. . . . . . . . . .

Leadership
. . . . . . . . . .

Copyright 2001 by Donald Clark. All Rights Reserved. May 15, 2001: ersion 1 !hare"are #aterial, see http:$$""".n"link.%o#$&don%lark$do%'#ents$leadershipshare"are.ht#l don%lark(n"link.%o#

)able *+ Contents
1 , )-. /0RAM1D *2 3.AD.R!-1/ ...............................................................................................................4 I - LEADERSHIP COMPETENCIES..........................................................................................................8 2 , 3.AD.R!-1/ A5131)1.!............................................................................................................................6 Leadership Framework Be, Know, & Do............................................................................................10 Two Most Important Keys of Leadership ..............................................................................................11 Fa tors of !eadership ............................................................................................................................11 "n#ironment ..........................................................................................................................................1$ Leadership Mode!s ................................................................................................................................1% Leadership &ty!es....................................................................................................................................1' For es ....................................................................................................................................................1( Leader )se of *onsideration and &tr+ t+re..........................................................................................1( The ,ro ess of -reat Leadership ..........................................................................................................1. ,ower and Leadership...........................................................................................................................1. 7 , 1!1*8189..............................................................................................................................................22 -ettin/ To the F+t+re ............................................................................................................................$$ The &i0 &teps of -oa! &ettin/ ................................................................................................................$1 &+per#isin/ ............................................................................................................................................$2 Inspirin/ 3o+r "mp!oyees .....................................................................................................................$2 : , CR.A). A8D 3.AD ).AM!....................................................................................................................2; De#e!opin/ Teams .................................................................................................................................$( "!ements of a Team ..............................................................................................................................10 &i0 &teps to Team ,ro4!em &o!#in/ .......................................................................................................11 Team5p!ayer &ty!es ................................................................................................................................1$ Team Leadership ...................................................................................................................................11 6re yo+ ready to 4e a team !eader7 ......................................................................................................1% ,ro4!ems Team Fa e..............................................................................................................................12 8hen To B+i!d Teams............................................................................................................................12 5 , 2*!).R C*8231C) R.!*3<)1*8! =>18,>18? ......................................................................................7; ,erforman e...........................................................................................................................................19 Moti#ation .............................................................................................................................................1( *o+nse!in/ .............................................................................................................................................%$ ,erforman e 6ppraisa!s ........................................................................................................................%% 8orkp!a e :io!en e................................................................................................................................%' Fina! Tho+/hts ......................................................................................................................................%9 4 , A!!.!! !1)<A)1*8! @<1CA30 A8D ACC<RA).30................................................................................:6 ,!annin/ ................................................................................................................................................%. "0e +tin/ ...............................................................................................................................................20 ,ro4!em &o!#in/ ....................................................................................................................................21 ; , C*AC-189 A8D )RA18189.....................................................................................................................52 Learnin/ ................................................................................................................................................21 &teps to Trainin/ and *oa hin/; ..........................................................................................................2% Trainin/ and *oa hin/ Tips..................................................................................................................2' B , 1M/3.M.8) .M/3*0.. 18 *3 .M.8) !)RA).91.! ...........................................................................5B "mp!oyee In#o!#ement............................................................................................................................2( *,I ,ro ed+re .......................................................................................................................................2. 6na!ysis ,hase .......................................................................................................................................'0 Desi/n ,hase .........................................................................................................................................'% De#e!opment ,hase ...............................................................................................................................'2 Imp!ementation ,hase ...........................................................................................................................'2 "#a!+ation ,hase ...................................................................................................................................''

II - CORE COMPETENCIES.....................................................................................................................69 6 , ).AM>*RA............................................................................................................................................;1 Formin/, &tormin/, <ormin/, ,erformin/, 6d=o+rnin/ ......................................................................9$ Team :erses -ro+p ..............................................................................................................................9% 8orkin/ 8ith >ther Team Mem4ers.....................................................................................................92 Team *he k!ist .....................................................................................................................................99 10 , C*MM<81CA)189.................................................................................................................................;6 Barriers to *omm+ni ation ...................................................................................................................(0 6 ti#e Listenin/ .....................................................................................................................................(1 Feed4a k ...............................................................................................................................................($ <on#er4a! Beha#iors of *omm+ni ation ..............................................................................................(1 ?ints on "ffe ti#e *omm+ni ation.........................................................................................................(1 Meetin/s.................................................................................................................................................(% ,resentations .........................................................................................................................................(9 11 , !.32 CD1R.C)1*8................................................................................................................................65 Time 8asters...........................................................................................................................................2 Time &a#ers.............................................................................................................................................' 6 &imp!e Time Mana/ement ,!an..........................................................................................................9 The Bi/ ,i t+re .......................................................................................................................................( >r/ani@ation and Task Fo +s.................................................................................................................( 12 , CR.A)1 . /R*53.M !*3 189...........................................................................................................100 Brainstormin/ &teps.............................................................................................................................100 Brainstormin/ #ariations....................................................................................................................101 &e!e tin/ a &o!+tion .............................................................................................................................101 De!phi De ision Makin/.......................................................................................................................101 Dia!e ti De ision Makin/...................................................................................................................101 6 Three5&tep Aadi a! Thinkin/ 6pproa h ..........................................................................................102 17 , 18).R/.R!*8A3 !A133!....................................................................................................................10; The *ha!!en/e of "m4ra in/ Di#ersity................................................................................................10( Be omin/ the Best................................................................................................................................10. Di#ersity and Leaders .........................................................................................................................10. ?ow 8e Tend to *ate/ori@e ,eop!e ..................................................................................................110 *+!t+re..................................................................................................................................................110 Di#ersity -oa!s.....................................................................................................................................110 Trainin/ Di#ersity ...............................................................................................................................111 6ttit+des and Di#ersity ........................................................................................................................111 Di#ersity Team B+i!din/.......................................................................................................................11$ 1: , MA8A9. C31.8) R.3A)1*8!-1/!.....................................................................................................11: Mas!owBs ?ierar hy of <eeds ..............................................................................................................11% ?er@4er/Bs ?y/iene and Moti#ationa! Fa tors ...................................................................................11' Theory C and Theory 3 ........................................................................................................................119 Keirsey Temperament &orter ..............................................................................................................11( "0isten eDAe!atednessD-rowth E"A-F .................................................................................................11. "0pe tan y Theory ..............................................................................................................................11. 15 , 5<13D A//R*/R1A). R.3A)1*8!-1/!...............................................................................................121 "!ements of >r/ani@ationa! Beha#ior .................................................................................................1$1 Mode!s of >r/ani@ationa! Beha#ior ....................................................................................................1$1 &o ia! &ystems, *+!t+re, and Indi#id+a!i@ation ...................................................................................1$$ >r/ani@ation De#e!opment .................................................................................................................1$1 G+a!ity of 8ork Life ............................................................................................................................1$% 14 , 23.D15131)0.......................................................................................................................................12; *han/e 6 eptan e .............................................................................................................................1$( ?awthorne "ffe t..................................................................................................................................1$. -ro+p Be!on/in/..................................................................................................................................1$. Leadin/ the *han/e "ffort...................................................................................................................110
4

1; , /R*2.!!1*8A31!M.............................................................................................................................171 Leadership Traits.................................................................................................................................11$ 6ttri4+tes..............................................................................................................................................111 ,erspe ti#es of *hara ter and Traits...................................................................................................111 1B , 218A8C1A3 A>AR.8.!!....................................................................................................................174 Aet+rn >n In#estment EA>IF .............................................................................................................11' Tan/i4!e Benefits..................................................................................................................................119 ?o!y -rai!s...........................................................................................................................................119 *apita! &pendin/..................................................................................................................................11( Federa! Ae/+!ations.............................................................................................................................11( Impro#e "ffi ien y................................................................................................................................11( Aiders...................................................................................................................................................11( "mp!oyee De#e!opmenta! ,ro/rams ...................................................................................................11( III - PROFESSIONAL COMPETENCIES..............................................................................................140 16 , 5<!18.!! AC<M.8 A8D ).C-81CA3 C*M/.).8C0.........................................................................1:1 Ae ei#in/ Feed4a k..............................................................................................................................1%1 Mentorin/.............................................................................................................................................1%1 "0perien e............................................................................................................................................1%$ Fina! Tho+/hts.....................................................................................................................................1%$ A//.8D1D A..............................................................................................................................................1:6 &teps for *ond+ tin/ the 66A ............................................................................................................120 93*!!AR0.................................................................................................................................................151 R.2.R.8C................................................................................................................................................15B

1 , )he /yra#id o+ 3eadership

HThe #ery essen e of !eadership is that yo+ ha#e to ha#e a #ision. ItBs /ot to 4e a #ision yo+ arti +!ate !ear!y and for ef+!!y on e#ery o asion.H 5 Theodore ?es4+r/h, ,resident of the )ni#ersity of <otre Dame
3eadership translates vision into reality by inspiring +ollo"ers to "ant to eEperien%e the %hange pro%ess. And to in+l'en%e their +ollo"ers to "illingly F'#p into that eEperien%e, leaders need a spe%i+i% set o+ %o#peten%ies1 to g'ide their a%tions. Altho'gh %o#peten%ies "ill al"ays di++er +ro# one leader to the neEt, having a %ore set to dra" +ro# in%reases the %han%e +or s'%%ess. )hese %o#peten%ies %an be tho'ght o+ as the inner tools +or #otivating e#ployees, dire%ting syste#s and pro%esses, and g'iding the b'siness to"ards %o##on goals that allo" the organiGation to in%rease its val'e. )his leadership g'ide is broken into three #ain parts that +or# a H/yra#id o+ 3eadershipI =see +ig're 1?:

Core Competen !e" +or# the +o'ndation o+ leadership. >itho't a solid base, the sides o+ the pyra#id "ill soon %r'#ble a"ay. Le#$er"%!p Competen !e" +or# the basi% str'%t're ="alls? that separates leaders +ro# bosses by b'ilding the kno"ledge and skills reJ'ired +or driving the organiGation to"ards the %'tting edge o+ its b'siness. >itho't these %o#peten%ies, a leader has a shallo" base +ro# "hi%h to "ork, or as !%ott Ada#s, the %reator o+ Di!4ert best %hara%teriGes it, Ka pointy,head boss.K Pro&e""!on#' Competen !e" add depth to the pyra#id. )he #ain driver o+ these %o#peten%ies arrives +ro# eEperien%es and 3.AR8189 +ro# these eEperien%es. >hile a person #ight have a +ir# grasp on the %ore and leadership %o#peten%ies, it is only thro'gh trial and error, and later thro'gh re+le%tion to in%rease the depth o+ those eEperien%es, that an average leader gro"s into a good leader. .a%h organiGation reJ'ires a di++erent set o+ pro+essional %o#peten%ies +or ea%h leadership position.

A spe%i+i% range o+ skills, kno"ledge, and abilities that #akes a person adeJ'ate or "ell J'ali+ied +or a position. 6

L e#$er"% !p A * !'!t!e " + !"!o n!n(

F o " t e r C o n &' ! t R e " o ' ) t ! o n " /0 !n -0 !n 1

A ""e "" S !t) #t!o n " , ) ! - '. #n $ A

) r #te '.

C o # % #n $ T r #!n P e e r " #n $ S ) * o r $ !n #te " Im p 'e m e n t E m p 'o . e e In 2 o '2 e m e n t S tr # te ( !e "

C o m m ) n ! #t!n (

3 ) !'$ A p p r o p r !#te R e '#t!o n "% !p "

In te r p e r "o n # ' S - !''"

M #n #( e C '!en t R e'#t!o n "% !p "

C r e #t!2e P r o * 'e m S o '2!n (

S e ' &- D ! r e t ! o n

F 'e 4!* !'!t.

Te#m 0 or-

C o r e C o m p e te n !e " p r o 2 !$ e t% e &o ) n $ # t!o n &o r 'e # $ e r " % !p

P . r # m !$ o & L e # $ e r " % !p

F!()re 1
7

P r o &e " " ! o n # ' ! " m

F !n #n !#'

Te om %n pe ! # te ' n .

3 A )"!n )m e" en "

L e # $ e r " % !p C o m p e te n !e " C r e # t e # n $ L e # $ T e # m " " e p # r # te 'e # $ e r " &r o m * o " " e "

P r o &e " " !o n # ' C o m p e te n !e " ( !2 e $ e p t% to t% e p . r # m !$

1 , 3eadership Co#peten%ies
Mana/ers are peop!e who do thin/s ri/ht, whi!e !eaders are peop!e who do the ri/ht thin/. 5 8arren Bennis, ,h.D. H>n Be omin/ a LeaderH
)he +ollo"ing %o#peten%ies "ill be dis%'ssed in this +irst se%tion: Le#$er"%!p #*!'!t!e" , Displays attrib'tes that #ake people glad to +ollo". /rovides a +eeling o+ tr'st. Rallies the troops and b'ilds #orale "hen the going gets to'gh.

+!"!on!n( , Applies e++ort to in%rease prod'%tiveness in areas needing the #ost i#prove#ent. Creates and set goals =visions?. !enses the environ#ent by 'sing personal s"ay to in+l'en%e s'bordinates and peers. 9ain %o##it#ent by in+l'en%ing tea# to set obFe%tives and b'y in on the pro%ess. Rein+or%es %hange by e#bra%ing it =prevents relapse into prior state?. Cre#te #n$ Le#$ Te#m" , Develops high,per+or#an%e tea#s by establishing a spirit o+ %ooperation and %ohesion +or a%hieving goals. Fo"ter Con&'! t Re"o')t!on" /0!n-0!n1 , .++e%tively handles disagree#ents and %on+li%ts. !ettles disp'tes by +o%'sing on solving the proble#s, "itho't o++ending egos. /rovides s'pport and eEpertise to other leaders "ith respe%t to #anaging people. .val'ates the +easibility o+ alternative disp'te resol'tion #e%hanis#s. A""e"" S!t)#t!on" ,)! -'. #n$ A )r#te'. , )akes %harge "hen the sit'ation de#ands it. Make the right things happen on ti#e. Co# % #n$ Tr#!n Peer" #n$ S)*or$!n#te" , Re%ogniGes that learning happens at every opport'nity =treats #istakes as a learning event?. /rovides per+or#an%e +eedba%k, %oa%hing, and %areer develop#ent to tea#s and individ'als to #aEi#iGe their probability o+ s'%%ess. Imp'ement Emp'o.ee In2o'2ement Str#te(!e" , Develops o"nership by bringing e#ployees in on the de%ision #aking and planning pro%ess. /rovides the #eans to enable e#ployee s'%%ess, "hile #aintaining the "ell being o+ the organiGation. Develops pro%esses to engage e#ployees in a%hieving the obFe%tives o+ the organiGation. .#po"er e#ployees by giving the# the a'thority to get things a%%o#plished in the #ost e++i%ient and ti#ely #anner.

2 , 3eadership Abilities
>ne an ne#er onsent to reep when one fee!s an imp+!se to soar. 5 ?e!en Ke!!er
9ood leaders are #ade not born. 1+ yo' have the desire and "illpo"er, yo' %an be%o#e an e++e%tive leader. 9ood leaders develop thro'gh a never,ending pro%ess o+ sel+,st'dy, ed'%ation, training, and eEperien%e. )his g'ide "ill help yo' thro'gh that pro%ess. )o inspire yo'r tea# into higher levels o+ tea#"ork, there are %ertain things yo' #'st be, kno", and, do. )hese do not %o#e nat'rally, b't are a%J'ired thro'gh %ontin'al "ork and st'dy. )he best leaders are %ontin'ally "orking and st'dying to i#prove their leadership skills.

3eadership is a %o#pleE pro%ess by "hi%h a person in+l'en%es others to a%%o#plish a #ission, task, or obFe%tive and dire%ts the organiGation in a "ay that #akes it #ore %ohesive and %oherent. A person %arries o't this pro%ess by applying his or her leadership attrib'tes =belie+, val'es, ethi%s, %hara%ter, kno"ledge, and skills?. Altho'gh yo'r position as a #anager, s'pervisor, lead, et%. gives yo' the a'thority to a%%o#plish %ertain tasks and obFe%tives in the organiGation, this po"er does not #ake yo' a leader...it si#ply #akes yo' the boss. 3eadership #akes people "ant to a%hieve high goals and obFe%tives, "hile, on the other hand, bosses tell people to a%%o#plish a task or obFe%tive. 5assL =16B6 M 1660? theory o+ leadership states that there are three eEplanations on ho" people be%o#e leaders:

Tr#!t T%eor. , !o#e personality traits #ay lead people nat'rally into leadership roles. >e have all #et a +e" people like this, s'%h as a -igh !%hool %oa%h, s%o't leader, tea%her, or a good boss. )here are a very +e" people "ho have a nat'ral talent +or leading others.
9

5re#t E2ent" T%eor. , A %risis or i#portant event #ay %a'se a person to rise to the o%%asion, "hi%h brings o't eEtraordinary leadership J'alities in an ordinary person. Tr#n"&orm#t!on#' Le#$er"%!p T%eor. , /eople %an %hoose to be%o#e leaders. /eople %an learn leadership skills. )his is the #ost "idely a%%epted theory today and the pre#ise on "hi%h this g'ide is based.

>hen a person is de%iding i+ he respe%ts yo' as a leader, he does not think abo't yo'r attrib'tes. -e observes "hat yo' do so that he %an kno" "ho yo' really are. -e 'ses this observation to tell i+ yo' are an honorable and tr'sted leader or a sel+,serving tyrant "ho #is'ses her a'thority to look good and be pro#oted. !el+ serving leaders are not as e++e%tive be%a'se their e#ployees only obey the#, not +ollo" the#. )hey s'%%eed in #any areas be%a'se they present a good i#age to their seniors at the eEpense o+ their tea#. )he basis o+ good leadership is honorable %hara%ter and sel+less servi%e to yo'r organiGation. 1n yo'r +ollo"ersN eyes, yo'r leadership is everything yo' do that e++e%ts the organiGationLs obFe%tives and their "ell being. A respe%ted leader %on%entrates on "hat she is O*eP =belie+s and %hara%ter?, "hat she -no0" =Fob, tasks, h'#an nat're?, and "hat she $oe" =i#ple#ent, #otivate, provide dire%tion?. >hat #akes a person "ant to +ollo" a leaderQ /eople "ant to be g'ided by those they respe%t and "ho have a %lear sense o+ dire%tion. )o gain respe%t, they #'st be ethi%al. A sense o+ dire%tion is a%hieved by %onveying a strong vision o+ the +'t're.

Leadership Framework Be, Know, & Do

1+ yo' are a leader that %an be tr'sted, then the people aro'nd yo' "ill learn to respe%t yo'. )o be a good leader, there are things that yo' #'st be, kno", and do =<.!. Ar#y, 16;7?. )hese +all 'nder the 3eadership 2ra#e"ork:

3E
1. A pro&e""!on#'. !eek responsibility and take responsibility +or yo'r a%tions. !ear%h +or "ays to g'ide yo'r organiGation to ne" heights. And "hen things go "rong, they "ill event'ally, do not bla#e others. AnalyGe the sit'ation, take %orre%tive a%tion, and #ove on to the neEt %hallenge. A pro&e""!on#' 0%o po""e""e" (oo$ %#r# ter tr#!t". Develop good traits "ithin yo'rsel+, s'%h as honesty, %o#peten%e, %andor, %o##it#ent, integrity, %o'rage, straight+or"ard, i#agination. Develop good %hara%ter traits "ithin yo'r tea# that "ill help the# %arry o't their pro+essional responsibilities.

2.

6NO7
1. 2. T%e &o)r &# tor" o& 'e#$er"%!p , +ollo"er, leader, %o##'ni%ation, sit'ation. 8o)r"e'&. Ano" yo'rsel+ and seek sel+,i#prove#ent. 1n order to kno" yo'rsel+, yo' have to 'nderstand yo'r be, kno", and do, attrib'tes. !eeking sel+,i#prove#ent #eans %ontin'ally strengthening yo'r attrib'tes. )his %an be a%%o#plished thro'gh reading, sel+,st'dy, %lasses, et%. H)m#n n#t)re. Ano" h'#an nat're and the i#portan%e o+ sin%erely %aring +or yo'r "orkers. 8o)r 9o*. 5e te%hni%ally pro+i%ient. As a leader, yo' #'st kno" yo'r Fob and have a solid +a#iliarity "ith yo'r e#ployeesL Fobs. )rain yo'r people as a tea#. Altho'gh #any s'pervisors %all their organiGation, depart#ent,
1

7. :.

5.

se%tion, et%., a tea#R they are not really tea#s...they are F'st gro'ps o+ people doing their Fobs. 8o)r or(#n!:#t!on. <se the +'ll %apabilities o+ yo'r organiGation. 5y developing a tea# spirit, yo' "ill be able to e#ploy yo'r organiGation, depart#ent, se%tion, et%. to its +'llest %apabilities.

DO
1. Pro2!$e $!re t!on. Make so'nd and ti#ely de%isions. <se good proble# solving, de%ision,#aking, and planning tools. Aeep yo'r tea# in+or#ed. Ano" ho" to %o##'ni%ate "ith yo'r tea#, seniors, and other essential people "ithin the organiGation. Imp'ement. Develop a sense o+ responsibility in yo'r tea#. .ns're that tasks are 'nderstood, s'pervised, and a%%o#plished. Co##'ni%ation is the key to this responsibility. Mot!2#te. !et the eEa#ple. 5e a good role #odel +or yo' e#ployees. )hey #'st not only hear "hat they are eEpe%ted to do, b't also see. Ano" yo'r tea# and look o't +or their "ell being.

2. 7.

!wo "os# $mpor#an# Ke%s o& Leadership

A -ayLs st'dy eEa#ined over ;5 key %o#ponents o+ e#ployee satis+a%tion. )hey +o'nd that tr)"t and on&!$en e in leaders "ere the single #ost reliable predi%tors o+ e#ployee satis+a%tion in an organiGation. .++e%tive %o##'ni%ation by leaders in three %riti%al areas "as the key to "inning organiGational tr'st and %on+iden%e:

-elping e#ployees 'nderstand the %o#panyLs overall b'siness strategy. -elping e#ployees 'nderstand ho" they %ontrib'te to a%hieving key b'siness obFe%tives. !haring in+or#ation "ith e#ployees on both ho" the %o#pany is doing and ho" an e#ployeeLs o"n division is doing , relative to strategi% b'siness obFe%tives.

!o basi%ally, yo' #'st be tr'st"orthy and yo' have to be able to %o##'ni%ate a vision o+ "here yo' are going. 8oti%e ho" the K/rin%iples o+ 3eadershipK in the neEt se%tion %losely ties in "ith this.

Fa'#ors o& (eadership

)he +o'r #aFor +a%tors o+ leadership are the +ollo"er, leader, %o##'ni%ation, and sit'ation:

Fo((ower
Di++erent people reJ'ire di++erent styles o+ leadership. 2or eEa#ple, a ne" hire reJ'ires #ore s'pervision than an eEperien%ed e#ployee. A person "ith a poor attit'de reJ'ires a di++erent approa%h than one "ith a high degree o+ #otivation. 0o' #'st kno" yo'r tea#S )he +'nda#ental starting point is having a good 'nderstanding o+ h'#an nat're: needs, e#otions, and #otivation. 0o' #'st kno" yo'r e#ployeesL be, kno", and do attrib'tes.

Leader
0o' #'st have a honest 'nderstanding o+ "ho yo' are, "hat yo' kno", and "hat yo' %an do. Also, note that it is the +ollo"ers, not the leader "ho deter#ines i+ a leader is s'%%ess+'l. 1+ a +ollo"er does not tr'st or la%ks %on+iden%e in her leader, then she "ill be 'ninspired. )o be
11

s'%%ess+'l yo' have to %onvin%e yo'r +ollo"ers, not yo'rsel+ or yo'r s'periors, that yo' are "orthy o+ being +ollo"ed.

)omm*ni'a#ion
0o' lead thro'gh t"o,"ay %o##'ni%ation. M'%h o+ it is nonverbal. 2or instan%e, "hen yo' Kset the eEa#ple,K that %o##'ni%ates to yo'r tea# that yo' "o'ld not ask the# to per+or# anything that yo' "o'ld not be "illing to do. >hat and ho" yo' %o##'ni%ate either b'ilds or har#s the relationship bet"een yo' and yo'r e#ployees.

+i#*a#ion
All sit'ations are di++erent. >hat yo' do in one leadership sit'ation "ill not al"ays "ork in another sit'ation. 0o' #'st 'se yo'r F'dg#ent to de%ide the best %o'rse o+ a%tion and the leadership style needed +or ea%h sit'ation. 2or eEa#ple, yo' #ay need to %on+ront a e#ployee +or inappropriate behavior, b't i+ the %on+rontation is too late or too early, too harsh or too "eak, then the res'lts #ay prove ine++e%tive. ario's +or%es "ill a++e%t these +a%tors. .Ea#ples o+ +or%es are yo'r relationship "ith yo'r seniors, the skill o+ yo'r tea#, the in+or#al leaders "ithin yo'r organiGation, and ho" yo'r %o#pany is organiGed. Human Relations The si0 most important words; HI admit I made a mistake.H The fi#e most important words; H3o+ did a /ood =o4.H The fo+r most important words; H8hat is yo+r opinion.H The three most important words; HIf yo+ p!ease.H The two most important words; HThank yo+,H The one most important word; H8eH The !east most important word; HIH

,n-ironmen#
.a(*es )on'ep#s, and /o(es
.very organiGation has a parti%'lar "ork environ#ent that di%tates to a %onsiderable degree ho" its leaders respond to proble#s and opport'nities. )his is bro'ght abo't by a heritage o+ its past leaders and its present leaders. 3eaders eEert in+l'en%e on the environ#ent by three types o+ a%tions: )he goals and per+or#an%e standards they establish.

)he val'es they establish +or the organiGation. )he b'siness and people %on%epts they establish.

!'%%ess+'l organiGations have good leaders "ho set high standards and (o#'" a%ross the entire spe%tr'# s'%h as strategies, #arket leadership, plans, presentations, prod'%tivity, J'ality, and reliability. +#')e" re+le%t the %on%ern the organiGation has +or its e#ployees, %'sto#ers, investors, vendors, and s'rro'nding %o##'nity. )hese val'es de+ine the #anner in ho" b'siness "ill be %ond'%ted and "hat type o+ b'siness the organiGation "ill engage in.

12

Con ept" de+ine "hat prod'%ts or servi%es the organiGation "ill o++er and the #ethods and pro%esses +or %ond'%ting b'siness.

/o(es, /e(a#ionships, /ewards, and /i#es

)hese goals, val'es, and %on%epts #ake 'p the organiGationLs Kenviron#entK or ho" the organiGation is observed by both o'tsiders and insiders. )his environ#ent de+ines the roles, relationships, re"ards, and rites that take pla%e. Ro'e" are the positions that are de+ined by a set o+ eEpe%tations abo't behavior o+ any Fob in%'#bent. .a%h role has a set o+ tasks and responsibilities that #ay or #ay not be spelled o't. Roles have a po"er+'l e++e%t on behavior be%a'se #oney is paid +or the per+or#an%e o+ the role, there is prestige atta%hed to a role, there is a sense o+ a%%o#plish#ent or %hallenge, et%. Re'#t!on"%!p" are deter#ined by a roleLs tasks. !o#e tasks are per+or#ed alone, b't #ost are %arried o't in relationship "ith others. )he tasks "ill deter#ine "ho the role,holder is reJ'ired to intera%t "ith, ho" o+ten, and to"ards "hat end. Also, the greater the intera%tion, the greater the liking. )his in t'rn leads to #ore +reJ'ent intera%tion. 1n h'#an behavior, its hard to like so#eone "ho# "e have no %onta%t "ith, and "e tend to seek o't those "e like. /eople tend to do "hat they are re0#r$e$ +or, and +riendship is a po"er+'l re"ard. Many tasks and behaviors that are asso%iated "ith a role are bro'ght abo't by these relationships. )hat is, ne" task and behaviors are eEpe%ted o+ the present role holder be%a'se a strong relationship "as developed in the past, either by that role holder or a prior role holder. .a%h organiGation re"ards its #e#bers in di++erent "ays, s'%h as pay, bene+its, or prestige. An organiGation has its o"n distin%tive %'lt're. 1t is a %o#bination o+ the +o'nders, past leadership, %'rrent leadership, %rises, events, history, and siGe. )his res'lts in r!te": the ro'tines, rit'als, and the K"ay "e do things.K )hese rites i#pa%t individ'al behavior on "hat it takes to be in good standing =the nor#? and dire%t the appropriate behavior +or ea%h %ir%'#stan%e.

)*(#*re & )(ima#e

)here are t"o distin%t +or%es that di%tate ho" to a%t "ithin an organiGation: %'lt're and %li#ate. )he '!m#te is the +eel o+ the organiGation, the individ'al and shared per%eptions and attit'des o+ the organiGationLs #e#bers. >hile the %'lt're is the deeply rooted nat're o+ the organiGation that is a res'lt o+ long,held +or#al and in+or#al syste#s, r'les, traditions, and %'sto#sR %li#ate is a short,ter# pheno#enon %reated by the %'rrent leadership. Cli#ate represents the belie+s abo't the K+eel o+ the organiGationK by its #e#bers. )his individ'al per%eption o+ the K+eel o+ the organiGationK %o#es +ro# "hat the people believe abo't the a%tivities that o%%'r in the organiGation. )hese a%tivities in+l'en%e both individ'al and tea# #otivation and satis+a%tion. !'%h a%tivities in%l'de: -o" "ell does the leader %lari+y the priorities and goals o+ the organiGationQ

>hat is eEpe%ted o+ 'sQ >hat is the syste# o+ re%ognition, re"ards, and p'nish#ents in the organiGationQ -o" %o#petent are the leadersQ Are leaders +ree to #ake de%isionQ
13

>hat "ill happen i+ 1 #ake a #istakeQ

*rganiGational %li#ate is dire%tly related to the leadership and #anage#ent style o+ the leader, based on the val'es, attrib'tes, skills, and a%tions, as "ell as the priorities o+ the leader. )he ethi%al %li#ate then is the K+eel o+ the organiGationK abo't the a%tivities that have ethi%al %ontent or those aspe%ts o+ the "ork environ#ent that %onstit'te ethi%al behavior. )he ethi%al %li#ate is the +eel abo't "hether "e do things rightR or the +eel o+ "hether "e behave the "ay "e o'ght to behave. )he behavior =%hara%ter? o+ the leader is the #ost i#portant +a%tor that i#pa%ts the %li#ate. *n the other hand, )'t)re is a long,ter#, %o#pleE pheno#enon. C'lt're represents the shared eEpe%tations and sel+,i#age o+ the organiGation. )he #at're val'es that %reate KtraditionK or the K"ay "e do things here.K )hings are done di++erently in every organiGation. )he %olle%tive vision and %o##on +olklore that de+ine the instit'tion are a re+le%tion o+ %'lt're. 1ndivid'al leaders %annot easily %reate or %hange %'lt're be%a'se %'lt're is a part o+ the organiGation. C'lt're in+l'en%es the %hara%teristi%s o+ the %li#ate by its e++e%t on the a%tions and tho'ght pro%esses o+ the leader. 5't, everything yo' do as a leader "ill e++e%t the %li#ate o+ the organiGation.

Leadership "ode(s
Models help 's to 'nderstand "hat #akes leaders a%t the "ay they do in %ertain sit'ations. )he ideal is not to lo%k yo'rsel+ into a type o+ behavior dis%'ssed in the #odel, b't to realiGe that every sit'ation %alls +or a di++erent approa%h or behavior to be taken. )"o #odels "ill be dis%'ssed, the 2o'r 2ra#e"ork Approa%h and the 5lake M Mo'ton Managerial Model.

Fo*r Framework 0pproa'h

1n the 2o'r,2ra#e"ork Approa%h, 5ol#an and Deal =1661? s'ggest that leaders display leadership behaviors in one o+ +o'r types o+ +ra#e"orks: !tr'%t'ral, -'#an Reso'r%e, /oliti%al, or !y#boli%. )he style %an either be e++e%tive or ine++e%tive, depending 'pon the %hosen behavior in %ertain sit'ations.

Structural Framework
1n an e++e%tive leadership sit'ation, the leader is a so%ial ar%hite%t "hose leadership style is analysis and design. 1n an ine++e%tive leadership sit'ation, the leader is a petty tyrant "hose leadership style is details. !tr'%t'ral 3eaders +o%'s on str'%t're, strategy, environ#ent, i#ple#entation, eEperi#entation, and adaptation.

Human Resource Framework

1n an e++e%tive leadership sit'ation, the leader is a %atalyst and servant "hose leadership style is s'pport, advo%ate, and e#po"er#ent. 1n an ine++e%tive leadership sit'ation, the leader is a p'shover, "hose leadership style is abdi%ation and +ra'd. -'#an Reso'r%e 3eaders believe in people and %o##'ni%ate that belie+R they are visible and a%%essibleR they e#po"er, in%rease parti%ipation, s'pport, share in+or#ation, and #ove de%ision #aking do"n into the organiGation.

Political Framework
1n an e++e%tive leadership sit'ation, the leader is an advo%ate, "hose leadership style is %oalition and b'ilding. 1n an ine++e%tive leadership sit'ation, the leader is a h'stler, "hose leadership style is #anip'lation. /oliti%al leaders %lari+y "hat they "ant and "hat they %an getR they
14

assess the distrib'tion o+ po"er and interestsR they b'ild linkages to other stakeholdersR 'se pers'asion +irst, then 'se negotiation and %oer%ion only i+ ne%essary.

Symbolic Framework
1n an e++e%tive leadership sit'ation, the leader is a prophet, "hose leadership style is inspiration. 1n an ine++e%tive leadership sit'ation, the leader is a +anati% or +ool, "hose leadership style is s#oke and #irrors. !y#boli% leaders vie" organiGations as a stage or theater to play %ertain roles and give i#pressionsR these leaders 'se sy#bols to %apt're attentionR they try to +ra#e eEperien%e by providing pla'sible interpretations o+ eEperien%esR they dis%over and %o##'ni%ate a vision. 5ol#an and DealNs #odel s'ggests that leaders sho'ld be able to +'n%tion o't o+ one o+ these +o'r %ategories and that there are ti#es "hen one approa%h is appropriate and other ti#es "hen it is inappropriate. Any one o+ these approa%hes alone "o'ld be inadeJ'ate. >e sho'ld be %ons%io's o+ all +o'r approa%hes and not F'st rely on one. 2or eEa#ple, d'ring a #aFor organiGation %hange, a str'%t'ral leadership style #ay be #ore e++e%tive than a visionary leadership styleR "hile d'ring a period "hen strong gro"th is needed, the visionary approa%h #ay be better. >e also need to 'nderstand o'rselves, as ea%h o+ 's tends to have a pre+erred approa%h. >e #'st be %ons%io's o+ this at all ti#es and be a"are o+ the li#itations o+ o'r +avored approa%h.

B(ake and "o*#on "ana1eria( "ode(

)he 5lake and Mo'ton Managerial Model =16B5? 'ses t"o aEis. KCon%ern +or peopleK is plotted along the verti%al aEis, "hile KCon%ern +or taskK is plotted along the horiGontal aEis. 5oth align#ents have a range o+ 1 to 6. )he notion that F'st t"o di#ensions %an des%ribe a #anagerial behavior has the attra%tion o+ si#pli%ity. )he t"o aEis interse%t so that they +or# a graph or #atriE:

Most people "o'ld be so#e"here near the #iddle o+ the #atriE, b't they "o'ld +avor one or #ore %orners. )hat is, by going to the +ar end o+ the s%ales, "e %o#e 'p "ith +o'r types o+ leaders: A'thoritarian =6 on task, 1 on people?, )ea# 3eader =6 on task, 6 on people?, Co'ntry Cl'b =1 on task, 6 on people?, and 1#poverished =1 on task, 1 on people?.

15

Authoritarian Leader
/eople "ho get this rating are very task oriented and are hard on their "orkers =a'to%rati%?. )here is little or no allo"an%e +or %ooperation or %ollaboration. -eavily task oriented people display these %hara%teristi%s: they are very strong on s%hed'lesR they eEpe%t people to do "hat they are told "itho't J'estion or debateR "hen so#ething goes "rong they tend to +o%'s on "ho is to bla#e rather than %on%entrate on eEa%tly "hat is "rong and ho" to prevent itR they are intolerant o+ "hat they see as dissent =it #ay F'st be so#eoneLs %reativity? so it is di++i%'lt +or their s'bordinates to %ontrib'te or develop.

Team Leader
)his type o+ leader leads by positive eEa#ple. )hey endeavor to +oster a tea# environ#ent in "hi%h all tea# #e#bers %an rea%h their highest potential, both as tea# #e#bers and as people. A tea# leader en%o'rages the tea# to rea%h tea# goals as e++e%tively as possible, "hile also "orking tirelessly to strengthen the bonds a#ong the vario's #e#bers. )hey +or# and lead the #ost prod'%tive tea#s.

Country Club Leader

)his leader 'ses predo#inantly re"ard po"er to #aintain dis%ipline and to en%o'rage the tea# to a%%o#plish its goals. Conversely, they are al#ost in%apable o+ e#ploying the #ore p'nitive %oer%ive and legiti#ate po"ers. )hese inability res'lts +ro# the leadersL +ear that 'sing s'%h po"ers %o'ld FeopardiGe relationships "ith the tea# #e#bers.

Impoverished Leader
)his person 'ses a Kdelegate and disappearK #anage#ent style. !in%e this leader is not %o##itted to either task a%%o#plish#ent or #aintenan%e, an i#poverished leader essentially allo"s the tea# to do "hatever they "ish and pre+ers to be deta%hed +ro# the tea# pro%ess by allo"ing the tea# to s'++er +ro# a series o+ po"er str'ggles. )he #ost desirable pla%e +or a leader to be along the t"o aEis at #ost ti#es "o'ld be a 6 on task and a 6 on people ,, the )ea# 3eader. -o"ever, do not entirely dis#iss the other three. Certain sit'ations #ight %all +or one o+ the other three to be 'sed at ti#es. 2or eEa#ple, by playing the 1#poverished 3eader, yo' allo" yo'r tea# to gain sel+,relian%e. 5eing an A'thoritarian 3eader helps to instill a sense o+ dis%ipline in an 'n#otivated "orker. 5y %are+'lly st'dying the sit'ation and the +or%es a++e%ting it, yo' "ill kno" at "hat points along the aEis yo' need to be in order to a%hieve the desired res'lt.

Leadership +#%(es
3eadership style is the #anner and approa%h o+ providing dire%tion, i#ple#enting plans, and #otivating people. )here are three di++erent styles o+ leadership =<.!. Ar#y, 16;7? C a'to%rati%, parti%ipative, and +ree,rein.

16

Altho'gh #ost leaders 'se all three styles, one o+ the# nor#ally be%o#es the do#inant one.

0*#hori#arian 2a*#o'ra#i'3
)his type is 'sed "hen the leader tells her e#ployees "hat she "ants done and ho" she "ants it done, "itho't getting the advi%e o+ her tea#. !o#e o+ the appropriate %onditions to 'se it are "hen yo' have all the in+or#ation to solve the proble#, yo' are short on ti#e, or yo'r e#ployees are "ell #otivated. !o#e people think that this style in%l'des yelling, 'sing de#eaning lang'age, and leading by threats and ab'se o+ po"er. )his is not the a'thoritarian style...it is an ab'sive, 'npro+essional style o+ leadership. -o"ever, i+ yo' have the ti#e and yo' "ant to gain #ore %o##it#ent and #otivation +ro# yo'r e#ployee, then yo' sho'ld 'se the neEt style ,, parti%ipative.

4ar#i'ipa#i-e 2demo'ra#i'3
)his type o+ style involves the leader in%l'ding one or #ore e#ployees in on the de%ision #aking pro%ess =deter#ining "hat to do and ho" to do it?. -o"ever, the leader #aintains the +inal de%ision #aking a'thority. <sing this style is not a sign o+ "eakness, it is a sign o+ strength that yo'r e#ployees "ill respe%t. )his is nor#ally 'sed "hen yo' have so#e o+ the in+or#ation, and yo'r e#ployees have so#e o+ the in+or#ation. )his allo"s the# to be%o#e part o+ the tea# and allo"s yo' to #ake a better de%ision.

De(e1a#i-e 2&ree5rei1n32
1n this style, the leader allo"s the e#ployees to #ake the de%ision. -o"ever, the leader is still responsible +or the de%isions that are #ade. )his is 'sed "hen e#ployees are able to analyGe the sit'ation and deter#ine "hat needs to be done and ho" to do it. 0o' %annot do everythingS 0o' #'st set priorities and delegate %ertain tasks.
2

Also kno"n as laisTseG +aire =or laisTser +aire? "hi%h is the noninter+eren%e in the a++airs o+ others. O2ren%h : laisseG, se%ond person pl. i#perative o+ laisser, to let, allo" U +aire, to do.P 17

For'es
A good leader 'ses all three leadership styles, depending on "hat +or%es involve the +ollo"ers, leader, and sit'ation. !o#e eEa#ples in%l'de: <sing an a'thoritarian style on a ne" e#ployee "ho is F'st learning the Fob. )he leader is %o#petent and a good %oa%h. )he e#ployee is #otivated to learn a ne" skill. )he sit'ation is a ne" environ#ent +or the e#ployee.

<sing a parti%ipative style "ith a tea# o+ "orkers "ho kno" their Fob. )he leader kno"s the proble# "ell, b't he "ants to %reate a tea# "here the e#ployees take o"nership o+ the proFe%t. )he e#ployees kno" their Fobs and "ant to be%o#e part o+ the tea#. )he sit'ation allo"s ti#e. <sing a delegative style "ith a "orker "ho kno"s #ore abo't the Fob than yo'. 0o' %annot do everythingS )he e#ployee needs to take o"nership o+ her Fob. Also, the sit'ation #ight %all +or yo' to be at other pla%es doing other things. <sing all three: )elling yo'r e#ployees that a pro%ed're is not "orking %orre%tly and a ne" one #'st be established =a'thoritarian?. Asking +or their ideas and inp't on %reating a ne" pro%ed're =parti%ipative?. Delegating tasks in order to i#ple#ent the ne" pro%ed're =delegative?.

2or%es that in+l'en%e the style to be 'sed in%l'ded a n'#ber o+ things s'%h as: -o" #'%h ti#e is availableQ

Are relationships based on respe%t and tr'st or on disrespe%tQ >ho has the in+or#ation , yo', yo'r e#ployees, or bothQ -o" "ell yo'r e#ployees are trained and ho" "ell yo' kno" the task. 1nternal %on+li%ts. !tress levels. )ype o+ task. 1s it str'%t'red, 'nstr'%t'red, %o#pli%ated, or si#pleQ 3a"s or established pro%ed'res s'%h as *!-A =*%%'pation !a+ety and -ealth A%t? or training plans.

Leader 6se o& )onsidera#ion and +#r*'#*re

)"o other leadership styles are 7: Consideration =e#ployee orientation? , 3eaders are %on%erned abo't the h'#an needs o+ their e#ployees. )hey b'ild tea#"ork, help e#ployees "ith their proble#s, and provide psy%hologi%al s'pport.
7

8ote that this is highly related to the 5lake and Mo'ton Managerial Model. 18

!tr'%t're =task orientation? , 3eaders believe that they get res'lts by %onsistently keeping people b'sy and 'rging the# to prod'%e.

)here is eviden%e that leaders "ho are %onsiderate in their leadership style are higher per+or#ers and are #ore satis+ied "ith their Fob =!%hrieshei#, 16B2?. Also, noti%e that %onsideration and str'%t're are independent o+ ea%h other so they sho'ld not be vie"ed on opposite ends o+ the %ontin''#. 2or eEa#ple, a leader "ho be%o#es #ore %onsiderate, does not ne%essarily be%o#e less str'%t'red.

!he 4ro'ess o& 7rea# Leadership

)he road to great leadership =Ao'Ges M /osner, 16B;? Challenge the pro%ess , 2ind a pro%ess that yo' believe needs to be i#proved the #ost.

1nspire a shared vision , !hare yo' vision in "ords that %an be 'nderstood by yo'r +ollo"ers. .nable others to a%t , 9ive yo'r +ollo"ers the tools and #ethods to solve the proble#. Model the "ay , >hen the pro%ess gets to'gh, get yo'r hands dirty. A boss tells others "hat to do...a leader sho"s it %an be done. .n%o'rage the heart , !hare the glory "ith yo'r +ollo"ersL heart, keep the pains in yo'r heart.

4ower and Leadership

Al Capone on%e said, K0o' %an get #'%h +arther "ith a kind "ord and a g'n than yo' %an "ith a kind "ord alone.K Al#ost anyone %an 'se po"er, b't it takes skill to 'se the po"er that %o#es "ith a leadership position. H3eadership po"erI is #'%h #ore than the 'se o+ +or%e...it is in+l'en%ing others to tr'ly >A8) to a%hieve a goal. /lain po"er si#ply +or%es others to a%hieve a goal. /o"er re+ers to a %apa%ity that a person has in+l'en%ing the behavior o+ another person, so that he or she a%ts in a%%ordan%e "ith %ertain "ishes. )his po"er is a %apa%ity or potential as it i#plies a potential that need not be a%t'aliGed to be e++e%tive. )hat is, a po"er #ay eEist, b't it does not have to be 'sed to be e++e%tive. 2or eEa#ple, an o++i%er in the Ar#y has %ertain po"ers over enlisted personal, b't that po"er does not have to be 'sed to be e++e%tive ,, the #ere kno"ledge o+ an o++i%erLs po"er has in+l'en%e over others.

!he Fi-e 4oin#s o& 4ower

A person has the potential +or in+l'en%ing +ive points o+ po"er over another: Coer%ive /o"er , /o"er that is based on +ear. A person "ith %oer%ive po"er %an #ake things di++i%'lt +or people. )hese are the persons that yo' "ant to avoid getting angry. .#ployees "orking 'nder %oer%ive #anagers are 'nlikely to be %o##itted, and #ore likely to resist the #anager.

19

Re"ard /o"er , Co#plian%e a%hieved based on the ability to distrib'te re"ards that others vie" as val'able. Able to give spe%ial bene+its or re"ards to people. 0o' #ight +ind it advantageo's to trade +avors "ith hi# or her. 3egiti#ate /o"er , )he po"er a person re%eives as a res'lt o+ his or her position in the +or#al hierar%hy o+ an organiGation. )he person has the right, %onsidering his or her position and yo'r Fob responsibilities, to eEpe%t yo' to %o#ply "ith legiti#ate reJ'ests. .Epert /o"er , 1n+l'en%e based on spe%ial skills or kno"ledge. )his person earns respe%t by eEperien%e and kno"ledge. .Epert po"er is the #ost strongly and %onsistently related to e++e%tive e#ployee per+or#an%e. Re+erent /o"er , 1n+l'en%e based on possession by an individ'al or desirable reso'r%es or personal traits. 0o' like the person and enFoy doing things +or hi# or her.

4o(i#i's and 4ower

)he #ore politi%al in "hi%h e#ployees per%eive their organiGation, the lo"er their satis+a%tion be%o#es. )his is be%a'se they tend to +eel po"erless on a %ontin'o's basis:

Powerless Label
5la#ing others Aissing 'p C'nning /assing the b'%k Covering yo'r rear Creating %on+li%t 5'ilding %li%ks !%he#ing

*n the other hand, the politi%ally ast'te tend to vie" things di++erently:

Political Astute Label

2iEing responsibility

Developing relationships /oliti%al Minded Delegating a'thority Do%'#enting de%isions .n%o'raging innovation )ea#"ork /lanning ahead

Power verses Leadership /o"er does not reJ'ire goal %o#patibilityR instead, it +o%'ses on inti#idation,
"hile leadership reJ'ires goal %ongr'en%e

/o"er #aEi#iGes the i#portan%e o+ lateral and 'p"ard in+l'en%e, "hile leadership +o%'ses 'pon do"n"ard in+l'en%e /o"er +o%'ses on ta%ti%s +or gaining %o#plian%e, "hile leadership +o%'ses on getting ans"ers and sol'tions

21

7 , isioning
8here there is no #ision, the peop!e perish. 5 ,ro#er4s $.;1(
7e##in1 !o #he F*#*re
0o'r thinking skills %an be %onsidered dire%tional skills be%a'se they set the dire%tion +or yo'r organiGation. )hey provide vision, p'rpose, and goal de+inition. )hese are yo' eyes to the +'t're, allo"ing yo' to re%ogniGe the need +or %hange, "hen to #ake it, ho" to i#ple#ent it, and ho" to #anage it. 0o' +ind vision by rea%hing +or any available reason to %hange, gro", and i#prove , +ind so#ething that is not broken and #ake it better. V'st as yo' per+or# preventive #aintenan%e on yo'r %ar, yo' #'st per+or# preventive #aintenan%e on yo'r organiGation. Do 8*) believe in the old adage, K1+ it ainLt broke, donLt +iE it,K the people "ho do, go brokeS )reat every proFe%t as a %hange e++ort. )reat every Fob as a ne" learning eEperien%e. 9ood organiGations %onvey a strong vision o+ "here they "ill be in the +'t're. As a leader, yo' have to get yo'r tea# to tr'st yo' and be sold on yo'r vision. <sing the leadership tools des%ribed in this g'ide and being honest and +air in all yo' do "ill provide yo' "ith the a##o yo' need to gain their tr'st. )o sell the# on yo'r vision, yo' need to possess energy and display a positive attit'de that is %ontagio's. /eople "ant a strong vision o+ "here they are going. 8o one "ants to be st'%k in a dead,end %o#pany going no"here...or a %o#pany headed in the "rong dire%tion. )hey "ant to be involved "ith a "innerS And yo'r tea# is the ones "ho "ill get yo' to that goal. 0o' %annot do it aloneS

>hen setting goals, keep these points in #ind:

9oals sho'ld be realisti% and attainable. )he goals sho'ld i#prove the organiGation =#oral, #onetary, et%.?. 0o'r e#ployees sho'ld be involved in the goal,setting pro%ess.

