A Coordinator's Case Study - Making a Plan

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    • 00:07

      JENNIFER ABRAMS: As you're moving forwardinto a hard conversation that we'regoing to think about right now, give mejust a little bit of context about a hard conversationthat you'd want to plan.

    • 00:17

      MYLENE KEIPP: We had a reorganization in our system.There's new leadership, there's new teams.Luckily my team is amazing, because there's 10 of us,and seven of us came from the previous system.I'm noticing that some of the people on the new onesmight not feel as welcome, even though we are.[Setting the Stage.

    • 00:37

      MYLENE KEIPP [continued]: What is the Context?] But I still feel like we're a littleclique.And so--

    • 00:42

      JENNIFER ABRAMS: And hard conversation'sgoing to be with somebody, or the old team,and having a hard conversation with them basically saying hey,we've got to be a bigger team that this.

    • 00:53

      MYLENE KEIPP: Right.It's hard, because it's my friend.[What are some of the tensions you feel around having thisconversation?] And so that's always when you havethe professional relationship and the personal relationship,that how do you make sure that-- OK,this is girlfriend talk now.

    • 01:03

      JENNIFER ABRAMS: Ah, OK.And this is not girlfriend talk, about howwe as a team have to make everybody included.

    • 01:09

      MYLENE KEIPP: Right.

    • 01:10

      JENNIFER ABRAMS: Let's actually go into this mapping of it.So how do you frame the problem? [What is the problem you needto discuss?] Problem is--

    • 01:18

      MYLENE KEIPP: It just doesn't seemthat there's a lot of effort, you know?I mean in terms of--

    • 01:25

      JENNIFER ABRAMS: OK.So sort of that you're not seeing from this personan intentional [What do you want to see instead?] levelof concern toward relationship-building for herand the whole team.

    • 01:41

      MYLENE KEIPP: Right.

    • 01:41

      JENNIFER ABRAMS: She's not bringing herselfwith that kind of purposefulness when she shows up.

    • 01:47

      MYLENE KEIPP: Right.

    • 01:48

      JENNIFER ABRAMS: But if we stayed global--stay global with me for just a second--and you could, in a thesis statement,articulate professionally what do you think the problem isand what you want to see instead.We've got a problem of what, and this is what we want instead.How would you frame that?

    • 02:03

      MYLENE KEIPP: We kind of operate like silos.We have our own department.The thing is, our department is part of a largerinstructional support services team,so how do we make sure that we function better together.So it doesn't matter that we have 10 rock stars, right?If we're not a good band, it doesn't matter.

    • 02:19

      JENNIFER ABRAMS: So we're moving from rock star to band.

    • 02:23

      MYLENE KEIPP: Right.

    • 02:24

      JENNIFER ABRAMS: OK.What would it look like and sound like if she wasexhibiting band-friendly behaviors as opposed to rockstar behaviors? [What are the desired behaviors you wantto see from your colleague?] So you mentioned something aboutshe would--

    • 02:36

      MYLENE KEIPP: Be more equitable with space.

    • 02:38

      JENNIFER ABRAMS: When you say equitable with space--I want to ask you a question about that--do they all have cubicles?Or is it like you get this side, you get one file cabinet?What's going on with that?

    • 02:48

      MYLENE KEIPP: It's not equal.We were all assigned spaces.So in x space, if there's two of us,we should talk about what would this 50-50 look like.

    • 02:57

      JENNIFER ABRAMS: That's right.

    • 02:59

      MYLENE KEIPP: It's not that way in some of the offices.It's, I was here before and so this is all my stuff.New person, you get whatever's left, which isn't fair.

    • 03:08

      JENNIFER ABRAMS: That's totally unfair.

    • 03:09

      MYLENE KEIPP: Another example is around-- Iknow that lunch is our break timeand it's our time to be alone, to break awayfrom work at the same time.Constantly eating by yourself or constantly--and the thing is I know people need their own personal space.At the same time, it's-- it wouldn't kill you to go eat outwith us, or it wouldn't kill you to sit in the faculty lounge

    • 03:33

      MYLENE KEIPP [continued]: with us.

    • 03:33

      JENNIFER ABRAMS: The faculty lounge with us, OK,that's fair.

