Leadership
Leadership
Leadership
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Leadership
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Copyright © 2001 by Donald Clark. All Rights Reserved.
May 15, 2001: Version 1
donclark@nwlink.com
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Table Of Contents
1 - THE PYRAMID OF LEADERSHIP ............................................................................................................... 6
I - LEADERSHIP COMPETENCIES ........................................................................................................ 8
2 - LEADERSHIP ABILITIES........................................................................................................................... 9
Leadership Framework – Be, Know, & Do ...........................................................................................10
Two Most Important Keys of Leadership...............................................................................................11
Factors of leadership.............................................................................................................................11
Environment ..........................................................................................................................................12
Leadership Models ................................................................................................................................14
Leadership Styles...................................................................................................................................16
Forces....................................................................................................................................................18
Leader Use of Consideration and Structure ..........................................................................................18
The Process of Great Leadership ..........................................................................................................19
Power and Leadership...........................................................................................................................19
3 - VISIONING .............................................................................................................................................22
Getting To the Future ............................................................................................................................22
The Six Steps of Goal Setting.................................................................................................................23
Supervising ............................................................................................................................................25
Inspiring Your Employees .....................................................................................................................25
4 - CREATE AND LEAD TEAMS ....................................................................................................................27
Developing Teams .................................................................................................................................28
Elements of a Team ...............................................................................................................................30
Six Steps to Team Problem Solving .......................................................................................................31
Team-player Styles ................................................................................................................................32
Team Leadership ...................................................................................................................................33
Are you ready to be a team leader?.......................................................................................................34
Problems Team Face .............................................................................................................................34
When To Build Teams............................................................................................................................35
5 - FOSTER CONFLICT RESOLUTIONS (WIN-WIN) ........................................................................................36
Performance ..........................................................................................................................................36
Motivation .............................................................................................................................................37
Counseling.............................................................................................................................................41
Performance Appraisals ........................................................................................................................43
Workplace Violence...............................................................................................................................44
Final Thoughts.......................................................................................................................................46
6 - ASSESS SITUATIONS QUICKLY AND ACCURATELY ................................................................................48
Planning ................................................................................................................................................48
Executing ...............................................................................................................................................49
Problem Solving ....................................................................................................................................50
7 - COACHING AND TRAINING ....................................................................................................................51
Learning ................................................................................................................................................52
Steps to Training and Coaching:...........................................................................................................53
Training and Coaching Tips..................................................................................................................55
8 - IMPLEMENT EMPLOYEE INVOLVEMENT STRATEGIES.............................................................................57
Employee Involvement...........................................................................................................................57
CPI Procedure.......................................................................................................................................58
Analysis Phase.......................................................................................................................................59
Design Phase .........................................................................................................................................63
Development Phase ...............................................................................................................................64
Implementation Phase ...........................................................................................................................64
Evaluation Phase...................................................................................................................................65
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II - CORE COMPETENCIES....................................................................................................................68
9 - TEAMWORK ...........................................................................................................................................69
Forming, Storming, Norming, Performing, Adjourning ........................................................................70
Team Verses Group ...............................................................................................................................72
Working With Other Team Members .....................................................................................................73
Team Checklist ......................................................................................................................................75
10 - COMMUNICATING ................................................................................................................................77
Barriers to Communication ...................................................................................................................78
Active Listening .....................................................................................................................................79
Feedback ...............................................................................................................................................80
Nonverbal Behaviors of Communication...............................................................................................81
Hints on Effective Communication ........................................................................................................81
Meetings ................................................................................................................................................82
Presentations .........................................................................................................................................85
11 - SELF –DIRECTION ................................................................................................................................93
Time Wasters .........................................................................................................................................93
Time Savers ...........................................................................................................................................94
A Simple Time Management Plan..........................................................................................................95
The Big Picture......................................................................................................................................96
Organization and Task Focus................................................................................................................96
12 - CREATIVE PROBLEM SOLVING .............................................................................................................98
Brainstorming Steps ..............................................................................................................................98
Brainstorming variations.......................................................................................................................99
Selecting a Solution ...............................................................................................................................99
Delphi Decision Making......................................................................................................................101
Dialectic Decision Making ..................................................................................................................101
A Three-Step Radical Thinking Approach ...........................................................................................103
13 - INTERPERSONAL SKILLS ....................................................................................................................105
The Challenge of Embracing Diversity ...............................................................................................106
Becoming the Best ...............................................................................................................................107
Diversity and Leaders..........................................................................................................................107
How We Tend to Categorize People....................................................................................................108
Culture.................................................................................................................................................108
Diversity Goals....................................................................................................................................108
Training Diversity ...............................................................................................................................109
Attitudes and Diversity ........................................................................................................................109
Diversity Team Building......................................................................................................................110
14 - MANAGE CLIENT RELATIONSHIPS .....................................................................................................112
Maslow's Hierarchy of Needs..............................................................................................................112
Herzberg's Hygiene and Motivational Factors ...................................................................................114
Theory X and Theory Y........................................................................................................................115
Keirsey Temperament Sorter ...............................................................................................................116
Existence/Relatedness/Growth (ERG) .................................................................................................117
Expectancy Theory ..............................................................................................................................117
15 - BUILD APPROPRIATE RELATIONSHIPS ...............................................................................................119
Elements of Organizational Behavior .................................................................................................119
Models of Organizational Behavior ....................................................................................................119
Social Systems, Culture, and Individualization ...................................................................................120
Organization Development..................................................................................................................121
Quality of Work Life ............................................................................................................................122
16 - FLEXIBILITY ......................................................................................................................................125
Change Acceptance .............................................................................................................................126
Hawthorne Effect.................................................................................................................................127
Group Belonging .................................................................................................................................127
Leading the Change Effort ..................................................................................................................128
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17 - PROFESSIONALISM.............................................................................................................................129
Leadership Traits.................................................................................................................................130
Attributes .............................................................................................................................................131
Perspectives of Character and Traits ..................................................................................................131
18 - FINANCIAL AWARENESS ....................................................................................................................134
Return On Investment (ROI) –.............................................................................................................134
Tangible Benefits .................................................................................................................................135
Holy Grails ..........................................................................................................................................135
Capital Spending .................................................................................................................................136
Federal Regulations ............................................................................................................................136
Improve Efficiency...............................................................................................................................136
Riders...................................................................................................................................................136
Employee Developmental Programs ...................................................................................................136
III - PROFESSIONAL COMPETENCIES.............................................................................................138
19 - BUSINESS ACUMEN AND TECHNICAL COMPETENCY..........................................................................139
Receiving Feedback.............................................................................................................................139
Mentoring ............................................................................................................................................139
Experience ...........................................................................................................................................140
Final Thoughts.....................................................................................................................................140
APPENDIX A .............................................................................................................................................146
Steps for Conducting the AAR .............................................................................................................147
GLOSSARY ...............................................................................................................................................148
REFERENCE ..............................................................................................................................................155
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1 - The Pyramid of
Leadership
"The very essence of leadership is that you have to have a
vision. It's got to be a vision you articulate clearly and
forcefully on every occasion." - Theodore Hesburgh,
President of the University of Notre Dame
Leadership translates vision into reality by inspiring followers to want to experience the
change process. And to influence their followers to willingly jump into that experience,
leaders need a specific set of competencies1 to guide their actions. Although competencies
will always differ from one leader to the next, having a core set to draw from increases the
chance for success. These competencies can be thought of as the inner tools for motivating
employees, directing systems and processes, and guiding the business towards common goals
that allow the organization to increase its value. This leadership guide is broken into three
main parts that form a “Pyramid of Leadership” (see figure 1):
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A specific range of skills, knowledge, and abilities that makes a person adequate or well qualified for a
position.
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Leadership
Abilities
Visioning
Professional Competencies
Leadership Competencies Create and Lead Teams give depth to the pyramid
separate leaders
en s
from bosses
um e s
Ac usi n
Foster Conflict Resolutions
B
(win-win)
y
te l
pe i ca
nc
Assess Situations Quickly and Accurately
om n
C ech
T
Coach and Train Peers and Subordinates
Professionalism
Teamwork
Flexibility
Financial
Manage Client Relationships
Creative Problem Solving
Self-Direction
Pyramid of Leadership
Figure 1
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I - Leadership Competencies
Managers are people who do things right, while leaders are
people who do the right thing. - Warren Bennis, Ph.D. "On
Becoming a Leader"
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2 - Leadership Abilities
One can never consent to creep when one feels an impulse to
soar. - Helen Keller
Good leaders are made not born. If you have the desire and willpower, you can become an
effective leader. Good leaders develop through a never-ending process of self-study,
education, training, and experience. This guide will help you through that process.
To inspire your team into higher levels of teamwork, there are certain things you must be,
know, and, do. These do not come naturally, but are acquired through continual work and
study. The best leaders are continually working and studying to improve their leadership skills.
Bass' (1989 & 1990) theory of leadership states that there are three explanations on how
people become leaders:
• Trait Theory - Some personality traits may lead people naturally into
leadership roles. We have all met a few people like this, such as a High
School coach, scout leader, teacher, or a good boss. There are a very few
people who have a natural talent for leading others.
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• Great Events Theory - A crisis or important event may cause a person to
rise to the occasion, which brings out extraordinary leadership qualities in
an ordinary person.
When a person is deciding if he respects you as a leader, he does not think about your
attributes. He observes what you do so that he can know who you really are. He uses this
observation to tell if you are an honorable and trusted leader or a self-serving tyrant who
misuses her authority to look good and be promoted. Self serving leaders are not as effective
because their employees only obey them, not follow them. They succeed in many areas
because they present a good image to their seniors at the expense of their team.
The basis of good leadership is honorable character and selfless service to your organization.
In your followers’ eyes, your leadership is everything you do that effects the organization's
objectives and their well being. A respected leader concentrates on what she is [be] (beliefs
and character), what she knows (job, tasks, human nature), and what she does (implement,
motivate, provide direction).
What makes a person want to follow a leader? People want to be guided by those they respect
and who have a clear sense of direction. To gain respect, they must be ethical. A sense of
direction is achieved by conveying a strong vision of the future.
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section, etc., a team; they are not really teams...they are just groups of
people doing their jobs.
5. Your organization. Use the full capabilities of your organization. By
developing a team spirit, you will be able to employ your organization,
department, section, etc. to its fullest capabilities.
• DO
1. Provide direction. Make sound and timely decisions. Use good problem
solving, decision-making, and planning tools. Keep your team informed.
Know how to communicate with your team, seniors, and other essential
people within the organization.
2. Implement. Develop a sense of responsibility in your team. Ensure that
tasks are understood, supervised, and accomplished. Communication is the
key to this responsibility.
3. Motivate. Set the example. Be a good role model for you employees. They
must not only hear what they are expected to do, but also see. Know your
team and look out for their well being.
• Sharing information with employees on both how the company is doing and
how an employee's own division is doing - relative to strategic business
objectives.
So basically, you must be trustworthy and you have to be able to communicate a vision of
where you are going. Notice how the "Principles of Leadership" in the next section closely
ties in with this.
Factors of leadership
The four major factors of leadership are the follower, leader, communication, and situation:
Follower
Different people require different styles of leadership. For example, a new hire requires more
supervision than an experienced employee. A person with a poor attitude requires a different
approach than one with a high degree of motivation. You must know your team! The
fundamental starting point is having a good understanding of human nature: needs, emotions,
and motivation. You must know your employees' be, know, and do attributes.
Leader
You must have a honest understanding of who you are, what you know, and what you can do.
Also, note that it is the followers, not the leader who determines if a leader is successful. If a
follower does not trust or lacks confidence in her leader, then she will be uninspired. To be
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successful you have to convince your followers, not yourself or your superiors, that you are
worthy of being followed.
Communication
You lead through two-way communication. Much of it is nonverbal. For instance, when you
"set the example," that communicates to your team that you would not ask them to perform
anything that you would not be willing to do. What and how you communicate either builds
or harms the relationship between you and your employees.
Situation
All situations are different. What you do in one leadership situation will not always work in
another situation. You must use your judgment to decide the best course of action and the
leadership style needed for each situation. For example, you may need to confront a employee
for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too
weak, then the results may prove ineffective.
Various forces will affect these factors. Examples of forces are your relationship with your
seniors, the skill of your team, the informal leaders within your organization, and how your
company is organized.
Human Relations
• The six most important words: "I admit I made a mistake."
• The five most important words: "You did a good job."
• The four most important words: "What is your opinion."
• The three most important words: "If you please."
• The two most important words: "Thank you,"
• The one most important word: "We"
• The least most important word: "I"
Environment
Successful organizations have good leaders who set high standards and goals across the entire
spectrum such as strategies, market leadership, plans, presentations, productivity, quality, and
reliability.
Values reflect the concern the organization has for its employees, customers, investors,
vendors, and surrounding community. These values define the manner in how business will
be conducted and what type of business the organization will engage in.
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Concepts define what products or services the organization will offer and the methods and
processes for conducting business.
Roles are the positions that are defined by a set of expectations about behavior of any job
incumbent. Each role has a set of tasks and responsibilities that may or may not be spelled out.
Roles have a powerful effect on behavior because money is paid for the performance of the
role, there is prestige attached to a role, there is a sense of accomplishment or challenge, etc.
Relationships are determined by a role's tasks. Some tasks are performed alone, but most are
carried out in relationship with others. The tasks will determine who the role-holder is
required to interact with, how often, and towards what end. Also, the greater the interaction,
the greater the liking. This in turn leads to more frequent interaction. In human behavior, its
hard to like someone whom we have no contact with, and we tend to seek out those we like.
People tend to do what they are rewarded for, and friendship is a powerful reward. Many
tasks and behaviors that are associated with a role are brought about by these relationships.
That is, new task and behaviors are expected of the present role holder because a strong
relationship was developed in the past, either by that role holder or a prior role holder.
Each organization rewards its members in different ways, such as pay, benefits, or prestige.
An organization has its own distinctive culture. It is a combination of the founders, past
leadership, current leadership, crises, events, history, and size. This results in rites: the
routines, rituals, and the "way we do things." These rites impact individual behavior on what
it takes to be in good standing (the norm) and direct the appropriate behavior for each
circumstance.
Culture & Climate
There are two distinct forces that dictate how to act within an organization: culture and
climate.
The climate is the feel of the organization, the individual and shared perceptions and attitudes
of the organization's members. While the culture is the deeply rooted nature of the
organization that is a result of long-held formal and informal systems, rules, traditions, and
customs; climate is a short-term phenomenon created by the current leadership. Climate
represents the beliefs about the "feel of the organization" by its members. This individual
perception of the "feel of the organization" comes from what the people believe about the
activities that occur in the organization. These activities influence both individual and team
motivation and satisfaction. Such activities include:
• How well does the leader clarify the priorities and goals of the organization?
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Organizational climate is directly related to the leadership and management style of the leader,
based on the values, attributes, skills, and actions, as well as the priorities of the leader. The
ethical climate then is the "feel of the organization" about the activities that have ethical
content or those aspects of the work environment that constitute ethical behavior. The ethical
climate is the feel about whether we do things right; or the feel of whether we behave the way
we ought to behave. The behavior (character) of the leader is the most important factor that
impacts the climate.
On the other hand, culture is a long-term, complex phenomenon. Culture represents the
shared expectations and self-image of the organization. The mature values that create
"tradition" or the "way we do things here." Things are done differently in every organization.
The collective vision and common folklore that define the institution are a reflection of
culture. Individual leaders cannot easily create or change culture because culture is a part of
the organization. Culture influences the characteristics of the climate by its effect on the
actions and thought processes of the leader. But, everything you do as a leader will effect the
climate of the organization.
Leadership Models
Models help us to understand what makes leaders act the way they do in certain situations.
The ideal is not to lock yourself into a type of behavior discussed in the model, but to realize
that every situation calls for a different approach or behavior to be taken. Two models will be
discussed, the Four Framework Approach and the Blake & Mouton Managerial Model.
Structural Framework
In an effective leadership situation, the leader is a social architect whose leadership style is
analysis and design. In an ineffective leadership situation, the
leader is a petty tyrant whose leadership style is details. Structural
Leaders focus on structure, strategy, environment,
implementation, experimentation, and adaptation.
Human Resource Framework
In an effective leadership situation, the leader is a catalyst and
servant whose leadership style is support, advocate, and empowerment. In an ineffective
leadership situation, the leader is a pushover, whose leadership style is abdication and fraud.
Human Resource Leaders believe in people and communicate that belief; they are visible and
accessible; they empower, increase participation, support, share information, and move
decision making down into the organization.
Political Framework
In an effective leadership situation, the leader is an advocate, whose
leadership style is coalition and building. In an ineffective leadership
situation, the leader is a hustler, whose leadership style is manipulation.
Political leaders clarify what they want and what they can get; they assess
the distribution of power and interests; they build linkages to other
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stakeholders; use persuasion first, then use negotiation and coercion only if necessary.
Symbolic Framework
In an effective leadership situation, the leader is a prophet, whose leadership style
is inspiration. In an ineffective leadership situation, the leader is a fanatic or
fool, whose leadership style is smoke and mirrors. Symbolic leaders
view organizations as a stage or theater to play certain roles and give
impressions; these leaders use symbols to capture attention; they try to
frame experience by providing plausible interpretations of experiences;
they discover and communicate a vision.
Bolman and Deal’s model suggests that leaders should be able to function out of one of these
four categories and that there are times when one approach is appropriate and other times
when it is inappropriate. Any one of these approaches alone would be inadequate. We should
be conscious of all four approaches and not just rely on one. For example, during a major
organization change, a structural leadership style may be more effective than a visionary
leadership style; while during a period when strong growth is needed, the visionary approach
may be better. We also need to understand ourselves, as each of us tends to have a preferred
approach. We must be conscious of this at all times and be aware of the limitations of our
favored approach.
Most people would be somewhere near the middle of the matrix, but they would favor one or
more corners. That is, by going to the far end of the scales, we come up with four types of
leaders: Authoritarian (9 on task, 1 on people), Team Leader (9 on task, 9 on people), Country
Club (1 on task, 9 on people), and Impoverished (1 on task, 1 on people).
Authoritarian Leader
People who get this rating are very task oriented and are hard on their workers (autocratic).
There is little or no allowance for cooperation or collaboration. Heavily task oriented people
display these characteristics: they are very strong on schedules; they expect people to do what
they are told without question or debate; when something goes wrong they tend to focus on
who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they
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are intolerant of what they see as dissent (it may just be someone's creativity) so it is difficult
for their subordinates to contribute or develop.
Team Leader
This type of leader leads by positive example. They endeavor to foster a team environment in
which all team members can reach their highest potential, both as team members and as
people. A team leader encourages the team to reach team goals as effectively as possible,
while also working tirelessly to strengthen the bonds among the
various members. They form and lead the most productive teams.
Impoverished Leader
This person uses a "delegate and disappear" management style. Since this leader is not
committed to either task accomplishment or maintenance, an impoverished leader essentially
allows the team to do whatever they wish and prefers to be detached from the team process by
allowing the team to suffer from a series of power struggles.
The most desirable place for a leader to be along the two axis at most times would be a 9 on
task and a 9 on people -- the Team Leader. However, do not entirely dismiss the other three.
Certain situations might call for one of the other three to be used at times. For example, by
playing the Impoverished Leader, you allow your team to gain self-reliance. Being an
Authoritarian Leader helps to instill a sense of discipline in an unmotivated worker. By
carefully studying the situation and the forces affecting it, you will know at what points along
the axis you need to be in order to achieve the desired result.
Leadership Styles
Leadership style is the manner and approach of providing direction, implementing plans, and
motivating people. There are three different styles of leadership (U.S. Army, 1973) –
autocratic, participative, and free-rein.
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Although most leaders use all three styles, one of them normally becomes the dominant one.
Authoritarian (autocratic)
This type is used when the leader tells her employees what she wants done and how she wants
it done, without getting the advice of her team. Some of the appropriate conditions to use it
are when you have all the information to solve the problem, you are short on time, or your
employees are well motivated.
Some people think that this style includes yelling, using demeaning language, and leading by
threats and abuse of power. This is not the authoritarian style...it is an abusive, unprofessional
style of leadership.
However, if you have the time and you want to gain more commitment and motivation from
your employee, then you should use the next style -- participative.
Participative (democratic)
This type of style involves the leader including one or more employees in on the decision
making process (determining what to do and how to do it). However, the leader maintains the
final decision making authority. Using this style is not a sign of weakness, it is a sign of
strength that your employees will respect.
This is normally used when you have some of the information, and your employees have
some of the information. This allows them to become part of the team and allows you to make
a better decision.
Delegative (free-reign)2
In this style, the leader allows the employees to make the decision. However, the leader is still
responsible for the decisions that are made. This is used when employees are able to analyze
the situation and determine what needs to be done and how to do it. You cannot do everything!
You must set priorities and delegate certain tasks.
2
Also known as lais·sez faire (or lais·ser faire) which is the noninterference in the affairs of others.
[French : laissez, second person pl. imperative of laisser, to let, allow + faire, to do.]
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Forces
A good leader uses all three leadership styles, depending on what forces involve the followers,
leader, and situation. Some examples include:
• Using an authoritarian style on a new employee who is just learning the job.
The leader is competent and a good coach. The employee is motivated to
learn a new skill. The situation is a new environment for the employee.
• Using a participative style with a team of workers who know their job. The
leader knows the problem well, but he wants to create a team where the
employees take ownership of the project. The employees know their jobs
and want to become part of the team. The situation allows time.
• Using a delegative style with a worker who knows more about the job than
you. You cannot do everything! The employee needs to take ownership of
her job. Also, the situation might call for you to be at other places doing
other things.
• Using all three: Telling your employees that a procedure is not working
correctly and a new one must be established (authoritarian). Asking for their
ideas and input on creating a new procedure (participative). Delegating
tasks in order to implement the new procedure (delegative).
Forces that influence the style to be used included a number of things such as:
• How much time is available?
• How well your employees are trained and how well you know the task.
• Internal conflicts.
• Stress levels.
3
Note that this is highly related to the Blake and Mouton Managerial Model.
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• Structure (task orientation) - Leaders believe that they get results by
consistently keeping people busy and urging them to produce.