22

A progra# sho'ld be developed to a%hieve ea%h goal.

)here are +o'r %hara%teristi%s =<.!. Ar#y, 16;7? o+ goal setting:

5o#' D!&&! )'t. , 1n%reasing yo' e#ployeeLs goal di++i%'lty in%reases their %hallenge and enhan%es the a#o'nt o+ e++ort eEpended to a%hieve the#. )he #ore di++i%'lt goals lead to in%reased per+or#an%e i+ they see# +easible. 1+ they see# too high, e#ployees "ill give 'p the +irst ti#e they +ail to a%hieve the#. 5o#' Spe !&! !t. , >hen given spe%i+i% goals, e#ployees tend to per+or# higher. )elling the# to do their best or giving no g'idan%e in%reases a#big'ity abo't "hat is eEpe%ted. .#ployees need a set goal or #odel in order to display the %orre%t behavior. Fee$*# - , /roviding +eedba%k enhan%es the e++e%ts o+ goal setting. /er+or#an%e +eedba%k keeps their behavior dire%ted on the right target and en%o'rages the# to "ork harder to a%hieve the goal. P#rt! !p#t!on , .#ployees, "ho parti%ipate in the pro%ess, generally set higher goals than i+ the goals "ere set +or the#. 1t also a++e%ts their belie+ that the goals are obtainable and in%reases their #otivation to a%hieve the#.

!he +i8 +#eps o& 7oa( +e##in1

Altho'gh +inding a vision %an be J'ite a %reative %hallenge, the pro%ess o+ getting that vision i#ple#ented %an be J'ite easy i+ yo' +ollo" the steps: 1. +!"!on - ;. 5o#'" - <. O*9e t!2e" - 4. T#"-" - =. T!me L!ne - 6. Fo''o0-)p

+#ep 1 )rea#e .ision

)he +irst step in setting goals and priorities is to personally develop "hat the organiGation sho'ld look like at so#e +'t're point, that is, establish a vision. As a F'nior leader, s'%h as a s'pervisor or #anager, yo' "ill #ainly be %on%erned "ith a depart#ent, se%tion, or s#all gro'p o+ people. >hile the senior leaders set the vision +or the entire organiGation, yo' set the vision +or yo'r tea#. And that vision needs to s'pport the organiGationLs goals. )he #ission o+ the organiGation is %r'%ial in deter#ining yo'r vision. 0o'r vision needs to %oin%ide "ith the Kbig pi%t're.K )he ter# KvisionK s'ggests a #ental pi%t're o+ "hat the +'t're organiGation "ill look like. )he %on%ept also i#plies a later ti#e horiGon. )his ti#e horiGon tends to be #id to long ter# in nat're, +o%'sing on as #'%h as 10, 20, or even 50 years in the +'t're +or visions a++e%ting the entire organiGation. 0o'r visions sho'ld be on #'%h shorter ti#e horiGons, s'%h as 4 #onths to a year. )he %on%ept o+ a vision has be%o#e a pop'lar ter# "ithin a%ade#i%, govern#ent, de+ense, and %orporate %ir%les. )his has spa"ned #any di++erent de+initions o+ vision. 5't, the vision yo' "ant, sho'ld be a pi%t're o+ "here yo' "ant yo'r depart#ent to be at a +'t're date. 2or eEa#ple, try to pi%t're "hat yo'r depart#ent "o'ld look like i+ it "as per+e%t, or "hat the #ost e++i%ient "ay to prod'%e yo'r prod'%t "o'ld look like, or perhaps i+ yo'r b'dget "as red'%ed by 10 per%ent, ho" yo' %o'ld still a%hieve the sa#e J'ality prod'%t.

23

:i!fredo ,areto, a 1.th ent+ry e onomist, theori@ed that most effe ts ome from re!ati#e!y few a+sesI that is, (0J of the effe ts ome from $0J of the possi4!e a+ses. For e0amp!e, $0J of the in#entory items in the s+pp!y hain of an or/ani@ation a o+nts for (0J of the in#entory #a!+e. Many people +all into the ti#e "asting trap o+ trying to +iE the B0W o+ the %a'ses that only a%%o'nt +or 20W o+ the proble#s. )hey believe that sin%e that sin%e that B0W en%o#passes so #'%h, they are really getting so#ething a%%o#plished. 0o'r visions need to pi%t're the 20W that "ill have the greatest e++e%t on yo'r organiGation. Altho'gh it is ni%e to have s#all vi%tories no" and then by going a+ter part o+ that easy B0W, +o%'s on the +e" things that "ill have the greatest i#pa%t...that is "hat a good leader does. *n%e yo' have yo'r vision, it needs to be +ra#ed in general, 'n,#eas'rable ter#s and %o##'ni%ated to yo'r tea#. 0o'r tea# then develops the ends =obFe%tives?, "ays =%on%epts?, and #eans =reso'r%es? to a%hieve the vision.

+#ep 2 +e# 7oa(

)he se%ond step involves establishing goals, "ith the a%tive parti%ipation o+ the tea#. 9oals are stated in ter#s that %annot be #eas'rable, b't they are #ore +o%'sed than a vision. 2or eEa#ple, K)he organiGation #'st red'%e transportation %osts.K )his establishes the +ra#e"ork o+ the yo'r vision.

+#ep 3 +e# 9:;e'#i-es

*bFe%tives are developed +ro# the goals, again "ith the a%tive parti%ipation o+ yo'r tea#. De+inable obFe%tives provide a "ay o+ #eas'ring the eval'ating #ove#ent to"ard vision a%hieve#ent. )his is the strategy o+ t'rning visions into reality. 1t is the %rossover #e%hanis# bet"een yo'r +ore%ast o+ the +'t're and the envisioned, desired +'t're. *bFe%tives are stated in pre%ise, #eas'rable ter#s s'%h as K5y the end o+ the neEt J'arter, the shipping depart#ent "ill 'se one par%el servi%e +or shipping ite#s 'nder 100 po'nds and one #otor %arrier +or shipping ite#s over a h'ndred po'nds.K )he ai# is to get general o"nership by the entire tea#.

+#ep 4 0ssi1n !asks

)he +o'rth step is to deter#ine tasks "hat tasks #'st be done to a%hieve the obFe%tives and "ho #'st do the#. )asks are %on%rete, #eas'rable events that #'st o%%'r. An eEa#ple #ight be, K)he transportation %oordinator "ill obtain detailed shipping rates +ro# at least 10 #otor %arriers.K

+#ep 5 +e# !ime5Line

8o" it is ti#e to establish a priority +or the tasks. !in%e ti#e is pre%io's and #any tasks #'st be a%%o#plished be+ore another %an begin, establishing priorities helps yo'r tea# to deter#ine the order in "hi%h the tasks #'st be a%%o#plished and by "hat date. 2or eEa#ple, K)he shipping rates "ill be obtained by May 6.K

+#ep 6 Fo((ow5*p
)he +inal step is to +ollo",'p by %he%king to see i+ the tea# is doing "hat is reJ'ired. )his kind o+ leadership involve#ent validates to the +ollo"ers that the stated priorities are "orthy o+ a%tion. 1t also de#onstrates a leaderNs %o##it#ent to see the #atter thro'gh to a s'%%ess+'l %on%l'sion.

24

+*per-isin1
!o#e #ight be asking, H>hy is s'pervision 'nder X isioningNQI )his is be%a'se they go hand,in,hand. isions do not get a%%o#plished by the#selves ,, yo' #'st ens're they happen. And s'pervision "itho't a vision is pointless C yo' need so#e g'iding prin%iples to dire%t yo'r s'pervision.

!'pervision is keeping a grasp on the sit'ation and ens'ring that plans and poli%ies are i#ple#ented properly. 1t in%l'des giving instr'%tions and inspe%ting the a%%o#plish#ent o+ a task. )here is a narro" band o+ adeJ'ate s'pervision. *n one side o+ the band is over,s'pervisionR and on the other side is 'nder,s'pervision. *ver,s'pervision %an sti+le initiative, breed resent#ent, and lo"er #orale and #otivation. <nder,s'pervision leads to #is%o##'ni%ation, la%k o+ %oordination, and the per%eption by s'bordinates that the leader does not %are. All e#ployees bene+it +ro# appropriate s'pervision by seniors "ith #ore kno"ledge and eEperien%e "ho tend to see the sit'ation #ore obFe%tively. .val'ating is part o+ s'pervising. 1t is de+ined as F'dging the "orth, J'ality, or signi+i%an%e o+ people, ideas, or things. 1t in%l'des looking at the "ays people are a%%o#plishing a task. 1t #eans giving +eedba%k on ho" "ell so#ething is being a%%o#plished. /eople need +eedba%k so that they %an F'dge their per+or#an%e. >itho't it, they "ill keep per+or#ing tasks "rongly, or stop per+or#ing the steps that #akes their "ork great. <se %he%klists to list tasks that need to be a%%o#plished. Al#ost all o+ 's have poor #e#ories "hen it %o#es to re#e#bering a list o+ details. 3ist tasks by priorities. 2or eEa#ple, KAK priorities #'st be done today, K5K priorities #'st be done by to#orro", and KCK priorities need to be +ollo"ed 'p "ith in a +e" days. Al"ays do'ble %he%k on i#portant proFe%ts by +ollo"ing thro'gh ,, strange things %an happen i+ yo' are not a"are o+ the#. /aper"ork gets lost, plans are %hanged, and people +orget. 1+ yo' have a syste# o+ %he%ks and do'ble %he%ks, then yo' "ill dis%over #istakes, have ti#e to %orre%t the#, and #ini#iGe any disr'ptions. 2ollo"ing thro'gh #ay see# to be a "aste o+ yo'r ti#e and energy, b't in the end, it pays o++. 0o' "ill spend less ti#e and energy %orre%ting #istakes and o#issions #ade long ago.

$nspirin1 <o*r ,mp(o%ees

9etting people to a%%o#plish so#ething is #'%h easier i+ they have the inspiration to do so. 1nspire #eans Kto breathe li+e into.K And in order to per+or# that, "e have to have so#e li+e o'rselves. )hree #ain a%tions "ill aid yo' in a%%o#plishing this. 5e passionate. >hen a leader displays a great enth'sias# over a proFe%t, a tri%kle,do"n e++e%t o%%'rs C the e#ployees be%o#e enth'siasts tooS 0o' #'st be %o##itted to the "ork yo' are doing. 1+ yo' do not %o##'ni%ate eE%ite#ent, ho" %an yo' eEpe%t yo'r tea# to get eE%itedQ

25

0o'r e#ployees need to be involved in the de%ision #aking pro%ess. /eople "ho are involved in the de%ision #aking pro%ess parti%ipate #'%h #ore enth'siasti%ally than those "ho F'st %arry o't their bossLs order. -elp the# %ontrib'te and tell the# yo' val'e their opinions. 3isten to the# and in%orporate their ideas "hen it #akes sense to so. Know what yo+r or/ani@ation is a4o+tK -enera! *rei/hton 8. 64rams said, Hthe 6rmy is not made +p of peop!e. The 6rmy is peop!e. "#ery de ision we make is a peop!e iss+e.H 3o+r or/ani@ation is the same...it may make a prod+ t or se!! a ser#i e, 4+t it is sti!! peop!eK 6 !eaderBs primary responsi4i!ity is to de#e!op peop!e and ena4!e them to rea h their f+!! potentia!. 3o+r peop!e may ome from di#erse 4a k/ro+nds, 4+t they a!! ha#e /oa!s they want to a omp!ish. *reate Hpeop!e en#ironmentH where they tr+!y an 4e a!! they an 4e.

26

: , Create and 3ead )ea#s

Most teams arenBt teams at a!! 4+t mere!y o!!e tions of indi#id+a! re!ationships with the 4oss. "a h indi#id+a! #yin/ with the others for power, presti/e and position. 5 Do+/!as M -re/or from -ro+p To Team
3eaders sho'ld not think o+ the#selves as #anagers or s'pervisors, b't as Ktea# leaders.K )hinking o+ yo'rsel+ as a #anager or s'pervisor, pla%es yo' in a position o+ traditional a'thority based solely on respe%t +or the position, "hi%h pla%es yo' in a position o+ po"er. 5y 'nderstanding the personal "ork pre+eren%es and #otivations o+ yo'r tea# #e#bers, yo' as an individ'al and not yo'r position, %an earn their respe%t and tr'st. )he tools dis%'ssed in this g'ide, s'%h as %o'nseling and planning, provide the basi% str'%t're +or leading a gro'p. 5't to go +ro# a gro'p to a tea# reJ'ires a +e" eEtra steps. A tea# is a gro'p o+ people %o#ing together to %ollaborate. )his %ollaboration is to rea%h a shared goal or task +or "hi%h they hold the#selves #'t'ally a%%o'ntable. A gro'p o+ people is not a tea#. A tea# is a gro'p o+ people "ith a high degree o+ interdependen%e geared to"ards the a%hieve#ent o+ a goal or %o#pletion o+ a task...it is not F'st a gro'p +or ad#inistrative %onvenien%e. A gro'p, by de+inition, is a n'#ber o+ individ'als having so#e 'ni+ying relationship.

)ea# #e#bers are deeply %o##itted to ea%h otherLs personal gro"th and s'%%ess. )hat %o##it#ent 's'ally trans%ends the tea#. A tea# o'tper+or#s a gro'p and o'tper+or#s all
27

reasonable eEpe%tations given to its individ'al #e#bers. )hat is, a tea# has a synergisti% e++e%t...one pl's one eJ'als a lot #ore than t"o. )ea# #e#bers not only %ooperate in all aspe%ts o+ their tasks and goals, they share in "hat are traditionally tho'ght o+ as #anage#ent +'n%tions, s'%h as planning, organiGing, setting per+or#an%e goals, assessing the tea#Ls per+or#an%e, developing their o"n strategies to #anage %hange, and se%'ring their o"n reso'r%es. A tea# has three #aFor bene+its +or the organiGation: 1t #aEi#iGes the organiGationLs h'#an reso'r%es. .a%h #e#ber o+ the tea# is %oa%hed, helped, and led by all the other #e#bers o+ the tea#. A s'%%ess or +ail're is +elt by all #e#bers, not F'st the individ'al. 2ail'res are not bla#ed on individ'al #e#bers, this gives the# the %o'rage to take %han%es. !'%%esses are +elt by every tea# #e#ber, this helps the# to set and a%hieve bigger and better s'%%esses.

)here are s'perior o'tp'ts against all odds. )his is d'e to the synergisti% e++e%t o+ a tea# , a tea# "ill o'tper+or# a gro'p o+ individ'als. )here is %ontin'o's i#prove#ent. 8o one kno"s the Fob, tasks, and goals better than the tea#. )o get real %hange, yo' need their kno"ledge, skills, and abilities. >hen they p'll together as a tea#, they "ill not be a+raid to sho" "hat they %an do. /ersonal #otives "ill be p'shed to the side to allo" the tea# #otive to s'%%eed.

De-e(opin1 !eams
Be ,n#h*sias#i' 5 i#s )on#a1io*s
*ne "ay to get a tea# started is to be%o#e enth'siasti% abo't one aspe%t at a ti#e. 1nitially look +or a J'i%k proble# to be solved. Most tea#s tra%e their advan%e#ent to key per+or#an%e oriented events that +orge the# together. /otential tea#s %an set s'%h events in #otion by i##ediately establishing a +e" %hallenging yet a%hievable goals that %an be rea%hed early on. 2irst, +ind a proble# and start to talk abo't it "ith the tea#R do not delegate it to an individ'al or s#all gro'p...#ake it a proFe%t +or everybody. Choose a si#ple, b't distra%ting "ork,related proble# and soli%it everybodyLs vie"s and s'ggestions.

!e%ondly, get the proble# solved. De#and 'rgen%y against a %lear target. )here is no need to allo%ate large a#o'nts o+ reso'r%e or ti#e to this, si#ply raise the proble# and #ake a +'ss. )hirdly, "hen a sol'tion %o#es, praise it by re"arding the "hole tea#. Also, ens're that the aspe%ts o+ in%reased e++i%ien%y, prod'%tivity, and$or %al# are highlighted sin%e this "ill establish the %riteria +or s'%%ess. 2inally, +ind another proble# and repeat =pre+erably bigger?.

28

De-e(op a +ense o& 6r1en'%

)ea# #e#bers need to believe the tea# has a 'rgent and "orth"hile p'rpose so establish a sense o+ 'rgen%y and dire%tion. )his "ill help the# kno" "hat their eEpe%tations are. )he #ore 'rgent and #eaning+'l the need to rea%h a goal, the #ore likely it is that a real tea# "ill e#erge. )he best tea#s de+ine their per+or#an%e eEpe%tations, b't are +leEible eno'gh to allo" %hanges to shape their o"n p'rpose, goals, and approa%h.

+e# )(ear /*(es o& Beha-ior

All real tea#s develop r'les o+ %ond'%t to help the# a%hieve their p'rpose and per+or#an%e goals. !'%h as: Attendan%e d'ring tea# #eetings , no interr'ptions to take telephone %alls.

Dis%'ssions , no sa%red %o"s. Con+identiality , personal revelations #'st re#ain a#ong the tea. Analyti% approa%h , +a%ts are +riendly. Constr'%tive %on+rontation , no +inger pointing. )he #ost i#portant , everyone does real "ork.

Keep !hem $n&ormed

Challenge yo'r tea# "ith +resh +a%ts and in+or#ation. 8e" in+or#ation %a'ses a potential tea# to rede+ine and enri%h its 'nderstanding o+ the obFe%tives, thereby helping the tea# to set %learer goals.

7row !o1e#her
)ea#s #'st spend a lot o+ ti#e together, espe%ially in the beginning. 0et, potential tea#s o+ten +ail to do so. )he ti#e spent together #'st be both s%hed'led and 'ns%hed'led. Creative insights as "ell as personal bonding reJ'ire i#pro#pt' and %as'al intera%tions.

/ein&or'emen# =orks =onders

.Eploit the po"er o+ positive +eedba%k, re%ognition, and re"ard. /ositive rein+or%e#ent "orks as "ell in a tea# %onteEt as else"here. 1+ people in the gro'p, +or eEa#ple, are alert to a shy personLs initial e++orts to speak 'p and %ontrib'te, they %an give her the positive rein+or%e#ent that en%o'rages %ontin'ed %ontrib'tions.

+ome o#her me#hods are> 2o%'s on both develop#ent and per+or#an%e. Make tea#"ork the nor# +or all
a%tions. Model tea#"ork in the "ay yo' %ond'%t b'siness and the "ay yo' intera%t "ith yo'r %olleag'es.

<se all yo'r leadership tools, s'%h as %oa%hing, %o'nseling, #entoring, t'toring, and %on%entrating on i#proving per+or#an%e. <se in+or#al pro%esses, s'%h as the "ay yo' %o##'ni%ate, sho"ing respe%t, and appre%iating and %elebrating their a%hieve#ents.

29

0o'r +eelings #'st sho" %o##it#ent, loyalty, pride, and tr'st in yo'r tea#. !hare the %redit. Create s'b%o##ittees +or key areas and give the# de%ision,#aking a'thority. )ake t'rns having a di++erent #e#ber +a%ilitate or lead the #eetings. )alk last in dis%'ssions, a+ter yo'Lve heard +ro# the others. 5e %lear abo't "hen yo'Lre eEpressing yo'r o"n personal opinion, that o+ the organiGation, or that o+ the "hole tea#. Leadership shows itse!f in the inspired a tion of team mem4ers. Traditiona!!y, or/ani@ations ha#e assessed !eaders 4y their a tions and 4eha#iors. B+t, the 4est way to assess a !eader wo+!d 4e to assess the !eadership 4y the de/ree to whi h peop!e aro+nd !eaders are inspired. It is this inspiration that !eads or/ani@ations on to s+ ess.

,(emen#s o& a !eam

As a leader, there are a n'#ber o+ ele#ents that need to be introd'%ed into the tea#. )ea#s learn and de#onstrate behaviors that are not eEhibited by gro'ps. )hese %hara%teristi%s represent the essential ele#ents o+ an e++e%tive tea#. A tea# does not nor#ally +or# by itsel+. )hereLs al#ost al"ays so#eone "ho "as the %atalyst +or bringing the people together. )his so#eone #'st be yo'. 1t is okay +or yo' to be the +o%al point at the beginning, b't at so#e point, the o"nership o+ the gro'p needs to shi+t to the tea# as a "hole.

!eam e(emen#s
Common te#m (o#' , Altho'gh yo'r tea# #ight have a n'#ber o+ goals, one o+ the# #'st stand o't. 2or eEa#ple, K)o prod'%e 10W #ore "idgets than last year "itho't hiring additional personnel.K A s'pporting goal #ight be, K)o provide :0 ho'rs o+ yearly training +or ea%h #e#ber.K .veryone "ill kno", agree 'pon, and %o##itted to a%%o#plishing the tea# goal. Le#rn!n( C )ea# #e#bers learn, develop others, and trans+er kno"ledge in the organiGation. Pro$) t!2e p#rt! !p#t!on o& #'' mem*er" , )his has +o'r levels: 1. 2. 7. :. Contrib'ting data and kno"ledge. !haring in the de%ision #aking pro%ess and rea%hing %onsens's. Making the de%ision. Making an i#posed de%ision "ork.

Comm)n! #t!on , *pen, honest, and e++e%tive eE%hange o+ in+or#ation bet"een #e#bers. Tr)"t , *penness in %ritiJ'ing and tr'sting others.
3

A "en"e o& *e'on(!n( , Cohesiveness by being %o##itted to an 'nderstood #andate and tea# identity. D!2er"!t. , )his #'st be val'ed as an asset. 1t is a vital ingredient that provides the synergisti% e++e%t o+ a tea#. Cre#t!2!t. #n$ r!"- t#-!n( , 1+ no one individ'al +ails, then risk taking be%o#es a lot easier. E2#')#t!on , An ability to sel+,%orre%t. C%#n(e omp#t!*!'!t. , 5eing +leEible and assi#ilating %hange. P#rt! !p#tor. 'e#$er"%!p , .veryone #'st help lead to one degree or another.

Teamwork
My s+per#is0r t0!d me that teamw0rk depends 0n the perf0rman e 0f e#ery sin/!e mem4er 0n the team. I had tr0+4!e +nderstandin/ it +nti! my s+per#is0r sh0wed me h0w the 0ffi e typewriter perf0rms when =+st 0ne key is 0+t 0f 0rder. 6!! the 0ther keys 0n 0+r typewriter w0rk =+st fine e0 ept 0ne, 4+t that 0ne destr0ys the effe ti#eness 0f the typewriter. <0w I kn0w that e#en th0+/h I am 0n!y 0ne pers0n, I am needed if the team is t0 w0rk as a s+ essf+! team sh0+!d.

+i8 +#eps #o !eam 4ro:(em +o(-in1

1. De+ine the goal or obFe%tive. A tea# needs to kno" "hat to +o%'s on. 0o' %an lay

o't the basi% goal, red'%e "orkpla%e a%%idents +or eEa#ple, b't it is i#portant to let the tea# de+ine and eEpand the goal.
2. 8ot only #'st the K"hatK be solved, b't also the K"hy.K )he tea# sho'ld identi+y

"hatLs in it +or the organiGation and the tea# to a%hieve this obFe%tive. )his is best done by asking, K>hat is the bene+itQK Also, help the# to %reate a spe%i+i% target that b'ilds enth'sias#. Make a%hieving the obFe%tive so'nd appealing.
3. De+ine the obsta%les that "ill prevent the tea# +ro# a%hieving "hat it "ants. 2o%'s

on internal obsta%les, not on the eEternal environ#ent, s'%h as %o#petitors and la"s. 1t "ill be too easy to say, K>e %anLt do anything abo't it.K 1nternal +a%tors are "ithin their rea%h.
4. )he tea# no" plans its a%tions. 3ay o't +o'r or +ive %on%rete steps, and "rite the#

do"n. 8ot K"eLll tryK a%tions, as K>eLll try to serve %'sto#ers better.K 0o' "ant a%tions that %an be tra%ked and #onitored. 0o' %annot #eas're a KtryK a%tion. 0o'

31

"ant observable behaviors like K9reet all %'sto#ers "ith a s#ile and a good #orning or good a+ternoon,K or KC'sto#ers "ill be served "ithin 1 #in'te 'pon their arrival.K
5. Challenge the obsta%les that "ere de+ined in step three. )he tea# needs to +or#'late

a%tions to %hange or eli#inate any i#pedi#ents that #ay be roadblo%ks in i#ple#enting its obFe%tives.
6. )ake a%tion no"S )his is #ost %riti%al step. 1t is "hat di++erentiates an e++e%tive tea#

+ro# a gro'p...gro'ps have #any #eetings be+ore taking a%tion , tea#s get it doneS 9et %o##it#ent +ro# individ'al tea# #e#bers to take a%tion on spe%i+i% ite#s.

!eam5p(a%er +#%(es
As a leader, yo' "ant a "ide variety o+ tea# #e#bers , Contrib'tors, Collaborators, Co##'ni%ators, and Challengers. Altho'gh "e all have the +o'r types "ithin 's, one or t"o o+ the# "ill be #ore do#inant than the others "ill. -aving a tea# that displays all +o'r types "ill provide yo' "ith a better,ro'nded tea#: Contr!*)tor" are task oriented #e#bers "ho enFoy providing the tea# "ith good te%hni%al in+or#ation and data. )hey p'sh the tea# to set high standards. Altho'gh they are dependable, they so#eti#es be%o#e too bogged do"n in the details and #iss the big pi%t're. )hey are responsible, a'thoritative, reliable, pro+i%ient, and organiGed.

Co''#*or#tor" are goal dire%ted #e#bers "ho see the vision, #ission, and goal o+ the tea#. )hey are +leEible and open to ne" ideas, "illing to pit%h in and "ork o'tside their de+ined role, and to share the li#elight "ith other tea# #e#bers. )hey are big pi%t're persons "ho so#eti#es +ail to give eno'gh attention to the basi% tea# tasks or to %onsider individ'al needs. )hey are +or"ard looking, goal dire%ted, a%%o##odating, +leEible, and i#aginative. Comm)n! #tor" are pro%ess oriented "ho are e++e%tive listeners and +a%ilitators o+ involve#ent, %on+li%t resol'tion, %onsens's b'ilding, +eedba%k, and the b'ilding o+ an in+or#al relaEed %li#ate. )hey are Kpeople personsK, "ho so#eti#es see a pro%ess as an end in itsel+, #ay not %on+ront other tea# #e#bers, or #ay not give eno'gh e#phasis to #aking progress to"ards the tea# goals. )hey are s'pportive, %onsiderate, relaEed, enth'siasti%, and ta%t+'l. C%#''en(er" are advent'rers "ho J'estion the goals, #ethods, and ethi%s o+ the tea#. )hey are "illing to disagree "ith the leader and higher a'thorities, and en%o'rage the tea# to take "ell,%on%eived risks. Most people appre%iate the val'e o+ their %andor and openness, b't so#eti#es they #ay not kno" "hen to ba%k o++ on an iss'e or be%o#e sel+,righteo's and try to p'sh the tea# too +ar. )hey are honest, o'tspoken, prin%ipled, and ethi%al.

32

Altho'gh yo'r +irst instin%t #ight tell yo' to sele%t people like yo'rsel+ or to eE%l'de one or #ore o+ these +o'r gro'ps, this is not "hat yo' "ant. 2or eEa#ple, having a gro'p "ith no %hallengers "o'ld be F'st that, a gro'p, not a tea#. 0o' "o'ld be s'rro'nded "ith a gro'p o+ Kyes peopleK, "ho never J'estion anything, they F'st blindly go "here told. *n the other hand, a gro'p %o#posed o+ all %hallengers "o'ld never get anything a%%o#plished. 1t takes all styles to tr'ly +'n%tion as a tea#. Another gro'p o+ tea# players has been identi+ied by Mary .llen 5rantley =2001?R she identi+ied +ive types o+ %riti%al tea# players: I e*re#-er" , )hey break thro'gh barriers and %reate opport'nities +or the %o#pany,

S%er'o -": , Criti%al thinkers "ho solve proble#s 5)r)" , Resident eEperts on a parti%'lar te%hnology, pro%ess, or %on%ept. Str#0 *o""e"4 , 3eaders or proFe%ts or progra#s. S%erp#" C )e%hni%al +'n%tional H"orker bees.I *n%e they learn ne" skills, they tend "ork their "ay 'p =be%o#e +eeders +or the other positions?.

!eam Leadership
Keep #he p*rpose, 1oa(s, and approa'h re(e-an# and meanin1&*(?
All tea#s #'st shape their o"n %o##on p'rpose, goals and approa%h. >hile a leader #'st be a "orking #e#ber o+ the tea# "ho %ontrib'tes, she also stands apart +ro# the tea# by virt'e o+ her position as leader. A tea# eEpe%ts their leader to 'se that perspe%tive and distan%e to help the# %lari+y and %o##it to their #ission, goals, and approa%h. Do not be a+raid to get yo'r hands dirty =lead by eEa#ple?, b't al"ays re#e#ber "hat yo' are paid to do =get the Fob done and gro" yo'r tea#?.

B*i(d 'ommi#men# and 'on&iden'e?

0o' sho'ld "ork to b'ild the %o##it#ent and %on+iden%e level o+ ea%h individ'al and the tea#. .++e%tive tea# leaders are vigilant abo't skills. )heir goal is to have #e#bers "ith te%hni%al, +'n%tional, proble# solving, de%ision #aking, interpersonal, and tea#"ork skills. )o get there, en%o'rage yo'r tea# to take the risks needed +or gro"th and develop#ent. 0o' %an also %hallenge tea# #e#bers by shi+ting their assign#ents and role patterns. 9et the# o't o+ their %o#+ort Gone and into the learning Gone, b't not so +ar that they go into the +ear Gone:

-ay is dried grass, so#eti#es "ith a little al+al+a thro"n in, 'sed as +eed +or horses and %attle. !tra", on the other hand, is the stalks o+ "heat or other grains le+t over a+ter harvesting the good parts, and is 'sed pri#arily +or livesto%k bedding. !in%e stra" is a by,prod'%t o+ the real b'siness o+ a +ar#, Kstra" bossK is not the Kbig bossK o+ any Fob, b't rather an assistant or s'bordinate boss, 's'ally on the level o+ the +ore#an o+ a "ork %re". 1t is no" a #etaphor +or any lo",level s'pervisor. And sin%e stra" bosses rarely "ield any real po"er aside +ro# the ability to #ake those 'nder the# #iserable, Kstra" bossK today is o+ten a synony# +or a petty and vindi%tive s'perior. -o"ever, 5rantley 'ses the ter# in a positive #anner, that is, stra" bosses are /ood proFe%t drivers. 33

As long as "e stay in o'r %o#+ort Gone, %hange or learning be%o#es di++i%'lt, as "e have nothing p'shing =#otivating? 's. 1+ "e go to +ar o't o+ o'r %o#+ort Gone "e enter the +ear Gone "here no learning takes pla%e be%a'se o+ the eEtre#e dis%o#+ort o+ it. >hen "e enter the learning Gone, "e be%o#e slightly 'n%o#+ortable as "e are slightly o't o+ pla%e. >e there+ore %hange =learn? to +it in.

"ana1e re(a#ionships wi#h o*#siders?

)ea# leaders are eEpe%ted, by the people o'tside as "ell as inside the tea#, to #anage #'%h o+ the tea#Ls %onta%ts and relationships "ith the rest o+ the organiGation. 0o' #'st %o##'ni%ate e++e%tively the tea#Ls p'rpose, goals, and approa%h to anyone "ho #ight help or hinder it. 0o' #'st also have the %o'rage to inter%ede on the tea#Ls behal+ "hen obsta%les that #ight %ripple or de#oraliGe the tea# are pla%ed in its "ay.

)rea#e oppor#*ni#ies &or o#hers?

*ne o+ yo'r %hallenges is to provide per+or#an%e opport'nities, assign#ents, and %redit to the tea# and the people in it. 0o' %annot grab all the best opport'nitiesR yo' #'st share it "ith yo'r tea#. )his "ill help yo' to +'l+ill one o+ yo'r pri#ary responsibilities as a leader , gro"ing the tea#.

)rea#e a -ision?
)he vision is the #ost i#portant aspe%t o+ #aking a tea# s'%%ess+'l. )ea#s perish "hen they donLt %learly see the vision , "hy they are doing "hat they do and "here they are going. 0o' #'st #otivate the tea# to"ard the +'l+ill#ent o+ the goals. >orkers "ant to be s'%%ess+'l and they kno" the only "ay to do that is by +ollo"ing and a%hieving great goals.

0re %o* read% #o :e a #eam (eader@

0es$ 8o 0o' are %o#+ortable in sharing leadership and de%ision #aking "ith yo'r e#ployees. 0o' pre+er a parti%ipative at#osphere. )he environ#ent is highly variable or %hanging J'i%kly and yo' need the best thinking and inp't +ro# all yo'r e#ployees. Me#bers o+ yo' tea# are =or %an be%o#e? %o#patible "ith ea%h other and %an %reate a %ollaborative rather than a %o#petitive environ#ent. 0o' need to rely on yo'r e#ployees to resolve proble#s.
34

2or#al %o##'ni%ation %hannels are not s'++i%ient +or the ti#ely eE%hange o+ in+or#ation and de%isions.

4ro:(ems !eam Fa'e

3eaders sele%t too #any #e#bers in their o"n i#age. As a res'lt, tea#s be%o#e 'nbalan%ed "ith too #any people overlapping in the sa#e areas, "hile there are skill gaps in other areas. 3eaders do not 'nderstand their o"n strengths, abilities, and pre+eren%es. 1ndivid'als in 'nbalan%ed tea#s +eel their talents and abilities are not being 'sed. 3eaders +eel they do not kno" ho" to #otivate people. )his is be%a'se they do not kno" the# and their individ'al needs. )ea# #e#bers +eel that the tea# does not "ork s#oothly. )hey believe individ'al "ork pre+eren%es %on+li%t rather than %o#ple#ent ea%h other.

=hen !o B*i(d !eams

1ts ti#e to b'ild that tea# i+ yo' are +a%ing the +ollo"ing proble#s: 3oss o+ prod'%tivity or o'tp't.

Co#plaints. Con+li%ts bet"een personnel. 3a%k o+ %lear goals. Con+'sion abo't assign#ents. 3a%k or innovation or risk taking. 1ne++e%tive #eetings. 3a%k o+ initiative. /oor %o##'ni%ation. 3a%k o+ tr'st. .#ployees +eel that their "ork is not re%ogniGed. De%isions are #ade that people do not 'nderstand or agree "ith.

35

!o#eti#es it helps to bring the tea# in on the tea# b'ilding pro%ess. 2irst, have a diagnosti% #eeting. )his #eeting sho'ld be o++,site so that there are no interr'ptions and to sho" the# yo' are tr'ly %o##itted to b'ilding a tea#. )his part o+ the pro%ess is not to +iE any proble#s b't to bring +orth "hat is good and bad "ith the tea# in order to +or#'late +'t're plans. 0o' need to +ind o't "hat is "orking or not "orking and "here they are "ith their "orking relationships "ith ea%h other, other tea#s, and yo'. 1+ the tea# is large, it #ight help to break the# do"n into s#aller dis%'ssion gro'ps in order to have #ore lively dis%'ssions or to pair the# 'p and the# report ba%k to the tea#. Consider the +irst part o+ the diagnosti% #eeting as a brainstor#ing session. Do not thro" o't any proble#s or ideas that yo' +eel is irrelevant. A+ter all the data has been #ade p'bli%, have the tea# deter#ine "hat is %orre%t and relevant. 8eEt, %ategoriGe the iss'es, s'%h as planning, s%hed'ling, reso'r%es, poli%ies, tasks or a%tivities the gro'p #'st per+or#, interpersonal %on+li%t, et%. *n%e all the in+or#ation has been %ategoriGed, develop a%tion plans to solve the proble#s. And +inally and #ost i#portantly, +ollo" 'p on the plans to ens're they are being a%%o#plished.

36

5 , 2oster Con+li%t Resol'tions ="in,"in?

Leadership in todayBs wor!d reL+ires far more than a !ar/e sto k of /+n4oats and a hard fist at the onferen e ta4!e. 5 ?+4ert ?. ?+mphrey
The &io+0 Indian Tri4a! ,rayer reads, H-reat &pirit, he!p +s ne#er to =+d/e another +nti! we ha#e wa!ked for two weeks in his mo asins.H Altho'gh the art o+ diplo#a%y %overs several books, the above state#ent "ill serve #ost leaders in solving day,to,day %on+li%t resol'tions, that is, by pla%ing yo'rsel+ in other peopleNs shoes be+ore #aking a F'dge#ent, yo' "ill nat'rally solve %on+li%ts. !in%e this %hapter is #ainly on keeping the pea%e "ithin yo'r tea#, three other s'bFe%ts are introd'%ed C #otivation, %o'nseling, and per+or#an%e appraisals. 2inally, the last se%tion is on violen%e in the "orkpla%e.

4er&orman'e
)here are +o'r #aFor %a'ses o+ per+or#an%e proble#s: 1. Ano"ledge or !kills , )he e#ployee does not kno" ho" to per+or# the pro%ess %orre%tly , la%k o+ skills, kno"ledge, or abilities.
2. .nviron#ent , )he proble# is not e#ployee related, b't is %a'sed by the

environ#ent C "orking %onditions, bad pro%esses, ergono#i%s, et%.

3. Reso'r%es , 3a%k o+ reso'r%es or te%hnology. 4. Motivation , )he e#ployee kno"s ho" to per+or#, b't does so in%orre%tly. /erhaps

d'e to the sele%tion pro%ess. )he /er+or#an%e Analysis @'adrant, sho"n belo", is a tool to help in the identi+i%ation. 5y asking t"o J'estions, KDoes the e#ployee have adeJ'ate Fob kno"ledgeQK and Kdoes the e#ployee have the proper attit'de =desire? to per+or# the FobQK and assigning a n'#eri%al rating bet"een 1 and 10 +or ea%h ans"er, "ill pla%e the e#ployee in 1 o+ : the per+or#an%e J'adrants:

37

B
A M o t!2 # t!o n

3 E n 2 !r o n m e n t

D o e s t h e e # p lo y e e h a v e a d e J ' a t e Fo b k n o " le d g e Q

C S e 'e t!o n

D T r # !n !n (

1 1 2

D o e s t h e e # p lo y e e h a v e t h e p r o p e r a t t it ' d e = d e s ir e ? t o p e r + o r # t h e Fo b Q Per&orm#n e An#'."!" ,)#$r#nt

@'adrant A =Motivation?: 1+ the e#ployee has s'++i%ient Fob kno"ledge b't has an i#proper attit'de, this #ay be %lassed as #otivational proble#. )he %onseJ'en%es =re"ards? o+ the personLs behavior "ill have to be adF'sted. )his is not al"ays badYthe e#ployee #ight not realiGe the %onseJ'en%e o+ his or her a%tions. @'adrant 5 =Reso'r%e$/ro%ess$.nviron#ent?: 1+ the e#ployee has both Fob kno"ledge and a +avorable attit'de, b't per+or#an%e is 'nsatis+a%tory, then the proble# #ay be o't o+ %ontrol o+ the e#ployee. i.e. la%k o+ reso'r%es or ti#e, task needs pro%ess i#prove#ent, the "ork station is not ergono#i%ally designed, et%. @'adrant C =!ele%tion?: 1+ the e#ployee la%ks both Fob kno"ledge and a +avorable attit'de, that person #ay be i#properly pla%ed in the position. )his #ay i#ply a proble# "ith e#ployee sele%tion or pro#otion, and s'ggests that a trans+er or dis%harge be %onsidered. @'adrant D =)raining?: 1+ the e#ployee desires to per+or#, b't la%ks the reJ'isite Fob kno"ledge or skills, then additional training #ay be the ans"er.

Also, note that the +iE does not have to be the sa#e as the %a'se. 2or eEa#ple, yo' %an o+ten +iE a pro%ess proble# "ith training or perhaps +iE a #otivation proble# "ith altit'de or =a++e%tive do#ain? training.

"o#i-a#ion
A personLs #otivation is a %o#bination o+ desire and energy dire%ted at a%hieving a goal. 1n+l'en%ing so#eoneLs #otivation #eans getting hi# or her to "ant to do "hat yo' kno" #'st be done. A personLs #otivation depends 'pon t"o things:

38

1. )he "tren(t% o+ %ertain needs. 2or eEa#ple, yo' are h'ngry, b't yo' #'st have a

task %o#pleted by a nearing deadline. 1+ yo' are starving yo' "ill eat. 1+ yo' are slightly h'ngry, yo' "ill +inish the task at hand.
2. )he per ept!on that taking a %ertain a%tion "ill help satis+y those needs. 2or

eEa#ple, yo' have t"o b'rning needs , )he desire to %o#plete the task and the desire to go to l'n%h. 0o'r per%eption o+ ho" yo' vie" those t"o needs "ill deter#ine "hi%h one takes priority. 1+ yo' believe that yo' %o'ld be +ired +or not %o#pleting the task, yo' "ill probably p't o++ l'n%h and %o#plete the task. 1+ yo' believe that yo' "ill not get into tro'ble or perhaps +inish the task in ti#e, then yo' "ill #ore than likely go to l'n%h.

"o#i-a#in1 4eop(e
/eople %an be #otivated by belie+s, val'es, interests, +ear, "orthy %a'ses, and other s'%h +or%es. !o#e o+ these +or%es are internal, s'%h as needs, interests, and belie+s. *thers are eEternal, s'%h as danger, the environ#ent, or press're +ro# a loved one. )here is no si#ple +or#'la +or #otivation ,, yo' #'st keep an open vie"point on h'#an nat're. )here is a %o#pleE array o+ +or%es steering the dire%tion o+ ea%h person and these +or%es %annot al"ays be seen or st'died. Also, i+ the sa#e +or%es are steering t"o di++erent people, ea%h person "ill a%t di++erently. Ano"ing that di++erent people rea%t to di++erent needs "ill g'ide yo'r de%isions and a%tions in %ertain sit'ations. *+ten the e#ployee kno"s ho" to per+or# the desired behavior %orre%tly, the pro%ess is good, and all reso'r%es are available, b't +or one reason or another, does not do so. 1t then be%o#es a #otivational iss'e. Motivation is the %o#bination o+ a personLs desire and energy dire%ted at a%hieving a goal. 1t is the %a'se o+ a%tion. Motivation %an be intrinsi% , satis+a%tion, +eelings o+ a%hieve#entR or eEtrinsi% , re"ards, p'nish#ent, or goal obtain#ent. 8ot all people are #otivated by the sa#e thing, and over ti#e their #otivation %hanges. Altho'gh #any Fobs have proble#s that are inherent to the position, it is the proble#s that are inherent to the person that %a'se 's to loose +o%'s +ro# o'r #ain task o+ getting res'lts. )hese #otivational proble#s %o'ld arrive +ro# +a#ily press'res, personality %on+li%ts, a la%k o+ 'nderstanding ho" the behavior a++e%ts other people or pro%ess, et%. >hen so#ething breaks the psy%hologi%al %ontra%t bet"een the e#ployee and the organiGation, the leader #'st +ind o't "hat the eEa%t proble# is by looking beyond the sy#pto#s, +ind a sol'tion, +o%'s on the proble#, and i#ple#ent a plan o+ a%tion. *ne o+ the "orst sit'ations that a leader %an get into is to get all the +a%ts "rong.

39

!tart by %olle%ting and do%'#enting "hat the e#ployee is not doing or sho'ld be doing , tasks, spe%ial proFe%ts, reports, et%. )ry to observe the e#ployee per+or#ing the task. Also, do not #ake it a "it%h,h'nt, b't rather observe and re%ord "hat the e#ployee is not doing to standards. Che%k past per+or#an%e appraisals, previo's #anagers, or other leaders the e#ployee #ight have "orked "ith. )ry to +ind o't i+ it a pattern or so#ething ne". *n%e yo' kno" the proble#, then "ork "ith the e#ployee to solve it. Most e#ployees "ant to do a good Fob. 1t is in yo'r best interest to "ork "ith the e#ployee as long as the b'siness needs are #et and it is "ithin the bonds o+ the organiGation to do so.

)a*ses o& pro:(ems !pectations or re"uirements have not been ade"uately communicated#
)his #otivational iss'e is not the +a'lt o+ the e#ployee. 5y providing +eedba%k and ens'ring the +eedba%k is %onsistent, yo' provide the #eans +or e#ployees to #otivate the#selves to the desired level or per+or#an%e. 2or eEa#ple, in%onsistent +eedba%k "o'ld be +or #anage#ent to say it "ants good sa+ety pra%ti%es, then +ro"ns on "orkers "ho slo" do"n by %o#plying "ith reg'lations. *r eEpressing that %are+'l "ork#anship is needed, b't rein+or%es vol'#e o+ prod'%tion. 2eedba%k #'st be provided on a %ontin'o's basis. 1+ yo' only provide it d'ring an e#ployeeLs per+or#an%e rating period, then yo' are 8*) doing yo'r Fob. Also, ens're that there is not a di++eren%e in priorities. .#ployees "ith several tasks and proFe%ts on their plates #'st be %learly %o##'ni%ated as to "hat %o#es +irst "hen pressed +or ti#e. >ith the ever,in%reasing notion to do #ore "ith less, "e #'st 'nderstand that not everything %an be done at on%e. .#ployees o+ten %hoose the task that they enFoy the #ost, rather than the task they dislike the #ost. And all too o+ten, that disliked task is "hat needs to be per+or#ed +irst.

Lack o$ motivation#
A la%k o+ #otivation %o'ld be %a'sed by a n'#ber o+ proble#s, to in%l'de personal, +a#ily, +inan%ial, et%. Assist the e#ployee in re%ogniGing and 'nderstanding the negative %onseJ'en%es o+ his or her behavior.

Shi$t in $ocus
)oday, its a l'%ky e#ployee =or 'nl'%ky i+ that e#ployee thrives on %hange? that does not have her Fob restr'%t'red. Changing +or%es in the #arket +or%es %hanges in organiGations. >hen this happens, ens're that every e#ployee kno"s: -o" has the Fob %hanged and "hat are the ne" responsibilitiesQ >hy the Fob "as restr'%t'red , is it part o+ a longer overha'lQ -o" "ill their per+or#an%e be eval'ated and by "ho#Q Do they need to learn ne" skillsQ Can the old responsibilities be delegatedQ -o" "ill their %areer bene+it +ro# this transitionQ >hat ne" skills or training do they need to per+or# s'%%ess+'llyQ >ill this #ake the# #ore #arketable in the +'t'reQ 5y keeping the# in+or#ed, yo' help to eli#inate so#e o+ the +ear and keep the# +o%'sed on "hat #'st be per+or#ed.

"o#i-a#iona( 7*ide(ines
As a leader, yo' have the po"er to in+l'en%e #otivation. )he +ollo"ing g'idelines =<.!. Ar#y, 16;7? +or# the basi% vie" o+ #otivation. )hey "ill help g'ide yo' in yo'r de%ision #aking pro%ess:

Allow the needs o$ your team to coincide with the needs o$ your or%ani&ation#
8early all people are in+l'en%ed by the need +or Fob se%'rity, pro#otion, raises, and approval o+ their peers, and leaders. )hey are also in+l'en%ed by internal +or%es s'%h as val'es, #orals, and ethi%s. 3ike"ise, the organiGation needs good people in a "ide variety o+ Fobs. .ns're that yo'r tea# is trained, en%o'raged, and provided the opport'nity to advan%e. .ns're that the "ay yo' %ond'%t b'siness has the sa#e val'es, #orale, and ethi% prin%iples that yo' seek in yo'r people. 1+ yo' %ond'%t b'siness in a dishonest #anner, yo'r tea# "ill be dishonest to yo', +or that "ill be the kind o+ people that yo'r organiGation attra%ts.

Reward %ood behavior#

Altho'gh a %erti+i%ate, letter, or a thank yo' #ay see# s#all, they %an be po"er+'l #otivators. )he re"ard sho'ld be spe%i+i% and pro#pt. Do not say, K+or doing a good Fob.K Cite the spe%i+i% a%tion that #ade yo' believed it "as a good Fob. 1n addition, help people "ho are good. >e all #ake #istakes or need help to a%hieve a parti%'lar goal.

Set the e!ample#

0o' #'st be the role #odel that yo' "ant yo'r tea# to gro" into. 8e m+st 4e ome the han/e we want to see. 5 Mahatma -andhi

'evelop morale and esprit#

Morale is the #ental, e#otional, and spirit'al state o+ a person. Al#ost everything yo' do "ill have so#e i#pa%t on the #orale o+ yo'r organiGation. 0o' sho'ld al"ays be a"are ho" yo'r a%tions and de%isions a++e%t it. .sprit #eans tea# spirit , it is de+ined as the spirit or the so'l o+ the organiGation. 1t is the %ons%io'sness o+ the organiGation that yo' and yo'r tea# identi+y "ith and +eel a part o+. 1s yo'r "orkpla%e a pla%e "here people %annot "ait to get a"ay +ro#, or is it a pla%e that people enFoy spending a part o+ their livesQ

Let your $ollowers be part o$ the plannin% and problem solvin% process#
)here are several reasons +or this: 2irst, it tea%hes the# and allo"s yo' to %oa%h the#. !e%ond, it #otivates the#. /eople "ho are part o+ the de%ision #aking pro%ess be%o#e the o"ners o+ it. 1t gives the# a personal interest in seeing the plan s'%%eed. )hird, %o##'ni%ation is %learer. .veryone has a better 'nderstanding o+ "hat role he or she #'st play as part o+ the tea#. 8eEt, it %reates an open tr'sting %o##'ni%ation bond. )hey are no longer F'st the doers +or the organiGation. 8o" they are part o+ it. And +inally, it sho"s that yo' re%ogniGe and appre%iate the#. Re%ognition and appre%iation +ro# a respe%ted leader are po"er+'l #otivators.

