First, there are those people who tend to push back against other people. They are assertive in their communication, confrontative when engaging in conflict, focus on the domain of ideas when solving problems, and push for immediate action when making decisions. I use the color “Ruby Red” and emphasize the Firey orientation of this first group. A second group consists of people who are likely to be highly nurturant in their interpersonal communication, conflict-avoidant, focused on intentions when solving problems, and inclined toward visionary thinking when involved in decision-making activities. I assign “Azure Blue” to these people, and portray them as “up in the sky/clouds.”
A third general style is found among those people who are highly analytic in their communication with other people, tend to confront conflict as rational disagreement, focus on the information domain in addressing problems, and look to formal procedures when involved in decision-making processes. I assign “Golden Yellow” to these people and portray them as often a bit “distant from the Frey.” They might provide “illumination” but are not themselves fully engaged.
Finally, there is a fourth group of people who are oriented toward interpersonal engagements. They are tolerant (even welcoming) of differing viewpoints when communicating with other people. Conflicts are viewed as important sources of new perspectives and practices. Problem-solving processes tend to be “free-willing” with shifts between the domains of information, intentions and ideas being common. Decision-making is often founded on the search for consensus. The assignment of “Rainbow” to this group seems appropriate and they might be best portrayed as fully engaged in the interpersonal “frey.”
Perhaps the most important lesson to be conveyed in any training that involves differential of style is that no one style is always the most useful and appropriate. In some instances, our strength and reliance on a specific style gets us in trouble. We either need to be flexible in our use of styles or look to other people to provide leadership and facilitate an important interpersonal or group relationship in some circumstances. This is a particularly critical area in which differences of perspective and practice should be respected, fully appreciated, and engaged when appropriate.
Collaborative Communication
Even without training regarding the effective engagement of Empowerment strategies, there are important ways in which individuals and especially a team can form a web of collaboration. All it takes is a skillful facilitator and processes that stimulate effective communication, conflict-management, problem-solving and decision-making. I suggest several of the process-based tools that can be of assistance.
One of the tools is readily available and helpful in virtually any team setting—especially a setting in which there are differential levels of power, experience and inclination toward contributing to the team’s deliberations. This tool is the Talking stick. Each person who is speaking determines the next person to speak and hands them the stick. This simple facilitation tool encourages people to listen to one another rather than plan for their own (often interrupting) command of the conversation, as well as more equitably distributing the amount of time each person speaks. The talking stick can also facilitate the generation of diverse viewpoints if a person holding the stick is asked to pass it on to someone who they believe holds a viewpoint that is different from their own.
At a more challenging level is the combination of a talking stick with an appreciative perspective. As used with Spectrum Analysis (Gordon, 1961) (there is the “seed” of a good idea in everything that is contributed), the person who is handed the stick must first identify three strengths or contributions inherent in the idea presented by the previous speaker (the person who handed them the stick). They can then offer their own idea—though often they are distracted by their appreciation of the previous contribution and find themselves building on this idea rather than their own.