There is evidence that leaders who are considerate in their leadership style are higher
performers and are more satisfied with their job (Schriesheim, 1982).
Also, notice that consideration and structure are independent of each other so they should not
be viewed on opposite ends of the continuum. For example, a leader who becomes more
considerate, does not necessarily become less structured.
• Inspire a shared vision - Share you vision in words that can be understood
by your followers.
• Enable others to act - Give your followers the tools and methods to solve
the problem.
• Model the way - When the process gets tough, get your hands dirty. A boss
tells others what to do...a leader shows it can be done.
• Encourage the heart - Share the glory with your followers' heart, keep the
pains in your heart.
Power refers to a capacity that a person has influencing the behavior of another person, so that
he or she acts in accordance with certain wishes. This power is a capacity or potential as it
implies a potential that need not be actualized to be effective. That is, a power may exist, but
it does not have to be used to be effective. For example, an officer in the Army has certain
powers over enlisted personal, but that power does not have to be used to be effective -- the
mere knowledge of an officer's power has influence over others.
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rewards to people. You might find it advantageous to trade favors with him
or her.
On the other hand, the politically astute tend to view things differently:
Political Astute Label
• Fixing responsibility
• Developing relationships
• Political Minded
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• Delegating authority
• Documenting decisions
• Encouraging innovation
• Teamwork
• Planning ahead
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3 - Visioning
Where there is no vision, the people perish. - Proverbs 29:18
Good organizations convey a strong vision of where they will be in the future. As a leader,
you have to get your team to trust you and be sold on your vision. Using the leadership tools
described in this guide and being honest and fair in all you do will provide you with the ammo
you need to gain their trust. To sell them on your vision, you need to possess energy and
display a positive attitude that is contagious. People want a strong vision of where they are
going. No one wants to be stuck in a dead-end company going nowhere...or a company
headed in the wrong direction. They want to be involved with a winner! And your team is the
ones who will get you to that goal. You cannot do it alone!
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There are four characteristics (U.S. Army, 1973) of goal setting:
The mission of the organization is crucial in determining your vision. Your vision needs to
coincide with the "big picture." The term "vision" suggests a mental picture of what the future
organization will look like. The concept also implies a later time horizon. This time horizon
tends to be mid to long term in nature, focusing on as much as 10, 20, or even 50 years in the
future for visions affecting the entire organization. Your visions should be on much shorter
time horizons, such as 6 months to a year.
The concept of a vision has become a popular term within academic, government, defense,
and corporate circles. This has spawned many different definitions of vision. But, the vision
you want, should be a picture of where you want your department to be at a future date. For
example, try to picture what your department would look like if it was perfect, or what the
most efficient way to produce your product would look like, or perhaps if your budget was
reduced by 10 percent, how you could still achieve the same quality product.
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Vilfredo Pareto, a 19th century economist, theorized that most effects come from
relatively few causes; that is, 80% of the effects come from 20% of the possible
causes. For example, 20% of the inventory items in the supply chain of an
organization accounts for 80% of the inventory value.
Many people fall into the time wasting trap of trying to fix the 80% of the causes that only
account for 20% of the problems. They believe that since that since that 80% encompasses so
much, they are really getting something accomplished. Your visions need to picture the 20%
that will have the greatest effect on your organization. Although it is nice to have small
victories now and then by going after part of that easy 80%, focus on the few things that will
have the greatest impact...that is what a good leader does.
Once you have your vision, it needs to be framed in general, un-measurable terms and
communicated to your team. Your team then develops the ends (objectives), ways (concepts),
and means (resources) to achieve the vision.
Step 6 – Follow-up
The final step is to follow-up by checking to see if the team is doing what is required. This
kind of leadership involvement validates to the followers that the stated priorities are worthy
of action. It also demonstrates a leader’s commitment to see the matter through to a successful
conclusion.
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Supervising
Some might be asking, “Why is supervision under ‘Visioning’?” This is because they go
hand-in-hand. Visions do not get accomplished by themselves -- you must ensure they happen.
And supervision without a vision is pointless – you need some guiding principles to direct
your supervision.
Supervision is keeping a grasp on the situation and ensuring that plans and policies are
implemented properly. It includes giving instructions and inspecting the accomplishment of a
task.
There is a narrow band of adequate supervision. On one side of the band is over-supervision;
and on the other side is under-supervision. Over-supervision can stifle initiative, breed
resentment, and lower morale and motivation. Under-supervision leads to miscommunication,
lack of coordination, and the perception by subordinates that the leader does not care. All
employees benefit from appropriate supervision by seniors with more knowledge and
experience who tend to see the situation more objectively.
Use checklists to list tasks that need to be accomplished. Almost all of us have poor memories
when it comes to remembering a list of details. List tasks by priorities. For example, "A"
priorities must be done today, "B" priorities must be done by tomorrow, and "C" priorities
need to be followed up with in a few days.
Always double check on important projects by following through -- strange things can happen
if you are not aware of them. Paperwork gets lost, plans are changed, and people forget. If you
have a system of checks and double checks, then you will discover mistakes, have time to
correct them, and minimize any disruptions. Following through may seem to be a waste of
your time and energy, but in the end, it pays off. You will spend less time and energy
correcting mistakes and omissions made long ago.
Be passionate. When a leader displays a great enthusiasm over a project, a trickle-down effect
occurs – the employees become enthusiasts too! You must be committed to the work you are
doing. If you do not communicate excitement, how can you expect your team to get excited?
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Your employees need to be involved in the decision making process. People who are involved
in the decision making process participate much more enthusiastically than those who just
carry out their boss's order. Help them contribute and tell them you value their opinions.
Listen to them and incorporate their ideas when it makes sense to so.
Know what your organization is about! General Creighton W. Abrams said, "the
Army is not made up of people. The Army is people. Every decision we make is a
people issue." Your organization is the same...it may make a product or sell a
service, but it is still people! A leader's primary responsibility is to develop
people and enable them to reach their full potential. Your people may come from
diverse backgrounds, but they all have goals they want to accomplish. Create
"people environment" where they truly can be all they can be.
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4 - Create and Lead
Teams
Most teams aren't teams at all but merely collections of
individual relationships with the boss. Each individual vying
with the others for power, prestige and position. - Douglas
McGregor from Group To Team
Leaders should not think of themselves as managers or supervisors, but as "team leaders."
Thinking of yourself as a manager or supervisor, places you in a position of traditional
authority based solely on respect for the position, which places you in a position of power. By
understanding the personal work preferences and motivations of your team members, you as
an individual and not your position, can earn their respect and trust. The tools discussed in
this guide, such as counseling and planning, provide the basic structure for leading a group.
But to go from a group to a team requires a few extra steps.
Team members are deeply committed to each other's personal growth and success. That
commitment usually transcends the team. A team outperforms a group and outperforms all
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reasonable expectations given to its individual members. That is, a team has a synergistic
effect...one plus one equals a lot more than two.
Team members not only cooperate in all aspects of their tasks and goals, they share in what
are traditionally thought of as management functions, such as planning, organizing, setting
performance goals, assessing the team's performance, developing their own strategies to
manage change, and securing their own resources.
• There are superior outputs against all odds. This is due to the synergistic
effect of a team - a team will outperform a group of individuals.
• There is continuous improvement. No one knows the job, tasks, and goals
better than the team. To get real change, you need their knowledge, skills,
and abilities. When they pull together as a team, they will not be afraid to
show what they can do. Personal motives will be pushed to the side to allow
the team motive to succeed.
Developing Teams
• Secondly, get the problem solved. Demand urgency against a clear target.
There is no need to allocate large amounts of resource or time to this,
simply raise the problem and make a fuss.
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emerge. The best teams define their performance expectations, but are flexible enough to
allow changes to shape their own purpose, goals, and approach.
Grow Together
Teams must spend a lot of time together, especially in the beginning. Yet, potential teams
often fail to do so. The time spent together must be both scheduled and unscheduled. Creative
insights as well as personal bonding require impromptu and casual interactions.
• Use informal processes, such as the way you communicate, showing respect,
and appreciating and celebrating their achievements.
• Your feelings must show commitment, loyalty, pride, and trust in your team.
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• Create subcommittees for key areas and give them decision-making
authority.
• Be clear about when you're expressing your own personal opinion, that of
the organization, or that of the whole team.
Elements of a Team
As a leader, there are a number of elements that need to be introduced into the team. Teams
learn and demonstrate behaviors that are not exhibited by groups. These characteristics
represent the essential elements of an effective team. A team does not normally form by itself.
There's almost always someone who was the catalyst for bringing the people together. This
someone must be you. It is okay for you to be the focal point at the beginning, but at some
point, the ownership of the group needs to shift to the team as a whole.
Team elements
• Common team goal - Although your team might have a number of goals,
one of them must stand out. For example, "To produce 10% more widgets
than last year without hiring additional personnel." A supporting goal might
be, "To provide 40 hours of yearly training for each member." Everyone
will know, agree upon, and committed to accomplishing the team goal.
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• Diversity - This must be valued as an asset. It is a vital ingredient that
provides the synergistic effect of a team.
• Creativity and risk taking - If no one individual fails, then risk taking
becomes a lot easier.
Teamwork
My supervisxr txld me that teamwxrk depends xn the perfxrmance xf every single
member xn the team. I had trxuble understanding it until my supervisxr shxwed
me hxw the xffice typewriter perfxrms when just xne key is xut xf xrder. All the
xther keys xn xur typewriter wxrk just fine except xne, but that xne destrxys the
effectiveness xf the typewriter. Nxw I knxw that even thxugh I am xnly xne
persxn, I am needed if the team is tx wxrk as a successful team shxuld.
2. Not only must the "what" be solved, but also the "why." The team should
identify what's in it for the organization and the team to achieve this
objective. This is best done by asking, "What is the benefit?" Also, help
them to create a specific target that builds enthusiasm. Make achieving the
objective sound appealing.
3. Define the obstacles that will prevent the team from achieving what it wants.
Focus on internal obstacles, not on the external environment, such as
competitors and laws. It will be too easy to say, "We can't do anything
about it." Internal factors are within their reach.
4. The team now plans its actions. Lay out four or five concrete steps, and
write them down. Not "we'll try" actions, as "We'll try to serve customers
better." You want actions that can be tracked and monitored. You cannot
measure a "try" action. You want observable behaviors like "Greet all
customers with a smile and a good morning or good afternoon," or
"Customers will be served within 1 minute upon their arrival."
5. Challenge the obstacles that were defined in step three. The team needs to
formulate actions to change or eliminate any impediments that may be
roadblocks in implementing its objectives.
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action - teams get it done! Get commitment from individual team members
to take action on specific items.
Team-player Styles
As a leader, you want a wide variety of team members - Contributors, Collaborators,
Communicators, and Challengers. Although we all have the four types within us, one or two
of them will be more dominant than the others will. Having a team that displays all four types
will provide you with a better-rounded team:
• Contributors are task oriented members who enjoy providing the team
with good technical information and data. They push the team to set high
standards. Although they are dependable, they sometimes become too
bogged down in the details and miss the big picture. They are responsible,
authoritative, reliable, proficient, and organized.
• Collaborators are goal directed members who see the vision, mission, and
goal of the team. They are flexible and open to new ideas, willing to pitch in
and work outside their defined role, and to share the limelight with other
team members. They are big picture persons who sometimes fail to give
enough attention to the basic team tasks or to consider individual needs.
They are forward looking, goal directed, accommodating, flexible, and
imaginative.
• Challengers are adventurers who question the goals, methods, and ethics of
the team. They are willing to disagree with the leader and higher authorities,
and encourage the team to take well-conceived risks. Most people
appreciate the value of their candor and openness, but sometimes they may
not know when to back off on an issue or become self-righteous and try to
push the team too far. They are honest, outspoken, principled, and ethical.
Although your first instinct might tell you to select people like yourself or to exclude one or
more of these four groups, this is not what you want. For example, having a group with no
challengers would be just that, a group, not a team. You would be surrounded with a group of
"yes people", who never question anything, they just blindly go where told. On the other hand,
a group composed of all challengers would never get anything accomplished. It takes all
styles to truly function as a team.
Another group of team players has been identified by Mary Ellen Brantley (2001); she
identified five types of critical team players:
• Icebreakers - They break through barriers and create opportunities for the
company,
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• Gurus - Resident experts on a particular technology, process, or concept.
• Sherpas – Technical functional “worker bees.” Once they learn new skills,
they tend work their way up (become feeders for the other positions).
Team Leadership
As long as we stay in our comfort zone, change or learning becomes difficult, as we have
nothing pushing (motivating) us. If we go to far out of our comfort zone we enter the fear
zone where no learning takes place because of the extreme discomfort of it. When we
enter the learning zone, we become slightly uncomfortable as we are slightly out of place.
We therefore change (learn) to fit in.
4
Hay is dried grass, sometimes with a little alfalfa thrown in, used as feed for horses and cattle. Straw,
on the other hand, is the stalks of wheat or other grains left over after harvesting the good parts, and is
used primarily for livestock bedding. Since straw is a by-product of the real business of a farm, "straw
boss" is not the "big boss" of any job, but rather an assistant or subordinate boss, usually on the level of
the foreman of a work crew. It is now a metaphor for any low-level supervisor. And since straw bosses
rarely wield any real power aside from the ability to make those under them miserable, "straw boss"
today is often a synonym for a petty and vindictive superior. However, Brantley uses the term in a
positive manner, that is, straw bosses are good project drivers.
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Manage relationships with outsiders.
Team leaders are expected, by the people outside as well as inside the team, to manage
much of the team's contacts and relationships with the rest of the organization. You must
communicate effectively the team's purpose, goals, and approach to anyone who might
help or hinder it. You must also have the courage to intercede on the team's behalf when
obstacles that might cripple or demoralize the team are placed in its way.
Create a vision.
The vision is the most important aspect of making a team successful. Teams perish when
they don't clearly see the vision - why they are doing what they do and where they are
going. You must motivate the team toward the fulfillment of the goals. Workers want to
be successful and they know the only way to do that is by following and achieving great
goals.
You are comfortable in sharing leadership and decision making with your
employees.
The environment is highly variable or changing quickly and you need the best
thinking and input from all your employees.
Members of you team are (or can become) compatible with each other and
can create a collaborative rather than a competitive environment.
Formal communication channels are not sufficient for the timely exchange of
information and decisions.
• Leaders select too many members in their own image. As a result, teams
become unbalanced with too many people overlapping in the same areas,
while there are skill gaps in other areas.
• Individuals in unbalanced teams feel their talents and abilities are not being
used.
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• Leaders feel they do not know how to motivate people. This is because they
do not know them and their individual needs.
• Team members feel that the team does not work smoothly. They believe
individual work preferences conflict rather than complement each other.
• Complaints.
• Ineffective meetings.
• Lack of initiative.
• Poor communication.
• Lack of trust.
Sometimes it helps to bring the team in on the team building process. First, have a diagnostic
meeting. This meeting should be off-site so that there are no interruptions and to show them
you are truly committed to building a team. This part of the process is not to fix any problems
but to bring forth what is good and bad with the team in order to formulate future plans. You
need to find out what is working or not working and where they are with their working
relationships with each other, other teams, and you. If the team is large, it might help to break
them down into smaller discussion groups in order to have more lively discussions or to pair
them up and them report back to the team. Consider the first part of the diagnostic meeting as
a brainstorming session. Do not throw out any problems or ideas that you feel is irrelevant.
After all the data has been made public, have the team determine what is correct and relevant.
Next, categorize the issues, such as planning, scheduling, resources, policies, tasks or
activities the group must perform, interpersonal conflict, etc. Once all the information has
been categorized, develop action plans to solve the problems.
And finally and most importantly, follow up on the plans to ensure they are being
accomplished.
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5 - Foster Conflict
Resolutions (win-win)
Leadership in today's world requires far more than a large
stock of gunboats and a hard fist at the conference table.
- Hubert H. Humphrey
The Sioux Indian Tribal Prayer reads, "Great Spirit, help us never to judge
another until we have walked for two weeks in his moccasins."
Although the art of diplomacy covers several books, the above statement will serve most
leaders in solving day-to-day conflict resolutions, that is, by placing yourself in other people’s
shoes before making a judgement, you will naturally solve conflicts. Since this chapter is
mainly on keeping the peace within your team, three other subjects are introduced –
motivation, counseling, and performance appraisals. Finally, the last section is on violence in
the workplace.
Performance
There are four major causes of performance problems:
1. Knowledge or Skills - The employee does not know how to perform the
process correctly - lack of skills, knowledge, or abilities.
The Performance Analysis Quadrant, shown below, is a tool to help in the identification. By
asking two questions, "Does the employee have adequate job knowledge?" and "does the
employee have the proper attitude (desire) to perform the job?" and assigning a numerical
rating between 1 and 10 for each answer, will place the employee in 1 of 4 the performance
quadrants:
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1 2 3 4 5 6 7 8 9
A B
Motivation Environment
Does the employee
have adequate job
knowledge?
C D
Selection Training
1 2 3 4 5 6 7 8 9
Does the employee have
the proper attitude (desire)
to perform the job?
Performance Analysis Quadrant
Also, note that the fix does not have to be the same as the cause. For example, you can often
fix a process problem with training or perhaps fix a motivation problem with altitude or
(affective domain) training.
Motivation
A person's motivation is a combination of desire and energy directed at achieving a goal.
Influencing someone's motivation means getting him or her to want to do what you know
must be done. A person's motivation depends upon two things:
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1. The strength of certain needs. For example, you are hungry, but you must
have a task completed by a nearing deadline. If you are starving you will eat.
If you are slightly hungry, you will finish the task at hand.
2. The perception that taking a certain action will help satisfy those needs.
For example, you have two burning needs - The desire to complete the task
and the desire to go to lunch. Your perception of how you view those two
needs will determine which one takes priority. If you believe that you could
be fired for not completing the task, you will probably put off lunch and
complete the task. If you believe that you will not get into trouble or
perhaps finish the task in time, then you will more than likely go to lunch.
Motivating People
People can be motivated by beliefs, values, interests, fear, worthy causes, and other such
forces. Some of these forces are internal, such as needs, interests, and beliefs. Others are
external, such as danger, the environment, or pressure from a loved one. There is no simple
formula for motivation -- you must keep an open viewpoint on human nature. There is a
complex array of forces steering the direction of each person and these forces cannot always
be seen or studied. Also, if the same forces are steering two different people, each person will
act differently. Knowing that different people react to different needs will guide your
decisions and actions in certain situations.
Often the employee knows how to perform the desired behavior correctly, the process is good,
and all resources are available, but for one reason or another, does not do so. It then becomes
a motivational issue. Motivation is the combination of a person's desire and energy directed at
achieving a goal. It is the cause of action. Motivation can be intrinsic - satisfaction, feelings of
achievement; or extrinsic - rewards, punishment, or goal obtainment. Not all people are
motivated by the same thing, and over time their motivation changes.
Although many jobs have problems that are inherent to the position, it is the problems that are
inherent to the person that cause us to loose focus from our main task of getting results. These
motivational problems could arrive from family pressures, personality conflicts, a lack of
understanding how the behavior affects other people or process, etc.
When something breaks the psychological contract between the employee and the
organization, the leader must find out what the exact problem is by looking beyond the
symptoms, find a solution, focus on the problem, and implement a plan of action. One of the
worst situations that a leader can get into is to get all the facts wrong.
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Start by collecting and documenting what the employee is not doing or should be doing -
tasks, special projects, reports, etc. Try to observe the employee performing the task. Also, do
not make it a witch-hunt, but rather observe and record what the employee is not doing to
standards. Check past performance appraisals, previous managers, or other leaders the
employee might have worked with. Try to find out if it a pattern or something new.
Once you know the problem, then work with the employee to solve it. Most employees want
to do a good job. It is in your best interest to work with the employee as long as the business
needs are met and it is within the bonds of the organization to do so.
Causes of problems
Expectations or requirements have not been adequately communicated.
This motivational issue is not the fault of the employee. By providing feedback and
ensuring the feedback is consistent, you provide the means for employees to motivate
themselves to the desired level or performance. For example, inconsistent feedback
would be for management to say it wants good safety practices, then frowns on workers
who slow down by complying with regulations. Or expressing that careful workmanship
is needed, but reinforces volume of production.
Also, ensure that there is not a difference in priorities. Employees with several tasks and
projects on their plates must be clearly communicated as to what comes first when
pressed for time. With the ever-increasing notion to do more with less, we must
understand that not everything can be done at once. Employees often choose the task that
they enjoy the most, rather than the task they dislike the most. And all too often, that
disliked task is what needs to be performed first.
Lack of motivation.
A lack of motivation could be caused by a number of problems, to include personal,
family, financial, etc. Assist the employee in recognizing and understanding the negative
consequences of his or her behavior.
Shift in focus
Today, its a lucky employee (or unlucky if that employee thrives on change) that does not
have her job restructured. Changing forces in the market forces changes in organizations.
When this happens, ensure that every employee knows:
• How has the job changed and what are the new responsibilities?
• Why the job was restructured - is it part of a longer overhaul?
• How will their performance be evaluated and by whom?
• Do they need to learn new skills?
• Can the old responsibilities be delegated?
• How will their career benefit from this transition?
• What new skills or training do they need to perform successfully?
• Will this make them more marketable in the future?
• By keeping them informed, you help to eliminate some of the fear and keep
them focused on what must be performed.
Motivational Guidelines
As a leader, you have the power to influence motivation. The following guidelines (U.S.
Army, 1973) form the basic view of motivation. They will help guide you in your decision
making process:
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Allow the needs of your team to coincide with the needs of your organization.
Nearly all people are influenced by the need for job security, promotion, raises, and
approval of their peers, and leaders. They are also influenced by internal forces such as
values, morals, and ethics. Likewise, the organization needs good people in a wide
variety of jobs. Ensure that your team is trained, encouraged, and provided the
opportunity to advance. Ensure that the way you conduct business has the same values,
morale, and ethic principles that you seek in your people. If you conduct business in a
dishonest manner, your team will be dishonest to you, for that will be the kind of people
that your organization attracts.
Reward good behavior.