Look out $or your team#

Altho'gh yo' do not have %ontrol over their personal lives, yo' #'st sho" %on%ern +or the#. )hings that see# to no i#portan%e to yo', #ight see# eEtre#ely %riti%al to the#. 0o' #'st be able to e#pathiGe "ith the#. )his is +ro# the 9er#an "ord, einf+h!in/, "hi%h #eans, Kto +eel "ith.K )his is the ability to per%eive another personLs vie" o+ the "orld as tho'gh that vie" "as yo'r o"n. .#pathy di++ers +ro# sy#pathy in that sy#pathy %onnotes spontaneo's e#otion rather than a %ons%io's, reasoned response. !y#pathiGing "ith others #ay be less 'se+'l to another person i+ "e are li#ited by the strong +eelings o+ the #o#ent.
41

(eep them in$ormed#

Aeeping the %o##'ni%ation %hannel open allo"s a person to have a sense o+ %ontrol over their lives.

)ake their *obs challen%in%+ e!citin%+ and meanin%$ul#

Make the# +eel that they are individ'als in a great tea#...not %ogs in a li+eless #a%hine. /eople need #eaning+'l "ork, even i+ it is tiring and 'npleasantR they need to kno" that it is i#portant and ne%essary +or the s'rvival o+ the organiGation.

Counsel people who behave in a way that are counter to the company,s %oals#
All the previo's g'idelines took the positive approa%h. 5't, so#eti#es this does not al"ays "ork. 0o' #'st let people kno" "hen they are not per+or#ing to a%%eptable standards. 5y the sa#e token, yo' #'st prote%t the# "hen needed. 2or eEa#ple, i+ so#eone in yo'r depart#ent is al"ays late arriving +or "ork and it is %a'sing disr'ptions, then yo' #'st take a%tion. *n the other hand, i+ yo' have an eEtre#ely good depart#ent and on%e in a "hile, they are a +e" #in'tes late, then do the right thing...prote%t the# +ro# the b'rea'%ra%yS

)o*nse(in1
Co'nseling has a po"er+'l, long,ter# i#pa%t on people and the e++e%tiveness o+ the organiGation. Co'nseling is talking "ith a person in a "ay that helps that person solve a proble# or helps to %reate %onditions that "ill %a'se the person to i#prove his behavior. 1t involves thinking, i#ple#enting, kno"ing h'#an nat're, ti#ing, sin%erity, %o#passion, and kindness.

Co)n"e'!n( !n2o'2e" m) % more t%#t "!mp'. te''!n( "omeone 0%#t to $o #*o)t # pro*'em.

3eaders #'st de#onstrate %ertain J'alities in order to %o'nsel e++e%tively: Re"pe t , )his J'ality in%l'des the belie+ that individ'als are responsible +or their o"n a%tions and ideas. 1t in%l'des an a"areness o+ a personNs individ'ality tho'gh 'niJ'e val'es, attrib'tes, and skills. As yo' atte#pt to develop people thro'gh %o'nseling, yo' #'st re+rain +ro# proFe%ting yo' o"n val'es onto the#.

Se'&-#0#rene"" C )he J'ality o+ 'nderstanding yo'rsel+ as a leader. )he #ore yo' are a"are o+ yo'r o"n val'es, needs, and biases, the less likely yo' "ill be to proFe%t yo'r +eelings onto yo'r e#ployees. Cre$!*!'!t. , )his J'ality is a%hieved thro'gh both honesty and %onsisten%y bet"een the leaderNs state#ents and a%tions. Credible leaders are straight+or"ard "ith their s'bordinates and behave in s'%h a #anner that they respe%t and tr'st their "ords.

42

Emp#t%. , )his J'ality entails 'nderstanding a s'bordinateNs sit'ation. .#patheti% leaders "ill be better able to help s'bordinates identi+y the sit'ation and develop a plan to i#prove the sit'ation.

)he reason +or %o'nseling is to help e#ployees develop in order to a%hieve organiGational or individ'al goals. At ti#es, the %o'nseling is dire%ted by poli%y, and at other ti#es, leaders sho'ld %hoose to %o'nsel to develop e#ployees. Regardless o+ the nat're o+ the %o'nseling, leaders sho'ld de#onstrate the J'alities o+ an e++e%tive %o'nselor =respe%t, sel+,a"areness, %redibility, and e#pathy? and e#ploy the skills o+ %o##'ni%ation. >hile the reason +or %o'nseling is to develop s'bordinates, leaders o+ten %ategoriGe %o'nseling based 'pon the topi% o+ the session. MaFor %ategories in%l'de per+or#an%e %o'nseling, proble# %o'nseling, and individ'al gro"th %o'nseling. >hile these %ategories help leaders to organiGe and +o%'s %o'nseling sessions, they #'st not be vie"ed as separate and distin%t types o+ %o'nseling. 2or eEa#ple a %o'nseling session "hi%h +o%'ses on resolving a proble# #ay also have a great i#pa%t on i#proving Fob per+or#an%e, and a %o'nseling session +o%'sed on per+or#an%e #ay also in%l'de a dis%'ssion o+ opport'nities +or gro"th. Regardless o+ the topi% o+ the %o'nseling session, yo' sho'ld +ollo" the sa#e basi% +or#at to prepare +or and %ond'%t %o'nseling.

)o*nse(in1 +#eps
1. 1denti+y the proble#. .ns're yo' really kno" the proble# , the Vapanese 'se a

pra%ti%e %alled the F!2e 7%.>" , they ask K"hyK +ive ti#es "hen %on+ronted "ith a proble#. 5y the ti#e the +i+th "hy is ans"ered, they believe they have +o'nd the 'lti#ate %a'se o+ the proble#.
2. AnalyGe the +or%es in+l'en%ing the behavior. Deter#ine "hi%h o+ the +or%es yo' have

%ontrol over and "hi%h o+ the +or%es the "orker has %ontrol over. Deter#ine i+ the +or%e has to be #odi+ied, eli#inated, or en+or%ed.
3. /lan, %oordinate, and organiGe the session. Deter#ine the best ti#e to %ond'%t the

session so that yo' "ill not be interr'pted or +or%ed to end too early.
4. Cond'%t the session 'sing sin%erity, %o#passion, and kindness. )his does not #ean

yo' %annot be +ir# or in %ontrol. 0o'r rep'tation is on the line...the proble# #'st be solved so that yo' depart#ent %an %ontin'e "ith its #ission. 3ike"ise, yo' #'st hear the person o't.
5. D'ring the session, deter#ine "hat the "orker believes %a'ses the %o'nterprod'%tive

behavior and "hat "ill be reJ'ired to %hange it. Also, deter#ine i+ yo'r initial analysis is %orre%t.
6. )ry to #aintain a sense o+ ti#ing o+ "hen to 'se dire%tive and "hen to 'se

nondire%tive %o'nseling =see belo"?.

7. <sing all the +a%ts, #ake =or have the person being %o'nseled #ake? a de%ision

and$or a plan o+ a%tion to %orre%t the proble#. 1+ #ore %o'nseling is needed, #ake a +ir# ti#e and date +or the neEt session.
8. A+ter the session and thro'gho't the +ollo",'p period, eval'ate the "orkerLs progress

to ens're the proble# has been solved.

43

Dire'#i-e and Aondire'#i-e )o*nse(in1

)here are t"o types o+ %o'nseling , dire%tive and nondire%tive. 1n $!re t!2e %o'nseling, the %o'nselor identi+ies the proble# and tells the %o'nselee "hat to do abo't it. Non$!re t!2e %o'nseling #eans the %o'nselee identi+ies the proble# and deter#ines the sol'tion "ith the help o+ the %o'nselor. )he %o'nselor has to deter#ine "hi%h o+ the t"o, or so#e appropriate %o#bination, to give +or ea%h sit'ation. 2or eEa#ple, K/'t o't that %igarette no", this is a nons#oking area,K is a +or# o+ dire%tive %o'nseling. K!o the reason yo' are not e++e%tive is that yo' "ere 'p late last night. >hat are yo' going to do to ens're that this does not e++e%t yo'r per+or#an%e againQK is a +or# o+ nondire%tive %o'nseling. -ints +or %o'nseling sessions: 3et the person kno" that the behavior is 'ndesirable and not the person.

3et the person kno" that the leader %ares abo't hi# as a person, b't eEpe%ts #ore +ro# hi#. Do not p'nish e#ployees "ho are 'nable to per+or# a task. /'nish those "ho are able to per+or# the task b't are 'n"illing or 'n#otivated to s'%%eed. /'nish in private soon a+ter the 'ndesirable behavior. Do not h'#iliate a person in +ront o+ others. .ns're that the e#ployee 'nderstands eEa%tly "hat behavior led to the p'nish#ent. Do not hold a gr'dge a+ter p'nishing. >hen a p'nish#ent is over...it is over.

4er&orman'e 0ppraisa(s
)he per+or#an%e appraisal is one o+ the #ost po"er+'l #otivational tools available to a leader. 1t has three #ain obFe%tives: /rovide +eedba%k by #eas'ring per+or#an%e +airly and obFe%tively against Fob reJ'ire#ents. )his allo"s e++e%tive "orkers to be re"arded +or their e++orts and ine++e%tive "orkers to be p't on the line +or poor per+or#an%e.

1n%reasing per+or#an%e by identi+ying spe%i+i% develop#ent goals. KIf yo+ donBt know where yo+ are /oin/, any road wi!! take yo+ there,K 3e"is CarrollNs Ali%eLs Advent're in >onderland =1B45?. )he appraisal allo"s the "orker to target spe%i+i% areas +or Fob gro"th...it sho'ld be a ti#e to plan +or better per+or#an%e on the Fob. )o develop %areer goals so that the "orker #ay keep pa%e "ith the reJ'ire#ents o+ a +ast pa%ed organiGation. 1n%reasingly, every Fob in an organiGation be%o#es #ore de#anding "ith ne" reJ'ire#ents. V'st be%a'se a "orker is per+or#ing e++e%tively in her Fob no", does not #ean she "ill be able to per+or# e++e%tively in the +'t're. !he #'st be allo"ed to gro" "ith the Fob and the organiGation.

A "orker sho'ld not "alk blindly into a per+or#an%e appraisal. /ast %o'nseling sessions, +eedba%k, and one,on,ones sho'ld give the e#ployee a %lear 'nderstanding o+ "hat to eEpe%t

44

+ro# the appraisal. 1+ yo' blind,side her, yo' have not done yo'r Fob as a leader. -elping yo'r tea# to gro" is not a on%e or t"i%e yearly d'ty, b't a daily d'ty. )he appraisal sho'ld be a Foint e++ort. 8o one kno"s the Fob better than the person per+or#ing it does. 5y t'rning the appraisal into a real dis%'ssion, the leader %o'ld learn so#e insight+'l in+or#ation that %o'ld help boost per+or#an%e in the +'t're. 5e+ore the #eeting, have the "orker %o#plete a sel+,appraisal. Altho'gh yo' #ight think the "orkers "o'ld take advantage o+ this by giving the#selves 'nearned high #arks, st'dies have sho"n that #ost "orkers are harder on the#selves than the leader "o'ld have been. )he per+or#an%e revie" provides: 3egal reasons in the event that a ter#ination is event'ally reJ'ired.

/ro+essional develop#ent ,, ho" %an an e#ployee i#prove "itho't a %lear idea o+ "here i#prove#ent is neededQ 1t gives an e#ployee an honest appraisal o+ his or her %o#peten%y level and the areas "here additional skills are needed. /rovides a %lear pi%t're o+ ho" his or her per+or#an%e is s'pporting C or not s'pporting ,, the %o#panyLs obFe%tives. 1tLs an opport'nity to note a%hieve#ents, not F'st short%o#ings.

0 Be##er "e#hod@
A n'#ber o+ people have %alled +or the repla%e#ent o+ per+or#an%e appraisals. -o"ever, the tro'ble "ith per+or#an%e appraisals %an generally be tra%ed to t"o proble#s: )he !yste# C )he organiGation has "ritten a long and$or %o#pli%ated pro%ess +or per+or#ing per+or#an%e appraisals.

Ano"ledge C 3eaders do not kno" ho" to give per+or#an%e appraisals.

!o, organiGations s%rap their per+or#an%e appraisals +or a di++erent #ethod only to +ind o't event'ally that it does not "ork either. 1+ an organiGation %annot per+or# one pro%ess, "hat #akes the# think that they %an per+or#er anotherQ /er+or#an%e appraisals sho'ld be short, s"eet, and to the point =A1!! C Aeep 1t !i#ple !t'pidS?. >hen a person "alks into a per+or#an%e appraisal, he or she sho'ld already have a pretty good ideal o+ the appraisal that he or she is abo't to re%eive C it sho'ld be 8* s'rprise. A leader needs to in+or# tea# #e#bers on their strengths and "eaknesses in a ti#ely #anner, that is, as they arise, not by "aiting #onths,on,end to let the# kno" ho" they per+or#ed. 1+ the e#ployee has been tro'bleso#e, there sho'ld have been prior %o'nseling sessions, and i+ the e#ployee has been doing a good Fob, then there sho'ld have been prior re"ards. )he per+or#an%e appraisal sho'ld be a short pro%ess that do%'#ents the behavior by targeting t"o or three behaviors to i#prove 'pon and %o#pli#enting a %o'ple o+ other behaviors. )he goal is to give the e#ployee a si#ple, b't honest appraisal o+ his or her %o#peten%y level, "hi%h in t'rn, provides t"o #aFor bene+its: /ro+essional develop#ent , -o" the e#ployee %an i#prove so she or he %an %ontin'e to s'pport and gro" "ith the organiGation.
45

3egal reasons C 1t provides do%'#entation in the event a ter#ination is event'ally reJ'ired.

=orkp(a'e .io(en'e
*'r K+eel goodK so%iety o+ten see#s as i+ it is telling 's to dispense praise +reely, instead o+ having it earned. )his #ight be %a'sing #ore proble#s than it is +iEing by b'ilding +ragile shells aro'nd people that are easily broken =5a'#eister, April 2001?. Dr. !po%k, the siEties love era, and the politi%al %orre%tness #ove#ent o+ the ;0s and B0s have #ade it al#ost a sin to speak and a%t negatively, so #'%h in +a%t, that "e #ight be raising the level o+ nar%issis# in a lot o+ individ'als "ith o'r Kpositive, +eel goodK approa%h. Resear%hers have lately been dis%overing that it is this nar%issis# that o+ten leads to violent behaviors. A lot o+ syste#s base their treat#ents on the theory that lo" sel+,estee# brings abo't violent behavior, hen%e the need to KstrokeK everyone. -o"ever, people "ith lo" sel+,estee# generally tend to stay o't o+ the spotlight, a%ting violent p'ts the# into the spotlight ,, the very pla%e they do not "ant to be. !o, a lot o+ this violen%e is a%t'ally %a'sed by people "ho s'++er +ro# nar%issis#. /eople "ith nar%issis# 's'ally have high sel+,estee#. And sin%e their sel+,estee# is b'ilt 'pon +alsehood, it is easily broken. And "hen their sel+,estee# is broken, they strike ba%k "ith the only tool they have ,, violen%e. 8ote that high sel+,estee# does not lead to violent behavior, b't it is eEtre#ely rare +or an individ'al to have lo" sel+,estee# and nar%issis# =they oppose ea%h other?. /eople "ith high sel+,estee#, b't no nar%issis#, are not going to have their b'bble b'rst so easily sin%e their KegoK is b'ilt 'pon reality. 1+ they have part o+ their KegoK shot do"nR their estee# is b'ilt 'pon a n'#ber o+ solid realities, so they are not going to be prone to de+end the#selves "ith violen%e. )he re%ent rise in s%hool shootings #ight be a di++erent proble#, as #ost o+ the a%ts see# to have been done by boys "ho have been b'llied. 5'llies nor#ally have higher levels o+ nar%issis#, hen%e higher sel+,estee#, "hile their vi%ti#s nor#ally have lo"er levels o+ sel+, estee#. )he eE%eption is the s%hool shooting in Colorado, "here the t"o boys involved see#ed to o+ have higher levels o+ nar%issis#. 5e+ore %o'nseling, re+le%t 'pon "hat type o+ person yo' are %o'nseling C does the person have a lot o+ strengths, "hi%h #eans he or she %an handle so#e %onstr'%tive %riti%is#Q *r is the person a braggart, "ho has no real basis +or his or her so,%alled a%%o#plish#entsQ 1+ yo' are 'n%ertain abo't his or her stability, then it "o'ld be "ise to seek the assistan%e o+ so#eone "ho has dealt in %risis #anage#ent. !e%ondly, d'ring %o'nseling, al"ays +o%'s on the proble#, not the person =/er+or#an%e 2eedba%k erses Criti%is#?. >hen yo' are %onstr'%tively trying to solve a proble#, yo' are #'%h less likely to br'ise so#eoneNs ego.

4er&orman'e Feed:a'k .erses )ri#i'ism

1n general, there are t"o di++erent +or#s o+ in+or#ation abo't per+or#an%e , +eedba%k and %riti%is#. 2eedba%k "as originally an engineering ter# that re+ers to in+or#ation =o't%o#e?. )he o't%o#e is +ed ba%k into a pro%ess to indi%ate "hether that pro%ess is operating "ithin the designated para#eters. 2or eEa#ple, the sensor in a %arLs radiator provides +eedba%k abo't the engine te#perat're. 1+ the te#perat're rises above a set point, then a se%ondary ele%tri%al +an ki%ks in. >hen dealing "ith h'#an per+or#an%e, +eedba%k re+ers to observable behaviors and e++e%ts that are obFe%tive and spe%i+i%. )his +eedba%k needs to be e#otionally ne'tral in+or#ation that
46

des%ribes a per%eived o't%o#e in relation to an intended target. 2or eEa#ple, KD'ring the last t"o #eetings, yo' anno'n%ed the tasks and ho" to per+or# the#, rather than asking +or inp't. )hat does not give people the opport'nity to take o"nership o+ their "ork.K /eople "ho re%eive +eedba%k in this #anner %an 'se the data to %o#pare the end res'lts "ith their intentions. )heir egos sho'ld be aro'sed, b't not br'ised. Co#pare this to %riti%is# that is e#otional and s'bFe%tive. 2or eEa#ple, K0o' do#inate the #eetings and people do not like itSK )he re%ipient has #'%h #ore di++i%'lty identi+ying a %hangeable behavior other than to try to be less do#inant. Also, the angry tone o+ the %riti%is# triggers the egoLs de+ensive layer and %a'ses it to be %on+rontational or to take +light =+ight or +lee?, th's strengthening the resistan%e to %hange..."hi%h is eEa%tly the opposite o+ "hat needs to be done. Delivering e++e%tive per+or#an%e +eedba%k takes ti#e, e++ort, and skillR th's, %riti%is# tends to be a pop'lar %hoi%e +or providing +eedba%k. !in%e "e re%eive +ar #ore %riti%is# than +eedba%k, o'r egos have be%o#e a%%'sto#ed to +ighting it o++. >e have all seen people re%eive vital in+or#ation, yet shr'g it o++ thro'gh arg'#ent or denial, and then %ontin'e on the sa#e bl'ndering %o'rse. Bosses riti i@e, !eaders /i#e feed4a k 9iving +eedba%k, instead o+ %riti%is#, %an best be a%%o#plished by +ollo"ing t"o #ain aven'es:
1. O*"er2!n( *e%#2!or C Con%entrate on the behavior. >hy is it "rong +or the

organiGationR not "hy yo' personally dislike itQ 0o'r F'dg#ent needs to %o#e +ro# a pro+essional opinion, not a personal one. Report eEa%tly "hat is "rong "ith the per+or#an%e and ho" it is detri#ental to good per+or#an%e. Con%entrate on pointing o't the eEa%t %a'se o+ poor per+or#an%e. 1+ yo' %annot deter#ine an eEa%t %a'se, then it is probably a personal F'dg#ent that needs to be ignored. !tate ho" the per+or#an%e a++e%ts the per+or#an%e o+ others. Again, i+ it does not a++e%t others, then it is probably a personal F'dg#ent.
2. Do )nto ot%er"? #" .o) 0#nt t%em to $o )nto .o) C 5e+ore giving +eedba%k, +ra#e

the +eedba%k "ithin yo'r #ind. 1t #ight help to ask yo'rsel+, Hho" do 1 like to be in+or#ed "hen 1N# doing so#ething "rongQI >hat tones and gest'res "o'ld best trans+er yo'r #essageQ 0o' "ant the re%ipient to serio'sly %onsider yo'r #essage, not shr'g it o++ or stor# a"ay.

Fina( !ho*1h#s
Ralph Doherty =166B? "rote an interesting arti%le abo't %o##it#ent and %o#plian%e. 1n %o#plian%e environ#ents, e#ployees are told "hat to do. Altho'gh yo' #ay t'rn the# loose to per+or# their Fobs, the goals and obFe%tives %o#e +ro# 'pper,#anage#ent. 1n %o##it#ent environ#ents, e#ployees are involved in deter#ining the strategies, dire%tions, and tasks needed to a%hieve the organiGationNs obFe%tives. )his is a%%o#plished by: 1nvolving all essential people in developing a%tion plans in areas that are %riti%al to s'%%ess.

47

1denti+ying %riti%al s'%%ess +a%tors and +or#'lating the plans ne%essary to a%hieve those obFe%tives. .veryone in the depart#ent, +ro# the +ront,line "orkers to #anagers, is 'sed in this pro%ess. Driving the #ethodology deeper into the organiGation by %'ltivating an environ#ent in "hi%h al#ost everything is linked to e#ployee involve#ent. )he heart o+ this strategy is by sharing in+or#ation and involving people at all levels o+ the organiGation. Also, hold reg'lar tea# #eetings in "hi%h everyone is en%o'raged to speak "hat is on their #ind. 9iving "orkers dire%t a%%ess to top #anage#ent. )his keeps top,#anage#ent in t'ne "ith the "ants and needs o+ +ront,line e#ployees.

48

4 , Assess !it'ations @'i%kly and A%%'rately

If itMs a /ood idea, /o ahead and do it. It is m+ h easier to apo!o/i@e than it is to /et permission. 6dmira! -ra e ?opper

4(annin1
-arvey Ma%kay on%e said, HA goal is F'st a drea# "ith a deadline.I And that goal "ill re#ain a drea# 'nless yo' %reate and eEe%'te a plan o+ a%tion to a%%o#plish it. .very goal that gets a%%o#plished has a plan behind o+ it. 9ood plans start "ith a brainstor#ing session o+ all the people involved "ith the proFe%t. )his allo"s everyone to be part o+ the sol'tion and gathers the best ideas. *n%e a sol'tion is sele%ted, t"o key J'estions =<.!. Ar#y, 16;7? #'st be asked:
1. >hat are all the ingredients ne%essary +or its s'%%ess+'l eEe%'tionQ 2. >hat are all the possible +or%es or events that %o'ld hinder or destroy itQ

As #'%h as possible, get all the ans"ers to these J'estions. 3isten %are+'lly to the F'dg#ent o+ yo'r +ollo"ers. )hen plan the positive +or%es and events, and take a%tion to prevent any obstr'%tions that #ight hinder the proFe%t in any "ay. A detailed plan #'st in%l'de "ho, "hat, "hen, "here, ho", and "hy. >ho "ill do "hatQ >ho does it involveQ >hat are "e going to doQ >hen does it startQ >hen does it endQ >here "ill it take pla%eQ -o" "ill it take pla%eQ >hy #'st "e do itY"hat "ill happen i+ "e do not do itQ Also, it #'st be organiGed. *rganiGing is the pro%ess o+ %reating and #aintaining the %onditions +or e++e%tively eEe%'ting plans. 1t involves syste#ati%ally de+ining and arranging ea%h task "ith respe%t to the a%hieve#ent o+ the obFe%tive. 1t in%l'des three #aFor steps: Deter#ining all tasks.

!etting 'p a str'%t're to a%%o#plish all tasks. Allo%ating reso'r%es.

49

De#erminin1 0(( !asks

1n this phase yo' and yo'r tea# brainstor# to deter#ine all the tasks and %onditions ne%essary to %arry o't the plan. All essential in+or#ation #'st be bro'ght o't. 1t is also i#portant to %onsider ti#ing C "hen ea%h task #'st be started and %o#pleted. A help+'l approa%h is to 'se Hba%k"ard planning.I 3ook at ea%h goal and de%ide "hat #'st be done to rea%h it. 1n this "ay, yo' plan +ro# the #o#ent o+ the proFe%t start point and "ork yo'r "ay ba%k to the present in order to deter#ine "hat #'st be done. 5a%k"ard planning si#ply #eans looking at the big pi%t're +irst, and then planning all tasks, %onditions, and details in a logi%al seJ'en%e to #ake the big pi%t're happen. 1n%l'de all the details o+ s'pport, ti#e s%hed'le, eJ'ip#ent, %oordination, and reJ'ired %he%ks. 0o' and yo'r tea# #'st think o+ every possible sit'ation that "ill help or hinder the proFe%t. *n%e the pro%ess o+ #entally b'ilding the proFe%t has beg'n, the a%tivities "ill %o#e easily to #ind. 8o", organiGe all these details into %ategories, s'%h as needs, s'pplies, s'pport, eJ'ip#ent, %oordination, #aFor tasks, et%. 3ist all the details 'nder the %ategories. Create a to,do list +or ea%h %ategory. )his list "ill be%o#e the %he%klist to ens're everything is progressing as planned.

+e##in1 *p a +#r*'#*re #o 0''omp(ish 0(( !asks

0o'r tea# %annot per+or# everything at on%e, so#e things are #ore i#portant than others. *thers have to be a%%o#plished be+ore another %an start. !et priorities +or ea%h %he%kpoint and assign so#eone to per+or# ea%h task on the list. Develop a syste# +or %he%king ea%h other and ens'ring that ea%h task is a%%o#plished on ti#e.

0((o'a#in1 /eso*r'es
/lan +or obtaining all the reJ'ired reso'r%es and allo%ate the# o't. 8ot having the reJ'ired reso'r%es %an stop a proFe%t dead in its tra%ks. 2or this reason yo' #'st %losely tra%k and #onitor %ostly or hard to get reso'r%es.

,8e'*#in1
8o" yo' are ready to eEe%'te the proFe%t. 1+ yo'r plans are solid, things "ill go s#ooth. 1+ yo'r plans are +a'lty, then yo' have a very long and hard proFe%t ahead o+ yo'S )hro'gho't the proFe%tNs eEe%'tion, there are three things that yo' #'st be involved in: standards, per+or#an%e, and adF'st#ents.

)he "t#n$#r$ #eans, His this proFe%t being %o#pleted or a%%o#plished as plannedQI Are all the %he%k#arks being %o#pleted as stated in the planning pro%essQ )he standard, "hi%h is set, #'st #ean the sa#e to yo' and yo'r tea#. Per&orm#n e is #eas'red by H%o#pleting the tasks and obFe%tives %orre%tly.I >hile the standard relates to the proFe%t, per+or#an%e relates to the people "orking on the proFe%t. 1+ per+or#an%e does not #eet standards, then #$9)"tment" %an be #ade in t"o "ays. 1#prove per+or#an%e or lo"er the standards. Most o+ the ti#e, i#proving the per+or#an%e is appropriate. At ti#es, ho"ever, the leader #ay +a%e a sit'ation "here the standard is 'nrealisti%. )his is 's'ally %a'sed by poor esti#ates or reso'r%es are 'navailable or late.

4ro:(em +o(-in1
)here are seven basi%s steps =5'tler M -ope, 1664? o+ proble# solving: 1. I$ent!&. t%e pro*'em. 0o' %annot solve so#ething i+ yo' do not kno" "hat the proble# is. .ns're yo' have identi+ied the real proble#, not an e++e%t o+ another proble#. *ne #ethod is the H+ive "hyNs.I 0o' ask "hy +ive ti#es. 5y the ti#e yo' get to the +i+th "hy, yo' have +o'nd the 'lti#ate %a'se o+ the proble#.
2. 5#t%er !n&orm#t!on. 1nvestigate the proble# and 'n%over any other hidden e++e%ts

that the proble# #ay have %a'sed.

3. De2e'op o)r"e" o& # t!on. 8oti%e that %o'rses is pl'ral. 2or every proble#, there

are 's'ally several %o'rses o+ a%tion. 1denti+y as #any as yo' %an. )here are al"ays at least t"o: +iE it or donNt +iE it. 5rainstor#ing "ith yo'r tea# "ill generate the #ost %o'rses o+ a%tion.
4. An#'.:e #n$ omp#re o)r"e" o& # t!on. Rank the %o'rses o+ a%tion as to their

e++e%tiveness. !o#e a%tions #ay +iE other proble#s, "hile others #ay %a'se ne" proble#s.
5. M#-e # $e !"!on. !ele%t the best %o'rse o+ a%tion to take. 6. M#-e # p'#n. <se the planning tool %overed in the +irst part o+ the se%tion. 7. Imp'ement t%e p'#n. .Ee%'te the plan as dis%'ssed earlier.

51

; , Coa%hing and )raining

,ro4a4!y my 4est L+a!ity as a oa h is that I ask a !ot of ha!!en/in/ L+estions and !et the person ome +p with the answer. ,hi! Di0on
Altho'gh they are o+ten 'sed inter%hangeably, %oa%hing and training are t"o di++erent things,. )raining is a str'%t'red lesson designed to provide e#ployees "ith the kno"ledge and skills to per+or# a task. Coa%hing, on the other hand, is a pro%ess designed to help the e#ployees gain greater %o#peten%e and to over%o#e barriers so as to i#prove Fob per+or#an%e. 0o' #ight pi%t're it as "hen yo' "ere s%hool. D'ring physi%al ed'%ation, the gy# tea%her =trainer? ta'ght yo' ho" to play basketball. -o"ever, a+ter learning ho" to play, yo' #ight have tried o't +or the s%hool tea#. Altho'gh yo' had a basi% 'nderstanding o+ the ga#e and its r'les, the %oa%h ta'ght yo' the +iner points o+ the ga#e. !o, as yo' %an see, training and %oa%hing go hand,in,hand. 2irst yo' train yo'r tea# "ith lots o+ te%hni%al inp't and s'pport, and then yo' %oa%h the# "ith tools, s'%h as #otivational pointers, so they %an rea%h higher levels o+ per+or#an%e. 5oth training and %oa%hing help to %reate the %onditions that %a'se so#eone to learn and develop. /eople learn by s'%h #eans as eEa#ples, #odels, +or#ing a pi%t're in their #inds o+ "hat they are trying to learn, gaining and 'nderstanding ne%essary in+or#ation, applying it to their Fob, or thro'gh trial and error. 5oth %oa%hing and training have a +e" things in %o##on: An eval'ation period to deter#ine the kno"ledge, skill, and %on+iden%e levels.

De+ining obFe%tives that %an periodi%ally be #eas'red. 1t helps to break the# into step,by,step a%tions that %an be easily learned. )hat "ay, the learners are able to b'ild 'pon their previo's learning, instead o+ learning a long, %o#pli%ated pro%ess all at on%e. Clari+ying dire%tion, goals, and a%%o'ntability. )o +oster a%%o'ntability, involve the person or tea# in the de%ision #aking pro%ess. .n%o'raging peer %oa%hing by re#inding yo'r tea# that everyone has a stake in ea%h otherNs s'%%ess. Coa%hing and training is #ore than telling people ho" to do so#ething, it involves s'%h te%hniJ'es as skill,b'ilding, %reating %hallenges, re#oving per+or#an%e barriers, b'ilding better pro%esses, and learning thro'gh dis%overy =the aha #ethod?.

52

8hat I hear, I for/et. 8hat I see, I remem4er. 8hat I do, I +nderstand. K+n/ F+ T@+ E*onf+ i+sF

Deal "ith e#otional obsta%les by helping the learners thro'gh %hange, revie"ing and pointing o't "ays that they hold the#selves ba%k, and %o#+orting "hen they be%o#e %on+'sed. 9ive +eedba%k by pointing and hinting to"ards sol'tionsR try to stay a"ay +ro# %ritiJ'ing errors. 3ead by eEa#pleS De#onstrate the desired behaviors.

Learnin1
"o#i-a#ion
)he +irst %ondition o+ learning is that the person #'st be #otivated to learn. 0o' %annot tea%h kno"ledge or skills to so#eone "ho is not #otivated to learn. )he learner #'st +eel the need to learn "hat yo' are tea%hing. Most e#ployees are #otivated to do a good Fob. )hey "ant to be able to per+or# their tasks %orre%tly. )heir #otivation is being able to per+or# their Fob to standards in ret'rn +or a pay%he%k, bene+its, %hallenges, Fob satis+a%tion, et%. .Eplain ho" the learning "ill help the# on the Fob, be%o#e pro#otable, et%.

$n-o(-emen#
)he neEt %ondition o+ learning is to involve the# in the pro%ess. Learnin/ is not a spe tator sport. D. B!o her Aeep their attention by a%tively involving their #inds and e#otions in the learning pro%ess. -ave the# parti%ipate by a%tively pra%ti%ing skills and dis%'ssing kno"ledge. 0o' %annot keep a learnerNs attention "ith a long le%t're. 8or#ally, the learnersN #inds "ill start to "ander i+ a le%t're is #ore than 70 #in'tes. 1+ yo' le%t're too long, very little "ill be re#e#bered. 1nstead, give brie+ le%t'res =less than 10 #in'tes?, de#onstrate, and then have the# pra%ti%e C Te''? S%o0? Do. /rovide +eedba%k thro'gho't the pra%ti%e period 'ntil they %an do it on their o"n. 1+ it is a large %o#pli%ated task, then break it do"n into short learning steps. The road to wisdom758e!!, itMs p!ain and simp!e to e0press; "rr and err and err a/ain 4+t !ess and !ess

53

and !ess. ,iet ?ein, Danish in#entor and poet.

+#eps #o !rainin1 and )oa'hin1>

9ive brie+ instr'%tions =8or#ally less than 10 #in'tes? 5reak %o#pli%ated tasks into s#all learning steps De#onstrate -ave the learners pra%ti%e Coa%h 'ntil they %an do it on their o"n

/roviding +eedba%k /rovide !'pport

-ersey and 5lan%hard =16;;? and developed a !it'ational 3eadership #odel that aids the leader in providing the %orre%t level o+ s'pervision and #otivation. )hey +irst developed one together, and later, 5lan%hard took o++ on his o"n "ith a slightly #odi+ied version. 5oth #odels are %orre%t, they F'st vie" the pro%ess +ro# di++erent perspe%tives. 5't any"ay, a good leader provides the %orre%t a#o'nt o+ training, %oa%hing, and #otivation depending 'pon the learning level o+ her st'dents. )he pro%ess +ollo"s a pattern si#ilar to this: )he 3earning Cy%le is based 'pon s'pervision and aro'sal: S)per2!"!on C )he e#ployeeNs skill and kno"ledge level deter#ines the a#o'nt o+ s'pervision or Hdire%ting.I *n one end o+ the spe%tr'# is over,s'pervisionR on the other end is 'nder,s'pervision. <nder,s'pervision leads to #is%o##'ni%ation, la%k o+ %oordination, and the per%eption by s'bordinates that the leader does not %are. *ver,s'pervision sti+les initiative, breeds resent#ent, and lo"ers #orale. )he goal is to provide the %orre%t a#o'nt o+ s'pervision and this is deter#ined by the e#ployeeNs skill and kno"ledge level.

Aro)"#' C )he task per+or#erNs skill and kno"ledge level also deter#ines the a#o'nt o+ aro'sal or e#otional s'pport. )his H%heerleadingI raises or lo"ers the task holderNs aro'sal level =the inner,drive "ithin o'r sel+,syste#?. )he aro'sal level deter#ines the a#o'nt o+ #otivation that drives o'r behavior. A %ertain level o+ aro'sal #otivates 's to"ard %hange =learning?. -o"ever, too #'%h or too little "ill over or 'nder sti#'late o'r behavior. Also, the #ore Hbrain, po"erI a task reJ'ires, then less aro'sal is reJ'ired as Hover,si#'lationI "ill o%%'r and vi%e,versa. 0o' "ant so#e #id,level o+ aro'sal to provide the right %li#ate to learn. .a%h sit'ation %alls +or a %ertain a#o'nt o+ aro'sal. )oo little aro'sal has an inert a++e%t on the learner. )his %an be %o#pared to a %oa%h p'#ping her players 'p +or a ga#e. )here is not a "hole lot to learn at this ti#e, so she 'ses a lot o+ #otivating te%hniJ'es. >hile on the other hand, too #'%h has a hypera%tive a++e%t. 2or eEa#ple, an algebra pro+essor does not 'se the
54

sa#e a#o'nt o+ #otivating te%hniJ'es as the %oa%h as it "o'ld be too distra%ting to the learners.

)he learning %y%le %an be tho'ght to go so#ething like this:

1. T%e A2!$ 3e(!nner C )he learners are enth'siasti% to learn a ne" skill and #ay be

so#e"hat apprehensive be%a'se they are abo't to enter a %hange pro%ess. )hey need %lear instr'%tions and lots o+ +eedba%k be%a'se the task is ne", and F'st a little bit o+ s'pport to %al# the stress o+ %hange =learning so#ething ne"?.
2. T%e D!"!'')"!one$ 3e(!nner C 8eEt, the level o+ te%hni%al s'pport +ro# the %oa%h

be%o#es so#e"hat lesser so that the learners #ay eEperi#ent "ith the learning style that "orks best. )he learners have rea%hed +ail're a +e" ti#es, "hi%h #eans e#otional s'pport #'st in%rease to keep their %on+iden%e high. )his period is di++i%'lt +or the %oa%h as a lot o+ te%hni%al s'pport and e#otional s'pport has to be provided. )e%hni%al s'pport is needed so that the +ail'res do not be%o#e learned =bad habits are hard to break? and e#otional s'pport is reJ'ired so that the learner does not give 'p. )he e#otional +eedba%k needs to be spe%i+i%, s'%h as: H0o' did a eE%ellent Fob "ith theY, no" yo' need toYIR not: H0o' are doing F'st +ine. Aeep trying.I
3. T%e Re') t#nt Le#rner C At this point, the learners have be%o#e %apable in

per+or#ing their ne" skill. )he a#o'nt o+ g'idan%e drops to F'st a +e" pointers so that they %an eEperi#ent "ith the ne" skill. 5't, they are still not %on+identS )he a#o'nt o+ e#otional s'pport stays high to help b'ild %on+iden%e.
4. T%e E4pert C *nly a s#all a#o'nt o+ dire%tion and s'pport are reJ'ired as the

learners are no" beginning to take o"nership o+ their ne" tasks and responsibilities. )hey are allo"ed to per+or# and en%o'raged to take on ne" responsibilities and ne" assign#entsY"hi%h %a'ses the learning %y%le to repeat itsel+Y

H !( % R e ') t# n t L e #rn er D !" !'') " !o n e $ L e#rn er

S )ppo rt

E4pert

A 2 !$ 3 e ( !n n e r

Lo0 T%e Le#rn!n( C. 'e

H !( %

S ) p e r 2 !" !o n /I n " tr ) t!o n 1

55

!rainin1 and )oa'hin1 !ips

.is*a(, 0*di#or%, and Kines#he#i' !rainin1 +#%(es 2.0K3
>e learn thro'gh three #ain sensory re%eivers , vision, listening, and to'%hing =kinestheti%?. .a%h s'bFe%t, depending 'pon the %onteEt ant %ontent, has a #ethod +or delivery it. )his allo"s all learners to easily #aster a s'bFe%t.

Auditory 'elivery )ethods 5egin ne" #aterial "ith a brie+ eEplanation o+ "hat is %o#ing. Con%l'de "ith a
s'##ary o+ "hat has been %overed. )his is the old adage o+ Ktell the# "hat they are going to learn, tea%h the#, and tell the# "hat they have learned.K

<se the !o%rati% #ethod o+ le%t'ring by J'estioning learners to dra" as #'%h in+or#ation +ro# the# as possible and then +ill in the gaps "ith yo'r o"n eEpertise. 3eave plenty o+ ti#e to debrie+ a%tivities. )his allo"s the# to #ake %onne%tions o+ "hat they leaned and ho" it applies to their sit'ation.

)he vis'al delivery #ethod has t"o #odes ,, ling'isti% and spatial. is'al ling'isti% is learning thro'gh "ritten lang'age, s'%h as reading and "riting tasks. is'al spatial learning "ith %harts, de#onstrations, videos, and other vis'al #aterials. )o integrate this style into the learning environ#ent: <se graphs, %harts, ill'strations, et%.

1n%l'de o'tlines, agendas, hando'ts, et%. +or reading and taking notes on. 1n%l'de plenty o+ %ontent in hando'ts to reread a+ter the learning session. 3eave "hite spa%e in hando'ts +or note taking. 1nvite J'estions to help the# stay alert in a'ditory environ#ents. /ost +lip %harts to sho" "hat "ill %o#e and "hat has been presented. .#phasiGe i#portant points to %'e "hen to take notes. .li#inate potential distra%tions. !'pple#ent teEt'al in+or#ation "ith ill'strations "henever possible.

Ainestheti% is to'%hing and #oving. )o integrate this style into the learning environ#ent: Do lots o+ hands,on,training.

<se a%tivities that get the learners 'p and #oving. <se %olored #arkers to e#phasiGe i#portant points on +lip%harts or "hite boards. .ns're the %olors are bright eno'gh +or everyone in the roo# to see.

56

9ive +reJ'ent stret%h breaks =brain breaks?. /rovide highlighters, %olored pens and$or pen%ils. 9'ide learners thro'gh a vis'aliGation and ena%t#ent o+ %o#pleE tasks.

=ho(e Brain Learnin1 !heor%

*'r brain is divided into t"o he#ispheres , the le+t brain and the right brain. )he le+t side o+ o'r brain is the Dr. !po%k o+ !tar )rek =the logi%al side?, "ith %hara%teristi%s that are: F'dg#ental, linear, logi%al, syste#ati%, and verbal. 1t provides: )i#e orientation 3ang'age skills Mathe#ati%s !eJ'ential pro%essing Analysis Detailed @'antitative *'r right side is o'r -enry David )horea' =the %reative side?, "ith %hara%teristi%s that are: %reative, int'itive, holisti%, play+'l, and vis'al. 1t provides these +'n%tions: .#otion is'al,!patial orientation Art and pattern a"areness 1nt'ition Ainestheti% !ynthesis o+ in+or#ation 1nterpersonal 3earning sho'ld be or%hestrated so that the le+t and right sides o+ the brain %ooperate. 0o' #'st %o#bine the te%hni%al step,by,step side o+ the learning obFe%tive "ith interpersonal and eEperi#ental a%tivities so that both sides o+ the brain be%o#e involved in #astering the s'bFe%t #atter. 9etting both sides o+ the brain to "ork on a ne" skill helps 's to learn +aster and retain ne" skills longer.

57

B , 1#ple#ent .#ployee 1nvolve#ent !trategies

8hi!e Tom ,eters wrote a4o+t sear hin/ for e0 e!!en e, it is +p to yo+ and yo+r team to o4tain e0 e!!en eK
More and #ore organiGations, both in the p'bli% and private se%tor, are %o##itting to J'ality pra%ti%es and +o%'sing on %o#peting against or %ollaborating "ith the very best in their +ield. )his sear%h +or eE%ellen%e is driven by several +a%tors: )o "in ba%k so#e o+ the gro'nd given to +ier%e %o#petition.

D"indling sta++ and reso'r%es =do #ore "ith less?. 1n%reasing de#ands +ro# %'sto#ers "ho "ant higher standards o+ servi%e at a +air pri%e. A driving desire to be n'#ber oneS

@'ality is a never,ending J'est and Contin'o's /ro%ess 1#prove#ent =C/1? is a never,ending e++ort to dis%over and eli#inate the #ain %a'ses o+ proble#s. 1t a%%o#plishes this by 'sing s#all,steps i#prove#ents, rather than i#ple#enting one h'ge i#prove#ent. The Napanese ha#e a term for this a!!ed Hkai@enH whi h in#o!#es e#eryone, from the ho+r!y workers to top5mana/ement. C/1 #eans #aking things better. 1t is 8*) +ighting +ires. 1ts goal is 8*) to bla#e people +or proble#s or +ail'res...it is si#ply a "ay o+ looking at ho" "e %an do o'r "ork better. >hen "e take a proble# solving approa%h, "e o+ten never get to the root %a'ses be%a'se o'r #ain goal is to p't o't the +ire. 5't "hen "e engage in pro%ess i#prove#ent, "e seek to learn "hat %a'ses things to happen and then 'se this kno"ledge to: Red'%e variation.

Re#ove a%tivities that have no val'e to the organiGation. 1#prove %'sto#er satis+a%tion.

,mp(o%ee $n-o(-emen#
/ro%ess i#prove#ent is i#portant, as it has o+ten been said that pro%esses a%%o'nt +or B0W o+ all proble#s "hile people a%%o'nt +or the re#aining 20W. )he bea'ty o+ a good C/1 progra# is that it involves everyone "ithin the organiGation. .ven e#ployees that are not #e#bers o+
58

the vario's tea#s be%o#e %an be%o#e involved by identi+ying and i#proving ine++i%ient pro%esses. )he t"o #ain tea#s in a C/1 progra# are the &teerin/ *ommittee =!C? and the *,I Teams. Altho'gh everyone in the organiGation is responsible +or C/1, the !C +ollo"s all ideas +ro# %on%eption to %o#pletion. )he !C is nor#ally %o#posed o+ #e#bers thro'gho't the organiGation =+ro# ho'rly e#ployees to leaders?, ho"ever, at the very least it #'st %ontain #e#bers "ho %an approve a proFe%t =spending a'thority?. !o#e organiGations #ight have several !Cs "orking on di++erent pro%esses, depart#ents, or syste#sR "hile s#aller organiGations #ight set 'p one !C to oversee all C/1 proFe%ts. 8or#ally, there is one !C that oversees all C/1 proFe%ts "ithin a physi%al area or geographi%al lo%ation. 1t in t'rn passes ea%h pro%ess i#prove#ent s'ggestion on to a C/1 tea# that %arries that proFe%t to %o#pletion. )he C/1 tea# is %o#posed o+ vario's e#ployees +ro# that +a%ility. )hey in t'rn "ill get inp't and help +ro# all the organiGationNs e#ployees.

)4$ 4ro'ed*re
C/1 has been des%ribed 'sing a n'#ber o+ #odels. )his #an'al "ill 'se the system approa h or ADD1. =Analysis, Design, Develop#ent, 1#ple#ent, and .val'ate? #odel. )here are +ive phases "ithin this #odel:

1. An#'."!" P%#"e , 1denti+y areas o+ opport'nity and target spe%i+i% proble#s. )hese

areas and proble#s are based on tea# brainstor#ing sessions, pro%ess de+inition sessions, re%o##endations +or"arded to the tea# by organiGational #e#bers, and other vario's analysis te%hniJ'es.
2. De"!(n P%#"e , 9enerate sol'tions thro'gh brainstor#ing sessions. 1denti+y the

reJ'ired reso'r%es to i#ple#ent the %hosen sol'tion and identi+y baselines to #eas're.
3. De2e'opment P%#"e , 2or#'late a detailed pro%ed're +or i#ple#enting the

approved sol'tion.
4. Imp'ement#t!on P%#"e , .Ee%'te the sol'tion.

59

5. E2#')#t!on P%#"e , 5'ild #eas're#ent tools, #onitor i#ple#entation, and eval'ate

#eas're#ents to baseline. /lease note that this phase is per+or#ed thro'gho't the entire pro%ess.

0na(%sis 4hase
4ro'ess De&ini#ion
)his is the dis%overy phase "here proble#s are 'n%overed and de+ined. *ne o+ the best "ays to a%%o#plish this is to learn ho" things "ork in an organiGation...and a si#ple te%hniJ'e +or a%%o#plishing this is ,ro ess Definition , b'ilding a task and event relationship. *+ten, ne" insights be%o#e apparent "hen yo' see ho" tasks relate to a series o+ events. A pro%ess is a planned series o+ a%tions that advan%es a #aterial or pro%ed're +ro# one stage o+ %o#pletion to the neEt. 1t in%l'des the steps and de%isions involved in the "ay "ork is a%%o#plished. 5eing able to 'nderstand and de+ine the pro%ess has a %o'ple o+ advantages: 0o' %an better 'nderstand ho" individ'al and gro'p e++orts a++e%t other gro'ps and individ'als.

0o' %an dis%over barriers that eEist bet"een "ork gro'ps. )hese barriers are obsta%les that get in the "ay o+ %ooperation and per+or#an%e. >ork is a%%o#plished thro'gh pro%esses and "e i#prove per+or#an%e by i#proving pro%esses. .Ea#ining a pro%ess %an highlight a glaring proble# that %o'ld easily be +iEed.

)he +irst step o+ pro%ess de+inition is to identi+y the bo'ndaries. )his is "here the pro%ess begins and ends. )he beginning o+ a pro%ess starts "ith a trigger that %a'ses a spe%i+i% a%tion to be taken by a person, another pro%ess, or "ork gro'p. )he ending o%%'rs "hen the res'lts are passed on to another person, pro%ess, or "ork gro'p. )he 4e/innin/ tri//er starts "hen so#eone per+or#s an a%tion on an inp't that they re%eive +ro# a s+pp!ier =another "ork gro'p, vendor, or person?. )he inp't %an be physi a!, s'%h as ra" #aterial, parts, a person to be intervie"ed, et%.R or information, s'%h as a %o#p'ter printo't, reJ'est +or#, et%. )he endin/ tri//er is "hen the res'lts o+ the pro%ess are passed on to the +stomer =another "ork gro'p, person, or o'tside %'sto#er?. )he o'tp't %an be physi%al, s'%h as a television set, ne" hire, et%.R or in+or#ation, s'%h as a typed letter, grant, et%. 8oti%e that ea%h person at every level has t"o roles:
1. )he role o+ +stomer "here they re%eive a trigger +ro# a s'pplier =either eEternal or

internal?.
2. )he role o+ s+pp!ier "here they pass the res'lt on to a %'sto#er =either eEternal or

internal?. /ro%ess De+inition lists "hat happens bet"een the start and end points. 1t in%l'des all the a%tivities per+or#ed by ea%h depart#ent, gro'p, or person that is involved in the pro%ess. 6 ti#ities are the #aFor K"orksK that trans+or#s an inp't into an o'tp't. Also, #ost pro%esses nor#ally have siE or less #aFor a%tivities.

