The UK Civil Service

Facts, Analysis and Comment.

Building Successful Teams

Much has been written about how to create and build successful teams, but Judy Foster summarised it very well when she stressed that there are five key enabling factors:

1.    Coherent policies
2.    Effective professional development
3.    A sense of autonomy: the ability to innovate in response to customers’ needs
4.    Sound support structures, including well-run and genuinely participative management meetings
5.    Sufficient mental space to be able to process difficult emotional situations, see clearly and think creatively.  This includes supportive supervision provided by more experienced colleagues.

Judy’s research showed that mental space is particularly vital – and in short supply in some of the social work teams that she studied.  I suspect that much the same can be said of many civil service teams who spend too much time attending inefficient meetings and/or fire-fighting in response to short-term pressures, and taking far too little time to think clearly and creatively.

Does Morale Matter?

Morale, just like happiness, can be surprisingly elusive. It is a great mistake to try directly to improve morale. Good morale comes naturally to any well-managed team, and never comes to a team that is poorly led, lacks clear objectives, is poorly trained or lacks good honest communication. So if you are lead and manage well, high morale will inevitably follow, however difficult the surrounding circumstances.

Do also bear in mind that morale will inevitably dip during a period of rapid change. The team does not at first realise that it needs to change. (This state is sometimes unkindly referred to as ‘unconscious incompetence’.) Once it faces up to its problems then confidence and morale will inevitably decline (‘conscious incompetence’). It will then begin to do better, although perhaps rather self-consciously (‘conscious competence’) and finally morale will rise rapidly once the new way of working has become second nature (‘unconscious competence’). It is then the job of the leader to ensure that this state is maintained for as long as possible, through seeking continuous improvement, so that the team does not slip back into unconscious incompetence. Click here for advice on change management.

Establishing a Good Culture

Leaders set the tone of the organisation – even in small but important ways. For instance, I hope that any visitor to my office will find that we are open, informal and hospitable. We feel that it makes a real difference if we are friendly and polite to each other, and offer refreshments and other courtesies to visitors. We in particular welcome the opportunity to talk about our work, and our approach to our work, and welcome visits from colleagues from Embassies, from industrialists, from students and from teachers.

I also expect everyone to recognise their responsibility for the safety, health and well-being of themselves and all their colleagues. We take the alarm bells seriously, even if we suspect that they are a false alarm. We take seriously all reports of sexual harassment, racial or sexual discrimination, or bullying. We give unquestioning support to colleagues who express concern about safety, harassment or discrimination. Above all, we do not ask colleagues to work so hard that they become stressed or over-tired. This is not only unethical, but it leads to mistakes and misjudgements – which in turn create more pressure.

Next, I encourage everyone to be customer-focused, where our customers are defined as the immediate beneficiaries of particular pieces of work. If you are preparing a briefing, your customer is the person who will use it. If you are organising a meeting, your customers will be those who attend the meeting. Our customers should be the sole and decisive judge of the quality of our work. The test is not whether we think that our work meets the requirements of the customer, but whether the customer is satisfied.

This implies Measurement.  You cannot tell whether your customer is satisfied unless you have asked him or her in a structured way. It should become second nature that your plans and your day-to-day work are driven by the expressed needs of your customers.

Measurement in turn drives continuous improvement. You and your team should constantly be looking out for ways – usually quite small in themselves – in which you could improve the satisfaction of the customer, or do the job more efficiently or effectively. The cumulative effort of many small improvements can be very noticeable indeed. Conversely, a cumulative failure to improve will eventually and inevitably lead to your customers feeling dissatisfied with the service that you are providing. It follows that imitation is a virtue. If you hear of a good idea, or see something working well, you should not hesitate to copy it so as to improve the service that you are providing to your customers. And if you run out of ideas for improvements, you should benchmark your team against another team or organisation. You will probably be surprised at what you find.

Continuous improvement in turn requires a no fault culture. We assume that everyone is trying to do a good job, within the limits of their skills, training and experience. Management gurus often say that ‘customers’ complaints are jewels to be treasured’. This is a bit over the top for most of us, but it is certainly true that complaints should never be ignored, and a single complaint often represents the tip of an iceberg of unvoiced dissatisfaction. Quality conscious organisations are therefore usually obsessive about investigating and resolving customer complaints, whether from internal or external customers. And complaints should never be used as a stick with which to beat your staff or other colleagues. If mistakes are made, or if quality standards are not met, then the person involved should be given clearer instructions or better training, or attention must be given to the process that they were carrying out, or to whether they are in an appropriate job. (This judgement should not be arrived at lightly, but neither should it be ducked. If necessary, the person must be moved to a job that they can do.)

Setting Boundaries

It is vitally important that leaders should establish the ethical, financial, legal and other boundaries within which their colleagues should work. Problems (and sometimes severe problems) arise when these are not explicit or, even worse, when senior managers appear themselves not to respect those boundaries. It is particularly important that civil servants should operate within the ethical, financial and legal boundaries laid down by Parliament and it is odd, to say the least, that it is difficult to find a written statement of these. I hope that other parts of this website go some way to defining the ethical etc. boundaries of which I am aware. It follows that I require everyone who works with me to respect these boundaries and to require all their staff to do the same.

Many boundaries are cultural, rather than ethical, in the sense that leaders are responsible for establishing the parameters within which staff deal with each other, with customers, with work pressures and so on. It is worth noting that some staff will constantly test your boundaries and force your intervention when the boundaries are likely to be breached. They will accuse you of micro-management. Other staff will respect your boundaries, and get on with their jobs with very little intervention from yourself. But they may as a result worry that you are not interested in them or their work area. It is therefore important that you explain your approach, and reassure those who think you have taken empowerment just a little too far.

Empowerment

Empowerment is often confused with delegation. Delegation often means no more than that the delegate is simply told what to do and how to do it. Empowerment is better because it allows the colleague to choose how best to achieve his or her objectives and targets. Leaders don’t delegate. They empower.

But note that empowerment is not a close relation of anarchy. People work to clearly specified objectives and targets, which they may not vary without consulting their boss and/or customer. They mist also work within other constraints laid down by the manager, including appropriate professional standards, standard procedures, quality standards and financial constraints. You should help them gain experience by empowering them, monitoring their performance and acting to relax the constraints as soon as you can.

In particular, submissions, draft letters etc. should be prepared by the person, however junior, best equipped to prepare a first draft. If the issue is not novel or contentious, and the person is appropriately experienced and trained, then there should be no need for the work to be countersigned by anyone else. Two heads are however better than one if an issue is novel or contentious. A senior colleague who countersigns work in these circumstances should concentrate on the substance of the work, and the way it will appear to Ministers or the recipients of letters etc. They should pay relatively little attention to the detail, style or grammar of the work.

Work should also be countersigned if the action officer is being trained, or gaining experience. It is helpful in these circumstances if the countersigning officer pays attention both to the substance of the work and to the detail, style and grammar. The objective of this intervention should, however, be to train the colleague so that countersignature is in due course not necessary.

 

Martin Stanley