Although a certificate, letter, or a thank you may seem small, they can be powerful
motivators. The reward should be specific and prompt. Do not say, "for doing a good
job." Cite the specific action that made you believed it was a good job. In addition, help
people who are good. We all make mistakes or need help to achieve a particular goal.
Set the example.
You must be the role model that you want your team to grow into.
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Make their jobs challenging, exciting, and meaningful.
Make them feel that they are individuals in a great team...not cogs in a lifeless machine.
People need meaningful work, even if it is tiring and unpleasant; they need to know that
it is important and necessary for the survival of the organization.
Counsel people who behave in a way that are counter to the company's goals.
All the previous guidelines took the positive approach. But, sometimes this does not
always work. You must let people know when they are not performing to acceptable
standards. By the same token, you must protect them when needed. For example, if
someone in your department is always late arriving for work and it is causing disruptions,
then you must take action. On the other hand, if you have an extremely good department
and once in a while, they are a few minutes late, then do the right thing...protect them
from the bureaucracy!
Counseling
Counseling has a powerful, long-term impact on people and the effectiveness of the
organization. Counseling is talking with a person in a way that helps that person solve a
problem or helps to create conditions that will cause the person to improve his behavior. It
involves thinking, implementing, knowing human nature, timing, sincerity, compassion, and
kindness.
Counseling involves much more that simply telling someone what to do about a problem.
The reason for counseling is to help employees develop in order to achieve organizational or
individual goals. At times, the counseling is directed by policy, and at other times, leaders
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should choose to counsel to develop employees. Regardless of the nature of the counseling,
leaders should demonstrate the qualities of an effective counselor (respect, self-awareness,
credibility, and empathy) and employ the skills of communication.
While the reason for counseling is to develop subordinates, leaders often categorize
counseling based upon the topic of the session. Major categories include performance
counseling, problem counseling, and individual growth counseling. While these categories
help leaders to organize and focus counseling sessions, they must not be viewed as separate
and distinct types of counseling. For example a counseling session which focuses on resolving
a problem may also have a great impact on improving job performance, and a counseling
session focused on performance may also include a discussion of opportunities for growth.
Regardless of the topic of the counseling session, you should follow the same basic format to
prepare for and conduct counseling.
Counseling Steps
1. Identify the problem. Ensure you really know the problem - the Japanese
use a practice called the Five Why's - they ask "why" five times when
confronted with a problem. By the time the fifth why is answered, they
believe they have found the ultimate cause of the problem.
2. Analyze the forces influencing the behavior. Determine which of the forces
you have control over and which of the forces the worker has control over.
Determine if the force has to be modified, eliminated, or enforced.
3. Plan, coordinate, and organize the session. Determine the best time to
conduct the session so that you will not be interrupted or forced to end too
early.
4. Conduct the session using sincerity, compassion, and kindness. This does
not mean you cannot be firm or in control. Your reputation is on the
line...the problem must be solved so that you department can continue with
its mission. Likewise, you must hear the person out.
5. During the session, determine what the worker believes causes the
counterproductive behavior and what will be required to change it. Also,
determine if your initial analysis is correct.
6. Try to maintain a sense of timing of when to use directive and when to use
nondirective counseling (see below).
7. Using all the facts, make (or have the person being counseled make) a
decision and/or a plan of action to correct the problem. If more counseling
is needed, make a firm time and date for the next session.
8. After the session and throughout the follow-up period, evaluate the worker's
progress to ensure the problem has been solved.
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that you were up late last night. What are you going to do to ensure that this does not effect
your performance again?" is a form of nondirective counseling.
• Let the person know that the leader cares about him as a person, but expects
more from him.
• Do not punish employees who are unable to perform a task. Punish those
who are able to perform the task but are unwilling or unmotivated to
succeed.
• Ensure that the employee understands exactly what behavior led to the
punishment.
Performance Appraisals
The performance appraisal is one of the most powerful motivational tools available to a leader.
It has three main objectives:
• Provide feedback by measuring performance fairly and objectively against
job requirements. This allows effective workers to be rewarded for their
efforts and ineffective workers to be put on the line for poor performance.
• To develop career goals so that the worker may keep pace with the
requirements of a fast paced organization. Increasingly, every job in an
organization becomes more demanding with new requirements. Just
because a worker is performing effectively in her job now, does not mean
she will be able to perform effectively in the future. She must be allowed to
grow with the job and the organization.
A worker should not walk blindly into a performance appraisal. Past counseling sessions,
feedback, and one-on-ones should give the employee a clear understanding of what to expect
from the appraisal. If you blind-side her, you have not done your job as a leader. Helping your
team to grow is not a once or twice yearly duty, but a daily duty.
The appraisal should be a joint effort. No one knows the job better than the person performing
it does. By turning the appraisal into a real discussion, the leader could learn some insightful
information that could help boost performance in the future. Before the meeting, have the
worker complete a self-appraisal. Although you might think the workers would take
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advantage of this by giving themselves unearned high marks, studies have shown that most
workers are harder on themselves than the leader would have been.
A Better Method?
A number of people have called for the replacement of performance appraisals. However, the
trouble with performance appraisals can generally be traced to two problems:
• The System – The organization has written a long and/or complicated
process for performing performance appraisals.
So, organizations scrap their performance appraisals for a different method only to find out
eventually that it does not work either. If an organization cannot perform one process, what
makes them think that they can performer another?
Performance appraisals should be short, sweet, and to the point (KISS – Keep It Simple
Stupid!). When a person walks into a performance appraisal, he or she should already have a
pretty good ideal of the appraisal that he or she is about to receive – it should be NO surprise.
A leader needs to inform team members on their strengths and weaknesses in a timely manner,
that is, as they arise, not by waiting months-on-end to let them know how they performed.
If the employee has been troublesome, there should have been prior counseling sessions, and
if the employee has been doing a good job, then there should have been prior rewards. The
performance appraisal should be a short process that documents the behavior by targeting two
or three behaviors to improve upon and complimenting a couple of other behaviors. The goal
is to give the employee a simple, but honest appraisal of his or her competency level, which in
turn, provides two major benefits:
• Professional development - How the employee can improve so she or he
can continue to support and grow with the organization.
Workplace Violence
Our "feel good" society often seems as if it is telling us to dispense praise freely, instead of
having it earned. This might be causing more problems than it is fixing by building fragile
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shells around people that are easily broken (Baumeister, April 2001). Dr. Spock, the sixties
love era, and the political correctness movement of the 70s and 80s have made it almost a sin
to speak and act negatively, so much in fact, that we might be raising the level of narcissism
in a lot of individuals with our "positive, feel good" approach. Researchers have lately been
discovering that it is this narcissism that often leads to violent behaviors. A lot of systems
base their treatments on the theory that low self-esteem brings about violent behavior, hence
the need to "stroke" everyone. However, people with low self-esteem generally tend to stay
out of the spotlight, acting violent puts them into the spotlight -- the very place they do not
want to be. So, a lot of this violence is actually caused by people who suffer from narcissism.
People with narcissism usually have high self-esteem. And since their self-esteem is built
upon falsehood, it is easily broken. And when their self-esteem is broken, they strike back
with the only tool they have -- violence.
Note that high self-esteem does not lead to violent behavior, but it is extremely rare for an
individual to have low self-esteem and narcissism (they oppose each other). People with high
self-esteem, but no narcissism, are not going to have their bubble burst so easily since their
"ego" is built upon reality. If they have part of their "ego" shot down; their esteem is built
upon a number of solid realities, so they are not going to be prone to defend themselves with
violence.
The recent rise in school shootings might be a different problem, as most of the acts seem to
have been done by boys who have been bullied. Bullies normally have higher levels of
narcissism, hence higher self-esteem, while their victims normally have lower levels of self-
esteem. The exception is the school shooting in Colorado, where the two boys involved
seemed to of have higher levels of narcissism.
Before counseling, reflect upon what type of person you are counseling – does the person
have a lot of strengths, which means he or she can handle some constructive criticism? Or is
the person a braggart, who has no real basis for his or her so-called accomplishments? If you
are uncertain about his or her stability, then it would be wise to seek the assistance of
someone who has dealt in crisis management.
Secondly, during counseling, always focus on the problem, not the person (Performance
Feedback Verses Criticism). When you are constructively trying to solve a problem, you are
much less likely to bruise someone’s ego.
When dealing with human performance, feedback refers to observable behaviors and effects
that are objective and specific. This feedback needs to be emotionally neutral information that
describes a perceived outcome in relation to an intended target. For example, "During the last
two meetings, you announced the tasks and how to perform them, rather than asking for input.
That does not give people the opportunity to take ownership of their work." People who
receive feedback in this manner can use the data to compare the end results with their
intentions. Their egos should be aroused, but not bruised.
Compare this to criticism that is emotional and subjective. For example, "You dominate the
meetings and people do not like it!" The recipient has much more difficulty identifying a
changeable behavior other than to try to be less dominant. Also, the angry tone of the
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criticism triggers the ego's defensive layer and causes it to be confrontational or to take flight
(fight or flee), thus strengthening the resistance to change...which is exactly the opposite of
what needs to be done.
Delivering effective performance feedback takes time, effort, and skill; thus, criticism tends to
be a popular choice for providing feedback. Since we receive far more criticism than feedback,
our egos have become accustomed to fighting it off. We have all seen people receive vital
information, yet shrug it off through argument or denial, and then continue on the same
blundering course.
Giving feedback, instead of criticism, can best be accomplished by following two main
avenues:
Final Thoughts
Ralph Doherty (1998) wrote an interesting article about commitment and compliance. In
compliance environments, employees are told what to do. Although you may turn them loose
to perform their jobs, the goals and objectives come from upper-management.
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• Giving workers direct access to top management. This keeps top-
management in tune with the wants and needs of front-line employees.
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6 - Assess Situations
Quickly and Accurately
If it’s a good idea, go ahead and do it. It is much easier to
apologize than it is to get permission. – Admiral Grace
Hopper
Planning
Harvey Mackay once said, “A goal is just a dream with a deadline.” And that goal will remain
a dream unless you create and execute a plan of action to accomplish it. Every goal that gets
accomplished has a plan behind of it. Good plans start with a brainstorming session of all the
people involved with the project. This allows everyone to be part of the solution and gathers
the best ideas.
Once a solution is selected, two key questions (U.S. Army, 1973) must be asked:
1. What are all the ingredients necessary for its successful execution?
2. What are all the possible forces or events that could hinder or destroy it?
As much as possible, get all the answers to these questions. Listen carefully to the judgment
of your followers. Then plan the positive forces and events, and take action to prevent any
obstructions that might hinder the project in any way.
A detailed plan must include who, what, when, where, how, and why. Who will do what?
Who does it involve? What are we going to do? When does it start? When does it end? Where
will it take place? How will it take place? Why must we do it…what will happen if we do not
do it?
Also, it must be organized. Organizing is the process of creating and maintaining the
conditions for effectively executing plans. It involves systematically defining and arranging
each task with respect to the achievement of the objective. It includes three major steps:
• Determining all tasks.
• Allocating resources.
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Determining All Tasks
In this phase you and your team brainstorm to determine all the tasks and conditions
necessary to carry out the plan. All essential information must be brought out. It is also
important to consider timing – when each task must be started and completed. A helpful
approach is to use “backward planning.” Look at each goal and decide what must be done to
reach it. In this way, you plan from the moment of the project start point and work your way
back to the present in order to determine what must be done. Backward planning simply
means looking at the big picture first, and then planning all tasks, conditions, and details in a
logical sequence to make the big picture happen. Include all the details of support, time
schedule, equipment, coordination, and required checks. You and your team must think of
every possible situation that will help or hinder the project. Once the process of mentally
building the project has begun, the activities will come easily to mind.
Now, organize all these details into categories, such as needs, supplies, support, equipment,
coordination, major tasks, etc. List all the details under the categories. Create a to-do list for
each category. This list will become the checklist to ensure everything is progressing as
planned.
Allocating Resources
Plan for obtaining all the required resources and allocate them out. Not having the required
resources can stop a project dead in its tracks. For this reason you must closely track and
monitor costly or hard to get resources.
Executing
Now you are ready to execute the project. If your plans are solid, things will go smooth. If
your plans are faulty, then you have a very long and hard project ahead of you! Throughout
the project’s execution, there are three things that you must be involved in: standards,
performance, and adjustments.
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Problem Solving
There are seven basics steps (Butler & Hope, 1996) of problem solving:
1. Identify the problem. You cannot solve something if you do not know
what the problem is. Ensure you have identified the real problem, not an
effect of another problem. One method is the “five why’s.” You ask why
five times. By the time you get to the fifth why, you have found the ultimate
cause of the problem.
2. Gather information. Investigate the problem and uncover any other hidden
effects that the problem may have caused.
3. Develop courses of action. Notice that courses is plural. For every problem,
there are usually several courses of action. Identify as many as you can.
There are always at least two: fix it or don’t fix it. Brainstorming with your
team will generate the most courses of action.
6. Make a plan. Use the planning tool covered in the first part of the section.
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7 - Coaching and Training
Probably my best quality as a coach is that I ask a lot of
challenging questions and let the person come up with the
answer. – Phil Dixon
Although they are often used interchangeably, coaching and training are two different things,.
Training is a structured lesson designed to provide employees with the knowledge and skills
to perform a task. Coaching, on the other hand, is a process designed to help the employees
gain greater competence and to overcome barriers so as to improve job performance.
You might picture it as when you were school. During physical education, the gym teacher
(trainer) taught you how to play basketball. However, after learning how to play, you might
have tried out for the school team. Although you had a basic understanding of the game and
its rules, the coach taught you the finer points of the game.
So, as you can see, training and coaching go hand-in-hand. First you train your team with lots
of technical input and support, and then you coach them with tools, such as motivational
pointers, so they can reach higher levels of performance.
Both training and coaching help to create the conditions that cause someone to learn and
develop. People learn by such means as examples, models, forming a picture in their minds of
what they are trying to learn, gaining and understanding necessary information, applying it to
their job, or through trial and error.
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What I see, I remember.
What I do, I understand.
- Kung Fu Tzu (Confucius)
• Give feedback by pointing and hinting towards solutions; try to stay away
from critiquing errors.
Learning
Motivation
The first condition of learning is that the person must be motivated to learn. You cannot teach
knowledge or skills to someone who is not motivated to learn. The learner must feel the need
to learn what you are teaching. Most employees are motivated to do a good job. They want to
be able to perform their tasks correctly. Their motivation is being able to perform their job to
standards in return for a paycheck, benefits, challenges, job satisfaction, etc.
Explain how the learning will help them on the job, become promotable, etc.
Involvement
The next condition of learning is to involve them in the process.
Keep their attention by actively involving their minds and emotions in the learning process.
Have them participate by actively practicing skills and discussing knowledge. You cannot
keep a learner’s attention with a long lecture. Normally, the learners’ minds will start to
wander if a lecture is more than 30 minutes. If you lecture too long, very little will be
remembered. Instead, give brief lectures (less than 10 minutes), demonstrate, and then have
them practice – Tell, Show, Do.
Provide feedback throughout the practice period until they can do it on their own. If it is a
large complicated task, then break it down into short learning steps.
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Steps to Training and Coaching:
• Demonstrate
• Providing feedback
• Provide Support
Hersey and Blanchard (1977) and developed a Situational Leadership model that aids the
leader in providing the correct level of supervision and motivation. They first developed one
together, and later, Blanchard took off on his own with a slightly modified version. Both
models are correct, they just view the process from different perspectives.
But anyway, a good leader provides the correct amount of training, coaching, and motivation
depending upon the learning level of her students. The process follows a pattern similar to this:
• Arousal – The task performer’s skill and knowledge level also determines
the amount of arousal or emotional support. This “cheerleading” raises or
lowers the task holder’s arousal level (the inner-drive within our self-
system). The arousal level determines the amount of motivation that drives
our behavior. A certain level of arousal motivates us toward change
(learning). However, too much or too little will over or under stimulate our
behavior. Also, the more “brain-power” a task requires, then less arousal is
required as “over-simulation” will occur and vice-versa. You want some
mid-level of arousal to provide the right climate to learn. Each situation
calls for a certain amount of arousal. Too little arousal has an inert affect on
the learner. This can be compared to a coach pumping her players up for a
game. There is not a whole lot to learn at this time, so she uses a lot of
motivating techniques. While on the other hand, too much has a hyperactive
affect. For example, an algebra professor does not use the same amount of
motivating techniques as the coach as it would be too distracting to the
learners.
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1. The Avid Beginner – The learners are enthusiastic to learn a new skill and
may be somewhat apprehensive because they are about to enter a change
process. They need clear instructions and lots of feedback because the task
is new, and just a little bit of support to calm the stress of change (learning
something new).
2. The Disillusioned Beginner – Next, the level of technical support from the
coach becomes somewhat lesser so that the learners may experiment with
the learning style that works best. The learners have reached failure a few
times, which means emotional support must increase to keep their
confidence high. This period is difficult for the coach as a lot of technical
support and emotional support has to be provided. Technical support is
needed so that the failures do not become learned (bad habits are hard to
break) and emotional support is required so that the learner does not give up.
The emotional feedback needs to be specific, such as: “You did a excellent
job with the…, now you need to…”; not: “You are doing just fine. Keep
trying.”
3. The Reluctant Learner – At this point, the learners have become capable
in performing their new skill. The amount of guidance drops to just a few
pointers so that they can experiment with the new skill. But, they are still
not confident! The amount of emotional support stays high to help build
confidence.
4. The Expert – Only a small amount of direction and support are required as
the learners are now beginning to take ownership of their new tasks and
responsibilities. They are allowed to perform and encouraged to take on
new responsibilities and new assignments…which causes the learning cycle
to repeat itself…
High
Reluctant Disillusioned
Learner Learner
Support
Avid
Expert Beginner
Low High
Supervision (Instruction)
The Learning Cycle
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Training and Coaching Tips
The visual delivery method has two modes -- linguistic and spatial. Visual linguistic is
learning through written language, such as reading and writing tasks. Visual spatial learning
with charts, demonstrations, videos, and other visual materials. To integrate this style into the
learning environment:
• Use graphs, charts, illustrations, etc.
• Include outlines, agendas, handouts, etc. for reading and taking notes on.
• Post flip charts to show what will come and what has been presented.
Kinesthetic is touching and moving. To integrate this style into the learning environment:
• Do lots of hands-on-training.
55
• Provide highlighters, colored pens and/or pencils.
Our right side is our Henry David Thoreau (the creative side), with characteristics that are:
creative, intuitive, holistic, playful, and visual. It provides these functions:
• Emotion
• Visual-Spatial orientation
• Art and pattern awareness
• Intuition
• Kinesthetic
• Synthesis of information
• Interpersonal
Learning should be orchestrated so that the left and right sides of the brain cooperate. You
must combine the technical step-by-step side of the learning objective with interpersonal and
experimental activities so that both sides of the brain become involved in mastering the
subject matter. Getting both sides of the brain to work on a new skill helps us to learn faster
and retain new skills longer.
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8 - Implement Employee
Involvement Strategies
While Tom Peters wrote about searching for excellence, it is
up to you and your team to obtain excellence!
More and more organizations, both in the public and private sector, are committing to quality
practices and focusing on competing against or collaborating with the very best in their field.
This search for excellence is driven by several factors:
• To win back some of the ground given to fierce competition.
The Japanese have a term for this called "kaizen" which involves everyone, from
the hourly workers to top-management.
CPI means making things better. It is NOT fighting fires. Its goal is NOT to blame people for
problems or failures...it is simply a way of looking at how we can do our work better. When
we take a problem solving approach, we often never get to the root causes because our main
goal is to put out the fire. But when we engage in process improvement, we seek to learn what
causes things to happen and then use this knowledge to:
• Reduce variation.
Employee Involvement
Process improvement is important, as it has often been said that processes account for 80% of
all problems while people account for the remaining 20%. The beauty of a good CPI program
is that it involves everyone within the organization. Even employees that are not members of
57
the various teams become can become involved by identifying and improving inefficient
processes.
The two main teams in a CPI program are the Steering Committee (SC) and the CPI Teams.
Although everyone in the organization is responsible for CPI, the SC follows all ideas from
conception to completion. The SC is normally composed of members throughout the
organization (from hourly employees to leaders), however, at the very least it must contain
members who can approve a project (spending authority). Some organizations might have
several SCs working on different processes, departments, or systems; while smaller
organizations might set up one SC to oversee all CPI projects. Normally, there is one SC that
oversees all CPI projects within a physical area or geographical location. It in turn passes each
process improvement suggestion on to a CPI team that carries that project to completion. The
CPI team is composed of various employees from that facility. They in turn will get input and
help from all the organization’s employees.
CPI Procedure
CPI has been described using a number of models. This manual will use the system approach
or ADDIE (Analysis, Design, Development, Implement, and Evaluate) model. There are five
phases within this model:
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5. Evaluation Phase - Build measurement tools, monitor implementation, and
evaluate measurements to baseline. Please note that this phase is performed
throughout the entire process.
Analysis Phase
Process Definition
This is the discovery phase where problems are uncovered and defined. One of the best ways
to accomplish this is to learn how things work in an organization...and a simple technique for
accomplishing this is Process Definition - building a task and event relationship. Often, new
insights become apparent when you see how tasks relate to a series of events. A process is a
planned series of actions that advances a material or procedure from one stage of completion
to the next. It includes the steps and decisions involved in the way work is accomplished.
Being able to understand and define the process has a couple of advantages:
• You can better understand how individual and group efforts affect other
groups and individuals.
• You can discover barriers that exist between work groups. These barriers
are obstacles that get in the way of cooperation and performance.
The first step of process definition is to identify the boundaries. This is where the process
begins and ends. The beginning of a process starts with a trigger that causes a specific action
to be taken by a person, another process, or work group. The ending occurs when the results
are passed on to another person, process, or work group.
The beginning trigger starts when someone performs an action on an input that they receive
from a supplier (another work group, vendor, or person). The input can be physical, such as
raw material, parts, a person to be interviewed, etc.; or information, such as a computer
printout, request form, etc.
The ending trigger is when the results of the process are passed on to the customer (another
work group, person, or outside customer). The output can be physical, such as a television set,
new hire, etc.; or information, such as a typed letter, grant, etc.
1. The role of customer where they receive a trigger from a supplier (either
external or internal).