For e0amp!e; a sa!e pro ess mi/ht in !+de 1F Introd+ e &er#i es, $F Identify *+stomer <eeds, 1F &+//est &o!+tions, %F 6rti +!ate Benefits, 2F <e/otiate a ,roposa!, and 'F *!ose the &a!e. Many pro%esses do not stay in one depart#ent, b't span a%ross several depart#ents. For e0amp!e, 1F a new andidate is se!e ted 4y the Ae r+itin/ Department, $F is inter#iewed 4y Man+fa t+rin/ and &a!es, 1F and is then hired 4y ?+man Aeso+r es. )he %hart belo" sho"s ho" pro%esses %an span a%ross several areas by starting "ith an o'tside vendor and stopping at the neEt pro%ess: A t!2!t. 1 +en$or ,,,,,,,, Ra" Material Dep#rtment 1 Dep#rtment ; Dep#rtment < Ne4t Pro e""

A t!2!t. ;

,,,,,,,, /ro%ess Ra" Material ,,,,,,,, /a%kage /rod'%t ,,,,,,,, 1nspe%t /ro%ess >hen listing the a%tivities, do not analyGe the pro%ess ,, F'st des%ribe it. *ne e++e%tive "ay o+ doing this is to +irst %reate a #atriE on a large board. )itle the verti%al aEis "ith the #aFor steps or depart#ents and the horiGontal aEis "ith a ti#eline: D#. 1 D#. ; ; %o)r" D#. ; 1 %o)r D#. ; 1 %o)r Ne4t Pro e""

A t!2!t. <

A t!2!t. 4

Tr#n"&er M#ter!#' Pro e"" R#0 M#ter!#' P# -#(e Pro$) t In"pe t Pro$) t

,,,,,,,, ,,,,,,,, ,,,,,,,, ,,,,,,,,

)hen list ea%h a%tivity per+or#ed by ea%h depart#ent, gro'p, or individ'al on a separate /ost, 1t 8ote. !tart the state#ent on ea%h /ost,1t note "ith a verb. 2or eEa#ple: C'ts boards into 12,in%h se%tions.

)ypes %'sto#erLs address into the order,entry database. Asse#bles %ir%'it board.

61

!ele%ts %andidate +or intervie".

8eEt, asse#ble the /ost,1t 8otes on the board in the seJ'en%e they are per+or#ed. -ighlight the inp'ts and o'tp'ts +or easy identi+i%ation. 0o'r #atriE sho'ld sho": )he pro%ess goals.

)he pro%ess bo'ndaries =start and stop points?. )he pro%ess +lo". Reso'r%es, s'%h as #aterial, people, ti#e, and eJ'ip#ent. )he pro%ess inp'ts and o'tp'ts =physi%al or in+or#ation?. )he pro%ess %'sto#ers and s'ppliers =internal and eEternal?.

)here are other #ethods +or laying o't the #odels. *ne "ay is in a !inear +ashion by a%tivity and depart#ent: Dep#rtment Appo!ntme nt De"Che%k /'r%hase *rder against syste# .nter Appoint#ent *n %alendar <nload )railer Create Re%eiving A'thoriGation =RA? Che%k goods against RA /'t prod'%t in ra%ks Re%ord lo%atio ns on RA .nter in+or#ation into syste#

M#ter!#' H#n$'!n( Re e!2!n(

Another #ethod is by hierar hy. )his type o+ #odel "orks best "hen there are #any details that #'st be in%l'ded in the pro%ess: De'!2er R#0 M#ter!#'" Meas're green %o++ee 3oad green %o++ee Ro#"t Co&&ee Roast 15 to 20 #in'tes depending on %o++ee type D'#p %o++ee into hoppers P# -#(e Co&&ee Meas're o't 1 lb. o+ %o++ee per bag /'t label on bag /'t tin tie on bag Re e!2e Co&&ee /'t %o++ee in oversto%k .nter lo%ation onto p't, a"ay log .nter data into syste#

8o #atter "hat #odel yo' 'se to sho" yo'r pro%ess, the a%tivities #'st be the ones that are *5!.R .DS Do 8*) list a%tivities that are in "ritten pro%ed'res b't not per+or#ed. 1n other

62

"ords, yo' "ant to re%ord ho" the pro%ess is a%t'ally being per+or#ed, not ho" it is s'pposed to be per+or#ed.

0na(%sis
*n%e yo' have laid o't the pro%ess, yo' are then ready to analyGe the pro%ess +or proble#s or bottlene%ks. A good pro%ess #odel "ill eEpose the Ktr'thK o+ the organiGation. Altho'gh there #ight be "ritten pro%ed'res, instr'%tions, or r'les +or %ond'%ting a pro%ess, yo'r #odel sho'ld point o't "hat is really being per+or#edS 2irst, look +or proble#s and opport'nities that a++e%t %'sto#ers. )hese a++e%t the organiGation the #ost. Re#e#ber that %'sto#ers are both internal and eEternal C "hoever gets the prod'%t =o't%o#e? on%e that pro%ess is %o#pleted, is the %'sto#er. Also, yo' need to 'nderstand the #agnit'de o+ the proble#. )his %an be done by asking, K-o" bad is itQK )he analysis sho'ld also in%l'de 'nearthing the ,erforman e Metri s o+ the pro%ess. )hese in%l'de: -ead%o'nt Cost @'ality =to in%l'de re"ork? !ervi%e levels )i#e

9#her 4ro:(em +o(-in1 "e#hods

3isted belo" are so#e other #ethods +or proble# identi+i%ation: C'sto#er !'rveys , )hese %an be "ritten or oral. 1+ oral, ens're they are %onsistent. *ther"ise, yo'r #eas're#ents "ill not be a%%'rate.

.#ployee !'ggestions. 5rainstor#ing , )o be %reative, try reverse brainstor#ing s'%h as K-o" %an "e #ake this pro%ess +ailQK /areto De%ision Making , =8ote: see the .val'ation /hase on #eas're#ent tools?

/oo# )a*ses
.ns're that yo' get to the root %a'se o+ the proble#. 1+ yo' do not eli#inate the root %a'se, then the proble# "ill res'r+a%e else"here. )he Vapanese have a pro%ed're %alled the fi#e whys. )hey ask K"hyK +ive ti#es "hen %on+ronted "ith a proble#. 5y the ti#e the +i+th "hy is ans"ered, they believe they have +o'nd the 'lti#ate %a'se o+ the proble#.

4ro:(em and /e'ommended +o(*#ion +#a#emen#

)his is the o'tp't that is passed onto the design phase. A good state#ent +'lly de+ines the proble# and provides a sol'tion. 3isted belo" are a %o'ple o+ eEa#ples. /lease note that they are highly abbreviated, b't yo' sho'ld get the idea: 6 4ad e0amp!e; &+pp!ies do not /et here on time. 8e need to do thin/s faster.

63

6 4etter e0amp!e; 1D$ of ,+r hasin/Bs time is spent /atherin/ prod+ t, #endor, and +stomer information. Ae ommend that a!! information 4e entered into the prod+ tBs data4ase. 6!so, a forma! pro ed+re for orderin/ s+pp!ies needs to 4e forma!i@ed as it is present!y done in a hapha@ard manner. 6 4ad e0amp!e; >+r prod+ ts ost more than the ompetitors. 8e need to !ower pri es. 6 4etter e0amp!e; "a h finished /ood is mo#ed an a#era/e of . times 4efore it is sent to the +stomer. By makin/ dedi ated !o ations for ea h prod+ t !ine, this o+!d 4e red+ ed to a ma0im+m of $ mo#es.

Desi1n 4hase
*n%e yo' have identi+ied the proble#, yo' %an then design a plan or %o'nter,#eas're to get rid o+ the proble# and keep it +ro# reo%%'rring. D'ring this phase, t"o prod'%ts "ill be developed , the /ro%ess /er+or#an%e *bFe%tives and a #eas're#ent tool "ith baselines.

4ro'ess 4er&orman'e 9:;e'#i-es

/ro%ess /er+or#an%e *bFe%tives are brie+ and %on%ise plans that %ontain an a%tion state#ent. )hey in%l'de: Dire%tion , e.g. red'%e, in%rease

Meas're#ent , e.g. ho'rs, %y%le ti#e /ro%ess , e.g. re%eive ship#ents, b'ild "idget !ol'tion , e.g. by i#ple#enting, %hanging )arget , a n'#ber or goal to ai# +or =targets sho'ld al"ays be revie"ed "ith the organiGationLs leadership to see i+ they %on%'r "ith their goals?

.Ea#ples HAed+ e Edire tionF ho+rs Emeas+rementF pa ka/in/ software Epro essF 4y han/in/ the !o ation of the shrink wrap t+nne! Eso!+tionF. The tar/et is 1.2 ho+rs. In rease Edire tionF L+a!ity Emeas+rementF for paintin/ 4i y !es Epro essF 4y imp!ementin/ a paintin/ pro ess Eso!+tionF. The tar/et is a 12J in rease in the +stomer s+r#ey satisfa tion inde0. Aaise Edire tionF +stomer satisfa tion Emeas+rementF for ret+rnin/ /oods Epro essF 4y a!!owin/ a Hno L+estion askedH ret+rn po!i y Eso!+tionF. The tar/et is a 10J de rease in omp!aints.

64

"eas*remen#s
1n order to eval'ate the C/1 proFe%t, #eas're#ents are taken be+ore, d'ring, and a+ter i#ple#entation o+ a sol'tion. Meas're#ents are taken be+ore i#ple#entation +or t"o #ain reasons. )he +irst is to %on+ir# that a proble# really eEists. 1n #any instan%es, this #ay not be ne%essary, as yo' "ill already have the data to %on+ir# the initial analysis. )he se%ond reason is to %olle%t a baseline #eas're#ent. )he baseline #eas're#ent allo"s yo' to eval'ate the sol'tion by having a re+eren%e to #eas're against. >hen the sol'tion is i#ple#ented, the #eas're#ent is %ond'%ted again. )he di++eren%e =i+ any? tells yo' the degree o+ s'%%ess or +ail're o+ the proFe%t. !o#e o+ the things that %an be #eas'red are: C'sto#er satis+a%tion /rod'%t or servi%e J'ality /er%ent o+ late deliveries 8'#ber o+ errors 8'#ber o+ #in'tes per order Cost per order @'antity prod'%ed Cy%le ti#e vs. best in %lass =5en%h#arking? /er%ent o+ ti#e devoted to re"ork 8'#ber o+ people or reso'r%es involved in a pro%ess

De-e(opmen# 4hase
)he develop#ent phase b'ilds on the /ro%ess /er+or#an%e *bFe%tives and #eas're#ent tool %onstr'%ted in the design phase. )he prod'%t o+ this phase is a detailed plan o+ a%tion that lists the step,by,step pro%ed'res +or i#ple#enting the %hange. )he plan also in%l'des "ho is responsible +or the vario's a%tivities and a ti#e s%hed'le. 1+ there are several proFe%ts, then the !C nor#ally passes the proFe%t on to a C/1 tea# at this point to %arry it thro'gh to %o#pletion.

$mp(emen#a#ion 4hase
)his is "here yo' p't yo'r plan into a%tion. )his phase involves %hange and "henever yo' have %hange, yo' %an have resistan%e. /lease read the %hapter on han/e +or s#oothing the i#ple#entation o+ the ne" pro%ess. *ne #ethod +or getting the pro%ess o"ners involved in C/1 and ens'ring all the steps to a pro%ess have been identi+ied is to have the# list their tasks in the pro%ess. Altho'gh the +ollo"ing is a%t'ally part o+ the analysis phase, it "ill #ake the i#ple#entation go #'%h s#oother by getting the stakeholders involved:
1. 0o' "ill need /ost,1t,8otes and large pie%es o+ paper taped to the "alls o+ the

#eeting roo#. .a%h person involved in the pro%ess is iss'ed a pad o+ /ost,1t,8otes and a broad tipped pen. )he %oa%h provides an overvie" o+ the pro%ess and then asks the pro%ess tea# to identi+y the tasks that ea%h tea# per+or#s in order to a%%o#plish the pro%ess. .a%h person silently lists every task he or she %an think o+ on a separate note. Allo" 20 to 25 #in'tes +or this a%tivity. *n%e everyone has %o#pleted their notes, ea%h person in t'rn goes to the board and sti%ks their notes on the board, taking a #o#ent to read the other notes. )he C/1 tea# re#ains silent d'ring this part o+ the a%tivity, b't sho'ld %reate additional notes "hen so#eone elseLs note sparks a ne" tho'ght abo't an additional task is per+or#ed.
65

2. 1n this step, ea%h person approa%hes the board and #oves the notes aro'nd into

gro'ps that have a si#ilar the#e and in the order they are per+or#ed. )ea# #e#bers %an "ork together on this, asking J'estions abo't the #eaning o+ spe%i+i% notes, and s'ggesting the#es +or gro'ping tasks. D'pli%ates sho'ld be pla%ed on top o+ one another. 1t is also a good idea to %reate a boEed,o++ area +or any notes that s'ggest a%tivities that #ay be o't o+ the s%ope o+ pro%ess. )his K-olding Area or /arking 3otK %an be revisited +ro# ti#e,to,ti#e as the pro%ess #odel %ontin'es to b'ild.
3. 8eEt, the tea# is asked to %reate a na#e +or ea%h the#e. )his involves looking at the

gro'ped tasks and trying to %o#e 'p "ith a "ord or phrase to des%ribe ea%h the#e. )hen the tea# is asked to deter#ine i+ the nat'ral order o+ the the#es is %orre%t. !o#e the#es "ill have to be per+or#ed be+ore others %an o%%'r. !o#e %an, or "ill have to be per+or#ed si#'ltaneo'sly.
4. )he %oa%h then asks +or a vol'nteer to grab a #arker pen and "rite on a +lip %hart.

>ith the vol'nteer leading, the tea# %reates a re+ined list o+ tasks by the#e. 1t is 's'ally a good idea to ask the tea# to deter#ine "hi%h a%tivities are essential and "hi%h are ni%e to have. 8eEt, the tea# esti#ates the ti#e needed to per+or# ea%h essential task. 1ndivid'als are asked to vol'nteer to "ork on one or #ore tasks or the#es 'ntil all the ite#s have been %o#pleted.
5. At the %on%l'sion o+ the a%tivity the +ollo"ings steps sho'ld be a%%o#plished:

All steps per+or#ed in a pro%ess have been deter#ined. )i#e +ra#es +or a%%o#plishing ea%h task have been esti#ated. )he order o+ the tasks has been deter#ined. >orkers "ho per+or# ea%h task have been identi+ied.

A+ter the a%tivity, %o#pare the pro%ess holderNs #odel "ith yo'r #odel. Any dis%repan%ies #'st resear%hed and resolved.

,-a(*a#ion 4hase
8ote that the eval'ation, "hile traditionally dis%'ssed last, is a%t'ally per+or#ed thro'gho't the entire C/1 pro%ess. 2or eEa#ple, "hen #aking a sand"i%h, yo' %he%k ea%h ingredient to ens're it is +resh and "holeso#e. 0o' do not kno"ingly p't bad #eat or rotten lett'%e in it and then hope it t'rns o't *A. .val'ating C/1 is the sa#e. 0o' sho'ld not spend a lot o+ ti#e b'ilding a sol'tion, and then "aiting 'ntil the very end to see i+ it "orks. At least one person on the steering %o##ittee sho'ld be appointed to #onitor the progress and pro%ess o+ all C/1 proFe%ts. 0o' eval'ate in the analysis phase by deter#ining i+ there really is a proble#. 1n the design phase, a target is developed to deter#ine "hat the i#prove#ent "ill a%t'ally be. )he develop#ent phase has no b'ilt in eval'ations b't yo' %o'ld per+or# rapid,prototyping ,, i#ple#ent,eval'ate,i#ple#ent,eval'ate,et%. !o#eti#es it is easier to i#ple#ent a lot o+ s#all steps over a period o+ ti#e, rather than #aking one h'ge %hange all at on%e. 0o' %annot kno" i+ the proFe%t s'%%eeded 'nless yo' #eas're it. .val'ations are 'sed to #eas're the s'%%ess or +ail're o+ a %hange. !o#e plans do +ail and they sho'ld be tho'ght o+ as learning eEperien%es, not KletNs +ind a s%apegoat.K *ne #ethod o+ #eas'ring is to get a baseline #eas're#ents in the analysis phases and then #onitor the progress o+ the proFe%t. A /areto %hart "ill help yo' "ith yo'r #eas're#ent.

66

4are#o )har#
)he /areto Chart is based on il+redo /areto, an 1talian e%ono#ist, "ho "rote that a s#all per%entage o+ a gro'p a%%o'nts +or the largest +ra%tion o+ a val'e or i#pa%t. )hat is, B0W o+ the e++e%ts %o#e +ro# 20W o+ the possible %a'ses. )he goal is to go a+ter that B0W +irst, by solving a +e" proble#s. )he /areto Chart %onverts data into vis'al in+or#ation. 2or eEa#ple, yo' are analyGing the errors in a %lothing #an'+a%t'ring plant by %o'nting the n'#ber o+ reFe%ts over a one,"eek period. 0o' kno" that #ost o+ the errors are: "rong #aterial 'sed stret%hed bands "eak threads %ra%ked b'ttons broken Gippers. At +irst, yo' #ight believe that the vendors are responsible +or #ost o+ the errors by sending bad #aterial, sin%e +o'r o+ the error %odes belonged to the vendors and only one belonged to the operators. -o"ever, i+ "e graph it in a /areto %hart, it #ight look like this: 60 ---------------------------------------------------55 Total Mistakes: 92 ____ | | | | 50 ---| |------------------------------------------| | | | | | 40 ---| |-----------------------------------------| | | | | | 30 ---| |-----------------------------------------| | | | | | 20 ---| |-----------------------------------------| | 15 | | ____ 12 | | | | ____ | | | | | | 10 ---| |----| |----| |---------------------| | | | | | 6 | | | | | | ____ 4 | | | | | | | | ____ | | | | | | | | | | 0 ---------------------------------------------------Wrong Band Weak Buttons Broken Material Stretched Threads Cracked Zippers Used )he %hart sho"s that abo't 55W o+ the reFe%ted pants are #ade +ro# the "rong #aterial =operator error?. )he other :0W is bad #aterial =vendor error?. 5y training the operators to 'se the %orre%t #aterial and inspe%ting only the t"o highest vendor error #aterials , the bands and thread, be+ore they go into the prod'%tion area, yo' %an lo"er the error rate by B6W.

67

!o#e o+ the things yo' %an #eas're "ith a /areto Chart are: 8'#bers or dollars )i#e !everity 1te# %o'nts *pinions or per%eptions

68

11 , Core Co#peten%ies
Leadership onsists not in de/rees of te hniL+e 4+t in traits of hara terI it reL+ires mora! rather than ath!eti or inte!!e t+a! effort, and it imposes on 4oth !eader and fo!!ower a!ike the 4+rdens of se!f5restraint. 5 Lewis ?. Lapham
)he +ollo"ing %o#peten%ies "ill be dis%'ssed in the se%ond se%tion:

Te#m0or- , /rovides a +eeling o+ tr'st and helps to b'ild #orale "hen the going gets to'gh. Comm)n! #t!n( - .Epresses one sel+ e++e%tively in both individ'al and gro'p settings. A%tively listens to others. .Epresses "ritten ideals %learly. Se'&-D!re t!on - .stablishes goals, deliverables, ti#elines, and b'dgets "ith little or no #otivation +ro# s'periors =sel+,#otivation?. Cre#t!2e Pro*'em So'2!n( - 1denti+ies and %olle%ts in+or#ation relevant to the proble#. <ses brainstor#ing te%hniJ'es to %reate a variety o+ %hoi%es. Interper"on#' S-!''" - )reats others "ith respe%t, tr'st, and dignity. >orks "ell "ith others by being %onsiderate o+ the needs and +eelings o+ ea%h individ'al. /ro#otes a prod'%tive %'lt're by val'ing individ'als and their %ontrib'tions. M#n#(e C'!ent Re'#t!on"%!p" - >orks e++e%tively "ith both internal and eEternal %'sto#ers. 9athers and analyGes %'sto#er +eedba%k to assist in de%ision #aking. 3)!'$ Appropr!#te Re'#t!on"%!p" - 8et"orks "ith peers and asso%iates to b'ild a s'pport base. 5'ilds %onstr'%tive and s'pportive relationships. F'e4!*!'!t. - >illingness to %hange to #eet organiGational needs. Challenges established nor#s and #ake hard, b't %orre%t de%isions. Adapts to stress+'l sit'ations.

69

Pro&e""!on#'!"m - !ets the eEa#ple. !tays %'rrent in ter#s o+ pro+essional develop#ent. Contrib'tes to and pro#otes the develop#ent o+ the pro+ession thro'gh a%tive parti%ipation in the %o##'nity. F!n#n !#' - Does not "aste reso'r%es. 3ooks +or #ethods to i#prove pro%esses that have a positive i#pa%t on the botto# line.

6 , )ea#"ork
To !ead peop!e, wa!k 4eside them ... 6s for the 4est !eaders, the peop!e do not noti e their e0isten e. The ne0t 4est, the peop!e honor and praise. The ne0t, the peop!e fearI and the ne0t, the peop!e hate ... 8hen the 4est !eaderBs work is done, the peop!e say, H8e did it o+rse!#esKH - Lao5ts+
Many organiGations have "orking gro'ps that %all the#selves tea#s. 5't their "ork is prod'%ed by a %o#bination o+ individ'al %ontrib'tions. )ea#s prod'%e "ork that is based on %olle%tive e++orts. 6 team is sma!! n+m4er of peop!e with omp!ementary ski!!s who are ommitted to a ommon p+rpose, performan e /oa!s, and ommon approa h for whi h they ho!d themse!#es m+t+a!!y a o+nta4!e EKat@en4a h and &mith, 1.('F.

A sma!! n+m4er is any"here +ro# 2 to 25 #e#bers, "ith nor#ally 5 to 6 #e#bers as #anageable and opti#al. 1t the n'#ber goes above 6, %o##'ni%ation tends to be%o#e %entraliGed be%a'se #e#bers do not have an adeJ'ate opport'nity to speak to ea%h other. *omp!ementary &ki!!s provides synergy "hen the tea# is diverse and vario's ideas and #'ltiple skills are %o#bined. 1+ the tea# is %o#posed o+ like individ'als, a %ongenital gro'pthink5 sets in "hi%h li#its the n'#ber o+ sol'tions +or %reative proble# solving. *ommon ,+rpose is the driving +or%e o+ tea#s. )he tea# #'st develop its o"n p'rpose. )his p'rpose #'st be #eaning+'l and #'st have o"nership by everyone, as individ'als and as a gro'p. A tea# %onstantly revisits its p'rpose =agenda?, #aking it #ore relevant as the tea# develops. -idden agendas #ay prevent the gro'p +ro# t'rning into a tea#. )his is be%a'se their e#otions and #otives are hidden 'nder the dis%'ssion table.

>hen "e +ail to engage in deep inJ'iry and in sel+,dis%los're, "e tend to agree "ith others, no #atter i+ it is the best "ay to do so or not ,, ea%h individ'alLs style be%o#es si#ilar to other tea# #e#bers. >hen o'r interests are too si#ilar, radi%al dis%o'rse +ails to take pla%e. Real tea#s sho'ld not be a+raid to disagree, b't on%e a de%ision has been #ade, they all need to be on the sa#e band"agon. )hey ens're their ideals and opinions are heard, b't on%e it is ti#e to go +or"ard, they %on%entrate on getting there, not going ba%k. 71

,erforman e -oa!s are the a%ting, #oving, and energiGing +or%e o+ the tea#. !pe%i+i% per+or#an%e goals are established, tra%ked, #et and eval'ated in an ongoing pro%ess. *ommon approa h is the "ay #e#bers agree ho" they "ill "ork together. Many tea#s have developed their o"n %harter or a set o+ r'les that o'tline the eEpe%ted behaviors o+ #e#bers. Me#bers o+ten ass'#e roles, in%l'ding the @'estioner, the -istorian, the )i#e,Aeeper, the 2a%ilitator, to keep the tea# pro%ess #oving and on %o'rse. M+t+a!!y a o+nta4!e is the aspe%t o+ tea#"ork that is 's'ally the last to develop. 1t is o"ning and sharing the tea#Ls o't%o#e.

Formin1, +#ormin1, Aormin1, 4er&ormin1, 0d;o*rnin1

)he )'%k#an #odel =1645? theoriGes that tea#s go thro'gh +ive stages: +or#ing, stor#ing, nor#ing, per+or#ing, adFo'rning. )ea#s o+ten be%o#e +r'strated d'e to the ti#e it takes to +or# into a %oherent tea#. Ano"ing there is a nat'ral progression to performin/ sho'ld ease so#e o+ yo'r anEieties.

Formin1
1n the 2or#ing stage, tea# #e#bers are introd'%ed. )hey state "hy they "ere %hosen or vol'nteered +or the tea# and "hat they hope to a%%o#plish "ithin the tea#. Me#bers %a'tio'sly eEplore the bo'ndaries o+ a%%eptable gro'p behavior. )his is a stage o+ transition +ro# individ'al to #e#ber stat's, and o+ testing the leaderLs g'idan%e both +or#ally and in+or#ally. 5e%a'se there is so #'%h going on to distra%t #e#bersL attention in the beginning, the tea# a%%o#plishes little, i+ anything, that %on%erns its proFe%t goals. )his is per+e%tly nor#al. 2or#ing in%l'des these +eelings and behaviors: .E%ite#ent, anti%ipation, and opti#is#.

/ride in being %hosen +or the proFe%t A tentative atta%h#ent to the tea# !'spi%ion and anEiety abo't the Fob.

72

De+ining the tasks and ho" they "ill be a%%o#plished. Deter#ining a%%eptable gro'p behavior. De%iding "hat in+or#ation needs to be gathered. Abstra%t dis%'ssions o+ the %on%epts and iss'es, and +or so#e #e#bers, i#patien%e "ith these dis%'ssions. )here "ill be di++i%'lty in identi+ying so#e o+ the relevant proble#s.

+#ormin1
D'ring the tea#Ls transition +ro# the KAs,1sK to the K)o,5e,K is %alled the !tor#ing phase. All #e#bers have their o"n ideas as to ho" the pro%ess sho'ld look, and personal agendas are ra#pant. !tor#ing is probably the #ost di++i%'lt stage +or the tea#. )hey begin to realiGe the tasks that are ahead are di++erent and #ore di++i%'lt than they i#agined. 1#patient abo't the la%k o+ progress, #e#bers arg'e abo't F'st "hat a%tions the tea# sho'ld take. )hey try to rely solely on their personal and pro+essional eEperien%e, and resist %ollaborating "ith #ost o+ the other tea# #e#bers. )hese press'res #ean that tea# #e#bers have little energy to spend on progressing to"ards the tea#Ls goal. 5't they are beginning to 'nderstand one another. )his phase so#eti#es takes 7 or : #eetings be+ore arriving at the 8or#ing phase. !tor#ing in%l'des these +eelings and behaviors: Resisting the tasks.

Resisting J'ality i#prove#ent approa%hes s'ggested by other #e#bers. !harp +l'%t'ations in attit'de abo't the tea# and the proFe%tLs %han%e o+ s'%%ess. Arg'ing a#ong #e#bers even "hen they agree on the real iss'es. De+ensiveness, %o#petition, and %hoosing sides. @'estioning the "isdo# o+ those "ho sele%ted this proFe%t and appointed the other #e#bers o+ the tea#. .stablishing 'nrealisti% goals. Dis'nity, in%reased tension, and Fealo'sy.

Aormin1
)he 8or#ing phase is "hen the tea# rea%hes a %onsens's on the K)o,5eK pro%ess. .veryone "ants to share the ne"ly +o'nd +o%'s. .nth'sias# is high, and the tea# is te#pted to go beyond the original s%ope o+ the pro%ess. D'ring this stage, #e#bers re%on%ile %o#peting loyalties and responsibilities. )hey a%%ept the tea#, tea# gro'nd r'les, their roles in the tea#, and the individ'ality o+ +ello" #e#bers. .#otional %on+li%t is red'%ed, as previo'sly %o#petitive relationships be%o#e #ore %ooperative. As tea# #e#bers begin to "ork o't their di++eren%es, they no" have #ore ti#e and energy to spend on the proFe%t. 8or#ing in%l'des these +eelings and behaviors: An ability to eEpress %riti%is# %onstr'%tively.

73

 4er&ormin1

A%%eptan%e o+ #e#bership in the tea#. An atte#pt to a%hieve har#ony by avoiding %on+li%t. More +riendliness, %on+iding in ea%h other, and sharing o+ personal proble#s. A sense o+ tea# %ohesion, spirit, and goals. .stablishing and #aintaining tea# gro'nd r'les and bo'ndaries.

)he tea# has no" settled its relationships and eEpe%tations. )hey %an begin per+or#ing by diagnosing, solving proble#s, and %hoosing and i#ple#enting %hanges. At last, tea# #e#bers have dis%overed and a%%epted ea%h otherLs strengths and "eakness, and learned "hat their roles are. )he tea# is no" an e++e%tive, %ohesive 'nit. 0o' %an tell "hen yo'r tea# has rea%hed this stage be%a'se yo' start getting a lot o+ "ork done. /er+or#ing in%l'des these +eelings and behaviors: Me#bers have insights into personal and gro'p pro%esses, and better 'nderstanding o+ ea%h otherLs strengths and "eakness.

Constr'%tive sel+,%hange. Ability to prevent or "ork thro'gh gro'p proble#s Close atta%h#ent to the tea#

0d;o*rnin1
)he tea# brie+s and shares the i#proved pro%ess d'ring this +inal phase. >hen the tea# +inally %o#pletes that last brie+ing, there is al"ays a bitters"eet sense o+ a%%o#plish#ent %o'pled "ith the rel'%tan%e to say good,bye. Many o+ the relationships that "ere +or#ed %ontin'e long a+ter the tea# disbands.

!eam .erses 7ro*p

)here are several +a%tors that separate tea#s +ro# gro'ps.

/o(es and /esponsi:i(i#ies

>ithin a gro'p, individ'als establish a set o+ behaviors %alled roles. )hese roles set eEpe%tations governing relationships. *n one hand, roles o+ten serve as so'r%e o+ %on+'sion and %on+li%t, "hile on the other hand, tea#s have a shared 'nderstanding on ho" to per+or# their role. )hese roles in%l'de s'%h responsibilities as leader, +a%ilitator, ti#ekeeper, and re%order.

74

$den#i#%
>hile tea#s have an identity, gro'ps do not. 1t is al#ost i#possible to establish the sense o+ %ohesion that %hara%teriGes a tea# "itho't this +'nda#ental step. A tea# has a %lear 'nderstanding abo't "hat %onstit'tes the tea#Ls work and "hy it is i#portant. )hey %an des%ribe a pi%t're o+ "hat the tea# needs to a%hieve, and the nor#s and val'es that "ill g'ide the#.

)ohesion
)ea#s have an esprit that sho"s a sense o+ bonding and %a#araderie. "sprit is the spirit, so'l, and state o+ #ind o+ the tea#. 1t is the overall %ons%io'sness o+ the tea# that a person identi+ies "ith and +eels a part o+. 1ndivid'als begin 'sing K"eK #ore than K#e.K

Fa'i(i#a#e
9ro'ps have a tenden%y to be bogged do"n "ith trivial iss'es. Ask yo'rsel+, K-o" #'%h ti#e gets "asted in #eetings yo' attendQK )ea#s 'se +a%ilitators to keep the tea# on the right path.

)omm*ni'a#ion
>hile #e#bers o+ a gro'p are %entered 'pon the#selves, the tea# is %o##itted to open %o##'ni%ation. )ea# #e#bers +eel they %an state their opinions, tho'ghts, and +eelings "itho't +ear. 3istening is %onsidered as i#portant as speaking. Di++eren%es o+ opinion are val'ed and #ethods o+ #anaging %on+li%t are 'nderstood. )hro'gh honest and %aring +eedba%k, #e#bers are a"are o+ their strengths and "eakness as tea# #e#bers. )here is an at#osphere o+ tr'st and a%%eptan%e and a sense o+ %o##'nity.

F(e8i:i(i#%
Most gro'ps are eEtre#ely rigid. )ea#s, ho"ever, #aintain a high level o+ +leEibility, and they per+or# di++erent task and #aintenan%e +'n%tions as needed. )he responsibility +or tea# develop#ent and leadership is shared. )he strengths o+ ea%h #e#ber are identi+ied and 'sed.

"ora(e
)ea# #e#bers are enth'siasti% abo't the "ork o+ the tea# and ea%h person +eels pride in being a #e#ber o+ the tea#. )ea# spirit is high. )o be a s'%%ess+'l tea#, the gro'p #'st have a strong ability to prod'%e res'lts and a high degree o+ satis+a%tion in "orking "ith one another.

=orkin1 =i#h 9#her !eam "em:ers

Altho'gh "e are like in #any "ays, "e are dislike in a lot #ore "ays. -'#ans have al"ays tried to %lassi+y things, in%l'ding the#selves. )his se%tion 'ses a pop'lar #odel by pla%ing people into +o'r styles , Driver, /ers'ader, AnalyGer, and *rganiGer =note that the na#es vary "idely depending 'pon the %reator o+ the #odel?. 1t does this by %harting the# on t"o di#ensions C res'lts =tasks? and e#otions =people?4. /eople get res'lts on tasks bet"een t"o %ontin''#s , eEpedien%e and pro%esses. /eople 'se e#otions in dealing "ith others thro'gh t"o %ontin''#s , %ontrolled or responsive.

8oti%e that the t"o di#ensions, res'lts and e#otions, are %losely related to 5lake and Mo'tonLs Managerial Model, "hi%h 'ses /eople and )asks as their #atriE. )hat is, "e 'se e#otions "hen dealing "ith people and o'r approa%h to tasks 'ses so#e sort o+ a res'lt orientation approa%h. >hen 5lake and Mo'ton %a#e o't "ith a tool that 'sed only t"o di#ensions or aEis, is str'%k a %ord "ith its si#pli%ity. 75

)he res'lt =ho" "e a%%o#plish tasks? and e#otions =ho" "e deal "ith people and eEperien%es? di#ensions %an be %harted as: C o n t r o ''e $ = 4 < ; 1

E m o t!o n "

A n # '. : e r
= 4 < ; P ro """ T#"- "

D r!2 e r
1 ; < 4 = T#"- " E 4 p e $ !e n e

O r( # n !: e r

1 ; < 4 =

R e " p o n " !2 e )here are vario's degrees along the t"o di#ensions =e#otions and tasks?. .a%h eEperien%e that "e have "ill %all +or varying degrees o+ e#otions and approa%hes to task res'lts. 1n the %hart belo", the t"o di#ensions are sho"n 'nder the pro&!'e %ol'#n in Ita!i s: Pro&!'e A take,%harge person, eEerts strong in+l'en%e to get things done, +o%'ses on res'lts. "motions are ontro!!ed and /ets res+!ts thro+/h e0pedien e. A so%ial spe%ialist, eEpresses opinions and e#otions easilyR pre+ers strong intera%tion "ith people. "motions are responsi#e and /ets res+!ts thro+/h e0pedien e. Likes to be well or%ani&ed and thou%ht out- pre$ers speci$ic pro*ect and activities- en*oys puttin% structure to ideas# Emotions are controlled and gets results through processes. Adaptive specialist+ hi%h concern $or %ood relationships+ seeks stability and predictability+ wants to be part o$ lar%er picture# Emotions are responsive and gets results through processes# St.'e Driver or Controller Potent!#' Stren(t%" 9et things done. Deter#ined, reJ'iring, thoro'gh, de%isive, e++i%ient, dire%t 1nvolves and "orks "ith others. /ersonable, sti#'lating, enth'siasti%, innovative 9reat at organiGing. 1nd'strio's, persistent, serio's, orderly, #ethodi%al 5'ilds relationships. Cooperative, s'pportive, dependable, help+'l Potent!#' 7e#-ne""e" 1nattentive behavior "hen listening to others. Do#inating, 'nsy#patheti%, de#anding, %riti%al, i#patient -ard ti#e +ollo"ing syste#s or pro%esses. *pinionated, 'ndependable, rea%tionary Can have tro'ble "hen a%tion needs to be taken i##ediately. 1nde%isive, 'n%o##'ni%ative, %riti%al Does not "ant to %hange. Con+or#ing, 'n%o##itted, hides tr'e +eelings

E m o t!o n "
76

P e r" ) #$ e r

/ers'ader or .nth'siast AnalyGer or )heorist

*rganiGer or A++iliator

)here are three #ain +la"s that #'st be taken into %onsideration "hen 'sing a tool o+ this nat're: .veryone 'ses all +o'r styles, depending 'pon the sit'ation, ho"ever, nor#ally they have one or t"o do#inant styles. )his #odel %an be a 'se+'l tool +or 'nderstanding di++erent vie"points.

)he very si#pli%ity that #akes a tool like this so pop'lar C 'sing t"o di#ensions %annot a%%'rately predi%t the %o#pleEity o+ h'#an nat're. -o"ever, it %an help 's to see the vario's approa%hes taken by individ'als. /eople o+ten try to pigeonhole Fobholders into %ategories. 2or eEa#ple, #anagers are drivers, h'#an reso'r%e personnel are pers'aders, progra##ers are analyGers, et%. )his is si#ply 'ntr'e. 1n one organiGation, the h'#an reso'r%e %onta%t "as a driver, the #anager "as a pers'ader, one o+ the e#ployees on the botto# o+ the r'ng "as a driver, and one o+ the best te%hni%al persons "as an organiGer. -o"ever, #ost o+ the e#ployees "ere organiGers, analyGers, or a %o#bination o+ the t"o.

)he goal o+ 'sing s'%h a tool in a tea# setting is to realiGe that people look 'pon things "ith a di++erent vie"point than yo'. 2or eEa#ple, the reason so#eone "ill not h'rry,'p and %o#pete a task in not be%a'se they are slo", it #ight be be%a'se they are vie"ing it +ro# a pro%ess standpoint and "ant to ens're that they get it absol'tely right =analyGer?. Also, it takes all types to +or# an e++e%tive tea#. >itho't drivers a tea# "ill get nothing done, "itho't pers'aders a tea# "ill +ail to get all #e#bers involved, "itho't organiGers a tea# "ill not "ork together, "itho't analyGers a tea# "ill #iss key steps. )he +o'r styles +or# a %o#plete %o##'nity, and it takes a %o##'nity to gro" a tea#.

!eam )he'k(is#
7oa(s

Clear #ission state#ent ZZZZZ Meas'rable obFe%tives ZZZZZ *bFe%tives are prioritiGed ZZZZZ 9oals are set in all key task areas ZZZZZ

/o(es

1ndivid'al roles, relationships, and a%%o'ntabilities are %lear ZZZZZ !tyle o+ leadership is appropriate +or the tea# tasks ZZZZZ .a%h individ'al %o#petent to per+or# her key tasks ZZZZZ )he #iE o+ roles is appropriate to the tea# tasks ZZZZZ

4ro'ed*res

De%isions rea%hed are e++e%tive ZZZZZ Manage#ent in+or#ation is e++e%tively shared ZZZZZ Aey a%tivities are e++e%tively %oordinated ZZZZZ /rod'%ts and servi%es are o+ a high J'ality ZZZZZ
77

Con+li%t is #anaged e++e%tively "ithin the tea# ZZZZZ

$n#erna( /e(a#ionships
)here are no areas o+ #istr'st ZZZZZ 2eedba%k is %onstr'%tive ZZZZZ Relationships are not %o#petitive and not s'pportive ZZZZZ

,8#erna( /e(a#ionships
Relationships "ith key eEternal gro'ps are e++e%tive ZZZZZ Me%hanis#s are in pla%e to integrate "ith ea%h key gro'p ZZZZZ )i#e and e++ort is spent on b'ilding and #onitoring key eEternal relationships ZZZZZ

78

10 , Co##'ni%ating
<o one wo+!d ta!k m+ h in so iety if they knew how often they mis+nderstood others. 5 Nohann 8o!f/an/ :on -oethe
Many o+ the proble#s that o%%'r in an organiGation are the dire%t res'lt o+ people +ailing to %o##'ni%ate. 2a'lty %o##'ni%ation %a'ses the #ost proble#s. 1t leads to %on+'sion and %an %a'se a good plan to +ail. Co##'ni%ation is the eE%hange and +lo" o+ in+or#ation and ideas +ro# one person to another. 1t involves a sender trans#itting an idea to a re%eiver. .++e%tive %o##'ni%ation o%%'rs only i+ the re%eiver 'nderstands the eEa%t in+or#ation or idea that the sender intended to trans#it. !t'dying the %o##'ni%ation pro%ess is i#portant be%a'se yo' %oa%h, %oordinate, %o'nsel, dire%t, eval'ate, and s'pervise thro'gh this pro%ess. 1t is the %hain o+ 'nderstanding that integrates the #e#bers o+ an organiGation +ro# top to botto#, botto# to top, and side to side. >hat is involved in the %o##'ni%ation pro%essQ I$e# , 2irst, in+or#ation eEists in the #ind o+ the sender. )his %an be a %on%ept, idea, in+or#ation, or +eelings.

En o$e" , 8eEt, a #essage is sent to a re%eiver in "ords or other sy#bols. De o$!n( , )he re%eiver then translates the "ords or sy#bols into a %on%ept or in+or#ation.

>hen trans#itting the #essage, t"o pro%esses "ill be re%eived by the re%eiver ,, %ontent and %onteEt. Content is the a%t'al "ords or sy#bols o+ the #essage, "hi%h is kno"n as lang'age , spoken and "ritten "ords %o#bined into phrases that #ake gra##ati%al and se#anti% sense. >e all 'se and interpret the #eanings o+ "ords di++erently, so even si#ple #essages %an be #is'nderstood. And #any "ords have di++erent #eanings to %on+'se the iss'e even #ore. Conte4t is the "ay the #essage is delivered and is kno"n as /aralang'age , tone o+ voi%e, the look in the senderLs eyeLs, body lang'age, hand gest'res, state o+ e#otion =anger, +ear, 'n%ertainty, %on+iden%e, et%.?. /aralang'age %a'ses #essages to be #is'nderstood as "e believe "hat "e see #ore than "hat "e hearR "e tr'st the a%%'ra%y o+ nonverbal behaviors #ore than verbal behaviors. Many leaders think they have %o##'ni%ated on%e they told so#eone to do so#ething, K1 donLt kno" "hy it did not get done...1 told Vi# to it.K More than likely, Vi# #is'nderstood the #essage. A #essage has 8*) been %o##'ni%ated 'nless it is 'nderstood by the re%eiver. -o" do yo' kno" it has been properly re%eivedQ ,, by t"o,"ay %o##'ni%ation or +eedba%k. )his +eedba%k "ill tell the sender that the re%eiver 'nderstood the #essage, its level o+

79

i#portan%e, and "hat #'st be done "ith it. Co##'ni%ation is an eE%hange, not F'st a give, as all parties #'st parti%ipate to %o#plete the in+or#ation eE%hange.

Barriers #o )omm*ni'a#ion
Anything that prevents 'nderstanding o+ the #essage is a barrier to %o##'ni%ation. <othin/ is so simp!e that it annot 4e mis+nderstood. 5 Nr. Tea/+e

T%e F!'ter!n( o& In&orm#t!on )here are physi%al and psy%hologi%al barriers that stop the +lo" o+ %o##'ni%ation. )hese barriers %an be tho'ght o+ as +ilters, that is, the #essage leaves the sender, goes thro'gh the +ilters, and is then heard by the re%eiver. )hese +ilters %hange the #essage. And the "ay to over%o#e +ilters is thro'gh a%tive listening and +eedba%k.

Fi(#ers or :arriers> C)'t)re? *# -(ro)n$? #n$ *!#" , >e allo" o'r past eEperien%es to %hange the
#eaning o+ the #essage. *'r %'lt're, ba%kgro'nd, and bias %an be good as they allo" 's 'se o'r past eEperien%es to 'nderstand so#ething ne", it is "hen they %hange the #eaning o+ the #essage then they inter+ere "ith the %o##'ni%ation pro%ess.

No!"e , .J'ip#ent or environ#ental noise i#pedes %lear %o##'ni%ation. )he sender and the re%eiver #'st both be able to %on%entrate on the #essages being sent to ea%h other. O)r"e'2e" , 2o%'sing on o'rselves, rather than the other person %an lead to %on+'sion and %on+li%t. )he KMe 9enerationK #'st be thro"n o't "hen it %o#es to e++e%tive %o##'ni%ation. !o#e o+ the +a%tors that %a'se this are de+ensiveness ="e +eel so#eone is atta%king 's?, s'periority ="e +eel "e kno" #ore that the other?, and ego ="e +eel "e are the %enter o+ the a%tivity?. Per ept!on , 1+ "e +eel there are s'%h barriers as a person talking too +ast, is not +l'ently, is not arti%'lately %learly, "e #ay dis#iss that person. Also, o'r pre%on%eived attit'des a++e%t o'r ability to listen. >e listen 'n%riti%ally to persons o+ high stat's and dis#iss those o+ lo" stat's.

Me""#(e , Distra%tions happen "hen "e +o%'s on the +a%ts rather than the idea. *'r ed'%ational instit'tions rein+or%e this "ith tests and J'estions. !e#anti% distra%tions o%%'r "hen a "ord is 'sed di++erently than yo' pre+er. 2or eEa#ple, i+ so#eone 'ses the "ord H%hair#anI instead o+ H%hairperson,I yo' #ay +o%'s on the "ord and not the #essage. En2!ronment#' , 5right lights, an attra%tive person, 'n's'al sights, or any other sti#'l's provides a potential distra%tion. Smot%er!n( , >e take it +or granted that the i#p'lse to send 'se+'l in+or#ation is a'to#ati%. 8ot tr'eS )oo o+ten, "e believe that %ertain in+or#ation has no val'e to others or they are already a"are o+ the +a%ts. Stre"" , /eople do not see things the sa#e "ay "hen 'nder stress. >hat "e see and believe at a given #o#ent is in+l'en%ed by o'r psy%hologi%al +ra#es o+ re+eren%es , o'r belie+s, val'es, kno"ledge, eEperien%es, and goals.

0'#i-e Lis#enin1
Listenin/ an 4e o+r most powerf+! omm+ni ation too!K Be s+re to +se itK -earing and listening are not the sa#e thing. -earing is the a%t o+ per%eiving so'nd. 1t is invol'ntary and si#ply re+ers to the re%eption o+ a'ral sti#'li. 3istening is a sele%tive a%tivity that involves the re%eption and the interpretation o+ a'ral sti#'li. 1t involves de%oding the so'nd into #eaning. 3istening is divided into t"o #ain %ategories: passive and a%tive. P#""!2e '!"ten!n( is little #ore that hearing. 1t o%%'rs "hen the re%eiver or the #essage has little #otivation to listen %are+'lly, s'%h as #'si%, story telling, television, or being polite. /eople speak at 100 to 1;5 "ords per #in'te, b't they %an listen intelligently at 400 to B00 "ords per #in'te =>/M?. !in%e only a part o+ o'r #ind is paying attention, it is easy to go into #ind dri+t ,, thinking abo't other things "hile listening to so#eone. )he %'re +or this is # t!2e '!"ten!n( ,, listening "ith a p'rpose. 1t #ay be to gain in+or#ation, obtain dire%tions, 'nderstand others, solve proble#s, share interest, see ho" another person +eels, sho" s'pport, et%. 1t reJ'ires that the listener attend to the "ords and +eelings o+ the sender +or 'nderstanding. 1t takes the sa#e a#o'nt or #ore energy than speaking as it reJ'ires the re%eiver to hear the vario's parts o+ the #essage, 'nderstand the #eaning, and then veri+y the #eaning by o++ering +eedba%k. )he +ollo"ing are a +e" traits o+ a%tive listeners: !pends #ore ti#e listening than talking.

Does not +inish the senten%e o+ others. Does not ans"er J'estions "ith J'estions. Are a"are o+ biases. >e all have the#..."e need to %ontrol the#. 8ever daydrea#s or be%o#e preo%%'pied "ith their o"n tho'ghts "hen others talk.
81

3ets the other speaker talk. Does not do#inate the %onversation. /lans responses a+ter the other person has +inished speaking...8*) "hile they are speaking. /rovides +eedba%k, b't does not interr'pt in%essantly. AnalyGes by looking at all the relevant +a%tors and asking open,ended J'estions. >alks the person thro'gh yo'r analysis =s'##ariGe?. Aeeps the %onversation on "hat the speaker says...8*) on "hat interests the#. )akes brie+ notes. )his +or%es the# to %on%entrate on "hat is being said.

