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**Leadership Today**

> [Federal Workplace Solutions]{.underline}

**Fall 2005**

**1. Challenge of the Day - Cubicle Clashes, Part I**

**2. Exploring the Issue - Helping Individual Employees Negotiate Their
Needs**

**3. Play it Out -- When Conflicts Occur**

**4. Tip of the Day**

**5. Resources to Make Your Day**

**6. About this E-Magazine and How to Contribute a Topic**

**(1) Challenge of the Day - Cubicle Clashes, Part I**

Everyone enjoys those cartoon strips featuring the antics of adorable
cubicle-sharing characters that manage to make workplace frustrations
seem so amusing. But it may feel like the joke is on you if you are one
of the millions of Americans who must share cubicles or other common
workspaces.

When space is cramped and people work in close proximity, privacy,
interruptions, loud voices, temperature, and even choice of fragrances
can become focal points for conflict. Sometimes, simply facilitating a
collaborative and productive work environment can become quite a
challenge for leadership. In this and the next edition of Leadership
Today, we'll illustrate ways that you can help resolve minor struggles
and disputes within your work group.

**(2) Exploring the Issue - Helping Individual Employees Negotiate Their
Needs**

**Q.** Much of our workforce is in cubicles and it feels like there\'s
been a constant struggle

over one or more issues of daily life. Someone is always grumbling. I
spend too

much time dealing with employees complaining about one irritation or
another. I

know that with people working this closely together, minor irritations
become major

issues until bad feelings spring up and get in the way of people working
together.

How can I help our employees get along better and do their work, while
leaving me

with the time to do mine?

A.  When employees spend hours in close proximity, minor irritations can
    become major conflicts over time. While individuals can usually work
    out mutual agreements with their co-workers, at times managers may
    need to step in and help employees who are unable to come to an
    agreement themselves.

When agencies utilize an open workspace, it\'s recommended that they
head off

problems by establishing ground rules and expectations regarding daily
courtesies

and behavior. This can be reinforced by offering training in effective
communication

and respectful conflict resolution. This combination of policy and
training lays the

foundation for a cooperative organizational culture. Establishing
expectations will

provide a standard and common ground for employees to work from when
they

> decide to come to mutual understandings. This can avoid a multitude of
> problems and misunderstandings.

Also, since noise and privacy are the two major complaints when
employees work

in open environments, you may want to provide specific training that
covers how

best to address each other respectfully, resolve issues like loud
voices, and deal

with interruptions and distractions. The goal is to build the
workgroup\'s ability to

resolve differences and work together.

Sometimes, when employees cannot cooperatively resolve a conflict or
when office

Disagreements become disruptive, managers may need to intervene. First,
be

sensitive to how the disputing employees, as well as the office will
react to

managerial involvement. As long as the situation has not escalated
seriously and no

one\'s safety is in question, supervisors should help employees come to
a solution

through voluntary collaboration and compromise. Resist the temptation to
step in

and solve the problem too quickly and take care to avoid giving the
appearance of

taking sides.

Some typical \"cubicle rules\" include:

-   Don\'t speak to people over dividers

-   Treat cubicles as if there is a door; knock

-   Don\'t treat a chair as if it is an inbox

-   Don\'t just enter a co-worker\'s cubicle; wait to be invited

-   If a co-worker is on a call, don\'t hang around their cubicle
    waiting until they\'re finished

-   When someone is in your cubicle, don\'t answer a ringing telephone
    without first alerting the visitor of your intention

-   Don\'t eavesdrop on your co-worker\'s conversations

-   Music, if allowed at your worksite, should be just audible enough so
    you can hear it

Obviously, there are some issues that are serious and non-negotiable
including

highly inappropriate or illegal activities such as any form of
harassment, threats,

violence, substance abuse, or theft. You have a number of resources for
dealing

with conflicts and for coaching staff on resolving differences. At a
minimum, these

> include your own supervisor, human resources (HR) staff, and the
> Employee Assistance Program (EAP). In some situations, you will also
> benefit from consulting with Labor Relations.

Additionally, some workplaces have access to Organizational Development
(OD)

services. OD consultants are particularly helpful at analyzing workplace
issues and

facilitating cooperative and productive work environments.

OD services are also valuable when relatively problem-free organizations
want to

build, maintain, and train groups and teams to enhance effectiveness.