2. The role of supplier where they pass the result on to a customer (either
external or internal).
Process Definition lists what happens between the start and end points. It includes all the
activities performed by each department, group, or person that is involved in the process.
Activities are the major "works" that transforms an input into an output. Also, most processes
normally have six or less major activities.
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For example: a sale process might include 1) Introduce Services, 2) Identify
Customer Needs, 3) Suggest Solutions, 4) Articulate Benefits, 5) Negotiate a
Proposal, and 6) Close the Sale.
Many processes do not stay in one department, but span across several departments.
The chart below shows how processes can span across several areas by starting with an
outside vendor and stopping at the next process:
When listing the activities, do not analyze the process -- just describe it. One effective way of
doing this is to first create a matrix on a large board. Title the vertical axis with the major
steps or departments and the horizontal axis with a timeline:
Then list each activity performed by each department, group, or individual on a separate Post-
It Note. Start the statement on each Post-It note with a verb. For example:
• Cuts boards into 12-inch sections.
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Next, assemble the Post-It Notes on the board in the sequence they are performed. Highlight
the inputs and outputs for easy identification.
There are other methods for laying out the models. One way is in a linear fashion by activity
and department:
Department
Appointme Check Enter
nt Desk Purchase Appointment
Order On calendar
against
system
Material Unload Put Record
Handling Trailer product locatio
in racks ns on
RA
Receiving Create Check Enter
Receiving goods information
Authorization against into system
(RA) RA
Another method is by hierarchy. This type of model works best when there are many details
that must be included in the process:
No matter what model you use to show your process, the activities must be the ones that are
OBSERVED! Do NOT list activities that are in written procedures but not performed. In other
words, you want to record how the process is actually being performed, not how it is
supposed to be performed.
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Analysis
Once you have laid out the process, you are then ready to analyze the process for problems or
bottlenecks. A good process model will expose the "truth" of the organization. Although there
might be written procedures, instructions, or rules for conducting a process, your model
should point out what is really being performed! First, look for problems and opportunities
that affect customers. These affect the organization the most. Remember that customers are
both internal and external – whoever gets the product (outcome) once that process is
completed, is the customer. Also, you need to understand the magnitude of the problem. This
can be done by asking, "How bad is it?"
The analysis should also include unearthing the Performance Metrics of the process. These
include:
• Headcount
• Cost
• Quality (to include rework)
• Service levels
• Time
• Employee Suggestions.
Root Causes
Ensure that you get to the root cause of the problem. If you do not eliminate the root cause,
then the problem will resurface elsewhere. The Japanese have a procedure called the five whys.
They ask "why" five times when confronted with a problem. By the time the fifth why is
answered, they believe they have found the ultimate cause of the problem.
A bad example: Supplies do not get here on time. We need to do things faster.
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A bad example: Our products cost more than the competitors. We need to lower
prices.
Design Phase
Once you have identified the problem, you can then design a plan or counter-measure to get
rid of the problem and keep it from reoccurring. During this phase, two products will be
developed - the Process Performance Objectives and a measurement tool with baselines.
Examples
"Reduce (direction) hours (measurement) packaging software (process) by
changing the location of the shrink wrap tunnel (solution). The target is 1.5
hours.
Measurements
In order to evaluate the CPI project, measurements are taken before, during, and after
implementation of a solution. Measurements are taken before implementation for two main
reasons. The first is to confirm that a problem really exists. In many instances, this may not be
necessary, as you will already have the data to confirm the initial analysis. The second reason
is to collect a baseline measurement. The baseline measurement allows you to evaluate the
solution by having a reference to measure against. When the solution is implemented, the
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measurement is conducted again. The difference (if any) tells you the degree of success or
failure of the project. Some of the things that can be measured are:
• Customer satisfaction
• Product or service quality
• Percent of late deliveries
• Number of errors
• Number of minutes per order
• Cost per order
• Quantity produced
• Cycle time vs. best in class (Benchmarking)
• Percent of time devoted to rework
• Number of people or resources involved in a process
Development Phase
The development phase builds on the Process Performance Objectives and measurement tool
constructed in the design phase. The product of this phase is a detailed plan of action that lists
the step-by-step procedures for implementing the change. The plan also includes who is
responsible for the various activities and a time schedule.
If there are several projects, then the SC normally passes the project on to a CPI team at this
point to carry it through to completion.
Implementation Phase
This is where you put your plan into action. This phase involves change and whenever you
have change, you can have resistance. Please read the chapter on change for smoothing the
implementation of the new process.
One method for getting the process owners involved in CPI and ensuring all the steps to a
process have been identified is to have them list their tasks in the process. Although the
following is actually part of the analysis phase, it will make the implementation go much
smoother by getting the stakeholders involved:
1. You will need Post-It-Notes and large pieces of paper taped to the walls of
the meeting room. Each person involved in the process is issued a pad of
Post-It-Notes and a broad tipped pen. The coach provides an overview of
the process and then asks the process team to identify the tasks that each
team performs in order to accomplish the process. Each person silently lists
every task he or she can think of on a separate note. Allow 20 to 25 minutes
for this activity. Once everyone has completed their notes, each person in
turn goes to the board and sticks their notes on the board, taking a moment
to read the other notes. The CPI team remains silent during this part of the
activity, but should create additional notes when someone else's note sparks
a new thought about an additional task is performed.
2. In this step, each person approaches the board and moves the notes around
into groups that have a similar theme and in the order they are performed.
Team members can work together on this, asking questions about the
meaning of specific notes, and suggesting themes for grouping tasks.
Duplicates should be placed on top of one another. It is also a good idea to
create a boxed-off area for any notes that suggest activities that may be out
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of the scope of process. This "Holding Area or Parking Lot" can be revisited
from time-to-time as the process model continues to build.
3. Next, the team is asked to create a name for each theme. This involves
looking at the grouped tasks and trying to come up with a word or phrase to
describe each theme. Then the team is asked to determine if the natural
order of the themes is correct. Some themes will have to be performed
before others can occur. Some can, or will have to be performed
simultaneously.
4. The coach then asks for a volunteer to grab a marker pen and write on a flip
chart. With the volunteer leading, the team creates a refined list of tasks by
theme. It is usually a good idea to ask the team to determine which activities
are essential and which are nice to have. Next, the team estimates the time
needed to perform each essential task. Individuals are asked to volunteer to
work on one or more tasks or themes until all the items have been
completed.
After the activity, compare the process holder’s model with your model. Any discrepancies
must researched and resolved.
Evaluation Phase
Note that the evaluation, while traditionally discussed last, is actually performed throughout
the entire CPI process. For example, when making a sandwich, you check each ingredient to
ensure it is fresh and wholesome. You do not knowingly put bad meat or rotten lettuce in it
and then hope it turns out OK. Evaluating CPI is the same. You should not spend a lot of time
building a solution, and then waiting until the very end to see if it works. At least one person
on the steering committee should be appointed to monitor the progress and process of all CPI
projects.
You evaluate in the analysis phase by determining if there really is a problem. In the design
phase, a target is developed to determine what the improvement will actually be. The
development phase has no built in evaluations but you could perform rapid-prototyping --
implement-evaluate-implement-evaluate-etc. Sometimes it is easier to implement a lot of
small steps over a period of time, rather than making one huge change all at once.
You cannot know if the project succeeded unless you measure it. Evaluations are used to
measure the success or failure of a change. Some plans do fail and they should be thought of
as learning experiences, not "let’s find a scapegoat."
One method of measuring is to get a baseline measurements in the analysis phases and then
monitor the progress of the project. A Pareto chart will help you with your measurement.
65
Pareto Chart
The Pareto Chart is based on Vilfredo Pareto, an Italian economist, who wrote that a small
percentage of a group accounts for the largest fraction of a value or impact. That is, 80% of
the effects come from 20% of the possible causes. The goal is to go after that 80% first, by
solving a few problems. The Pareto Chart converts data into visual information.
For example, you are analyzing the errors in a clothing manufacturing plant by counting the
number of rejects over a one-week period. You know that most of the errors are:
• wrong material used
• stretched bands
• weak threads
• cracked buttons
• broken zippers.
At first, you might believe that the vendors are responsible for most of the errors by sending
bad material, since four of the error codes belonged to the vendors and only one belonged to
the operators. However, if we graph it in a Pareto chart, it might 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
The chart shows that about 55% of the rejected pants are made from the wrong material
(operator error). The other 40% is bad material (vendor error). By training the operators to use
the correct material and inspecting only the two highest vendor error materials - the bands and
thread, before they go into the production area, you can lower the error rate by 89%.
Some of the things you can measure with a Pareto Chart are:
• Numbers or dollars
• Time
• Severity
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• Item counts
• Opinions or perceptions
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II - Core Competencies
Leadership consists not in degrees of technique but in traits of
character; it requires moral rather than athletic or intellectual
effort, and it imposes on both leader and follower alike the
burdens of self-restraint. - Lewis H. Lapham
• Teamwork - Provides a feeling of trust and helps to build morale when the
going gets tough.
• Interpersonal Skills - Treats others with respect, trust, and dignity. Works
well with others by being considerate of the needs and feelings of each
individual. Promotes a productive culture by valuing individuals and their
contributions.
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9 - Teamwork
To lead people, walk beside them ...
As for the best leaders, the people do not notice their existence.
The next best, the people honor and praise.
The next, the people fear;
and the next, the people hate ...
When the best leader's work is done, the people say,
"We did it ourselves!"
- Lao-tsu
Many organizations have working groups that call themselves teams. But their work is
produced by a combination of individual contributions. Teams produce work that is based on
collective efforts.
A team is small number of people with complementary skills who are committed
to a common purpose, performance goals, and common approach for which they
hold themselves mutually accountable (Katzenbach and Smith, 1986).
• Common Purpose is the driving force of teams. The team must develop its
own purpose. This purpose must be meaningful and must have ownership
by everyone, as individuals and as a group. A team constantly revisits its
purpose (agenda), making it more relevant as the team develops. Hidden
5
When we fail to engage in deep inquiry and in self-disclosure, we tend to agree with others, no matter
if it is the best way to do so or not -- each individual's style becomes similar to other team members.
When our interests are too similar, radical discourse fails to take place.
Real teams should not be afraid to disagree, but once a decision has been made, they all need to be on
the same bandwagon. They ensure their ideals and opinions are heard, but once it is time to go forward,
they concentrate on getting there, not going back.
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agendas may prevent the group from turning into a team. This is because
their emotions and motives are hidden under the discussion table.
• Performance Goals are the acting, moving, and energizing force of the team.
Specific performance goals are established, tracked, met and evaluated in an
ongoing process.
• Common approach is the way members agree how they will work together.
Many teams have developed their own charter or a set of rules that outline
the expected behaviors of members. Members often assume roles, including
the Questioner, the Historian, the Time-Keeper, the Facilitator, to keep the
team process moving and on course.
Forming
In the Forming stage, team members are introduced. They state why they were chosen or
volunteered for the team and what they hope to accomplish within the team. Members
cautiously explore the boundaries of acceptable group behavior. This is a stage of transition
from individual to member status, and of testing the leader's guidance both formally and
informally. Because there is so much going on to distract members' attention in the beginning,
the team accomplishes little, if anything, that concerns its project goals. This is perfectly
normal. Forming includes these feelings and behaviors:
• Excitement, anticipation, and optimism.
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• Suspicion and anxiety about the job.
• Abstract discussions of the concepts and issues, and for some members,
impatience with these discussions. There will be difficulty in identifying
some of the relevant problems.
Storming
During the team's transition from the "As-Is" to the "To-Be," is called the Storming phase. All
members have their own ideas as to how the process should look, and personal agendas are
rampant. Storming is probably the most difficult stage for the team. They begin to realize the
tasks that are ahead are different and more difficult than they imagined. Impatient about the
lack of progress, members argue about just what actions the team should take. They try to rely
solely on their personal and professional experience, and resist collaborating with most of the
other team members. These pressures mean that team members have little energy to spend on
progressing towards the team's goal. But they are beginning to understand one another. This
phase sometimes takes 3 or 4 meetings before arriving at the Norming phase. Storming
includes these feelings and behaviors:
• Resisting the tasks.
• Sharp fluctuations in attitude about the team and the project's chance of
success.
• Arguing among members even when they agree on the real issues.
• Questioning the wisdom of those who selected this project and appointed
the other members of the team.
Norming
The Norming phase is when the team reaches a consensus on the "To-Be" process. Everyone
wants to share the newly found focus. Enthusiasm is high, and the team is tempted to go
beyond the original scope of the process. During this stage, members reconcile competing
loyalties and responsibilities. They accept the team, team ground rules, their roles in the team,
and the individuality of fellow members. Emotional conflict is reduced, as previously
competitive relationships become more cooperative. As team members begin to work out their
differences, they now have more time and energy to spend on the project. Norming includes
these feelings and behaviors:
• An ability to express criticism constructively.
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• Acceptance of membership in the team.
Performing
The team has now settled its relationships and expectations. They can begin performing by
diagnosing, solving problems, and choosing and implementing changes. At last, team
members have discovered and accepted each other's strengths and weakness, and learned what
their roles are. The team is now an effective, cohesive unit. You can tell when your team has
reached this stage because you start getting a lot of work done. Performing includes these
feelings and behaviors:
• Members have insights into personal and group processes, and better
understanding of each other's strengths and weakness.
• Constructive self-change.
Adjourning
The team briefs and shares the improved process during this final phase. When the team
finally completes that last briefing, there is always a bittersweet sense of accomplishment
coupled with the reluctance to say good-bye. Many of the relationships that were formed
continue long after the team disbands.
Identity
While teams have an identity, groups do not. It is almost impossible to establish the sense of
cohesion that characterizes a team without this fundamental step. A team has a clear
understanding about what constitutes the team's work and why it is important. They can
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describe a picture of what the team needs to achieve, and the norms and values that will guide
them.
Cohesion
Teams have an esprit that shows a sense of bonding and camaraderie. Esprit is the spirit, soul,
and state of mind of the team. It is the overall consciousness of the team that a person
identifies with and feels a part of. Individuals begin using "we" more than "me."
Facilitate
Groups have a tendency to be bogged down with trivial issues. Ask yourself, "How much
time gets wasted in meetings you attend?" Teams use facilitators to keep the team on the right
path.
Communication
While members of a group are centered upon themselves, the team is committed to open
communication. Team members feel they can state their opinions, thoughts, and feelings
without fear. Listening is considered as important as speaking. Differences of opinion are
valued and methods of managing conflict are understood. Through honest and caring
feedback, members are aware of their strengths and weakness as team members. There is an
atmosphere of trust and acceptance and a sense of community.
Flexibility
Most groups are extremely rigid. Teams, however, maintain a high level of flexibility, and
they perform different task and maintenance functions as needed. The responsibility for team
development and leadership is shared. The strengths of each member are identified and used.
Morale
Team members are enthusiastic about the work of the team and each person feels pride in
being a member of the team. Team spirit is high. To be a successful team, the group must
have a strong ability to produce results and a high degree of satisfaction in working with one
another.
6
Notice that the two dimensions, results and emotions, are closely related to Blake and Mouton's
Managerial Model, which uses People and Tasks as their matrix. That is, we use emotions when dealing
with people and our approach to tasks uses some sort of a result orientation approach. When Blake and
Mouton came out with a tool that used only two dimensions or axis, is struck a cord with its simplicity.
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The result (how we accomplish tasks) and emotions (how we deal with people and
experiences) dimensions can be charted as:
Controlled
Emotions
4
Analyzer 3 Driver
2
5 4 3 2 1 1 2 3 4 5
Emotions
2
Organizer 3 Persuader
4
5
Responsive
There are various degrees along the two dimensions (emotions and tasks). Each experience
that we have will call for varying degrees of emotions and approaches to task results.
In the chart below, the two dimensions are shown under the profile column in Italics:
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There are three main flaws that must be taken into consideration when using a tool of this
nature:
• Everyone uses all four styles, depending upon the situation, however,
normally they have one or two dominant styles. This model can be a useful
tool for understanding different viewpoints.
• The very simplicity that makes a tool like this so popular – using two
dimensions cannot accurately predict the complexity of human nature.
However, it can help us to see the various approaches taken by individuals.
The goal of using such a tool in a team setting is to realize that people look upon things with a
different viewpoint than you. For example, the reason someone will not hurry-up and compete
a task in not because they are slow, it might be because they are viewing it from a process
standpoint and want to ensure that they get it absolutely right (analyzer). Also, it takes all
types to form an effective team. Without drivers a team will get nothing done, without
persuaders a team will fail to get all members involved, without organizers a team will not
work together, without analyzers a team will miss key steps. The four styles form a complete
community, and it takes a community to grow a team.
Team Checklist
Goals
• Clear mission statement _____
• Measurable objectives _____
• Objectives are prioritized _____
• Goals are set in all key task areas _____
Roles
• Individual roles, relationships, and accountabilities are clear _____
• Style of leadership is appropriate for the team tasks _____
• Each individual competent to perform her key tasks _____
• The mix of roles is appropriate to the team tasks _____
Procedures
• Decisions reached are effective _____
• Management information is effectively shared _____
• Key activities are effectively coordinated _____
• Products and services are of a high quality _____
• Conflict is managed effectively within the team _____
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Internal Relationships
• There are no areas of mistrust _____
• Feedback is constructive _____
• Relationships are not competitive and not supportive _____
External Relationships
• Relationships with key external groups are effective _____
• Mechanisms are in place to integrate with each key group _____
• Time and effort is spent on building and monitoring key external relationships _____
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10 - Communicating
No one would talk much in society if they knew how often they
misunderstood others. - Johann Wolfgang Von Goethe
Many of the problems that occur in an organization are the direct result of people failing to
communicate. Faulty communication causes the most problems. It leads to confusion and can
cause a good plan to fail. Communication is the exchange and flow of information and ideas
from one person to another. It involves a sender transmitting an idea to a receiver. Effective
communication occurs only if the receiver understands the exact information or idea that the
sender intended to transmit.
Studying the communication process is important because you coach, coordinate, counsel,
direct, evaluate, and supervise through this process. It is the chain of understanding that
integrates the members of an organization from top to bottom, bottom to top, and side to side.
• Decoding - The receiver then translates the words or symbols into a concept
or information.
When transmitting the message, two processes will be received by the receiver -- content and
context.
Content is the actual words or symbols of the message, which is known as language - spoken
and written words combined into phrases that make grammatical and semantic sense. We all
use and interpret the meanings of words differently, so even simple messages can be
misunderstood. And many words have different meanings to confuse the issue even more.
Context is the way the message is delivered and is known as Paralanguage - tone of voice, the
look in the sender's eye's, body language, hand gestures, state of emotion (anger, fear,
uncertainty, confidence, etc.). Paralanguage causes messages to be misunderstood as we
believe what we see more than what we hear; we trust the accuracy of nonverbal behaviors
more than verbal behaviors.
Many leaders think they have communicated once they told someone to do something, "I
don't know why it did not get done...I told Jim to it." More than likely, Jim misunderstood the
message. A message has NOT been communicated unless it is understood by the receiver.
How do you know it has been properly received? -- by two-way communication or feedback.
This feedback will tell the sender that the receiver understood the message, its level of
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importance, and what must be done with it. Communication is an exchange, not just a give, as
all parties must participate to complete the information exchange.
Barriers to Communication
Anything that prevents understanding of the message is a barrier to communication.
There are physical and psychological barriers that stop the flow of communication. These
barriers can be thought of as filters, that is, the message leaves the sender, goes through the
filters, and is then heard by the receiver. These filters change the message. And the way to
overcome filters is through active listening and feedback.
Filters or barriers:
• Culture, background, and bias - We allow our past experiences to change
the meaning of the message. Our culture, background, and bias can be good
as they allow us use our past experiences to understand something new, it is
when they change the meaning of the message then they interfere with the
communication process.
• Ourselves - Focusing on ourselves, rather than the other person can lead to
confusion and conflict. The "Me Generation" must be thrown out when it
comes to effective communication. Some of the factors that cause this are
defensiveness (we feel someone is attacking us), superiority (we feel we
know more that the other), and ego (we feel we are the center of the
activity).
• Perception - If we feel there are such barriers as a person talking too fast, is
not fluently, is not articulately clearly, we may dismiss that person. Also,
our preconceived attitudes affect our ability to listen. We listen uncritically
to persons of high status and dismiss those of low status.
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• Message - Distractions happen when we focus on the facts rather than the
idea. Our educational institutions reinforce this with tests and questions.
Semantic distractions occur when a word is used differently than you prefer.
For example, if someone uses the word “chairman” instead of
“chairperson,” you may focus on the word and not the message.
• Stress - People do not see things the same way when under stress. What we
see and believe at a given moment is influenced by our psychological
frames of references - our beliefs, values, knowledge, experiences, and
goals.
Active Listening
Listening can be our most powerful communication tool! Be sure to use it!
Hearing and listening are not the same thing. Hearing is the act of perceiving sound. It is
involuntary and simply refers to the reception of aural stimuli. Listening is a selective activity
that involves the reception and the interpretation of aural stimuli. It involves decoding the
sound into meaning.
Passive listening is little more that hearing. It occurs when the receiver or the message has
little motivation to listen carefully, such as music, story telling, television, or being polite.
People speak at 100 to 175 words per minute, but they can listen intelligently at 600 to 800
words per minute (WPM). Since only a part of our mind is paying attention, it is easy to go
into mind drift -- thinking about other things while listening to someone.
The cure for this is active listening -- listening with a purpose. It may be to gain information,
obtain directions, understand others, solve problems, share interest, see how another person
feels, show support, etc. It requires that the listener attend to the words and feelings of the
sender for understanding. It takes the same amount or more energy than speaking as it
requires the receiver to hear the various parts of the message, understand the meaning, and
then verify the meaning by offering feedback. The following are a few traits of active listeners:
• Spends more time listening than talking.
• Lets the other speaker talk. Does not dominate the conversation.
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• Plans responses after the other person has finished speaking...NOT while
they are speaking.
• Takes brief notes. This forces them to concentrate on what is being said.
Feedback
The purpose of feedback is to change and alter messages so the intention of the original
communicator is understood by the second communicator. It includes verbal and nonverbal
responses to another person's message.