Feed:a'k
)he p'rpose o+ +eedba%k is to %hange and alter #essages so the intention o+ the original %o##'ni%ator is 'nderstood by the se%ond %o##'ni%ator. 1t in%l'des verbal and nonverbal responses to another personLs #essage. 8hen yo+ know somethin/, say what yo+ know. 8hen yo+ donBt know somethin/, say that yo+ donBt know. That is know!ed/e. 5 K+n/ F+ T@+ E*onf+ i+sF /roviding +eedba%k is a%%o#plished by paraphrasing the "ords o+ the sender. Restate the senderLs +eelings or ideas in yo'r o"n "ords, rather than repeating their "ords. 0o'r "ords sho'ld be saying, K)his is "hat 1 'nderstand yo'r +eelings to be, a# 1 %orre%tQK 1t not only in%l'des verbal responses, b't also nonverbal ones. 8odding yo'r head or sJ'eeGing their hand to sho" agree#ent, dipping yo'r eyebro"s sho"s yo' donLt J'ite 'nderstand the #eaning o+ their last phrase, or s'%king air in deeply and blo"ing it hard sho"s that yo' are also eEasperated "ith the sit'ation. Carl Roger =Rogers M 2arson, 1646? listed +ive #ain %ategories o+ +eedba%k. )hey are listed in the order in "hi%h they o%%'r #ost +reJ'ently in daily %onversations. 8oti%e that "e #ake F'dg#ents #ore o+ten than "e try to 'nderstand: 1. E2#')#t!2e: Making a F'dg#ent abo't the "orth, goodness, or appropriateness o+ the other personLs state#ent.
2. Interpret!2e: /araphrasing , atte#pting to eEplain "hat the other personLs state#ent

#eans.
3. S)pport!2e: Atte#pting to assist or bolster the other %o##'ni%ator. 4. Pro*!n(: Atte#pting to gain additional in+or#ation, %ontin'e the dis%'ssion, or

%lari+y a point.
5. @n$er"t#n$!n(: Atte#pting to dis%over %o#pletely "hat the other %o##'ni%ator

#eans by her state#ents. 1#agine ho" #'%h better daily %o##'ni%ations "o'ld be i+ listeners tried to 'nderstand +irst, be+ore they tried to eval'ate "hat so#eone is saying.

82

Aon-er:a( Beha-iors o& )omm*ni'a#ion

)o deliver the +'ll i#pa%t o+ a #essage, 'se nonverbal behaviors to raise the %hannel o+ interpersonal %o##'ni%ation: E.e ont# t: )his helps to reg'late the +lo" o+ %o##'ni%ation. 1t signals interest in others and in%reases the speakerLs %redibility. /eople "ho #ake eye %onta%t open the +lo" o+ %o##'ni%ation and %onvey interest, %on%ern, "ar#th, and %redibility.

F# !#' E4pre""!on": !#iling is a po"er+'l %'e that trans#its happiness, +riendliness, "ar#th, and liking. !o, i+ yo' s#ile +reJ'ently yo' "ill be per%eived as #ore likable, +riendly, "ar# and approa%hable. !#iling is o+ten %ontagio's and people "ill rea%t +avorably. )hey "ill be #ore %o#+ortable aro'nd yo' and "ill "ant to listen #ore. 5e"t)re": 1+ yo' +ail to gest're "hile speaking yo' #ay be per%eived as boring and sti++. A lively speaking style %apt'res the listenerLs attention, #akes the %onversation #ore interesting, and +a%ilitates 'nderstanding. Po"t)re #n$ *o$. or!ent#t!on: 0o' %o##'ni%ate n'#ero's #essages by the "ay yo' talk and #ove. !tanding ere%t and leaning +or"ard %o##'ni%ates to listeners that yo' are approa%hable, re%eptive and +riendly. 1nterpersonal %loseness res'lts "hen yo' and the listener +a%e ea%h other. !peaking "ith yo'r ba%k t'rned or looking at the +loor or %eiling sho'ld be avoided as it %o##'ni%ates disinterest. Pro4!m!t.: C'lt'ral nor#s di%tate a %o#+ortable distan%e +or intera%tion "ith others. 0o' sho'ld look +or signals o+ dis%o#+ort %a'sed by invading the other personLs spa%e. !o#e o+ these are ro%king, leg s"inging, tapping, and gaGe aversion. +o #': !peaking %an signal nonverbal %o##'ni%ation "hen yo' in%l'de s'%h vo%al ele#ents as: tone, pit%h, rhyth#, ti#bre, lo'dness, and in+le%tion. 2or #aEi#'# tea%hing e++e%tiveness, learn to vary these siE ele#ents o+ yo'r voi%e. *ne o+ the #aFor %riti%is#s o+ #any speakers is that they speak in a #onotone voi%e. 3isteners per%eive this type o+ speaker as boring and d'll.

Bin#s on ,&&e'#i-e )omm*ni'a#ion

H&peak omforta4!e wordsKH 5 8i!!iam &hakespeare

>hen speaking or trying to eEplain so#ething, ask the listeners i+ they are +ollo"ing yo'. )hat is, en%o'rage +eedba%k. .ns're the re%eiver has a %han%e to %o##ent or ask J'estions. )ry to p't yo'rsel+ in the other personLs shoes , Consider the +eelings o+ the re%eiver. 5e %lear abo't "hat yo' say.

83

3ook at the re%eiver. Make s're yo'r "ords #at%h yo'r tone and body lang'age =8onverbal 5ehaviors?. ary yo'r tone and pa%e. Do not be vag'e, b't on the other hand, do not %o#pli%ate "hat yo' are saying "ith too #'%h detail. Do not ignore signs o+ %on+'sion.

"ee#in1s
*ne o+ the biggest %o#plaints abo't #ost organiGations is #eetings...they "aste too #'%h o+ o'r pre%io's ti#e. )his is bad ne"s +or organiGations. Meetings are i#portant be%a'se that is "here an organiGationLs %'lt're and %li#ate perpet'ates itsel+. Meetings are one o+ the "ays that an organiGation tells its "orkers, K0o' are a #e#ber.K 1+ yo' have bad, boring, and ti#e "asting #eetings, then the people begin to believe that this is a bad and boring %o#pany that does not %are abo't ti#e. 3ike"ise, great #eetings tell the "orkers, K)his is a 9R.A) organiGation to be "orking +orSK Also, re#e#ber that a bad #eeting lead to #ore bad #eetings "hi%h %ost even #ore #oney. >hy are there so #any bad #eetingsQ /oor planning by the #eetingLs organiGer and a la%k o+ involve#ent =%o##'ni%ation? by the parti%ipants. 3isted belo" are so#e g'idelines +or %ond'%ting e++e%tive #eetings.

4repare For #he "ee#in1 De+ine the obFe%tives and desired o't%o#es. Ano" "hat yo' are trying to
a%hieve by having a #eeting.

Deter#ine i+ a di++erent a%tivity %o'ld be 'sed besides a #eeting. A lot o+ "asted #eetings are %alled "hen a %o'ple o+ phone %alls, e#ail, or one,on,ones "o'ld have "orked better. Deter#ine topi%s to %over and the best +or#at +or the dis%'ssion o+ ea%h one. Ano" "hat yo' "ant to get a%%o#plished by the #eeting. .sti#ate the length o+ the #eeting. /eople need to kno" ho" long to plan +or the #eeting. Create an Agenda that is %are+'lly s%ripted: 1. 2. 7. :. 5. 4. 9ive !tart and !top ti#es. )i#e is #oney...plan "iselyS 1denti+y the pla%e o+ the #eeting. 3ist parti%ipants and g'ests. 3ist "hat the parti%ipantNs roles are and "hat is eEpe%ted +ro# the#. )his "ill allo" the# to gather all the relevant data they need to bring to the #eeting. /repare a str'%t'red dis%'ssion to +ra#e the p'rpose, topi%s, and dire%tion o+ the #eeting. Deliver agenda in advan%e, so that the parti%ipants have ti#e to plan and prepare +or the #eeting.
84

Make every #eeting a learning event: in%orporate %reative and %'tting edge ed'%ation on yo'r parti%'lar topi% by 'sing books, speakers, or videos. )he people attending are giving 'p their ti#e +or yo', yo' need to give so#ething ba%k to the#. <se a variety o+ tools and a%tivities to #ake the #eeting prod'%tive and +'n...get the# %harged 'pS

4repare !o 0##end a "ee#in1 2&or a(( par#i'ipan#s3 Ano" the p'rpose o+ the #eeting. Ano" "hat yo'r p'rpose +or attending is.
9ather all data that yo' need to bring to the #eeting. Ano" the agenda o+ the #eeting and ens're yo'r agenda %oin%ides "ith the #eeting agenda. Ano" yo'r role and the path that yo' are going to +ollo". Arrive on ti#e and be prepared to stay 'ntil at least the planned stop ti#e. )ake the #eeting serio'sly, b't do have so#e +'n "hile attending.

+e#5*p #he "ee#in1 4(a'e !ele%t a physi%al setting that is %o#+ortable, big eno'gh, and "ill serve the
p'rpose.

Create a "ar# and attra%tive at#osphere %ond'%ive to intera%tion. /rovide appropriate re+resh#ents. -ave appropriate vis'al aids and learning aids on hand. Al"ays do so#ething a little di++erent and so#ething ne". Make the# glad that they %a#e.

0ssi1n 0 Ao#e !aker 2min*#es3 >ho attendedQ

>hat proble#s "ere dis%'ssedQ Aey de%isions rea%hed. 8eEt !teps =a%tion ite#s?: 1. 2. 7. >ho needs to a%%o#plish a task , list tea# and o'tside #e#bersQ !tart and end date o+ task. >hat is it eEa%tly that they need to a%%o#plishQ
85

+#ar# #he "ee#in1 Co##'ni%ate the p'rpose and desired o't%o#es to all parti%ipants.
Clari+y the type o+ parti%ipation and intera%tion desired. !et the gro'nd r'les =8or#s?, e.g.: 1. 2. 7. :. 5. >hen the #eeting "ill stop and end. -o" ea%h #e#ber "ill be heard. -o" %on+li%t "ill be resolved. >hat is eEpe%ted o+ ea%h #e#ber. Con+idential topi%s.

!ho" that yo' val'e their ideas, opinions, and J'estions.

)ond*'# #he "ee#in1 )ake ti#e to tell and hear stories. 5e %reative in ho" yo' share the#.
Clari+y and paraphrase i#portant ideas. Ask +or di++erent points o+ vie"R prote%t ne" ideas. <se brainstor#ing te%hniJ'es. 1. 2. 7. :. 5. 4. ;. Re%ord ideas and notes on a +lip %hart: <se bright %olors and bold shapes. <se pi%t'res, as "ell as teEt. <se b'llets to e#phasiGe essential points. <se no #ore than ; "ords per line and ; lines per %hart. Aeep all +lip %harts posted so that they %an easily be re+erred ba%k to. At the end o+ the #eeting, give the# to the note taker so that they %an be in%orporated into the #in'tes.

Ask open,ended J'estions to en%o'rage their inp't. Aeep the +o%'s on ideas, not on people. Assign neEt steps thro'gho't the #eeting. Make all neEt steps spe%i+i% assign#ents. !tay +o%'sed on the agenda topi%s. Do "ander o++ topi% or be%o#e distra%ted. Agendas are "orth taking serio'sly...b't do not sti+le %reativity or ins'lt parti%ipants "ho stray.
86

Keep #he "ee#in1 Fo'*sed and "o-in1 9et in+or#ation and data +ro# the #eeting. .ns're people are heard.
3et the people %arry the %ontentR yo' g'ide the pro%ess. A%kno"ledge and rein+or%e %onstr'%tive %ontrib'tions. <se the agenda to stay on tra%k. ary the pa%e: speed 'p, slo" do"n, take a break, and %hange tra%ks. Aeep the gro'p a"are o+ "here they are in the pro%ess. /eriodi%ally s'##ariGe key points and ask +or agree#ent. -elp the gro'p rea%h %onsens's and rea%h %on%l'sions.

)(osin1

-elp the gro'p de%ide on neEt steps. Revie" assigned neEt steps. .ns're people kno" their d'ties to per+or#. Make s're everyone goes +ro# K#eetingK to Kdoing.K Con%l'de by s'##ariGing the gro'pLs a%%o#plish#ents. )hank gro'p #e#bers sin%erely +or their parti%ipation and %ontrib'tions.

Fo((ow5*p 20'#ion $#ems3 .val'ate the #eeting. >hat "orkedQ >hat needs i#prove#entQ
/lan post,#eeting logisti%s. <sing the #in'tes and yo'r i#pressions, %reate a do%'#ent that %learly des%ribes the #eeting. <se %o##ents, J'estions, %riti%is#s, and insights to enhan%e the J'ality o+ the do%'#ent. Distrib'te the do%'#ent to all parti%ipants and other essential persons "ithin the organiGation. Monitor progress on neEt steps

4resen#a#ions
/resentations are a "ay o+ %o##'ni%ating ideas and in+or#ation to a gro'p. A good presentation has:

87

Content , 1t %ontains in+or#ation that people need. <nlike reports, it #'st a%%o'nt +or ho" #'%h in+or#ation the a'dien%e %an absorb in one sitting. Str) t)re , 1t has a logi%al beginning, #iddle, and end. 1t #'st be seJ'en%ed and pa%ed so that the a'dien%e %an 'nderstand it. >here as reports have appendi%es and +ootnotes, the presenter sho'ld be %are+'l not to loose the a'dien%e "hen "andering +ro# the #ain point o+ the presentation. P# -#(!n( , 1t #'st be "ell prepared. A report %an be reread and portions skipped over, b't the a'dien%e is at the #er%y o+ a presenter. H)m#n E'ement , A good presentation "ill be re#e#bered #'%h #ore than a good report be%a'se it has a person atta%hed to it. 5't yo' still need to analyGe i+ the a'dien%eLs needs "o'ld not be better #et i+ a report "ere to be sent instead.

!he .oi'e
)he voi%e is probably the #ost val'able tool o+ the presenter. 1t %arries #ost o+ the %ontent that the a'dien%e takes a"ay. *ne o+ the oddities o+ spee%h is that "e %an easily tell others "hat is "rong "ith their voi%e, e.g. too +ast, too high, too so+t, et%., b't "e have tro'ble listening to and %hanging o'r o"n voi%es. )here are +ive #ain ter#s 'sed +or de+ining vo%al J'alities: +o')me: -o" lo'd the so'nd is. )he goal is to be heard "itho't sho'ting. 9ood speakers lo"er their voi%e to dra" the a'dien%e in, and raise it to #ake a point.

Tone: )he %hara%teristi%s o+ a so'nd. An airplane has a di++erent so'nd than leaves being r'stled by the "ind. A voi%e that %arries +ear %an +righten the a'dien%e, "hile a voi%e that %arries la'ghter %an get the a'dien%e to s#ile. P!t %: -o" high or lo" a note is. /ee >ee -er#an has a high voi%e, 5arbara >alters has a #oderate voi%e, "hile Va#es .arl Vones has a lo" voi%e. P# e: )his is ho" long a so'nd lasts. )alking too +ast %a'ses the "ords and syllables to be short, "hile talking slo"ly lengthens the#. arying the pa%e helps to #aintain the a'dien%eLs interest. Co'or: 5oth proFe%tion and tone varian%e %an be pra%ti%ed by taking the line K)his ne" poli%y is going to be eE%itingK and saying it +irst "ith s'rprise, then "ith irony, then "ith grie+, and +inally "ith anger. )he key is to over,a%t. Re#e#ber !hakespeareLs "ords KAll the "orldLs a stageK ,, presentations are the opening night on 5road"ayS

)"o #ethods +or i#proving yo'r voi%e are: 3isten to itS /ra%ti%e listening to yo'r voi%e "hile at ho#e, driving, "alking, et%. )hen "hen yo' are at "ork or "ith %o#pany, #onitor yo'r voi%e to see i+ yo' are 'sing it ho" yo' "ant to.

)o really listen to yo'r voi%e, %'p yo'r right hand aro'nd yo'r right ear and gently p'll the ear +or"ard. 8eEt, %'p yo'r le+t hand aro'nd yo'r #o'th and dire%t the so'nd straight into yo'r ear. )his helps yo' to really hear yo'r voi%e as others hear it...and it #ight be %o#pletely di++erent +ro# the voi%e yo' tho'ght it "asS 8o" pra%ti%e #oderating yo'r voi%e.
88

!he Bod%
0o'r body %o##'ni%ates di++erent i#pressions to the a'dien%e. /eople not only listen to yo', b't they also "at%h yo'. !lo'%hing tells the# yo' are indi++erent or yo' do not %are...even tho'gh yo' #ight %are a great dealS *n the other hand, displaying good post're tells yo'r a'dien%e that yo' kno" "hat yo' are doing and yo' %are deeply abo't it. Also, a good post're helps yo' to speak #ore %learly and e++e%tive. )hro'gho't yo' presentation, display: E.e ont# t: )his helps to reg'late the +lo" o+ %o##'ni%ation. 1t signals interest in others and in%reases the speakerLs %redibility. !peakers "ho #ake eye %onta%t open the +lo" o+ %o##'ni%ation and %onvey interest, %on%ern, "ar#th, and %redibility.

F# !#' E4pre""!on": !#iling is a po"er+'l %'e that trans#its happiness, +riendliness, "ar#th, and liking. !o, i+ yo' s#ile +reJ'ently yo' "ill be per%eived as #ore likable, +riendly, "ar#, and approa%hable. !#iling is o+ten %ontagio's and others "ill rea%t +avorably. )hey "ill be #ore %o#+ortable aro'nd yo' and "ill "ant to listen to yo' #ore. 5e"t)re": 1+ yo' +ail to gest're "hile speaking, yo' #ay be per%eived as boring and sti++. A lively speaking style %apt'res attention, #akes the #aterial #ore interesting, and +a%ilitates 'nderstanding. Po"t)re #n$ *o$. or!ent#t!on: 0o' %o##'ni%ate n'#ero's #essages by the "ay yo' talk and #ove. !tanding ere%t and leaning +or"ard %o##'ni%ates that yo' are approa%hable, re%eptive, and +riendly. 1nterpersonal %loseness res'lts "hen yo' and yo'r a'dien%e +a%e ea%h other. !peaking "ith yo'r ba%k t'rned or looking at the +loor or %eiling sho'ld be avoided as it %o##'ni%ates disinterest. Pro4!m!t.: C'lt'ral nor#s di%tate a %o#+ortable distan%e +or intera%tion "ith others. 0o' sho'ld look +or signals o+ dis%o#+ort %a'sed by invading otherLs spa%e. !o#e o+ these are ro%king, leg s"inging, tapping, and gaGe aversion. )ypi%ally, in large roo#s, spa%e invasion is not a proble#. 1n #ost instan%es there is too #'%h distan%e. )o %o'ntera%t this, #ove aro'nd the roo# to in%rease intera%tion "ith yo'r a'dien%e. 1n%reasing the proEi#ity enables yo' to #ake better eye %onta%t and in%reases the opport'nities +or others to speak. +#r. .o)r 2o! e. *ne o+ the #aFor %riti%is#s o+ speakers is that they speak in a #onotone voi%e. 3isteners per%eive this type o+ speaker as boring and d'll. /eople report that they learn less and lose interest #ore J'i%kly "hen listening to those "ho have not learned to #od'late their voi%es.

Aer-es
)he #ain ene#y o+ a presenter is tension, "hi%h r'ins the voi%e, post're, and spontaneity. )he voi%e be%o#es higher as the throat tenses. !ho'lders tighten 'p and li#it +leEibility "hile the leg start to shake and %a'ses 'nsteadiness. )he presentation be%o#es K%annedK as the speaker lo%ks in on the notes and starts to read dire%tly +ro# the#. 2irst, do not +ight nerves ,, "el%o#e the#S

89

)hen yo' %an get on "ith the presentation instead o+ +o%'sing in on being nervo's. A%tors re%ogniGe the val'e o+ nerves...they add to the val'e o+ the per+or#an%e. )his is be%a'se adrenaline starts to ki%k in. 1tLs a le+t over +ro# o'r an%estorsL K+ight or +lightK syndro#e. 1+ yo' "el%o#e nerves, then the presentation be%o#es a %hallenge and yo' be%o#e better. 1+ yo' let yo'r nerves take over, yo' go into the +light #ode by "ithdra"ing +ro# the a'dien%e. Again, "el%o#e yo'r nerves, re%ogniGe the#, and let the# help yo' gain that needed edgeS Do not go into the +light #odeS >hen yo' +eel tension or anEiety, re#e#ber that everyone gets the#, b't the "inners 'se the# to their advantage, "hile the losers get over"hel#ed by the#. )ension %an be red'%ed by per+or#ing so#e relaEation eEer%ises. 3isted belo" are a %o'ple to get yo' started: 5e+ore the presentation: 3ie on the +loor. 0o'r ba%k sho'ld be +lat on the +loor. /'ll yo'r +eet to"ards yo' so that yo'r knees are 'p in the air. RelaE. Close yo'r eyes. 2ell yo'r ba%k spreading o't and s'pporting yo'r "eight. 2eel yo'r ne%k lengthening. >ork yo'r "ay thro'gh yo'r body, relaEing one se%tion at a ti#e , yo'r toes, +eet, legs, torso, et%. >hen +inished, stand 'p slo"ly and try to #aintain the relaEed +eeling in a standing position.

1+ yo' %annot lie do"n: !tand "ith yo' +eet abo't 4 in%hes apart, ar#s hanging by yo'r sides, and +ingers 'n%len%hed. 9ently shake ea%h part o+ yo'r body, starting "ith yo'r hands, then ar#s, sho'lders, torso, and legs. Con%entrate on shaking o't the tension. )hen slo"ly rotate yo'r sho'lders +or"ards and then ba%k"ards. Move on to yo'r head. Rotate it slo"ly %lo%k"ise, and then %o'nter, %lo%k"ise. Mental is'aliGation: 5e+ore the presentation, vis'aliGe the roo#, a'dien%e, and yo' giving the presentation. Mentally go over the presentation +rp# start to +inish. D'ring the presentation: )ake a #o#ent to yo'rsel+ by getting a drink o+ "ater, take a deep breath, %on%entrate on relaEing the #ost tense part o+ yo'r body, and then ret'rn to the presentation saying to yo'r sel+, K1 %an do itSK 0o' do 8*) need to get rid o+ anEiety and tensionS Channel the energy into %on%entration and eEpressiveness.

Ano" that anEiety and tension is not as noti%eable to the a'dien%e as it is to yo'. Ano" that even the best presenters #ake #istakes. )he key is to %ontin'e on a+ter the #istake. 1+ yo' pi%k 'p and %ontin'e, so "ill the a'dien%e. >inners %ontin'eS 3osers stopS 8ever drink al%ohol to red'%e tensionS 1t a++e%ts not only yo'r %oordination b't also yo'r a"areness o+ %oordination. 0o' #ight not realiGe it, b't yo'r a'dien%e "illS Aeep %ool i+ a J'estioner disagrees "ith yo'. 0o' are a pro+essionalS 8o #atter ho" hard yo' try, not everyone in the "orld "ill agree "ith yo'S

C*es#ions
Altho'gh a +e" people get a perverse pleas're +ro# p'tting others on the spot, and so#e try to look good in +ront o+ the boss, #ost people ask J'estions +ro# a gen'ine interest. )hese J'estions do not #ean yo' did not eEplain the topi% good eno'gh, b't that their interest is deeper than the average a'dien%e is. Al"ays allo" ti#e at the end o+ the presentation +or J'estions. A+ter inviting J'estions, do not r'sh ahead i+ no one asks a J'estion. /a'se +or abo't 4 se%onds to allo" the a'dien%e to gather their tho'ghts. >hen a J'estion is asked, repeat the J'estion to ens're that everyone heard it =and that yo' heard it %orre%tly?. >hen ans"ering, dire%t yo'r re#arks to the entire a'dien%e. )hat "ay, yo' keep everyone +o%'sed, not F'st the J'estioner. )o rein+or%e yo'r presentation, try to relate the J'estion ba%k to the #ain points. Make s're yo' listen to the J'estion being asked. 1+ yo' do not 'nderstand it, ask the# to %lari+y. /a'se to think abo't the J'estion as the ans"er yo' give #ay be %orre%t, b't ignore the #ain iss'e. 1+ yo' do not kno" the ans"er, be honest and do not "a++le. )ell the# yo' "ill get ba%k to the#...and #ake s're yo' doS Ans"ers that last 10 to :0 se%onds "ork best. 1+ they are too short, they see# abr'ptR longer ans"ers appear too elaborate. Also, be s're to keep on tra%k. Do not let o++,the,"all J'estions sidetra%k yo' into areas that are not relevant to the presentation. 1+ so#eone takes iss'e "ith so#ething yo' said, try to +ind a "ay to agree "ith part o+ his or her arg'#ent. 2or eEa#ple, K0es, 1 'nderstand yo'r position...K or K1L# glad yo' raised that point, b't...K )he idea is to praise their point and agree "ith the#. A'dien%es so#eti#es tend to think o+ K's verses yo'.K 0o' do not "ant to risk alienating the#.

4reparin1 #he 4resen#a#ion

A good presentation starts "ith introd'%tions and an interest devi%e s'%h as a story, interesting state#ent or +a%t, Foke, J'otation, or an a%tivity to get the gro'p "ar#ed 'p. )he introd'%tion also needs an obFe%tive, that is, the p'rpose or goal o+ the presentation. )his not only tells yo' "hat yo' "ill talk abo't, b't it also in+or#s the a'dien%e o+ the p'rpose o+ the presentation. 8eEt, %o#es the body o+ the presentation. Do 8*) "rite it o't "ord +or "ord. All yo' "ant is an o'tline. 5y Fotting do"n the #ain points on a set o+ indeE %ards, yo' not only have yo'r o'tline, b't also a #e#ory Fogger +or the a%t'al presentation. )o prepare the presentation, ask yo'rsel+ the +ollo"ing: >hat is the p'rpose o+ the presentationQ >ho "ill be attendingQ
91

>hat does the a'dien%e already kno" abo't the s'bFe%tQ >hat is the a'dien%eLs attit'de to"ards #e =e.g. hostile, +riendly?Q

A :5 #in'tes talk sho'ld have no #ore than abo't seven #ain points. )his #ay not see# like very #any, b't i+ yo' are to leave the a'dien%e "ith a %lear pi%t're o+ "hat yo' have said, yo' %annot eEpe%t the# to re#e#ber #'%h #ore than that. )here are several options +or str'%t'ring the presentation: T!me'!ne , Arranged in seJ'ential order.

C'!m#4 , )he #ain points are delivered in order o+ in%reasing i#portan%e. Pro*'emASo')t!on , A proble# is presented, a sol'tion is s'ggested, and bene+its are then given. C'#""!&! #t!on , )he i#portant ite#s are the #aFor points. S!mp'e to Comp'e4 , 1deas are listed +ro# the si#plest to the #ost %o#pleE. Can also be done in reverse order.

0o' "ant to in%l'de so#e vis'al in+or#ation that "ill help the a'dien%e 'nderstand yo'r presentation. Develop %harts, graphs, slides, hando'ts, et%. A+ter the body, %o#es the %losing , "here yo' ask +or J'estions, provide a "rap,'p =s'##ary?, and thank the parti%ipants +or attending. 8oti%e that yo' told the# "hat they are abo't to hear =the obFe%tive?, told the# =the body?, and told the# "hat they heard =the "rap 'p?. And +inally, the i#portant part , pra%ti%e, pra%ti%e, pra%ti%e. 6fter a on ert, a fan r+shed +p to famed #io!inist Frit@ Kreis!er and /+shed, HIBd /i#e +p my who!e !ife to p!ay as 4ea+tif+!!y as yo+ do.H Kreis!er rep!ied, HI didKH )he #ain p'rpose o+ %reating this o'tline is to develop a %oherent plan o+ "hat yo' "ant to talk abo't. 0o' sho'ld kno" yo'r presentation so "ell, that d'ring the a%t'al presentation, yo' sho'ld only have to brie+ly glan%e at yo'r o'tline to ens're yo' are staying on tra%k. )his "ill also help yo' "ith yo'r nerves by giving yo' the %on+iden%e that yo' %an do it. 0o'r pra%ti%e session sho'ld in%l'de a KliveK session by pra%ti%ing in +ront o+ %o"orkers, +a#ily, or +riends. )hey %an be val'able at providing +eedba%k and it gives yo' a %han%e to pra%ti%e %ontrolling yo'r nerves. Another great +eedba%k te%hniJ'e is to #ake a video or a'dio tape o+ yo'r presentation and revie" it %riti%ally "ith a %olleag'e.

Ba:i#s
>e all have a +e" habits, and so#e are #ore annoying than others are. 2or eEa#ple, i+ "e say K'h,K Kyo' kno",K or p't o'r hands in o'r po%kets and Fingle o'r keys too o+ten d'ring a presentation, it distra%ts +ro# the #essage "e are trying to get a%ross. )he best "ay to break one o+ these distra%ting habits is "ith i##ediate +eedba%k. )his %an be done "ith a s#all gro'p o+ %o"orkers, +a#ily, or +riends. )ake t'rns giving s#all o++,the,%'++ talks abo't yo'r +avorite hobby, "ork proFe%t, +irst "ork assign#ent, et%. 1t talk sho'ld last abo't +ive #in'tes. D'ring a speakerLs +irst talk, the a'dien%e sho'ld listen and "at%h +or annoying habits.

92

A+ter the presentation, the a'dien%e sho'ld agree on the "orst habits that take the #ost a"ay +ro# the presentation. A+ter agree#ent, ea%h a'dien%e #e#ber sho'ld "rite these habits on a B 1$2K E 11K sheet o+ paper =s'%h as the "ords Kyo' kno"K?. <se a #agi% #arker and "rite in 519 letters. )he neEt ti#e the person gives her or his talk, ea%h a'dien%e #e#ber sho'ld "ave the %orresponding sign in the air "henever they hear or see the annoying habit. 2or #ost people, this #ethod "ill break a habit by pra%ti%ing at least on%e a day +or one to t"o "eeks. "!eanor Aoose#e!t was a shy yo+n/ /ir! who was terrified at the tho+/ht of speakin/ in p+4!i . B+t with ea h passin/ year, she /rew in onfiden e and se!f5 esteem. &he on e said, H<o one an make yo+ fee! inferior, +n!ess yo+ a/ree with it.H

!ips and !e'hniD*es &or 7rea# 4resen#a#ions 1+ yo' have hando'ts, do not read straight +ro# the#. )he a'dien%e does not
kno" i+ they sho'ld read along "ith yo' or listen to yo' read.

Do not p't both hands in yo'r po%kets +or long periods o+ ti#e. )his tends to #ake yo' look 'npro+essional. 1t is *A to p't one hand in a po%ket b't ens're there is no loose %hange or keys to Fingle aro'nd. )his "ill distra%t the listeners. Do not "ave a pointer aro'nd in the air like a "ild knight branding a s"ord to slay a dragon. <se the pointer +or "hat it is intended and then p't it do"n, other"ise the a'dien%e "ill be%o#e +iEated 'pon yo'r Ks"ordK, instead 'pon yo'. Do not lean on the podi'# +or long periods. )he a'dien%e "ill begin to "onder "hen yo' are going to +all over. !peak to the a'dien%e...8*) to the vis'al aids, s'%h as +lip %harts or overheads. Also, do not stand bet"een the vis'al aid and the a'dien%e. !peak %learly and lo'dly eno'gh +or all to hear. Do not speak in a #onotone voi%e. <se in+le%tion to e#phasiGe yo'r #ain points. )he disadvantages o+ presentations are that people %annot see the p'n%t'ation and this %an lead to #is'nderstandings. An e++e%tive "ay o+ over%o#ing this proble# is to pa'se at the ti#e "hen there "o'ld nor#ally be p'n%t'ation #arks. 3isten intently to %o##ents and opinions. 5y 'sing a lateral thinking te%hniJ'e ,, adding to ideas rather than dis#issing the#, the a'dien%e "ill +eel that their ideas, %o##ents, and opinions are "orth"hile. Cir%'late aro'nd the roo# as yo' speak. )his #ove#ent %reates a physi%al %loseness to the a'dien%e.

93

>hen "riting on +lip %harts 'se no #ore than ; lines o+ teEt per page and no #ore than ; "ord per line =the ;M; r'le?. Also, 'se bright and bold %olors, and pi%t'res as "ell as teEt. Consider the ti#e o+ day and ho" long yo' have got +or yo'r talk. )i#e o+ day %an a++e%t the a'dien%e. A+ter l'n%h is kno"n as the graveyard se%tion in training %ir%les as a'dien%es "ill +eel #ore like a nap than listening to a talk. Most people +ind that i+ they pra%ti%e in their head, the a%t'al talk "ill take abo't 25 per %ent longer. <sing a +lip %hart or other vis'al aids also adds to the ti#e. Re#e#ber , it is better to +inish slightly early than to overr'n.

0*ra((%, .is*a((%, and Kines#he#i'a((%

1n speaking =or presentations?, the +o%'s is on the speaker , "ho has the po"er to inspire people to a%t on her or his behal+ and %reate %hange. !peaking is the best vehi%le +or "inning tr'st +ro# large gro'ps o+ people, be they e#ployees, %olleag'es, or %lients. 9ood speakers inspire this %hange and tr'st thro'gh three te%hniJ'es ,, a'rally, vis'ally, and kinestheti%ally =Morgan, 2001?:

9ood speakers %onne%t a'rally "ith their a'dien%es, telling dra#ati% stories and e++e%tively pa%ing their spee%hes to hold peopleLs attention. 9ood speakers also %onne%t vis'ally a "ith +il# %lips or killer slide that en%aps'lates an idea in a %o#pelling #anner. )he really good speakers also %onne%t kinestheti%ally by +eeding o++ the a'dien%eLs h'nger to eEperien%e a presentation on a physi%al and intelle%t'al level. )he speaker does this by e++e%tively %o#bining gest'res, post'res, and #ove#ents in the entire spa%e that they give their presentation.

94

11 , !el+ CDire%tion
8hat +se is ma/i if it anBt sa#e a +ni orn7 5 ,eter &. Bea/!e, The Last )ni ornOwhat +se is sa#in/ time if yo+ do not p+t it to /ood +se7
/eople "aste an enor#o's a#o'nt o+ ti#e be%a'se they do not kno" "here they are going. -o"ever, ti#e is %onstant and irreversible. 8othing %an be s'bstit'ted +or ti#e. >orse yet, on%e "asted, it %an never be regained. 3eaders have n'#ero's de#ands on their li#ited ti#e. )i#e keeps getting a"ay and they have tro'ble %ontrolling it. 8o #atter "hat their position, they %annot stop ti#e, they %annot slo" it do"n, nor %an they speed it 'p. 0et, ti#e needs to be e++e%tively #anaged to be e++e%tive.

*n the other hand, yo' %an be%o#e s'%h a ti#e +anati% %onvert by b'ilding ti#e #anage#ent spreadsheets, priority +olders and lists, %olor %oding tasks, and separating paper"ork into priority pilesR that yo' are no" "asting #ore ti#e by trying to #anage it. Also, the ti#e #anage#ent te%hniJ'e %an be%o#e so %o#pleE that yo' soon give 'p and ret'rn to yo'r old ti#e "asting #ethods. >hat #ost people a%t'ally need to do is to analyGe ho" they spend their ti#e and i#ple#ent a +e" ti#e saving #ethods that "ill gain the# the #ost ti#e.

!ime =as#ers

1nde%ision , )hink abo't it, "orry abo't it, p't it o++, think abo't it, "orry abo't it, et%. 1ne++i%ien%y , V'#ping in and i#ple#enting instead analyGing and designing +irst ,, yo' do not have eno'gh ti#e to do it right, b't yo' have eno'gh ti#e to do it overQ <nanti%ipated interr'ptions that do not pay o++.

95

/ro%rastination , 2ailing to get things done "hen they need to be done. Crisis #anage#ent. 1ne++e%tive #eetings Mi%ro,#anage#ent , +ail're to let others per+or# and gro". Doing 'rgent rather than i#portant tasks. /oor planning and la%k o+ %ontingen%y plans. 3a%k o+ priorities, standards, poli%ies, and pro%ed'res.

!ime +a-ers

Manage the de%ision #aking pro%ess, not the de%isions. Con%entrate on doing only one task at a ti#e. .stablish daily, short,ter#, #id,ter#, and long,ter#, priorities. -andle %orresponden%e eEpeditio'sly "ith J'i%k, short letters and #e#os. )hro" 'nneeded things a"ay. .stablish personal deadlines and ones +or the organiGation. Do not "aste other peopleLs ti#e. .ns're all #eetings have a p'rpose, have a ti#e li#it, and in%l'de only essential people. 9et rid o+ b'sy"ork. Maintain a%%'rate %alendarsR abide by the#. Ano" "hen to stop a task, poli%y, or pro%ed're. Delegate everything possible and e#po"er s'bordinates. Aeep things si#ple. .ns're ti#e is set aside to a%%o#plish high priority tasks. !et aside ti#e +or re+le%tion. <se %he%klists and to do lists.

96

AdF'st priorities as a res'lt o+ ne" tasks. ?ofstadterBs Law; It a!ways takes !on/er than yo+ e0pe t, e#en when yo+ take ?ofstadterBs Law into a o+nt.

0 +imp(e !ime "ana1emen# 4(an

.++e%tive ti#e #anage#ent is %r'%ial to a%%o#plishing organiGation tasks as "ell as to avoiding "asting val'able organiGational assets. )he +ollo"ing nine r'les "ill aid yo' 5'tler, =9illian M -ope, 1664?:
1.

5et St#rte$ , )his is one o+ the all ti#e %lassi% ti#e "asters. *+ten, as #'%h ti#e is "asted avoiding a proFe%t, as a%t'ally a%%o#plishing the proFe%t. A s'rvey sho"ed that the #ain di++eren%e bet"een good st'dents and average st'dents "as the ability to get do"n to "ork J'i%kly. 5et !nto # ro)t!ne , Mindless ro'tine #ay %'rb yo'r %reativity, b't "hen 'sed properly, it %an release ti#e and energy. Choose a ti#e to get %ertain task a%%o#plished, s'%h as ans"ering e#ail, "orking on a proFe%t, %o#pleting paper "orkR and then sti%k to it every day. <se a day planning %alendar. )here are a variety o+ +or#ats on the #arket. 2ind one that +its yo'r needs. Do not "#. .e" to too m#n. t%!n(" , !aying yes %an lead to 'neEpe%ted treas'res, b't the #istake "e o+ten #ake is to say yes to too #any things. )his %a'ses 's to live to the priorities o+ others rather then a%%ording to o'r o"n. .very ti#e yo' agree to do so#ething else, another thing "ill not get done. 3earn ho" to say no. Do not omm!t .o)r"e'& to )n!mport#nt # t!2!t!e"? no m#tter %o0 &#r #%e#$ t%e. #re , .ven i+ a %o##it#ent is a year ahead, it is still a %o##it#ent. *+ten "e agree to do so#ething that is +ar ahead, "hen "e "o'ld not nor#ally do it i+ it "ere in the near +'t're. 8o #atter ho" +ar ahead it is, it "ill still take the sa#e a#o'nt o+ yo'r ti#e. D!2!$e '#r(e t#"-" , 3arge tasks sho'ld be broken 'p in to a series o+ s#all tasks. 5y #aking s#all #anageable tasks, yo' "ill event'ally a%%o#plish the large task. Also, by 'sing a pie%e#eal approa%h, yo' "ill be able to +it it into yo'r he%ti% s%hed'le. Do not p)t )nnee$e$ e&&ort !nto # pro9e t , )here is a pla%e +or per+e%tionis#, b't +or #ost a%tivities, there %o#es a stage "hen there is not #'%h to be gained +ro# p'tting eEtra e++ort into it. !ave per+e%tionis# +or the tasks that need it. De#' 0!t% !t &or on e #n$ &or #'' , >e o+ten start a task, think abo't it, and then lay it aside. >e "ill repeat this pro%ess over and over. .ither deal "ith the task right a"ay or de%ide "hen to deal "ith it and p't it aside 'ntil then. Set "t#rt #n$ "top t!me" , >hen arranging start ti#es, also arrange stop ti#es. )his "ill %all +or so#e esti#ating, b't yo'r esti#ates "ill i#prove "ith pra%ti%e. )his "ill allo" yo' and others to better s%hed'le a%tivities. Also, %hallenge the theory, K>ork eEpands to +ill the allotted ti#e.K !ee i+ yo' %an shave so#e ti#e o++ yo'r deadlines to #ake it #ore e++i%ient.

2.

3.

4.

5.

6.

7.

8.

97

9.

P'#n .o) # t!2!t!e" , !%hed'le a reg'lar ti#e to plan yo'r a%tivities. 1+ ti#e #anage#ent is i#portant to yo', then allo" the ti#e to plan it "isely.

!he Bi1 4i'#*re

Aeep the big pi%t're o+ "hat yo' "ant to a%hieve in sight. 0o'r %he%klists "ill have s'%h ite#s as: Ksta++ #eeting at 2:00K and K%o#plete the Anderson Co#pany #e#oK b't, do yo' set J'ality ti#e aside +or the i#portant tasks, s'%h as, HDevelop a relationship "ith !'e "ho #ay be help+'l to #e in the long r'n.I *ther eEa#ples in%l'de: Meet "ith all #y "orkers on a reg'lar basis. =1t is yo'r "orkers "ho "ill deter#ine i+ yo' are a great leader, not yo' or yo'r leadersS?

!t'dy Kyo' na#e the bookK be%a'se in 5 years 1 "ant to be Kinsert yo'r goal.K Coa%h #y e#ployees on providing eE%ellent %'sto#er servi%e be%a'se that is "here #y vision is pointing. !et aside ti#e +or interr'ptions. 2or eEa#ple, the 15,#in'te %o++ee break "ith !a# that leads to a great idea.

1n other "ords, do not get %a'ght 'p in short,ter# de#ands. 9et a real li+eS *ne J'arter to one third o+ the ite#s on yo'r Hto do listI need to %ontain the i#portant long range ite#s that "ill get yo', yo'r "orkers, and yo'r organiGation to the bestS

9r1aniEa#ion and !ask Fo'*s

*rganiGation and )ask 2o%'s provide the +o'r steps to good ti#e #anage#ent: 1. 2. 7. :. 2o%'s 'pon the task on hand to dis%over "hat needs to be a%%o#plished. *rganiGe the #aterials so that the task %an be a%%o#plished. <ses the #aterials to get the task done. <ses oneLs inner,abilities and instin%ts to "rap things 'p =kno" "hen to stop and "hat to +inish?.

o m p '!" % T#") ask 2 o%'s

O r ( # n !: e M # te r !# ' * r g a n iG a t io n Fo )" on T#") ask 2 o% 's

7 r#p @p * r g a n iG a t io n

T%e Fo)r Step" o& T!me M#n#(ement

98

Depending 'pon ho" yo' divide yo'r ti#e bet"een the t"o tasks, deter#ines ho" "ell yo' "ill #anage yo'r ti#e: Per&e t!on!"t , spends too #'%h ti#e arranging, b't does not +o%'s on the task.

S'o* , al"ays in disarray and does not +o%'s on task. Doer , +o%'ses on a task, b't %annot get it a%%o#plished be%a'se things are in disarray. T!me m#n#(er , +o%'ses on the task on hand and is organiGed eno'gh to get it a%%o#plished.

- ig h P e r &e t ! o n ! " t T !m e M #n(er

O r ( # n ! :# t! o n

S'o *

D oer

3o"

T#"- F o )"

- ig h

T%e Fo)r T.pe" o& T!me M#n#(er"

99

12 , Creative proble# !olving

8hen what yo+ are doin/ isnBt workin/, yo+ tend to do more of the same and with /reater intensity. 5 Dr. Bi!! Maynard & Tom *hampo+0 ?eart, &o+! and &pirit
5rainstor#ing is a pro%ess +or developing %reative sol'tions to proble#s. 1t "orks by +o%'sing on a proble#, and then deliberately %o#ing 'p "ith as #any sol'tions as possible and by p'shing the ideas as +ar as possible. *ne o+ the reasons it is so e++e%tive is that the people brainstor#ing not only %o#e 'p "ith ne" ideas on their o"n, b't they also spark o++ +ro# asso%iations "ith other peopleLs ideas by developing and re+ining the#.

Brains#ormin1 +#eps
1.

9ather the parti%ipants +ro# as "ide a range o+ dis%iplines "ith as broad a range o+ eEperien%e as possible. Diversity adds %reativity C the "ide rage o+ ideas b'ild 'pon ea%h other. >rite do"n a brie+ des%ription o+ the proble# , the leader sho'ld take %ontrol o+ the session, initially de+ining the proble# to be solved "ith any %riteria that #'st be #et, and then keeping the session on %o'rse. <se the des%ription to get everyoneLs #ind %lear o+ "hat the proble# is and post it "here it %an be seen. )his helps in keeping the gro'p +o%'sed. .n%o'rage an enth'siasti%, 'n%riti%al attit'de a#ong the #e#bers and en%o'rage parti%ipation by all #e#bers o+ the tea#. .n%o'rage the# to have +'nS

2.

3.

4.

5.

>rite do"n all the sol'tions that %o#e to #ind =even ribald ones?. Do 8*) interpret the idea, ho"ever yo' #ay re"ork the "ording +or %larityLs sake. Do 8*) eval'ate ideas 'ntil the session #oves to the eval'ation phase. *n%e the brainstor#ing session has been %o#pleted, the res'lts o+ the session %an be analyGed and the best sol'tions %an be eEplored either 'sing +'rther brainstor#ing or #ore %onventional sol'tions. Do 8*) %ensor any sol'tion, no #atter ho" silly it so'nds. )he silly ones "ill o+ten lead to %reative ones , the idea is to open as #any possibilities as possible, and break do"n pre%on%eptions abo't the li#its o+ the proble#. )he leader sho'ld keep the brainstor#ing on s'bFe%t and sho'ld try to steer it to"ards the develop#ent o+ so#e pra%ti%al sol'tions. *n%e all the sol'tions have been "ritten do"n, eval'ate the list to deter#ine the best a%tion to %orre%t the proble#.

6.

7.

8.

9.

Brains#ormin1 -aria#ions

*ne approa%h is to seed the session "ith a "ord p'lled rando#ly +ro# a di%tionary. )his "ord as a starting point in the pro%ess o+ generating ideas. >hen the parti%ipants say they K%anLt think o+ any #ore ideasK then give the# abo't 15 #ore #in'tes as the best ideas so#eti#es %o#e to"ards the end o+ long tho'ght o't tho'ght pro%esses. 5rainstor#ing %an either be %arried o't by individ'als or gro'ps. >hen done individ'ally, brainstor#ing tends to prod'%e a "ider range o+ ideas than gro'p brainstor#ing as individ'als are +ree to eEplore ideas in their o"n ti#e "itho't any +ear o+ %riti%is#. *n the other hand, gro'ps tend to develop the ideas #ore e++e%tively d'e to the "ider range o+ diversity. Aeep all the generated ideas visible. As a +lip %hart page be%o#es +'ll, re#ove it +ro# the pad and tape it to a "all as that it is visible. )his K%o#bined re%olle%tionK is help+'l +or %reating ne" ideals. 1+ the brainstor#ers have di++i%'lty in %o#ing 'p "ith sol'tions, yo' #ay have to reinstate the proble#. )ry reverse brainstor#ing ,, instead o+ thinking o+ the best "ay, ask, I-o" %an "e #ake this pro%ess harderQI

+e(e'#in1 a +o(*#ion
>hen yo' are s're the brainstor#ing session is over, it is ti#e to sele%t a sol'tion.
1.

5y 'sing a sho" o+ hands =or another voting #ethod?, allo" ea%h person to vote +or as #any ideas on the original list as they "ant. 8ote that they only have one vote per generated ideal.

1 1

2.

>rite the vote tallies neEt to the ideal. 0o' %an 'se a di++erent %olor than the ideal to help it stand o't. *n%e the voting is %o#pleted, delete all ite#s "ith no votes. 8eEt, look +or logi%al breaks. 2or eEa#ple, i+ yo' have several ite#s "ith 5 or 4 votes, and no 7 or : and only a +e" o+ 1 or 2s, then retain only the 5 and 4 votes. )he gro'p %an help to de%ide the breaking point. 8o", it is ti#e to vote again. .a%h person gets hal+ the n'#ber o+ votes as there are ideals le+t. 2or eEa#ple is yo' narro"ed the n'#ber o+ generated ideals do"n to 20, then ea%h person gets 10 votes =i+ it is an odd n'#ber, ro'nd do"n?. .a%h person "ill keep tra%k o+ his or her votes. )he s%ribe sho'ld again tally the votes neEt to the ideal, only this ti#e 'se a di++erent %olor. Contin'e this pro%ess o+ eli#ination 'ntil yo' get do"n to abo't 5 ideals. /'t the re#ainder ideas into a #atriE. /'t ea%h ideal into its o"n ro" =+irst %ol'#n?. 8eEt, label so#e %ol'#ns 'sing sele%ted %riteria. 2or eEa#ple: Lo0 Co"t E#". to Imp'ement #n$ !" Fe#"!*'e 7!'' He'p Ot%er Pro e""e" TOTAL

3. 4.

5.

6. 7.

5ener#te$ I$e# *'tso'r%e it to a vendor. -ire a ne" e#ployee. !hare the eEtra "orkload.

8.

8eEt, "orking one %ol'#n at a ti#e, ask the gro'p to order ea%h idea. <sing the above eEa#ple, "hi%h one "ill %ost the least, the #ost, and "ill be in the #iddle. Repeat by "orking the neEt %ol'#n 'ntil yo' have %o#pleted all %ol'#ns. )otal ea%h %ol'#n 'ntil it looks si#ilar to this: Lo0 Co"t 2 7 1 E#". to Imp'ement #n$ !" Fe#"!*'e 2 1 7 7!'' He'p Ot%er Pro e""e" 2 1 7 TOTAL 6 = B

9.

5ener#te$ I$e# *'tso'r%e it to a vendor. -ire a ne" e#ployee. !hare the eEtra "orkload.

10. 1t this %ase, the lo"est n'#ber %ol'#n, K-ire a ne" e#ployee,K "o'ld be the best

sol'tion.
11. 8ote that yo' sho'ld "ork ea%h %ol'#n +irst =not ea%h ro"?. 1 2

12. !o#e o+ the %ol'#ns "ill reJ'ire #'%h dis%'ssion, as %hoosing an arbitrary n'#ber

"ill not be that easy in so#e %ases.