    • 03:35

      MYLENE KEIPP: It's just an example of how,by not being with the group sometimes--

    • 03:40

      JENNIFER ABRAMS: Right.She's not-- and you want her to be a part of the team,and it might show and demonstrate to the new folks--

    • 03:46

      MYLENE KEIPP: Right.

    • 03:48

      JENNIFER ABRAMS: A way of being that you don't actually want.You want the whole team to be there.Is there anything that she does or says within team meetingsthat you would--

    • 03:55

      MYLENE KEIPP: Well, doesn't.I mean, that's the thing.It's like, this person knows about successful strategies.This person knows about different things,and doesn't say anything.So it's frustrating because the new people,how are they supposed to learn, and also the old folksare like, why are we always the ones talking?You know this, too.

    • 04:16

      MYLENE KEIPP [continued]: So I don't know, it's weird.

    • 04:17

      JENNIFER ABRAMS: So she's not participatingas a team member in the meetings at this point.

    • 04:23

      MYLENE KEIPP: Right.So we're just like-- part of this is like,are you ready to jump ship?Is this kind of your holding place type thing?

    • 04:31

      JENNIFER ABRAMS: She's been through trainingsaround-- another thing to say is, come on in!And all that stuff.But you're saying that it might be that she might be on her wayout?

    • 04:43

      MYLENE KEIPP: Right.

    • 04:44

      JENNIFER ABRAMS: You don't know that, though.We'd have to have an investigatory conversationabout that.

    • 04:47

      MYLENE KEIPP: Right, right, right.

    • 04:48

      JENNIFER ABRAMS: OK.Why else do you think she might notbe wanting to-- if you sent her a memo, though,and you said hey, you gotta do these things,would she pick that up?

    • 04:58

      MYLENE KEIPP: Well not from me.I'm not her boss.We're colleagues.It's not about role authority.

    • 05:03

      JENNIFER ABRAMS: If somebody did send hera memo, if there was a declaration of something,would she be able to pick it up?Is it a knowledge thing, is it a skill thing,or is it an attitude thing? [What additional knowledge,skills, or change in attitude would be needed?]

    • 05:17

      MYLENE KEIPP: Oh, attitude I would think.Yeah, definitely the person has the craftsmanshiparound these skills, knows-- wantsto move forward with lots of great things.It's just--

    • 05:26

      JENNIFER ABRAMS: Has the expertise.

    • 05:27

      MYLENE KEIPP: Yeah.

    • 05:28

      JENNIFER ABRAMS: Has the capacity to do it.All right.

    • 05:30

      MYLENE KEIPP: Right, right, right.

    • 05:31

      JENNIFER ABRAMS: So you've just said, who am I,it's not about role authority.But if you keep saying, but I'm in it with you,I'm in it with you, and you're going to have this hardconversation-- I'm trying to figure out,what could you do to show support to her?[What supports can be provided?] What support might you offerif she said, well are you in it with me?What are you going to do to help everybody?What might you actually say that you'll be more mindful of,

    • 05:53

      JENNIFER ABRAMS [continued]: or that you will also take a look at?So that she feels like she's not the only one who'sbeen called out on not being a team player.What would some of these be?

    • 06:01

      MYLENE KEIPP: Well one of my big thingsis paying attention to myself and monitoring my airtimein the meetings, and knowing that I do know it.I know the answer to whatever questionthe new folks are asking.I just have to pause and say-- well let me let someone else.Or if I say oh-- if it's you, for example,

    • 06:23

      MYLENE KEIPP [continued]: I don't quite remember around that.Jennifer, what were some of the ideasthat you had around-- and kind of gently bringing you in.Because I know you know it, so it'slike I'm setting you up for success.The same way we do with students when we prep them--you know what, after the break I'm going to talk to youa little bit about duh-duh-duh-duh.So when I call on you, you're ready.

    • 06:41

      JENNIFER ABRAMS: Right.So you could be mindful of your own airtime,and then you could cue her in meetings.

    • 06:47

      MYLENE KEIPP: Right.

A Coordinator's Case Study - Making a Plan

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Abstract

Jennifer Abrams works with Mylene Keipp to plan a hard conversation she needs to have with a colleague.

A Coordinator's Case Study - Making a Plan

Jennifer Abrams works with Mylene Keipp to plan a hard conversation she needs to have with a colleague.

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