When you know something, say what you know. When you don't know something,
say that you don't know. That is knowledge. - Kung Fu Tzu (Confucius)
Providing feedback is accomplished by paraphrasing the words of the sender. Restate the
sender's feelings or ideas in your own words, rather than repeating their words. Your words
should be saying, "This is what I understand your feelings to be, am I correct?" It not only
includes verbal responses, but also nonverbal ones. Nodding your head or squeezing their
hand to show agreement, dipping your eyebrows shows you don't quite understand the
meaning of their last phrase, or sucking air in deeply and blowing it hard shows that you are
also exasperated with the situation.
Carl Roger (Rogers & Farson, 1969) listed five main categories of feedback. They are listed
in the order in which they occur most frequently in daily conversations. Notice that we make
judgments more often than we try to understand:
1. Evaluative: Making a judgment about the worth, goodness, or
appropriateness of the other person's statement.
Imagine how much better daily communications would be if listeners tried to understand first,
before they tried to evaluate what someone is saying.
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Nonverbal Behaviors of Communication
To deliver the full impact of a message, use nonverbal behaviors to raise the channel of
interpersonal communication:
• Eye contact: This helps to regulate the flow of communication. It signals
interest in others and increases the speaker's credibility. People who make
eye contact open the flow of communication and convey interest, concern,
warmth, and credibility.
• When speaking or trying to explain something, ask the listeners if they are
following you. That is, encourage feedback.
• Try to put yourself in the other person's shoes - Consider the feelings of the
receiver.
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• Look at the receiver.
• Make sure your words match your tone and body language (Nonverbal
Behaviors).
• Do not be vague, but on the other hand, do not complicate what you are
saying with too much detail.
Meetings
One of the biggest complaints about most organizations is meetings...they waste too much of
our precious time. This is bad news for organizations. Meetings are important because that is
where an organization's culture and climate perpetuates itself. Meetings are one of the ways
that an organization tells its workers, "You are a member." If you have bad, boring, and time
wasting meetings, then the people begin to believe that this is a bad and boring company that
does not care about time. Likewise, great meetings tell the workers, "This is a GREAT
organization to be working for!" Also, remember that a bad meeting lead to more bad
meetings which cost even more money.
Why are there so many bad meetings? Poor planning by the meeting's organizer and a lack of
involvement (communication) by the participants. Listed below are some guidelines for
conducting effective meetings.
• Determine topics to cover and the best format for the discussion of each one.
Know what you want to get accomplished by the meeting.
• Estimate the length of the meeting. People need to know how long to plan
for the meeting.
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• Make every meeting a learning event: incorporate creative and cutting edge
education on your particular topic by using books, speakers, or videos. The
people attending are giving up their time for you, you need to give
something back to them.
• Use a variety of tools and activities to make the meeting productive and
fun...get them charged up!
• Know the agenda of the meeting and ensure your agenda coincides with the
meeting agenda.
• Know your role and the path that you are going to follow.
• Arrive on time and be prepared to stay until at least the planned stop time.
• Take the meeting seriously, but do have some fun while attending.
• Always do something a little different and something new. Make them glad
that they came.
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Start the Meeting
• Communicate the purpose and desired outcomes to all participants.
• Assign next steps throughout the meeting. Make all next steps specific
assignments.
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Keep the Meeting Focused and Moving
• Get information and data from the meeting. Ensure people are heard.
• Let the people carry the content; you guide the process.
• Vary the pace: speed up, slow down, take a break, and change tracks.
Closing
• Help the group decide on next steps.
• Review assigned next steps. Ensure people know their duties to perform.
Make sure everyone goes from "meeting" to "doing."
• Using the minutes and your impressions, create a document that clearly
describes the meeting. Use comments, questions, criticisms, and insights to
enhance the quality of the document.
Presentations
Presentations are a way of communicating ideas and information to a group. A good
presentation has:
• Content - It contains information that people need. Unlike reports, it must
account for how much information the audience can absorb in one sitting.
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• Structure - It has a logical beginning, middle, and end. It must be
sequenced and paced so that the audience can understand it. Where as
reports have appendices and footnotes, the presenter should be careful not
to loose the audience when wandering from the main point of the
presentation.
The Voice
The voice is probably the most valuable tool of the presenter. It carries most of the content
that the audience takes away. One of the oddities of speech is that we can easily tell others
what is wrong with their voice, e.g. too fast, too high, too soft, etc., but we have trouble
listening to and changing our own voices.
There are five main terms used for defining vocal qualities:
• Volume: How loud the sound is. The goal is to be heard without shouting.
Good speakers lower their voice to draw the audience in, and raise it to
make a point.
• Pitch: How high or low a note is. Pee Wee Herman has a high voice,
Barbara Walters has a moderate voice, while James Earl Jones has a low
voice.
• Pace: This is how long a sound lasts. Talking too fast causes the words and
syllables to be short, while talking slowly lengthens them. Varying the pace
helps to maintain the audience's interest.
• Color: Both projection and tone variance can be practiced by taking the line
"This new policy is going to be exciting" and saying it first with surprise,
then with irony, then with grief, and finally with anger. The key is to over-
act. Remember Shakespeare's words "All the world's a stage" --
presentations are the opening night on Broadway!
• To really listen to your voice, cup your right hand around your right ear and
gently pull the ear forward. Next, cup your left hand around your mouth and
direct the sound straight into your ear. This helps you to really hear your
voice as others hear it...and it might be completely different from the voice
you thought it was! Now practice moderating your voice.
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The Body
Your body communicates different impressions to the audience. People not only listen to you,
but they also watch you. Slouching tells them you are indifferent or you do not care...even
though you might care a great deal! On the other hand, displaying good posture tells your
audience that you know what you are doing and you care deeply about it. Also, a good posture
helps you to speak more clearly and effective.
• Vary your voice. One of the major criticisms of speakers is that they speak
in a monotone voice. Listeners perceive this type of speaker as boring and
dull. People report that they learn less and lose interest more quickly when
listening to those who have not learned to modulate their voices.
Nerves
The main enemy of a presenter is tension, which ruins the voice, posture, and spontaneity.
The voice becomes higher as the throat tenses. Shoulders tighten up and limit flexibility while
the leg start to shake and causes unsteadiness. The presentation becomes "canned" as the
speaker locks in on the notes and starts to read directly from them.
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Then you can get on with the presentation instead of focusing in on being nervous. Actors
recognize the value of nerves...they add to the value of the performance. This is because
adrenaline starts to kick in. It's a left over from our ancestors' "fight or flight" syndrome. If
you welcome nerves, then the presentation becomes a challenge and you become better. If
you let your nerves take over, you go into the flight mode by withdrawing from the audience.
Again, welcome your nerves, recognize them, and let them help you gain that needed edge!
Do not go into the flight mode! When you feel tension or anxiety, remember that everyone
gets them, but the winners use them to their advantage, while the losers get overwhelmed by
them.
Tension can be reduced by performing some relaxation exercises. Listed below are a couple to
get you started:
• Before the presentation: Lie on the floor. Your back should be flat on the
floor. Pull your feet towards you so that your knees are up in the air. Relax.
Close your eyes. Fell your back spreading out and supporting your weight.
Feel your neck lengthening. Work your way through your body, relaxing
one section at a time - your toes, feet, legs, torso, etc. When finished, stand
up slowly and try to maintain the relaxed feeling in a standing position.
• If you cannot lie down: Stand with you feet about 6 inches apart, arms
hanging by your sides, and fingers unclenched. Gently shake each part of
your body, starting with your hands, then arms, shoulders, torso, and legs.
Concentrate on shaking out the tension. Then slowly rotate your shoulders
forwards and then backwards. Move on to your head. Rotate it slowly
clockwise, and then counter-clockwise.
• You do NOT need to get rid of anxiety and tension! Channel the energy into
concentration and expressiveness.
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• Know that anxiety and tension is not as noticeable to the audience as it is to
you.
• Know that even the best presenters make mistakes. The key is to continue
on after the mistake. If you pick up and continue, so will the audience.
Winners continue! Losers stop!
• Never drink alcohol to reduce tension! It affects not only your coordination
but also your awareness of coordination. You might not realize it, but your
audience will!
Questions
Although a few people get a perverse pleasure from putting others on the spot, and some try
to look good in front of the boss, most people ask questions from a genuine interest. These
questions do not mean you did not explain the topic good enough, but that their interest is
deeper than the average audience is.
Always allow time at the end of the presentation for questions. After inviting questions, do
not rush ahead if no one asks a question. Pause for about 6 seconds to allow the audience to
gather their thoughts. When a question is asked, repeat the question to ensure that everyone
heard it (and that you heard it correctly). When answering, direct your remarks to the entire
audience. That way, you keep everyone focused, not just the questioner. To reinforce your
presentation, try to relate the question back to the main points.
Make sure you listen to the question being asked. If you do not understand it, ask them to
clarify. Pause to think about the question as the answer you give may be correct, but ignore
the main issue. If you do not know the answer, be honest and do not waffle. Tell them you
will get back to them...and make sure you do!
Answers that last 10 to 40 seconds work best. If they are too short, they seem abrupt; longer
answers appear too elaborate. Also, be sure to keep on track. Do not let off-the-wall questions
sidetrack you into areas that are not relevant to the presentation.
If someone takes issue with something you said, try to find a way to agree with part of his or
her argument. For example, "Yes, I understand your position..." or "I'm glad you raised that
point, but..." The idea is to praise their point and agree with them. Audiences sometimes tend
to think of "us verses you." You do not want to risk alienating them.
Next, comes the body of the presentation. Do NOT write it out word for word. All you want is
an outline. By jotting down the main points on a set of index cards, you not only have your
outline, but also a memory jogger for the actual presentation. To prepare the presentation, ask
yourself the following:
• What is the purpose of the presentation?
• Who will be attending?
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• What does the audience already know about the subject?
• What is the audience's attitude towards me (e.g. hostile, friendly)?
A 45 minutes talk should have no more than about seven main points. This may not seem like
very many, but if you are to leave the audience with a clear picture of what you have said, you
cannot expect them to remember much more than that.
• Simple to Complex - Ideas are listed from the simplest to the most complex.
Can also be done in reverse order.
You want to include some visual information that will help the audience understand your
presentation. Develop charts, graphs, slides, handouts, etc.
After the body, comes the closing - where you ask for questions, provide a wrap-up
(summary), and thank the participants for attending.
Notice that you told them what they are about to hear (the objective), told them (the body),
and told them what they heard (the wrap up).
After a concert, a fan rushed up to famed violinist Fritz Kreisler and gushed,
"I'd give up my whole life to play as beautifully as you do." Kreisler replied, "I
did!"
The main purpose of creating this outline is to develop a coherent plan of what you want to
talk about. You should know your presentation so well, that during the actual presentation,
you should only have to briefly glance at your outline to ensure you are staying on track. This
will also help you with your nerves by giving you the confidence that you can do it. Your
practice session should include a "live" session by practicing in front of coworkers, family, or
friends. They can be valuable at providing feedback and it gives you a chance to practice
controlling your nerves. Another great feedback technique is to make a video or audio tape of
your presentation and review it critically with a colleague.
Habits
We all have a few habits, and some are more annoying than others are. For example, if we say
"uh," "you know," or put our hands in our pockets and jingle our keys too often during a
presentation, it distracts from the message we are trying to get across. The best way to break
one of these distracting habits is with immediate feedback. This can be done with a small
group of coworkers, family, or friends. Take turns giving small off-the-cuff talks about your
favorite hobby, work project, first work assignment, etc. It talk should last about five minutes.
During a speaker's first talk, the audience should listen and watch for annoying habits.
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After the presentation, the audience should agree on the worst habits that take the most away
from the presentation. After agreement, each audience member should write these habits on a
8 1/2" x 11" sheet of paper (such as the words "you know"). Use a magic marker and write in
BIG letters.
The next time the person gives her or his talk, each audience member should wave the
corresponding sign in the air whenever they hear or see the annoying habit.
For most people, this method will break a habit by practicing at least once a day for one to
two weeks.
Eleanor Roosevelt was a shy young girl who was terrified at the thought of
speaking in public. But with each passing year, she grew in confidence and self-
esteem. She once said, "No one can make you feel inferior, unless you agree
with it."
• Do not put both hands in your pockets for long periods of time. This tends
to make you look unprofessional. It is OK to put one hand in a pocket but
ensure there is no loose change or keys to jingle around. This will distract
the listeners.
• Do not wave a pointer around in the air like a wild knight branding a sword
to slay a dragon. Use the pointer for what it is intended and then put it down,
otherwise the audience will become fixated upon your "sword", instead
upon you.
• Do not lean on the podium for long periods. The audience will begin to
wonder when you are going to fall over.
• Speak clearly and loudly enough for all to hear. Do not speak in a monotone
voice. Use inflection to emphasize your main points.
• Circulate around the room as you speak. This movement creates a physical
closeness to the audience.
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• When writing on flip charts use no more than 7 lines of text per page and no
more than 7 word per line (the 7&7 rule). Also, use bright and bold colors,
and pictures as well as text.
• Consider the time of day and how long you have got for your talk. Time of
day can affect the audience. After lunch is known as the graveyard section
in training circles as audiences will feel more like a nap than listening to a
talk.
• Most people find that if they practice in their head, the actual talk will take
about 25 per cent longer. Using a flip chart or other visual aids also adds to
the time. Remember - it is better to finish slightly early than to overrun.
• Good speakers connect aurally with their audiences, telling dramatic stories
and effectively pacing their speeches to hold people's attention.
• Good speakers also connect visually a with film clips or killer slide that
encapsulates an idea in a compelling manner.
• The really good speakers also connect kinesthetically by feeding off the
audience's hunger to experience a presentation on a physical and intellectual
level. The speaker does this by effectively combining gestures, postures,
and movements in the entire space that they give their presentation.
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11 - Self –Direction
What use is magic if it can't save a unicorn? - Peter S. Beagle,
The Last Unicorn…what use is saving time if you do not put it
to good use?
People waste an enormous amount of time because they do not know where they are going.
However, time is constant and irreversible. Nothing can be substituted for time. Worse yet,
once wasted, it can never be regained. Leaders have numerous demands on their limited time.
Time keeps getting away and they have trouble controlling it. No matter what their position,
they cannot stop time, they cannot slow it down, nor can they speed it up. Yet, time needs to
be effectively managed to be effective.
On the other hand, you can become such a time fanatic convert by building time management
spreadsheets, priority folders and lists, color coding tasks, and separating paperwork into
priority piles; that you are now wasting more time by trying to manage it. Also, the time
management technique can become so complex that you soon give up and return to your old
time wasting methods.
What most people actually need to do is to analyze how they spend their time and implement
a few time saving methods that will gain them the most time.
Time Wasters
• Indecision - Think about it, worry about it, put it off, think about it, worry
about it, etc.
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• Crisis management.
• Ineffective meetings
Time Savers
• Ensure all meetings have a purpose, have a time limit, and include only
essential people.
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Hofstadter's Law: It always takes longer than you expect, even when you take
Hofstadter's Law into account.
1. Get Started - This is one of the all time classic time wasters. Often, as
much time is wasted avoiding a project, as actually accomplishing the
project. A survey showed that the main difference between good students
and average students was the ability to get down to work quickly.
2. Get into a routine - Mindless routine may curb your creativity, but when
used properly, it can release time and energy. Choose a time to get certain
task accomplished, such as answering email, working on a project,
completing paper work; and then stick to it every day. Use a day planning
calendar. There are a variety of formats on the market. Find one that fits
your needs.
3. Do not say yes to too many things - Saying yes can lead to unexpected
treasures, but the mistake we often make is to say yes to too many things.
This causes us to live to the priorities of others rather then according to our
own. Every time you agree to do something else, another thing will not get
done. Learn how to say no.
7. Deal with it for once and for all - We often start a task, think about it, and
then lay it aside. We will repeat this process over and over. Either deal with
the task right away or decide when to deal with it and put it aside until then.
8. Set start and stop times - When arranging start times, also arrange stop
times. This will call for some estimating, but your estimates will improve
with practice. This will allow you and others to better schedule activities.
Also, challenge the theory, "Work expands to fill the allotted time." See if
you can shave some time off your deadlines to make it more efficient.
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9. Plan you activities - Schedule a regular time to plan your activities. If time
management is important to you, then allow the time to plan it wisely.
• Study "you name the book" because in 5 years I want to be "insert your
goal."
• Set aside time for interruptions. For example, the 15-minute coffee break
with Sam that leads to a great idea.
In other words, do not get caught up in short-term demands. Get a real life! One quarter to one
third of the items on your “to do list” need to contain the important long range items that will
get you, your workers, and your organization to the best!
Accomplish Organize
Task Material
Wrap Focus on
Up Task
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Depending upon how you divide your time between the two tasks, determines how well you
will manage your time:
• Perfectionist - spends too much time arranging, but does not focus on the
task.
• Doer - focuses on a task, but cannot get it accomplished because things are
in disarray.
High
Time
Perfectionist
Organization
Manger
Slob Doer
Low High
Task Focus
The Four Types of Time Managers
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12 - Creative problem
Solving
When what you are doing isn't working, you tend to do more
of the same and with greater intensity. - Dr. Bill Maynard &
Tom Champoux Heart, Soul and Spirit
Brainstorming Steps
2. Write down a brief description of the problem - the leader should take
control of the session, initially defining the problem to be solved with any
criteria that must be met, and then keeping the session on course.
3. Use the description to get everyone's mind clear of what the problem is and
post it where it can be seen. This helps in keeping the group focused.
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5. Write down all the solutions that come to mind (even ribald ones). Do NOT
interpret the idea, however you may rework the wording for clarity's sake.
6. Do NOT evaluate ideas until the session moves to the evaluation phase.
Once the brainstorming session has been completed, the results of the
session can be analyzed and the best solutions can be explored either using
further brainstorming or more conventional solutions.
7. Do NOT censor any solution, no matter how silly it sounds. The silly ones
will often lead to creative ones - the idea is to open as many possibilities as
possible, and break down preconceptions about the limits of the problem.
8. The leader should keep the brainstorming on subject and should try to steer
it towards the development of some practical solutions.
9. Once all the solutions have been written down, evaluate the list to determine
the best action to correct the problem.
Brainstorming variations
• One approach is to seed the session with a word pulled randomly from a
dictionary. This word as a starting point in the process of generating ideas.
• When the participants say they "can't think of any more ideas" then give
them about 15 more minutes as the best ideas sometimes come towards the
end of long thought out thought processes.
• Keep all the generated ideas visible. As a flip chart page becomes full,
remove it from the pad and tape it to a wall as that it is visible. This
"combined recollection" is helpful for creating new ideals.
• Try reverse brainstorming -- instead of thinking of the best way, ask, ”How
can we make this process harder?”
Selecting a Solution
When you are sure the brainstorming session is over, it is time to select a solution.
1. By using a show of hands (or another voting method), allow each person to
vote for as many ideas on the original list as they want. Note that they only
have one vote per generated ideal.
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2. Write the vote tallies next to the ideal. You can use a different color than
the ideal to help it stand out.
4. Next, look for logical breaks. For example, if you have several items with 5
or 6 votes, and no 3 or 4 and only a few of 1 or 2s, then retain only the 5
and 6 votes. The group can help to decide the breaking point.
5. Now, it is time to vote again. Each person gets half the number of votes as
there are ideals left. For example is you narrowed the number of generated
ideals down to 20, then each person gets 10 votes (if it is an odd number,
round down). Each person will keep track of his or her votes. The scribe
should again tally the votes next to the ideal, only this time use a different
color.
6. Continue this process of elimination until you get down to about 5 ideals.
7. Put the remainder ideas into a matrix. Put each ideal into its own row (first
column). Next, label some columns using selected criteria. For example:
8. Next, working one column at a time, ask the group to order each idea. Using
the above example, which one will cost the least, the most, and will be in
the middle.
9. Repeat by working the next column until you have completed all columns.
Total each column until it looks similar to this:
10. It this case, the lowest number column, "Hire a new employee," would be
the best solution.
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11. Note that you should work each column first (not each row).
12. Some of the columns will require much discussion, as choosing an arbitrary
number will not be that easy in some cases.
13. Often, you will have a couple of ideas that tie, but having it diagramed out
in a matrix makes it much easier to make a decision.
• Replies are gathered, summarized, and then fed back to all the group
members.
• Members then make another decision based upon the new information.
The success of this process depends upon the member's expertise and communication skill.
Also, each response requires adequate time for reflection and analysis. The major merits of
the Delphi process is:
4. The team then breaks into two advocacy groups (one for each proposal),
who examine and argue the relative merits of their positions.
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5. The group reassembles and makes a decision:
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The Dialectic Decision Making process looks like this:
Problem
Proposal A Proposal B
generated generated
Assumptions Assumptions
underlying A are underlying B are
identified identified
Presentation of Presentation of
A's pros and cons B's pros and cons
Choice
Compromise of
Choose A or B New alternative
A and B
This process helps the members to better understand the proposals along with their pros and
cons. The main disadvantage is the tendency to forge a compromise in order to avoid
choosing sides.
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Beaver. Real teams fight to make their point, yet they still have respect for
each other." When our interests our too similar, radical discourse fails to
take place. Real team members should not be afraid to disagree, but once a
decision has been made, they all need to be on the same bandwagon. They
ensure their ideals and opinions are heard, but once it is time to go forward,
they concentrate on getting there, not going back.
3. This game also performs the third step that is important for radical thinking
- reducing the fear factor by providing fun. Fear is a barricade for new
ideals. By providing fun and laughter, you create a pathway for radical
ideals to emerge.
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13 - Interpersonal Skills
If we cannot end now our differences, at least we can help
make the world safe for diversity. - John F. Kennedy (1917-
63), U.S. Democratic politician, president. Speech, 10 June
1963, American University, Washington, D.C., on Russo-
American relations.
Interpersonal skills come from recognizing the diversity in others. And diversity is about
empowering people. It makes an organization effective by capitalizing on all the strengths of
each employee. It is not EEO or Affirmative Action, which are laws and policies. Diversity is
understanding, valuing, and using the differences in every person. To obtain that competitive
edge you need to create great work teams by using the full potential of every individual.