13. *+ten, yo' "ill have a %o'ple o+ ideas that tie, b't having it diagra#ed o't in a

#atriE #akes it #'%h easier to #ake a de%ision.

De(phi De'ision "akin1

1n Delphi de%ision gro'ps, a series o+ J'estionnaires are sent to sele%t respondents =Delphi gro'p?. )he gro'p does not #eet +a%e,to,+a%e. All %o##'ni%ation is nor#ally in "riting =nor#ally per+or#ed thro'gh letters or e#ail?. Me#bers o+ the gro'ps are sele%ted be%a'se the are eEperts or they have relevant in+or#ation. !teps in%l'de:

Me#bers are asked to share their assess#ent and eEplanation o+ a proble# or predi%t a +'t're state o+ a++airs Replies are gathered, s'##ariGed, and then +ed ba%k to all the gro'p #e#bers. Me#bers then #ake another de%ision based 'pon the ne" in+or#ation. )he pro%ess #ay be repeated 'ntil the responses %onverge satis+a%tory.

)he s'%%ess o+ this pro%ess depends 'pon the #e#berLs eEpertise and %o##'ni%ation skill. Also, ea%h response reJ'ires adeJ'ate ti#e +or re+le%tion and analysis. )he #aFor #erits o+ the Delphi pro%ess is: .li#ination o+ interpersonal proble#s. .++i%ient 'se o+ eEpertLs ti#e. Diversity o+ ideals. A%%'ra%y o+ sol'tions and predi%tions.

Dia(e'#i' De'ision "akin1

)he diele%tri% de%ision #ethod =DDM? tra%es its roots ba%k to !o%rates and /lato. 1t helps to over%o#e s'%h proble#s as %onverging too J'i%kly on one sol'tion "hile overlooking others, parti%ipants dislike o+ #eetings, in%o#plete eval'ations, and the +ail're to %on+ront to'gh iss'es. )he steps o+ DDM are:
1. 2. 3. 4.

1ss'e a %lear state#ent o+ the proble# to be solved. )"o or #ore %o#peting proposals are generated. Me#bers identi+y the eEpli%it or i#pli%it ass'#ptions that 'nderlie ea%h proposal. )he tea# then breaks into t"o advo%a%y gro'ps =one +or ea%h proposal?, "ho eEa#ine and arg'e the relative #erits o+ their positions. )he gro'p reasse#bles and #akes a de%ision: .#bra%e one o+ the alternatives
1 3

5.

2orge a %o#pro#ise 9enerate a ne" proposal

1 4

)he Dia!e ti De ision Makin/ pro%ess looks like this:

/ r o b le #

/ ro p o sal A g e n e ra te d A s s ' # p t io n s ' n d e r ly in g A a r e id e n t i+ i e d

/ ro p o sal 5 g e n e ra te d A s s ' # p t io n s ' n d e r ly in g 5 a r e i d e n t i+ i e d

/ r e s e n t a t io n o + A Ls p r o s a n d % o n s

/ r e s e n t a t io n o + 5 Ls p r o s a n d % o n s

C h o i% e

C hoose A or 5

C o # p r o # is e o + A and 5

8 e " a lt e r n a t i v e

)his pro%ess helps the #e#bers to better 'nderstand the proposals along "ith their pros and %ons. )he #ain disadvantage is the tenden%y to +orge a %o#pro#ise in order to avoid %hoosing sides.

0 !hree5+#ep /adi'a( !hinkin1 0pproa'h

1.

)he +irst thing yo' #'st have to en%o'rage radi%al thinking and e++e%tive brainstor#ing is tr'ly diverse thinking styles on yo'r tea#. *n%e yo'r tea# gro"s by #ore than one individ'al, ens're the ne" individ'al is one "ho tr'ly thinks di++erently than yo'. And "hen yo' get another #e#ber, ens're that personLs thinking style is di++erent than yo'rs and the other tea# #e#ber. And so on do"n the line. )his is the +irst step in re#aining %o#petitive. Do not +'ll into the trap o+ hiring so#eone like yo' or yo'r +avorite e#ployee , this leads to gro'p,think. Do'g -all, "ho spe%ialiGes in ne" b'siness develop#ent, training, and %ons'lting had this to say abo't tea# diversity, KThe more di#erse yo+ are, the more !ike!y yo+ are to ha#e !o+d and sometimes o4no0io+s de4ates. This is /ood. It means that a!! the fo!ks ha#e passion and a p+!se. Aea! teams are more !ike the fami!y on the te!e#ision show Aoseanne than they are !ike the *!ea#ers in Lea#e It to Bea#er. Aea! teams fi/ht to make their point, yet they sti!! ha#e respe t for ea h other.K >hen o'r interests o'r
1 5

too si#ilar, radi%al dis%o'rse +ails to take pla%e. Real tea# #e#bers sho'ld not be a+raid to disagree, b't on%e a de%ision has been #ade, they all need to be on the sa#e band"agon. )hey ens're their ideals and opinions are heard, b't on%e it is ti#e to go +or"ard, they %on%entrate on getting there, not going ba%k.
2.

)he se%ond step in radi%al thinking and e++e%tive brainstor#ing is to 'se a sti#'l's to spark the #ind. )here is a ga#e %alled *rani+m that does a good Fob o+ 'sing the vario's parts o+ the #ind. 0o' sket%h, s%'lpt, dra" "ith yo' eyes, 'se yo'r kno"ledge, 'ns%ra#ble "ords, spell, h'#, "histle, i#personate, et%. in order to get yo'r tea# #e#ber=s? to dis%over the se%ret "ord or phase. 0o' do these a%tivities by dra"ing a %ard and then per+or#ing the a%tivity be+ore the ti#er r'ns o't. 2or eEa#ple, one tea# #e#ber #ight dra" the "ord KMeas're.K )he %ard tells her "hat type o+ a%tivity to per+or#, s'%h as dra"ing %l'es on a paper =no talking, letters, or sy#bols? "ith her eyes %losed. )o 'se this ga#e in brainstor#ing, play the ga#e nor#ally, eE%ept that a+ter ea%h %ard dra"ing a%tivity has been per+or#ed, have all the parti%ipants generate E n'#ber o+ ideals be+ore #oving on to the neEt a%tivity =nor#ally 10 to 20 ideals?. 8or#al brainstor#ing r'les still apply. )his #ay so'nd like a slo"er pro%ess than the reg'lar brainstor#ing sessions "e are 'sed to, b't re#e#ber, radi%al ideals are i#portant +or yo' organiGation to s'rviveS And radi%al ideals %o#e +ro# %reative a%tivities. 0o' %annot eEpe%t people to be %reative by sitting in a roo# staring at +o'r blank "alls. )he ideal is to get their %reative F'i%es +lo"ing. )his ga#e also per+or#s the third step that is i#portant +or radi%al thinking , red'%ing the +ear +a%tor by providing +'n. 2ear is a barri%ade +or ne" ideals. 5y providing +'n and la'ghter, yo' %reate a path"ay +or radi%al ideals to e#erge.

3.

1 6

17 , 1nterpersonal !kills
If we annot end now o+r differen es, at !east we an he!p make the wor!d safe for di#ersity. 5 Nohn F. Kennedy E1.195 '1F, ).&. Demo rati po!iti ian, president. &pee h, 10 N+ne 1.'1, 6meri an )ni#ersity, 8ashin/ton, D.*., on A+sso5 6meri an re!ations.
1nterpersonal skills %o#e +ro# re%ogniGing the diversity in others. And diversity is abo't e#po"ering people. 1t #akes an organiGation e++e%tive by %apitaliGing on all the strengths o+ ea%h e#ployee. 1t is not ..* or A++ir#ative A%tion, "hi%h are la"s and poli%ies. Diversity is 'nderstanding, val'ing, and 'sing the di++eren%es in every person. )o obtain that %o#petitive edge yo' need to %reate great "ork tea#s by 'sing the +'ll potential o+ every individ'al.

)ea#s are #'%h #ore than a gro'p. A gro'p is %olle%tion o+ individ'als "here ea%h person is "orking to"ards his or her o"n goal, "hile a tea# is a %olle%tion o+ individ'als "orking to"ards a %o##on tea# goal or vision, "hi%h %reates a synergy e++e%t "ith tea#s...that is, one pl's one eJ'als #ore than one. An individ'al, a%ting alone, %an a%%o#plish #'%hR b't a gro'p o+ people a%ting together in a 'ni+ied +or%e %an a%%o#plish great "onders. )his is be%a'se tea# #e#bers 'nderstand ea%h other and s'pport ea%h other. )heir #ain goal is to see the tea# a%%o#plish its #ission. /ersonal agendas do not get in the "ay o+ tea# agendas. /ersonal agendas are a h'ge "aste 'pon an organiGationLs reso'r%es be%a'se they do not s'pport its goals. 5y 'sing the synergy e++e%t o+ tea#s, yo' %reate a %o#petitive advantage over other organiGations that are 'sing people a%ting alone. 0o' are getting #ore +or yo'r e++ortsS 1+ tea# #e#bers do not a%%ept others +or "hat they are, they "ill not be able to 'se the abilities o+ others to +ill in their "eak areas. -en%e, the tea# e++ort "ill +ail. )heir only goal be%o#es the ones on their personal agendas...to #ake his or her sel+ as an individ'al look good "hile ignoring the needs o+ the tea# and the organiGation.

1 7

<sing interpersonal skills to e#bra%e diversity is the +irst ite# +or b'ilding tea#s. .very tea# b'ilding theory states that to b'ild a great tea#, there #'st be a diverse gro'p o+ people on the tea#, that is, yo' #'st avoid %hoosing people "ho are only like yo'. Choosing people like yo'r sel+ to be on tea#s is si#ilar to inbreeding ,, it #'ltiplies the +la"s. >hile on the other end o+ the %ontin''# is an assorted gro'p o+ individ'als that di#inish the +la"s o+ others. /eople o+ten have a #is%on%eption that diversity is abo't bla%k and "hite, +e#ale and #ale, ho#oseE'al and heteroseE'al, Ve" and Christian, yo'ng and old. -o"ever, it also in%l'des every individ'al, s'%h as a slo" learner and +ast learner, introvert and eEtrovert, %ontrolling type and people type, s%holar and sports person, liberal and %onservative. Altho'gh it in%l'des gender, %'lt'ral, and ra%ial di++eren%es, it goes beyond that to to'%h on the very +abri% o+ o'r everyday lives. An organiGation needs %ontrollers, thinkers, drea#ers, doers, analyGers, organiGers, and tea# b'ilders to rea%h the goals that #ake an organiGation the best. 1t does not need people +ighting and distr'sting other tea# #e#bersS *rganiGations need an eEtre#ely diverse gro'p o+ people on every tea#. 2or eEa#ple, having a gro'p o+ tea# b'ilders "ill get yo' no"here, as everyone "ill be o't trying to %reate a tea#. 3ike"ise, having a gro'p o+ doers "ill get yo' no"here as everyone "ill be trying to a%%o#plish so#ething "itho't a %lear goal or vision to g'ide the#. Most organiGations pi%t're diversity in very li#ited ter#s. )he essen%e o+ diversity sho'ld not to pi%t're diversity as ra%e, religion, seE, and ageR b't to pi%t're it as the 'niJ'eness that is b'ilt into every individ'al. *nly by a%%epting the 'niJ'eness o+ others, "ill people "ant to help the tea# as a "hole to s'%%eed.

!he )ha((en1e o& ,m:ra'in1 Di-ersi#%

*'r bias and preF'di%e are deeply rooted "ithin 's. 2ro# the #o#ent "e are born, "e learn abo't o'r environ#ent, the "orld, and o'rselves. 2a#ilies, +riends, peers, books, tea%hers, idols, and others in+l'en%e 's on "hat is right and "hat is "rong. )hese early learnings are deeply rooted "ithin 's and shape o'r per%eptions abo't ho" "e vie" things and ho" "e respond to the#. >hat "e learn and eEperien%e gives 's o'r s'bFe%tive point o+ vie" kno"n as bias. *'r biases serve as +iltering devi%es that allo" 's to #ake sense o+ ne" in+or#ation and eEperien%es based on "hat "e already kno". Many o+ o'r bias are good as they allo" 's to ass'#e that so#ething is tr'e "itho't proo+. *ther"ise, "e "o'ld have to start learning ane" on everything that "e do. -o"ever, i+ "e allo" o'r bias to shade o'r per%eptions o+ "hat people are %apable o+, then o'r bias be%o#es har#+'l. >e start preF'dging others on "hat "e think they %an and %annot do. >hen people %o##'ni%ate, they 'se these biases. 2or eEa#ple, i+ yo' kno" #e as a heavy drinker and 1 tell yo' 1 "as in a +ight last night, then yo' #ight dra" a pi%t're o+ #e in a barroo# bra"l. *n the other hand, i+ yo' kne" #e as a boEer and 1 told yo' the sa#e thing, then yo' "o'ld probably vis'aliGe #e in the boEing ring. )hese biases be%o#e destr'%tive "hen "e preF'dge others. !i#ply giving a %lass on diversity "ill not erase the har#+'l biases. 1ndeed, even the best training "ill not erase #ost o+ these deeply rooted belie+s. )his is be%a'se o'r biases are deeply i#bedded "ithin 's. )raining %an only help 's to be%o#e a"are o+ the# so that "e %an #ake a %on%iseness e++ort to %hange. )raining diversity is #ore than a %lassR it involves a n'#ber o+ other a%tivities, s'%h as "orkshops, role #odels, and one,on,ones. 5't #ost o+ all, it involves a heavy %o##it#ent by the organiGationLs leadershipR not only the +or#al leadership b't also the in+or#al leadership that %an be +o'nd in al#ost every organiGation.

1 8

.#bra%ing diversity is #ore than tolerating people "ho are di++erent. 1t #eans a%tively "el%o#ing and involving the# by: Developing an at#osphere in "hi%h it is sa+e +or all e#ployees to ask +or help. /eople sho'ld not be vie"ed as "eak i+ they ask +or help. )his is "hat helps to b'ild great tea#s , Foining "eakness "ith strengths to get the goal a%%o#plished.

A%tively seeking in+or#ation +ro# people +ro# a variety o+ ba%kgro'nds and %'lt'res. Also, in%l'ding everyone on the proble# solving and de%ision #aking pro%ess. 1n%l'ding people "ho di++erent than yo' in in+or#al gatherings s'%h as l'n%heons, %o++ee breaks, and sp'r o+ the #o#ent #eetings. Creating a tea# spirit in "hi%h every #e#ber +eels a part o+.

Be'omin1 #he Bes#

1+ an organiGation does not take on this %hallenge, it "ill soon be%o#e eEtin%t or le+t +ar behind. )here are too #any %o#petitors "ho are striving to be%o#e the best. )hey kno" that %'sto#ers "ill not tolerate la%kadaisi%al servi%e. )hose that are the best #'st %ontin'e to +ight to be the best or they "ill soon be overtaken. 0o' need to strive to be the best in one or #ore areas s'%h as the +astest, %heapest, or being %'sto#er oriented. 2or eEa#ple, >ar,Mart strives +or %heap pri%es and 8ordstro# strives +or eE%ellent %'sto#er servi%e. 9reat %o#panies "ho re#ain %o#petitive in one or #ore areas do not sit aro'nd patting the#selves on the ba%k, +or they kno" that there are doGens o+ others "ho "ant to take their pla%e. )hey do, ho"ever, %elebrate a%%o#plish#ents and a%hieve#ents. )his %elebration is i#portant be%a'se it sho"s the e#ployees "hat s'%%ess looks like. >hen to'gh goals are #et it is also i#portant to %elebrate , setting a di++i%'lt goal and not rea%hing it is +ar #ore i#portant than #eeting a #edio%re goal. Di++i%'lt goals provide learning eEperien%es that %annot be ta'ght in training %lasses. )hey allo" persons to learn thro'gh trial and error. And they provide opport'nities +or leaders to install ne" %hara%ter into their e#ployees. Altho'gh #ost %o#panies "ill never be%o#e the best at "hat they ai# +or, they #'st %o#pete to do things better than their %o#petitors. )his not only allo"s their e#ployees to gro", b't also lets their %'sto#ers kno" that they are "illing to go o't o+ their "ay to serve the# in their area o+ eEpertise.

Di-ersi#% and Leaders

Most proble#s in the "ork pla%e are not that people %annot do their Fobs. 1t is that people %annot get along "ith other people. /eople are hired on the pre#ise that they %an per+or# the Fob, or "ith a reasonable a#o'nt o+ training, be %oa%hed into per+or#ing the Fob. .very tea# #e#ber #'st not only be able to 'nderstand and "ork "ith all the other tea# #e#bers, b't they #'st also "ant toS )his sho'ld be a leaderLs n'#ber one priority ,, b'ilding real tea#s, not F'st gro'ps o+ people "ith titles %alled )ea#s.

1 9

Bow =e !end #o )a#e1oriEe 4eop(e

7or-er C%#r# ter!"t! " !eniority /osition level .Eperien%e <nion or 8on,'nion !alaried or .Ee#pt .d'%ation )raining Per"on#' C%#r# ter!"t! " !eE'al orientation /hysi%al stat's .thni% ba%kgro'nd Religio's ba%kgro'nd Cl'b asso%iations !o%ioe%ono#i% stat's /la%e o+ birth C'lt're .Eperien%es Married or !ingle Tr#$!t!on#' D!&&eren e" C%#r# ter!"t! " Ra%e 9ender Age

1t is these %hara%teristi%s and eEperien%es that #ake a "orker 'niJ'e. Diversity o%%'rs "hen "e see all these 'niJ'e %hara%teristi%s, and realiGe that "orkers are #ore val'able be%a'se o+ their di++eren%es.

)*(#*re
*rganiGations have to realiGe that the %'lt'res o+ the "orld are their potential %'sto#ers. 8ot too long ago, #ost b'sinesses +o%'sed on the yo'ng and$or #iddle age "hite %lasses. )his "as "here the #oney "as. 8o", thanks to great e++orts to"ards re%ogniGing the #any +a%ets o+ diversity and the good that it brings 's, in%reasingly a#o'nts o+ #oney is starting to be in the hands o+ people +ro# a "ide range o+ diverse ba%kgro'nds. 1n order to attra%t this "ide variety o+ %'lt'res, organiGations #'st tr'ly be%o#e #'lti,%'lt're the#selves. )hey %an no longer F'st talk,the,talk ,, they #'st also "alk,the,talk. *rganiGations that only e#ploy Kpeople o+ their kindK in leadership and high visibility positions "ill not be tolerated by people o+ other %'lt'res. )hese %'lt'res "ill spend their #oney at organiGations that tr'ly believe in diversity. .#bra%ing diversity has several bene+its +or the organiGation: 1t is the right thing to do.

)o attra%t good people into their ranks, organiGations #'st take the #oral path. 9ood organiGations attra%t good people, "hile bad organiGations attra%t bad people. 1t helps to b'ild tea#s "hi%h %reate synergy...yo' get #ore +or yo'r e++orts. 1t broadens their %'sto#er base in a very %o#petitive environ#ent.

Di-ersi#% 7oa(s
)here are t"o #ain goals +or leaders to a%hieve. )he +irst is having all leaders "ithin an organiGation be%o#e visibly involved in progra#s a++e%ting organiGational %'lt're %hange and eval'ating and arti%'lating poli%ies that govern diversity. )o do so displays leadership that eradi%ates oppression o+ all +or#s. )he res'lt is enhan%ed prod'%tivity, pro+itability, and
11

#arket responsiveness by a%hieving a dyna#i% organiGation and "ork +or%e. )his is the +irst goal o+ the organiGation, to train the leadership. )he se%ond is inspiring diversity in the "ork +or%e. >orkers "ant to belong to an organiGation that believes in the#, no #atter "hat kind o+ ba%kgro'nd or %'lt're they %o#e +ro#. )hey, like their leaders, "ant to be prod'%tive, share in the pro+its, and be a totally dyna#i% "ork +or%e. Al#ost no one sets o't to do "rongS 1+ an organiGation trains the leadership, this goal "ill be relatively easy. 1t is #'%h easier to train people "hen they have role #odels to base their behaviors on. Also, yo' "ill have the ba%king +ro# the very people "ho %an s'pport these diversity e++orts C the leaders.

!rainin1 Di-ersi#%
)he training o+ diversity is %onsidered a so+t skill. <nlike hard skills, so+t skills are relatively hard to eval'ate. 2or eEa#ple, K<sing a %al%'lator, notepad, and pen%il, %al%'late the n'#ber o+ #in'tes it "ill take to prod'%e one "idget.K )his hard skill is easily #eas'red not only in the %lassroo#, b't also on the Fob. 8o", %onsider a so+t skill, KA+ter the training period the learner "ill be able to "ork "ith others as a tea#.K )his %annot easily be #eas'red in the %lassroo#. 1ts tr'e #eas're #'st be taken in the "orkpla%e, "here it is also di++i%'lt to #eas're. )his is be%a'se training diversity is develop#ent ,, training people to a%J'ire ne" horiGons, te%hnologies, or vie"points. 1t enables leaders to g'ide their organiGations onto ne" eEpe%tations by being proa%tive rather than rea%tive. 1t enables "orkers to %reate better prod'%ts, +aster servi%es, and organiGations that are #ore %o#petitive. 1t is learning +or gro"th o+ the individ'al, b't not related to a spe%i+i% present or +'t're Fob. <nlike training, "hi%h %an be eval'ated, develop#ent %annot al"ays be +'lly eval'ated. )his does not #ean that "e sho'ld abandon develop#ent progra#s, as helping people to gro" and develop is "hat keeps an organiGation in the +ore+ront o+ %o#petitive environ#ents.

0##i#*des and Di-ersi#%

)raining diversity is %hanging attit'des; ,, the persisting +eeling or e#otion o+ a person that in+l'en%es her %hoi%e o+ a%tion and her response to sti#'l's. Attit'des have been de+ined in a variety o+ "ays, b't at the %ore is the notion o+ eval'ation. )h's, attit'des are %o##only vie"ed as s'##ary eval'ations o+ obFe%ts =e.g. onesel+, other people, iss'es, et%.? along a di#ension ranging +ro# positive to negative. )hat is, "e have so#e degree o+ like or dislike to"ards a given s'bFe%t. Attit'des en%o#pass, or are %losely related to o'r opinions and belie+s, "hi%h in t'rn, are based 'pon o'r eEperien%es. )raining that prod'%es tangible res'lts, starts by %hanging behavior, "hi%h 'lti#ately %hanges attit'des. !in%e o'r attit'des are deeply rooted, they are very hard to %hange. Attit'des are latent %onstr'%ts and are not observable in the# selves. )hat is, "e %an in+er that people have attit'des by "hat they say or do ,, and "hat they say or do are behaviors. 2or eEa#ple, i+ yo' are training diversity, yo' %annot be s're that yo' have eli#inated preF'di%e +ro# a learner. )here+ore, yo' have to #eas're behaviors, s'%h as sho"ing respe%t +or all %'lt'res. )his does not #ean yo' %annot go a+ter %hanging attit'des. 1t so#e %ases it is ne%essary. 2or eEa#ple, the 166; )eEa%o headlines abo't the ra%ial sl'rs o+ its leaders sho" that attit'des #'st be %hanged. 1+ yo' only rely 'pon the %orre%t behaviors being displayed "itho't attit'des being %hanged, then eEpe%t to see a headline like this abo't yo'r organiGation. >hen "e atte#pt to display behaviors that do not %oin%ide "ith o'r attit'des, then eEpe%t to #ake
;

Attit'de has been de+ined as a disposition or tenden%y to respond positively or negatively to"ards a idea, obFe%t, person, or sit'ation. 111

big #istakes. )raining diversity is abo't 25W skills and kno"ledge and abo't ;5W %hanging attit'des. Atte#pting to %hange only the skills and kno"ledge "ill not "ork. )hat ;5W attit'de is F'st too great o+ a n'#ber to ignore. Can attit'des be %hangedQ 1n a eEperi#ent by so%ial psy%hologists >ells and /etty =16B0?, st'dents "ere asked to assist in testing the J'ality o+ headphones "hile the listener "as in #otion. )hree gro'ps o+ st'dents p't on headphones and listened to #'si% and an editorial abo't t'ition. *ne gro'p, a%ting as %ontrols, #ade no #ove#ents "hile listening. )he se%ond gro'p #oved their heads 'p and do"n, "hile the third gro'p shook their heads +ro# side to side. A+ter"ard, the st'dents rated the J'ality o+ the headphones and F'dged the #aterial that they had heard. A#ong the J'estions "as one abo't t'ition. -al+ the st'dents had heard an editorial s'ggesting that t'ition be raised to [;50 "hile the other hal+ heard that it sho'ld be drooped to [:00. )he editorials by the#selves "ere pers'asiveR they in+l'en%ed st'dents "ho listened "itho't #oving their heads. -o"ever, the #ove#ents #ade by the st'dents as they listened had a strong e++e%t on their opinions. >hen asked "hat t'ition "o'ld be +air, those that heard that it sho'ld be raised tho'ght, on the average, that it sho'ld be [5B2. )hose that heard that it sho'ld be lo"ered tho'ght that a +air pri%e "o'ld be [:12. )he involve#ent o+ body #ove#ent had a striking e++e%t. !t'dents "ho nodded their head as they heard the [;50 editorial tho'ght a +air t'ition "o'ld be [4:4, "hile those that shook their heads tho'ght it sho'ld be [:4;. )he #otor responses that signal agree#ent or disagree#ent had a pro+o'nd a++e%t on attit'des...e++e%ts that are not trivial.

Di-ersi#% !eam B*i(din1

9etting so#eone to %hange their a++e%tive behavior is one o+ the hardest tasks to a%%o#plish. )hat is be%a'se the training o+ten threatens the learnersL sel+,i#age. !o, it be%o#es i#portant to a++ir# the learnerLs %ore val'es, s'%h as #oral, so%ial, religio's, +a#ily, politi%al, et%. 3earners "ho attend training in "hi%h their belie+s or val'es are s'pported are #'%h #ore likely to Klet do"n their g'ardK and a%%ept the learning points. 1+ yo' %on+ront the learners in "ays that s'ggests they #ay have a%ted +oolish or in a dangero's #anner, they be%o#e resistant to %hange. 8o one "ants to be told that they did so#ething "rong or st'pid. )h's, it is i#portant to re#ind the# o+ their KgoodnessK in order to #ake the vario's learning points easier to digest. )he learning "ill not be so threatening be%a'se thinking abo't an i#portant val'e "ill have a++ir#ed ea%h learnerNs i#age o+ hi#sel+ or hersel+ as a s#art and %apable person. )his also points o't the invalid %on%ept o+ a learner as an e#pty vessel. 0o' have to Kdra"K the# into the learning, not si#ply Kpo'rK the learning into the#.

112

!eam B*i(din1 0'#i-i#%

1.

)his is a short, b't po"er+'l "ay to get others to e#bra%e diversity. )his a%tivity %an be done one,on,one or in s#all gro'ps =7 or : e#ployees?, depending on the %ir%'#stan%es and the rapport that yo' have "ith yo'r e#ployees. Dis%'ss ho" diversity enhan%es tea# per+or#an%e. .Eplain so#e diversity prin%iples or iss'es that yo' +eel strongly abo't. -ave the e#ployees dis%'ss three or +o'r diversity prin%iples or iss'es that they val'e dearly. )his helps to internaliGe the belie+ that they are KgoodK persons, "hi%h #akes the# #ore re%eptive to %hange. Dis%'ss one or t"o diversity iss'es that yo' had tro'ble 'pholding or believing in. .Eplain "hat #ade yo' %hange yo'r belie+s. -ave the e#ployees dis%'ss one or t"o diversity iss'es that they have had tro'ble 'pholding or believing in. -ave the# %on+ront this behavior by asking "hy "e believe in %ertain %on%epts "hen they #ight %lash "ith o'r %ore val'es and prin%iples. 8ote that %hanging a++e%tive behaviors is generally not a one shot a%tivity. 5't, getting to the heart o+ the #atter is better than repeating the sa#e old skills and kno"ledge that they already 'nderstand. 5'ilding a "ide variety o+ these K%heerleadingK a%tivities "ill give yo'r e#ployees the three reJ'ired b'ilding blo%ks o+ e#bra%ing diversity ,, learning ne" skills, gaining ne" kno"ledge, and %hanging attit'des.

2.

3.

4.

5.

6.

)ea# b'ilding a%tivities have al"ays been pop'lar, b't be %are+'l that yo' do not divide yo'r "orkersS 2or eEa#ple, one %o#pany Christ#as party did not "ork as it "as s'pposed to. 5e%a'se o+ a%%ident liability, the %o#pany %hose not to serve liJ'or, b't instead, let e#ployees b'y it at a %ash bar. .#ployees "ho earned "ages %lose to the #ini#'# "age +o'nd the %harge per drink high and %onseJ'ently %o#plained abo't the party, "hile the e#ployees +ro# the higher so%ioe%ono#i% levels did not +ind the drink %harge a proble#. )he t"o gro'ps also approa%hed the party attire di++erently. )he #ore a++l'ent gro'p enFoyed dressing 'p +or the o%%asion "hile the rest "ere annoyed abo't having to p'r%hase a dress or s'it. )o +'rther %o#pli%ate #atters, the a++l'ent gro'p didnLt anti%ipate the needs o+ or even per%eive the proble#s +elt by their %o,"orkers at the Christ#as party. A s#all third +a%tion obFe%ted to Christ#as altogether and stayed a"ay +ro# the party. )he res'lt "as gro'ps o+ "orkers "ho be%a#e #ore distant +ro# ea%h other. )his distan%e +'rther eroded the %loseness ne%essary +or b'ilding tea#s. As a res'lt, a %o#pany +'n%tion that "as designed to b'ild tea#s a%t'ally ended 'p dividing the e#ployees into three %a#ps.

113

1: , Manage Client Relationships

Kind words an 4e short and easy to speak, 4+t their e hoes are tr+!y end!ess. 5 Mother Theresa
As a leader, yo' need to intera%t "ith %lients, +ollo"ers, peers, seniors, and other people "hose s'pport yo' need to a%%o#plish yo'r obFe%tives. )o gain their s'pport, yo' #'st be able to 'nderstand and #otivate the#. )o 'nderstand and #otivate people, yo' #'st kno" h'#an nat're. -'#an nat're is the %o##on J'alities o+ all h'#an beings. /eople behave a%%ording to %ertain prin%iples o+ h'#an nat're. )hese prin%iples govern o'r behavior.

"as(owFs Bierar'h% o& Aeeds

-'#an needs are an i#portant part o+ h'#an nat're. al'es, belie+s, and %'sto#s di++er +ro# %o'ntry to %o'ntry and gro'p to gro'p, b't all people have si#ilar needs. As a leader, yo' #'st 'nderstand these needs be%a'se they are po"er+'l #otivators. Abraha# Maslo" =165:? +elt that the basi% h'#an needs "ere arranged in a hierar%hi%al order, o+ten sho"n as a pyra#id. -e based his theory on healthy, %reative people "ho 'sed all their talents, potential, and %apabilities. At the ti#e, this #ethodology di++ered +ro# other psy%hology resear%h st'dies that "ere based on the observation o+ dist'rbed people. -e theoriGed that there are t"o #aFor gro'ps o+ h'#an needs ,, basi% needs and #eta needs. 3#"! nee$" are physiologi%al, s'%h as +ood, "ater, and sleepR and psy%hologi%al, s'%h as a++e%tion, se%'rity, and sel+ estee#. )hese basi% needs are also %alled de+i%ien%y needs be%a'se i+ they are not #et by an individ'al, then that person "ill strive to #ake 'p the de+i%ien%y. )he higher needs are %alled met# nee$" or gro"th needs. )hese in%l'de F'sti%e, goodness, bea'ty, order, 'nity, et%. 5asi% needs take priority over these gro"th needs. /eople "ho la%k +ood or "ater %annot attend to F'sti%e or bea'ty. )hese needs are listed belo" in hierar%hi%al order. )he needs on the botto# o+ the list =1 to : C basi% needs? #'st be #et be+ore the needs above it %an be #et. )he top +o'r needs =5 to B?, %an be p'rs'ed in any order depending on a personLs "ants or %ir%'#stan%e, as long as all the other needs =1 to : C #eta needs? have all been #et.

114

Hierarchy o$ .eeds
B. Se'&-tr#n" en$en e , a transegoi%B level that e#phasiGes visionary int'ition, altr'is#, and 'nity %ons%io'sness. ;. Se'&-# t)#'!:#t!on , kno" eEa%tly "ho yo' are, "here yo' are going, and "hat yo' "ant to a%%o#plish. A state o+ "ell being. 4. Ae"t%et! , at pea%e, #ore %'rio's abo't inner "orkings o+ all. 5. Co(n!t!2e , learning +or learning alone, %ontrib'te kno"ledge. :. E"teem , +eeling o+ #oving 'p in "orld, re%ognition, +e" do'bts abo't sel+. 7. 3e'on(!n(ne"" #n$ 'o2e , belong to a gro'p, %lose +riends to %on+ine "ith. 2. S#&et. , +eel +ree +ro# i##ediate danger. 1. P%."!o'o(! #' , +ood, "ater, shelter, seE. Maslo" posited that people "ant and are +orever striving to #eet vario's goals. 5e%a'se the lo"er level needs are #ore i##ediate and 'rgent i+ they are nor satis+ied, they %o#e into play as the so'r%e and dire%tion o+ a personLs goal.

M#"'o0C" P.r#m!$ o& Nee$" A need higher in the hierar%hy "ill be%o#e a #otive o+ behavior as long as the needs belo" it have been satis+ied. <nsatis+ied lo"er needs "ill do#inate 'nsatis+ied higher needs and #'st be satis+ied be+ore the person %an %li#b 'p the hierar%hy. Ano"ing "here a person is lo%ated on this s%ale aids in deter#ining an e++e%tive #otivator. 2or eEa#ple, #otivating a #iddle,%lass person ="ho is in range : o+ the hierar%hy? "ith a %erti+i%ate "ill have a +ar greater i#pa%t than 'sing the sa#e #otivator to #otivate a #ini#'# "age person +ro# the ghettos "ho is str'ggling to #eet needs 1 and 2. 1t sho'ld be noted that al#ost no one stays in one parti%'lar hierar%hy +or an eEtended period. >e %onstantly strive to #ove 'p, "hile at the sa#e ti#e +or%es o'tside o'r %ontrol try to p'sh 's do"n. )hose on top get p'shed do"n +or short ti#e periods, i.e., death o+ a loved,one or an idea that does not "ork. )hose on the botto# get p'shed 'p, i.e., %o#e a%ross a s#all priGe or re%eive a better paying Fob. *'r goal as leaders is to help the e#ployees obtain the skills and kno"ledge that "ill p'sh the# 'p the hierar%hy per#anently. /eople "ho have their basi% needs #et be%o#e better "orkers. )here are able to %on%entrate on +'l+illing the visions p't +orth to the#, instead o+ %onsistently "orrying abo't ho" to #ake ends #eet.
B

)ransegoi% #eans a higher, psy%hi%, or spirit'al state o+ develop#ent. )he trans is related to trans%enden%e, "hile the ego is o+ %o'rse, based 'pon 2re'dLs "ork. >e go +ro# pre.9*i% levels to .9*i% levels to trans.9*i%. )he .9* in all three ter#s is 'sed in the V'ngian sense o+ %ons%io'sness as opposed to the 'n%ons%io's. .go eJ'ates "ith the personality. 115

Chara%teristi%s o+ sel+,a%t'aliGing people: -ave better per%eptions o+ reality and are %o#+ortable "ith it. A%%ept the#selves and their o"n nat'res. )heir la%k arti+i%iality. )hey +o%'s on proble#s o'tside the#selves and are %on%erned "ith basi% iss'es and eternal J'estions. )hey like priva%y and tend to be deta%hed. Rely on their o"n develop#ent and %ontin'ed gro"th. Appre%iate the basi% pleas'res o+ li+e =do not take blessings +or granted?. -ave a deep +eeling o+ kinship "ith others. Are deeply de#o%rati% and are not really a"are o+ di++eren%es. -ave strong ethi%al and #oral standards. Are original and inventive, less %onstri%ted and +resher than others 1n Maslo"Ls #odel, the 'lti#ate goal o+ li+e is sel+,a%t'aliGation, "hi%h is al#ost never +'lly attained b't rather is so#ething to al"ays strive to"ards. /eak eEperien%es are te#porary sel+,a%t'aliGations. Maslo" later theoriGed that this level does not stop, it goes on to sel+, trans%enden%e =16;1?, "hi%h %arries 's to the spirit'al level, s'%h as 9andhi, Mother )heresa, Dalai 3a#ao, or poets s'%h as Robert 2rost. Maslo"Ls sel+,trans%enden%e level re%ogniGes the h'#an need +or ethi%s, %reativity, %o#passion and spirit'ality. >itho't this spirit'al or transegoi% sense, "e are si#ply ani#als or #a%hines. V'st as there are peak eEperien%es +or te#porary sel+,a%t'aliGationsR there are also peak eEperien%es +or sel+,trans%enden%e. )hese are o'r spirit'al %reative #o#ents.

BerE:er1Fs B%1iene and "o#i-a#iona( Fa'#ors

-erGberg =1644? developed a list o+ +a%tors that are %losely based on Maslo"Ls ?ierar hy of <eeds, eE%ept it is #ore %losely related to "ork:
1.

H.(!ene or D!""#t!"&!er" - 7or-!n( on$!t!on" /oli%ies and ad#inistrative pra%ti%es !alary and 5ene+its !'pervision !tat's Vob se%'rity 2ello" "orkers /ersonal li+e

2.

Mot!2#tor" or S#t!"&!er" - Re o(n!t!on A%hieve#ent Advan%e#ent 9ro"th Responsibility Vob %hallenge

-ygiene +a%tors =dissatis+iers? #'st be present in the Fob be+ore the #otivators =satis+iers? %an be 'sed to sti#'late that person. )hat is, yo' %annot 'se Motivators 'ntil all the -ygiene +a%tors are #et. -erGbergLs needs are spe%i+i%ally Fob related and re+le%t so#e o+ the distin%t

116

things that people "ant +ro# their "ork as opposed to Maslo"Ls -ierar%hy o+ 8eeds "hi%h re+le%t all the needs in a personNs li+e. 5'ilding on this #odel, -erGberg %oined the ter# =o4 enri hment to des%ribe the pro%ess o+ redesigning "ork in order to b'ild in Motivators.

!heor% G and !heor% <

Do'glas M%9regor =165;? developed a philosophi%al vie" o+ h'#ankind "ith his )heory D and )heory 0. )hese are t"o opposing per%eptions abo't ho" people vie" h'#an behavior at "ork and organiGational li+e. T%eor. D /eople have an inherent dislike +or "ork and "ill avoid it "henever possible.

/eople #'st be %oer%ed, %ontrolled, dire%ted, or threatened "ith p'nish#ent in order to get the# to a%hieve the organiGational obFe%tives. /eople pre+er to be dire%ted, do not "ant responsibility, and have little or no a#bition. /eople seek se%'rity above all else. >ith )heory D ass'#ptions, #anage#entLs role is to %oer%e and %ontrol e#ployees.

T%eor. 8 >ork is as nat'ral as play and rest.

/eople "ill eEer%ise sel+,dire%tion i+ they are %o##itted to the obFe%tives. Co##it#ent to obFe%tives is a +'n%tion o+ the re"ards asso%iated "ith their a%hieve#ent. /eople learn to a%%ept and seek responsibility. Creativity, ingen'ity, and i#agination are "idely distrib'ted a#ong the pop'lation. /eople are %apable o+ 'sing these abilities to solve an organiGational proble#. /eople have potential.

>ith )heory 0 ass'#ptions, #anage#entLs role is to develop the potential in e#ployees and help the# to release that potential to"ards %o##on goals. )heory D is the vie" that traditional #anage#ent has taken to"ards the "ork+or%e. Many organiGations are no" taking the enlightened vie" o+ theory 0. A boss %an be vie"ed as taking the theory D approa%h, "hile a leader takes the theory 0 approa%h. 8oti%e that Maslo", -erGberg, and M%9reagorLs theories all tie together:

117

-erGbergLs theory is a #i%ro version o+ Maslo"Ls theory =%on%entrated in the "ork pla%e?. M%9reagorLs )heory D is based on "orkers %a'ght in the lo"er levels =1 to 7? o+ Maslo"Ls theory, "hile his )heory 0 is +or "orkers "ho have gone above level 7. M%9reagorLs )heory D is based on "orkers %a'ght in -erbergLs -ygiene or Dissatis+iers, "hile )heory 0 is based on "orkers "ho are in the Motivators or !atis+iers se%tion. 8at 8at 8at 8at 8at h yo+r tho+/htsI they 4e ome words. h yo+r wordsI they 4e ome a tions. h yo+r a tionsI they 4e ome ha4its. h yo+r ha4itsI they 4e ome hara ter. h yo+r hara terI it 4e omes yo+r destiny.

5 Frank >+t!aw

Keirse% !emperamen# +or#er

David Aeirsey and Marilyn 5ates based their "ork on the Myers,5riggs,)ype,1ndi%ator =M5)1? , "hi%h in t'rn, is based on the "ork o+ +a#ed psy%hiatrist Carl V'ng. )here are +o'r te#pera#ents or %hara%ters that o'r personality is based on. Altho'gh "e have the %apa%ity +or all +o'r te#pera#ents, "e typi%ally develop a basi% attit'de or predisposition +or one o+ the#. )hey are des%ribed "ith the na#es o+ 9reek gods o+ #ythology, "ith "ho# they share pre+eren%es and behaviors: Dionysian =Artisan? , )his te#pera#ent seeks +reedo#, val'es spontaneity, and resists being %onstrained or obligated. )hey do things be%a'se the pro%ess o+ doing the# is pleasing, regardless o+ the goal or o't%o#e. )hey are a%tion driven, here,and,no", and thrive on sit'ations reJ'iring i##ediate response. )hey are opti#ists "ho are not easily %ontrolled. )hey are the 'lti#ate tro'bleshooters and negotiators. )hey tend to dislike bosses, poli%ies, and pro%ed'res.

.pithean =9'ardian? , /eople "ith this te#pera#ent have strong a++iliation needs, a sense o+ d'ty, are keepers o+ traditions, get satis+a%tion +ro# giving, and have strong "ork ethi%s. )hey "ant re%ognition and appre%iation +or they believe is #erited, b't "ill not reJ'est it. )hey are pessi#ists "ho eli%its %on+or#ity to gro'p nor#s. )hey like #aking %lear %'t de%isions and "ill +ollo" established organiGational proto%ol "itho't J'estion. /ro#ethian =Rationalist? , )his type o+ person 'nderstands, predi%ts, eEplains and harness pheno#ena. )hey val'e %o#peten%e in the#selves and others, thrive on %hallenges, and strive to %ontrol sit'ations. )hey are the #ost sel+, %riti%al o+ all and %onsistently set higher goals o+ per+e%tion. )hey are al#ost never satis+ied "ith a%%o#plish#ents and are e#barrassed by praise. )hey are

118

i#aginative, analyti%al, and like to b'ild syste#s +or the +'t're. )hey "ill %reate s"eeping %hanges i+ they see the need.

Apollonian =1dealist? , An Apollonian sets eEtraordinary goals, even trans%endent, that hard +or the# to even eEplain. )hey strive to Kbe realK and are al"ays in the pro%ess o+ Kbe%o#ing.K >ork, relationships, e++orts, and goals #'st be i#b'ed "ith K#eaning. K)hey are hard "orkers, i+ the %a'se is dee#ed "orth"hile, and are tireless in p'rs'it o+ a %a'se. Can be a gad+ly in p'rs'ing one goal a+ter another. )hey pre+er the big pi%t're verses details, are %entered on people and relationships, and "o'ld rather +o%'s on ideas than tasks.

3eaders need all +o'r types o+ te#pera#ents on their tea# to #ake it "ell ro'nded. All to o+ten, leaders tend to %hoose people "ith their sa#e type or +avorite personality. 5't this #akes a tea# "eak, in that it %annot approa%h proble#s and i#ple#entations +ro# all sides o+ the spe%tr'#. 5alan%e yo'r tea# and %hoose people +ro# all li+estyles.

,8is#en'eH/e(a#ednessH7row#h 2,/73
Clayton Alder+er =1646?, in his .Eisten%e$Relatedness$9ro"th =.R9? )heory o+ 8eeds 6, theoriGed that there are three gro'ps o+ needs: .Eisten%e , )his gro'p o+ needs is %on%erned "ith providing the basi% reJ'ire#ents +or #aterial eEisten%e, s'%h as physiologi%al and sa+ety needs. )his need is satis+ied by #oney earned in a Fob to b'y +ood, ho#e, %lothing, et%.

Relationships , )his gro'p o+ needs %enters on or is b'ilt 'pon the desire to establish and #aintain interpersonal relationships. !in%e one 's'ally spends approEi#ately hal+ o+ oneLs "aking ho'rs on the Fob, this need is nor#ally satis+ied at least to so#e degree by oneLs %o"orkers. 9ro"th , )hese needs are #et by personal develop#ent. A personLs Fob, %areer, or pro+ession provides +or signi+i%ant satis+a%tion o+ gro"th needs.

Alder+erLs .R9 theory also states that #ore than one need #ay be in+l'ential at the sa#e ti#e. 1+ the grati+i%ation o+ a higher,level need is +r'strated, the desire to satis+y a lo"er,level need "ill in%rease. -e identi+ies this pheno#enon as the fr+stration&shypa//ression dimension. 1ts relevan%e on the Fob is that even "hen the 'pper,level needs are +r'strated, the Fob still provides +or the basi% physiologi%al needs 'pon "hi%h one "o'ld then be +o%'sed. 1+, at that point, so#ething happens to threaten the Fob, the personLs basi% needs are signi+i%antly threatened. 1+ there are not +a%tors present to relieve the press're, the person #ay be%o#e desperate and pani%ky.

,8pe'#an'% !heor%
roo#Ls =164:? .Epe%tan%y )heory states that an individ'al "ill a%t in a %ertain "ay based on the eEpe%tation that the a%t "ill be +ollo"ed by a given o't%o#e and on the attra%tiveness o+ that o't%o#e to the individ'al. )his #otivational #odel has been #odi+ied by several people, to in%l'de /orter and 3a"ler =164B?: +#'en e 4 E4pe t#n . 4 In"tr)ment#'!t. E Mot!2#t!on
6

8oti%ed that this #odel is based 'pon Maslo"Ls ?ierar hy of <eeds. 119

alen%e =Re"ard? \ 1s the a#o'nt o+ desire +or a goal. =>hat is the re"ardQ? .Epe%tan%y =/er+or#an%e? \ 1s the strength o+ belie+ that "ork related e++ort "ill res'lt in the %o#pletion o+ the task. =-o" hard "ill 1 have to "ork to rea%h the goalQ? 1nstr'#entality =5elie+? \ )his is the belie+ that the re"ard "ill be re%eived on%e the task is %o#pleted. =>ill they noti%e the e++ort 1 p't +orthQ?

)he prod'%t o+ valen%e, eEpe%tan%y, and instr'#entality is #otivation. 1t %an be tho'ght o+ as the strength o+ the drive to"ards a goal. 2or eEa#ple, i+ an e#ployee "ants to #ove 'p thro'gh the ranks, then pro#otion has a high valen%e +or that e#ployee. 1+ the e#ployee believes that high per+or#an%e "ill res'lt in good revie"s, then the e#ployee has high eEpe%tan%y. 5't i+ the e#ployee believes the %o#pany "ill not pro#ote +ro# "ithin, then the e#ployee has lo" instr'#entality. )here+ore, the e#ployee is not #otivated to per+or# any harder.

12

15 , 5'ild Appropriate Relationships

Nin/shen is the Mandarin word for spirit and #i#a ity. It is an important word for those who wo+!d !ead, 4e a+se a4o#e a!! thin/s, spirit and #i#a ity set effe ti#e or/ani@ations apart from those that wi!! de !ine and die. 5 Names L. ?ayes Memos for Mana/ement; Leadership
1n the pre%eding %hapter, yo' learned abo't "orking "ith others by kno"ing h'#an behavior. 1n organiGations, yo' b'ild relationships thro'gh >r/ani@ationa! Beha#ior ,, the st'dy and appli%ation o+ kno"ledge abo't ho" people, individ'als, and gro'ps a%t in organiGations. 1t does this by taking a syste# approa%h. )hat is, it interprets people,organiGation relationships in ter#s o+ the "hole person, "hole gro'p, "hole organiGation, and "hole so%ial syste#. 1ts p'rpose is to b'ild better relationships by a%hieving h'#an obFe%tives, organiGational obFe%tives, and so%ial obFe%tives. As yo' %an see +ro# the de+inition above, organiGational behavior en%o#passes a "ide range o+ topi%s, s'%h as h'#an behavior, %hange, leadership, tea#s, et%.

,(emen#s o& 9r1aniEa#iona( Beha-ior

An organiGationLs +o'ndation rests on #anage#entLs philosophy, val'es, vision, and goals. )his in t'rn drives the organiGational %'lt're, "hi%h is %o#posed o+ the +or#al organiGation, in+or#al organiGation, and the so%ial environ#ent. )he %'lt're deter#ines the type o+ leadership, %o##'ni%ation, and gro'p dyna#i%s "ithin the organiGation. )he "orkers per%eive this as the J'ality o+ "ork li+e that dire%ts their degree o+ #otivation. )he +inal o't%o#es are per+or#an%e, individ'al satis+a%tion, and personal gro"th and develop#ent. All these ele#ents %o#bine to b'ild the #odel or +ra#e"ork that the organiGation operates +ro#.

"ode(s o& 9r1aniEa#iona( Beha-ior

)here are +o'r +ra#e"orks that organiGations operate o't o+: A)to r#t! , )he basis o+ this #odel is po"er "ith a #anagerial orientation o+ a'thority. )he e#ployees in t'rn are oriented to"ards obedien%e and dependen%e on the boss. )he e#ployee need that is #et is s'bsisten%e. )he per+or#an%e res'lt is #ini#al.