Finally, if you have any concerns that your particular situation may
give rise to legal

issues, you will certainly want to consult with HR before taking any
action. HR staff

can answer any questions you may have regarding applicable personnel
policies and

procedures. You can also rely on the EAP to offer practical suggestions
related to

human behavior, communication, and interpersonal interaction. If the
overall

situation doesn\'t improve or if serious conflicts persist between two
or more

employees, these same resources will be a support to you in recommending
a next

step.

See how the situation below might be facilitated:

**(3) Play it Out -- When Conflicts Occur**

**The Dynamics The Action**

+-----------------------------------+-----------------------------------+
| Startled by a loud voice, you     | You hear a loud male voice rise   |
| think that this marks the fifth   | over the                          |
| time today that your              |                                   |
|                                   | normal office hum. \"Who took my  |
| concentration has been broken by  | stapler                           |
| office                            |                                   |
|                                   | again? Every time I really need   |
| noise.                            | it, it\'s not                     |
|                                   |                                   |
| You are aware that Louise, who    | here!\" Shortly thereafter, you   |
| occupies the cubicle nearest      | glance up to                      |
| Sharon\'s, is playing the radio   |                                   |
| in her work area. Resist the urge | see one of your subordinates,     |
| to jump in and arbitrate.         | Sharon,                           |
| Instead, take this opportunity to |                                   |
| explore with Sharon how she might | approach you with a frustrated    |
| resolve this issue with her       | look on her                       |
| co-worker.                        |                                   |
|                                   | face, \"I\'ve had it! Some people |
| Note that if you have provided    | are playing                       |
| the staff with ground rules that  |                                   |
| include guidelines about music,   | their music so loud that I can\'t |
| you may have set the standard     | hear my own                       |
| that music is to be played at a   |                                   |
| low volume.                       | phone conversations. I can\'t     |
|                                   | even concentrate to get my work   |
| She doesn't want to gamble with   | done. What can                    |
| the goodwill of her colleague.    |                                   |
|                                   | you do to help me?\"              |
| Find out how they have related in |                                   |
| the past.                         | \"Hi, Sharon. Come in and sit     |
|                                   | down? Have you mentioned to your  |
| Have they had any other similar   | neighbor that you can hear her    |
| issues? In                        | music and that you\'re having     |
|                                   |                                   |
| what situations have their        | difficulty concentrating?\"       |
| encounters gone                   |                                   |
|                                   | \"No I didn\'t. I don\'t want to  |
| well?                             | make her mad. It might not do any |
|                                   | good anyway. I\'m afraid if I     |
| This is to determine if any       | make her mad she\'ll stop helping |
| unresolved                        | me with my projects when I really |
|                                   | need her.\"                       |
| problems or serious bad feelings  |                                   |
| exist that                        | "How is your overall relationship |
|                                   | with this                         |
| could impair their ability to sit |                                   |
| together and                      | person? How have you worked well  |
|                                   | together                          |
| talk productively.                |                                   |
|                                   | in the past?"                     |
| She may give one of two possible  |                                   |
| answers --                        | **(Possibility A)**               |
|                                   |                                   |
| \(A\) They do *have a cordial     | \"If others are within earshot,   |
| relationship* with                | approach your                     |
|                                   |                                   |
| *no* or *very limited* unpleasant | neighbor and ask if you can talk  |
| moments or,                       | with her                          |
|                                   |                                   |
| \(B\) There *have been serious    | privately, away from the work     |
| difficulties* (such as loud, or   | area.                             |
| emotionally hurtful encounters).  |                                   |
|                                   | Otherwise, respectfully tell her  |
| **(Possibility A)**               | that you are                      |
|                                   |                                   |
| If Sharon says that they have had | having some problems and wanted   |
| good                              | to ask her help. Explain that you |
|                                   | are having a hard time            |
| relations, encourage her to       | concentrating in your cubicle.    |
| approach her                      | You don\'t have to exaggerate,    |
|                                   | just tell her that you are        |
| colleague in a good-natured way   |                                   |
| and make her request. The goal is | having difficulty concentrating.  |
| to help Sharon ask for reasonable | Tell her that                     |
| behaviors from Louise that will   |                                   |
| help her perform her work. If she | when you can\'t hear your         |
| needs help, coach her on ways to  | telephone                         |
| articulate her needs while        |                                   |
| respecting the other\'s feelings. | conversations, it\'s especially   |
| If she is unsure how to approach  | stressful for                     |
| this, you may suggest             |                                   |
| role-playing with her to help her | you. Ask her if she would help    |
| formulate her approach.           | out by turning                    |
|                                   |                                   |
| Advise her not to speak with      | the music lower or wearing        |
| Louise with                       | earphones when                    |
|                                   |                                   |
| blame or anger or to characterize | listening to her music.\"         |
| her or her                        |                                   |
|                                   | "I'm so glad that you tried this  |
| music negatively, but to focus on | approach and                      |
| what she                          |                                   |
|                                   | that your co-worker responded     |
| (Sharon) is experiencing and on   | positively.                       |
| her request                       |                                   |
|                                   | Keep me posted on how things go   |
| for a new arrangement to resolve  | over the                          |
| the issue.                        |                                   |
|                                   | next month."                      |
| Sharon reports to you later that  |                                   |
| Louise                            | **(Possibility B)**               |
|                                   |                                   |
| seemed surprised, but said she    | \"We have outlined some ground    |
| understood                        | rules about                       |
|                                   |                                   |
| and would bring in headphones to  | cubical etiquette and I will      |
| use. You                          | review the                        |
|                                   |                                   |
| commend Sharon for having         | workplace noise issues with staff |
| successfully                      | and take                          |