Teams are much more than a group. A group is collection of individuals where each person is
working towards his or her own goal, while a team is a collection of individuals working
towards a common team goal or vision, which creates a synergy effect with teams...that is,
one plus one equals more than one. An individual, acting alone, can accomplish much; but a
group of people acting together in a unified force can accomplish great wonders. This is
because team members understand each other and support each other. Their main goal is to
see the team accomplish its mission. Personal agendas do not get in the way of team agendas.
Personal agendas are a huge waste upon an organization's resources because they do not
support its goals.
By using the synergy effect of teams, you create a competitive advantage over other
organizations that are using people acting alone. You are getting more for your efforts!
If team members do not accept others for what they are, they will not be able to use the
abilities of others to fill in their weak areas. Hence, the team effort will fail. Their only goal
becomes the ones on their personal agendas...to make his or her self as an individual look
good while ignoring the needs of the team and the organization.
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Using interpersonal skills to embrace diversity is the first item for building teams. Every team
building theory states that to build a great team, there must be a diverse group of people on
the team, that is, you must avoid choosing people who are only like you. Choosing people like
your self to be on teams is similar to inbreeding -- it multiplies the flaws. While on the other
end of the continuum is an assorted group of individuals that diminish the flaws of others.
People often have a misconception that diversity is about black and white, female and male,
homosexual and heterosexual, Jew and Christian, young and old. However, it also includes
every individual, such as a slow learner and fast learner, introvert and extrovert, controlling
type and people type, scholar and sports person, liberal and conservative. Although it includes
gender, cultural, and racial differences, it goes beyond that to touch on the very fabric of our
everyday lives.
An organization needs controllers, thinkers, dreamers, doers, analyzers, organizers, and team
builders to reach the goals that make an organization the best. It does not need people fighting
and distrusting other team members! Organizations need an extremely diverse group of
people on every team. For example, having a group of team builders will get you nowhere, as
everyone will be out trying to create a team. Likewise, having a group of doers will get you
nowhere as everyone will be trying to accomplish something without a clear goal or vision to
guide them. Most organizations picture diversity in very limited terms. The essence of
diversity should not to picture diversity as race, religion, sex, and age; but to picture it as the
uniqueness that is built into every individual. Only by accepting the uniqueness of others, will
people want to help the team as a whole to succeed.
Many of our bias are good as they allow us to assume that something is true without proof.
Otherwise, we would have to start learning anew on everything that we do. However, if we
allow our bias to shade our perceptions of what people are capable of, then our bias becomes
harmful. We start prejudging others on what we think they can and cannot do.
When people communicate, they use these biases. For example, if you know me as a heavy
drinker and I tell you I was in a fight last night, then you might draw a picture of me in a
barroom brawl. On the other hand, if you knew me as a boxer and I told you the same thing,
then you would probably visualize me in the boxing ring. These biases become destructive
when we prejudge others.
Simply giving a class on diversity will not erase the harmful biases. Indeed, even the best
training will not erase most of these deeply rooted beliefs. This is because our biases are
deeply imbedded within us. Training can only help us to become aware of them so that we
can make a conciseness effort to change. Training diversity is more than a class; it involves a
number of other activities, such as workshops, role models, and one-on-ones. But most of all,
it involves a heavy commitment by the organization's leadership; not only the formal
leadership but also the informal leadership that can be found in almost every organization.
Embracing diversity is more than tolerating people who are different. It means actively
welcoming and involving them by:
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• Developing an atmosphere in which it is safe for all employees to ask for
help. People should not be viewed as weak if they ask for help. This is what
helps to build great teams - joining weakness with strengths to get the goal
accomplished.
Great companies who remain competitive in one or more areas do not sit around patting
themselves on the back, for they know that there are dozens of others who want to take their
place. They do, however, celebrate accomplishments and achievements. This celebration is
important because it shows the employees what success looks like. When tough goals are met
it is also important to celebrate - setting a difficult goal and not reaching it is far more
important than meeting a mediocre goal. Difficult goals provide learning experiences that
cannot be taught in training classes. They allow persons to learn through trial and error. And
they provide opportunities for leaders to install new character into their employees.
Although most companies will never become the best at what they aim for, they must
compete to do things better than their competitors. This not only allows their employees to
grow, but also lets their customers know that they are willing to go out of their way to serve
them in their area of expertise.
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How We Tend to Categorize People
Worker Personal Traditional
Characteristics Characteristics Differences
Characteristics
Seniority Sexual orientation Race
Position level Physical status Gender
Experience Ethnic background Age
Union or Non-union Religious background
Salaried or Exempt Club associations
Education Socioeconomic status
Training Place of birth
Culture
Experiences
Married or Single
It is these characteristics and experiences that make a worker unique. Diversity occurs when
we see all these unique characteristics, and realize that workers are more valuable because of
their differences.
Culture
Organizations have to realize that the cultures of the world are their potential customers. Not
too long ago, most businesses focused on the young and/or middle age white classes. This
was where the money was. Now, thanks to great efforts towards recognizing the many facets
of diversity and the good that it brings us, increasingly amounts of money is starting to be in
the hands of people from a wide range of diverse backgrounds. In order to attract this wide
variety of cultures, organizations must truly become multi-culture themselves. They can no
longer just talk-the-talk -- they must also walk-the-talk. Organizations that only employ
"people of their kind" in leadership and high visibility positions will not be tolerated by
people of other cultures. These cultures will spend their money at organizations that truly
believe in diversity. Embracing diversity has several benefits for the organization:
• It is the right thing to do.
• To attract good people into their ranks, organizations must take the moral
path. Good organizations attract good people, while bad organizations
attract bad people.
• It helps to build teams which create synergy...you get more for your efforts.
Diversity Goals
There are two main goals for leaders to achieve. The first is having all leaders within an
organization become visibly involved in programs affecting organizational culture change and
evaluating and articulating policies that govern diversity. To do so displays leadership that
eradicates oppression of all forms. The result is enhanced productivity, profitability, and
market responsiveness by achieving a dynamic organization and work force. This is the first
goal of the organization, to train the leadership.
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The second is inspiring diversity in the work force. Workers want to belong to an organization
that believes in them, no matter what kind of background or culture they come from. They,
like their leaders, want to be productive, share in the profits, and be a totally dynamic work
force. Almost no one sets out to do wrong! If an organization trains the leadership, this goal
will be relatively easy. It is much easier to train people when they have role models to base
their behaviors on. Also, you will have the backing from the very people who can support
these diversity efforts – the leaders.
Training Diversity
The training of diversity is considered a soft skill. Unlike hard skills, soft skills are relatively
hard to evaluate. For example, "Using a calculator, notepad, and pencil, calculate the number
of minutes it will take to produce one widget." This hard skill is easily measured not only in
the classroom, but also on the job. Now, consider a soft skill, "After the training period the
learner will be able to work with others as a team." This cannot easily be measured in the
classroom. Its true measure must be taken in the workplace, where it is also difficult to
measure. This is because training diversity is development -- training people to acquire new
horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new
expectations by being proactive rather than reactive. It enables workers to create better
products, faster services, and organizations that are more competitive. It is learning for growth
of the individual, but not related to a specific present or future job. Unlike training, which can
be evaluated, development cannot always be fully evaluated. This does not mean that we
should abandon development programs, as helping people to grow and develop is what keeps
an organization in the forefront of competitive environments.
Since our attitudes are deeply rooted, they are very hard to change. Attitudes are latent
constructs and are not observable in them selves. That is, we can infer that people have
attitudes by what they say or do -- and what they say or do are behaviors. For example, if you
are training diversity, you cannot be sure that you have eliminated prejudice from a learner.
Therefore, you have to measure behaviors, such as showing respect for all cultures.
This does not mean you cannot go after changing attitudes. It some cases it is necessary. For
example, the 1997 Texaco headlines about the racial slurs of its leaders show that attitudes
must be changed. If you only rely upon the correct behaviors being displayed without
attitudes being changed, then expect to see a headline like this about your organization. When
we attempt to display behaviors that do not coincide with our attitudes, then expect to make
big mistakes. Training diversity is about 25% skills and knowledge and about 75% changing
attitudes. Attempting to change only the skills and knowledge will not work. That 75%
attitude is just too great of a number to ignore.
7
Attitude has been defined as a disposition or tendency to respond positively or negatively towards a
idea, object, person, or situation.
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Can attitudes be changed? In a experiment by social psychologists Wells and
Petty (1980), students were asked to assist in testing the quality of headphones
while the listener was in motion. Three groups of students put on headphones
and listened to music and an editorial about tuition. One group, acting as
controls, made no movements while listening. The second group moved their
heads up and down, while the third group shook their heads from side to side.
Afterward, the students rated the quality of the headphones and judged the
material that they had heard. Among the questions was one about tuition. Half
the students had heard an editorial suggesting that tuition be raised to $750
while the other half heard that it should be drooped to $400. The editorials by
themselves were persuasive; they influenced students who listened without
moving their heads. However, the movements made by the students as they
listened had a strong effect on their opinions.
When asked what tuition would be fair, those that heard that it should be raised
thought, on the average, that it should be $582. Those that heard that it should be
lowered thought that a fair price would be $412. The involvement of body
movement had a striking effect. Students who nodded their head as they heard
the $750 editorial thought a fair tuition would be $646, while those that shook
their heads thought it should be $467.
If you confront the learners in ways that suggests they may have acted foolish or in a
dangerous manner, they become resistant to change. No one wants to be told that they did
something wrong or stupid. Thus, it is important to remind them of their "goodness" in order
to make the various learning points easier to digest. The learning will not be so threatening
because thinking about an important value will have affirmed each learner’s image of himself
or herself as a smart and capable person. This also points out the invalid concept of a learner
as an empty vessel. You have to "draw" them into the learning, not simply "pour" the learning
into them.
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3. Have the employees discuss three or four diversity principles or issues that
they value dearly. This helps to internalize the belief that they are "good"
persons, which makes them more receptive to change.
4. Discuss one or two diversity issues that you had trouble upholding or
believing in. Explain what made you change your beliefs.
5. Have the employees discuss one or two diversity issues that they have had
trouble upholding or believing in. Have them confront this behavior by
asking why we believe in certain concepts when they might clash with our
core values and principles.
6. Note that changing affective behaviors is generally not a one shot activity.
But, getting to the heart of the matter is better than repeating the same old
skills and knowledge that they already understand. Building a wide variety
of these "cheerleading" activities will give your employees the three
required building blocks of embracing diversity -- learning new skills,
gaining new knowledge, and changing attitudes.
Team building activities have always been popular, but be careful that you do
not divide your workers! For example, one company Christmas party did not
work as it was supposed to. Because of accident liability, the company chose not
to serve liquor, but instead, let employees buy it at a cash bar. Employees who
earned wages close to the minimum wage found the charge per drink high and
consequently complained about the party, while the employees from the higher
socioeconomic levels did not find the drink charge a problem. The two groups
also approached the party attire differently. The more affluent group enjoyed
dressing up for the occasion while the rest were annoyed about having to
purchase a dress or suit. To further complicate matters, the affluent group didn't
anticipate the needs of or even perceive the problems felt by their co-workers at
the Christmas party. A small third faction objected to Christmas altogether and
stayed away from the party. The result was groups of workers who became more
distant from each other. This distance further eroded the closeness necessary for
building teams. As a result, a company function that was designed to build
teams actually ended up dividing the employees into three camps.
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14 - Manage Client
Relationships
Kind words can be short and easy to speak, but their echoes
are truly endless. - Mother Theresa
As a leader, you need to interact with clients, followers, peers, seniors, and other people
whose support you need to accomplish your objectives. To gain their support, you must be
able to understand and motivate them. To understand and motivate people, you must know
human nature. Human nature is the common qualities of all human beings. People behave
according to certain principles of human nature. These principles govern our behavior.
Abraham Maslow (1954) felt that the basic human needs were arranged in a hierarchical order,
often shown as a pyramid. He based his theory on healthy, creative people who used all their
talents, potential, and capabilities. At the time, this methodology differed from other
psychology research studies that were based on the observation of disturbed people.
He theorized that there are two major groups of human needs -- basic needs and meta needs.
Basic needs are physiological, such as food, water, and sleep; and psychological, such as
affection, security, and self esteem. These basic needs are also called deficiency needs
because if they are not met by an individual, then that person will strive to make up the
deficiency.
The higher needs are called meta needs or growth needs. These include justice, goodness,
beauty, order, unity, etc. Basic needs take priority over these growth needs. People who lack
food or water cannot attend to justice or beauty.
These needs are listed below in hierarchical order. The needs on the bottom of the list (1 to
4 – basic needs) must be met before the needs above it can be met. The top four needs (5 to 8),
can be pursued in any order depending on a person's wants or circumstance, as long as all the
other needs (1 to 4 – meta needs) have all been met.
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Hierarchy of Needs
8. Self-transcendence - a transegoic8 level that emphasizes visionary intuition,
altruism, and unity consciousness.
7. Self-actualization - know exactly who you are, where you are going, and
what you want to accomplish. A state of well being.
Maslow posited that people want and are forever striving to meet various goals. Because the
lower level needs are more immediate and urgent if they are nor satisfied, they come into play
as the source and direction of a person's goal.
A need higher in the hierarchy will become a motive of behavior as long as the needs below it
have been satisfied. Unsatisfied lower needs will dominate unsatisfied higher needs and must
be satisfied before the person can climb up the hierarchy.
Knowing where a person is located on this scale aids in determining an effective motivator.
For example, motivating a middle-class person (who is in range 4 of the hierarchy) with a
certificate will have a far greater impact than using the same motivator to motivate a
minimum wage person from the ghettos who is struggling to meet needs 1 and 2.
It should be noted that almost no one stays in one particular hierarchy for an extended period.
We constantly strive to move up, while at the same time forces outside our control try to push
us down. Those on top get pushed down for short time periods, i.e., death of a loved-one or an
idea that does not work. Those on the bottom get pushed up, i.e., come across a small prize or
receive a better paying job. Our goal as leaders is to help the employees obtain the skills and
knowledge that will push them up the hierarchy permanently. People who have their basic
needs met become better workers. There are able to concentrate on fulfilling the visions put
forth to them, instead of consistently worrying about how to make ends meet.
8
Transegoic means a higher, psychic, or spiritual state of development. The trans is related to
transcendence, while the ego is of course, based upon Freud's work. We go from preEGOic levels to
EGOic levels to transEGOic. The EGO in all three terms is used in the Jungian sense of consciousness
as opposed to the unconscious. Ego equates with the personality.
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Characteristics of self-actualizing people:
• Have better perceptions of reality and are comfortable with it.
• Accept themselves and their own natures.
• Their lack artificiality.
• They focus on problems outside themselves and are concerned with basic issues and
eternal questions.
• They like privacy and tend to be detached.
• Rely on their own development and continued growth.
• Appreciate the basic pleasures of life (do not take blessings for granted).
• Have a deep feeling of kinship with others.
• Are deeply democratic and are not really aware of differences.
• Have strong ethical and moral standards.
• Are original and inventive, less constricted and fresher than others
In Maslow's model, the ultimate goal of life is self-actualization, which is almost never fully
attained but rather is something to always strive towards. Peak experiences are temporary
self-actualizations. Maslow later theorized that this level does not stop, it goes on to self-
transcendence (1971), which carries us to the spiritual level, such as Gandhi, Mother Theresa,
Dalai Lamao, or poets such as Robert Frost. Maslow's self-transcendence level recognizes the
human need for ethics, creativity, compassion and spirituality. Without this spiritual or
transegoic sense, we are simply animals or machines. Just as there are peak experiences for
temporary self-actualizations; there are also peak experiences for self-transcendence. These
are our spiritual creative moments.
• Achievement
• Advancement
• Growth
• Responsibility
• Job challenge
Hygiene factors (dissatisfiers) must be present in the job before the motivators (satisfiers) can
be used to stimulate that person. That is, you cannot use Motivators until all the Hygiene
factors are met. Herzberg's needs are specifically job related and reflect some of the distinct
things that people want from their work as opposed to Maslow's Hierarchy of Needs which
reflect all the needs in a person’s life.
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Building on this model, Herzberg coined the term job enrichment to describe the process of
redesigning work in order to build in Motivators.
Theory Y
• Work is as natural as play and rest.
With Theory Y assumptions, management's role is to develop the potential in employees and
help them to release that potential towards common goals.
Theory X is the view that traditional management has taken towards the workforce. Many
organizations are now taking the enlightened view of theory Y. A boss can be viewed as
taking the theory X approach, while a leader takes the theory Y approach.
Notice that Maslow, Herzberg, and McGreagor's theories all tie together:
• Herzberg's theory is a micro version of Maslow's theory (concentrated in
the work place).
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• McGreagor's Theory X is based on workers caught in the lower levels (1 to
3) of Maslow's theory, while his Theory Y is for workers who have gone
above level 3.
- Frank Outlaw
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cause is deemed worthwhile, and are tireless in pursuit of a cause. Can be a
gadfly in pursuing one goal after another. They prefer the big picture verses
details, are centered on people and relationships, and would rather focus on
ideas than tasks.
Leaders need all four types of temperaments on their team to make it well rounded. All to
often, leaders tend to choose people with their same type or favorite personality. But this
makes a team weak, in that it cannot approach problems and implementations from all sides
of the spectrum. Balance your team and choose people from all lifestyles.
Existence/Relatedness/Growth (ERG)
Clayton Alderfer (1969), in his Existence/Relatedness/Growth (ERG) Theory of Needs9,
theorized that there are three groups of needs:
• Existence - This group of needs is concerned with providing the basic
requirements for material existence, such as physiological and safety needs.
This need is satisfied by money earned in a job to buy food, home, clothing,
etc.
Alderfer's ERG theory also states that more than one need may be influential at the same time.
If the gratification of a higher-level need is frustrated, the desire to satisfy a lower-level need
will increase. He identifies this phenomenon as the frustration­paggression dimension. Its
relevance on the job is that even when the upper-level needs are frustrated, the job still
provides for the basic physiological needs upon which one would then be focused. If, at that
point, something happens to threaten the job, the person's basic needs are significantly
threatened. If there are not factors present to relieve the pressure, the person may become
desperate and panicky.
Expectancy Theory
Vroom's (1964) Expectancy Theory states that an individual will act in a certain way based on
the expectation that the act will be followed by a given outcome and on the attractiveness of
that outcome to the individual. This motivational model has been modified by several people,
to include Porter and Lawler (1968):
• Valence (Reward) = Is the amount of desire for a goal. (What is the reward?)
9
Noticed that this model is based upon Maslow's Hierarchy of Needs.
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• Expectancy (Performance) = Is the strength of belief that work related effort
will result in the completion of the task. (How hard will I have to work to
reach the goal?)
• Instrumentality (Belief) = This is the belief that the reward will be received
once the task is completed. (Will they notice the effort I put forth?)
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15 - Build Appropriate
Relationships
Jingshen is the Mandarin word for spirit and vivacity. It is an
important word for those who would lead, because above all
things, spirit and vivacity set effective organizations apart
from those that will decline and die. - James L. Hayes Memos
for Management: Leadership
In the preceding chapter, you learned about working with others by knowing human behavior.
In organizations, you build relationships through Organizational Behavior -- the study and
application of knowledge about how people, individuals, and groups act in organizations. It
does this by taking a system approach. That is, it interprets people-organization relationships
in terms of the whole person, whole group, whole organization, and whole social system. Its
purpose is to build better relationships by achieving human objectives, organizational
objectives, and social objectives.
As you can see from the definition above, organizational behavior encompasses a wide range
of topics, such as human behavior, change, leadership, teams, etc.
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towards security and benefits and dependence on the organization. The
employee need that is met is security. The performance result is passive
cooperation.
Although there are four separate frameworks above, almost no organization operates
exclusively in one. There will usually be a predominate one, with one or more areas over-
lapping into the other models.
The first model, autocratic, had its roots in the industrial revolution. The managers of this
type of organization operate out of McGregor's Theory X. The next three models begin to
build on McGregor's Theory Y. Each model has evolved over a period of time and there is no
one "best" model. The collegial model should not be thought as the last or best model, but the
beginning of a new model or paradigm.
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Individualization within Organizations
High
1 2 3 4 5 6 7 8 9
Conformity Creative
Individualism
Socialization
Isolation Rebellion
Individualization
• While the match that organizations want to create is high socialization and
high individualization which leads to a creative environment. This is what it
takes to survive in a very competitive environment...having people grow
with the organization.
This can become quite a balancing act. Individualism favors individual rights, loosely knit
social networks, self-respect, and personal rewards and careers. It becomes, “look out for
number 1!” Socialization or collectivism favors the group, harmony, and asks, "What is best
for the organization?" Organizations need people to challenge, question, and experiment,
while at the same time, maintaining the culture that binds them into a social system.
Organization Development
Organization Development (OD) is the systematic application of behavioral science
knowledge at various levels, such as group, inter-group, organization, etc., to bring about
planned change. Its objectives are a higher quality of work-life, productivity, adaptability, and
effectiveness. It accomplishes this by changing attitudes, behaviors, values, strategies,
procedures, and structures so that the organization can adapt to competitive actions,
technological advances, and the fast pace of change within the environment.
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• Systems Orientation: All parts of the organization, to include structure,
technology, and people, must work together.
• Contingency Orientation: Actions are selected and adapted to fit the need.
• Mechanize and automate the routine jobs. Let robots handle it.
When redesigning jobs, there are two spectrums to follow -- job enlargement and job
enrichment. Job enlargement adds a more variety of tasks and duties to the job so that it is not
as monotonous. This takes in the breadth of the job. That is, the number of different tasks that
an employee performs. This can also be accomplished by job rotation.
Job enrichment, on the other hand, adds additional motivators. It adds depth to the job - more
control, responsibility, and discretion to how the job is performed. This gives higher order
needs to the employee, as opposed to job enlargement, which simply gives more variety.
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The chart below illustrates the differences: between Enlargement and Enrichment:
Higher
Order Job
1 2 3 4 5 6 7 8 9
Job Enrichment
Enrichment &
Enlargement
Accent on Need
Job
Routine
Enlargement
Job
Lower
Order
Few 123456789 Many
Variety of Tasks
Job Enrichment and Job Enlargement
• Task Significant: This is the amount of impact that the work has on other
people as the employee perceives.