121

C)"to$!#' , )he basis o+ this #odel is e%ono#i% reso'r%es "ith a #anagerial orientation o+ #oney. )he e#ployees in t'rn are oriented to"ards se%'rity and bene+its and dependen%e on the organiGation. )he e#ployee need that is #et is se%'rity. )he per+or#an%e res'lt is passive %ooperation. S)pport!2e , )he basis o+ this #odel is leadership "ith a #anagerial orientation o+ s'pport. )he e#ployees in t'rn are oriented to"ards Fob per+or#an%e and parti%ipation. )he e#ployee need that is #et is stat's and re%ognition. )he per+or#an%e res'lt is a"akened drives. Co''e(!#' , )he basis o+ this #odel is partnership "ith a #anagerial orientation o+ tea#"ork. )he e#ployees in t'rn are oriented to"ards responsible behavior and sel+,dis%ipline. )he e#ployee need that is #et is sel+,a%t'aliGation. )he per+or#an%e res'lt is #oderate enth'sias#.

Altho'gh there are +o'r separate +ra#e"orks above, al#ost no organiGation operates eE%l'sively in one. )here "ill 's'ally be a predo#inate one, "ith one or #ore areas over, lapping into the other #odels. )he +irst #odel, a+to rati , had its roots in the ind'strial revol'tion. )he #anagers o+ this type o+ organiGation operate o't o+ M%9regorLs )heory D. )he neEt three #odels begin to b'ild on M%9regorLs )heory 0. .a%h #odel has evolved over a period o+ ti#e and there is no one KbestK #odel. )he %ollegial #odel sho'ld not be tho'ght as the last or best #odel, b't the beginning o+ a ne" #odel or paradig#.

+o'ia( +%s#ems, )*(#*re, and $ndi-id*a(iEa#ion

A so%ial syste# is a %o#pleE set o+ h'#an relationships intera%ting in #any "ays. >ithin an organiGation, the so%ial syste# in%l'des all the people in it and their relationships to ea%h other and to the o'tside "orld. )he behavior o+ one #e#ber %an have an i#pa%t, either dire%tly or indire%tly, on the behavior o+ others. Also, the so%ial syste# does not have bo'ndaries...it eE%hanges goods, ideas, %'lt're, et%. "ith the environ#ent aro'nd it. C'lt're is the %onventional behavior o+ a so%iety that en%o#passes belie+s, %'sto#s, kno"ledge, and pra%ti%es. 1t in+l'en%es h'#an behavior, even tho'gh it seldo# enters into their %ons%io's tho'ght. /eople depend on %'lt're as it gives the# stability, se%'rity, 'nderstanding, and the ability to respond to a given sit'ation. )his is "hy people +ear %hange. )hey +ear the syste# "ill be%o#e 'nstable, their se%'rity "ill be lost, they "ill not 'nderstand the ne" pro%ess, and they "ill not kno" ho" to respond to the ne" sit'ations. Indi#id+a!i@ation is "hen e#ployees s'%%ess+'lly eEert in+l'en%e on the so%ial syste# by %hallenging the %'lt're.

122

In$!2!$)#'!:#t!on 0!t%!n Or(#n!:#t!on" H !( %

1 2 7 : 5 4 ; B 6

C o n & o r m !t .

C r e # t!2 e I n $ !2 !$ ) # '!" m

S o !# '!: # t!o n

I " o '# t!o n

R e * e ''!o n

Lo0

1 2 7 : 5 4 ; B 6

H !( %

I n $ !2 !$ ) # '!: # t!o n
)he %hart above sho"s ho" individ'aliGation a++e%ts di++erent organiGations: )oo little so%ialiGation and too little individ'aliGation %reate isolation.

)oo high so%ialiGation and too little individ'aliGation %reate %on+or#ity. )oo little so%ialiGation and too high individ'aliGation %reate rebellion >hile the #at%h that organiGations "ant to %reate is high so%ialiGation and high individ'aliGation "hi%h leads to a %reative environ#ent. )his is "hat it takes to s'rvive in a very %o#petitive environ#ent...having people gro" "ith the organiGation.

)his %an be%o#e J'ite a balan%ing a%t. 1ndivid'alis# +avors individ'al rights, loosely knit so%ial net"orks, sel+,respe%t, and personal re"ards and %areers. 1t be%o#es, Hlook o't +or n'#ber 1SI !o%ialiGation or %olle%tivis# +avors the gro'p, har#ony, and asks, K>hat is best +or the organiGationQK *rganiGations need people to %hallenge, J'estion, and eEperi#ent, "hile at the sa#e ti#e, #aintaining the %'lt're that binds the# into a so%ial syste#.

9r1aniEa#ion De-e(opmen#
*rganiGation Develop#ent =*D? is the syste#ati% appli%ation o+ behavioral s%ien%e kno"ledge at vario's levels, s'%h as gro'p, inter,gro'p, organiGation, et%., to bring abo't planned %hange. 1ts obFe%tives are a higher J'ality o+ "ork,li+e, prod'%tivity, adaptability, and e++e%tiveness. 1t a%%o#plishes this by %hanging attit'des, behaviors, val'es, strategies, pro%ed'res, and str'%t'res so that the organiGation %an adapt to %o#petitive a%tions, te%hnologi%al advan%es, and the +ast pa%e o+ %hange "ithin the environ#ent. )here are seven %hara%teristi%s o+ *D: H)m#n!"t! +#')e": /ositive belie+s abo't the potential o+ e#ployees =M%9regorLs )heory 0?.
123

S."tem" Or!ent#t!on: All parts o+ the organiGation, to in%l'de str'%t're, te%hnology, and people, #'st "ork together. E4per!ent!#' Le#rn!n(: )he learnersL eEperien%es in the training environ#ent sho'ld be the kind o+ h'#an proble#s they en%o'nter at "ork. )he training sho'ld 8*) be all theory and le%t're. Pro*'em So'2!n(: /roble#s are identi+ied, data is gathered, %orre%tive a%tion is taken, progress is assessed, and adF'st#ents in the proble# solving pro%esses are #ade as needed. )his pro%ess is kno"n as 6 tion Aesear h. Cont!n(en . Or!ent#t!on: A%tions are sele%ted and adapted to +it the need. C%#n(e A(ent: !ti#'late, +a%ilitate, and %oordinate %hange. Le2e'" o& Inter2ent!on": /roble#s %an o%%'r at one or #ore level in the organiGation so the strategy "ill reJ'ire one or #ore interventions.

C*a(i#% o& =ork Li&e

@'ality o+ >ork 3i+e =@>3? is the +avorableness or 'n+avorableness o+ the Fob environ#ent. 1ts p'rpose is to develop Fobs and "orking %onditions that are eE%ellent +or both the e#ployees and the organiGation. *ne o+ the "ays o+ a%%o#plishing @>3 is thro'gh Fob design. !o#e o+ the options available +or i#proving Fob design are: 3eave the Fob as is b't e#ploy only people "ho like the rigid environ#ent or ro'tine "ork. !o#e people do enFoy the se%'rity and task s'pport o+ these kinds o+ Fobs.

3eave the Fob as is, b't pay the e#ployees #ore. Me%haniGe and a'to#ate the ro'tine Fobs. 3et robots handle it. Redesign the Fob.

>hen redesigning Fobs, there are t"o spe%tr'#s to +ollo" ,, Fob enlarge#ent and Fob enri%h#ent. No4 en!ar/ement adds a #ore variety o+ tasks and d'ties to the Fob so that it is not as #onotono's. )his takes in the breadth o+ the Fob. )hat is, the n'#ber o+ di++erent tasks that an e#ployee per+or#s. )his %an also be a%%o#plished by Fob rotation. No4 enri hment, on the other hand, adds additional #otivators. 1t adds depth to the Fob , #ore %ontrol, responsibility, and dis%retion to ho" the Fob is per+or#ed. )his gives higher order needs to the e#ployee, as opposed to Fob enlarge#ent, "hi%h si#ply gives #ore variety.

124

)he %hart belo" ill'strates the di++eren%es: bet"een .nlarge#ent and .nri%h#ent: H !( % e r O r$er Fo* En r! % m en t G E n '# r ( e m e n t

1 2 7 : 5 4 ; B 6

Fo* En r! % m e n t

ent on N ee$

Lo0er O r$er

R o ) t!n e Fo*

Fo* E n '# r ( e m e n t

Fe0

1 2 7 : 5 4 ; B 6 + # r !e t. o & T # " - "

M #n.

Job Enrichment and Job Enlargement )he bene+its o+ enri%hing Fobs in%l'de: 9ro"th o+ the individ'al

1ndivid'als have better Fob satis+a%tion !el+,a%t'aliGation o+ the individ'al 5etter e#ployee per+or#an%e +or the organiGation *rganiGation gets intrinsi%ally #otivated e#ployees 3ess absenteeis#, t'rnover, and grievan%es +or the organiGation 2'll 'se o+ h'#an reso'r%es +or so%iety !o%iety gains #ore e++e%tive organiGations

)here are a variety o+ #ethods +or i#proving Fob enri%h#ent: S-!'' +#r!et.: /er+or# di++erent tasks that reJ'ire di++erent skill. )his di++ers +ro# Fob enlarge#ent, "hi%h #ight reJ'ire the e#ployee to per+or# #ore tasks, b't reJ'ire the sa#e set o+ skills.

T#"- I$ent!t.: Create or per+or# a %o#plete pie%e o+ "ork. )his gives a sense o+ %o#pletion and responsibility +or the prod'%t. T#"- S!(n!&! #nt: )his is the a#o'nt o+ i#pa%t that the "ork has on other people as the e#ployee per%eives. A)tonom.: )his gives e#ployees dis%retion and %ontrol over Fob related de%isions.

125

Fee$*# -: 1n+or#ation that tells "orkers ho" "ell they are per+or#ing. 1t %an %o#e dire%tly +ro# the Fob =task +eedba%k? or verbally +or# so#eone else.

126

14 , 2leEibility
Life is han/e. -rowth is optiona!. *hoose wise!y. 5 Karen Kaiser *!ark
)odayLs b'siness "orld is highly %o#petitive. )he "ay to s'rvive is to reshape to the needs o+ a rapidly %hanging "orld. Resistan%e to %hange is a dead,end street...+or yo' and the organiGation. C'sto#ers are not only de#anding eE%ellent servi%e, they are also de#anding #ore. 1+ yo' do not s'pply it, yo'r %o#petitors "ill. To pre#ent from 4e omin/ Hstranded on the m+df!ats of an o4so!ete ideo!o/yH EDa#id Lod/eF, yo+ m+st 4e ome a hampion of han/e. *rganiGations are reshaping the#selves to %hange J'i%kly in order to #eet the needs o+ their %'sto#ers. )he organiGationLs top leaders kno" they %annot thro" #oney at every proble#, they need highly %o##itted and +leEible "orkers. As a leader, yo' need to e#phasiGe a%tion to #ake the %hange as J'i%kly and s#oothly as possible. HResistan%e is +'tile,I as the 5org +ro# !tar )rek like to p't it. *rganiGations go thro'gh +o'r #ain %hanges thro'gho't their gro"th: 1. Form#t!2e Per!o$ , )his is "hen a ne" organiGation is F'st getting started. Altho'gh there is a +o'nding vision , "hy the organiGation "as started, there are no +or#al de+initions. )his is F'st as "ell be%a'se there are a lot o+ eEperi#entation and innovation taking pla%e. )hese %hanges o+ %reativity and dis%overy are needed to over%o#e obsta%les and a%%o#plish breakthro'ghs.
2.

R#p!$ 5ro0t% Per!o$ - Dire%tion and Coordination are added to the organiGation to s'stain gro"th and solidi+y gains. Change is +o%'sed on de+ining the p'rpose o+ the organiGation and on the #ainstrea# b'siness. M#t)re Per!o$ , )he gro"th no" levels o++ to the overall pa%e o+ the e%ono#y. Changes are needed to #aintain established #arkets and ass'ring #aEi#'# gains are a%hieved. De '!n!n( Per!o$ , )his is the ro'gh ride. 2or #any organiGations, it #eans do"nsiGing and reorganiGation. Changes #'st in%l'de to'gh obFe%tives and %o#passionate i#ple#entation. )he goal is to get o't o+ the old and into so#ething ne". !'%%ess in this period #eans that the +o'r periods start over again.

3.

4.

2or so#e organiGations the +o'r periods o+ gro"th %o#e and go very rapidly, +or others, it #ay take de%ades. 2ail're to +ollo",thro'gh "ith the needed %hanges in any o+ the +o'r gro"th periods #eans the death o+ the organiGation.

127

The Napanese ha#e a term a!!ed Hkai@enH whi h means ontin+a! impro#ement. This is a ne#er5endin/ L+est to do 4etter. 6nd yo+ do 4etter 4y han/in/. &tandin/ sti!! a!!ows yo+r ompetitors to /et ahead of yo+.

)han1e 0''ep#an'e
)hro'gho't these periods o+ %hanges, "hi%h is F'st abo't all the ti#e +or a good organiGation, leaders #'st %on%entrate on having their people go +ro# %hange avoidan%e to %hange a%%eptan%e. )here are +ive steps a%%o#panying %hange =Conner?: 1. Den!#' , %annot +oresee any #aFor %hanges
2. 3. 4. 5.

An(er at others +or "hat theyLre p'tting #e thro'gh. 3#r(#!n!n( , "ork o't sol'tions, keep everyone happy. Depre""!on , is it "orth itQ -as do'bt and needs s'pport. A ept#n e o+ the reality o+ %hange.

)his is "hy a "orkerLs +irst rea%tion to %hange is to resist it. /eople get %o#+ortable per+or#ing tasks and pro%esses a %ertain "ay. )his %o#+ort provides the# "ith the se%'rity that they are the #asters o+ their environ#ent. )hey +ear that %hange %o'ld disr'pt their lives by #aking the# look like a +ool by not being able to adapt and learn, #ake their Fobs harder, loose a sense o+ %ontrol, et%. 3eaders %an help the %hange pro%ess by %hanging their e#ployeesL attit'de +ro# avoidan%e into a%%eptan%e. )his is a%%o#plished by %hanging their e#ployeesL avoidan%e J'estions and state#ents into a%%eptan%e J'estions: 2ro# H>hyQI to H>hat ne" opport'nities "ill this provideQI >hen they ask K"hy,K +o%'s on the bene+its that the %hange "ill provide the# and the organiGation. Do 8*) +eel 'n%o#+ortable i+ yo' are +eeling hesitation abo't the %hange too...yo' are also h'#an. 5y spelling o't the bene+its, yo' "ill not only %o#+ort the#, b't help to %onvin%e yo'r sel+ too.

2ro# H-o" "ill this a++e%t #eQI to H>hat proble#s "ill this solveQI Anything that prevents so#ething +ro# being better is a proble#. 3et the# kno" "hat the proble# is and ho" they "ill be part o+ the sol'tion. 2ro# H>e do not do it this "ayI to H>hat "o'ld it look likeQI *ne o+ their +irst rea%tions is that it has never been done this "ay or it %annot be done this "ay...sho" the#, provide plenty o+ eEplanations and %o#passion, and get yo'r tea# to ask and ans"er J'estions. 2ro# H>hen "ill this %hange be over so "e %an get ba%k to "orkQI to H>hat %an 1 do to helpQI 9et the# involved in i#ple#enting the %hange. -elp the# to be%o#e part o+ it. 2ro# H>ho is doing this to 'sQI to H>ho %an help 'sQI 2o%'s on the %hallenges that #'st be over%o#e. .ns're that yo' enlist help +ro# other depart#ents and %olleag'es.

128

Baw#horne ,&&e'#
Change is +'rther %o#pli%ated as it does not al"ays prod'%e a dire%t adF'st#ent. .a%h e#ployeeLs attit'de prod'%es a di++erent response that is %onditioned by +eelings to"ards the %hange. 1n a %lassi%al eEperi#ent =Roethlisberger, M Di%kson, 1676?, lighting "as i#proved in a +a%tory reg'larly. )he theory "as that better lighting "o'ld lead to greater prod'%tivity. As eEpe%ted, prod'%tivity did rise. )he lighting "as then de%reased to sho" the reverse e++e%t ,, lo"er prod'%tivity, b't instead, prod'%tivity in%reased +'rtherS 1t "as not 'ntil the lighting "as do"n to the eJ'ivalent o+ #oonlight =0.04 +oot,%andle? that an appre%iable de%line in o'tp't "as noti%ed. *+ %o'rse, it "as not the %hange in lighting itsel+ that %a'sed the higher o'tp't, b't rather an intervening variable. At +irst, this variable "as diagnosed as the e#ployeeLs attit'des. )hat is, "hen yo' introd'%e %hange, ea%h e#ployeeLs personal history and so%ial sit'ation at "ork "ill prod'%e a di++erent attit'de to"ards that %hange. 0o' %annot see or #eas're attit'des, b't "hat yo' %an see and #eas're is the response to"ards that %hange: Change U /ersonal history =n'rt're? U !o%ial sit'ation =environ#ent? \ Attit'de \ Response 1n the +a%tory "orkers %ase, prod'%tivity rose be%a'se they "ere being observed. )his is kno"n as the ?awthorne "ffe t =na#ed a+ter the +a%tory "here the resear%h took pla%e?. 1t #eans that the #ere observation o+ a gro'p tends to %hange it. -o"ever, i+ yo' have ever gone thro'gh %hange ="hi%h al#ost every one o+ 's has?, yo' kno" that %reating %hange is not so easyYb't a%%ording to the -a"thorne .++e%t, all yo' have to do to in%rease prod'%tivity is introd'%e %hange into the "ork pla%e. 2or de%ades, the -a"thorne st'dies provided the rationale +or h'#an relations "ithin the organiGation. )hen t"o resear%hers =2ranke, M Aa'l, 16;B? 'sed a ne" pro%ed're %alled time5 series ana!yses. <sing the original variables and in%l'ding in the 9reat Depression and the instan%e o+ a #anagerial dis%ipline in "hi%h t"o ins'bordinate and #edio%re "orkers "ere repla%ed by t"o di++erent prod'%tive "orkers =one "ho took the role o+ stra" boss?, they dis%overed that prod'%tion "as #ost a++e%ted by the repla%e#ent o+ the t"o "orkers d'e to their greater prod'%tivity and the a++e%t o+ the dis%iplinary a%tion on the other "orkers. )he o%%'rren%e o+ the Depression also en%o'raged Fob prod'%tivity, perhaps thro'gh the in%reased i#portan%e o+ Fobs and the +ear o+ losing the#. Rest periods and a gro'p in%entive plan also had a so#e"hat positive s#aller e++e%t on prod'%tivity. )hese variables a%%o'nted +or al#ost all the variation in prod'%tivity d'ring the eEperi#ental period. !o%ial s%ien%e #ay have been to readily to e#bra%e the original -a"thorne interpretations sin%e it "as looking +or theories or "ork #otivation that "ere #ore h'#ane and de#o%rati%.

7ro*p Be(on1in1
Altho'gh ea%h person "ill have a di++erent response to %hange =personal history?, they o+ten sho" their atta%h#ent to the gro'p =so%ial sit'ation at "ork? by Foining in a 'ni+or# response to the %hange. 2or eEa#ple, one personLs personal history #ight be so strong that she "orks harder "hen a %hange is introd'%ed, "hile the rest o+ the gro'pLs so%ial sit'ation is strong eno'gh that they threaten to strike be%a'se o+ the %hange. Altho'gh ea%h person in that gro'p #ight "ant to so#ething di++erent, s'%h as pla%e #ore de#ands, ignore the %hange, "ork harder, et%.R the need o+ being in a gro'p s"ays the #any individ'als to +ollo" a +e" individ'als , K"e are all in this together.K

129

At ti#es, the response to"ards %hange is in+l'en%ed by personal history, at other ti#es it is s"ayed #ostly by the so%ial sit'ation.

<o man is an is!and, entire if it se!fI e#ery man is a pie e of the *ontinent, a part of the main... Nohn Donne E1291 5 1'11F

Leadin1 #he )han1e ,&&or#

Martin 3'ther Aing did not say, K1 have a very good plan,K he sho'ted, K1 have a drea#SK 0o' #'st provide passion and a strong sense o+ p'rpose o+ the %hange =/rit%hett, /ri%e?. 2eelings are %ontagio's. >hen so#eone aro'nd yo' is +eeling bl'e, it brings yo' do"n so#e"hat. 3ike"ise, "hen so#eone is passionate abo't so#ething, it inspires yo'. 5'ild the %hange so that others "ant to be part o+ it. >hen yo' give the# part o+ it, also give the# the a'thority and %ontrol to a%t 'pon it. !hare the po"er so that they do not +eel po"erless. 0o' "ant the# to +eel 'se+'l and enth'siasti%. Make the# +eel needed, that the %hange %o'ld not happen "itho't the#S >hen leading the %hange, note that there "ill be three stages:
1.

@n&ree:!n( , *ld ideals and pro%esses #'st be tossed aside so the ne" ones #ay be learned. *+ten, getting rid o+ the old pro%esses is F'st as di++i%'lt as learning ne" ones d'e to the po"er o+ habits. V'st as a tea%her erases the old lessons o++ the %halkboard be+ore beginning a ne" lesson, so #'st a leader help to %lear o't the old pra%ti%es be+ore beginning the ne". C%#n(!n( , )he steps to the ne" ideals are learned by pra%ti%ing. Altho'gh there "ill be %on+'sion, overload and despair at +irst, a leaderNs in+l'en%e %an %hange it to hope, dis%overy, and eE%ite#ent. 8hat I hear, I for/et. 8hat I see, I remem4er. 8hat I do, I +nderstand. 5 K+n/ F+ T@+ E*onf+ i+sF.

2.

3.

Re&ree:!n( , )he ne" pro%esses are no" intelle%t'ally and e#otionally a%%epted. >hat has been learned is no" a%t'ally being pra%ti%ed on the Fob. 5eing there +or yo'r tea# "ill set 'p the neEt %hange pro%ess...+or re#e#ber C it is %ontin'o's pro%ess i#prove#entS

Think of mana/in/ han/e as an ad#ent+re. It tests yo+r ski!!s and a4i!ities. It 4rin/s forth ta!ent that may ha#e 4een dormant. *han/e is a!so a trainin/ /ro+nd for !eadership. 8hen we think of !eaders, we remem4er times of han/e, inno#ation and onf!i t. Leadership is often a4o+t shapin/ a new way of !ife. To do that, yo+ m+st ad#an e han/e, take risks and a ept responsi4i!ity for makin/ han/e happen. 5 *har!es ". Ai e, *"> of Barnett Bank

13

1; , /ro+essionalis#
3o+ /ain stren/th, o+ra/e and onfiden e 4y e#ery e0perien e in whi h yo+ rea!!y stop to !ook fear in the fa e. 3o+ m+st do the thin/ yo+ think yo+ annot do. 5 "!eanor Aoose#e!t
3eaders do not %o##and eE%ellen%e, they b'ild eE%ellen%e. .E%ellen%e is Kbeing all yo' %an beK "ithin the bo'nds o+ doing "hat is right +or yo'r organiGation. )o rea%h eE%ellen%e yo' #'st +irst be a leader o+ %hara%ter. 0o' #'st do everything yo' are s'pposed to do. An organiGations "ill not a%hieve eE%ellen%e by +ig'ring o't "here it "ants "ant to go, then having leaders do "hatever they have to in order to get the Fob done, and hope that along the "ay those leaders a%ted "ith good %hara%ter. )hat "ay is ba%k"ards. /'rs'ing eE%ellen%e sho'ld not be %on+'sed "ith a%%o#plishing a Fob or task. >hen yo' do planning, yo' do it by ba%k"ards planning. 5't yo' do not a%hieve eE%ellen%e by ba%k"ards planning. .E%ellen%e starts "ith leaders o+ %hara%ter "ho engage in the entire pro%ess o+ leadership. And the +irst pro%ess is being a person o+ honorable %hara%ter. Chara%ter develops over ti#e. Many think that #'%h o+ %hara%ter is +or#ed early in li+e. -o"ever, nobody kno"s eEa%tly ho" #'%h or ho" early %hara%ter develops. 5't, it is sa+e to %lai# that %hara%ter does not %hange J'i%kly. A personLs observable behavior is an indi%ation o+ his or her %hara%ter. )his behavior %an be strong or "eak, good or bad. A person "ith strong %hara%ter sho"s drive, energy, deter#ination, sel+,dis%ipline, "illpo"er, and nerve. !he sees "hat she "ants and goes a+ter it. !he attra%ts +ollo"ers. *n the other hand, a person "ith "eak %hara%ter sho"s none o+ these traits. !he does not kno" "hat she "ants. -er traits are disorganiGed, she va%illates and is in%onsistent. !he "ill attra%t no +ollo"ers. A strong person %an be good or bad. A gang leader is an eEa#ple o+ a strong person "ith a bad %hara%ter, "hile an o'tstanding %o##'nity leader is one "ith both strong and good %hara%teristi%s. An organiGation needs leaders "ith strong and good %hara%teristi%s, people "ho "ill g'ide the# to the +'t're and sho" that they %an be tr'sted. )o be an e++e%tive leader, yo'r people #'st have tr'st in yo' and they have to be sold on yo'r vision. Aorn,2erry 1nternational, an eEe%'tive sear%h %o#pany, per+or#ed a s'rvey on "hat organiGations "ant +ro# their leaders. )he respondents said they "anted people "ho "ere ethi%al and "ho %onvey a strong vision o+ the +'t're. 1n any organiGation, a leaderLs a%tion sets the pa%e. )his behavior "ins tr'st, loyalty, and ens'res the organiGationLs %ontin'ed vitality. *ne o+ the "ays to b'ild tr'st is to display a good sense o+ %hara%ter. Chara%ter is the disposition o+ a person, #ade 'p o+ belie+s, val'es, skills, and traits:

3e'!e&" are the deeply rooted +eelings that a person holds dear. )hey %o'ld be ass'#ptions or %onvi%tions that yo' hold tr'e regarding people, %on%epts, or things. )hey %o'ld be the belie+s abo't li+e, death, religion, "hat is good, "hat is bad, "hat is h'#an nat're, et%.

131

+#')e" are attit'des abo't the "orth o+ people, %on%epts, or things. 2or eEa#ple, yo' #ight val'e a good %ar, ho#e, +riendship, personal %o#+ort, or relatives. )hese are i#port be%a'se they in+l'en%e yo'r behavior to "eigh the i#portan%e o+ alternatives. 2or eEa#ple, yo' #ight val'e +riends #ore than priva%y. S-!''" are the kno"ledge and abilities yo' gain thro'gho't li+e. )he ability to learn a ne" skill varies "ith ea%h individ'al. !o#e skills %o#e al#ost nat'rally, "hile others %o#e only by %o#plete devotion to st'dy and pra%ti%e. Tr#!t" are disting'ishing J'alities or %hara%teristi%s o+ a person, "hile %hara%ter is the s'# total o+ these traits.

Leadership !rai#s
)here are h'ndreds o+ personality traits, +ar too #any to be dis%'ssed here. 1nstead, "e "ill +o%'s on a +e" that are %r'%ial +or a leader10. )he #ore o+ these traits yo' display as a leader, the #ore yo'r people "ill believe and tr'st in yo': Hone"t. , Display sin%erity, integrity, and %andor in all yo'r a%tions. De%eptive behavior "ill not inspire tr'st in yo'r people.

Competent , 0o'r a%tions sho'ld be based on reason and #oral prin%iples. Do not #ake de%isions based on %hildlike e#otional desires or +eelings. For0#r$-'oo-!n( , !et goals and have a vision o+ the +'t're. )he vision #'st be o"ned thro'gho't the organiGation. .++e%tive leaders envision "hat they "ant and ho" to get it. )hey habit'ally pi%k priorities ste##ing +ro# their basi% val'es. In"p!r!n( , Display %on+iden%e in all that yo' do. 5y sho"ing end'ran%e in #ental, physi%al, and spirit'al sta#ina, yo' "ill inspire yo'r people to rea%h +or ne" heights. )ake %harge "hen ne%essary. Inte''!(ent , Read, st'dy, and seek %hallenging assign#ents. F#!r-m!n$e$ , !ho" +air treat#ent to all people. /reF'di%e is the ene#y o+ F'sti%e. Display e#pathy by being sensitive to the +eelings, val'es, interests, and "ell being o+ others. 3ro#$-m!n$e$ , !eek o't diversity. Co)r#(eo)" , -ave the perseveran%e to a%%o#plish a goal, regardless o+ the see#ingly ins'r#o'ntable obsta%les. Display a %on+ident %al#ness "hen 'nder stress. Str#!(%t&or0#r$ , <se so'nd F'dg#ent to #ake a good de%ision at the right ti#e. Im#(!n#t!2e , Make ti#ely and appropriate %hanges in thinking, plans, and #ethods. !ho" %reativity by thinking o+ ne" and better goals, ideas, and sol'tions to proble#s.
Co#piled by the !anta Clara <niversity and the )o# /eters 9ro'p. 132

10

HAetreat ?e!!K 8eB#e =+st /ot hereKH 5 6ttri4+ted to se#era! 8or!d 8ar I Marine *orps offi ers, Be!!ea+ 8ood, N+ne 1.1(. Ekey idea! 5 Htake a standHF

0##ri:*#es
Attrib'tes establish "hat leaders are, and every leader needs at least three o+ the#: St#n$#r$ 3e#rer" establish the ethi%al +ra#e"ork "ithin an organiGation. )his de#ands a %o##it#ent to live and de+end the %li#ate and %'lt're that yo' "ant to per#eate yo'r organiGation. >hat yo' set as an eEa#ple "ill soon be%o#e the r'le as 'nlike skills or kno"ledge, ethi%al behavior is learned #ore by observing that by listening. And in +ast #oving sit'ations, eEa#ples be%o#e %ertainty. 5eing a standard bearer %reates tr'st and openness in yo'r e#ployees, "ho in t'rn, +'l+ill yo'r visions.

De2e'oper" help others learn thro'gh tea%hing, training, and %oa%hing. )his %reates an eE%iting pla%e to "ork and learn. 8ever #iss an opport'nity to tea%h or learn so#ething ne" yo'rsel+. Coa%hing s'ggests so#eone "ho %ares eno'gh to get involved by en%o'raging and developing others "ho are less eEperien%ed. .#ployees "ho "ork +or developers kno" that they %an take risks, learn by #aking #istakes, and "inning in the end. Inte(r#tor" or%hestrate the #any a%tivities that take pla%e thro'gho't an organiGation by providing a vie" o+ the +'t're and the ability to obtain it. !'%%ess %an only be a%hieved "hen there is a 'nity o+ e++ort to obtain it. 1ntegrators have a siEth sense abo't "here proble#s "ill o%%'r and #ake their presen%e +elt d'ring %riti%al ti#es. )hey kno" that their e#ployees do their best "hen they are le+t to "ork "ithin a vision,based +ra#e"ork. H-oddam it, yo+B!! ne#er /et the ,+rp!e ?eart hidin/ in a fo0ho!eK Fo!!ow meKH 5 *aptain ?enry ,. HNimH *rowe, )&M*, -+ada! ana!, 11 Nan+ary 1.%1. Ekey words 55 Hfo!!ow meH 55 <>T H/oHF

4erspe'#i-es o& )hara'#er and !rai#s

!rai#s 2a'ron%m 5 II did #ie :*'k(e3
F'sti%e F'dg#ent Dependability Initiative De%isiveness Ta%t Integrity Enth'sias# 3earing @nsel+ishness Co'rage
133

6no"ledge Loyalty End'ran%e

6?+? 0rm% 11 Leadership 4rin'ip(es

5e ta%ti%ally and te%hni%ally pro+i%ient Ano" yo'rsel+ and seek sel+,i#prove#ent Ano" yo'r soldiers and look o't +or their "el+are Aeep yo'r soldiers in+or#ed !et the eEa#ple .ns're the task is 'nderstood, s'pervised and a%%o#plished )rain yo'r soldiers as a tea# Make so'nd and ti#ely de%isions Develop a sense o+ responsibility in yo'r s'bordinates .#ploy yo'r 'nit in a%%ordan%e "ith its %apabilities !eek responsibility and take responsibility +or yo'r a%tions

9r1aniEa#ions 'onsis# o& #hree 'omponen#s> )he str'%t're gives the organiGation its +or# and di%tates the "ay it "ill intera%t.
)he led respond to the str'%t're and the leaders. )he leaders deter#ine the 'lti#ate e++e%tiveness o+ the organiGation as the %hara%ter and skills that they bring deter#ine the "ay proble#s are solved and tasks are a%%o#plished.

6?+? 0rm% 23 !rai#s o& )hara'#er

5earing Con+iden%e Co'rage 1ntegrity De%isiveness V'sti%e .nd'ran%e )a%t 1nitiative Coolness Mat'rity 1#prove#ent >ill Assertiveness Candor !ense o+ h'#or Co#peten%e Co##it#ent Creativity !el+,dis%ipline

134

-'#ility 2leEibility .#pathy$Co#passion

0re mana1ers (eaders@ 0re (eaders mana1ers@

Managers need to be leaders...their "orkers need vision and g'idan%eS *n the other hand, leaders need to be good #anagers o+ the reso'r%es entr'sted to the#. In matters of sty!e, swim with the +rrentI In matters of prin ip!e, stand !ike a ro k. 5 Tomas Nefferson

135

1B , 2inan%ial A"areness
6s we, the !eaders, dea! with tomorrow, o+r task is not to try to make perfe t p!ans...>+r task is to reate or/ani@ations that are s+ffi ient!y f!e0i4!e and #ersati!e that they an take o+r imperfe t p!ans and make them work in e0e +tion. That is the essentia! hara ter of the !earnin/ or/ani@ation. 5 -ordon A. &+!!i#an & Mi hae! :. ?arper
All leaders #'st think f+ndin/. )hat is, "hat proFe%ts sho'ld their depart#ent ta%kle that "ill #ake and save the organiGation #oneyQ >hen ti#es are good, "e o+ten ignore #onetary iss'esR it is not 'ntil bad ti#es "hen the organiGation is +a%ing do"nsiGing that "e begin to pay attention to the +inan%ial side o+ the b'siness. )he depart#ents that do not eEpress a %on%ern +or #onetary iss'es are o+ten so#e o+ the +irst to +eel the aEe, pri#arily be%a'se they are spending reso'r%es on the "rong proFe%ts. )heir %o##it#ent to providing good servi%e or prod'%ts #ay be in the right pla%e, ho"ever, their sense o+ prioritiGing proFe%ts d'ring tight #oney s'pplies are la%king. 0o'r depart#ent needs to play a vital part in keeping the b'siness %o#petitive d'ring hard and good ti#es by "orking to identi+ying goals and obFe%tives, helping the e#ployees to obtain the skills and kno"ledge needed to a%hieve those goals, and +inally, ens'ring those goals and obFe%tives are #et. 1ndeed, a really good depart#ent "ill help to keep the organiGation at the Khead o+ the pa%kK d'ring the "orst o+ ti#es.

/e#*rn 9n $n-es#men# 2/9$3

)he #ain #eas'ring yardsti%k o+ b'siness is the R*1. 1t is eEpressed as:

/e - 41 A I
1. 2. 7. !'btra%t eEpenses =E? +ro# bene+its =e? .Epress the di++eren%e as net present val'e =on an a+ter taE basis? Divide this by the initial invest#ent =i?.

)he ite#s #eas'red %an in%l'de so+t bene+its, s'%h as better %o##'ni%ation or e#ployee #orale. -o"ever, they #'st prod'%e a J'anti+iable res'lt based on spe%i+i% #eas're#ents, s'%h as +e"er si%k days or lo"er e#ployee t'rnover rates. !in%e %apt'ring R*1 is not %heap, it is nor#ally 'sed +or long ter# proFe%ts that last at least a year. 8ote that R*1 %an #ean several things. !o#e 'se it to #ean the KRet'rnK =in%re#ental gain? +ro# an a%tion, divided by the %ost o+ that a%tion. 2or eEa#ple, an invest#ent that %osts [100 and pays ba%k [150 a+ter a short period o+ ti#e has a 50W R*1. 1n +inan%ial %ir%les, R*1

136

nor#ally #eans KRet'rn on 1nvested Capital.K >hen R*1 is reJ'ested or 'sed, ask or sho" spe%i+i%ally ho" it is %al%'lated.

!an1i:(e Bene&i#s
)he bene+its o+ so#e progra#s or proFe%ts are not #eas'red 'sing R*1 +or vario's reasons. 2or eEa#ple, i+ yo' i#ple#ent a ne" %o#p'ter syste#, the "orkers #'st be trained to 'se it. )here is no valid reason +or per+or#ing a training R*1 =ho"ever, hope+'lly a R*1 "as per+or#ed +or the ne" %o#p'ter syste#?. Another eEa#ple is by +ederal la", s'%h as sa+ety progra#s, so again there is no need to per+or# an R*1. -o"ever, sin%e it "ill probably be per+or#ed on a %ontin'o's basis, then yo' sho'ld per+or# Kpro%ess i#prove#entK on the progra# to keep it e++e%tive and e++i%ient. *ther proFe%ts that do not reJ'ire R*1s are short ter#, nor#ally 12 #onths or less, and prod'%e K)angible 5ene+its.K )his in%l'des s'%h proFe%ts as i#proving %'sto#er relations. /roFe%ts that i#prove %'sto#er relations are nor#ally held in high estee# d'e to the positive i#pa%t that they have on the organiGationNs botto#,line.

Bo(% 7rai(s
!o#e proFe%ts are so po"er+'l that they deeply i#pa%t the organiGation positively, s'%h as i#proving the sto%k val'e or providing long ter# reven'es. 2or eEa#ple, Ano"ledge Manage#ent proFe%ts, "hi%h nor#ally take a several years to +'lly i#ple#ent, #ove in one o+ t"o dire%tions: 1. )heir bene+its are not +'lly kno"n, in "hi%h %ase they sho'ld be delayed 'ntil better e%ono#i% ti#es =or 'ntil yo' have a better 'nderstanding o+ the bene+its?.
2.

)heir potential payo++ is so great that they sho'ld not be delayed.

)he key is ens'ring that yo' and yo'r #anagers kno" "hat the pay,o++ is going to be. -o"ever, b'ilding progra#s that get the ba%kings o+ the C.* and on do"n are not easy to %reate. 2or that, yo' 's'ally need to do so#e %reative brainstor#ing. 8*). , Many organiGations have handed o++ Ano"ledge Manage#ent =AM? initiatives to the M1! depart#ent. )his is be%a'se the so+t"are ind'stry has grabbed hold o+ AM and peddled it as a so+t"are sol'tion. -o"ever, AM is 8*) a te%hnology sol'tionS AM 'ses intelle%t'al %apital =e#ployee kno"ledge and eEperien%e? as an asset thro'gh kno"ledge sharing and do%'#entation. 0o'r e#ployees have a +ir# hold on this intelle%t'al %apital and they have been ta'ght that Kkno"ledge is po"er.K )hat is, they bene+it by hoarding "hat they kno", so they are rel'%tant to let go o+ this po"er. AM is i#ple#ented by %hanging the %o#pany %'lt're +ro# K1K to K%ollaboration.K )his is best done by %hange agents, na#ely the leaders and per+or#an%e spe%ialists "ho %an be +o'nd thro'gho't the organiGation. )his is a%%o#plished by:
1.

1denti+y a b'siness need ,, "hat kno"ledge %an be %apt'red that "ill prove #ost pro+itableQ >ho "ill 'se this kno"ledge ,, %'sto#ers, individ'als, #anagersQ 1#ple#ent tools to %apt're and organiGe the #aterial. 1t %o'ld be a hard %opy book that is %reated se#i,ann'ally or a "eb site +or sharing in+or#ation. Re"ard kno"ledge sharing ,, b'ild in%entives. 2or eEa#ple, #ake it a part o+ the per+or#an%e revie" and give re%ognition to e#ployees "ho provide the #ost +reJ'ently a%%essed %ontrib'tions.
137

2.

3.

)api#a( +pendin1
>hen +'nding gets tight, #anagers "ill try to stop proFe%ts that appear dis%retionary. -o"ever, %apital spending that has "rite,o++ potential "ill o+ten be saved. Capital eEpendit'res are p'r%hased ite#s that "ill be 'sed +or the %'rrent period and several +'t're periods =s'%h as eJ'ip#ent?, verses reven'e eEpendit'res, "hi%h are ite#s that "ill be %ons'#ed or 'sed in the %'rrent period =o++i%e s'pplies?. Most organiGations start their ne" b'dgeting period on *%tober 1 =the beginning o+ the +is%al year?. 5e s're to %he%k "ith yo'r a%%o'nting depart#ent as la"s vary as to "hat %onstit'tes %apital eEpendit'res.

Federa( /e1*(a#ions
Managers hate the tho'ght o+ a +ederal a'dit. /rogra#s that keep the +eds =s'%h as *!-A? +ro# breathing do"n their ne%ks are nor#ally saved. 5e proa%tive "ith these types o+ progra#s.

$mpro-e ,&&i'ien'%
Cost %'tting is a bad goal, "hile i#proving e++i%ien%y is a good goal. 3et #e eEplain. >hen yo'r goal is to %'t %osts, yo' start thro"ing things a"ay. /retty soon, yo' are do"n to the bare #ini#al, and the neEt thing yo' kno", yo' are thro"ing o't pro%esses that generate reven'e, "hi%h p'ts the organiGation in a vis%o's %y%le by thro"ing o't the very thing it needs ,, reven'e,generating pro%esses. As a leader, yo' need to 'se yo'r vario's politi%al aven'es to %onvin%e 'pper,#anage#ent o+ the +olly o+ %ost %'tting. 1nstead, %on%entrate on identi+ying pro%esses, targeting the ine++i%ient ones, per+or#ing pro%ess i#prove#ent, and then %ontin'ing the %y%le ,, re#e#ber, it is a%t'ally ontin+o+s pro%ess i#prove#ent.

/iders
Depending 'pon the siGe o+ the organiGation, there are nor#ally several proFe%ts in vario's stages being i#ple#ented thro'gho't an organiGation. *++er yo'r depart#entLs eEpertise in the i#ple#entation o+ these proFe%ts. )his allo"s yo' and yo'r depart#ent to be%o#e kno"n as Ktea# players.K )hese +'nded proFe%ts o+ten have the latit'de o+ allo"ing yo' to KrideK yo'r proFe%ts on the#. )his provides a do'ble bene+it +or the organiGation ,, yo' are able to help other depart#ents, "hile at the sa#e ti#e getting help +ro# the#. )his #ight so'nd politi%al, b't in politi%al arenas, it is, Kyo' s%rat%h #y ba%k and 1 "ill s%rat%h yo'r ba%k.K <sing riders di++ers in that yo' are going to help the b'siness 'nits no #atter i+ they give yo' so#ething ba%k or not. -o"ever, i+ yo' %an ride yo'r proFe%t onto theirs "itho't too #'%h in%onvenien%e, then so #'%h the better. )he goal is to a%hieve strategi% partnerships "ithin the organiGation, "hile at the sa#e ti#e in%reasing the val'e o+ yo'r depart#ent.

,mp(o%ee De-e(opmen#a( 4ro1rams

)hese are o+ten the hardest progra#s to get +'nding "hen #oney gets tight. )his is be%a'se the i##ediate payo++ is 'nkno"n. -o"ever, Kgro"ingK the e#ployees enables the# to Kgro"K the organiGation. 1#ple#enting develop#ent progra#s generally reJ'ires a three, prong approa%h:

138

1.

2irst, i#ple#ent progra#s 'sing the above s'ggestions, this sho"s that yo' are a tr'sted person "ho spends the organiGationLs #oney "isely. !e%ond, %hoose a develop#ental progra# that %oin%ides "ith a high pro+ile enabler, s'%h as the C.*Ls goals or the #ission state#ent. 2or eEa#ple, i+ yo'r #ission state#ent has a short bl'rb abo't Ke#bra%ing diversity,K then develop a progra# that enhan%es diversity. )hird, narro" do"n the progra# to a pro%ess that "ill a%t'ally help the organiGation. 2or eEa#ple, do not i#ple#ent a diversity progra# si#ple be%a'se yo' %an, instead, lo%ate a "eakness in the organiGation and target a progra# to +iE it. )he goal is to gro" the organiGation, not to i#ple#ent #oney,"asting progra#s.

2.

3.

8ote that yo' have to "ork the se%ond and third approa%h together, as they are synergi% in nat're. )hat is, yo' have to not only +ind a de#e!opmenta! ena4!er b't that enabler #'st also need fi0in/. *rganiGations that are entering eEtre#e e%ono#i% hard ti#es "ill be the hardest to %onvin%e o+ the ne%essity o+ s'%h develop#ental progra#s, even tho'gh it #ight be their only saving gra%e. )his is be%a'se they only have one sol'tion on their #inds ,, %ost %'tting, ho"ever, as noted be+ore, %ost %'tting is not a sol'tion ,, it is a rea%tion.

139

111 , /ro+essional Co#peten%ies

I +sed to think that r+nnin/ an or/ani@ation was eL+i#a!ent to ond+ tin/ a symphony or hestra. B+t I donBt think thatBs L+ite itI itBs more !ike =a@@. There is more impro#isation. 5 8arren Bennis
)he third and +inal se%tion "ill dis%'ss: 3)"!ne"" A )men , Rea%ts positively to key iss'es in area o+ eEpertise on develop#ents that #ay a++e%t the b'siness.

Te %n! #' Competen . , 2o%'ses dire%t reports on te%hni%al +'n%tions that drive, s'pport, and enhan%e the %ore b'siness +'n%tions.

14

16 , 5'siness A%'#en and )e%hni%al Co#peten%y

The on!y rea! trainin/ for !eadership is !eadership. 5 6nthony Nay
5oth 5'siness A%'#en and )e%hni%al Co#peten%y are dis%'ssed in this +inal %hapter. 2or they both are abo't gro"ing. *rganiGations %onstantly gro" and %hangeYthose that do not C die. )he "orkers "ithin these organiGations #'st also gro" and adapt "ith the organiGation. )o do so reJ'ires li+elong learning. )his learning is gained in a n'#ber o+ "ays, s'%h as +eedba%k, #entoring, ed'%ation, and thro'gh eEperien%e.

/e'ei-in1 Feed:a'k
5eing able to give good +eedba%k sho'ld not be the only goalR leaders also need to be a"are o+ the need to re%eive and a%t 'pon +eedba%k, even i+ it is delivered in a %riti%al #anner. )hat is, "e need to develop skills that help 's eEtra%t 'se+'l in+or#ation, even i+ it is delivered in a %riti%al tone. Allo"ing the attit'des o+ the %riti%iGer to deter#ine yo'r response to in+or#ation only "eakens yo'r %han%es +or opport'nity. )hose "ho are able to glean in+or#ation +ro# any so'r%e are +ar #ore e++e%tive. V'st be%a'se so#eone does not have the skills to give proper +eedba%k, does not #ean yo' %annot 'se yo'r skills to eEtra%t 'se+'l in+or#ation +or gro"th. >hen re%eiving in+or#ation, rather it is +eedba%k or %riti%is#, think, K-o" %an 1 glean %riti%al in+or#ation +ro# the #essage.K Con%entrate on the 'nderlying 'se+'l in+or#ation, rather that the e#otional tones. Also, note "hat #ade yo' think it "as %riti%is#, rather than +eedba%k. )his "ill help yo' to provide others "ith +eedba%k, rather than the sa#e e#otional %riti%is#.

"en#orin1
Mentoring is o+ten tho'ght o+ as the trans+er o+ "isdo# +ro# a "ise and tr'sted tea%her. -e or she helps to g'ide a personNs %areer, nor#ally in the 'pper rea%hes o+ the organiGation. A #entor is a person "ho %ares abo't yo' and goes o't o+ her "ay to see that yo' get the best
141

possible %han%e to +'l+ill yo'r %areer potential. 1t involves tea%hing, %oa%hing, and helping to b'ild a high degree o+ %on+iden%e. 5't "hat brings o't the +'ll #agi% o+ #entorship is so#e degree o+ a++e%tion or "ar# +riendship..."hat an older brother #ight +eel +or his kid sister or brother. 5e spe%i+i% abo't "hat yo' "ant +ro# a #entor. )he #ore %ertain yo' are abo't yo'r needs, the #ore likely yo' "ill be able to +ind a #entor to #eet those needs. >hen sele%ting a #entor, probe: <>T H8i!! yo+ 4e my mentorP 4+t, H&+e, if yo+ ha#e some time a#ai!a4!e soon, o+!d yo+ e0p!ain to me why o+r ompany has not /one after the 6 me a o+nt7H HDan, if yo+ ha#e some spare time, o+!d yo+ e0p!ain the a t+a! ski!!s I need to 4e ome a omp+ter trainer7H Most people, espe%ially those "ith the instin%t to be a #entor, "ill respond +avorably to s'%h reJ'ests. And i+ so, then ask another J'estion. )his #ight or #ight not lead to having that person be%o#e yo'r #entor, b't in any %ase, it "ill in%rease yo'r kno"ledge. !o#e people #ight only give a t"o,#in'te le%t're, b't he sho'ld be i#pressed "ith yo'r %'riosity, even i+ he does not say so. )his targeting o+ eEpertise "ill g'ide yo' to"ards the spe%i+i% area or +'n%tion so that others %an help yo' to identi+y a potential #entor. Cons'lt "ith yo'r #anager, h'#an reso'r%e spe%ialists, and peers +or possible #entors. *n%e yo' have gained eEpertise in one or #ore areas, that ret'rn the +avor ,, #entor others, +or one o+ the best "ays to learn is to tea%h.