|                                   |                                   |
| communicated her needs and let    | action as necessary.              |
| her know                          |                                   |
|                                   | Also, you are describing ongoing, |
| that your door is still open to   | strong                            |
| her.                              |                                   |
|                                   | tension between Louise and you    |
| Several weeks following Sharon    | that could                        |
| and Louise\'s                     |                                   |
|                                   | affect the workplace environment. |
| discussion, be sure to follow up  |                                   |
| to see if the                     | This ongoing tension can be       |
|                                   | stressful. If you                 |
| arrangement is still working.     |                                   |
|                                   | would like help addressing        |
| **(Possibility B)**               | workplace                         |
|                                   |                                   |
| If Sharon tells you there have    | stresses, the EAP can lend        |
| been serious                      | support and                       |
|                                   |                                   |
| difficulties in the past between  | assistance. Here is a brochure    |
| Louise and                        | for you with                      |
|                                   |                                   |
| her, don\'t recommend that she    | the EAP toll-free number.         |
| approach her                      |                                   |
|                                   | \"Hi Louise, is this a good time  |
| colleague. Instead, consider      | for you to talk                   |
| alternative                       |                                   |
|                                   | a minute? I noticed that you had  |
| approaches.                       | your music                        |
|                                   |                                   |
| Consult your EAP and other        | on.\" *(You will tailor this      |
| workplace resource staff about    | request according to*             |
| the best approach to take with    |                                   |
| these two individuals.            | *your particular organizational   |
|                                   | work rules.)*                     |
| If you have already established   |                                   |
| baseline expectations for         | \"While some enjoy the music,     |
| employees in open workspaces,     | some could                        |
| resolving this issue will not     |                                   |
| pose a serious management issue   | have trouble concentrating if the |
| since you can review the existing | sound                             |
| standards with Louise and all     |                                   |
| staff. If Sharon is especially    | carries into their cubicles.      |
| stressed by these workplace       |                                   |
| difficulties, offer her the EAP   | Because of the need to help       |
| for support and advice on human   | people stay                       |
| behavior and workplace            |                                   |
| interaction.                      | focused, I\'d like to ask that    |
|                                   | you turn the                      |
| If Sharon is unable to address    |                                   |
| the problem                       | music down so only you can hear   |
|                                   | it or use                         |
| successfully, some of your other  |                                   |
| options                           | headphones.                       |
|                                   |                                   |
| include the following:            |                                   |
|                                   |                                   |
| -   Speak privately to the        |                                   |
|     employee                      |                                   |
|                                   |                                   |
| playing music. Talk in terms of   |                                   |
| what                              |                                   |
|                                   |                                   |
| you have noticed, rather than     |                                   |
|                                   |                                   |
| referencing Sharon. Request that  |                                   |
| she                               |                                   |
|                                   |                                   |
| keep the music audible only to    |                                   |
| her or                            |                                   |
|                                   |                                   |
| use headphones for the sake of    |                                   |
| the                               |                                   |
|                                   |                                   |
| group\'s productivity.            |                                   |
| (Beforehand, be                   |                                   |
|                                   |                                   |
| sure to review any existing work  |                                   |
| rules                             |                                   |
|                                   |                                   |
| with your supervisor and HR.      |                                   |
| Consult                           |                                   |
|                                   |                                   |
| with Labor Relations as           |                                   |
| appropriate.)                     |                                   |
|                                   |                                   |
| -   You can also address the      |                                   |
|     issue in the                  |                                   |
|                                   |                                   |
| next staff meeting in a general   |                                   |
| way,                              |                                   |
|                                   |                                   |
| without naming anyone, and        |                                   |
| discuss                           |                                   |
|                                   |                                   |
| various ways of resolving it. If  |                                   |
| you                               |                                   |
|                                   |                                   |
| haven\'t established ground rules |                                   |
| for                               |                                   |
|                                   |                                   |
| cubicle etiquette, this may be a  |                                   |
| good                              |                                   |
|                                   |                                   |
| time to begin.                    |                                   |
|                                   |                                   |
| -   You can set up a staff        |                                   |
|     meeting to let                |                                   |
|                                   |                                   |
| them raise a number of cubicle or |                                   |
|                                   |                                   |
| worksite issues and come up with  |                                   |
|                                   |                                   |
| solutions themselves. *(More      |                                   |
| details on*                       |                                   |
|                                   |                                   |
| *this approach will be in the     |                                   |
| next edition*                     |                                   |
|                                   |                                   |
| *of this e-magazine.)*            |                                   |
+-----------------------------------+-----------------------------------+