• Autonomy: This gives employees discretion and control over job related
decisions.
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• Feedback: Information that tells workers how well they are performing. It
can come directly from the job (task feedback) or verbally form someone
else.
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16 - Flexibility
Life is change. Growth is optional. Choose wisely. - Karen
Kaiser Clark
Today's business world is highly competitive. The way to survive is to reshape to the needs of
a rapidly changing world. Resistance to change is a dead-end street...for you and the
organization. Customers are not only demanding excellent service, they are also demanding
more. If you do not supply it, your competitors will.
Organizations are reshaping themselves to change quickly in order to meet the needs of their
customers. The organization's top leaders know they cannot throw money at every problem,
they need highly committed and flexible workers. As a leader, you need to emphasize action
to make the change as quickly and smoothly as possible. “Resistance is futile,” as the Borg
from Star Trek like to put it.
3. Mature Period - The growth now levels off to the overall pace of the
economy. Changes are needed to maintain established markets and assuring
maximum gains are achieved.
4. Declining Period - This is the rough ride. For many organizations, it means
downsizing and reorganization. Changes must include tough objectives and
compassionate implementation. The goal is to get out of the old and into
something new. Success in this period means that the four periods start over
again.
For some organizations the four periods of growth come and go very rapidly, for others, it
may take decades. Failure to follow-through with the needed changes in any of the four
growth periods means the death of the organization.
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The Japanese have a term called "kaizen" which means continual improvement.
This is a never-ending quest to do better. And you do better by changing.
Standing still allows your competitors to get ahead of you.
Change Acceptance
Throughout these periods of changes, which is just about all the time for a good organization,
leaders must concentrate on having their people go from change avoidance to change
acceptance. There are five steps accompanying change (Conner):
1. Denial - cannot foresee any major changes
This is why a worker's first reaction to change is to resist it. People get comfortable
performing tasks and processes a certain way. This comfort provides them with the security
that they are the masters of their environment. They fear that change could disrupt their lives
by making them look like a fool by not being able to adapt and learn, make their jobs harder,
loose a sense of control, etc.
Leaders can help the change process by changing their employees' attitude from avoidance
into acceptance. This is accomplished by changing their employees' avoidance questions and
statements into acceptance questions:
• From “Why?” to “What new opportunities will this provide?” When they
ask "why," focus on the benefits that the change will provide them and the
organization. Do NOT feel uncomfortable if you are feeling hesitation about
the change too...you are also human. By spelling out the benefits, you will
not only comfort them, but help to convince your self too.
• From “How will this affect me?” to “What problems will this solve?”
Anything that prevents something from being better is a problem. Let them
know what the problem is and how they will be part of the solution.
• From “We do not do it this way” to “What would it look like?” One of their
first reactions is that it has never been done this way or it cannot be done
this way...show them, provide plenty of explanations and compassion, and
get your team to ask and answer questions.
• From “When will this change be over so we can get back to work?” to
“What can I do to help?” Get them involved in implementing the change.
Help them to become part of it.
• From “Who is doing this to us?” to “Who can help us?” Focus on the
challenges that must be overcome. Ensure that you enlist help from other
departments and colleagues.
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Hawthorne Effect
Change is further complicated as it does not always produce a direct adjustment. Each
employee's attitude produces a different response that is conditioned by feelings towards the
change. In a classical experiment (Roethlisberger, & Dickson, 1939), lighting was improved
in a factory regularly. The theory was that better lighting would lead to greater productivity.
As expected, productivity did rise. The lighting was then decreased to show the reverse effect
-- lower productivity, but instead, productivity increased further! It was not until the lighting
was down to the equivalent of moonlight (0.06 foot-candle) that an appreciable decline in
output was noticed.
Of course, it was not the change in lighting itself that caused the higher output, but rather an
intervening variable. At first, this variable was diagnosed as the employee's attitudes. That is,
when you introduce change, each employee's personal history and social situation at work will
produce a different attitude towards that change. You cannot see or measure attitudes, but
what you can see and measure is the response towards that change:
Change + Personal history (nurture) + Social situation (environment) = Attitude = Response
In the factory workers case, productivity rose because they were being observed. This is
known as the Hawthorne Effect (named after the factory where the research took place). It
means that the mere observation of a group tends to change it.
However, if you have ever gone through change (which almost every one of us has), you
know that creating change is not so easy…but according to the Hawthorne Effect, all you
have to do to increase productivity is introduce change into the work place.
For decades, the Hawthorne studies provided the rationale for human relations within the
organization. Then two researchers (Franke, & Kaul, 1978) used a new procedure called time-
series analyses. Using the original variables and including in the Great Depression and the
instance of a managerial discipline in which two insubordinate and mediocre workers were
replaced by two different productive workers (one who took the role of straw boss), they
discovered that production was most affected by the replacement of the two workers due to
their greater productivity and the affect of the disciplinary action on the other workers. The
occurrence of the Depression also encouraged job productivity, perhaps through the increased
importance of jobs and the fear of losing them. Rest periods and a group incentive plan also
had a somewhat positive smaller effect on productivity. These variables accounted for almost
all the variation in productivity during the experimental period. Social science may have been
to readily to embrace the original Hawthorne interpretations since it was looking for theories
or work motivation that were more humane and democratic.
Group Belonging
Although each person will have a different response to change (personal history), they often
show their attachment to the group (social situation at work) by joining in a uniform response
to the change. For example, one person's personal history might be so strong that she works
harder when a change is introduced, while the rest of the group's social situation is strong
enough that they threaten to strike because of the change. Although each person in that group
might want to something different, such as place more demands, ignore the change, work
harder, etc.; the need of being in a group sways the many individuals to follow a few
individuals - "we are all in this together."
At times, the response towards change is influenced by personal history, at other times it is
swayed mostly by the social situation.
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No man is an island, entire if it self;
every man is a piece of the Continent,
a part of the main...
John Donne (1571 - 1631)
When leading the change, note that there will be three stages:
1. Unfreezing - Old ideals and processes must be tossed aside so the new ones
may be learned. Often, getting rid of the old processes is just as difficult as
learning new ones due to the power of habits. Just as a teacher erases the
old lessons off the chalkboard before beginning a new lesson, so must a
leader help to clear out the old practices before beginning the new.
2. Changing - The steps to the new ideals are learned by practicing. Although
there will be confusion, overload and despair at first, a leader’s influence
can change it to hope, discovery, and excitement.
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17 - Professionalism
You gain strength, courage and confidence by every
experience in which you really stop to look fear in the face.
You must do the thing you think you cannot do. - Eleanor
Roosevelt
Leaders do not command excellence, they build excellence. Excellence is "being all you can
be" within the bounds of doing what is right for your organization. To reach excellence you
must first be a leader of character. You must do everything you are supposed to do. An
organizations will not achieve excellence by figuring out where it wants want to go, then
having leaders do whatever they have to in order to get the job done, and hope that along the
way those leaders acted with good character. That way is backwards. Pursuing excellence
should not be confused with accomplishing a job or task. When you do planning, you do it by
backwards planning. But you do not achieve excellence by backwards planning. Excellence
starts with leaders of character who engage in the entire process of leadership. And the first
process is being a person of honorable character.
Character develops over time. Many think that much of character is formed early in life.
However, nobody knows exactly how much or how early character develops. But, it is safe to
claim that character does not change quickly. A person's observable behavior is an indication
of his or her character. This behavior can be strong or weak, good or bad. A person with
strong character shows drive, energy, determination, self-discipline, willpower, and nerve.
She sees what she wants and goes after it. She attracts followers. On the other hand, a person
with weak character shows none of these traits. She does not know what she wants. Her traits
are disorganized, she vacillates and is inconsistent. She will attract no followers.
A strong person can be good or bad. A gang leader is an example of a strong person with a
bad character, while an outstanding community leader is one with both strong and good
characteristics. An organization needs leaders with strong and good characteristics, people
who will guide them to the future and show that they can be trusted.
To be an effective leader, your people must have trust in you and they have to be sold on your
vision. Korn-Ferry International, an executive search company, performed a survey on what
organizations want from their leaders. The respondents said they wanted people who were
ethical and who convey a strong vision of the future. In any organization, a leader's action sets
the pace. This behavior wins trust, loyalty, and ensures the organization's continued vitality.
One of the ways to build trust is to display a good sense of character. Character is the
disposition of a person, made up of beliefs, values, skills, and traits:
• Beliefs are the deeply rooted feelings that a person holds dear. They could
be assumptions or convictions that you hold true regarding people, concepts,
or things. They could be the beliefs about life, death, religion, what is good,
what is bad, what is human nature, etc.
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• Values are attitudes about the worth of people, concepts, or things. For
example, you might value a good car, home, friendship, personal comfort,
or relatives. These are import because they influence your behavior to
weigh the importance of alternatives. For example, you might value friends
more than privacy.
• Skills are the knowledge and abilities you gain throughout life. The ability
to learn a new skill varies with each individual. Some skills come almost
naturally, while others come only by complete devotion to study and
practice.
Leadership Traits
There are hundreds of personality traits, far too many to be discussed here. Instead, we will
focus on a few that are crucial for a leader10. The more of these traits you display as a leader,
the more your people will believe and trust in you:
• Honesty - Display sincerity, integrity, and candor in all your actions.
Deceptive behavior will not inspire trust in your people.
• Forward-looking - Set goals and have a vision of the future. The vision
must be owned throughout the organization. Effective leaders envision what
they want and how to get it. They habitually pick priorities stemming from
their basic values.
10
Compiled by the Santa Clara University and the Tom Peters Group.
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• Imaginative - Make timely and appropriate changes in thinking, plans, and
methods. Show creativity by thinking of new and better goals, ideas, and
solutions to problems.
"Retreat Hell! We've just got here!" - Attributed to several World War I Marine
Corps officers, Belleau Wood, June 1918. (key ideal - "take a stand")
Attributes
Attributes establish what leaders are, and every leader needs at least three of them:
• Standard Bearers establish the ethical framework within an organization.
This demands a commitment to live and defend the climate and culture that
you want to permeate your organization. What you set as an example will
soon become the rule as unlike skills or knowledge, ethical behavior is
learned more by observing that by listening. And in fast moving situations,
examples become certainty. Being a standard bearer creates trust and
openness in your employees, who in turn, fulfill your visions.
• Developers help others learn through teaching, training, and coaching. This
creates an exciting place to work and learn. Never miss an opportunity to
teach or learn something new yourself. Coaching suggests someone who
cares enough to get involved by encouraging and developing others who are
less experienced. Employees who work for developers know that they can
take risks, learn by making mistakes, and winning in the end.
"Goddam it, you'll never get the Purple Heart hiding in a foxhole! Follow me!" -
Captain Henry P. "Jim" Crowe, USMC, Guadalcanal, 13 January 1943. (key
words -- "follow me" -- NOT "go")
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• Unselfishness
• Courage
• Knowledge
• Loyalty
• Endurance
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• Humility
• Flexibility
• Empathy/Compassion
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18 - Financial Awareness
As we, the leaders, deal with tomorrow, our task is not to try
to make perfect plans...Our task is to create organizations that
are sufficiently flexible and versatile that they can take our
imperfect plans and make them work in execution. That is the
essential character of the learning organization. - Gordon R.
Sullivan & Michael V. Harper
All leaders must think funding. That is, what projects should their department tackle that will
make and save the organization money? When times are good, we often ignore monetary
issues; it is not until bad times when the organization is facing downsizing that we begin to
pay attention to the financial side of the business. The departments that do not express a
concern for monetary issues are often some of the first to feel the axe, primarily because they
are spending resources on the wrong projects. Their commitment to providing good service or
products may be in the right place, however, their sense of prioritizing projects during tight
money supplies are lacking.
Your department needs to play a vital part in keeping the business competitive during hard
and good times by working to identifying goals and objectives, helping the employees to
obtain the skills and knowledge needed to achieve those goals, and finally, ensuring those
goals and objectives are met. Indeed, a really good department will help to keep the
organization at the "head of the pack" during the worst of times.
The items measured can include soft benefits, such as better communication or employee
morale. However, they must produce a quantifiable result based on specific measurements,
such as fewer sick days or lower employee turnover rates. Since capturing ROI is not cheap, it
is normally used for long term projects that last at least a year.
Note that ROI can mean several things. Some use it to mean the "Return" (incremental gain)
from an action, divided by the cost of that action. For example, an investment that costs $100
and pays back $150 after a short period of time has a 50% ROI. In financial circles, ROI
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normally means "Return on Invested Capital." When ROI is requested or used, ask or show
specifically how it is calculated.
Tangible Benefits
The benefits of some programs or projects are not measured using ROI for various reasons.
For example, if you implement a new computer system, the workers must be trained to use it.
There is no valid reason for performing a training ROI (however, hopefully a ROI was
performed for the new computer system). Another example is by federal law, such as safety
programs, so again there is no need to perform an ROI. However, since it will probably be
performed on a continuous basis, then you should perform "process improvement" on the
program to keep it effective and efficient.
Other projects that do not require ROIs are short term, normally 12 months or less, and
produce "Tangible Benefits." This includes such projects as improving customer relations.
Projects that improve customer relations are normally held in high esteem due to the positive
impact that they have on the organization’s bottom-line.
Holy Grails
Some projects are so powerful that they deeply impact the organization positively, such as
improving the stock value or providing long term revenues. For example, Knowledge
Management projects, which normally take a several years to fully implement, move in one of
two directions:
1. Their benefits are not fully known, in which case they should be delayed
until better economic times (or until you have a better understanding of the
benefits).
The key is ensuring that you and your managers know what the pay-off is going to be.
However, building programs that get the backings of the CEO and on down are not easy to
create. For that, you usually need to do some creative brainstorming.
NOTE - Many organizations have handed off Knowledge Management (KM) initiatives to the
MIS department. This is because the software industry has grabbed hold of KM and peddled it
as a software solution. However, KM is NOT a technology solution! KM uses intellectual
capital (employee knowledge and experience) as an asset through knowledge sharing and
documentation. Your employees have a firm hold on this intellectual capital and they have
been taught that "knowledge is power." That is, they benefit by hoarding what they know, so
they are reluctant to let go of this power. KM is implemented by changing the company
culture from "I" to "collaboration." This is best done by change agents, namely the leaders
and performance specialists who can be found throughout the organization. This is
accomplished by:
1. Identify a business need -- what knowledge can be captured that will prove
most profitable? Who will use this knowledge -- customers, individuals,
managers?
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3. Reward knowledge sharing -- build incentives. For example, make it a part
of the performance review and give recognition to employees who provide
the most frequently accessed contributions.
Capital Spending
When funding gets tight, managers will try to stop projects that appear discretionary.
However, capital spending that has write-off potential will often be saved. Capital
expenditures are purchased items that will be used for the current period and several future
periods (such as equipment), verses revenue expenditures, which are items that will be
consumed or used in the current period (office supplies). Most organizations start their new
budgeting period on October 1 (the beginning of the fiscal year). Be sure to check with your
accounting department as laws vary as to what constitutes capital expenditures.
Federal Regulations
Managers hate the thought of a federal audit. Programs that keep the feds (such as OSHA)
from breathing down their necks are normally saved. Be proactive with these types of
programs.
Improve Efficiency
Cost cutting is a bad goal, while improving efficiency is a good goal. Let me explain. When
your goal is to cut costs, you start throwing things away. Pretty soon, you are down to the
bare minimal, and the next thing you know, you are throwing out processes that generate
revenue, which puts the organization in a viscous cycle by throwing out the very thing it
needs -- revenue-generating processes. As a leader, you need to use your various political
avenues to convince upper-management of the folly of cost cutting. Instead, concentrate on
identifying processes, targeting the inefficient ones, performing process improvement, and
then continuing the cycle -- remember, it is actually continuous process improvement.
Riders
Depending upon the size of the organization, there are normally several projects in various
stages being implemented throughout an organization. Offer your department's expertise in
the implementation of these projects. This allows you and your department to become known
as "team players." These funded projects often have the latitude of allowing you to "ride" your
projects on them. This provides a double benefit for the organization -- you are able to help
other departments, while at the same time getting help from them. This might sound political,
but in political arenas, it is, "you scratch my back and I will scratch your back." Using riders
differs in that you are going to help the business units no matter if they give you something
back or not. However, if you can ride your project onto theirs without too much
inconvenience, then so much the better. The goal is to achieve strategic partnerships within
the organization, while at the same time increasing the value of your department.
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"grow" the organization. Implementing development programs generally requires a three-
prong approach:
1. First, implement programs using the above suggestions, this shows that you
are a trusted person who spends the organization's money wisely.
3. Third, narrow down the program to a process that will actually help the
organization. For example, do not implement a diversity program simple
because you can, instead, locate a weakness in the organization and target a
program to fix it. The goal is to grow the organization, not to implement
money-wasting programs.
Note that you have to work the second and third approach together, as they are synergic in
nature. That is, you have to not only find a developmental enabler but that enabler must also
need fixing.
Organizations that are entering extreme economic hard times will be the hardest to convince
of the necessity of such developmental programs, even though it might be their only saving
grace. This is because they only have one solution on their minds -- cost cutting, however, as
noted before, cost cutting is not a solution -- it is a reaction.
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III - Professional Competencies
I used to think that running an organization was equivalent to
conducting a symphony orchestra. But I don't think that's
quite it; it's more like jazz. There is more improvisation. -
Warren Bennis
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19 - Business Acumen
and Technical
Competency
The only real training for leadership is leadership. - Anthony
Jay
Both Business Acumen and Technical Competency are discussed in this final chapter. For
they both are about growing. Organizations constantly grow and change…those that do not –
die. The workers within these organizations must also grow and adapt with the organization.
To do so requires lifelong learning. This learning is gained in a number of ways, such as
feedback, mentoring, education, and through experience.
Receiving Feedback
Being able to give good feedback should not be the only goal; leaders also need to be aware
of the need to receive and act upon feedback, even if it is delivered in a critical manner. That
is, we need to develop skills that help us extract useful information, even if it is delivered in a
critical tone.
Allowing the attitudes of the criticizer to determine your response to information only
weakens your chances for opportunity. Those who are able to glean information from any
source are far more effective. Just because someone does not have the skills to give proper
feedback, does not mean you cannot use your skills to extract useful information for growth.
When receiving information, rather it is feedback or criticism, think, "How can I glean critical
information from the message." Concentrate on the underlying useful information, rather that
the emotional tones. Also, note what made you think it was criticism, rather than feedback.
This will help you to provide others with feedback, rather than the same emotional criticism.
Mentoring
Mentoring is often thought of as the transfer of wisdom from a wise and trusted teacher. He or
she helps to guide a person’s career, normally in the upper reaches of the organization. A
mentor is a person who cares about you and goes out of her way to see that you get the best
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possible chance to fulfill your career potential. It involves teaching, coaching, and helping to
build a high degree of confidence. But what brings out the full magic of mentorship is some
degree of affection or warm friendship...what an older brother might feel for his kid sister or
brother. Be specific about what you want from a mentor. The more certain you are about your
needs, the more likely you will be able to find a mentor to meet those needs. When selecting a
mentor, probe:
NOT "Will you be my mentor” but, "Sue, if you have some time available soon,
could you explain to me why our company has not gone after the Acme
account?"
"Dan, if you have some spare time, could you explain the actual skills I need to
become a computer trainer?"
Most people, especially those with the instinct to be a mentor, will respond favorably to such
requests. And if so, then ask another question. This might or might not lead to having that
person become your mentor, but in any case, it will increase your knowledge. Some people
might only give a two-minute lecture, but he should be impressed with your curiosity, even if
he does not say so.
This targeting of expertise will guide you towards the specific area or function so that others
can help you to identify a potential mentor. Consult with your manager, human resource
specialists, and peers for possible mentors.
Once you have gained expertise in one or more areas, that return the favor -- mentor others,
for one of the best ways to learn is to teach.
Experience
The quote by Anthony Jay used in the beginning of this chapter says it best – to become a
leader you must practice leadership. This guide can arm you with the required information,
but leadership knowledge and skills come through doing!
Final Thoughts11
Humas: What is the shape of the "perfect" leader and does he or she exist?
Donald Clark: To paraphrase W. Somerset Maugham, "There are three rules for creating good
leaders. Unfortunately, no one knows what they are."
There is no perfect leader, that is why good leaders are always trying to improve them selves
through such methods as self-study, training, education, mentoring, and learning from
mistakes. Since there are no perfect leaders, it is hard to build a good leadership model, which
is why there are hundreds of them. But, we can be sure of a few things that a good leader
posses:
• A vision of the future (where are we going).
11
Based on an interview with Donald Clark by the South American magazine Humas.
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• A love of self-improvement for themselves and their followers. This love
makes them good coaches and mentors.
Does a leader need to be motivated? How can leaders maintain themselves to stay
motivated?
A leader definitely has to be motivated; those who are not will quickly be seen as frauds in
their follower’s eyes. Followers expect their leaders to be enthusiastic about their work.
Motivation comes in two forms: extrinsic and intrinsic.
Extrinsic motivators come from the outside. For example, one reason that I go to work is that
I need to make a living in order to survive. Intrinsic motivators come from within. For
example, another reason that I go to work is that I get a great deal of satisfaction when I
accomplish a difficult task.
Good leaders set and achieve goals that allow them to get a healthy balance of both
motivators. Although many people believe intrinsic motivators are the best, that is not
necessarily so. Often, the extrinsic motivators lead us into new situations and then our love
for doing it (intrinsic) carries us through and on to new heights.
All good managers are leaders to various degrees. They need to carry out their leaders’
visions by creating their own visions that support the larger vision, and then getting their
workers to accomplish the vision. For example, Howard Schultz, of Starbucks Coffee
Company, had a vision of 2000 stores by the year 2000. This vision became one of the driving
forces behind the company’s success. Did Mr. Schultz build those 2000 stores himself? No
way! Schultz’s vision was achieved by managers and supervisors throughout the organization
who had smaller scale visions that directly supported his 2000 by 2000 vision. They got these
visions accomplished by delegating the means and authority to their subordinates. These
managers and supervisors also supported their employees by giving them the means and
opportunity to grow by coaching and mentoring; and providing training, development, and
education opportunities.