,8perien'e
)he J'ote by Anthony Vay 'sed in the beginning o+ this %hapter says it best C to be%o#e a leader yo' #'st pra%ti%e leadership. )his g'ide %an ar# yo' "ith the reJ'ired in+or#ation, b't leadership kno"ledge and skills %o#e thro'gh doingS

Fina( !ho*1h#s11
H)m#"H 7%#t !" t%e "%#pe o& t%e Iper&e tI 'e#$er #n$ $oe" %e or "%e e4!"tJ Donald Clark: )o paraphrase >. !o#erset Ma'gha#, K)here are three r'les +or %reating good leaders. <n+ort'nately, no one kno"s "hat they are.K )here is no per+e%t leader, that is "hy good leaders are al"ays trying to i#prove the# selves thro'gh s'%h #ethods as sel+,st'dy, training, ed'%ation, #entoring, and learning +ro# #istakes. !in%e there are no per+e%t leaders, it is hard to b'ild a good leadership #odel, "hi%h is "hy there are h'ndreds o+ the#. 5't, "e %an be s're o+ a +e" things that a good leader posses: A vision o+ the +'t're ="here are "e going?.

)he ability to en%o'rage +ollo"ers to F'#p into that eEperien%e ="ork thro'gh the #any %hanges that are reJ'ired to a%hieve that vision?. 5ased on an intervie" "ith Donald Clark by the !o'th A#eri%an #agaGine -'#as.
142

11

A love o+ sel+,i#prove#ent +or the#selves and their +ollo"ers. )his love #akes the# good %oa%hes and #entors. .#po"ering their +ollo"ers to get things done =delegation?.

Doe" # 'e#$er nee$ to *e mot!2#te$J Ho0 #n 'e#$er" m#!nt#!n t%em"e'2e" to "t#. mot!2#te$J A leader de+initely has to be #otivatedR those "ho are not "ill J'i%kly be seen as +ra'ds in their +ollo"erNs eyes. 2ollo"ers eEpe%t their leaders to be enth'siasti% abo't their "ork. Motivation %o#es in t"o +or#s: eEtrinsi% and intrinsi%. .Etrinsi% #otivators %o#e +ro# the o'tside. 2or eEa#ple, one reason that 1 go to "ork is that 1 need to #ake a living in order to s'rvive. 1ntrinsi% #otivators %o#e +ro# "ithin. 2or eEa#ple, another reason that 1 go to "ork is that 1 get a great deal o+ satis+a%tion "hen 1 a%%o#plish a di++i%'lt task. 9ood leaders set and a%hieve goals that allo" the# to get a healthy balan%e o+ both #otivators. Altho'gh #any people believe intrinsi% #otivators are the best, that is not ne%essarily so. *+ten, the eEtrinsi% #otivators lead 's into ne" sit'ations and then o'r love +or doing it =intrinsi%? %arries 's thro'gh and on to ne" heights. Doe" e2er. m#n#(er nee$ to *e # 'e#$erJ All good #anagers are leaders to vario's degrees. )hey need to %arry o't their leadersN visions by %reating their o"n visions that s'pport the larger vision, and then getting their "orkers to a%%o#plish the vision. 2or eEa#ple, -o"ard !%h'ltG, o+ !tarb'%ks Co++ee Co#pany, had a vision o+ 2000 stores by the year 2000. )his vision be%a#e one o+ the driving +or%es behind the %o#panyNs s'%%ess. Did Mr. !%h'ltG b'ild those 2000 stores hi#sel+Q 8o "ayS !%h'ltGNs vision "as a%hieved by #anagers and s'pervisors thro'gho't the organiGation "ho had s#aller s%ale visions that dire%tly s'pported his 2000 by 2000 vision. )hey got these visions a%%o#plished by delegating the #eans and a'thority to their s'bordinates. )hese #anagers and s'pervisors also s'pported their e#ployees by giving the# the #eans and opport'nity to gro" by %oa%hing and #entoringR and providing training, develop#ent, and ed'%ation opport'nities. A C.* %annot be the sole leader o+ a large organiGation. )here are si#ply to #any leadership tasks that #'st be a%%o#plishedYa leader %annot do all o+ the# by hersel+. 8o) "#. #n.one #n *e ome # 'e#$er. I" !t re#''. po""!*'eJ ArenCt t%ere peop'e 0%o tr#!t" m#-e t%em )n&!t to *e # 'e#$erJ Anyone %an be%o#e a leader that has the "illingness and drive to a%hieve that goal. )raits %an be %hanged or red'%ed by +o%'sing 'pon the #ore desirable traits and then 'sing the# to overpo"er the 'nhealthy ones. )his is one reason there are no per+e%t leaders , "e all have a +e" 'nhealthy traits. 5't the better leaders %on%entrate on and gro" their desirable traits so that they overpo"er their "eaker traits. In 0%! % 0#. $o .o) "ee t%#t ne0 te %no'o(!e" 0!'' #&&e t 'e#$er"%!p #n$ 'e#$er"J 1 do not see te%hnologies a++e%ting leaders. >hat 1 do see are good leaders a%hieving their goals by sele%ting the right tool =te%hnology? to a%hieve their goals. 9ood leaders +o%'s 'pon their goals and then do "hat is ne%essary to a%hieve itR they do not pi%k a te%hnology and then try to a%hieve so#e goal "ith it.

143

7%#t !" t%e re'#t!on"%!p *et0een 'e#$er" #n$ &o''o0er"J 1 see leaders as %hange agents "ho g'ide their +ollo"ers onto ne" heights, "hile along the "ay, they develop and gro" their +ollo"ers.

I" t%ere #n. tren$ t%#t o)'$ *e #''e$ It%e ne0 'e#$erIJ Or %#2e t%!n(" re#''. not %#n(e$ t%#t m) % o2er t%e '#"t ;000 .e#r"J As "e have gotten a better 'nderstanding o+ h'#an behavior over the last h'ndred years or so, leaders have #oved along the Kleadership %ontin''#K by #oving +ro# Do'glas M%9reagorNs )heory D to"ards )heory 0. >e are still a long "ay to )heory 0, b't "e have tipped the s%ale to its +avor. Doe" # 'e#$er nee$ po0erJ )he degree o+ po"er that a leader reJ'ires is deter#ined by the goals that she #'st a%hieve. 2or eEa#ple, the leader o+ a %o'ntry reJ'ires di++erent po"ers than the leader o+ a %h'r%h. /o"er is the possession o+ %ontrol, a'thority, and$or in+l'en%e over others. )his po"er is 'sed to a%hieve a goal. !o#e leaders, s'%h as presidents, have all three possessions, "hile others, s'%h as Mother )heresa, #ight have only one C in+l'en%e. Ho0 #n # 'e#$er #2o!$ *e!n( orr)pte$ *. t%e po0erJ /o"er does not %orr'pt. Corr'ption is the degree that so#eoneNs a%tion has veered +ro# a #oral val'e that a so%iety or %o##'nity has set. Altho'gh the a#o'nt o+ their a%tion is %ontrolled by the type o+ po"er they have, it is their inner,sel+ that drives the a%tion. 2or eEa#ple, -itler "as a leader by al#ost every de+inition, yet there "ere %ertain gro'ps that he hated. )his hatred drove hi# to #ass %orr'ption =in his %o##'nity it "as not vie"ed as %orr'ption, "hile in al#ost every other %o##'nity it "as?. 1+ he never a%hieved the position he held, his inner,hatred =%orr'ption? o+ sele%t gro'ps "o'ld have still been there. -is inner, sel+ %ontrolled the po"er. )he only preventive #edi%ine +or %orr'ption is a healthy respe%t +or others =diversity?. Some #)t%or" "#. 'e#$er" m)"t $!2!$e t%e!r t!me !n t%ree p#rt"H one &or %#n$'!n( &!n#n e"? #not%er &or K)#'!t.? #n$ # t%!r$ &or re'#t!on"%!p". 7%#t $o .o) t%!n- #*o)tJ 3eaders have t"o Kleadership %ontin''#K s%ales that they #'st +ollo". .arlier, 1 talked abo't the people s%ale, and ho" leaders have been #oving +ro# Do'glas M%9reagorNs )heory D to )heory 0. )his %ontin''# %an be seen as the verti%al aEis =%on%ern +or people? in 5lake and Mo'tonNs Managerial Model. )he other aEis is the K%on%ern +or taskK and it is plotted along the horiGontal aEis. 5y +o%'sing on the +ar ends o+ the task %ontin''# and developing hard goals to a%hieve, a leader %reates her or his visions. And then by developing great people =people s%ale? and giving the# the #eans to a%%o#plish yo'r vision =task s%ale?, yo' have ens'red that the ne%essary ingredients are there +or the organiGationNs s'%%ess. 1n other "ords ,, good leaders have Kgoal dire%ted visionsK and then a%hieve the# by inspiring their people to "ork thro'gh %hange and %hallenges in order to a%%o#plish the task. )his, in t'rn, eJ'als a s'%%ess+'l organiGation. 7%#tC" t%e 0or"t &#)'t # 'e#$er #n %#2eJ A +ail're to see the bene+its o+ diversity. )his %reates Klike,peopleK thro'gho't the organiGations and leads to one,"ay thinking. 1+ yo' do not have a diverse tea#, then yo'

144

%annot %o#e 'p "ith the %reative brainstor#ing sol'tions to stay %o#petitive. Also, yo' alienate yo'r %'sto#ers and %ons'#ers "ho %an be J'ite diverse. A" &#r #" omm)n! #t!on !" # -e. po!nt? %o0 #n # "%. per"on *e # 'e#$erJ Co##'ni%ation, +ro# a leadership point, is #ore than F'st dire%ting others ="hi%h shy people "o'ld dra" ba%k +ro#?, it is #ore abo't #aintaining healthy relationships ="hi%h al#ost every shy person is %apable o+ doing?. *ne o+ #y +avorite J'otes is +ro# Captain -enry KVi#K Cro"e, <!MC. >hile in 9'adal%anal on 17 Van'ary 16:7, he 'sed the +ollo"ing "ords and a%tions to #otivate his troops: K9odda# it, yo'Lll never get the /'rple -eart hiding in a +oEholeS 2ollo" #eSK 1t "as #ore than an orderYit "as his a%tion o+ not sho"ing his +ear by being in the +ront that #otivated his troops. 3eaders 'se both a%tions and "ords to get things done. 5ossing others is the a%t o+ dire%ting others to get things done "itho't having any %on%ern +or the e#ployees. !hy persons do not nor#ally be%o#e bosses, b't #any o+ the# do be%o#e leadersYb'llies be%o#e bosses. I& "o m) % m#ter!#' !" 0r!tten #*o)t 'e#$er"%!p? 0%. #re t%ere "o &e0 re#' 'e#$er" !n omp#n!e"J >ho says there are so +e" leadersQ )he only people "ho %an %all a person a leader are the +ollo"ers. /eople o'tside the organiGation #ight %all a person a leader, yet that person #ight have F'st been a di%tating tyrant "ho 'ses po"er o+ a'thority to get things done. )his only #ade that person the boss, not a leader. *nly the people "ho "ork +or another person have the a'thority to %all that person a leader. )oo #any people eJ'ate leaders "ith the po"er o+ a'thority, yet it is #ore abo't visioning and a%hieving goals thro'gh others. *rganiGations that are lagging behind their %o#petitors o+ten have a la%k o+ leaders thro'gho't their ranks. >hile great organiGations have leaders thro'gho't the organiGation, +ro# top to botto#. V'st as 1 #entioned earlier abo't !tarb'%ksN goal o+ 2000 stores by the year 2000, it took #any leaders thro'gho't the ranks to a%%o#plish it. T%e ro'e o& pr!n !p'e" o& 'e#$er"%!p !" "o e4ten"!2e t%#t !t p)t" one to t%!n- - !"nCt # (oo$ 'e#$er # -!n$ o& ")perm#n or ")per0omenJ Ho0 #n t%#t *eJ 3eadership is like #any other di++i%'lt skillsYit takes skills and pra%ti%e. )hat is "hy it is i#portant to develop leaders thro'gho't yo'r organiGationR altho'gh yo' %an learn the kno"ledge and the skills in a short period o+ ti#e, it takes plenty o+ pra%ti%e to get it right. !enior leaders sho'ld al"ays be %oa%hing and #entoring their s'bordinates on the leadership %ontin''#. I" # m!'!t#r. mo$e' o& 'e#$er"%!p #$eK)#te to #n. omp#n.? #" &#r #" !t *#"e$ mo"t on #)t%or!t. #n$ $!" !p'!neJ Resear%hers at M%Ainsey M Co#pany and the Con+eren%e 5oard =AatGenba%h, V. M !anta#aria, 1666? dis%overed that one highly e++e%tive ro'te o+ leadership is de#onstrated by the <.!. Marine Corps. )he MarinesL approa%h to #otivation +ollo"s the K#ission, val'es, and prideK =M /? path, "hi%h resear%hers say is pra%ti%al and relevant +or the b'siness "orld. A %o'ple o+ other organiGations that +ollo" the M / path are 7M, 8e" 0ork City 5allet, and A2C. )here are +o'r other valid paths to +ollo": /ro%ess and Metri% =)oyota?, .ntreprene'rial !pirit =5MC !o+t"are? 1ndivid'al A%hieve#ent =/erot !yste#s?, and Re"ard and Celebration =Mary Aay?. )he Marines invest in their +ront line by +ollo"ing +ive pra%ti%es:

145

O2er-!n2e"t!n( !n )'t!2#t!n( ore 2#')e: Make an invest#ent by intensely +o%'sing on %ore val'es. 9ive yo'r e#ployees #ore than a brie+ introd'%tion ,, assign so#e training to yo'r #ost eEperien%ed and talented #anagers. *ne role #odel %an in+l'en%e :0 or 50 ne" hires. Also, +o%'s on val'es a+ter the training, i.e. Marriott pro#inently displays %'sto#er letters praising s'perior per+or#an%e. Prep#r!n( e2er. per"on to 'e#$? !n ')$!n( &ront'!ne ")per2!"or" : )raining every +ront line person to lead has a po"er+'l e++e%t on #orale. Do 8*) "rite the +ollo"ers o++ or give the# s'per+i%ial attention. 0o' #ost e#bra%e the notion that +ront line "orkers %an leadS Le#rn!n( 0%en to re#te te#m" #n$ 0%en to re#te "!n('e-'e#$er 0or(ro)p": 9en'ine tea#s are rare in the b'siness "orld "here a single individ'al leading a gro'p is the nor#. Real tea#s get #ost o+ their #otivation +ro# its #ission and goals. Atten$!n( to t%e *ottom %#'&? not 9)"t t%e top %#'&: 2ind the ti#e to attend to the poor and #edio%re per+or#ers, even i+ it #eans personal sa%ri+i%e. 8or#ally, it is %heaper and easier to reF'venate 'nder,per+or#ers than it is to repla%e the#. Marine Drill 1nstr'%tors, despite their legendary to'ghness, re+'se to give 'p on any re%r'it. En o)r#(!n( "e'&-$!" !p'!ne #" # 0#. o& *)!'$!n( pr!$e: De#and that everyone a%t "ith honor, %o'rage, and %o##it#ent. 2or eEa#ple, !o'th"est Airlines t'rns its planes aro'nd in less than hal+ the ti#e that is needed by #ost %o#petitors, not by +ear o+ p'nish#ent, b't by a desire to be the best. To em+!ate the Marines, many e0e +ti#es wo+!d ha#e to em4ra e the notion that front5!ine workers an !ead... 5 Non A. Kat@en4a h and Nason 6. &antamaria

I" t%ere #n !$e#' per ent#(e o& 'e#$er" !n # omp#n.J C#n # Ie4 e""I o& 'e#$er" t)rn !nto # pro*'emJ .very organiGation is 'niJ'eR hen%e, it "ill reJ'ire a di++erent per%entage. 5't every leader and s'pervisor #'st display so#e +or# o+ leadershipR they %annot si#ply be bosses and eEpe%t the organiGation to be%o#e a great organiGation. As +ar as eE%ess, ho" %an yo' have too #'%h o+ a good thingR is there s'%h a thing as a %o#pany having too #'%h pro+itQ 7%#t !" *etter &or # omp#n. t%#t $oe" not %#2e %)(e ")m" to !n2e"t !n tr#!n!n(H tr. to *)!'$ # te#m o& 'e#$er"? 0!t% #'' t%e &#!')re po""!*!'!t!e"? or on entr#te on *)!'$!n( # (oo$ te#m o& e&&! !ent m#n#(er"J >hy "o'ld there be #ore +ail're possibilities "ith a tea# o+ leaders than "ith a tea# o+ #anagersQ Managers %an get things done, b't they have to have leaders and leadership abilities o+ their o"n. *ther"ise, "hat "ill they get a%%o#plishedQ 1t takes leaders to have visions. *n%e yo' have yo'r vision, it needs to be +ra#ed in general ter#s and %o##'ni%ated to yo'r tea#. 0o'r tea# then develops the ends =obFe%tives?, "ays =%on%epts?, and #eans =reso'r%es? to a%hieve the vision. .E%ept +or developing the #eans =reso'r%es?, all o+ these are leadership tasks. C#n "omeone *e # (oo$ 'e#$er? *)t not # (oo$ m#n#(erJ 7%! % !" *etter &or # omp#n.J
146

V'st as there are #any #anagers "ho %annot lead, there are #any leaders "ho %annot #anage. And neither is better +or a %o#pany. 5oth strip the %o#pany o+ a val'able reso'r%e C a leader "ho %an get things done and a #anager "ho %an lead e#ployees. I" t%ere #n. !n$e4 o& ") e"" &or t)rn!n( ommon m#n#(er" !nto 'e#$er"? !.e.? # t#4 o& e&&e t!2ene"" o& tr#!n!n(J 1N# not so s're i+ there is an indeE, sin%e this type o+ training +alls #ore into the develop#ent %ategory, "hi%h %an be eEtre#ely hard to #eas're at ti#es. 2or eEa#ple, i+ yo' train so#eone to operate a +orkli+t, yo' %an then go to the Fob site to see i+ that person a%t'ally learned so#e ne" skills. 5't observing so#eone to see i+ they have gained so#e leadership skills is #'%h #ore di++i%'lt. -o" do yo' e++e%tively #eas're their visioning skillsQ Also, developing a leader is not a%%o#plished in a t"o,"eek leadership %o'rseR that is "here they learn the basi%s. )he rest o+ "hat they learn %o#es thro'gh a trial and error period o+ pra%ti%e. -o"ever, there are indi%ators that sho" ho" #'%h val'e organiGations pla%e on leadership skills ,, )he Mar%h 2, 1666 edition o+ the 8e"s.dge had a story on an international st'dy %ond'%ted by the -ay9ro'p +or 2ort'ne #agaGine. )hey +o'nd that %orporate %'lt'res o+ the "orldLs #ost ad#ired %o#panies are alike in #any "ays, b't also di++er +ro# those o+ an average %o#pany. )his st'dy reveals that the do#inant val'es in the "orldLs #ost ad#ired %o#panies are tea#"ork, %'sto#er +o%'s, innovation +air treat#ent o+ e#ployees, global rea%h, and vision. )hese are #ainly leadership skillsS 1n average %o#panies, the overriding val'es are #aking b'dget, s'pporting the de%isions o+ #anage#ent, and #ini#iGing risks. >hile these are #ainly #anage#ent skillsS 9reat %o#panies have leaders "hile average %o#panies are r'n by #anagersS Also, Aon Cons'lting o+ Chi%ago reported that the top +ive reasons +or e#ployee %o##it#ent are =noti%e that all +ive tasks are #ostly leadership skills?: .#ployerLs re%ognition o+ personal and +a#ily ti#e )he organiGationLs vision and dire%tion /ersonal gro"th )he ability to %hallenge the "ay things are done .veryday "ork satis+a%tion Ho0 $o .o) -eep peop'eC" 'o.#'t. !n # omp#n. t%#t !" $o0n"!:!n(J I"nCt !t #"-!n( too m) % o& # 'e#$erJ 3eadership is #ore abo't enabling people to do their best and be%o#e the best, than it is abo't loyalty. 3eaders inspire people, "hile #anagers set poli%es that b'y loyalty. 5esides, organiGations that have e++e%tive leaders thro'gho't their organiGation "ill +ind the#selves do"nsiGing #'%h less than organiGations that are la%king leaders. )hat is be%a'se they "ill be per+or#ing the ne%essary steps to %arry the# on to the visions they have %reated. Also, i+ yo' have good leaders thro'gho't the organiGation, yo' are going to +ind yo'rsel+ doing the right things i+ and "hen it be%o#es %ost,%'tting ti#e , being honest and %o#passionate. D+ t tape is !ike the for e. It has a !i/ht side, and a dark side, and it ho!ds the +ni#erse to/ether... 5 *ar! Qwan@i/

147

Leadership is !ike d+ t tape. It is the one thin/ that an 4e +ni#ersa!!y +sed to repair a 4roken or/ani@ation.

148

AppendiE A
<ot e#erythin/ that is fa ed an 4e han/ed. B+t nothin/ an 4e han/ed +nti! it is fa ed. 5 Names Ba!dwin
An A+ter A%tion Revie" =AAR? =<.!. Ar#y -andbook, 1667? is an assess#ent %ond'%ted a+ter a proFe%t or #aFor a%tivity. 1t allo"s e#ployees and leaders to dis%over "hat happened and "hy. 1t #ay be tho'ght o+ as a pro+essional dis%'ssion o+ an event that enables yo' to 'nderstand "hy things happened d'ring the progression o+ the pro%ess and to learn +ro# that eEperien%e. .Ea#ples o+ "hen to 'se it are: introd'%tion o+ a ne" prod'%t line in a prod'%tion +a%ility, a+ter a b'sy holiday season in a retail store, introd'%tion o+ a ne" %o#p'ter syste# 'pgrade, a+ter a #aFor training a%tivity, or a %hange in pro%ed'res. Also, the AAR does not have to be per+or#ed at the end o+ a proFe%t or a%tivity. Rather, it %an be per+or#ed a+ter ea%h identi+iable event "ithin a proFe%t or #aFor a%tivity, th's be%o#ing a live learning pro%esses =the learning organiGation?. )he AAR is a pro+essional dis%'ssion that in%l'des the parti%ipants and +o%'ses dire%tly on the tasks and goals. 1t is not a %ritiJ'e. 1n +a%t, it has several advantages over a %ritiJ'e: 1t does not F'dge s'%%ess or +ail're.

1t atte#pts to dis%over "hy things happened. 1t +o%'ses dire%tly on the tasks and goals that "ere to be a%%o#plished. 1t en%o'rages e#ployees to s'r+a%e i#portant lessons in the dis%'ssion. More e#ployees parti%ipate so that #ore o+ the proFe%t or a%tivity %an be re%alled and #ore lessons %an be learned and shared.

As a leader, yo' are responsible +or training yo'r "ork+or%e. )he AAR is a tool that %an assist yo' "ith developing yo'r e#ployees. 1t does this by providing +eedba%k. 8or#ally, +eedba%k sho'ld be dire%t and on the spot. .a%h ti#e an in%orre%t per+or#an%e is observed, it sho'ld be i##ediately %orre%ted so that it "ill not inter+ere "ith +'t're tasks. D'ring #aFor proFe%ts or a%tivities, it is not al"ays easy to noti%e in%orre%t per+or#an%es. 1ndeed, in #any %ases, the %orre%t per+or#an%es "ill be 'nkno"n +or these proFe%ts or a%tivities as they are learning a%tivities +or all the parti%ipants. )hat is "hy the AAR sho'ld be planned at the end o+ ea%h a%tivity or event...so that +eedba%k %an be provided, lessons %an be learned, and ideas and s'ggestions %an be generated so that the neEt proFe%t or a%tivity "ill be an i#proved one. An AAR is both an art and s%ien%e. )he art o+ an AAR is in the obtain#ent o+ #'t'al tr'st so that people "ill speak +reely. 1nnovative behavior sho'ld be the nor#. /roble# solving sho'ld be prag#ati% and e#ployees sho'ld 8*) be preo%%'pied "ith stat's, territory, or se%ond,g'essing K"hat the leader "ill think.K )here is a +ine line bet"een keeping the #eeting +ro# +alling into %haos "here nothing real gets a%%o#plished, to people treating ea%h
149

other in a +or#al and polite #anner that #asks iss'es =espe%ially "ith the boss? "here again, nothing real gets a%%o#plished.

+#eps &or )ond*'#in1 #he 00/

1. 2. 3. 4. 5. 6.

9ather all the players. Revie" events leading to the a%tivity. 9ive a brie+ state#ent o+ the spe%i+i% a%tivity. !'##ariGe the key events. .n%o'rage parti%ipation. -ave F'nior leaders restate portions o+ their part o+ the a%tivity. Do not t'rn it into a %ritiJ'e or le%t're. )he +ollo"ing "ill help: Ask "hy %ertain a%tions "ere taken. Ask ho" they rea%ted to %ertain sit'ations. Ask "hen a%tions "ere initiated. Ask leading and tho'ght provoking J'estions. .E%hange K"ar storiesK =lessons learned?. Ask e#ployees "hat happened in their o"n point o+ vie". Relate events to s'bseJ'ent res'lts. .Eplore alternative %o'rses o+ a%tions that #ight have been #ore e++e%tive. Co#plaints are handled positively. >hen the dis%'ssion t'rns to errors #ade, e#phasiGe the positive and point o't the di++i%'lties o+ #aking to'gh de%isions.

7. 8. 9.

!'##ariGe. Allo" F'nior leaders to dis%'ss the events "ith their people in private. 2ollo" 'p on needed a%tions.

A properly %ond'%ted AAR %an have a po"er+'l in+l'en%e on the %li#ate o+ yo'r organiGation. 1t is part o+ the %o##'ni%ation pro%ess that ed'%ates and #otivates people on to greatness by sensitiGing the# to do the right thing. 1t %an prevent +'t're %on+'sion on organiGational priorities and philosophies and drive ho#e the point that "e learn +ro# o'r #istakes.

15

9lossary
#&&!rm#t!2e # t!on A hiring poli%y that reJ'ires e#ployers to analyGe the "ork +or%e +or 'nder,representation o+ prote%ted %lasses. 1t involves re%r'iting #inorities and #e#bers o+ prote%ted %lasses, %hanging #anage#ent attit'des or preF'di%es to"ards the#, re#oving dis%ri#inatory e#ploy#ent pra%ti%es, and giving pre+erred treat#ent to prote%ted %lasses. #n#'.t! 0or-p'# e $e"!(n Design based on established physi%al and behavioral %on%epts, in%l'ding the kno"n "orking habits o+ people. /rod'%es a "orkpla%e environ#ent "ell "ithin the range o+ h'#an %apa%ity and does not generally reJ'ire #odi+i%ation or i#prove#ent. #""e""!n( )he pro%ess o+ %ond'%ting 1n /ro%ess Revie"s =1/Rs? and A+ter A%tion Revie"s =AARs?. 1/Rs help to deter#ine initial eEpe%tations, as%ertain strengths and "eakness o+ both e#ployees and the organiGation, and identi+y key iss'es and organiGations "hose "illing s'pport is needed to a%%o#plish the #ission. AARs deter#ine ho" "ell the goals are being a%%o#plished, 's'ally by identi+ying areas to s'stain and i#prove. #ttr!*)te" Chara%teristi%s or J'alities or properties. Attrib'tes o+ the leader +all into three %ategories: #ental, physi%al, and e#otional. #)t%or!t#r!#n 'e#$er"%!p A style o+ leadership in "hi%h the leader tells the e#ployees "hat needs to be done and ho" to per+or# it "itho't getting their advi%e or ideas. *e'!e&" Ass'#ptions and %onvi%tions that a person holds to be tr'e regarding people, %on%epts, or things. *en %m#r-!n( )he pro%ess o+ #eas'ring the organiGationLs prod'%ts, servi%es, %ost, pro%ed'res, et%. against %o#petitors or other organiGations that display a Kbest in %lassK re%ord. *en %m#r- me#")re" A set o+ #eas're#ents =#etri%s? that is 'sed to establish goals +or per+or#an%e i#prove#ents. )hese are o+ten derived +ro# other +ir#s that display K5est 1n ClassK per+or#an%e. *)!'$!n( An a%tivity +o%'sed on s'staining and rene"ing the organiGation. 1t involves a%tions that indi%ate %o##it#ent to the a%hieve#ent o+ gro'p or organiGational goals: ti#ely and e++e%tive dis%harge o+ operational and organiGational d'ties and obligationsR "orking e++e%tively "ith othersR %o#plian%e "ith and a%tive s'pport o+ organiGational goals, r'les, and poli%ies.

151

*r#!n"torm!n( A te%hniJ'e +or tea#s that is 'sed to generate ideas on a s'bFe%t. .a%h person on the tea# is asked to think %reatively and "rite do"n as #any ideas as possible. A+ter the "riting session, the ideas are dis%'ssed by the tea#. #p# !t. )he %apability o+ a "orker, syste#, or organiGation to prod'%e o'tp't per ti#e period. 1t %an be %lassi+ied as b'dgeted, dedi%ated, de#onstrated, prod'%tive, prote%tive, rated, sa+ety, or theoreti%al. %#r# ter )he s'# total o+ an individ'alLs personality traits and the link bet"een a personLs val'es and her behavior. '!m#te )he short,ter# pheno#enon %reated by the %'rrent F'nior or senior leaders. *rganiGational %li#ate is a syste# o+ the per%eption o+ people abo't the organiGation and its leaders, dire%tly attrib'ted to the leadership and #anage#ent style o+ the leaders, based on the skills, kno"ledge and attit'de and priorities o+ the leaders. )he personality and behavior o+ the leaders %reates a %li#ate that in+l'en%es everyone in the organiGation. omm)n! #t!n( Co#prises the ability to eEpress onesel+ e++e%tively in individ'al and gro'p sit'ations, either orally or in "riting. 1t involves a sender trans#itting an idea to a re%eiver. on&'! t o& !ntere"t Any b'siness a%tivity, personal or %o#pany related, that inter+eres "ith the %o#panyLs goals or that entails 'nethi%al or illegal a%tions. on"tr#!nt Any ele#ent or +a%tor that prevents a person +ro# rea%hing a higher lever o+ per+or#an%e "ith respe%t to her goal. on"tr#!nt m#n#(ement )he pra%ti%e o+ #anaging reso'r%es and organiGations in a%%ordan%e "ith the )heory *+ Constraints prin%iples. orre t!2e # t!on )he i#ple#entation o+ sol'tions res'lting in the red'%tion or eli#ination o+ an identi+ied proble#. o)n"e'!n( )alking "ith a person in a "ay that helps that person solve a proble# or helps to %reate %onditions that "ill %a'se the person to i#prove his behavior, %hara%ter, or val'es. )he providing o+ basi%, te%hni%al, and so#eti#es pro+essional assistan%e to e#ployees to help the# "ith personal and "ork related proble#s. o)r#(e )he virt'e that enables 's to %onJ'er +ear, danger, or adversity, no #atter "hat the %onteEt happens to be =physi%al or #oral?. Co'rage in%l'des the notion o+ taking responsibility +or de%isions and a%tions. Additionally, the idea involves the ability to per+or# %riti%al sel+, assess#ent, to %on+ront ne" ideas, and to %hange. )'t)re )he long,ter# %o#pleE pheno#enon that %an be a++e%ted by strategi% leaders. C'lt're represents the shared eEpe%tations and sel+,i#age o+ the organiGation. )he #at're val'es that
152

%reate KtraditionK, the play o't o+ K%li#ateK or Kthe +eel o+ the organiGationK over ti#e, and the deep, 'n"ritten %ode that +ra#es Kho" "e do things aro'nd hereK %ontrib'te to the %'lt're. *rganiGational %'lt're is a syste# o+ shared val'es, ass'#ptions, belie+s, and nor#s that 'nite the #e#bers o+ the organiGation. 1ndivid'al leaders %annot easily %reate or %hange %'lt're. $e !"!on m#-!n( )he pro%ess o+ rea%hing logi%al %on%l'sions, solving proble#s, analyGing +a%t'al in+or#ation, and taking appropriate a%tions based on the %on%l'sions. $e&! !en . 2ail're to #eet a set per+or#an%e standard. $e'e(#t!2e 'e#$er"%!p A style o+ leadership in "hi%h the leader entr'sts de%ision #aking to an e#ployee o+ a gro'p o+ e#ployees. )he leader is still responsible +or their de%isions. $e2e'op!n( )he art o+ developing the %o#peten%e and %on+iden%e o+ s'bordinate leaders thro'gh role #odeling and training and develop#ent a%tivities related to their %'rrent or +'t're d'ties. $!2er"!t. Co##itting to establish an environ#ent "here the +'ll potential o+ all e#ployees %an be tapped by paying attention to, and taking into a%%o'nt their di++eren%es in "ork ba%kgro'nd, eEperien%e, age, gender, ra%e, ethi% origin, physi%al abilities, religio's belie+, seE'al orientation, and other per%eived di++eren%es. e&&! !en . A #eas're =as a per%entage? o+ the a%t'al o'tp't to the standard o'tp't eEpe%ted. .++i%ien%y #eas'res ho" "ell so#eone is per+or#ing relative to eEpe%tations. empo0erment A %ondition "hereby e#ployees have the a'thority to #ake de%isions and take a%tion in their "ork areas, Fobs, or tasks "itho't prior approval. 1t allo"s the e#ployees the responsibility nor#ally asso%iated "ith sta++s. .Ea#ples are s%hed'ling, J'ality, or p'r%hasing de%isions. en2!ronment 1. )he politi%al, strategi%, or operational %onteEt "ithin the organiGation. 2. )he eEternal environ#ent is the environ#ent o'tside the organiGation. e"pr!t )he spirit, so'l, and state o+ #ind o+ an organiGation. 1t is the overall %ons%io'sness o+ the organiGation that a person identi+ies "ith and +eels a part o+. et%! #' '!m#te )he K+eel o+ the organiGationK abo't the a%tivities that have ethi%al %ontent or those aspe%ts o+ the "ork environ#ent that %onstit'te ethi%al behavior. )he ethi%al %li#ate is the +eel abo't "hether "e do things rightR or the +eel o+ "hether "e behave the "ay "e o'ght to behave. e2#')#t!on V'dging the "orth, J'ality, or signi+i%an%e o+ people, ideas, or things. e4e )t!n( )he ability to %o#plete individ'al and organiGational assigned tasks a%%ording to spe%i+ied standards and "ithin %ertain ti#e %riteria or event %riteria.

153

&ee$*# )he +lo" o+ in+or#ation ba%k to the learner so that a%t'al per+or#an%e %an be %o#pared "ith planned per+or#an%e. . &'e4!*!'!t. )he ability o+ a syste# to respond J'i%kly, in ter#s o+ range and ti#e, to eEternal or internal %hanges. &o''o0-)p Monitoring o+ Fob, task, or proFe%t progress to see that operations are per+or#ed on s%hed'le. %onor A state o+ being or state o+ %hara%ter, that people possess by living 'p to the %o#pleE set o+ all the val'es that #ake 'p the p'bli% #oral %ode. -onor in%l'des: integrity, %o'rage, loyalty, respe%t, sel+less,servi%e, and d'ty. -onor de#ands adheren%e to a p'bli% #oral %ode, not prote%tion o+ a rep'tation. %)m#n n#t)re )he %o##on J'alities o+ all h'#an beings. !mpro2!n( A +o%'s on s'staining and rene"ing the develop#ent o+ individ'als and the organiGation ="ith a ti#e horiGon +ro# #onths to de%ades? that reJ'ires a need +or eEperi#entation and innovation "ith res'lts that are di++i%'lt to J'anti+y. <s'ally it entails long,ter#, %o#pleE o't%o#es. !n&')en !n( )he key +eat're o+ leadership, per+or#ed thro'gh %o##'ni%ating, de%ision #aking, and #otivating. !nte(r!t. A #oral virt'e that en%o#passes the s'# total o+ a personLs set o+ val'es and #oral %ode. A brea%h o+ any o+ these val'es "ill da#age the integrity o+ the individ'al. 1ntegrity, %o#es +ro# the sa#e 3atin root =integritas? as the "ord Kinteger,K re+ers to a notion o+ %o#pleteness, "holeness, and 'niJ'eness. 1ntegrity also entails the %onsistent adheren%e o+ a%tion to oneLs personal #oral belie+s. 9o* en'#r(ement An in%rease in the n'#ber o+ tasks that an e#ployee per+or#s. 1t is asso%iated "ith the design o+ Fobs to red'%e e#ployee dissatis+a%tion. 9o* enr! %ment An in%rease in the n'#ber o+ tasks that an e#ployee per+or#s and an in%rease in the %ontrol over those tasks. 1t is asso%iated "ith the design o+ Fobs and is an eEtension o+ Fob enlarge#ent. -#!:en )he Vapanese ter# +or i#prove#ent. 1t involves both "orkers and #anagers. 'e#$er"%!p )he pro%ess o+ in+l'en%ing people "hile operating to #eet organiGational reJ'ire#ents and i#proving the organiGation thro'gh %hange. 'e#rn!n( An essential shi+t or progress o+ the #ind "here re%reation is evident and enFoins a%tivities s'%h as re,engineering, envisioning, %hanging, adapting, #oving into, and %reating the +'t're.
154

'e#rn!n( )r2e A %'rve re+le%ting the rate o+ i#prove#ent in per+or#ing a ne" task as a learner pra%ti%es and 'ses her ne"ly a%J'ired skills. 'o.#'t. )he intangible bond based on a legiti#ate obligationR it entails the %orre%t ordering o+ o'r obligations and %o##it#ents. 3oyalty de#ands %o##it#ent to the organiGation and is a pre%ondition +or tr'st, %ooperation, tea#"ork, and %a#araderie.. m#n#(ement *. o*9e t!2e" /M3O1 A parti%ipative goal,setting pro%ess that enables the #anager or s'pervisor to %onstr'%t and %o##'ni%ate the goals o+ the depart#ent to ea%h s'bordinate. At the sa#e ti#e, the s'bordinate is able to +or#'late personal goals and in+l'en%e the depart#entLs goals. mo$e' =1? A person that serves as a target s'bFe%t +or a learner to e#'late. =2? A representation o+ a pro%ess or syste# that sho" the #ost i#portant variables in the syste# in s'%h a "ay that analysis o+ the #odel leads to insights into the syste#. mor#'e )he #ental, e#otional, and spirit'al state o+ an individ'al. mot!2#t!n( <sing an individ'alNs "ants and needs to in+l'en%e ho" the person thinks and "hat does. Motivating e#bodies 'sing appropriate in%entives and #ethods in rein+or%ing individ'als or gro'ps as they e++e%tively "ork to"ard task a%%o#plish#ent and resol'tion o+ %on+li%ts $ disagree#ents. Co'pled "ith in+l'en%e, #otivating a%tively involves e#po"ering F'nior leaders and "orkers to a%hieve organiGational goals and properly re"arding their e++orts as they a%hieve the goals. mot!2#t!on )he %o#bination o+ a personLs desire and energy dire%ted at a%hieving a goal. 1t is the %a'se o+ a%tion. p#rt! !p#t!2e 'e#$er"%!p A style o+ leadership in "hi%h the leader involves one or #ore e#ployees in deter#ining "hat to do and ho" to do it. )he leader #aintains +inal de%ision #aking a'thority. per&orm#n e "t#n$#r$ A %riterion or ben%h#ark against "hi%h a%t'al per+or#an%e is #eas'red. p'#nn!n( A %o'rse o+ a%tion +or onesel+ and others to a%%o#plish goalsR establishing priorities and planning appropriate allo%ation o+ ti#e and reso'r%es and proper assign#ent o+ people to a%hieve +easible, a%%eptable, and s'itable goals. p'#n-$o- %e --# t!on /PDCA1 !o#eti#es re+erred to as the !he"hart Cy%le, +or the inventor, >alter A. !he"hart. A +o'r step pro%ess +or J'ality i#prove#ent: /lan , A plan to e++e%t i#prove#ent is developed. Do , )he plan is %arried o't, +irst, on a s#all s%ale i+ possible. Che%k , )he e++e%ts o+ the plan are observed. A%tion , )he res'lts are st'died and observed to deter#ine "hat "as learned and "hat %an be predi%ted.
155

pro e"" !mpro2ement A%tivities designed to identi+y and eli#inate %a'ses o+ poor J'ality, pro%ess variation, and non,val'e added a%tivities. pro(r#m A signi+i%ant long,ter# a%tivity, as opposed to a proFe%t. 8or#ally de+ined as a line ite# in the organiGationLs b'dget. pro9e t An endeavor "ith a spe%i+i% obFe%tive to be #et "ithin a pres%ribed ti#e and dollar li#itation. K)#'!t. Con+or#an%e to the reJ'ire#ents o+ a stated prod'%t or servi%e attrib'te. re"pe t )he regard and re%ognition o+ the absol'te dignity that every h'#an being possesses. Respe%t is treating people as they sho'ld be treated. !pe%i+i%ally, respe%t is indi%ative o+ %o#passion and %onsideration o+ others, "hi%h in%l'des a sensitivity to and regard +or the +eelings and needs o+ others and an a"areness o+ the e++e%t o+ oneLs o"n behavior on the#. Respe%t also involves the notion o+ treating people F'stly. "e'&'e"" "er2! e the proper ordering o+ priorities. )hink o+ it as servi%e be+ore sel+. )he "el+are o+ the organiGation %o#e be+ore the individ'al. )his does not #ean that the individ'al negle%ts to take %are o+ +a#ily or sel+. Also, it does not pre%l'de the leader +ro# having a healthy ego or sel+ estee#, nor does it pre%l'de the leader +ro# having a healthy sense o+ a#bition. 1t does, ho"ever, pre%l'de sel+ish %areeris#. "e'&-$!re te$ 0or- te#m A s#all independent, sel+,organiGed, and sel+,%ontrolling gro'p in "hi%h #e#bers plan, organiGe, deter#ine, and #anage their d'ties and a%tions, as "ell as per+or# #any other s'pportive +'n%tions. "-!''" / ompeten !e"1 )hose abilities that people develop and 'se "ith people, "ith ideas, and "ith things, hen%e, the division o+ interpersonal, %ognitive, and te%hni%al skills. "t#n$#r$ An established nor# against "hi%h #eas're#ents are %o#pared. )he ti#e allo"ed to per+or# a task in%l'ding the J'ality and J'antity o+ "ork to be prod'%ed. "t#n$#r$ t!me )he length o+ ti#e that sho'ld be reJ'ired to per+or# a task thro'gh one %o#plete %y%le. 1t ass'#es an average "orker +ollo"s pres%ribed pro%ed'res and allo"s ti#e +or rest to over%o#e +atig'e. "tre"" )he real or per%eived de#and on the #ind, e#otions, spirit, or body. )oo #'%h stress p'ts an 'ndo a#o'nt o+ press're 'pon 's and drives 's into a state o+ tension. Controlled stress is good as it is "hat #otivates 's. ")per2!"!n( )he ability to establish pro%ed'res +or #onitoring and reg'lating pro%esses, tasks, or a%tivities o+ e#ployees and oneLs o"n Fob, taking a%tions to #onitor the res'lts o+ delegated tasks or proFe%ts.
156

t%eor. o& on"tr#!nt" /TOC1 A #anage#ent philosophy developed by Dr. .liyah' M. 9oldratt that is broken do"n into three interrelated areas , logisti%s, per+or#an%e #eas're#ent, and logi%al thinking. 3ogisti%s in%l'de dr'#,b'++er,rope s%hed'ling, b'++er #anage#ent, and A) analysis. /er+or#an%e #eas're#ent in%l'des thro'ghp't, inventory and operating eEpense, and the +ive +o%'sing steps. 3ogi%al thinking in%l'des identi+ying the root proble# =%'rrent reality tree?, identi+ying and eEpanding "in,"in sol'tions =evaporating %lo'd and +'t're reality tree?, and developing i#ple#entation plans =prereJ'isite tree and transition tree?. tot#' emp'o.ee !n2o'2ement An e#po"er#ent te%hniJ'e "here e#ployees parti%ipate in a%tions and de%ision #aking that "ere traditionally reserved +or #anage#ent. tot#' K)#'!t. m#n#(ement /T,M1 Des%ribes Vapanese style #anage#ent approa%hes to J'ality i#prove#ent. 1t in%l'des the long ter# s'%%ess o+ the organiGation thro'gh %'sto#er satis+a%tion and is based on parti%ipation o+ all #e#bers o+ the organiGation in i#proving pro%ess, prod'%ts, servi%e, %'lt're, et%. tr#!t A disting'ishing J'ality or %hara%teristi% o+ a person. 2or a trait to be developed in a person, that person #'st +irst believe in and val'e that trait. 2#')e" 1deas abo't the "orth or i#portan%e o+ things, %on%epts, and people. 0or-er e&&! !en . A #eas're ='s'ally %o#p'ted as a per%entage? o+ "orker per+or#an%e that %o#pares the standard ti#e allo"ed to %o#plete a task to the a%t'al "orker ti#e to %o#plete it.

157

Re+eren%e
Alder+er, C. =1646?. *rganiGational 5ehavior and -'#an /er+or#an%e. 6n "mpiri a! Test of a <ew Theory of ?+man <eeds. , ol. :, pp. 1:2 , 1;5. 5ass, 5ernard =16B6?. !togdillLs -andbook o+ 3eadership: A !'rvey o+ )heory and Resear%h. 8e" 0ork: 2ree /ress. 5ass, 5ernard =1660?. 2ro# )ransa%tional to )rans+or#ational 3eadership: 3earning to !hare the ision. *rganiGational Dyna#i%s, >inter. 5a'#eister, Roy =April 2001?. !%ienti+i% A#eri%an. :io!ent ,ride. /.p. 64 to 101. 5lake, Robert R. M Mo'ton, Vane !. =16B5?. )he Managerial 9rid 111: )he Aey to 3eadership .E%ellen%e. -o'ston: 9'l+ /'blishing Co. 5ol#an, 3ee M Deal ). =1661?. Re+ra#ing *rganiGations. !an 2ran%is%o: Vossey,5ass. 5rantley, Mary .llen =2001?. >inning the )e%hnology )alent >ar. 8e" 0ork: M%9ra",-ill. 5'tler, 9illian M -ope, )ony, =1664?. Managing 0o'r Mind. 8e" 0ork: *E+ord <niversity Conner, Daryl. Managing at the !peed o+ Change KResistan%e to Change Model.K 8e" 0ork: Rando# -o'se. -e based his #odel on Death and Dying by Dr. .lisabeth A'bler,Ross. Doherty, Ralph. *ommitment #s. *omp!ian e. 5eyond Co#p'ting, V'ly$A'g'st 166B p. ::. 2ranke, R.-. M Aa'l, V.D. =16;B? A#eri%an !o%iologi%al Revie" The ?awthorne e0periments; First statisti a! interpretation. ]:7, p.p.427,4:7. -ersey, /., M 5lan%hard, A. =16;;?. Manage#ent o+ *rganiGational 5ehavior: <tiliGing -'#an Reso'r%es. .ngle"ood Cli++s, 8V: /renti%e,-all. -erGberg, 2. =1644?. >ork and the 8at're o+ Man. Cleveland: >orld /'blishing Co. Va#es M. Ao'Ges M 5arry ^. /osner =16B;?. )he 3eadership Challenge. !an 2ran%is%o: Vossey,5ass. AatGenba%h, V. M !anta#aria, V. =May,V'ne, 1666?. -arvard 5'siness Revie". Firin/ )p the Front Line. /.p. 10; to 11;. AatGenba%h, V. M !#ith, D. =16B4?. )he >isdo# o+ )ea#s. -arvard 5'siness Revie" /ress. Maslo", A. =165:?. Motivation and /ersonality. 8e" 0ork: -arper M Ro". Maslo", A. =16;1?. )he 2arther Rea%hes o+ the -'#an Mind. 8e" 0ork: iking.

158

M%9regor, D. =April 6, 165;?. /ro%eedings o+ the 2i+th Anniversary Convo%ation o+ the !%hool o+ 1nd'strial Manage#ent. The ?+man &ide of "nterprise. Massa%h'setts 1nstit'te o+ )e%hnology. Morgan, 8. =April, 2001?. )he -arvard 5'siness Revie". The Kinestheti &peaker; ,+ttin/ 6 tion into 8ords /orter, 3. M 3a"ler, .. =164B?. Managerial Attit'des and /er+or#an%e. -o#e"ood, 1ll.: Dorsey /ress. /rit%hett, /ri%e. 2iring <p Co##it#ent D'ring *rganiGational Change. Dallas, )eEas: /rit%hett M Asso%iates. Roethlisberger, 2.V. M Di%kson, >. V. =1676?. Manage#ent and the >orker. Ca#bridge, Mass.: -arvard <niversity /ress. Rogers, Carl .. M 2arson, Ri%hard .. =1646?. 6 ti#e Listenin/ in Readings in 1nterpersonal and *rganiGational Co##'ni%ations. .dited by Rogers, Carl .. M 2arson, Ri%hard .. 5oston: -olbrook /ress, 1n%. !%hrieshei#, Chester A. =April 16B2? )he Vo'rnal o+ !o%ial /sy%hology The -reat ?i/h *onsideration 5 ?i/h Initiatin/ &tr+ t+re Leadership Myth; "#iden e on its -enera!i@a4i!ity , /p. 221,22B. )'%k#an, 5.>. =1645?. /sy%hologi%al 5'lletin De#e!opmenta! &eL+en e in &ma!! -ro+ps. ol. 47, pp. 7B:,766. <.!. Ar#y -andbook =16;7?. Military 3eadership. <.!. 9overn#ent /rinting *++i%e. <.!. Ar#y -andbook =1667?. A 3eaders 9'ide )o A+ter A%tion Revie" =)C 25,20? roo#, . =164:?. >ork and Motivation. 8e" 0ork: Von >iley M !ons. >ells, 9.3. and /etty. =16B0?. R... 5asi% and Applied !o%ial /sy%hology. The effe ts of o#ert head mo#ement on pers+asion; *ompati4i!ity and In ompati4i!ity of responses. 1, p.p. 216, 270.

159