercise equipment gathering dust or serving as a place to hang things? Started
a project that you were crazy about for a couple of days that eventually fell
into a filing cabinet (real or imagined)? You get the idea.
The framework that
outlines ICT has five components that are essential to lasting change (Boyatzis
& McKee, 2005, page 89):
1. Ideal Self – Who do I
want to be?
2. Real Self – Who am I?
3. Learning Agenda – Build
on strengths while reducing the gaps
4. Experiment with new
behavior – Practice
5. Develop Trusting
Relationships – Provide support and encouragement
Where many people (if
not most) fail is in developing trusting relationships. Think back to all of
your previous desired changes that you consider failures. Where did your change
effort go wrong? Boyatzis & McKee (2005) offer this insight “As you begin
to engage in intentional change, you need to involve other people – connection
is essential. (p. 103). Boyatizis & Mckee end this thought with this “In
this sense, our relationships are mediators, moderators, interpreters, sources
of feedback, and sources of support, and they give us permission to change and
learn. They may also be the most important source of protection from relapses
or returning to our earlier forms of behavior.” (p. 104).
The importance of
developing trusting relationships in instituting a meaningful lasting change in
my opinion cannot be understated. One doesn’t have to look very far or hard to
see evidence of this assertion. Organized religion and the support networks
they offer provide some clear examples of how people can experience lasting
change. This foundation for ICT at the individual level an also be applied to
changes at the team level with a few modifications to the Boyatzis & McKee
(2005) model:
1. Ideal Team – Who do we want to be?
2. Real Team – Who are we?
3. Learning Agenda – Build
on strengths while reducing the gaps
4. Experiment with new
behavior – Practice
5. Develop Trusting
Relationships – Provide support and encouragement
Comparing the Olympic US
Women’s Soccer and US Men’s Basketball ‘Dream Team’ of 2000 and 2004 provides a
good example of the five essential components of ICT. In case you do not
remember, the US Women’s Soccer team won silver in 2000 and gold in 2004. The US
Men’s Basketball team won gold in 2000 and bronze in 2004. The men’s 2004 team
was nicknamed the “Nightmare Team” for losing more games than any previous ‘Dream
Team’ (Limpert, 2011). Yet while these results were very good for both teams,
the women’s teams were viewed as over achievers and the men’s teams as under achievers
as evidenced by the nickname ‘Nightmare Team’! Discovering why was the US Men’s
Basketball Team of 2000 and 2004 was largely considered a failure and why the US
Women’s Soccer Team a success, is relatively easy when filling in the five ICT components
for each team.
Both teams vision of the
ideal teams was the same in that they wanted to win a championship. In
examining who they were, the men were the best basketball players on the planet
and expected to win it all while the women were “good enough” to win it all.
When examining the third component, the learning agenda – practice, there is a
stark difference. The women had been playing together international tournaments
for many months and had more time to identify their strengths and weaknesses
and fill in gaps as needed. The men did not have this luxury. Additionally, by virtue
of being together for a significant amount of time, the women had a decided
advantage of practicing together and honing their skills as one unit. Finally,
the extra time the women had allowed for them to develop trusting relationships
and support networks.
This type of analysis is
possible for any team results and can really help understand the perceived
failures and success of team products or outputs. Compare this type of analysis
to the one Limpert (2011) provides on why the 2004 team was a ‘failure’ “The
fall of the Dream Team can be explained simply: Its members played like stars,
not like a team, resting on their successes, not the task at hand. Some would
say the Dream Team began to take its dominance for granted.” Is it
really just that “simple” as Limpert suggests? Limpert’s explanation places
blame squarely on the players while a more comprehensive analysis using ICT identifies
several other areas that could be contributing factors. But wait there is more.
Akrivou, Boyatzis, &
McLeod (2006) assert that embracing complexity theory, small group research
literature, and the effects of positive and negative emotion is needed as a way
to understand change in human groups (689). While examining the perceived successes
and failures of any team can be measured against the components of ICT, Akrivou
et al (2006), assert that to fully understand group ICT, the application of
complexity theory, small group research literature, and the effects of positive
and negative emotion is required. My assertions as to why the US Women’s Soccer
team was viewed a success and the US Men’s Basketball team can be challenged
when considering Akrivou et al (2006).
For example, all of
those factors listed that were not providing benefit to the men’s team (practice
time, time to build relationships, etc.) could have been negated by positive emotions,
a tipping point, or a more productive norming stage. Because the nature of
teams and organizations are so complex and maintaining its balance can be
fragile, it is natural that a small change in one attribute can lead to the
overall success or failure of the team and organization. This is also known as
a tipping point or bifurcation (Oblensky, 2014, 82). Further exploration as to
how the components of complexity theory and positivity on team dynamics should
reveal additional ‘aha’ moments.
References:
Akrivou, K., Boyatzis,
R., McLeod, P. (2006). The evolving group: towards a prescriptive theory of
intentional group development. Journal of Management Development, Vol. 25 Iss 7
pp. 689 - 70.
Boyatzis,
R., & McKee, A. (2005). Resonant
leadership: Renewing yourself and connecting with others through mindfulness,
hope, and compassion. Boston, MA: Harvard Business Press.
Limpert,
C. (2012, Jul). Lessons from Basketball's Olympic "Dream Team". Retrieved from Inc.com: http://www.inc.com/olympics/caroline-limpert/how-to-lead-a-team-of-superstars.html.
Obolensky,
N. (2014). Complex adaptive leadership:
Embracing paradox and uncertainty. Burlington, VT: Gower Publishing
Company.