**(4) Tip of the Day**

Helping employees to resolve their workday disputes often works best if
you maintain an \"open door\" policy and stay in contact with your
employees so you can stay informed. The nature and extent of the
dispute, as well as the resources available to you, will help you
determine the level of your involvement. Once you have ruled out serious
conflict or situations that can lead to violence or legal concerns,
encourage and coach individuals to resolve their own everyday disputes.

This process includes helping individuals tactfully make requests of
their co-workers. However, setting initial standards will take the
guesswork out of \"common sense\" issues. Throughout this process,
you\'ll want to seek early and continuous consultation from your
supervisor, HR, and the EAP.

-   Where feasible, coach employees to resolve routine issues with
    co-workers by building on past positive relationships and common
    workplace goals.

-   In approaching their co-workers, employees should express themselves
    without blame or criticism- they should describe what they are
    experiencing and request another behavior in place of what is
    occurring.

-   Use your workplace resources, listed above, to help you screen for
    serious discord or behavior that is inappropriate or illegal. When
    disputes between employees are too serious, frequent, or complex for
    individual resolution, rely on your supervisor, HR, and the EAP to
    help you determine the best resolution.

Ultimately, it\'s about fostering collaborative relationships. A
friendly, supportive supervisor is a powerful, positive role model. When
the supervisor remains open and responsive, yet careful about direct
involvement, this encourages employees to deal amicably with minor
everyday issues. However, it is important to have standards and
expectations for professional behavior and to assure employees that,
while you respect their ability to successfully resolve their issues,
you will intervene if situations compromise safety or productivity.

**(5) About this Ezine and How to Contribute a Topic**

Federal Occupational Health (FOH) has a range of programs to improve the
health, safety and productivity of the Federal workforce. These programs
include Employee Assistance/Member and Family Support, Work/Life
Solutions, Clinical Health Services, Environmental Services, and other
special programs. The FOH EAP provides assessment, counseling, referral,
training and consultation to Federal employees and agencies worldwide.
The goal of this e-magazine is to help Federal leaders address their
workplace relationship concerns. For further information about FOH and
its programs, call us at 1 800 457-9808 or visit our web site at
www.foh.dhhs.gov.

The articles that appear in Leadership Today are published as background
information and, as such, do not address specific human resource
management concerns. For guidance on handling issues that arise in your
workplace, please consult your employee assistance and/or human
resources professional.

*healthy bodies ●sound minds ●a safe place to work*

**Federal Occupational Health**

Department of Health and Human Services

Program Support Center

a component of the U.S. Public Health Service