by Kathy Douglas
Collaboration is taking over the workplace. — Rob Cross, Reb Rebele, and Adam Grant
Teamwork, collaboration, stakeholder engagement—these are all buzzwords in job descriptions where interactions with clients and colleagues are integral to getting work done. “Over the past two decades,” according to Rob Cross, Reb Rebele, and Adam Grant in their article in the Harvard Business Review, Collaborative Overload, “the time spent by managers and employees in collaborative activities has ballooned by 50 percent or more.”
What are the implications of this change in the workplace? Workloads become lopsided — when “20 to 35 percent of value-added collaborations come from only 3 to 5 percent of employees.” Women bear a disproportionate share of collaborative work. Top collaborators are in demand by colleagues, and tend to burn out fast. Top collaborators are often not recognized by senior management, and studies show that they have the lowest levels of job satisfaction.
As advisers, we encourage students to enter the work force with enthusiasm and to go the extra mile. Take on additional duties, we counsel. Do an extraordinary job. But according to Cross, Rebele, and Grant, while “a single ‘extra miler’—an employee who frequently contributes beyond the scope of his or her role—can drive team performance more than all the other members combined…this ‘escalating citizenship’…only further fuels the demands placed on top collaborators.”
Should we then be telling our students a different story? Should students entering the work force in large companies and organizations temper their enthusiasm when it comes to collaboration, and if so, how?
Part of the answer lies in knowing the nature of collaboration and collaborative resources, which Cross, Rebele, and Grant discuss.
Part of it lies in the corollary to the authors’ assertion that: “Leaders must learn to recognize, promote, and efficiently distribute the right kinds of collaborative work.” Namely, employees (and the students we advise) must also learn to recognize their own work, promote themselves, and create effective boundaries to avoid collaborative overload.
I think the message career advisers convey can still insist on doing a great job and expanding one’s role in ways that are in line with one’s talents and interests. But I think it’s also important for students, before entering the work force, to develop strategies to avoid collaboration overload and the burn out it can generate.
As Cross, Rebele, and Grant aptly note: “Collaboration is indeed the answer to many of today’s most pressing business challenges. But more isn’t always better.”
Kathy Douglas, Senior Associate Director Career Development Office, Yale School of Forestry & Environmental Studies