A CEO cannot be the sole leader of a large organization. There are simply to many leadership
tasks that must be accomplished…a leader cannot do all of them by herself.
You say anyone can become a leader. Is it really possible? Aren’t there people who traits
make them unfit to be a leader?
Anyone can become a leader that has the willingness and drive to achieve that goal. Traits can
be changed or reduced by focusing upon the more desirable traits and then using them to
overpower the unhealthy ones. This is one reason there are no perfect leaders - we all have a
few unhealthy traits. But the better leaders concentrate on and grow their desirable traits so
that they overpower their weaker traits.
In which way do you see that new technologies will affect leadership and leaders?
I do not see technologies affecting leaders. What I do see are good leaders achieving their
goals by selecting the right tool (technology) to achieve their goals. Good leaders focus upon
their goals and then do what is necessary to achieve it; they do not pick a technology and then
try to achieve some goal with it.
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I see leaders as change agents who guide their followers onto new heights, while along the
way, they develop and grow their followers.
Is there any trend that could be called "the new leader"? Or have things really not
changed that much over the last 2000 years?
As we have gotten a better understanding of human behavior over the last hundred years or so,
leaders have moved along the "leadership continuum" by moving from Douglas McGreagor’s
Theory X towards Theory Y. We are still a long way to Theory Y, but we have tipped the
scale to its favor.
The degree of power that a leader requires is determined by the goals that she must achieve.
For example, the leader of a country requires different powers than the leader of a church.
Power is the possession of control, authority, and/or influence over others. This power is used
to achieve a goal. Some leaders, such as presidents, have all three possessions, while others,
such as Mother Theresa, might have only one – influence.
Some authors say leaders must divide their time in three parts: one for handling
finances, another for quality, and a third for relationships. What do you think about?
Leaders have two "leadership continuum" scales that they must follow. Earlier, I talked about
the people scale, and how leaders have been moving from Douglas McGreagor’s Theory X to
Theory Y. This continuum can be seen as the vertical axis (concern for people) in Blake and
Mouton’s Managerial Model. The other axis is the "concern for task" and it is plotted along
the horizontal axis. By focusing on the far ends of the task continuum and developing hard
goals to achieve, a leader creates her or his visions. And then by developing great people
(people scale) and giving them the means to accomplish your vision (task scale), you have
ensured that the necessary ingredients are there for the organization’s success. In other words
-- good leaders have "goal directed visions" and then achieve them by inspiring their people to
work through change and challenges in order to accomplish the task. This, in turn, equals a
successful organization.
A failure to see the benefits of diversity. This creates "like-people" throughout the
organizations and leads to one-way thinking. If you do not have a diverse team, then you
cannot come up with the creative brainstorming solutions to stay competitive. Also, you
alienate your customers and consumers who can be quite diverse.
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As far as communication is a key point, how can a shy person be a leader?
Communication, from a leadership point, is more than just directing others (which shy people
would draw back from), it is more about maintaining healthy relationships (which almost
every shy person is capable of doing). One of my favorite quotes is from Captain Henry "Jim"
Crowe, USMC. While in Guadalcanal on 13 January 1943, he used the following words and
actions to motivate his troops: "Goddam it, you'll never get the Purple Heart hiding in a
foxhole! Follow me!" It was more than an order…it was his action of not showing his fear by
being in the front that motivated his troops.
Leaders use both actions and words to get things done. Bossing others is the act of directing
others to get things done without having any concern for the employees. Shy persons do not
normally become bosses, but many of them do become leaders…bullies become bosses.
If so much material is written about leadership, why are there so few real leaders in
companies?
Who says there are so few leaders? The only people who can call a person a leader are the
followers. People outside the organization might call a person a leader, yet that person might
have just been a dictating tyrant who uses power of authority to get things done. This only
made that person the boss, not a leader. Only the people who work for another person have
the authority to call that person a leader.
Too many people equate leaders with the power of authority, yet it is more about visioning
and achieving goals through others. Organizations that are lagging behind their competitors
often have a lack of leaders throughout their ranks. While great organizations have leaders
throughout the organization, from top to bottom. Just as I mentioned earlier about Starbucks’
goal of 2000 stores by the year 2000, it took many leaders throughout the ranks to accomplish
it.
The role of principles of leadership is so extensive that it puts one to think - isn’t a good
leader a kind of superman or superwomen? How can that be?
Leadership is like many other difficult skills…it takes skills and practice. That is why it is
important to develop leaders throughout your organization; although you can learn the
knowledge and the skills in a short period of time, it takes plenty of practice to get it right.
Senior leaders should always be coaching and mentoring their subordinates on the leadership
continuum.
Researchers at McKinsey & Company and the Conference Board (Katzenbach, J. &
Santamaria, 1999) discovered that one highly effective route of leadership is demonstrated by
the U.S. Marine Corps. The Marines' approach to motivation follows the "mission, values,
and pride" (MVP) path, which researchers say is practical and relevant for the business world.
A couple of other organizations that follow the MVP path are 3M, New York City Ballet, and
KFC. There are four other valid paths to follow: Process and Metric (Toyota), Entrepreneurial
Spirit (BMC Software) Individual Achievement (Perot Systems), and Reward and Celebration
(Mary Kay).
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managers. One role model can influence 40 or 50 new hires. Also, focus on
values after the training, i.e. Marriott prominently displays customer letters
praising superior performance.
• Attending to the bottom half, not just the top half: Find the time to
attend to the poor and mediocre performers, even if it means personal
sacrifice. Normally, it is cheaper and easier to rejuvenate under-performers
than it is to replace them. Marine Drill Instructors, despite their legendary
toughness, refuse to give up on any recruit.
To emulate the Marines, many executives would have to embrace the notion that
front-line workers can lead... - Jon R. Katzenbach and Jason A. Santamaria
Every organization is unique; hence, it will require a different percentage. But every leader
and supervisor must display some form of leadership; they cannot simply be bosses and
expect the organization to become a great organization. As far as excess, how can you have
too much of a good thing; is there such a thing as a company having too much profit?
What is better for a company that does not have huge sums to invest in training: try to
build a team of leaders, with all the failure possibilities, or concentrate on building a
good team of efficient managers?
Why would there be more failure possibilities with a team of leaders than with a team of
managers? Managers can get things done, but they have to have leaders and leadership
abilities of their own. Otherwise, what will they get accomplished? It takes leaders to have
visions. Once you have your vision, it needs to be framed in general terms and communicated
to your team. Your team then develops the ends (objectives), ways (concepts), and means
(resources) to achieve the vision. Except for developing the means (resources), all of these are
leadership tasks.
Can someone be a good leader, but not a good manager? Which is better for a company?
Just as there are many managers who cannot lead, there are many leaders who cannot manage.
And neither is better for a company. Both strip the company of a valuable resource – a leader
who can get things done and a manager who can lead employees.
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Is there any index of success for turning common managers into leaders, i.e., a tax of
effectiveness of training?
I’m not so sure if there is an index, since this type of training falls more into the development
category, which can be extremely hard to measure at times. For example, if you train someone
to operate a forklift, you can then go to the job site to see if that person actually learned some
new skills. But observing someone to see if they have gained some leadership skills is much
more difficult. How do you effectively measure their visioning skills? Also, developing a
leader is not accomplished in a two-week leadership course; that is where they learn the basics.
The rest of what they learn comes through a trial and error period of practice. However, there
are indicators that show how much value organizations place on leadership skills -- The
March 2, 1999 edition of the NewsEdge had a story on an international study conducted by
the HayGroup for Fortune magazine. They found that corporate cultures of the world's most
admired companies are alike in many ways, but also differ from those of an average company.
This study reveals that the dominant values in the world's most admired companies are
teamwork, customer focus, innovation fair treatment of employees, global reach, and vision.
These are mainly leadership skills!
In average companies, the overriding values are making budget, supporting the decisions of
management, and minimizing risks. While these are mainly management skills!
Great companies have leaders while average companies are run by managers!
Also, Aon Consulting of Chicago reported that the top five reasons for employee commitment
are (notice that all five tasks are mostly leadership skills):
• Employer's recognition of personal and family time
• The organization's vision and direction
• Personal growth
• The ability to challenge the way things are done
• Everyday work satisfaction
How do you keep people’s loyalty in a company that is downsizing? Isn’t it asking too
much of a leader?
Leadership is more about enabling people to do their best and become the best, than it is about
loyalty. Leaders inspire people, while managers set polices that buy loyalty. Besides,
organizations that have effective leaders throughout their organization will find themselves
downsizing much less than organizations that are lacking leaders. That is because they will be
performing the necessary steps to carry them on to the visions they have created. Also, if you
have good leaders throughout the organization, you are going to find yourself doing the right
things if and when it becomes cost-cutting time - being honest and compassionate.
Duct tape is like the force. It has a light side, and a dark side, and it holds the
universe together... - Carl Zwanzig
Leadership is like duct tape. It is the one thing that can be universally used to
repair a broken organization.
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Appendix A
Not everything that is faced can be changed. But nothing can
be changed until it is faced. - James Baldwin
An After Action Review (AAR) (U.S. Army Handbook, 1993) is an assessment conducted
after a project or major activity. It allows employees and leaders to discover what happened
and why. It may be thought of as a professional discussion of an event that enables you to
understand why things happened during the progression of the process and to learn from that
experience. Examples of when to use it are: introduction of a new product line in a production
facility, after a busy holiday season in a retail store, introduction of a new computer system
upgrade, after a major training activity, or a change in procedures.
Also, the AAR does not have to be performed at the end of a project or activity. Rather, it can
be performed after each identifiable event within a project or major activity, thus becoming a
live learning processes (the learning organization).
The AAR is a professional discussion that includes the participants and focuses directly on the
tasks and goals. It is not a critique. In fact, it has several advantages over a critique:
• It does not judge success or failure.
As a leader, you are responsible for training your workforce. The AAR is a tool that can assist
you with developing your employees. It does this by providing feedback. Normally, feedback
should be direct and on the spot. Each time an incorrect performance is observed, it should be
immediately corrected so that it will not interfere with future tasks. During major projects or
activities, it is not always easy to notice incorrect performances. Indeed, in many cases, the
correct performances will be unknown for these projects or activities as they are learning
activities for all the participants. That is why the AAR should be planned at the end of each
activity or event...so that feedback can be provided, lessons can be learned, and ideas and
suggestions can be generated so that the next project or activity will be an improved one.
An AAR is both an art and science. The art of an AAR is in the obtainment of mutual trust so
that people will speak freely. Innovative behavior should be the norm. Problem solving
should be pragmatic and employees should NOT be preoccupied with status, territory, or
second-guessing "what the leader will think." There is a fine line between keeping the
meeting from falling into chaos where nothing real gets accomplished, to people treating each
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other in a formal and polite manner that masks issues (especially with the boss) where again,
nothing real gets accomplished.
• When the discussion turns to errors made, emphasize the positive and
point out the difficulties of making tough decisions.
7. Summarize.
8. Allow junior leaders to discuss the events with their people in private.
A properly conducted AAR can have a powerful influence on the climate of your organization.
It is part of the communication process that educates and motivates people on to greatness by
sensitizing them to do the right thing. It can prevent future confusion on organizational
priorities and philosophies and drive home the point that we learn from our mistakes.
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Glossary
affirmative action
A hiring policy that requires employers to analyze the work force for under-representation of
protected classes. It involves recruiting minorities and members of protected classes, changing
management attitudes or prejudices towards them, removing discriminatory employment
practices, and giving preferred treatment to protected classes.
assessing
The process of conducting In Process Reviews (IPRs) and After Action Reviews (AARs).
IPRs help to determine initial expectations, ascertain strengths and weakness of both
employees and the organization, and identify key issues and organizations whose willing
support is needed to accomplish the mission. AARs determine how well the goals are being
accomplished, usually by identifying areas to sustain and improve.
attributes
Characteristics or qualities or properties. Attributes of the leader fall into three categories:
mental, physical, and emotional.
authoritarian leadership
A style of leadership in which the leader tells the employees what needs to be done and how
to perform it without getting their advice or ideas.
beliefs
Assumptions and convictions that a person holds to be true regarding people, concepts, or
things.
benchmarking
The process of measuring the organization's products, services, cost, procedures, etc. against
competitors or other organizations that display a "best in class" record.
benchmark measures
A set of measurements (metrics) that is used to establish goals for performance improvements.
These are often derived from other firms that display "Best In Class" performance.
building
An activity focused on sustaining and renewing the organization. It involves actions that
indicate commitment to the achievement of group or organizational goals: timely and
effective discharge of operational and organizational duties and obligations; working
effectively with others; compliance with and active support of organizational goals, rules, and
policies.
brainstorming
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A technique for teams that is used to generate ideas on a subject. Each person on the team is
asked to think creatively and write down as many ideas as possible. After the writing session,
the ideas are discussed by the team.
capacity
The capability of a worker, system, or organization to produce output per time period. It can
be classified as budgeted, dedicated, demonstrated, productive, protective, rated, safety, or
theoretical.
character
The sum total of an individual's personality traits and the link between a person's values and
her behavior.
climate
The short-term phenomenon created by the current junior or senior leaders. Organizational
climate is a system of the perception of people about the organization and its leaders, directly
attributed to the leadership and management style of the leaders, based on the skills,
knowledge and attitude and priorities of the leaders. The personality and behavior of the
leaders creates a climate that influences everyone in the organization.
communicating
Comprises the ability to express oneself effectively in individual and group situations, either
orally or in writing. It involves a sender transmitting an idea to a receiver.
conflict of interest
Any business activity, personal or company related, that interferes with the company's goals
or that entails unethical or illegal actions.
constraint
Any element or factor that prevents a person from reaching a higher lever of performance
with respect to her goal.
constraint management
The practice of managing resources and organizations in accordance with the Theory Of
Constraints principles.
corrective action
The implementation of solutions resulting in the reduction or elimination of an identified
problem.
counseling
Talking with a person in a way that helps that person solve a problem or helps to create
conditions that will cause the person to improve his behavior, character, or values. The
providing of basic, technical, and sometimes professional assistance to employees to help
them with personal and work related problems.
courage
The virtue that enables us to conquer fear, danger, or adversity, no matter what the context
happens to be (physical or moral). Courage includes the notion of taking responsibility for
decisions and actions. Additionally, the idea involves the ability to perform critical self-
assessment, to confront new ideas, and to change.
culture
The long-term complex phenomenon that can be affected by strategic leaders. Culture
represents the shared expectations and self-image of the organization. The mature values that
create "tradition", the play out of "climate" or "the feel of the organization" over time, and the
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deep, unwritten code that frames "how we do things around here" contribute to the culture.
Organizational culture is a system of shared values, assumptions, beliefs, and norms that unite
the members of the organization. Individual leaders cannot easily create or change culture.
decision making
The process of reaching logical conclusions, solving problems, analyzing factual information,
and taking appropriate actions based on the conclusions.
deficiency
Failure to meet a set performance standard.
delegative leadership
A style of leadership in which the leader entrusts decision making to an employee of a group
of employees. The leader is still responsible for their decisions.
developing
The art of developing the competence and confidence of subordinate leaders through role
modeling and training and development activities related to their current or future duties.
diversity
Committing to establish an environment where the full potential of all employees can be
tapped by paying attention to, and taking into account their differences in work background,
experience, age, gender, race, ethic origin, physical abilities, religious belief, sexual
orientation, and other perceived differences.
efficiency
A measure (as a percentage) of the actual output to the standard output expected. Efficiency
measures how well someone is performing relative to expectations.
empowerment
A condition whereby employees have the authority to make decisions and take action in their
work areas, jobs, or tasks without prior approval. It allows the employees the responsibility
normally associated with staffs. Examples are scheduling, quality, or purchasing decisions.
environment
1. The political, strategic, or operational context within the organization. 2. The external
environment is the environment outside the organization.
esprit
The spirit, soul, and state of mind of an organization. It is the overall consciousness of the
organization that a person identifies with and feels a part of.
ethical climate
The "feel of the organization" about the activities that have ethical content or those aspects of
the work environment that constitute ethical behavior. The ethical climate is the feel about
whether we do things right; or the feel of whether we behave the way we ought to behave.
evaluation
Judging the worth, quality, or significance of people, ideas, or things.
executing
The ability to complete individual and organizational assigned tasks according to specified
standards and within certain time criteria or event criteria.
feedback
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The flow of information back to the learner so that actual performance can be compared with
planned performance. .
flexibility
The ability of a system to respond quickly, in terms of range and time, to external or internal
changes.
follow-up
Monitoring of job, task, or project progress to see that operations are performed on schedule.
honor
A state of being or state of character, that people possess by living up to the complex set of all
the values that make up the public moral code. Honor includes: integrity, courage, loyalty,
respect, selfless-service, and duty. Honor demands adherence to a public moral code, not
protection of a reputation.
human nature
The common qualities of all human beings.
improving
A focus on sustaining and renewing the development of individuals and the organization
(with a time horizon from months to decades) that requires a need for experimentation and
innovation with results that are difficult to quantify. Usually it entails long-term, complex
outcomes.
influencing
The key feature of leadership, performed through communicating, decision making, and
motivating.
integrity
A moral virtue that encompasses the sum total of a person's set of values and moral code. A
breach of any of these values will damage the integrity of the individual. Integrity, comes
from the same Latin root (integritas) as the word "integer," refers to a notion of completeness,
wholeness, and uniqueness. Integrity also entails the consistent adherence of action to one's
personal moral beliefs.
job enlargement
An increase in the number of tasks that an employee performs. It is associated with the design
of jobs to reduce employee dissatisfaction.
job enrichment
An increase in the number of tasks that an employee performs and an increase in the control
over those tasks. It is associated with the design of jobs and is an extension of job
enlargement.
kaizen
The Japanese term for improvement. It involves both workers and managers.
leadership
The process of influencing people while operating to meet organizational requirements and
improving the organization through change.
learning
An essential shift or progress of the mind where recreation is evident and enjoins activities
such as re-engineering, envisioning, changing, adapting, moving into, and creating the future.
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learning curve
A curve reflecting the rate of improvement in performing a new task as a learner practices and
uses her newly acquired skills.
loyalty
The intangible bond based on a legitimate obligation; it entails the correct ordering of our
obligations and commitments. Loyalty demands commitment to the organization and is a
precondition for trust, cooperation, teamwork, and camaraderie..
model
(1) A person that serves as a target subject for a learner to emulate. (2) A representation of a
process or system that show the most important variables in the system in such a way that
analysis of the model leads to insights into the system.
morale
The mental, emotional, and spiritual state of an individual.
motivating
Using an individual’s wants and needs to influence how the person thinks and what does.
Motivating embodies using appropriate incentives and methods in reinforcing individuals or
groups as they effectively work toward task accomplishment and resolution of conflicts /
disagreements. Coupled with influence, motivating actively involves empowering junior
leaders and workers to achieve organizational goals and properly rewarding their efforts as
they achieve the goals.
motivation
The combination of a person's desire and energy directed at achieving a goal. It is the cause of
action.
participative leadership
A style of leadership in which the leader involves one or more employees in determining what
to do and how to do it. The leader maintains final decision making authority.
performance standard
A criterion or benchmark against which actual performance is measured.
planning
A course of action for oneself and others to accomplish goals; establishing priorities and
planning appropriate allocation of time and resources and proper assignment of people to
achieve feasible, acceptable, and suitable goals.
plan-do-check-action (PDCA)
Sometimes referred to as the Shewhart Cycle, for the inventor, Walter A. Shewhart. A four
step process for quality improvement:
• Plan - A plan to effect improvement is developed.
• Do - The plan is carried out, first, on a small scale if possible.
• Check - The effects of the plan are observed.
• Action - The results are studied and observed to determine what was learned and
what can be predicted.
process improvement
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Activities designed to identify and eliminate causes of poor quality, process variation, and
non-value added activities.
program
A significant long-term activity, as opposed to a project. Normally defined as a line item in
the organization's budget.
project
An endeavor with a specific objective to be met within a prescribed time and dollar limitation.
quality
Conformance to the requirements of a stated product or service attribute.
respect
The regard and recognition of the absolute dignity that every human being possesses. Respect
is treating people as they should be treated. Specifically, respect is indicative of compassion
and consideration of others, which includes a sensitivity to and regard for the feelings and
needs of others and an awareness of the effect of one's own behavior on them. Respect also
involves the notion of treating people justly.
selfless service
the proper ordering of priorities. Think of it as service before self. The welfare of the
organization come before the individual. This does not mean that the individual neglects to
take care of family or self. Also, it does not preclude the leader from having a healthy ego or
self esteem, nor does it preclude the leader from having a healthy sense of ambition. It does,
however, preclude selfish careerism.
skills (competencies)
Those abilities that people develop and use with people, with ideas, and with things, hence,
the division of interpersonal, cognitive, and technical skills.
standard
An established norm against which measurements are compared. The time allowed to perform
a task including the quality and quantity of work to be produced.
standard time
The length of time that should be required to perform a task through one complete cycle. It
assumes an average worker follows prescribed procedures and allows time for rest to
overcome fatigue.
stress
The real or perceived demand on the mind, emotions, spirit, or body. Too much stress puts an
undo amount of pressure upon us and drives us into a state of tension. Controlled stress is
good as it is what motivates us.
supervising
The ability to establish procedures for monitoring and regulating processes, tasks, or activities
of employees and one's own job, taking actions to monitor the results of delegated tasks or
projects.
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A management philosophy developed by Dr. Eliyahu M. Goldratt that is broken down into
three interrelated areas - logistics, performance measurement, and logical thinking. Logistics
include drum-buffer-rope scheduling, buffer management, and VAT analysis. Performance
measurement includes throughput, inventory and operating expense, and the five focusing
steps. Logical thinking includes identifying the root problem (current reality tree), identifying
and expanding win-win solutions (evaporating cloud and future reality tree), and developing
implementation plans (prerequisite tree and transition tree).
trait
A distinguishing quality or characteristic of a person. For a trait to be developed in a person,
that person must first believe in and value that trait.
values
Ideas about the worth or importance of things, concepts, and people.
worker efficiency
A measure (usually computed as a percentage) of worker performance that compares the
standard time allowed to complete a task to the actual worker time to complete it.
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